Wisconsin Developmental Guidance Model

Developmental guidance vigorously stimulates and actively facilitates, by planned intervention, the total development of individuals in all areas of life...

The intention of the Wisconsin Developmental Guidance Model: A Resource and Planning Guide for school-community teams is to elaborate on the relevance of comprehensive, sequential developmental guidance curriculums in schools. The Wisconsin developmental guidance model (WDGM) represents one component of a comprehensive school counseling program. The components that make for a comprehensive program are; curriculum (WDGM), responsive services, individual planning, and support services.

At the core of the WDGM are 9 competencies which when delivered in a collaborative relationship between school, parents, and community provides students with the skills necessary for them to become successful lifelong learners, good citizens, and productive workers. These 9 competencies identify areas in which individuals work to increase their proficiency. The competencies are:

1. connecting family, school, and work
   
2. solve problems
   
3. understand diversity, inclusiveness, and fairness
4. work in groups
5. manage conflicts
6. integrate growth and development
7. direct change
8. make decisions
9. set and achieve goals

For each of the competencies, a definition and rationale statement is provided to clarify the meaning and to suggest applications of the competency to everyday life. Following the rationale section are sample performance indicators. Indicators describe a specific developmental area of knowledge or set of skills. (see one example of the framework for the WDGM and competencies)

To develop the whole student, it is important to consider the skills students need to improve themselves and the environment where these skills are to be used. Students need to integrate information with self-knowledge and develop skills to help them plan, make decisions, and adjust to the complex world in which they live. As students achieve developmental competencies, their perceptions of themselves and their opportunities should become more positive. Students who successfully acquire skills and information early in their lives will have more resources to help them continue to develop and, consequently, they are more likely to acquire favorable attitudes about themselves and their life options. Developmental guidance has been described as the process of leading, directing, and advising students through a program of experiences which provides information, support, instruction, and encouragement to assist in developing personal/social, educational, and career skills. Personal/social, educational, and career development skills represent the domains that developmental guidance is organized around.

While the WDGM is designed to enrich the whole student, there are many positive effects that successful programs can have within the school or district and outside of the school. One impact is that students will be motivated while in school and better prepared upon graduation. Another result of successfully implementing a developmental guidance program is the creation of a community where individuals have the capacity to interpret and apply relevant experiences and information in ways that are both personally enhancing and socially responsible.

If you have any questions regarding the WDGM, contact Gary Spear, Consultant, School Counseling Programs (608) 266-2820, gary.spear@dpi.wi.gov.

If you would like to order the The Wisconsin Developmental Guidance Model: A Resource and Planning Guide, call our publications sales office at (800) 243-8782 or visit their web page at http://dpi.wi.gov/pubsales/index.html.

For questions about this information, contact Gary L. Spear (608) 266-2820

Last updated on 2/22/2008 8:00:53 AM