Blog 10 Nakia Eckert

Middle school!?!? I am breaking out in a cold sweat just thinking about those awkward, overly emotional years. Not for one second have I ever thought I wanted to work in a middle school. Some people are a perfect fit for this age group and to be able to work with early adolescents you definitely need to be a special kind of person. My stepmother was a middle school counselor for almost 17 years before getting transferred to the high school and she said she woke up every day excited to go to school and work with those awkward little 7^th graders. That is the kind of person who needs to work in a middle school. “Aside from infancy, no other phase of life is characterized by greater, more rapid, and diverse development than early adolescence” (Akos, 2005).  Additionally, this phase of development has been characterized by “storm and stress” which is a perfect way to describe these years.  Counselors who choose to work in middle schools need to be prepared for the onslaught of emotions and changing environments of this phase. 

This phase can also bring about exciting opportunities for those who know they are a good fit for this age group. Akos (2005) describes how middle school students are planful and idealistic, able to examine gray areas, and build important social structures. They are also more self-sufficient, yet not so independent that they are afraid to express emotion or use their imaginations. Middle school is also an essential time for School Counselors to incorporate lessons that deal with identity formation, positive self-image, relationship building, etc. which can be explored in dynamic and heartfelt ways with students who are not afraid to look silly in front of other classmates. By the time they get to high school it might be too late to instill some of these important lessons. “For middle schools to be successful, their students must be successful; for students to be successful, the schools’ organization, curriculum, pedagogy, and programs must be based upon the developmental readiness, needs, and interests of young adolescents” (Akos, 2005). This is extremely important to consider when seeking implementing programming into a Comprehensive School Counseling Program. Programming that works with advisory councils and other teams comprised of school employees are essential. Mentoring programs where adults advocate for the middle school students have also been shown to work effectively whether in a one on one setting or in a small group format. “Advisory programs seek to improve teacher-student relationships, promote social and emotional development, and build feelings of belonging and caring” (Akos, 2005). Although I personally do not feel as though I am equipped to work in a middle school setting, I see the true importance of targeted developmental programming to ensure that this age group is learning to build a strong foundation personally, socially, and academically.

Akos, P. (2005). The Unique Nature of Middle School Counseling. Professional School Counseling,                             Dec2005, (9)2, p. 95-103.