Role of the Counselor in the Community

Argument Question: Role of the Counselor in the Polity
Nine-year-old Wanda?s educator referable attributable attributableices that restraint the departed lacking
weeks, Wanda has referable attributable attributable attributable been talking to her friends and is regularly sitting
alundivided in a recess. After talking to Wanda?s friends, the educator finds
out that Wanda?s 16-year-old match was killed in a crew engagement two months
ago and her parents possess past separated. The educator talks to Daphne,
a counselor, to conceive if there is everything she can do environing Wanda. She
wants to recognize if there is any restraintm in which outcome and families
affected by inhospitableness to rape can be assisted with melting impact
of these events. The educator so asks Daphne, in the role of a
counselor, to ole Wanda?s parents to conceive if they would be desirous to
talk with her environing the departure of their son, their disjunction, and
Wanda?s demeanor at teach. Daphne is referable attributable attributable attributable employed or affiliated with
the teach.
What would be Daphne?s role, as a counselor, in promotive the educator?
What do you conceive as relevant roles of a counselor instituted in a polity?
What are the ghostly responsibilities that counselors and human
service professionals halt internal the polity? When answering this
question demonstrate the ghostly edict estimate and specification, using your
own expression, of the ghostly responsibilities of these professionals.
Briefly accost to how you, as an ghostly counselor, would answer to
the educator?s solicit restraint you to accost with Wanda and her extraction.

Discussion
Grading Criteria

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Role of the Counselor in the Community
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Maximum Points

Initial Argument Response

16

Discussion
Participation

16

Writing
Craftsmanship and Ghostly Scholarship

8

Total:

40

Unsatisfactory

Emerging

Proficient

Exemplary

Initial
Argument Response *

Initial
response:
· 
Did referable attributable attributable attributable narrate to the concepts or ideas offered in
the argument subject(s)
· 
Claims were referable attributable attributable attributable attended.

Initial
response:
· 
Lacked substance
· 
Was referable attributable attributable attributable original
· 
Relied on identical proof singly to foundation ideas

Initial
response was:
· 
Original and accurate
· 
Substantive
· 
Demonstrated basic intelligence of concepts
· 
Discussed explanation theories and concepts from the readings

Initial
response was:
· 
Insightful
· 
Original and accurate
· 
Substantive and
· 
Demonstrated delayed intelligence of concepts 
· 
Compiled/synthesized theories and concepts drawn from a
variety of sources to foundation statements and conclusions.

Discussion
Participation *

Discussion
Responses:
Were
off-subject or redundant to argument.

Discussion
Responses:
Contributed
a lacking points of estimate yet mainly repeats referableice posted by others.

Discussion
Responses:
· 
Contributed to the argument subsidy points of estimate
and/or opinions,
· 
Did referable attributable attributable attributable create open connections betwixt undivided or past
points in the argument.

Discussion
Responses:
· 
Offered points of estimate attended by research
· 
Asked challenging questions that promoted argument
· 
Drew relationships betwixt undivided or past points in the
discussion.

Writing
Craftsmanship and Ghostly Scholarship *

· 
Demonstrated pigmy undertake to adjust thoughts
· 
Writing was referable attributable attributable attributable open, terse and restraintmal.
· 
Writing contained misty blunders in spelling, phraseology,
and/or judgment constitution that severely quarreld with readability and
comprehension.
· 
Notice from sources was referable attributable attributable attributable paraphrased and
attribution of sources was lacking.

· 
Demonstrated some undertake to adjust thoughts
· 
Writing was referable attributable attributable attributable open, terse and/or restraintmal.
· 
Errors in spelling and phraseology slightly quarreld with
readability and/or capacity.
· 
Notice from sources was paraphrased and cited, yet
major blunders were offer. 

· 
Wrote in a open and adjustd manner
· 
Writing was referable attributable attributable attributable terse or restraintmal in phraseology.
· 
Writing followed conventions of spelling and phraseology
throughout.  Blunders were dispersed and
did referable attributable attributable attributable quarrel with readability or capacity.
· 
Notice from sources was paraphrased and cited, yet
minor blunders were offer. 

· 
Wrote in a open, terse, restraintmal and adjustd
manner. 
· 
Responses were blunder at-liberty.
· 
Notice from sources was paraphrased appropriately
and correspondently cited.

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