Respond to  2 students discussion using the rise Model Due Thursday October 26,

Respond to  2 students discussion using the rise Model
Due Thursday October 26, 2023 by 11:00 pm
Must Read Everything: 
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. 
The response to the classmate need to be just like this. 
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are? 
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH***************************************************
See below for the two classmate discussion post that you will need to respond to
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Response 1- Amelia
1.Describe your experiences and your role in building relationships with teachers, parent(s)/guardian(s), 
administrators, staff, and outside agencies. 
Last week while at the school we were holding SART and SST meetings. Most of the parents and students were understanding and receptive to the purpose of the meeting, addressing academic goals we went over first tirade report cards worked on improvement plans with some students and made recommendations for the credit recovery school. While we were addressing grades, we addressed attendance and barriers to coming to school. One particular parent took great offence to this. She started cursing and making racial slurs at the Hispanic females in the meeting, her child has an IEP and made that comment of ” why does it matter if they show up, they are retarded” This comment has been made to staff in the past as well in front of the student. The meeting was held over the phone the only way she could have assumed we were Hispanic was by our names. We could not speak long enough to get her to hear the purpose of the meeting, hear about services. It got to the point that the administrator in the room ended the meeting. Since we were calling on a county cell phone from our parent partner she called back and left inappropriate messages. She then came in and spoke with the principal and SRO who she has also made sexual inappropriate comments to for about 2 hours about how she would run the school and how horrible of job is being done. I am used to working with upset parents and I’m sure the comments after some meetings are not pleasant but never had I had a conversation or meeting go this way. Usually, I can get the parent to understand why we are holding SART and SST meetings even if they don’t agree with it, we hear everyone’s input and is professional. This is a meeting that I will definitely remember forever. We will of course continue to try and work with both student and parent but never one on one after the meeting last week. 
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Response 2- Robert
Describe experiences related to counseling strategies. 
The ability to connect with our students is what leads to a sustainable rapport and relationship with our students. One tool that has helped me is using the strategy of Motivational Interviewing (MI) skills when working with youths who exhibit a challenge or defensiveness when working with adults. I first learned about this technique years ago while working with a different population. Stephen Rollnick and William Miller developed the motivational interviewing. This technique uses a client-centered approach to counseling and has evidenced-based support for working with a population such as students, substance abuse, incarcerated, foster youths, and parole. The nice aspect of using this strategy is it helps bring down the defenses by assisting the student in exploring and overcoming ambivalence. When I have used these strategies, it’s like a miracle how I’m able to get the student involved in a dialogue. When you use one of the strategies called ” rolling with resistance,” this removes the dynamic of the battle of a power struggle. North (2017) posits that ” MI = Empathy + Change Talk” When you have empathy and start the change talk conversation, which can happen in as little as 15 minutes”.  This is a tool each one of us can use to help our time-management quotient with students be used effectively.  
                                                                                                 References
North, R. (2017). Motivational Interviewing for School Counselors. Las Vegas, Nevada