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.

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.

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.

Growth in Middle School Students’ Curiosity, Executive Functioning, and Academic Achievement: Results From a Theory-Informed SEL and MBI School Counseling Intervention

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110076
Author(s):  
Matthew E. Lemberger-Truelove ◽  
Peggy L. Ceballos ◽  
Citlali E. Molina ◽  
Kira J. Carbonneau
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Executive Functioning ◽  
School Counseling ◽  
School Counselors ◽  
School Students ◽  
Delayed Treatment ◽  
Counseling Intervention ◽  
Randomized Design

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Cheryl Holcomb-McCoy
Keyword(s):  
Middle School ◽  
Ethnic Identity ◽  
Racial Identity ◽  
Identity Development ◽  
School Counselors ◽  
Interaction Theory ◽  
Ethnic Identity Development ◽  
School Students ◽  
Middle School Counselors ◽  
Definition Of

The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.

scholarly journals A Measure of College-Going Self-Efficacy for Middle School Students

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
High School Graduation ◽  
Validity And Reliability ◽  
School Students ◽  
College Going ◽  
School Graduation

Many career and educational plans are made well before high school graduation. School counselors’ efforts to support these plans are limited by the lack of assessments of middle school students’ college-going beliefs. Development of the College-Going Self-Efficacy Scale for middle school students is described in this article. Initial evidence of validity and reliability from three separate studies is reported, and suggestions for using this scale with students are provided.

Evaluation of an Innovative Approach to Improving Middle School Students’ Academic Achievement

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Timothy A. Poynton ◽  
Matt W. Carlson ◽  
James A. Hopper ◽  
John C. Carey
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Problem Solving ◽  
School Counselors ◽  
Comparison Group ◽  
Intervention Group ◽  
Classroom Intervention ◽  
School Students ◽  
Middle School Counselors ◽  
Problem Solving Strategies

This article presents the results of an evaluation conducted by two middle school counselors, in collaboration with university researchers, to assess the effectiveness of a classroom intervention designed to impact academic achievement. The intervention utilized was a standardized conflict resolution curriculum, which then was linked to problem-solving strategies across core academic areas. The results of the evaluation indicate that students’ self-efficacy beliefs regarding problem solving were higher in the intervention group than in the comparison group; however, no significant differences in academic achievement were found.

scholarly journals The Socratic Method and Opportunities for Its Application by Middle School Counselors to Increase Awareness About Bullying

2021 ◽  
Author(s):  
Dila Rahmawati ◽  
Suwarjo Suwarjo
Keyword(s):  
Middle School ◽  
Secondary School ◽  
School Counselors ◽  
High School Counselors ◽  
Research Approach ◽  
Socratic Method ◽  
School Students ◽  
Guidance Services ◽  
Middle School Counselors ◽  
Secondary School Counselors

The Socratic method is one of many methods used in counseling guidance services. The simple Socratic method can be applied by counselors to reduce bullying. The purpose of this study was to determine whether high school counselors in Yogyakarta Province recognize the Socratic method and whether there is an opportunity for this method to be applied to increase the awareness of students about bullying. A qualitative research approach was used, with a focus on phenomenology. The data were collected using an open questionnaire. The subjects consisted of 19 counselors from 15 secondary schools in the Yogyakarta Province who were selected by purposive sampling. Data analysis was carried out based on the guidance of Narbuko and Achmadi; this process consisted of three steps, namely editing, coding, and tabulation. The results showed that there was a substantial opportunity for the Socratic method to be applied by secondary school counselors in Yogyakarta Province to increase students’ awareness about bullying. This was evidenced by: 1) bullying continued to occur among middle school students, even though the counselors had used various methods and services to discuss bullying; 2) only a small number of school counselors had received information about the Socratic method, but the procedure for implementing the Socratic method was considered simple; and 3) all counselors stated that guidance on implementing the Socratic method was necessary and were enthusiastic about applying the Socratic method in an effort to increase students’ awareness about bullying Keywords: Socratic method, opportunity, anti-bullying awareness

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students
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