Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
Instructor Manual
Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and
Practice, 11e, 2026, 9798214112695; Chapter 1: Introduction to Group Work: A Multicultural
Perspective
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
What’s New in This Chapter........................................................................................2
Chapter Outline.............................................................................................................3
Additional Video Resources.........................................................................................8
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to explore the complexities and benefits of group therapy in counseling. It
evaluates why groups are often preferred treatments, considering their effectiveness and practical
advantages. Factors influencing group dynamics, such as the type of group, settings, and specific
considerations, are discussed. The chapter highlights the benefits of brief group therapy and examines
multicultural perspectives and the importance of cultural competence. It addresses the development of
cultural skills for group workers and outlines strategies for creating culturally responsive and
developmentally appropriate group interventions. Special considerations for working with international
students in group settings are also examined.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1. Evaluate why groups are often a treatment of choice
2. Describe factors that affect the way groups are conducted, such as types of groups, settings, and other
considerations (Council for Accreditation of Counseling and Related Educational Programs
[CACREP], 2024, Standard 3.F.7)
3. Identify advantages of using brief group therapy
4. Explore some basic ideas of multicultural perspectives on group work
5. Discuss what is involved in becoming a culturally skilled group worker
6. Identify culturally sustaining and developmentally responsive strategies for designing and facilitating
groups (CACREP, 2024, Standard 3.F.8)
7. Explain how global literacy is the foundation of cultural competence
8. Understand special considerations of group counseling with international students
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New material on social justice advocacy and anti-oppression principles in groups.
Expanded discussion of the role of task groups in school counseling.
Revised section on psychoeducational groups in schools and mental health agencies.
Updated treatment of brief group therapy.
New section on becoming a globally literate group practitioner.
New section on international students in group counseling.
Two Voices From the Field entries.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or other
supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content
relates to the topics covered in the text.
I. Introduction (LO 1; PPT Slides 4–6)
i. Groups are an excellent treatment choice for numerous intrapersonal and
interpersonal issues and for helping people reach their objectives by effecting
desirable change.
ii. Counseling groups are being offered in all kinds of settings today and for many
different client groups.
iii. Most are short-term groups designed for specific client populations rather than
unstructured personal-growth groups.
iv. Groups provide a natural laboratory (i.e., a safe place to explore, free from
judgment) and a sense of community that demonstrates to people that they are
not alone and that there is hope for creating a different life.
II. An Overview of Various Types of Groups (LOs 2–3; PPT Slides 7–16)
i. Therapeutic groups aim to enhance self-awareness, clarify desired changes,
provide tools for change, and support these changes. Members interact in a
trusting environment, receive feedback, and learn about their impact on others.
Effective group leadership requires basic and advanced competencies, with
specializations including task, psychoeducational, counseling, and psychotherapy
groups.
a. Task Groups
i. Task groups, used in various settings, focus on achieving specific, time-limited
goals through efficient collaboration.
ii. Leaders must balance task completion with addressing interpersonal dynamics to
avoid group dysfunction.
iii. Task groups are valuable for social justice advocacy and can drive systemic
change by addressing social inequities and supporting marginalized groups.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
b. Psychoeducational Groups
i. Psychoeducational groups focus on imparting knowledge and developing skills
related to specific issues, such as anger management or career readiness.
ii. They aim to educate and support members through structured sessions that often
include skill-building exercises.
iii. These groups are brief, cost-effective, and frequently used in schools and
community settings for various developmental and preventive purposes.
c. Counseling Groups
i. Counseling groups address personal and interpersonal issues by focusing on
conscious thoughts, feelings, and behaviors.
ii. Counseling groups range from those with an open structure, in which participants
shape the direction of the group, to those characterized by a specific theme. But
they all share the following goals:
a) Helping people develop more positive attitudes and better interpersonal
skills
b) Using the group process to facilitate behavior change
c) Helping members transfer newly acquired skills and behavior learned in
the group to everyday life
iii. Leaders guide members in self-exploration and skill development, with groups
ranging from open to themed structures.
iv. These groups help participants enhance their self-awareness and apply new skills
to daily life.
d. Psychotherapy Groups
i. Psychotherapy groups address deep-seated psychological and interpersonal
issues, aiming to remediate significant mental health problems.
ii. These treatment-oriented groups offer support and confrontation, allowing
members to practice new skills and explore unconscious dynamics.
iii. They are effective for severe conditions like depression, PTSD, and anxiety,
providing a collaborative therapeutic environment.
e. Brief Groups
i. Brief group therapy (BGT) involves closed, time-limited groups with a
structured, process-oriented approach.
ii. It focuses on efficiency, clear goals, present issues, and transferring learning to
daily life.
iii. BGT is effective for various problems but requires skilled leadership and is not a
cure-all for deep-seated issues.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
Chapter 1: Introduction to Group Work: A Multicultural Perspective
Instructor Manual
Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and
Practice, 11e, 2026, 9798214112695; Chapter 1: Introduction to Group Work: A Multicultural
Perspective
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
What’s New in This Chapter........................................................................................2
Chapter Outline.............................................................................................................3
Additional Video Resources.........................................................................................8
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to explore the complexities and benefits of group therapy in counseling. It
evaluates why groups are often preferred treatments, considering their effectiveness and practical
advantages. Factors influencing group dynamics, such as the type of group, settings, and specific
considerations, are discussed. The chapter highlights the benefits of brief group therapy and examines
multicultural perspectives and the importance of cultural competence. It addresses the development of
cultural skills for group workers and outlines strategies for creating culturally responsive and
developmentally appropriate group interventions. Special considerations for working with international
students in group settings are also examined.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1. Evaluate why groups are often a treatment of choice
2. Describe factors that affect the way groups are conducted, such as types of groups, settings, and other
considerations (Council for Accreditation of Counseling and Related Educational Programs
[CACREP], 2024, Standard 3.F.7)
3. Identify advantages of using brief group therapy
4. Explore some basic ideas of multicultural perspectives on group work
5. Discuss what is involved in becoming a culturally skilled group worker
6. Identify culturally sustaining and developmentally responsive strategies for designing and facilitating
groups (CACREP, 2024, Standard 3.F.8)
7. Explain how global literacy is the foundation of cultural competence
8. Understand special considerations of group counseling with international students
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New material on social justice advocacy and anti-oppression principles in groups.
Expanded discussion of the role of task groups in school counseling.
Revised section on psychoeducational groups in schools and mental health agencies.
Updated treatment of brief group therapy.
New section on becoming a globally literate group practitioner.
New section on international students in group counseling.
Two Voices From the Field entries.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or other
supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content
relates to the topics covered in the text.
I. Introduction (LO 1; PPT Slides 4–6)
i. Groups are an excellent treatment choice for numerous intrapersonal and
interpersonal issues and for helping people reach their objectives by effecting
desirable change.
ii. Counseling groups are being offered in all kinds of settings today and for many
different client groups.
iii. Most are short-term groups designed for specific client populations rather than
unstructured personal-growth groups.
iv. Groups provide a natural laboratory (i.e., a safe place to explore, free from
judgment) and a sense of community that demonstrates to people that they are
not alone and that there is hope for creating a different life.
II. An Overview of Various Types of Groups (LOs 2–3; PPT Slides 7–16)
i. Therapeutic groups aim to enhance self-awareness, clarify desired changes,
provide tools for change, and support these changes. Members interact in a
trusting environment, receive feedback, and learn about their impact on others.
Effective group leadership requires basic and advanced competencies, with
specializations including task, psychoeducational, counseling, and psychotherapy
groups.
a. Task Groups
i. Task groups, used in various settings, focus on achieving specific, time-limited
goals through efficient collaboration.
ii. Leaders must balance task completion with addressing interpersonal dynamics to
avoid group dysfunction.
iii. Task groups are valuable for social justice advocacy and can drive systemic
change by addressing social inequities and supporting marginalized groups.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Schneider-Corey, Marianne; Corey, Gerald; and Corey, Cindy, Groups: Process and Practice, 11e, 2026, 9798214112695;
Chapter 1: Introduction to Group Work: A Multicultural Perspective
b. Psychoeducational Groups
i. Psychoeducational groups focus on imparting knowledge and developing skills
related to specific issues, such as anger management or career readiness.
ii. They aim to educate and support members through structured sessions that often
include skill-building exercises.
iii. These groups are brief, cost-effective, and frequently used in schools and
community settings for various developmental and preventive purposes.
c. Counseling Groups
i. Counseling groups address personal and interpersonal issues by focusing on
conscious thoughts, feelings, and behaviors.
ii. Counseling groups range from those with an open structure, in which participants
shape the direction of the group, to those characterized by a specific theme. But
they all share the following goals:
a) Helping people develop more positive attitudes and better interpersonal
skills
b) Using the group process to facilitate behavior change
c) Helping members transfer newly acquired skills and behavior learned in
the group to everyday life
iii. Leaders guide members in self-exploration and skill development, with groups
ranging from open to themed structures.
iv. These groups help participants enhance their self-awareness and apply new skills
to daily life.
d. Psychotherapy Groups
i. Psychotherapy groups address deep-seated psychological and interpersonal
issues, aiming to remediate significant mental health problems.
ii. These treatment-oriented groups offer support and confrontation, allowing
members to practice new skills and explore unconscious dynamics.
iii. They are effective for severe conditions like depression, PTSD, and anxiety,
providing a collaborative therapeutic environment.
e. Brief Groups
i. Brief group therapy (BGT) involves closed, time-limited groups with a
structured, process-oriented approach.
ii. It focuses on efficiency, clear goals, present issues, and transferring learning to
daily life.
iii. BGT is effective for various problems but requires skilled leadership and is not a
cure-all for deep-seated issues.
© 2026 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
