Mitigating Risk

Posted by Winnie Melda on November 12th, 2018

The students at the greatest risk being in a crisis are the academically failing students. It follows that these students are pressured by their families, schools as well as peers to perform better, and the fact that they believe that they cannot meet the academic performance being set for them makes them feel to be under a lot of pressure. These students are pressured by their families who set certain limits for them to attain, with their school setting targets for them and also being expected to meet certain grades to be able to fit within the certain group of peers. The fact that the students are unable to meet these demands although they keep on trying leads them to being frustrated and on occasion decide to leave school altogether to avoid the immense frustration and the disappointment of their significant others (McKenzie, Murray, Murray & Richelieu, 2015). It is thus imperative that these significant individuals in the student’s life introduce measures that will mitigate the risk they are facing and consequently minimize the amount of pressure and frustration that the student is facing.

It is possible for the prevention of the crisis that they student is facing and consequently prevent the crisis. One of the best strategies that are best in preventing the crisis that the student faces in ensuring that the student’s academic abilities have been addressed by knowing their optimal performances. When the significant individuals know the student's academic prowess in their lives, it is then possible to limit the pressure they are subjected to perform beyond their abilities. In this case, ensuring that the students are not subjected to immense pressure that is beyond their capabilities ensures that they are not pressured into trying to get to target that they cannot manage and thus cutting the amount of pressure and frustration they face (Poi Kee, 2015). The best way to mitigate the crisis to these students is by conducting an assessment of their best performances and bringing the significant others into appreciating the fact that the student can reach certain targets. The outcome of this assessment is that it offers a basis to revise the targets that the student had been subjected to previously and offering new ones that the student is comfortable with and can achieve.

The counselor can support the resilience for these students by regularly assessing their performances against the set targets to determine the propensity of being depressed. In this case, the fact that the counselor is assessing the performance of these students will be able to offer support regarding counseling and advising them on the best study techniques to aid in attaining the targets. In working with these students, my approach would involve addressing the students’ performance against the reasons they are failing. In this case, I would conduct an assessment of the reasons that are making these students fail and consequently address them against the performance needs of the students, offering advice on how they can revise their study techniques to promote their performance (McKenzie, Murray, Murray & Richelieu, 2015).

It is of predominant importance that the counselor involves the students’ parents and teachers. Some of the reasons that the students could be failing might be the school or academic environment and thus involving these parties makes it possible for them to address these specific issues. Additionally, the cause of the failing that the students are facing encompasses the fact that they are frustrated by their inability to meet the high-performance targets set by either the parents or the teachers (McKenzie, Murray, Murray & Richelieu, 2015). Involving the two parties makes it possible to address the different issues affecting the student and thus increasing the ability to sort these issues to promote their performances.

Referencing

McKenzie, K., Murray, K. R., Murray, A. L., & Richelieu, M. (2015). The effectiveness of university counselling for students with academic issues. Counselling & Psychotherapy Research,15(4), 284-288. doi:10.1002/capr.12034

Poi Kee, L. (2015). Stakeholders’ Perceptions of School Counselling in Singapore. Journal Of Psychologists & Counsellors In Schools25(2), 200-216. doi:10.1017/jgc.2014.21

Sherry Roberts is the author of this paper. A senior editor at MeldaResearch.Com in legitimate paper writing services if you need a similar paper you can place your order for custom college essay services.

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Winnie Melda

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Winnie Melda
Joined: December 7th, 2017
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