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Journal Article 5.1: Coman, W., Dickson, S., McGill, L., & Rainey, M. (2016). Why Am I In Care? A Model For Communicating With Children About Entry To Care That Promotes Psychological Safety And Adjustment. Adoption & Fostering. 40(1): 49 – 59.

Abstract: When children are removed from their parents’ care, the adults often become involved in processes that are highly attentive to the past and future care of the child. While the present physical and educational needs are attended to in the new placement, there are often dilemmas about how to help the child adjust psychologically to their new situation. In particular, children often struggle with why they have been admitted to care and what the future holds for them. The authors discuss the challenges of communicating with children about these issues and then outline the model they have found to be helpful.

Learning Objective: 5.6 Analyze special challenges to middle childhood development, 5.7 Give examples of important risk factors and protective factors in middle childhood, 5.8 Apply knowledge of middle childhood to recommend guidelines for social work engagement, assessment, intervention, and evaluation

Journal Article 5.2: Langton, T., Wren, B., & Carmichael, P. (2018). Seeing The Child In Context: Supporting Gender Diverse Children And Their Families In Multiple Ways – An Introduction To This Special Edition. Clinical Child Psychology and Psychiatry. 1-4.

Abstract: This Special Issue of Clinical Child Psychology and Psychiatry includes a group of papers that originated in the work of the Gender Identity Development Service (GIDS), which is the nationally designated National Health Service (NHS) in the United Kingdom to work with children and adolescents experiencing significant concern and distress about their gender. This short introduction to those papers aims to set the context and explain why certain areas have been given a focus.

Learning Objective: 5.4 Summarize typical physical, cognitive, cultural identity, emotional, social, and spiritual development during middle childhood, 5.7 Give examples of important risk factors and protective factors in middle childhood

Journal Article 5.3 Midgett, A., Doumas, D., & Trull, R. (2018). Evaluation of a Brief, School-Based Bullying Bystander Intervention for Elementary School Students, Professional School Counseling.

Abstract: This study evaluated a brief, bystander bullying intervention for elementary school students. Students in the intervention group reported an increase in knowledge and confidence to act as “defenders.” Students in the intervention group also reported an increase in self-esteem relative to the control group, although this finding was limited to sixth-grade students. The study found no group differences in sense of school belonging. This article discusses implications for school counselors.

Learning Objective: 5.5 Analyze the role of formal schooling in middle childhood development, 5.6 Analyze special challenges to middle childhood development.