• Summary
  • Contents
  • Subject index

KEY FEATURES: This text uniquely includes an easy to follow discussion of the emerging brain science and how it connects to counseling children and adolescents. Expanded discussion of child and adolescent development addresses critical differences in age groups, a feature not found in most texts. An up-to-date presentation of counseling theory related to counseling youth, with emphasis on empirically supported approaches, offers basic knowledge students need for counseling preparation. Guided activities and case illustrations are linked to content in each chapter to aid with comprehension, application, and critical thinking. Counseling keystones at the end of each chapter summarize the critical content.

Counseling With Older Children (9–11)
Chapter 12 Counseling with older children (9–11)
Jacqueline Swank Clarence Anthony

Through others we become ourselves.

—Lev S. Vygotsky

INTRODUCTION

Older children, ages 9 through 11 years, typically attend upper elementary grades and the beginning year of middle school in most school systems in the United States (fourth through sixth grade). This developmental stage is sometimes described as a “grace period between the dependence of early childhood and the stresses of early adolescence” (Finnan, 2008, p. 2). However, this transitional stage is also marked by a variety of crucial changes in key developmental areas essential to successfully navigating the transition to adolescence.

After reading this chapter, you will be able to

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