Developmental Assets and the Middle School Counselor

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Peter C. Scales
Keyword(s):  
Middle School ◽  
School Counselor ◽  
Developmental Assets ◽  
Well Being ◽  
Building Blocks ◽  
School Students ◽  
Healthy Development ◽  
Search Institute ◽  
Developmental Characteristics ◽  
40 Developmental Assets

Search Institute has identified 40 Developmental Assets™ that are building blocks of healthy development and success for children and adolescents. Young people's experience of most of these developmental assets declines over the middle school years. In this article, research is described showing the prevalence and impact of developmental assets among middle school students, and the power of the assets is connected to the developmental characteristics of young adolescents. The middle school counselor's role is described and suggestions given both for building assets in individual students and for helping to shape a positive school climate that promotes developmental well-being through the school community.

The Consequences of Friend-Related Stress Across Early Adolescence

2019 ◽  
Vol 40 (2) ◽  
pp. 249-272
Author(s):  
Aprile D. Benner ◽  
Yang Hou ◽  
Kristina M. Jackson
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Risky Behaviors ◽  
Transition To High School ◽  
School Students ◽  
Related Stress

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

Sign in / Sign up

Export Citation Format

Share Document