Explains briefly identity development and health and safety concerns specific to gay and lesbian youth. Proposes a variety of strategies for meeting their intellectual and developmental needs. (SR)

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)

Offers a brief overview of the historical development of the middle school, looking at traditional school organization of the 19th century, junior high schools, as part of the effort to meet the developmental needs of young adolescents. (SR)

Reviews biological and social factors leading to earlier sexual development among today's children. Suggests topics which should be included in an improved school sex education program. (SJL)

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)

Offers a detailed examination of both external and internal assets that middle school students may have, and discusses those that can be significantly affected by middle schools. Describes what successful middle schools do, and discusses teacher training and positive youth development. (SR)

Although reports calling for middle level schooling reform first appeared in the mid-1970s, change has been slow to come. In Turning Points: Preparing American Youth for the 21st Century (1989), the Carnegie Council on Adolescent Development outlined eight essential elements of middle level education. Drawing from the Carnegie Council's…

Notes that the middle school years can be difficult for young adolescents as they face new and challenging developmental tasks. Provides a brief overview of Robert Havighurst's developmental theory. Proposes developmental tasks specifically for ten- to fifteen-year-olds in increasingly diverse schools and society. (PM)

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)