Courses: 

12-Hour Courses

Friday, February 22 & Saturday, February 23

6-Hour Courses

Thursday, February 21

Friday, February 22

Saturday, February 23

12-Hour Courses

Friday, February 22, 10:00 A.M. - 6:00 P.M. and

Saturday, February 23, 8:45 A.M. – 5:30 P.M.

C1. Using Groups for Trauma Intervention

Directors:

Robert Klein, Ph.D., ABPP, CGP, FAGPA, Clinical Associate Professor of Psychiatry, Yale University School of Medicine, New Haven, Connecticut

Suzanne Phillips, Psy.D., CGP, FAGPA, Adjunct Professor, Postdoctoral Program in Group Psychotherapy, Derner Institute, Adelphi University, Garden City, New York

Faculty:

Richard Beck, LCSW, BCD, CGP, FAGPA, Private Practice, New York, New York

Earl Hopper, Ph.D., CGP, FAGPA, Private Practice, London, England

Priscilla F. Kauff, Ph.D., CGP, DFAGPA, Clinical Associate Professor of Psychology in Psychiatry, Weill Medical College, Cornell University, New York, New York

Jeffrey Kleinberg, Ph.D., CGP, FAGPA, Training Analyst, Senior Supervisor, Postgraduate Center for Mental Health, New York, New York

Kathleen Hubbs Ulman, Ph.D., CGP, FAGPA, Assistant Professor of Psychology, Harvard Medical School, Boston, Massachusetts

Maureen Underwood, ACSW, CGP, Private Practice, Morristown, New Jersey

Trauma and disaster come in many forms, both natural and man-made. Since resilience and recovery takes place in communities, groups may be especially well-suited for trauma intervention intended to help survivors share and explore their experiences, begin to reconnect with others and reestablish a sense of trust, and learn to cope effectively going forward.

Course participants will have an opportunity to learn about the multiple emotional impacts of trauma, as well as a series of group intervention strategies and protocols designed to address the needs of particular populations, e.g., adults, children, organizations. Emphasis will be placed on applying what participants learn to their back home situations.

Learning Objectives:

The attendee will be able to:

1. Learn to distinguish normal from pathological responses to trauma.

2. Learn population-specific protocols for group intervention following trauma.

3. Learn general principles for conducting needs assessment and formulating intervention strategies following trauma

Course References:

1. Buchele, B.J. & Spitz, H.I. (Eds.). (2004). Group interventions for treatment of psychological trauma. New York: American Group Psychotherapy Association.

2. Klein, R.H. & Phillips, S. (Eds.). Public mental health service delivery protocols: Group interventions for disaster preparedness and response. New York: American Group Psychotherapy Association (in press).

3. Klein, R.H. & Schermer, V.L. (Eds.). (2000). Group psychotherapy for psychological trauma. New York: Guilford Press.

C2. Principles of Group Psychotherapy

Presented in cooperation with the National Registry of Certified Group Psychotherapists

Directors:

Travis Courville, LCSW, CGP, FAGPA, Private Practice, Houston, Texas

Cindy Hearne, Ph.D., CGP, Private Practice, Houston, Texas

The course is designed to provide a basic understanding of the theory, principles, and application of group work. This didactic and experiential process will cover: history of group psychotherapy, group process and dynamics, ethical issues, types of group, role of the leader and short-term structured groups. (Participants are expected to bring a copy of the Principles manual or purchase one at the Conference to attend this course.)

Note: This event meets the 12-hour course requirement for the National Registry of Certified Group Psychotherapists.

Learning Objectives:

The attendee will be able to:
1. Summarize the historical and theoretical foundations of group practice.
2. Define the steps in creating a therapeutic group experience.
3. Describe group dynamics and process.
4. Explain how group treatment modality can improve the patient's level of psychosocial functioning.
5. Explain the role, qualities, and development of a group leader.
 

Course References:

1. Bernard, H. & MacKenzie, K. (1994). Basics of group psychotherapy. New York: Guilford Press
2. Kaplan, H. & Saddock, B.(1995). Comprehensive group psychotherapy. Baltimore, MD: Williams & Wilkins.
3. Yalom, I. (2005). The Theory and Practice of Group Psychotherapy. New York: Basic Books
 

Thursday, February 21

10:00 A.M. – 6:00 P.M.

C3. Training in Group Psychotherapy Supervision

Presented in cooperation with the National Registry of Certified Group Psychotherapists

Director:

Eleanor Counselman, Ed.D., CGP, FAGPA, Associate Professor of Psychiatry (Psychology), Harvard Medical School, Boston, Massachusetts

Faculty:

Alexis Abernethy, Ph.D., CGP, Associate Professor, Graduate School of Psychology, Fuller Theological Seminary, Pasadena, California

Sherrie Smith, LCSW-R, CGP, FAGPA, Director, SBH Continuity of Care, Department of Psychiatry, Strong Memorial Hospital, Rochester, New York

This course is designed to provide a basic understanding of the principles and application of group psychotherapy supervision. Although didactic theory and experiential learning are important components of group therapy, supervision is the critical ingredient in developing and maintaining psychotherapeutic skills. This course will provide an overview of group psychotherapy supervision, including purpose, role delineation, qualities necessary in a group psychotherapy supervisor, and approaches. The supervisory relationship will be explored in relation to the contract, structure, different models, parallel process, and assessment of the supervisor-in-training. Special considerations will also be reviewed, including ethical knowledge, in addition to other areas outlines in the manual. (Participants are expected to bring a copy of the Supervision manual or purchase one at the Conference to attend this course.) The format will be didactic and interactional.

Learning Objectives:

The attendee will be able to:

1.  Enhance the professional skill set of the group supervisor by defining specific areas in the conduct of therapy groups that will become focal points in group supervision.

2.  Delineate ethical, legal and other considerations that occur in the course of conducting group psychotherapy and, consequently, fall under the purview of group supervision.

Course References:

1. Clinical Supervision (3rd ed.). Boston, MA: Pearson.
2. Dies, R. (1980). Group psychotherapy: Training and supervision. In Hess, A. (Ed.). Psychotherapy Supervision Theory, Research & Practice. New York: Wiley.
3. Trachtman, R. (1985). Addressing the therapist’s characterological problems in supervision. Issues in Ego Psychology, 8, 63-66.
4. Watkins, C.E. (Ed.). (1997). Handbook of Psychotherapy Supervision. New York: Wiley.
5. Weber, R., Costikyan, N., Fales, H. & Morgan, S. (1995). An observation of group dynamics model for teaching psychoanalytic psychotherapy. Academic Psychiatry, 19(1), 12-20.

Thursday, February 21

10:00 A.M. – 6:00 P.M.

C4. Within and Between: Multiple Minority Identities In a Rapidly Changing Cultural and Political Landscape

Presented under the auspices of the AGPA Diversity SIG and AGPA SIG on Gay, Lesbian, Bisexual and Transgender Issues

Director:

Reginald Nettles, Ph.D., CGP, Private Practice, Columbia, Maryland

Faculty:

Venus S. Masselam, Ph.D., CGP, Private Practice, Bethesda, Maryland
Farooq Mohyuddin, M.D., Director Medical Student Education, Psychiatry Residency Program, St. Elizabeth’s Hospital, Washington, DC
Cheryl Poe, MA, Owner/Educational Advocate, Advocating 4 Kids, Virginia Beach, Virginia
Lenore Pomerance, M.S.W., CGP, Private Practice, Washington, DC
Ivory Roberts-Clarke, Ph.D., Private Practice, Clinton, Maryland
Thomas Wessel, Ed.D., CGP, Faculty, Washington School of Psychiatry, Group Psychotherapy Training Program, Washington, DC
 

Empowering diversity in cultural and multiple minority group memberships within and between group members and group psychotherapists will be the central focus of this program. The impact of known and unknown differences, including ethnic, racial, sexual orientation and physical disability will be examined. Transference and countertransference challenges will be explored.

Learning Objectives:

The attendee will be able to:

1. Differentiate between Multicultural and Multiple Minority Groups.
2. Define people with physical disabilities and same gender sexual orientations along with ethnic and racial minorities as members of cultural minority groups.
3. Define stigma, minority stress and privilege in relation to cultural minority groups.
4. Differentiate between ethnic and racial identities in groups.
5. Differentiate between cultural and clinical issues in groups.
6. Identify transference and countertransference potentials associated with known and unknown identities of therapists and clients in groups.
 

Course References:

1. Green, Z., and Stiers, M. (2002). Multiculturalism and group therapy in the United States: A social oonstructionist perspective. Group, Vol. 26, No.3,233-247.
2. Muran, C. J. (Ed). (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. Washington, D.C.: American Psychological Association.
3. Nabors, N. A., Hall, R. L., Miville, M. L., Nettles, R., Pauling, M. L., & Ragsdale, B. L. (2001). Multiple minority group oppression: Divided we stand? Journal of the Gay and Lesbian Medical Association, 5,101-105.
 

Friday, February 22

10:00 A.M. – 6:00 P.M.

C5.  How Do You Know Your Groups are Working?: A Toolkit for the Evidence-Based Group Therapist

Presented in cooperation with the National Registry of Certified Group Psychotherapists

Director:

Gary M. Burlingame, Ph.D., CGP, Professor, Brigham Young University, Provo, Utah

Faculty:

Anthony Joyce, Ph.D., CGP, Professor, University of Alberta, Edmonton, Alberta, Canada
Rebecca MacNair-Semands, Ph.D., Associate Director, UNC Counseling Center, Charlotte, North Carolina
 

Today's mental health climate has been called the age of accountability. Most clinicians are faced with the expectations that the effectiveness of treatment will be documented by objectives, measures and outcomes. The goal of the CORE-R is to provide clinicians with recommendations regarding psychometrically sound and empirically tested outcomes and process instruments that have been show to have value in the literature. This course will provide an overview of the CORE-R. (Participants are expected to bring a copy of the CORE-R or purchase one at the Conference to attend this course.)

Learning Objectives:

The attendee will be able to:

1. Identify major models of evidence-based treatment and articulate how the CORE fits with each.
2. Identify the evidence-based principles for selecting group members and composing groups as well as promising instruments to identify group members that might benefit from the group format.
3. Articulate the evidentiary base for group group processes and dynamics (alliance, cohesion & climate)
4. Identify different approaches to assessing patient progress and ho to use patient-centered approaches to identify treatment failure and increase overall outcomes.
5. Master on method to improve patient outcomes as a method of working with members who may be likely to drop out of group.
 

Course References:

1. Assay, T et al (2002). Using patient focused research in evaluating outcomes in private practice. Journal of Clinical Psychology, 56, 1213-1225
2. Lambert, M et al (1999). Outcome Questionnaire In M Maruish, The use of psychological testing for treatment planning and outcomes assessment. LEA
3. Wells, G, et al (1996) Conceptualization & measurement of patient change during psychotherapy. Psychotherapy, 33, 275-263

Saturday, February 23

8:45 A.M. - 5:30 P.M.

C6. Cognitive-Behavioral Group Therapy

Presented in cooperation with the National Registry of Certified Group Psychotherapists

Director:

Greg Crosby, MA, LPC, CGP Clinical Program Coordinator, Kaiser Permanente (Mental Health), Portland, Oregon

The course will explore cutting edge trends to converge CBT with psychodynamic, interpersonal and clinical neuroscience models. Practical steps and skills for designing thematic based CBT groups that attend to stages of group development and cultivate a therapeutic group climate will be addressed. The course delineates an effective model of an integrated cognitive- behavioral group therapy for adults with depression and anxiety that can easily be generalized to many other clinical populations.

Learning Objectives:

The attendee will be able to:

1. To describe core integrative cognitive-behavioral methods in group work.
2. To delineate how to integrate group process skills and stages of development within a CBT group
3. To discuss understanding of how to integrate interpersonal, psycho dynamic, clinical neuroscience models within a CBT group.

Course References:

1. Bieling,P. McCabe, R., Anthony,M. ,(editors).(2006). Cognitive-Behavioral Therapy in Groups.. New York: Guilford Press.
2. MacKensie,K.R.(1997) Time Managed Group Psychotherapy: Effective Clinical Applications. Wash. DC.: American Psychiatric Press.
3. Weisman, M.M.,Markowitz,J.C .,Klerman,G.L. (2000)Comprehensive Guide to Interpersonal Psychotherapy.New York: Basic Books.
 

Saturday, February 23

8:45 A.M. - 5:30 P.M.

C7. Passion, Power and Playdoh: Learning the New AGPA Curriculum for Child Group Therapy

Presented in cooperation with the National Registry of Certified Group Psychotherapists

Director:

Tony L. Sheppard, Psy.D., CGP, Private Practice, Louisville, KY

This course will familiarize participants with the new AGPA curriculum in child group therapy. This curriculum integrates interpersonal neurobiology, child development principles, and interpersonal psychotherapy. It will provide the child group therapist with an integrated framework from which to approach group work with children. (Participants are expected to bring a copy of the Child Curriculum or purchase one at the Conference to attend this course.)

Learning Objectives:

The attendee will be able to:

1. Apply a theoretical foundation for group work with children.
2. Identify key developmental tasks relevant to a given group setting.
3. Appreciate the impact of neurological development on children’s interpersonal interaction and cognitive social functioning and growth.
4. Identify key considerations in forming psychotherapy groups for children.
5. Identify common manifestations of transference-countertransference in group work with children.
 

Course References:

1.  Mishna, F. & Muskat, B. (2004). “I’m not the only one!” Group therapy with older children and adolescents who have learning disabilities. International Journal of Group Psychotherapy, 54 (4), 455-476.
2.  Shechtman, Z. & Birani-Nasaraladin, D. (2006). Treating mothers of aggressive children: a research study. International Journal of Group Psychotherapy, 56 (1), 93-112.

3.  Tyminski, R. (2005). Long-Term group psychotherapy for children with pervasive developmental disorders: evidence for group development. International Journal of Group Psychotherapy, 55 (2), 189-210.