Early Adolescents’ Development across the Middle School Years: Implications for School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Allan Wigfield ◽  
Susan L. Lutz ◽  
A. Laurel Wagner
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescents ◽  
School Bullying ◽  
Developmental Needs ◽  
Self Identity ◽  
Middle School Counselors ◽  
Positive Effects ◽  
Teachers And Students ◽  
Motivational Changes

This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Keith M. Davis ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescence ◽  
School Counselor ◽  
Systemic Change ◽  
Family Engagement ◽  
Systemic Approach ◽  
Developmental Needs ◽  
Middle School Counselors ◽  
School Based

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

Relational-Cultural Theory for Middle School Counselors

2011 ◽  
Vol 14 (5) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
Catherine Tucker ◽  
Sondra Smith-Adcock ◽  
Heather C. Trepal
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Cultural Theory ◽  
Peer Group ◽  
Early Adolescents ◽  
Developmental Tasks ◽  
Individual Identity ◽  
Relational Cultural Theory ◽  
Middle School Counselors ◽  
Life Tasks

Young adolescents (ages 11–14), typically in the middle school grades, face life tasks involving connections and belonging with their peer group along with the development of their individual identity (Henderson & Thompson, 2010). Learning to negotiate through these developmental tasks, they face myriad relational challenges. This article explores the application of Relational-Cultural Theory (RCT) with early adolescents. It provides implications and recommendations for school counselors.

Identification of School Bullies by Survey Methods

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Joanna C.M. Cole ◽  
Dewey G. Cornell ◽  
Peter Sheras
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Counselors ◽  
Survey Methods ◽  
School Bullying ◽  
Self Report ◽  
School Students ◽  
Disciplinary Infractions ◽  
Middle School Counselors ◽  
Peer Nomination

How can middle school counselors identify bullies? This study compared two methods of identifying bullies in a sample of 386 middle school students. A peer nomination survey identified many more bullies than did student self-report. Moreover, self-reported and peer-nominated bullies differed in their types of bullying behaviors, level of general self-concept, attitudes toward aggression, and disciplinary infractions. Overall, this study raises concern about reliance on student self-report and supports the use of peer nomination as a means of identifying school bullies. These findings have implications for school counselors in undertaking efforts to reduce school bullying.

Engaging Students in Classroom Guidance: Management Strategies for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Jill A. Geltner ◽  
Mary Ann Clark
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Classroom Management ◽  
School Counselors ◽  
Delivery System ◽  
Management Strategies ◽  
School Students ◽  
Middle School Counselors ◽  
Classroom Guidance ◽  
Management Techniques

Classroom guidance for all students is an important element of the program delivery system for middle school counselors. Effective classroom management is essential to implementing classroom guidance and may be challenging at times. This article presents strategies and management techniques to facilitate middle school counselors’ planning and implementation of classroom guidance to meet the unique needs of middle school students.

Education-Career Planning and Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Jerry Trusty ◽  
Spencer G. Niles ◽  
JoLynn V. Carney
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
School Counselors ◽  
Career Planning ◽  
Planning Systems ◽  
Middle School Counselors ◽  
Research Findings ◽  
Effective Education

In this article, the authors emphasize a comprehensive and developmental view of education-career planning, with special emphasis on middle schools. Research findings that underscore the need for effective education-career planning are presented, followed by the variables and data that are salient for planning. The article includes a framework for education-career planning systems in middle schools.

Counseling Multiple Heritage Adolescents: A Phenomenological Study of Experiences and Practices of Middle School Counselors

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Michael J. Maxwell ◽  
Richard C. Henriksen
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Counselors ◽  
Total Population ◽  
Phenomenological Study ◽  
School Students ◽  
Middle School Counselors ◽  
Racial Identities ◽  
Race Identity ◽  
Counseling Practices

The number of middle school students with multiple heritage backgrounds has grown since they were first able to identify their multiple racial identities in the 2000 U.S. Census. Today, the multiple heritage population makes up 3% (U.S. Census, 2011) of the total population. The purpose of this phenomenological study was to explore the perceptions and counseling practices of middle school counselors who work with adolescents with multiple heritage backgrounds. The authors identified five themes that made up the essence of this study: (a) generation dependent, (b) significance of presence, (c) single race identity, (d) students in crisis, and (e) need for acceptance. This article discusses the themes, implications for counselors, and the need for continued research.

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