Exemplar # 2: Group Counseling

STANDARDS: 19, 26, & 30.

Introduction
During my first year at practicum I had the opportunity to run a small group at our
schools site. The group counseling experience coincided with CSP670 Group Counseling. I
have chosen the group counseling curriculum as one of my exemplars because it not only
exposed me to using data to support tier two student needs, but also provided a platform to
lead small group lessons to increase academic success in students. The group I co-facilitated with
another cohort member was an eight-week study skills group for third grade boys. Each week we
would address a new skill that would increase student success in the classroom such as listening,
organization, and completing homework. I believe this experience greatly enhanced my
professional school counseling skills and will use what I learned from this experience in my
future group facilitations.
Standards Met
Standard 19: Academic Development
As stated in the introduction, the focus of the small group facilitation was on providing
academic development for students who were struggling academically. As school counselors, it is
our responsibility to ensure all students are given the resources they need to be successful in the
classroom. In our study skills group, we ensured students had clean backpacks, offered strategies
for focusing in class during instruction time, helped set and achieve academic goals, and made
sure students had resources needed to complete class and homework assignments. While
teaching students the academic skills I learned the importance of providing students with the

recourses necessary for them to be successful in class, especially at a young age. It was
encouraging to see the students come back each week and remember the information we taught
them previously and that they were applying it in their classes throughout the week.
Standard 26: Group Counseling & Facilitation
The organization and facilitation of a group counseling session aligns perfectly with this
standard. The course we took on group counseling taught us the skills and made us aware of the
impact group dynamics can have on a session. However, it was the group sessions that provided
the experience of controlling group dynamics, being mindful of all students, and the practice of
facilitating learning through a group process. For example, in our group we had students who
were very active participants and others who would withdraw or were naturally more quiet and
reserved. Using the skills learned in class, I provided space and encouragement to engage the
quieter students to ensure they were participating, feeling included, and learning the skills; while
simultaneously I set boundaries with those more actively participating to ensure they didnt over
dominate the conversations. Overall, the group provided a safe space for student to receive
mutual help, feed off of one another, and a support network for all students who participated.
Standard 30: Research, Program Evaluation & Training
Selecting students to participate in the study skills group was my first exposure to using
data to provide additional support to students. After report cards were sent out we sifted through
the data to find students who had three or more Ns & Us under the student success skills
assessment area. Based off of this information we were able to select students in groups of eight
to participate in the group sessions. I was able to lead our school site team in how to pull and
interpret data quickly and effectively through the use of Excel. Following the completion of our

group, we were able to compare the pre and post group report card data and see the increase in
students who were academically successful after participating in our groups.
Professional Application
Through our group curriculum, I was able to see the necessity of collecting of data to
examine student needs and group selection, the importance of dynamics in group facilitation, and
the impact groups can have on student outcomes. I think groups are often overlooked in a
counseling program compared to meeting with students individually or guidance curriculum for
all students. I think this can happen due to lack of time and resources and the need for careful
and thorough planning. However, if you have the time and resources it can be extremely valuable
for reaching multiple students who struggle with the same topics and gathering data to show the
effectiveness. In my future role as a school counselor I want to ensure I find the time and
resources to run groups at my school to impact students who need additional support or
guidance.
Final Reflections
Initially going into the small group setting, I was very nervous about how I would be able
to monitor the group dynamics, if I would be effective in my guiding of the material, and if the
students would be engaged. Working with wiggly third grade boys was a positive experience in
developing my skills to implement effective groups and facilitate a positive learning environment
for all students. I will be interested in seeing how facilitating groups with different age groups
and topics will impact the group dynamics; however, I am confident after my experience that I
will be able to navigate future groups no matter the topic or age group of the students. I believe
that using data coupled with the counseling skills of facilitating groups can really be a strong
support for students and significantly improve student outcomes.