Jalongo, M. R., & Guth, L. J. (2023). Animal-assisted counseling for young children: Evidence base, best practices, and future prospects. Early Childhood Education Journal, 51(6), 1035-1045. Jalongo & Guth (2023) discuss the role of animals in supporting the work of mental health professionals, especially when it comes to counselling young children. The article emphasizes the importance of viewing animals as therapy partners. Counsellor needs to consider the well-being of these animals alongside that of humans and incorporate them thoughtfully into interventions. The study highlights various ways animals contribute to mental health support; they help reduce stress, promote social interaction, and provide comfort following traumatic events. The article addresses potential challenges associated with animal-assisted intervention. Mentioned issues of trust, distractions, and evaluation of suitability. The article is a scholarly reference. It provides a comprehensive review of relevant literature; it incorporates empirical evidence to support key points and offer practical recommendations for mental health professionals. The source applies to my research regarding children's therapy and well-being. It provides valuable insight into best practices, potential challenges, and ethical considerations surrounding the integration of animals into therapeutic settings.

Woo, H., Fowler, A., Jang, Y., & Kim, J. (2023). Content analysis of articles on collaboration between counselling professionals and school personnel in American Counseling Association (ACA) journals over the last 15 years. British Journal of Guidance & Counselling, 51(1), 134-149. Woo et al. (2017) conducted a content analysis of research articles published between 2000 and 2015 in ACA-affiliated journals. It focuses on collaboration between school counselors and school personnel. The article highlights a scarcity of articles on this topic in counseling journals. It emphasizes the need for more empirical research and diverse perspectives. The study identifies key themes such as the role and perception of collaboration among teachers and counselors. The article also underscores the importance of involving practitioners in research efforts and increasing the representation of minority groups in research samples. The article provides a comprehensive review of trends in collaboration between counseling professionals and school personnel. It draws information from a wide range of scholarly sources. The study employs rigorous methodology and includes in-depth analysis of articles published over a 15-year year. The emphasis on involving practitioners in research aligns with my research regarding students and children’s well-being. The focus on diversity and inclusion highlights the importance of considering the needs of diverse student populations in collaborative efforts.

Ray, D. C., Burgin, E., Gutierrez, D., Ceballos, P., & Lindo, N. (2022). Child‐centered play therapy and adverse childhood experiences: A randomized controlled trial. Journal of Counseling & Development, 100(2), 134-145. Ray et al. (2023) conducted a randomized controlled trial to evaluate the effectiveness of Child-Centered Play Therapy (CCPT) for children with adverse childhood experiences. The study focuses on children who exhibit academic or behavioral problems in school due to ACEs. The CCPT sessions were conducted for eight weeks, and significant improvement was shown. Observational social and emotional attributes and behavioral problems among the participants were made. The finding from the article highlights the potential of CCPT as an intervention for children with ACEs; it addresses the need for nurturing relationships to mitigate the effects of trauma. The article presents original research findings from randomized controlled trials. The article is published in a reputable peer-reviewed journal, which indicates a thorough review process by experts in the field. The article provides valuable insights into the effectiveness of CCPT for children with ACEs; they align with my research interest in exploring interventions for trauma-affected children.

The resilience of Esperanza is reflected in this passage from “Esperanza Rising.” Though she has never had a broom in her hand, she boldly attempts to learn how to sweep, only to become a laughingstock among her juniors and others, particularly Marta. Nevertheless, through Miguel’s soothing guidance and motivation, Esperanza learns how to sweep and discovers confidence in her capability. This experience reflects Esperanza’s effort to adjust and learn, as well as her ability to overcome barriers with the help of others. If Papa was alive, Esperanza might not have been faced with such challenges head-on, as her pampered upbringing would have sheltered her from such events. Yet, it is the trials that Esperanza successfully overcomes that reveal her inner strength, a feature that dominates her growth and development throughout the novel.

Esperanza finds herself with her very first odd job in the world in the passage. She is expected to wash diapers and clothes for the first time in her life. Isabel, who is only eight years old, demonstrates how the mundane task goes so smoothly and fast enough for her younger sister, Esperanza, to be really surprised. This situation shows the absence of such practically needed life skills on the part of Esperanza, who always used to live in a privileged way as she is a part of the rich class. She had never performed house chores before. However, the confrontation with Esperanza’s past life, when the baby’s care and the household necessarily had to be done by Esperanza in Isabel’s absence, obliged her to acknowledge her ignorance and step up the challenge. Although she was anxious about it in the beginning, Esperanza proved to be open-minded and talented enough to take on new experiences, which manifests a positive trait of her character—the ability to stand up and persevere in any situation. This moment thus marks the very starting point for Esperanza’s self-revelation, which manifests itself subsequently in an enthusiastic embrace of both learning and doing what before her life lacked. Maybe Esperanza would have remained relying on the servants for all this stuff. Therefore, she never got the chance to be independent-minded and learn a lot through hard work. Nonetheless, losing him urges her to regard her life of wealth from another angle and figure out how tough the situation she has found herself in exhausts her energy as an immigrant worker in California.

This line personifies Judy's deep connection with Daddy Long Legs (Master Jervie) due to their similar humor. Their shared sense of humor brings them closer and strengthens their lingering relationship. Judy cherishes this shared feature of their relationship, emphasizing its importance by saying it's "such a lot." This understanding and enjoyment of each other's humor indicate they are compatible and have a harmonious relationship.

Furthermore, Judy's remark about the role of shared humor and the impossibility of connecting when the sense of humor is hostile enlightens us on how she contemplates interpersonal relationships. It highlights the importance of compatibility in creating meaningful relationships and points out that incompatibilities in humor can create difficulties in how a relationship functions.

In this line, Judy's confession that she feels "dumb and miserable" shows her internal unrest and contradiction. Though wanting to be honest with Master Jervie (Daddy Long Legs), she becomes inarticulate when expressing herself. Failing to understand each other, they get hurt feelings, so Master Jervie leaves, thinking that Judy wants to marry Jimmie McBride. This line emphasizes the role of communication in relationships and the outcomes of misunderstandings that result from this. The fact that Judy cannot express her real feelings due to the fear of rejection serves her vulnerability, making her character more complex and underlining the importance of empathy and understanding in developing significant relationships.

The climax in "Daddy-Long-Legs" is when Jerusha (Judy) finally figures out who her mysterious benefactor is, whom she calls Daddy Long Legs. It occurs as she enters the library and sees a man sitting in a big chair propped up by pillows with a rug over his knees. In the beginning, she does not see him, but then he stands up and approaches her, and she understands that it is him. This section is the culmination of the revelation. The realization of Jerusha causes a sudden surprise as she had never thought of the fact that her benefactor could be one of the closest to her. Here, this second is marked as the climax when the secret is revealed to the protagonist. The letters of Jerusha to Daddy Long Legs are windows through which one can see her thoughts and feeling towards him. While she narrates the experiences and shares the thoughts with her reader user may at one point detect some subtle appetites that may be attributed to the identity of Daddy. These letters, over time, make the reader regard Daddy in a particular manner; however, they don't really disclose who Daddy is. When Daddy's identity is disclosed in the given passage, my instinctual response would be surprise, acknowledgement, and contentment. Just like Jerusha's experience, I may be surprised at first by the twists, especially if there were slight hints dropped throughout the book that I resolve to ignore. Nevertheless, in the end, when all the pieces come together, the feeling must be of contentment and completeness of knowing who Daddy really is. The emotional bond created by the narrative development would lead to a moment of happiness and intimacy between the reader and the characters.

Here, the chapter reveals that it is the most crucial step in the story where Max, the main character, enters the fanciful world. The author employs such words "where the wild things are" while defining the place, to make it sound mysterious and imaginative and in general, to suggest that it is not people's common world. The repetition of "terrible" for both the roars and teeth of the wild things provides an imminent feeling of distress and danger, secondary to peak tension towards the wild things. The monsters are envisioned as furious and fearing, therefore, it displays Max earlier desire for getting away and having new experiences. This point is the highest of this journey and it is revealed that Max's impulsiveness and bravado doesn't stand before the real creatures that despite their threatening presence were the subjects of his previous imaginations and desires.

Here, the chapter reveals that it is the most crucial step in the story where Max, the main character, enters the fanciful world. The author employs such words "where the wild things are" while defining the place, to make it sound mysterious and imaginative and in general, to suggest that it is not people's common world. The repetition of "terrible" for both the roars and teeth of the wild things provides an imminent feeling of distress and danger, secondary to peak tension towards the wild things. The monsters are envisioned as furious and fearing, therefore, it displays Max earlier desire for getting away and having new experiences. This point is the highest of this journey and it is revealed that Max's impulsiveness and bravado doesn't stand before the real creatures that despite their threatening presence were the subjects of his previous imaginations and desires.

Alice used a language that expressed suprise and bewilderment. The exclamation "Curiouser and curiouser!" suggests her astnonishment from her experiences in the Wonderland. Her inability to speak good english in the moment shows her disorientation. It highlights the nonsensical naure of the world she find herself in.

The Metophor "opening out like the largest telescope" serves as a figurative example. The imegary conveys the idea of Alice's physical and mental expansion.