Foreword: developmentally responsive middle school counseling.

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 learning 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 "promote and enhance student learning" (Campbell & Dahir, 1997, p. 11). Developmentally 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 learning 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 environment" (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 learning 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. In the process, our intent was to present various perspectives on issues related to middle school counseling, counselors, and students. We hope that these goals have been accomplished and that regardless of your role and context, you will find the articles relevant and timely.

In the initial article, Patrick Akos addresses the uniqueness of middle school counseling. This is followed by six articles intended to address relevant issues and concepts of middle school counseling (Peter Scales--developmental assets; Allan Wigfield, Susan Lutz, and A. Laurel Wagner--early adolescents' development; Cheryl Holcomb-McCoy--ethnic identity development; Christopher Sink--academic development and learning; Jerry Trusty, Spencer Niles, and JoLynn Carney--education-career planning; and Keith Davis and Glenn Lambie--family involvement). Then, five articles that provide perspectives from the field are presented with a focus on applications for middle school counseling (Andrea Dixon Rayle--cross-gender interactions; Kathryn Stott and Aaron Jackson--service learning; Theresa Kruczek, Charlene Alexander, and Kevin Harris--an after-school program; Jill Geltner and Mary Ann Clark--classroom guidance management strategies; and Antoinette Thorn and Susana Contreras--counseling Latino immigrants). The final three articles present the perspectives of three ASCA Middle School Counselors of the Year (Mary Higgins--2002; Harriett Worsham--2003; and Gina Vines--2004).

We sincerely appreciate the contributions of the authors and their responsiveness to feedback. It has been our pleasure to work with the authors and to prepare this special issue on a topic relevant to the profession. We hope that you find the articles of this special issue professionally engaging and relevant as you seek to apply the content to developmentally responsive school counseling that focuses on students' needs.

Developmentally responsive middle school counseling programs, similar to middle schools, and developmentally responsive school counselors implementing the programs strive to "enhance the healthy growth of young adolescents as lifelong learners, ethical and democratic citizens, and increasingly competent, self-sufficient young people who are optimistic about the future" (NMSA, 2003, p. 1). As such, the programs and counselors who implement the programs are integral to the mission of middle schools and to meeting students' personal/social, educational, and career development needs.

References

American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author.

Campbell, C., & Dahir, C. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA: American School Counselor Association.

Galassi, J. P., & Akos, R (2004). Developmental advocacy: Twenty-first century school counseling. Journal of Counseling & Development, 82, 146-157.

National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, OH: Author.

Swaim, S. (2004, April 21). Strength in the middle: New grade configurations won't improve the education of young adolescents. Education Week, pp. 32, 35.

Kenneth F. Hughey is with the Department of Counseling & Educational Psychology, Kansas State University, Manhattan. E-mail: [e-mail]

Patrick Akos is with the School of Education, University of North Carolina at Chapel Hill. E-mail: [e-mail]