Corey et al. (2018) encouraged leaders to refer to the “Best Practice Guidelines” (ASGW, 2008) to guide recruitment practices of prospective group members. The authors suggested to provide a realistic picture of what group is like, without making promises that could raise expectations unrealistically. The following concepts should be included within a written document for clients to take away for consideration.

• Goals and purpose of the group  

• Outline the policies outlining member’s acceptance and participation within the group

• Clearly defined exceptions for participation, highlighting voluntary and involuntary involvement

• Explanation of roles, rights, and responsibilities of group for members and leaders

• Policies and procedures followed by leaders including documentation and disclosures

• Procedures for consultation between group leader(s) and group member(s)

• Areas of competency, education, and training of leaders

• Fees and time commitment to participation

• Limitations of service and what cannot be provided in a group setting

• Risks, benefits, and impacts of participating in groups

As defined by the Association of Specialists in Group Work (ASGW, 2008), “Group Workers screen prospective group members if appropriate to the type of group being offered. When selection of group members is appropriate, Group Workers identify group members whose needs and goals are compatible with goals of the group” (as cited in Corey et al., 2018, p. 156).

• An interview is conducted by both leaders whenever possible, to determine clients who are a ‘good fit’.

• The interview invites opportunities for members to ask questions, learn details about the construct of the group, and be able to decide if the group goals align with their current needs.

• It is important to ensure members are psychologically stable as this will capture their ability to fully participate.

• Candidates who are interviews but not selected to participate will be informed in a “manner that is honest, direct, respectful, and sensitive” (Corey et al., 2018, p. 159), and provided with recommendations and/or referrals for alternatives (Corey et al., 2018).

• It is important that leaders capture potential members current level of functioning within the screening process as inclusion of participants that are not coping well in everyday life as this risks shifting dynamics with the focus being to “help members stay ‘safe’ rather than creating emotional safety to deeply explore” personal issues (D. McBride, personal communication May, 27, 2018).

• Ensure activates that facilitate processes where members are able to uncover personal issues, thoughts, feelings, and behaviour to promote healthy life changes (McBride, 2006)

• Maintain a balance within the session between content, where the leader provides information and process skills, where open discussion is facilitated, taking thoughts and emotions deeper (McBride, 2006)

• Sessions should meet the diverse learning styles of members by integrating activities that utilize a variety of modalities including visual, auditory, and tactile tasks (McBride, 2006)

• Activities should be designed to meet the unique needs of the majority of members (McBride, 2006)

• Sessions should be reflective of the stages of group development (McBride, 2006)

• Evaluation is an ongoing process of inquiry, checking-in to determine status of goal achievement, and monitoring members movement through the stages of change

• One important form of evaluation is through feedback sheets that should be given at the end of each session

• Another form of evaluation is through pre and post assessment tools (Corey, Corey, Corey, 2018)