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Mattering to others involves individuals' perceptions that they are important and are valued by other people in interpersonal relationships and within systems. Mattering is a foundational concept that can inform the implementation of comprehensive, K-12 Strengths-Based School Counseling (SBSC; Galassi & Akos, 2007) programs and can allow counselors to facilitate improvement in school climate, student social functioning, and academic motivation and achievement. This article provides an outline for mattering-focused SBSC program activities. Specifically, the authors describe possible applications of mattering to counseling, classroom guidance, systemic consultation, advocacy, and school climate change.
Our nation's current educational theme is that no student will be left behind, that every student matters. However, do students truly believe that they matter to others in their schools? If they do, does it make a difference in their academic achievement and motivation and their healthy development and well-being? The need to matter, to feel significant to others, to be needed, wanted, and valued, is integral to healthy social and emotional development (Dixon Rayle, 2006; Rosenberg & McCullough, 1981; Schlossberg, 1989). However, research indicates that not all children and adolescents perceive that they matter to others at home and at school (Dixon Rayle, 2005; Dixon Rayle & Myers, 2004). This article outlines mattering as part of the foundation of Strengths-Based School Counseling (SBSC) programs, describes matteringfocused activities, and provides case examples of the integration of mattering in school counseling with students, classroom guidance, and systemic consultation and advocacy efforts.
Mattering to others complements what we know about the childhood and adolescent periods of the lifespan, rife with rapidly changing emotions and frequent questioning of self (Kroger, 1999). In addition to the demands placed upon them by parents, teachers, friends, and society, children and adolescents struggle to form their individual identities while also navigating successful relationships in which they matter to their significant others. In describing the consolidation of identity development, researchers have highlighted children's and adolescents' needs regarding a sense of belonging and the importance it plays in their daily relationships (Baumeister & Leary, 1995; Erikson, 1963). However, mattering to others is thought to differ from individuals' sense of belonging because perceptions of mattering occur through individuals' interpretations of the quality and quantity of others' individualized attending behaviors toward them (Dixon Rayle,...