Read description (group counseling) week 8 response week 8 –

Respond to  2 students discussion using the rise Model

Due Sunday August 13, 2023

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 writin 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?


Hatch, 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***************************************************

Below are the two classmate discussion post that you will need to respond to

Classmate Response 1- Candace

  • How are the ASCA Ethical Standards for School Counselors and the Baker article helpful in terms of creating goals and evidence-based practice in schools?

The ASCA Ethical Standards for School Counselors was developed by a collaboration of school counselors, related associations, district and state leaders, and other educators to “clarify the profession’s norms, values and beliefs.” (ASCA, 2019).  One of the purposes of this document is to “provide support and direction for self-assessment, peer consultation and performance appraisal regarding school counselors’ responsibilities to students, parents/guardians, colleagues and professional associates, school district and employees, communities and the school counseling profession.” (ASCA, 2019)  It is helpful in terms of creating goals and evidence based practice because it literally states all the responsibilities of the school counselor that have been researched and collaborated about to be the best form of practice in our profession.  For example, we can create goals and evidence based practice based off of the ethical standards of our responsibilities to students, parents and guardians, the school, and ourselves (ASCA, 2019).  There is always room for improvement and growth in the profession of school counseling.

Additionally, the Baker article is helpful in terms of creating goals and evidence-based practice because it shines further light on the lack of counselors accessing and using evidence based practices in their counseling programs.  The article emphasizes the importance of action research versus outcome research which has to do with “local rather than generalized knowledge” (Baker, 2012). Basically, school counselors are conducting and evaluating interventions over and over and over again and the data adds up.  Therefore, Baker (2012) states that “the action research paradigm provides volumes of relevant local data, as opposed to the findings of a single rigorous outcome study that may not always have applicable samples and populations.”  I think it’s important that we as counselors don’t minimize the amount of valuable knowledge our assessments and programs are generating on a day to day basis and to be more aware of the reliability of the action research we are participating in. 


American School Counselor Association (2019). ASCA ethical standards for school counselors. Alexandria, VA: Author.

Baker, S. B. (2012). A new view of evidence-based practice. Counseling Today: A Publication of the American Counseling Association. to an external site.


Response classmate -2  Maira

ASCA serves as a guide and helps school counselors know what areas should be of focus as well as how will the students and parents obtain the support they need. The focus of the school counselor will be to create goals and be able to achieve them. With evidence-based practices in schools the interventions that are being used can be recognized as effective interventions as well as research on effective interventions can guarantee school counselors that in fact the interventions used have been shown to improve and help students. In the Baker article they discuss the responsibility for school counselors which is to be willing and able to locate and use evidence-based interventions. The challenges that school counselors are faced with are having counselors educators produce sufficient volumes of evidence and training counselors practitioners to find interpret and use the evidence. One of the things that I can observe is that as a future school counselor I will want to be sure of the evidence-based practices that I will be implementing and using as a school counselors. I will want to feel confident that I am able to interpret and use the evidence practices. I think that as school counselors with little time in your hands you will want to be able to use tools that have been proven to be effective.

The purpose of this document is to: 

  • Serve as a guide for the ethical practices of all individuals serving in a school counseling capacity, including school counselors, school counseling students/interns, supervisors/ directors of school counseling programs and school counselor educators regardless of grade level, geographic area, population served or ASCA membership. 
  • Provide support and direction for self-assessment, peer consultation and performance appraisal regarding school counselors’ responsibilities to students, parents/guardians, colleagues and professional associates, school district and employees, communities and the school counseling profession. 
  • Inform all educational stakeholders, including but not limited to students, parents/guardians, teachers/staff, administrators, community members, legal professionals and courts of justice, regarding the ethical practices, values and expected behaviors of the school counseling professional.


American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors.

Baker, S. B. (2012, December 1). A new view of evidence-based practice. Counseling Today.

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