Foreword: Developmentally Responsive Middle School Counseling

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.

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The Unique Nature of Middle School Counseling

Professional School Counseling ◽

10.5330/prsc.9.2.c3172218176248x4 ◽

2005 ◽

Vol 9 (2) ◽

pp. 95-103 ◽

Cited By ~ 11

Author(s):

Patrick Akos

Keyword(s):

Middle School ◽

School Counseling ◽

Unique Nature

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Enhancing middle-school-age students' knowledge of school counseling services

Psychology in the Schools ◽

10.1002/1520-6807(199007)27:3<238::aid-pits2310270310>3.0.co;2-j ◽

1990 ◽

Vol 27 (3) ◽

pp. 238-243 ◽

Cited By ~ 1

Author(s):

Winston J. Hagborg

Keyword(s):

Middle School ◽

School Counseling ◽

Counseling Services ◽

School Age

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Transitioning to High School: Issues and Challenges for African American Students

Professional School Counseling ◽

10.1177/2156759x0701000306 ◽

2007 ◽

Vol 10 (3) ◽

pp. 2156759X0701000 ◽

Cited By ~ 1

Author(s):

Cheryl Holcomb-McCoy

Keyword(s):

High School ◽

Middle School ◽

African American ◽

School Counseling ◽

African American Students ◽

Counseling Professionals ◽

American Students ◽

Growing Body ◽

Counseling Interventions ◽

School Issues

Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.

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Middle School Instructional Practices

Advances in Early Childhood and K-12 Education - Promoting Positive Learning Experiences in Middle School Education ◽

10.4018/978-1-7998-7057-9.ch001 ◽

2021 ◽

pp. 1-24

Author(s):

Cherie B. Gaines

Keyword(s):

Middle School ◽

Instructional Strategies ◽

Middle School Teachers ◽

Thinking Skills ◽

Learning Needs ◽

School Teachers ◽

School Students ◽

Environment Change ◽

School Philosophy ◽

Developmentally Responsive

As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

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Middle School Counselors’ Competence in Conducting Developmental Classroom Lessons: Is Teaching Experience Necessary?

Professional School Counseling ◽

10.1177/2156759x0801100604 ◽

2008 ◽

Vol 11 (6) ◽

pp. 2156759X0801100

Author(s):

Nancy Bringman ◽

Sang Min Lee

Keyword(s):

Middle School ◽

School Counseling ◽

School Counselors ◽

Teaching Experience ◽

Perceived Competence ◽

Counselor Educators ◽

Counseling Experience ◽

Middle School Counselors ◽

The Relationship

Is teaching experience necessary for school counselors to feel competent when conducting developmental classroom lessons? The study in this article investigated the relationship between previous teaching experience and practicing middle school counselors’ perceived competence in conducting developmental classroom lessons. Results suggested that although teaching experience was significantly related to competence in conducting developmental classroom lessons, this effect decreased dramatically and became nonsignificant when school counseling experience was considered. Implications of the findings for school counselors and counselor educators are presented.

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Third Culture Kids: Implications for Professional School Counseling

Professional School Counseling ◽

10.1177/2156759x1101500102 ◽

2011 ◽

Vol 15 (1) ◽

pp. 2156759X1101500 ◽

Cited By ~ 4

Author(s):

Dodie Limberg ◽

Glenn W. Lambie

Keyword(s):

Middle School ◽

School Counseling ◽

School Counselors ◽

International Business ◽

School Counselor ◽

Educational Needs ◽

Third Culture Kids ◽

Case Illustration ◽

Professional School ◽

Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

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