Monica Duncan

Exemplar #2: Comprehensive Group Curriculum Project

CSP 670: Theory and Process of Group Counseling
Standards Addressed: 21, 24, & 26
Introduction
The second exemplar I have chosen is the development of a comprehensive small group
curriculum. This exemplar was the culmination of our small group course. Through this assignment I
learned how to create a group curriculum from the ground up. In addition, I accompanied the
curriculum with research on the topic of social skills and rationale for why this group is needed. I chose
this particular exemplar because it was the culmination of our small group course and demonstrates my
knowledge of the strategies and processes for researching and implementing a small group curriculum.
Rationale for Standards
Standard 21: Personal and Social Development
The lessons within the Social Skills for Success curriculum demonstrated my ability to apply
various ASCA National Standards for Students for personal/social development. Standard PS: A1.5
Identify and express feelings and Standard PS: A2.6 Use effective communication skills were
developed within the second and third lesson. The lessons I developed were designed to assist students
in improving their verbal and non-verbal communication skills, showing empathy, gaining selfawareness and relating these skills to social interactions. Additionally, Standard PS: B1.2 Understand
consequences of decisions and choices and Standard PS: B1.6 Know how to apply conflict resolution
skills were developed within the fourth and fifth lesson of the curriculum. These lessons were designed
to help students to identify different types of conflicts in various situations, examine choices and
consequences and understand how personal values are an important part of making responsible
decisions. Through this project, my knowledge and skill grew during the application of ASCA Student

Monica Duncan
Standards that address personal and social development. In addition, I learned how to adapt lessons
from established curriculums that are evidence-based in order to promote personal and social
development, while also making modifications to incorporate my own creativity.
Standard 24: Learning Achievement and Instruction
When creating the curriculum for this project, my knowledge and skill in curriculum design and
lesson plan development was greatly improved. I demonstrated my ability to design multiple lessons
that build on each other and to create a curriculum which contains components that are effective in
teaching counseling related materials. In addition, through the completion of the research required for
this project I was better able to support the need for students development of social skills. My research
of techniques as it applies to working with youth on social skills recommended the following strategies
for learning: role-playing, modeling, performance feedback, encouraging and coaching. I also
demonstrated my knowledge of incorporating effective group instruction practices such as think-writepair-share, round robin, discussion questions and journaling. I grew in my knowledge and skills in
formatting age appropriate lesson plans. I designed 50 minute long lesson, and chose the specific
duration of each lesson to be suitable for middle school students. The curriculum and activities chosen
in each lesson were also developmentally appropriate for that age group.
Standard 26: Group Counseling and Facilitation
The comprehensive group curriculum project demonstrated my ability to understand and apply
principles of group dynamics to support students in successful learning. The lessons were based on the
theoretical stages of school counseling groups and incorporated: Stage 1 which focuses on orientation,
trust and exploration, Stage 2 which focuses on work-productivity, and Stage 3 which focuses on group
closure. Through this exemplar I also demonstrated my knowledge in creating pre-group screening

Monica Duncan
instructions, a teacher referral process, parent/guardian notification and consent forms, a pre-post test, a
group evaluation form and an overall group design. Each of these components are essential to establish
a group purpose, support group goals and ensure the appropriate students are selected. In addition, the
pre-post design and implementation will support student learning by using the results to evaluate the
groups effectiveness.
Conclusion
This project allowed me to conduct research on social skills development for students and
develop lessons that incorporate the personal-social domain addressed by school counselors. This
exemplar allowed me the opportunity to build a six week curriculum on a topic that is needed in schools
today. This project highlighted my ability to develop an entire group curriculum as an effective tool for
intervention. I came to realize how students growth in the area of personal-social development through
small group counseling would ultimately impact their academic success. I learned the importance of a
screening and intake process and how those practices support a comprehensive small group. In addition,
the research component of this project allowed me to gain knowledge of the best strategies for
implementing activities for students who require instruction on social skills. The research also aided my
skill in selecting strategies which work best for the developmental stage of middle school students. One
thing that I would have done differently is design two more lessons within the curriculum to have eight
complete lessons planned out for future use.