Exemplar #1: Comprehensive Group Counseling Curriculum Development

Standards Met- Standards 21, 24, 26, and 30

Introduction
The first exemplar I chose for my portfolio was the comprehensive group counseling
curriculum project that I completed for my Theory and Process of Group Counseling class. This
project was a culmination of the whole semester, and was completed in the spring semester of
2014. I chose the topic of stress management and coping skills because many of the students at
my practicum site reported feeling like they were unable to deal with stressors from school,
family, or friends. I designed this curriculum to meet the needs of these students, as well as
future students who need help finding effective ways to cope with stress. The group counseling
curriculum contained a complete overview of how to run a middle school group on stress
management and coping skills. This included: a literature review on the impact of stress on
students, instructions for screening, permission forms, detailed lesson plans, accompanying
worksheets, and feedback forms.
Standards Addressed
Standard 21: Personal and Social Development
My comprehensive group curriculum on stress management incorporates personal and
social development by helping students develop the skills to conquer stress and its negative
outcomes. When students feel overwhelmed, they often shut down. By going through the lessons,
students learn how to acknowledge stress in themselves and others, be accepting of things that
they cannot control, identify personal stressors, and practice positive ways to cope with stress.
By offering this curriculum to relieve stress in students, their personal and academic growth will
improve as they continue to focus on learning and their social development.

Standard 24: Learning, Achievement and Instruction

A strong understanding of curriculum design and effective lesson plans were essential in
creating this comprehensive group curriculum. By taking into account the development level of
students, instructional scaffolding, and ways for students to learn from each other, every activity
in this curriculum was focused on helping students learn how to cope in effective ways. In
addition to this, all forms and lesson plans were written with clear and detailed instructions so
that the curriculum could be passed on to other school counselors to use at their sites.
Standard 26: Group Counseling and Facilitation
My Theory and Process of Group Counseling class gave me a foundation of
understanding on group dynamics, as well as how group work can help students to overcome
barriers to their personal or academic lives. While I did not get a chance to implement this
curriculum with my students, I used what I learned while facilitating other groups on social skills
and emotional regulation. One improvement I would make for this project would be starting it
earlier so that I could have had time to implement it at my practicum site. Although completing it
at the end of the year meant that it was developed with the knowledge I gained throughout the
whole semester, seeing the curriculum in action could have highlighted weak points for me to
improve.
Standard 30: Research, Program Evaluation, and Technology
Before I could start thinking about what sort of lessons and activities I wanted to include
in my group curriculum, I first had to recognize a data driven need for the group and learn what
the current research had to say about the topic. While conducting a literature review on the
impact of stress on students and evidence-based coping skills, I had to differentiate between high
quality and inadequate research, as well as understand the scope, methodology, and limitations of

each study. Working on the literature review for this exemplar made me a critical consumer of
research, and taught me that I should evaluate studies for myself rather than assuming a summary
of their findings will apply to all other situations.
Conclusion
Creating a comprehensive group counseling curriculum was one of the most enjoyable
projects I had the opportunity to complete. Having a lot of freedom in terms of our topic and
lessons meant that I could combine evidence-based stress-relievers with creative and engaging
activities in the ways I thought were most effective.
Developing this curriculum taught me that the responsibilities of the facilitator start much
earlier than the first day of group. Although there are many curriculums out there for group
facilitators to use, not every curriculum fits all situations. Tailoring group curriculum to fit the
needs of the school will ensure than students get the most out of their time with the group. In
addition to reviewing and modifying group curriculum, I also learned that facilitators must form
groups carefully with group dynamics in mind.
Group counseling has many benefits; reaching more students at a time and letting them
learn from and support each other make it a valuable tool for all counselors. With the knowledge
I have gained through the Theory and Process of Group Counseling class and creating this
curriculum, I am confident that I will be able to utilize groups to help my students succeed.