Foreword: Developmentally Responsive Middle School Counseling

Abstract

Middle school students go through a variety of changes as they transition from childhood to adolescence. Early adolescence is a period of tremendous variability among youngsters of the same gender and chronological age, according to the National Middle School Association (NMSA, 2003, p. 3). The changes and variability have implications for middle school counselors seeking to foster the growth, development, and of early adolescents. While school counseling has roots in developmental practice, middle school counseling programs and counselors in particular must be developmentally responsive. Even though there is currently some debate about the efficacy of the middle school concept (Swaim, 2004), the unique characteristics of early adolescents must be considered in developing school counseling programs designed to meet the needs of early adolescents, regardless of the school configuration in which one works (e.g., K-8, 7-8, 6-8). The primary goal for school counseling programs is to and enhance student learning (Campbell & Dahir, 1997, p. 11). responsive middle school counseling programs, activities, and interventions address the heterogeneity and academic, personal/social, and career development of students. For example, middle school counselors facilitate early adolescents' educational and career decision making and goal setting with an increase in choices available (e.g., academic tracks, extracurricular opportunities). Further, middle school counselors' expertise can be used to promote student engagement in and parental involvement in their children's education. These types of activities often are designed to facilitate the key transitions from one educational level to the next (e.g., elementary to middle to high school). The ASCA National Model[R] (American School Counselor Association, 2003) and the counseling approach of Developmental Advocacy (Galassi & Akos, 2004) provide an overarching framework for middle school counselors striving to foster and strengthen the academic, personal/social, and career development of middle school students. Developmental advocacy can be used to enhance a comprehensive middle school counseling program designed to address the needs of early adolescents. According to NMSA (2003), Developmentally responsive middle level schools promote abundant opportunities for students to develop and maintain healthy minds and bodies and to understand their personal growth (p. 31). Developmental advocacy emphasizes proactive approaches to help students build skills and to enhance the asset-building capacity of the school (NMSA, p. 155). NMSA (2003) recommended multifaceted guidance and support services (p. 7) and noted that counselors, as specialists in the schools, use their expertise to collaborate with teachers and administrators to promote student development and progress. Collaborating with various stakeholders (e.g., teachers, parents) to create an environment conducive to development and is critical for students. Such an environment is characterized by safety and support, high expectations, active learning, an adult advocate for each student, and partnerships with families and communities (NMSA). While the middle school concept is relatively new, there is limited research or scholarship about school counseling with early adolescents. One goal of this special issue was to present relevant articles that will facilitate the understanding and implementation of developmentally responsive middle school counseling programs. Another goal was to address issues relevant to the development of early adolescents and to present implications for middle school counseling programs. …