Argues that young adult literature offers an appropriate means of developing an understanding of gay and lesbian youths, both for educators and for the youths themselves. Discusses eight such books. Discusses difficulties in identity formation that gay and lesbian teens encounter, as well as behaviors that place them at risk. (SR)

Presents a historical and cultural perspective of adolescence. Discusses the developmental tasks at this period and the negative behaviors that can result from tackling those tasks. Suggests that young adolescents' positive experiences with developmental tasks and interactions with adults may lessen the tendency to engage in at-risk behaviors. (SR)

Examines theories of early adolescence in relation to teaching eighth-grade English students. Concludes differences in students' responses related to gender differences and self-identity. (JK)

Argues that early adolescents are a distinctive group, and that educators must take the time to analyze their development and construct a framework for studying that development. (FL)

The stereotyped, media-perpetuated view of early adolescence as a period of storm and stress is highly destructive. By defining all young adolescents as innately egotistical and rebellious, we risk a self-fulfilling prophecy and we limit their chances to develop as individuals and to assume responsibility. (Author/SJL)

Discusses the causes of insomnia, its detection, and various types of treatment. (SRT)

Recommends and offers methods for teaching decision making skills to developing adolescents using controversial topics pertinent to their stage in life. (SRT)

Echoes the recommendation in "An Agenda for Excellence at the Middle Level" that junior high schools and middle schools recognize and accommodate their socially, physically, and mentally diverse populations. (SRT)

Describes the social and learning environment of middle level schools and criticizes attempts by school reformists to eliminate characteristics of schools that have been successful when used in junior high schools and middle schools. (SRT)

Argues that building respect for the core value of diversity should be a prime motivation and consideration in determining the instructional programs as well as the governance of the classroom and activities of the middle level school. (SRT)

Discusses some of the factors that parents and laypersons need to consider about the needs of children in the years between elementary and high school. (SRT)

Discusses the discipline problems that arose when several Southeast Asian students attended a middle school in Minnesota. Describes how these problems were transformed into a human rights learning experience for the students. (SRT)

Discusses the needs of adolescents and how teachers should accommodate these needs in order to encourage learning and to make their job easier. (SRT)