Review the Morris and Minton article Crisis in the Curriculum? and discuss the s

Review the Morris and Minton article Crisis in the Curriculum? and discuss the specific results of the study and your response to them. Outline and reflect on the recommendations the authors provide as well as potential areas in which you, a school counselor in training, will want additional professional development.
Response Guidelines
Respond to two other learners, comparing and contrasting their posts to yours, and supporting your assertions with evidence from the literature.
Reply to these two posts:
Constance Oliphant
MondayJul 10 at 7:33pmManage Discussion Entry
School Counselor’s Response to Crisis
Review the Morris and Minton article “Crisis in the Curriculum? New Counselors’ Crisis Preparation, Experiences, and Self-Efficacy” and discuss the specific results of the study and your response to them. Outline and reflect on the recommendations the authors provide as well as potential areas in which you, a school counselor in training, will want additional professional development.
The school counselor would need to ensure that they are continuing their education in the gender area in order to assist the students. Since it is becoming more prevalent that there are homosexual, genderqueer and transgender students it is crucial to be able to understand and counsel them appropriately.
School counselors that do not identify with these gender norms still need to be able to understand what the student is going through and understand any research done in order to have a specific treatment plan (Tucker. 2021).
Tucker, J. D., Nelei-Nunnemaker, C. G., & Scanlan, K. L. (2021). The queer experience of school counselors: An interpretative phenomenological analysis. Professional School Counseling, 25(1), 2156759. https://doi.org/10.1177/2156759X211043114
Ramanjot KalherRamanjot Kalher
YesterdayJul 12 at 11:56amManage Discussion Entry
Considering my own novelty to the area of counseling psychology, this article was a very interesting and informative read. The authors discuss crisis intervention self-efficacy and experiences of new counselors with limited crisis intervention preparation from their formal education. The results indicate that a majority of master’s-level counselors lacked training in crisis intervention, ranging from topics such as assaults (e.g., physical, sexual, domestic violence) to family-level trauma. Despite this, most new counselors reported responding to high-risk crises during their field experiences. Those who did have some formal training in crisis intervention rated their self-efficacy in crisis preparation to be higher than those who did not have such training. Morris and Minton (2012) suggest that if including a single crisis course is not a feasible option to incorporate in counselor curricula, there may be alternatives such as including an infusion model. Personally, I agree with this approach as it could be a mandatory training module within other courses so that counselors-in-training are required to learn the content instead of relying on students taking the stand-alone course which may have varied enrollment. As a school counselor in training, I understand that a lot of our approach and skills will be developed during field practicums; however, I understand and value the professional development that occurs in the classroom and would hope to become sufficiently trained in crisis intervention, particularly in working with youth at risk of suicide and self-harm.
References
Morris, C. A. W., & Minton, C. A. B. (2012). Crisis in the curriculum? New counselors’ crisis preparation, experiences, and self‐efficacy. Counselor Education and Supervision, 51(4), 256-269.