Critical Incident Discussion (Chapter 18)

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Critical Incident Discussion (Chapter 18)

General Instructions

Throughout CO547 students will engage in discussion with classmates in response to a collection of critical incidents included in the course text.

Pedersen, P.B., Lonner, W.J, Draguns, J.G., Trimble, J.E., & Scharron-del Rio. M.R. (2016),

Counseling Across Cultures, Sage Publications, Inc.,

ISBN- 9781452217529

The specific critical incidents used in the course are provided below, followed by a sample rubric that is used to evaluate student engagement for each discussion. The rubric used for each discussion is aligned to the appropriate CACREP standards listed for data collection purposes.

Critical Incident

Critical Incident 18

Imagine that you are a school counselor in an urban center. A concerned teacher at your school has referred a 17-year-old female student to you because her behavior has become withdrawn and her grades have been consistently dropping over the past few months.

The referring teacher, who leads the school orchestra, had noticed that the student, a second- generation immigrant from a Middle Eastern background, did not attend orchestra practice for 3 consecutive weeks and asked the other students if anyone knew the reason for her absence. In private, one of her friends disclosed that the young woman has been having family problems because her parents found out that some of her classmates were dating boys from another school and that as a group they had all been spending time together. Although the girl herself is not in a relationship, after finding out that she was unsupervised in the company of young men, her parents have stopped allowing her to go to extracurricular activities and outings with her friends. They also now drop her off at school and pick her up every day, and they will not let her answer phone calls from her friends. This situation is obviously negatively affecting the student’s well-being as well as her school performance.

Discussion Question

How might you facilitate an initial counseling session with this young woman?

CACREP Standards: 2F.2.c, 2F.2.d, 2F.2.g, 2F.2.h

Scoring Guidelines

Points available: 100.

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Component Unacceptable Acceptable Target

Reflection on the topic Incomplete summary and response; or a response that lacks thoughtfulness or

reflection.

(0 points)

Complete summary and response that shows an

adequate level of reflection.

(25 points)

Complete, well-formed summary and response that shows a thoughtful,

reflective, in-depth analysis of topic.

(50 points)

Professional presentation (grammar,

mechanics, spelling)

Writing involves many errors (more than 3).

(0 points)

Writing involves few errors (no more than 2).

(10 points)

Writing is free of all writing errors.

(20 points)

Responses to classmates

Participation is inadequate; no evidence

of initial thread monitoring; responses to

classmates lack adequate critical thinking and analysis; responses do not provide adequate assistance to colleagues.

(0 points)

Participation is somewhat limited; monitoring of initial

thread is evidenced by thoughtful responses to some posts; responses

to classmates show adequate critical thinking and analysis; responses

are professional and provide adequate

assistance to colleagues.

(15 points)

Participation is representative of

consistent review of classmate thoughts; monitoring of initial

thread is evidenced by thoughtful responses to all posts; responses to classmates show clear

evidence of critical thinking and analysis;

responses are professional, thoughtful, and provide constructive assistance to colleagues.

(30 points)