The challenge facing middle schools today is to institute educational programs which will enable the pre-adolescent to encounter successfully the developmental and learning tasks faced during the transitional period between childhood and adolescence. The pre-adolescent must:

· develop new modes of intellectual functioning

· develop moral concepts and values of his own

· develop peer friendships

· learn to cope with bodily changes

· learn new social roles

· take steps to become an independent person.

Obviously, these tasks present a tremendous challenge to the transescent, one which must be accomplished to some degree before or while tackling the more complex learning tasks of adolescence. The need to assist the transescent in accomplishing these tasks clearly calls for guidance and counseling services.

The role of the middle school guidance counselor is an extremely important one in the educational program of the pre-adolescent. There are many components of an effective guidance program which must be developed fully in order to effectively utilize the skills of the counselor and teachers in dealing with our students. The parts are:

· the counselor component

· the teacher team component

· the teacher-student component

· peer counseling components.

The counselor component is central and vital for the counselor contributes guidance expertise and develops and coordinates numerous services such as testing, referral, and Parent education services.

The teacher team component provides adults at school to whom the student can go for information and assistance regarding any problems which relate to his participation in the school program. It extends a teacher's hand to each child to say, "Hi, I'm someone who cares about you. You can depend on me for help and encouragement." The teacher team has the responsibility to enhance the student's self-concept. Usually he or she meets with the team for individual or group activities emphasizing development of communication and problem solving skills and awareness of self and others. In addition to the human development facet, each teacher in the team has the responsibility for planning a meaningful educational program with the student. Another responsibility of the team involves reporting student progress.

The third component is the teacher-student interaction which occurs on a day to day basis. This facet of the guidance program is much like the advisor component in that each teacher is given the opportunity every day in the classes he/she teaches to help the student improve his self-concept and assess a portion of his educational program.

The fourth component of the guidance program is peer counseling. It is characteristic of transescents to talk over problems with peers, seek peer approval, and rely on peers for advice. Quite often, such advice is accepted more readily than the same advice given by an adult. Small group counseling sessions provide the opportunity for students to participate in this process.

This model emphasizes an individual guidance process for each student utilizing the competencies of the specialized guidance staff, teachers, other specialized school personnel, students, and many other members of the community possessing the requisite competencies needed to perform in the guidance function. The guidance counselor coordinates the efforts of all those involved rather than attempting to provide all the services alone. It is recognized that this model is broad based and that personalized implementation on the part of all is not only necessary but a distinct advantage.

The teacher team serves as a primary resource for initial line counseling services for all students assigned to the house. This initial line of counseling is intended to be supportive in nature and be an integral part of the total educational program planned by the teacher team in conjunction with the guidance counselor.

Through this type of guidance program teachers and counselor can help the child to understand the many growth and development factors which are part of his age. Teacher teams are expected to implement comprehensive procedures and exercises utilizing the guidance counselor as a primary resource in developing a program which encompasses the areas of physical, emotional and intellectual growth.