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Abstract
Iln the middle school, adolescent life is characterized by spurts of physical and mental growth, social and psychologi cal uncertainties. If adolescent energy level, intellectual effort, and psychological well being could be charted, they would resemble jagged peaks and valleys (Levy, 1988). The aforementioned behaviors are not surpris ing when you consider that in the typical middle school, entering students often con front a sudden shock. They move from a self contained classroom with one teacher and
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