Abstract
Concepts of process and content as they apply to psychoeducational group work in schools are explored in this study. Eight scholars in the field of group work defined and identified instances of process and content in psychoeducational groups. Content analysis and descriptive statistics were used to analyze these data. The culmination of this study suggests that these scholars could not easily identify instances of process or content on examination of a group transcript, nor were they unified in their definitions of these terms in the context of psychoeducational group work. Ultimately, this study raises important questions about the operationalized definitions of process and content and what these concepts are actually intended to describe.
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