Progressive Case Study, part 2. EDUC 508
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Jan 9, 2024
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Part 2
EDUC 508 Fall 2020 Interrogating Systems of Inequality in Professional Practice
Progressive Case Study
University of Southern California
Dr. Tamara L. Barron
October 21, 2020
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Part 2
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.
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
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EDUC 508 Spring 2020 Progressive Case Study Scenario, Part 2
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. 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 overcome the trauma they
have already experienced, in this case sexual violence.
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 also promote a nurturing and safe environment and promote positive
relationships for students. 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.
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