Christine Alves Exemplar 4 Exemplar 4: Development of a Comprehensive Group Increasing Motivation Among Freshman CSP 670: Group Counseling,

Spring 2013 Standards: 19, 20 & 26 Introduction: School counselors are in the unique position to support students on a daily basis. In order to meet the needs of multiple students, group counseling is a great intervention for servicing several students with similar needs. I chose this exemplar because it demonstrates my ability to develop a comprehensive group curriculum from start to finish, including evaluation. In CSP 670, I had the opportunity to develop a curriculum for a small group utilizing a comprehensive approach. I decided to research and develop a curriculum for freshman lacking academic motivation. In addition, I wrote a paper discussing particular group topic issues, strategies, and information a counselor would need to know to best facilitate a group on increasing motivation among freshman. From a hypothetical perspective, I determined the rationale for the particular group based upon school data. I developed a pre-assessment section that discussed how students would be selected if the group curriculum were being implemented in a school. In this hypothetical case, freshman who received Ds or Fs were asked intake/screening questions to determine if they were the right fit for the group. Once the students are selected, a pre-test should be administered in order to collected perception data: attitude, knowledge and skills of students. This would allow the facilitator to create a curriculum based upon student need. From there, eight group

Christine Alves Exemplar 4 lessons were developed that were developmentally and culturally appropriate. Lesson topics included self-efficacy, future identities, goals, role models, problem solving, and self talk. Each lesson addressed American School Counselor Association (ASCA) National Student Standards, listed needed materials, the time frame, and an outline for the lesson. Lastly, I determined how the effectiveness of the group would be evaluated. The pretest would be administered at the end of the curriculum to identify change in student perception. Grades would be reviewed to see how student achievement has effected. Standard 19: Academic Development ASCA National Student Standards are addressed continuously throughout the group curriculum. A few academic development standards include: A:C1.4 Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals: short and long term goals were established and revisited through out lesson. A:C1.5 Understand how school success and academic achievement enhance future career and vocational opportunities: students created a collage from magazine cut outs that expressed their vision for their future, which can include a variety of interests and abilities. A:A1.4 Accept mistakes as essential to the learning process and A:B1.2 Learn and apply critical-thinking skills: problem solving skills are utilized to identify and address overcoming hurdles that could impact achieving goals. Standard 20: Career Development

Christine Alves Exemplar 4 ASCA standards indicate that counselors should address career development with students. An entire lesson is dedicated to goal setting (C:A1.6). Developing goals was linked to the concept of essay writing. For example, essays are often written in sections to make it easy to compete: introduction, body paragraphs, and conclusion. When making long term goals, it was suggested that students break up their goal in to short term goals. Students can be encouraged to discuss goal setting as it related to achieving their future identities. Short and long term goals were defined, and a discussion regarding realistic goals was suggested. Another lesson was dedicated to the topic of role models. ASCA standards C:A1.2 Learn about the variety of traditional and nontraditional occupations, C:C1.3 Identify personal preferences and interests influencing career choice and success, and C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals were address in this lesson. Guest speakers would present on careers that students identified having personal interest in pursuing. Also, students would identify their role model, for example a president, and give an autobiographical speech as though they were the president. The student would list qualities about the president that make him a role model. Lastly, students would identify how he or she is currently a good role model in their community. Standard 26: Group Counseling and Facilitation This exemplar discussed the screening instructions for developing a cohesive group. I recommended that group members, who meet the need for the group based upon achievement data (Ds and Fs), were selected. Next, students would be interviewed to create a group that could work together to support each others learning. When

Christine Alves Exemplar 4 developing the group, I addressed the issue of making it voluntary or involuntary and the implications that might have on the group dynamic. For the purpose of this project, I decided the group would be involuntary because it was being used as an intervention for students on academic probation. In order to foster a positive group dynamic, I recommend that students and the facilitator work as a team to develop group rules. In session one, the facilitator would initiate a conversation about group rules and include confidentiality on the list. When group rules are initially created, consequences for those who consistently break the rules should be addressed. The rules are to be reviewed at the beginning of each session to remind students and develop a sense of consistency. Conclusion: I learned important steps in assessing student and school need, developing curriculum, as well as evaluating the effectiveness of the group. Perception and achievement data, such as GPA, are ways I would evaluate this particular curriculum. I look forward to implementing this group, or an altered version at a school with a particular need for addressing motivation among students. If I were to conduct this project differently, I would have recommended more collaboration with teachers and staff in order to develop the curriculum. I would have also worked with teachers to see whom they recommend for group. Teacher support is very beneficial if groups take place during instructional class time, opposed to before or after school hours. I would also recommend linking lessons to align or discuss topics that are currently being addressed in the classroom. For example, if students were reading a book in their English class, I would ask them to identify characters who act as role

Christine Alves Exemplar 4 models in their book during our Role Model lesson. I also took a course on Learning, Achievement and Instruction for School Counselors. This class gave me insight on how to engage students, as well as other teaching strategies. I would incorporate these techniques such as Universal Design for Learning, no opting out, cold calling, and think/pair/share, in to my group curriculum.