Blog 10 – Chapter 9 and Middle School Counseling article  

This chapter hits a lot of really important areas of counseling that I feel pretty informed about as a teacher. I definitely agree with Nate that it would be much harder to get into classrooms to teach lessons in secondary schools than elementary, however many elementary classrooms seem to be more difficult now than before. I do not think that consulting with teachers to use the curriculum would be very successful as far as classroom lessons, but maybe implementing certain teacher habits, modeling, or interactions with students would be realistic. Most teachers would be resistant to having more to teach in their classroom, although some would probably be willing.

The layout of the authors’ text as far as lesson planning and carrying out a lesson is very clear and easy to follow. This is a difficult process if you have never taught a classroom lesson or do not do it on a regular basis. This text outlines the key components of a lesson as well as many helpful hints to plan for and keep in mind so that your lesson is successful both in learning and retention.

This article addresses one of my greatest conflicts in counseling. I had my first thoughts of wanting to be a counselor when I was a middle school student however I believe it is the most difficult place to be as an educator. So, in a way I feel a calling to be there yet I feel more prepared for elementary school. I remember many of the struggles of being a middle school student, the inter changes that contradict the outside surroundings, identity conflictions, freedom and choices, and health and body image issues.

I see understanding the particular needs of middle school students as the number one important concept for being a successful middle school counselor. As the authors state, it is a challenge for these students to build and keep relationships with adults because they are feeling so conflicted and perceive that no one understands them. “Higher quality teacher student relationships predict stronger motivation for eighth grade students” (Akos, 2005, pg.99). Akos also suggested that positive relationships with a teacher could make up for support that is missing with friends or family members.

Dollarhide, C. & Saginak, K. (2012). Comprehensive school counseling programs: K-12 delivery

systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Akos, P. (2005). The Unique Nature of Middle School Counseling. Professional School

Counseling, 9(2), 95-103.