mission statement, philosophical principles, developmental domains, and the national
standards and competencies.
Component #3: Delivery System
1) Student describes and attaches an example of school counseling core curriculum in the
form of a classroom guidance lesson, including whether or not this is considered a direct or
indirect student service and whether or not this is consider preventative or responsive in
nature. The delivery method addresses a variety of instructional strategies based on the
developmental levels and individual needs of learner.
This is a direct student service and is preventative in nature.
2. Student identifies developmentally appropriate, culturally sensitive classroom/group
behavioral management strategies used in the implementation of the school counseling
core curriculum that are motivational and maximize learning for a diverse student body.
For classroom management, I used the Love and Logic system. The steps are:
“Build a relationship with students by noticing the students’ likes and dislikes and
quietly commenting on them” (Dollarhide & Saginak, 2017, p.172).
“Set enforceable limits through enforceable statements of what you are willing to
do” (Dollarhide & Saginak, 2017, p.172). Instead of saying “I will deduct ten points
for not participating”, say “I give full credit for participation”.
“Share control with students in terms of “small” decisions” (Dollarhide & Saginak,
2017, p.172). Instead of saying “You have to participate”, say “You can participate
now or after lunch”.
“If there are discipline problems, implement disciplinary interventions that stop the
undesirable behaviors, utilizing empathy and sorrow to connect with the student
and to allow him or her to focus on the consequences” (Dollarhide & Saginak, 2017,
“Delay consequences to allow the student to think about her or his choices and to
decide what he or she can do about the situation” (Dollarhide & Saginak, 2017,
Another great classroom/group behavioral management strategy is Positive Behavior
Support (PBS). This strategy is great for all developmental levels and culturally appropriate
due to its versatility. PBS reinforces appropriate behaviors by positively acknowledging
them, but still addressing inappropriate behaviors (Dollarhide & Saginak, 2017). If I were to
use this strategy during a classroom guidance lesson I would start by reviewing the
classroom positive expectations with the class. For each negative interaction I had with a
student I would make sure to engage in six to eight positive interactions so the students feel
respected (Dollarhide & Saginak, 2017). To keep students on task I would use active
supervision and redirection for minor infrequent behaviors (Dollarhide & Saginak, 2017). If
needed, I would also provide individualized instructional and curricular accommodations