Stotts _Taylor. Progressive Case Study. FINAL
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
EDUC 508 Fall 2020 Interrogating Systems of Inequality in Professional Practice
Progressive Case Study
University of Southern California
Dr. Tamara L. Barron
November 11, 2020
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
Hailie is currently a fifth grade student in Long Beach, California. Both of Hailie’s
parents are very active in her academic life. Her mom volunteers for events and spends time in
the classroom every other Friday.Hailie’s dad has longer hours, so is unable to volunteer, but
attends all events and drops her off at school every morning. Hailie has vocalized to her parents
that there is a girl in her class who won't leave her alone. Hailie has mentioned that this other
student follows her around during recess and lunch and insists on always sitting next to her and
refers to Hailie as her best-friend. Hailie’s mom has also noticed this behavior when she
volunteers in the classroom and mentioned it to Hailie’s dad, but hasn’t said anything to Hailies
teacher. Hailie came home one day and told her mom and dad that this peer from school said she
was “lesbian.” Hailie wanted to know what this term meant, but her more conservative parents
didn’t explain this new terminology to Hailie. A week later, Hailie came home with her yearbook
signed. The other student wrote, “Hailie, I like girls. I like you. I have a crush on you.” Hailie is
very confused as to why a girl would like her. Hailie’s parents are also very upset that their
daughter is experiencing this at such an early age and have to discuss sexual orientations.
Hailie’s parents contacted the school, as they are unsure how to approach this conversation with
Hailie and also want to place some separation between both girls, thus a school counselor has
been assigned to this case.
Part 1
The school counselor will work with Hailie by assessing her overall well-being. To assess
Hailies’ well-being, the ICOPPE Scale will be utilized. There are three primary aspects to
well-being: personal, social, and collective well-being (Prilleltensky 2005, pg.53). Based on the
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
ICOPPE Scale results, Hailie’s interpersonal well-being is currently lower than how she scored
herself the previous year. The counselor may support Hailie through direct positive intervention
by addressing this incident with her and her parents. All Hailies other scores increased or were
scored the same as the previous year. Some questions were not able to be answered by Hailie due
to it not being applicable for her age.
Completing the ROWS exercise with Hailie can assess her risks, opportunities,
weaknesses, and strengths surrounding this current situation. Completing or including Hailie’s
parents in this exercise could also be beneficial in helping identify strengths that can aid in
solving this issue. The major risk is Hailie feeling comfortable and safe while at school. One of
Hailie’s strengths is her ability to be a good friend, and use her words when she does feel
uncomfortable. For example, she told her parents early on that her classmate was bothering her,
yet Hailie remained calm and friendly about the situation and didn’t escalate the issue. A
weakness regarding this incident is the lack of communication with the teacher or staff at school.
Hailie speaking to her teacher about the classmate could have potentially led to some in class
distance between the two girls. Another risk surrounding this issue is the sensitivity of the
subject. Both girls' parents need to be met with, and the topic of sexual orientation needs to be
met with sensitivity.
School counselors could effectively work with Hailie and her parents by prioritizing
social justice, wellness, along with equity. Talking to Hailie’s parents about discussing sexual
orientations and the developmental appropriateness of it, so we then can discuss equity and
diversity. Providing a whole school intervention to discuss such matters and hopefully create a
more aware student population as well as create a safe school climate for all students is another
way to address social justice, wellness and equity amongst the students.
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
Explaining to Hailie and her parents that this classmate is probably going through many
emotions as they navigate these new feelings and while Hailie’s feelings are a priority so are her
classmates. I think this allows both Hailie and he parents to be able to recognize the privilege
that Hailie has currently over her peer, being a heterosexual individual.
Part 2
The counselor can implement a school-wide restorative justice initiative around the topic
of sexual assault and sexual orientations in order to promote student well-being. The seminar or
school-wide initiative will focus on bringing awareness to differences that peers may have, how
to discuss these differences respectfully, who they can reach out to if they are struggling with
their sexual identity or if they have or are experiencing sexaul assault. The counselor should
ensure this is done in a sensitive manner, not to make any student feel singled out, but to create a
more responsible and aware school environment around the topic, especially for this age. The
counselor should discuss with the principal if consent is required from the student’s parents in
order to take part in the initiative.
By administering the ACE assessment to all incoming students, the counselor can aid in
promoting well-being regarding awareness of trauma (Harris, 2014). By ensuring all students
have taken the assessment, the counselor can flag or closely monitor students with high scores to
help reduce the risk of re-traumatization and begin to work with those students to overcome the
trauma they have already experienced. In this case, sexual violence and social factors. In addition
to administering the ACE assessment to Hailie, the counselor will promote a nurturing and safe
environment and continue to build a positive relationship with Hailie during her counseling
sessions.
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
In order to promote well-being through resilience and create a trauma-informed school,
the counselor will implement positive behavioral interventions and social and emotional
learning. The counselor will practice resilience skills with Hailie during counseling sessions
through role plays. These role play scenarios will have Hailie focus on setting boundaries and
verbalizing her feelings. These skills are important as, “... a child must be able to express
emotions safely and to modulate or regulate internal experiences” (Cook 2005). The counselor
can also inform staff of the signs and symptoms of trauma by integrating knowledge through
training. Lastly, the counselor can provide community resources along with information
regarding trauma to families. By creating this trauma sensitive school, every student is able to
feel welcome and safe in their environment.
Part 3
The counselor can work with Hailie to acknowledge the current issue through the idea of
hope. Hope has been found to be a very important psychological principle as it relates to growth
and development, particularly through adversity (Green, unit 10.2). The counselor can
implement critical hope by engaging in material hope. By engaging in material hope, the
counselor can provide materials and resources to not only Hailie, but Hailie’s family that shed
knowledge on accepting differences. The counselor can also push-in to classrooms to provide
quick lessons on diversity and facilitate round-table discussions.
The role of the school counselor can map well-being by creating an assets-based school
environment. Creating a strength based and empowering approach that is proactive is the best
way to support well-being for all students, including Hailie. The counselor can begin to work
with the school community to build curriculum as well as teaching practices that reflect the
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
culture and diversity of the school. Additionally, the counselor can implement asset mapping as
an activity for Hailie and her peer to participate in during a group counseling session to learn
from one another and begin to embrace their differences and recognize their similarities.. This
concept of asset mapping can also be an activity that is introduced school-wide to bring a sense
of community to the school. Map sharing activities, like a gallery walk that includes the
community can present an opportunity for students to express themselves and also gain insights
into the lives of their classmates (Borrero 2017, pg. 282).
Wellness is not unidimensional. The six domains of well- being: Interpersonal,
Occupational, Physical, Psychological, and Economic have positive correlations with one
another. Thus, a positive correlation within these domains increases one's overall well-being
(Duff 2016, pg. 129). It is evident there are many ways and techniques that can be used as a
solution to the presented issue. A successful prevention program assesses the client's needs,
establishes goals, and seeks to bring satisfaction to the six domains. In the case of Hailie, it was
significant for the counselor to develop a well-rounded approach that addressed the concerns of
Hailie’s parents, and maintain a sensitive and open-minded approach when working with Hailie
and her peer.
6
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
Reference
Borreo, N., & Sanchez, G. (2017). Enacting culturally relevant pedagogy: Asset
mapping in urban classrooms.
Teaching Education.
28 (3), 279-295.
Cook, A., Spinazzola, J., & Ford, J. (2005). Complex Trauma and Dissociation in
Children and Adolescents.
Attachment-Focused Trauma Treatment for Children
and Adolescents, 35
(5), 1-17. doi:10.3928/00485712-200505021-05
Duff, J., Rubenstein, C., & Prilleltensky, I. (2016). Wellness and fairness: Two core values for
humanistic psychology.
The Humanistic Psychologist, 44
(2), 127-141.
doi:10.1037/hum0000020
Green, A., Keys, S. (2001). Expanding the developmental school counseling paradigm:
meeting the needs of the 21st century student.
Professional School Counseling,
5: 84-95
Green, A.
10.2 Critical Hope
[Lecture notes]. 2USC.
https://2usc.rossieronline.usc.edu/ap/courses/6098/sections/8ae6f193-6d37-403
1-bb8a-6f6d606d9446/coursework/module/f50803b4-4ffc-4d51-b929-56b75c7d8
ad4/segment/ca64a162-64c4-4694-a9c3-fb2a7e5034dc
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Final
Harris, B.N. (2014, September).
How Childhood Trauma Affects Health Across a
Lifetime.
[Video]. TED.
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_
Health_across_a_lifetime
Prilleltensky, I. (2005). Promoting well-being: time for a paradigm shift in health and
human services.
Scandinavian Journal of Public Health,
33 (Suppl 66): 53-60.
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