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Recruitment and screening of minors for group

counseling

Martin H. Ritchie & Susan Norris Huss

To cite this article: Martin H. Ritchie & Susan Norris Huss (2000) Recruitment and screening
of minors for group counseling, The Journal for Specialists in Group Work, 25:2, 146-156, DOI:
10.1080/01933920008411458

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 GROUPS IN THE SCHOOLS

Recruitment and Screening of Minors

for Group Counseling
Martin H . Ritchie
University of Toledo
Susan Norris Huss
Bowling Green State University
Group counseling with minors requires special considerations in the recruitment
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and screening process. Recruiting members involves advertising the group and solic-
iting referrals. Suggestions are offered to ensure that potential members are not la-
beled during recruitment, Pregroup screening may involve individual or group in-
terviews. Counselors must ensure that prospective members will cooperate with one
another and benefit from group counseling. General and specific characteristics for
screening are discussed, as are contraindications forgroup counseling with children
and adolescents. Ethical and legal issues involving informed consent, privacy, and
parental involvement are discussed as they relate to treating minors in groups,

Pregroup screening is crucial to the successful experience of individ-

ual group members and to the successful outcome of a group (Capuzzi &
Gross, 1998; Corey & Corey, 1997; Couch, 1995; DeLucia-Waack, 1997;
Gladding, 1999; Jacobs, Masson, & Harvill, 1998).The ethical codes of
both the American Counseling Association (ACA) and the Association
for Specialists in Group Work (ASGW) mandate that group leaders
screen prospective group members. According to the ACA Code of Ethics
and Standards of Practice (19951,group counselors need t o confirm that
group members’ goals are compatible with the proposed group through
screening (A.9.a.).The ASGW (1998)Best Practice Guidelines state that
the counselor selects group members whose needs and goals are com-
patible with the goals of the group, who will not impede the group
process, and whose well-being will not be jeopardized by the group expe-
rience. The counselor must ensure the selection of only those members
likely to benefit from group counseling. The screening process often

Martin H. Ritchie is professor and chair in counseling and mental health services a t the
University of Toledo. Susan Norris Huss is an assistant professor in the Division of Inter-
vention Services at Bowling Green State University. For more information, contact Dr.
Ritchie at Mental Health Services, University of Toledo, Toledo, OH 43606;(419)530-
4775;e-mail: martin.ritchie@utoledo.edu.
JOURNAL FOR SPECIALISTS IN GROUP WORK,Vol. 25 No.2, June 2000,146-156
0 2000 Sage Publications, Inc.
146
 Ritchie, Huss /SCREENING MINORS 147

begins with advertising and recruiting prospective members, followed

by a pregroup screening, and, finally, selection of members (Corey &
Corey, 1997).Important decisions affecting the potential success of the
group must be made at each of these stages in the screening process.
Although proper screening is important in selecting adults for group
counseling, it may be even more important in selecting children and
adolescents appropriate for group counseling. Group counselors incur
special legal and ethical responsibilities during the screening of minors
for group counseling (Cottone & Tarvydas, 1998; Salo & Shumate,
1993).Issues such as the client’s right to privacy, informed consent, and
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parental involvement take on special significancewhen treating minors

in groups. A significant dilemma is adhering t o ethical responsibilities
t o the minor group member while appropriately acknowledging the
legal rights and responsibilities of the parent. Another dilemma is how
t o involve the teaching staff in the screening process appropriately
while preserving the right t o confidentiality of both the minor group
members and their parents. The purpose of this article is to discuss the
screening of minors for group counseling. Practical considerations at
each stage of the screening process are discussed. Legal and ethical
issues incurred at each stage are raised, and when possible, suggestions
for dealing with these issues are shared.

RECRUITING MINORS FOR

GROUP COUNSELING

The first stage of the screeningprocess begins with the recruitment of

potential members. Counselors working in schools or agencies must
advertise their group to prospective members and/or solicit referrals
from others such as parents, teachers, or other therapists. A school
counselor might place a notice on a bulletin board announcing the for-
mation of a group. Interested students could be invited to make an
appointment with the counselor.In addition, the school counselor might
send a memo t o the teachers announcingthe group and asking for refer-
rals. In addition, school counselors can advertise groups in handbooks
and newsletters that go to the parents, inviting them t o nominate their
child for one of the groups.
In community agency settings, counselors often form groups by sug-
gesting that several children and adolescents with similar concerns be
seen in a group rather than individually. Community counselors can
solicit potential members by notifying other therapists in their agency
or cooperating agencies of their intention to begin a group on a particu-
lar topic. They can work with school counselors t o receive referrals and
 148 JOURNAL FOR SPECIALISTS IN GROUP WORK / June 2000

advertise the formation of a group using the media, such as newspaper,

radio, or the Internet.
There are legal and ethical issues that must be considered in adver-
tising and recruiting for group members. Imagine a school counselor
with training in issues of children of alcoholics (COAs) who wants to
start a support group for COAs. She might begin by posting a notice on
the bulletin board asking interested students to see her. She might send
a memo to teachers listing typical characteristics of COAs and asking
for referrals. Although well-intentioned, it is possible that some teach-
ers will label a child as having an alcoholic parent when that is not the
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case. If students, teachers, and other school personnel are aware of

when the COA support group meets, it is possible that they will label
group members as COAs and their parents as alcoholics. Is this in the
best interest of the child? What will be the effect on the child who is
labeled at school as a COA? What might group members’parents have to
say about this if other children and teachers label them as alcoholic?
In the authors’ experience, this sort of recruitment process is not all
that unusual. Many well-intentioned school counselors have solicited
members for groups on a wide range of topics such as children of divorce,
COAs, and attention deficithyperactivity disorder (ADHD) by asking
teachers t o identify potential members. Many of the referrals for indi-
vidual and group counseling do come from concerned and observant
teachers, and this is not unethical. However, the line between identify-
ing students who exhibit problem behaviors and labeling them with a
diagnosis such as COA, ADHD,or even “at risk” can be problematic.
Minors and their parents have the right t o not be labeled if it will cause
embarrassment or harm; if the label is made by someone unqualified t o
make the diagnosis, it could be an ethical violation (Welfel, 1998).
When considering the ethical issues present in the recruitment and
screening of minors for participation in a group experience, primary
consideration needs to be given to the concept of privacy. Privacy is the
client‘s right to keep the counseling relationship secret but also refers t o
not being identified as a client. This right to privacy logically extends t o
group members or persons interested in becoming a group member or
having been recommended t o be a group member. The ACA (1995) code
states, “Counselors respect their client’s right to privacy and avoid ille-
gal and unwarranted disclosures of confidential information” (B.1.a.).
Counselors in schools or community agencies should be careful that
their recruitment process does not label potential group members and
violate their right, and the right of their parents, t o privacy. In an
extreme case, parents might sue the counselor for slander if they could
show that actual damage was caused by giving their child a negative
label (Salo & Shumate, 1993).
 Ritchie, Huss / SCREENING MINORS 149

Based on the literature and ethical guidelines, we offer the follow-

ing suggestions for recruitment and advertising for minors for group
counseling:

1. Do not give the group a name that might label children or imply a diagno-
sis. Because most groups for children and adolescents involve discussions
and exercises designed to improve intrapersonal understanding and in-
terpersonal relationships, why not call the group “Enhancing Relation-
ships” or something that is not derogatory. The children could choose a
name for the group, o r the group does not have to have a name at all.
2. It is acceptable to put up a poster announcing the formation of the group.
However, if the counselor wishes to invite COAs and lists this on the an-
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nouncement, the students should be able to make a n appointment with

the counselor to discuss their interest in the group at their own discretion.
This would avoid teachers and students labeling potential members for
attending a pregroup meeting at a n announced time and place.
3. It is permissible to give the teachers a checklist of observable behaviors
without identifying those behaviors as characteristics of a particular la-
bel. In fact, those lists ofbehaviors are very similar regardless ofthe issue
of which they are supposed to be symptomatic (e.g., COA, children of di-
vorce, a t risk). A similar checklist can be included in newsletters and
other communications to parents as a recruitment tool.

Pregroup Screening
Screening may be accomplished in one or more ways, such as (a) indi-
vidual interviews, (b)group interview of prospective group members, (c)
interview as part of a team staffing, and (d) completion of a written ques-
tionnaire by prospective group members. Individual interviews with
prospective members, when possible, is the preferred method (Corey &
Corey, 1997;Couch, 1995;Miller, 1987).This allows the group leader or
leaders t o assure that the purposes and procedures of the group are
appropriate for each individual. Couch (1995)suggested that during a
pregroup screening interview, the group leader identifies needs, expec-
tations, and the commitment of the prospective group member. The
leader can take the opportunity of the screening interview to challenge
any misconceptions about the group the potential member may have,
and the leader can convey accurate information about the group.
Finally, the leader can use the screening interview to determine the
appropriateness of the potential member for the group (Couch, 1995).
Group leaders should ask themselves, “Should this particular person be
included in this particular group at this time with this group leader?”
(Corey & Corey, 1997,p. 112).
What follows are some examples of questions that might be appropri-
ate for screening minors:
 150 JOURNAL FOR SPECIALISTS IN GROUP WORK / June 2000

“How does [the issue] affect you while you are in school?”
“Do you spend time worrying about [the issue]?”
“DOyou ever feel like you want to talk with someone about [the issue]?”
“DOyou feel comfortable talking about your feelings in a group?”
“Are you willing to give up the time to be a member of this group?”

A drawback of individual interviews is the inability of the leader t o

observe how individuals will interact with other group members. Indi-
vidual interviews also take more time to conduct than do the other pre-
group screening methods. For instance, an individual interview may
take 10 t o 15 minutes for each prospective member, whereas several
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members can be interviewed in a group setting in 20 t o 25 minutes.

Conducting a group interview for prospective group members
requires less time and allows group leaders to observe communication
and interaction skills of members in a group setting. Prospective mem-
bers could be given an activity that allows the leader to observe these
skills. For example, each member can interview another member he or
she does not know and then share three things about that person with
the group. The leader can observe their ability to talk about themselves,
listen to others, and sit quietly in the group while others talk. Group
interviews also permit leaders to observe any preexisting relationships
with other prospective members, such as conflicts, strong friendships,
sibling relationships, or cliques. These relationships can both help and
hinder the cohesion of a group (Corey & Corey, 1997). Group interviews
allow the leaders to provide prospective members with a thorough orien-
tation, including purpose and goals, expectations, risks, procedures,
and fees (ASGW, 1998, A.7.b.). A drawback to this method is that pro-
spective members may not be as candid in their questions or concerns
about the group.
Group counseling may be recommended by a staffing team when
planning collaborative interventions for a student. The same kinds of
information that are obtained through individual or group interviews
can be provided by the team of teachers, counselors, and other service
providers. In community agencies, individuals may be recommended for
groups based on their intake interviews.
Potential members may be asked to complete pregroup assessments.
These assessments may be formal or informal (Capuzzi & Gross, 1998).
For instance, potential group members may be asked to write a para-
graph describing what they hope to get from the group. They may be
asked to take a formal assessment instrument, such as a self-esteem
inventory or a depression inventory. Potential members of a group for
adolescents with eating disorders may be required to obtain a physical
examination and bring in a permission note from their physician.
 Ritchie, Huss / SCREENING MINORS 151

DeLucia-Waack (1997) reviewed several instruments that can be used

t o screen for appropriate group members. Two of the screening instru-
ments are appropriate for use with children and adolescents. The Group
Psychotherapy Evaluation Scale (Kew, 1975)is used by the counselor to
rate the communication skills and the prospective member’s willing-
ness t o discuss problems using a simple 5-point scale. The Group
Assessment Form (Lynn, 1994) was designed for use with children and
adolescents. It evaluates social competence and is based on self-
reporting from the child and ratings from parents (DeLucia-Waack,
1997).
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Group leaders may wish to design their own screening instrument to

assist in determining the appropriateness of potential group members.
Based on the standardized instruments reviewed by DeLucia-Waack
(1997), counselors may wish to design questions to ascertain the poten-
tial members’ communication and social skills, commitment to the
group, motivation t o change, compatibility with other group members,
and willingness to self-disclose. Before creating their own screening
instrument, leaders would be wise to check the literature for existing
instruments.
There are legal and ethical issues that group leaders must be con-
cerned with regardless of the pregroup screening method used. Should
parental permission be sought before performing pregroup screening?
Should parents be notified if their child is to be interviewed for possible
inclusion in a group, or is it sufficient to wait and seek parental permis-
sion only for those children who are selected to participate in group? It
should not be necessary to seek parental permission to perform pre-
group screening either individually or in a group, provided the counselor
is assessing the likelihood that a child needs and might benefit from
group counseling. However, once members have been selected, parents
should be notified before beginning group counseling treatment. This is
discussed further in the subsequent section on informed consent.

SELECTION OF GROUP MEMBERS

Criteria Specific to Each Group

The actual selection of group members can have a substantial impact
on the success of the group (Capuzzi & Gross, 1998, Corey &, Corey,
1997). The selection process for child and adolescent group members
entails several steps. First, group leaders must identify relevant criteria
for inclusion in the group and screen prospective members accordingly.
Second, they must make judgments on the suitability of potential
 152 JOURNAL FOR SPECIALISTS IN GROUP WORK / June 2000

members not only based on the selection criteria but based also on the
likelihood that the individual will cooperate in the group setting.
Group leaders should be able t o list specific client characteristics to
look for during the screening process. They also should be aware of spe-
cific client characteristics that would warrant exclusion from the group.
Problem-focused groups may establish obvious selection criteria (e.g.,
adolescents with eating disorders). Root, Fallon, and Friedrich (1986)
suggested that same-gender groups are more effective with problem-
focused groups involving children and adolescents when they indicate
that they are uncomfortable discussing their problems with the other
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gender. On the other hand, there is evidence that groups that are het-
erogeneous in terms of ethnicity and gender are more beneficial, pro-
vided that the group is able t o develop trust (Capuzzi & Gross, 1998).
The potential for comfort and trust should be evaluated in the pre-
screening process.

General Behavioral Criteria

Other client characteristics have been identified as desirable for
group membership. Obviously, interest in the group is an important
consideration for inclusion. Members who express interest in the group
by attending screening sessions or pregroup sessions are more likely t o
participate and benefit from group (Capuzzi & Gross, 1998). In cases in
which potential group members are referred by others, leaders must
ascertain the child’s or adolescent’s true level of enthusiasm and
commitment.
Child and adolescent group members should have sufficient empathy
and social skills t o be able to relate and benefit from interactions with
others (Muro & Kottman, 1995). Empathy and social skills should be
assessed during prescreening. Group prescreening can be particularly
useful for observing these skills. It has been empirically demonstrated
that optimism and self-efficacy of group members can predict positive
group experiences and outcomes (Lightsey, 1997). Another selection cri-
terion might be the availability of children and adolescents t o meet at
the time specified for the group.

Contraindications for Group Counseling

Toseland and Siporin (1986) identified contraindications for group
counseling treatment under three categories: practical barriers, par-
ticular treatment needs, and client personality functioning. Contraindi-
cations for group counseling with minors would include a lack of clients
with a similar concern, a lack of agency or school support, inability to
 Ritchie, Huss / SCREENING MINORS 153

meet a t specified times, or alack of qualified counselors. Examples of cli-

ents with treatment needs that might contraindicate group counseling
would include those children or adolescents who present a danger to
themselves o r others or who may need immediate individual attention.
Clients with personality factors that might contraindicate group coun-
seling include those children or adolescents who are so egocentric that
they cannot empathize with others, those who are overly aggressive,
and those who are overly sensitive to criticism (Toseland & Siporin,
1986).Clients unlikely t o benefit from group counseling include those
who are overly hostile, angry, aggressive, hyperactive, or self-centered;
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mentally or emotionally unstable; antisocial, in crisis, or suicidal

(Couch, 1995; Shaffer, Brown, & McWhirter, 1998). These criteria
should be included in the prescreening process. These children might
need individual treatment by the counselor or another helping
professional.
Some form of treatment or assistance should be made available t o all
children or adolescents who expressed an interest in the group (or who
were referred) but were not selected for inclusion. If they were not
selected due to practical concerns (e.g., too many applicants), individual
counseling or another group may be offered. If the particular treatment
needs of the child or adolescent are beyond the scope of practice of the
counselor, a referral should be made (ACA, 1995,A.11). The parents
should be informed about the nature of the child‘s concerns and the need
for a referral. If the counselor suspects child abuse, the counselor must
inform the appropriate children’s protective services agency and does
not have to inform the parents (Salo & Shumate, 1993).School counsel-
ors must know their school’s policy on making referrals. In some schools,
if an official referral is made, the school is liable for the cost of the serv-
ices provided outside of the school.

Informed Consent
Once group members have been recruited, screened, and selected for
membership, informed consent must be obtained before they can be
included in the group. This involves securing group members’ voluntary
consent to participate after receiving information about the group expe-
rience. This information should include, at least, the qualifications of
the leader; purpose and goals of the group; expectations of members;
potential risks of participation; confidentiality and its limits; times,
location, and duration of the group; any fees for participation; and stu-
dents’ ability t o withdraw from the group at any time (ASGW, 1998;
Corey & Corey, 1997;Gladding, 1999).When the group members are
minors, obtaining voluntary informed consent raises special legal and
 154 JOURNAL FOR SPECIALISTS IN GROUP WORK / June 2000

ethical issues. Unfortunately, the ethical codes are not definitive in this
area. For instance, the ASGW Best Practice Guidelines simply state,
“Group Workers obtain the appropriate consent forms for work with
minors and other dependent group members” (ASGW, 1998, A.7.c.).
Community agencies typically have policies requiring parental consent
before counselingminors,but many schools may not have these policies.
The ACA ethical code states, “When counseling clients who are minors
or individuals who are unable to give voluntary, informed consent, par-
ents or guardians may be included in the counseling process as appro-
priate” (ACA, 1995, B.3.). When providing group counseling to minors,
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who is the client? And when is it appropriate to include parents?

These authors operate under the belief that ethically the child is the
client but legally the parent is the client. If a counselor is to follow the
ethical guidelines of privacy for their client, then the minor has the right
to privacy about the type of group and choice of participation in the
group. If a counselor looks at the dilemma from a legal perspective, then
the parent has the right t o decisions about participation and must give
permission or informed consent for their child t o participate. When
selecting minors for participation in a group experience, a question that
may need t o be posed is, Is it in the best interests ofthe child t o have par-
ents involved in the decision?If it is in the best interest of the child, what
is the most ethical way of providing this involvement without breaking
the confidentiality rights of the child? At the very least, the minor
should know that the parent will be informed or asked about participa-
tion in the group and will know the content and goals of the group.
In problem-focused groups (e.g., COAs, abused children, children of
divorce),there is a possibility that parents would not give permission for
their child to receive counseling. However, if parental consent is not
obtained, it still is likely that they will discover that their child is partici-
pating in the group, which might cause problems that are not in the best
interest of the child. In most cases, it would seem to make sense to
secure parental consent before including minors in group counseling
(Muro & Kottman, 1995;Riddle, Bergin, & Cordelia, 1997; Salo & Shu-
mate, 1993).
It is important for leaders who are recruiting and screening minors
for participation in group counseling t o know the laws of their states
respecting the rights of the minors. An example is that in Ohio a minor
may seek mental health counselingfor a limited number (six)of sessions
without parent permission (Ohio Revised Code, 1998).So, the question
needs to be raised: Is a counselor behaving in an unethical or even illegal
manner if he or she refuses t o counsel a minor who does not give
assentipermission for parent involvement?
 Ritchie, Huss /SCREENING MINORS 155

SUMMARY

We have explored some of the basic concepts counselors need to con-

sider in the recruitment and screening of minors for participation in a
group counseling experience. The potentially problematic issue of the
client’s (parent or child) right to privacy and the related issues of who
must give informed consent for a child or adolescent’s participation in a
group have been considered. These are important counselor responsi-
bilities that will need additional attention by the profession in the
future as more and more states broaden the scope of minors’ ability to
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make decisions regarding mental health services.

The professional literature and research give the counselor some
guidelines in the area of parental involvement in group counseling, but
nothing definitive. Therefore, counselors must consider each question
individually and decide what guidelines they are going t o follow regard-
ing parental consent and parental involvement. These guidelines
should be shared with parents and, perhaps, approved by the agency or
institution where the group is occurring.
There is a need for research and evaluation of the screening and
recruitment processes with children and adolescents. For instance, how
can counselors minimize the negative effects of labeling children and
adolescents and still involve teachers in the recruitment process? What
are the characteristics of children who will or will not benefit from group
counseling, and how do we assess these characteristics? What level of
parental involvement is optimal t o children and adolescents in the
screening and recruitment process? These and other questions should
be addressed to improve the likelihood that children and adolescents
will benefit from group counseling.

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