Exemplar #1

Comprehensive Small Group Curriculum

Standards Met: Standard 21, Standard 24 and Standard 26
Introduction
The first exemplar that I chose for my portfolio was a comprehensive small group curriculum
which was the culminating project for our Theory and Process of Group Counseling course. The
purpose of creating this curriculum was to learn how to develop a curriculum from the ground up
based on a topic we felt was a significant issue among youth. This topic needed to align with
one of the three domains identified by the American School Counseling Association which
include academic, career and personal/social development. I chose to create a curriculum for
girls that focused on healthy relationships. While I believe all students should be taught the skills
to develop healthy relationships, I created my curriculum for girls because of my previous
experience teaching young women who could not identify or demonstrate healthy behaviors in
both their platonic and romantic relationships. Additionally, as stated in my curriculum, teen girls
who are physically or sexually abused are six times more likely to become pregnant than their
peers who have not been abused. It is statistics such as these that drove me to create this
curriculum.
Standards Addressed
Standard 21: Personal and Social Development
The first standard that was addressed in the development of this curriculum was Standard 21:
Personal and Social Development. While our overall work in schools can be largely focused on
academic success, as school counselors we also need to assist our students in developing
personal and social skills. I believe that helping students to develop skills in the personal and
social domain, such as goal setting, communication skills, conflict resolution, healthy
relationship, etc., we are preparing them to succeed at all levels. Students who have self-respect
and respect for others can healthily interact with those around them including peers and teachers.
These healthy interactions can lead to greater school engagement and academic achievement.
One of my favorite lessons, Setting Boundaries: What is Good for You? helps students to
identify their own boundaries and empowers them to speak up when they feel one of their
boundaries have been crossed. I feel that the lessons I incorporated in the curriculum, such as the
one stated above, teaches students the skills and practices to develop healthy relationships.
Unfortunately there is no handbook for life, but as school counselors we can provide students
the tools to navigate the challenges they will face.

Standard 24: Learning Achievement & Instruction

The second standard that was addressed in the development of this curriculum was Standard 24:
Learning Achievement & Instruction. While developing this curriculum I tried to create a
foundation based on the question, What is a healthy relationship?, so that all students started at
the same point. Building a foundation allowed me to scaffold weekly lessons so that students
could use their knowledge from the previous lesson to strengthen their awareness and skills of
what healthy relationships entail. Additionally, I placed a variety of activities in the lessons to
address various learning methods and increase participation. By including these activities, I am
able to feel confident that all students will feel engaged regardless of their academic abilities.
Standard 26: Group Counseling and Facilitation
The final standard addressed in this exemplar is Standard 26: Group Counseling and
Facilitation. While developing this curriculum I was able to incorporate critical components
such as a screening process, weekly team building activities and student feedback surveys which
all contribute to building a safe and productive environment for all participants. In addition, to
ensure that group dynamics allow for students to overcome barriers, I included a space for the
discussion of boundaries and confidentiality which is critical in group counseling. While I have
yet to use this curriculum, I have been able to run a small group which has given me the insight
into the strength students can get from each other when they are a part of something bigger than
themselves. When group members hear from someone who has had a similar experience they
often feel validated and less isolated, which can make a world of difference. While I am proud
of my curriculum, one thing I would like to add to the second lesson Hugs & Hitting: Healthy
vs. Unhealthy Relationships is the disclaimer to not assume that all students are or will be in a
heterosexual relationship. The lesson includes discussion questions that address being in a
romantic relationship and while it states boyfriend or girlfriend, I think it is important to note
that assuming a students sexual orientation can possibly make the student uncomfortable
therefore disrupting the group dynamics.
Conclusion
Small groups are a powerful method to help students learn and develop skills. By creating this
curriculum, I learned that there is a tremendous amount of effort that goes into creating the
framework and lessons that make up the group experience. Furthermore, I have learned the
importance of finding interactive and meaningful activities that not only enable group bonding
but that also encourage personal growth. I believe that all school counselors should be able to
create a curriculum based on the needs of their students and I am glad that I had the opportunity
to do so.