Respond to  2 students discussion using the rise Model Due Saturday November 25,

Respond to  2 students discussion using the rise Model
Due Saturday November 25, 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 -Candance
What counseling skills, techniques, and/or strategies were demonstrated and implemented successfully by the Counselor? Provide rationale for your response.
There were many counseling skills, techniques, and strategies demonstrated and implemented successfully by the counselor of King Middle School.  First, she used the counseling skill of establishing a safe space for the student.  Camille had been crying in class so when she came in, it was important for the counselor to establish her office as a calm, safe space.  The counselor closed her office door and put up the do not disturb sign.  As she did that, she told Camille what she was doing. She also told her that this a place to cry.  The counselors actions and words not only set the foundation of safety, but also began building trust which then allowed Camille to share about her father’s abusive behavior towards her. 
Another counseling technique that the counselor used was during the time of addressing the surprise visit from Camille’s angry father.  Before meeting with him, she reviewed her defusing anger skills in her mind.  I appreciate how she was honest with the situation.  She didn’t try to avoid the conversation that needed to take place.  Her first words were, “I know you’re mad at me.”  And then she said, “Please sit down.”  This was brilliant.  Her words told the father that she was aware of his feelings and that she was willing to listen and discuss the situation.  The counselor continued to show compassion toward the father, even though he was the perpetrator of the child abuse involving Camille.  The counselor was able to put those emotions aside and address the father in his own separate struggles and needs. The patience, compassion, and validation of the father’s feelings calmed his anger and allowed him to acknowledge that “maybe (he) had lost it.” (Sells, 2012, p.53)
Reference
Sells, J.E. (2012). Lost and found: Healing troubled teens in troubled times. Siren Swan Press.
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Respose 2- Kayla
What counseling skills, techniques, and/or strategies were demonstrated and implement successfully by the Counselor? Provide rationale for your response.
A technique that Ms. Sells used was creating a safe environment for Camille to feel comfortable to share with privacy and no disruptions. Ms. Sell was able to create this safe space by stating “I’m going to put my sign on the door, so we won’t be disturbed,” (Sells, 2012) and “this is a place where it’s okay to cry” (Sells, 2012).  This strategy allowed the counselor to be fully engaged with Camille, demonstrating her active listening skills. Active listening is not just about observing what is being said verbally but also being aware of the nonverbals, in this case seeing the physical bruising, noticing body language and facial expressions of emotions. This also helps build rapport with the student. A good rapport can reduce stress, boost engagement, promote social interaction, and increase trust and respect. 
Ms. Sells gave Camille a sense of empowerment and showed empathy despite the difficult situation by acknowledging, “You’re a real survivor, honey,” patting her shoulder, trying to reframe her situation as positively as possible.” (Sells, 2012). Ms. Sells treated Camille with honesty and empathy.  Utilizing the strategy of transparency by allowing others inside the counselor’s world such as informing Camille of violating confidentially due to her being harmed, reporting protocols for a mandated reporter and being genuine with the process after reporting. This strategy also solves challenges by the facilitator having a comprehensive understanding of the situation. Open communication fosters genuine connections and makes it easier for Camille and the counselor to work collaboratively. Transparency has some very powerful implications. Most significantly, it is a proactive strategy that supports speaking up for the students’ welfare. 
Overall, Ms. Sells was able to conduct herself in a professional manner both with the student and with the parent. Ms. Sells was able to remain calm and show empathy in both incidents. We saw that this same skill set defuse the angry father’s temper in addition to assisting Camille. 
 One of the most terrible aspects of our work as school counselors is having to report cases of child abuse. While fighting for our students’ rights is our first priority, we also have professional expectations that include navigating and cooperating with the systems whose goal is the child’s protection. However, the advocacy work must not impede the pursuit of justice for the benefit of the child.