52nd ANNUAL INSTITUTE

Two Special Institute Presentations
Monday, February 18, 9:00 A.M.-5:00 P.M.
Online registration is now closed - please register onsite

The Impact of "Thinking Systems" Rather than "Thinking People" on Group Psychotherapy

Instructor:

Yvonne M. Agazarian, Ed.D., CGP, DFAGPA

The goal of the presentation is to explore the impact of “thinking systems” rather than “thinking people” on the approach to group psychotherapy. There will be two contrasting demonstration groups. First, a Foundation Group of members, new to the Systems-Centered approach, will demonstrate the development of a secure group system through applying the SCT method of functional subgrouping. Second, experienced SCT members will demonstrate the effect of using a range of SCT skills on the group experience. Principles of functional subgrouping, undoing system role-locks and weakening restraining forces to system development, will be introduced and discussed in small groups.

Dr. Yvonne Agazarian is a psychologist, a consulting affiliate to the Friends Hospital, Philadelphia, Pennsylvania and the founder of the Systems-Centered Training Institute. She teaches, trains and supervises Systems-Centered therapists internationally, and has a private practice in Philadelphia. She co-authored The Visible and Invisible Group and wrote Systems-Centered Therapy for Groups. Dr. Agazarian is a Distinguished Fellow of AGPA, a Fellow of the American Psychological Association and received the Group Psychologist of the Year award from the American Psychological Association "for her involvement in research, publication, teaching and training."

How People Create One Another in Groups

Instructor:

Ruthellen Josselson, Ph.D., ABPP

Dr. Ruthellen Josselson is currently a member of the faculty of The Fielding Institute in Santa Barbara, California and previously taught psychology at The Hebrew University of Jerusalem, Harvard University, and Towson State University in Maryland. She is the recipient of the Henry A. Murray Award from the American Psychological Association and a Fulbright Fellowship. Dr. Josselson is the author of Revising Herself: The Story of Women's Identity from College to Midlife, a longitudinal study of women's growth based on intensive interviews, and The Space Between Us: Exploring the Dimensions of Human Relationships, a phenomenological study of how people connect with one another over a life time. Her most recent book, with Terri Apter, Best Friends: The Pleasures and Perils of Girls' and Women's Friendships, sheds light on the unique characteristics of female interaction and its implications for relationships.

Continuing Education for Special Institute Presentation: 5.5 credits/.55 units

Two-Day Institute Sections
Tuesday & Wednesday, February 19-20
Online registration is now closed - please register onsite

INSTITUTE OPENING SESSION
Tuesday, February 19, 8:30-9:15 A.M.

If Not Now, When? Take Some Risks

Jerome S. Gans, M.D., CGP, FAGPA

At the AGPA Annual Meeting, attendees report that it is during their Institute experience that they learn experientially about group dynamics, make meaningful connections with other people, and experience a sense of personal renewal. In this unique environment, Institute participants have the opportunity to learn about themselves not only through their interactions with others but also through their willingness to take some risks.  The positive feelings that Institute participants take away from their experience are often proportionate to the risks that they felt able to take.  Such risk taking does not happen every year for every participant, but who knows, maybe this will be your year!

Dr. Jerome Gans is a Fellow of the American Group Psychotherapy Association,  a Distinguished Life Fellow of the American Psychiatric Association, and an Associate Clinical Professor of Psychiatry at Harvard Medical School. He is presently a member of AGPA’s Board of Directors and serves as Editor of The Group Circle. Dr. Gans has served as Co-Chair of the Annual Meeting and Co-Chair of the Institute of AGPA as well as the Book Review Editor of the International Journal of Group Psychotherapy.  Dr. Gans has authored 16 publications in the Journal over the last 19 years on a variety of topics. He has run T-groups for psychiatric residents for 25 years.  Dr. Gans has a private practice in Wellesley and Cambridge, Massachusetts.

The Institute is primarily designed for clinical professionals who meet the requirements of a Master’s degree in a mental health profession and who have clinical psychotherapy experience. Many sections of the Institute welcome psychiatric residents, graduate students in mental health degree programs and mental health workers who work in a range of human service settings. Please register for a section consistent with your experience.

The Institute is scheduled over two full days: Tuesday, February 19, 9:30 A.M. – 5:30 P.M. and Wednesday, February 20, 8:30 A.M. - 5:00 P.M. Registration will only be accepted for the full two-days and registrants will be expected to attend both days, including the Opening Session. Continuing Education credit will not be awarded for partial attendance. Devoted to small group teaching, these two-day groups are led by experienced instructors and are formed according to participants' levels of experience. The Institute consists of two sections:

• Process Group Experience (PGE) Sections:  
  These small groups provide participants an environment to obtain, expand and retain their skills in conducting group therapy.  The PGE sections are divided into three levels, giving participants an opportunity to work with peers who have similar levels of experience and in one of the groups to work with professionals with a range of experience. The PGE sections are conducted by many of the country's outstanding group therapists.  The group psychotherapy skills gained are important in conducting any group, regardless of its theoretical orientation, time parameter or patient population.  PGE sections are essential training and benefits the participants, both personally and professionally. A portion of each PGE will be didactic. A maximum of twelve registrants will be accepted per group.

• Specific Interest Sections:  
  Intensive learning that explores a variety of theories and methods in group treatment is offered in these limited registration groups.  Registrants will pursue current interests in greater depth or learn ways of integrating new approaches and methods into their private practice, clinic or agency work. Many of the Specific Interest Sections have experiential components. Registration maximum (up to 20 registrants) has been set by each instructor.

Continuing Education for Two-Day Institute Sections: 12.5 credits/1.25 units 

EVALUATION, RESEARCH AND OBSERVATION: Institute sections will be observed by Institute Subcommittee members. Some events have been selected for research projects approved and conducted under the auspices of the Association.  In addition all registrants will be asked to complete questionnaires, designed to aid us in continuing to provide high quality meetings, upon conclusion of their attendance at events. The last few minutes of each event will be utilized for completion of questionnaires.

PROCESS GROUP EXPERIENCE (PGE) SECTIONS

I-A. GENERAL PROCESS GROUP EXPERIENCE

Entry Level
Less than 4 years of group psychotherapy experience

Instructors:

1.    Cindy Miller Aron, M.S.W., CGP, Mental Health Specialist, Samaritan Health Physicians, Corvalis, Oregon

2.    John Caffaro, Ph.D., Professor, California School of Professional Psychology, Los Angeles, California

3.    Molly Walsh Donovan, Ph.D., CGP, Private Practice, Washington, DC

4.    Joan Medway, Ph.D., LCSW, BCD, CGP, Private Practice, Potomac, Maryland

5.   Robert Evans Schulte, M.S.W., CGP, Private Practice, Alexandria, Virginia

6.    Etta Martin, M.S.W., CGP, FAGPA,  Private Practice, Portland, Oregon

 

Intermediate Level
4-9 years of group psychotherapy experience

 

Instructors: 

7.    Shoshana Ben-Noam Psy.D., CGP, Private Practice, New York, New York

8.    Scott Simon Fehr, Psy.D., CGP, Graduate Faculty, Nova Southeastern University Center for Psychological Studies, Fort Lauderdale, Florida

9.    Louisa Powell Livingston, Ph.D., CGP, Faculty, Supervisor, Postgraduate Center for Mental Health Group Department, New York, New York

10.  Judith Schaer, LCSW, M.S.W., CGP, Co-Director, Long Island Center for Group Training, Long Island, New York

11.  Carol A. Vaughan LCSW, CGP, FAGPA, Private Practice, Houston, Texas

Advanced Level
10+ years of group psychotherapy experience

Instructors:

12.  David M. Hawkins M.D., CGP, DFAGPA, Private Practice, Chapel Hill, North Carolina

13.  Barbara Keezell, LICSW, CGP, Private Practice, Brookline, Massachusetts

14. Joseph C. Kobos, Ph.D., ABPP, CGP, FAGPA, Director, Counseling Service; Professor of Psychiatry, University of Texas Health Science Center, San Antonio, Texas

15.  Emily E. Lape, LCSW, FAGPA, Staff Clinical Social Worker, Supervisor, Group Therapy Coordinator, Eating Disorders Specialist, University of Virginia Center for Counseling & Psychological Services, Charlottesville, Virginia

16. Rosemary Segalla Ph.D., CGP, Private Practice, Washington, DC

17. Walter Evans Smith, M.Div., CGP, FAGPA, Private Practice, Atlanta, Georgia

I-B. PROCESS GROUP EXPERIENCE SECTION WITH MIXED LEVELS OF EXPERIENCE

Instructors:

1.   Elaine Jean Cooper, M.S.W., Ph.D., CGP, FAGPA, Clinical Professor, University of California School of Medicine at San Francisco, San Francisco, California

2.   Norman A. Neiberg, Ph.D., CGP, DFAGPA, Private Practice, Newton Centre, Massachusetts

I-C. PROCESS GROUP EXPERIENCE SECTION FOR SENIOR THERAPISTS

Limited to prior AGPA Institute instructors or registrants who have participated in four or more AGPA Institutes.

Instructors:

1.     Phyllis Mervis, D.S.W., LCSW, Clinical Instructor, Department of Psychiatry, Mount Sinai Medical Center, New York, New York

2.     Melvin J. Stern, M.D., CGP, FAGPA, Clinical Professor of Psychiatry, George Washington University School of Medicine, Washington, DC

I-D. TWO-YEAR CONTINUOUS SECTION

Registration for this section assumes attendance at two consecutive Annual Meetings. 

Instructors:

1.    Bruce Bernstein, Ph. D., ABPP, CGP, FAGPA, Private Practice, New York, New York (This is the 2nd year of this 2-year section; New participants will not be accepted.)

2.    Martha Gilmore, Ph.D., CGP, Private Practice, Davis and Sacramento, California (This is the 1st year of this group.)

I-E. THREE-YEAR CONTINUOUS SECTION

Registration for this section assumes attendance at three consecutive Annual Meetings.

Instructors:

1.     John Dluhy, M.D., CGP, FAGPA, Clinical Professor, Georgetown University, Washington, DC (This is the final year of this 3-year group; New participants will not be accepted).

2.     Sara Emerson, LICSW, CGP, FAGPA, Private Practice, Cambridge, Massachusetts (This is the 2nd year of this group; New participants will not be accepted).

3.    Lena Furgeri, LCSW, Ed.D., CGP, FAGPA, Private Practice, New York, New York (This is the 1st year of this group.)  

I-F. NATIONAL INSTRUCTOR-DESIGNATE SECTION

Registration for this section is by invitation only.

Instructor:

Beatrice Liebenberg, M.S.W., CGP, DFAGPA, Private Practice, Washington, DC

SPECIFIC INTEREST SECTIONS

Beryce MacLennan, Ph.D., DBCP, CGP, DFAGPA, Faculty, Center for Psychotherapies for the Elderly, Washington School of Psychiatry, Washington, DC

George M. Saiger, M.D., CGP, FAGPA, Faculty, Center for Study of Psychotherapies for the Aging, Washington School of Psychiatry, Washington, DC

This experiential section addresses the changes in self concept, image, tasks and status which group therapists experience as they grow older. The objectives are to sharpen group therapists' awareness of their own and others reactions to age/sex related issues and to increase their capacity to manage such transference/countertransference phenomena in groups.

1. Understand how they are aging.
2. Learn how age affects their therapy.
3. Examine how therapist and patients react to age and their expectations.
4. Examine their own reactions to handicaps, illness and dying.
 

Section III 

The Art of Culture Building in the Group: An Experiential Journey

Instructors:

Barbara Ilfeld, MSN, RNCS, CGP, Private Practice, Olympic Valley, California
Frederic Ilfeld Jr., M.D., Clinical Professor of Psychiatry, University of Nevada School of Medicine, Reno, Nevada

Utilizing the experiential group process, didactic presentation, and open discussion, the leaders will 1) clarify the concept and mechanism of the group’s “culture” as a paramount therapeutic factor, 2) highlight those cultural elements (shared norms and values) that maximize therapeutic movement, and 3) illustrate techniques for promulgating these therapeutic norms and values.

Learning Objectives:

The attendee will be able to:

1. Describe the manner in which cultural norms and values influence the group process.
2. Identify those specific norms and values that best contribute to therapeutic change.
3. Utilize specific therapist techniques that help therapeutic norms and values evolve, thereby contributing to individual change within the group.
 

Course References:

1. Greene, L.R. (2003). The State of Group Psychotherapy Process Research. International Journal of Group Psychotherapy, 53, 130-134.
2. Leszcz, M. (1992). The Interpersonal Approach to Group Psychotherapy. International Journal of Group Psychotherapy, 42, 37-62.
3. Yalom, I.D. and Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. 5th ed. New York: Basic Books.
 

Section IV

The Critical Voice: Its Power to Unite or Divide our Groups!

Instructor:

Gregory J. MacColl, LCSW, CGP, Private Practice, Manhattan/Forest Hills, New York

All groups experience the pivotal moment when members become critical of others or the leader. This "charged" atmosphere has the potential to shut down connections or electrify the group. The leader's ability to "stand by" the critic, while balancing the group's expression of its own discomfit, is of critical importance!

Learning Objectives:

The attendee will be able to:

1. Identify strategies to unblock expression of critical voice.

2. Analyze how members defend against critical expression.

3. Demonstrate how the leader can accept criticism to role-model for the members.

Course References:

1. Gans, J. & Alonso, A. (1998) Difficult patients: Their Construction in Group Psychotherapy. International Journal of Group Psychotherapy, 48, 311-326.
2. Yalom, I (1985). The Theory and Practice of Group Psychotherapy. New York: Basic Books.
3. Ormont, L. (1993). "Resolving resistances to immediacy in group settings. International Journal of Group Psychotherapy, 43, 399-418.

Section V

The Dynamic Interplay of Combined Therapy

Instructor:

Haim Weinberg, Ph.D., CGP, Senior Tutor, Professional School of Psychology, Sacramento, California

In combined therapy the patient is treated by the same therapist both in the group and individually. This format allows the exploration of both the intrapsychic and the interpersonal, and encompasses the individual in all aspects. It enables the therapist to see the person as a whole, including inner and outer realities. In this section we will explore the pros and cons of combined therapy, its potential benefits and risks, specific countertransference themes, ethical questions and counter-indications. The structure of the section involves process group sessions interspersed with individual sessions. There will be a didactic portion at the end of the section.
 

Learning Objectives:

The attendee will be able to:

1. Specify the pros and cons of combined therapy.
2. Identify countertransference reactions in combined therapy.
3. Define when combined therapy is not recommended.
 

Course References:

1. Alonso, A., & Rutan, (1990). Common Dilemmas in Combined Individual and Group Treatment. Group, 14(1), 5-12.
2. Caligor, J., Fieldsteel, N.D., & Brok, A.J. (1993). Combining Individual and Group Therapy. Northvale, New Jersey: Jason Aronson.
3. Weinberg H. & Ditroi A. (2007). Concurrent Therapy, Countertransference, and the Analytic Third. Group, 31(1).
 

Section VI

Fostering Regression: The Omnipotent Child Takes Center Stage

Instructor:

Stewart Aledort, M.D., CGP, Clinical Faculty, Washington Psychoanalytic Society, Washington, DC

This section will demonstrate, over time, the four major developmental phases of group psychoanalysis that the group and leader must negotiate to organize around an effective, durable analytic culture. The psycho-sexual phase, along with its narcissistic and object related conflicts will be experienced. This model can be applied to once weekly groups.

Learning Objectives:

The attendee will be able to:

1. Identify and list the characteristics of the omnipotent child.
2. Identify the power of the passion in the group.
3. Identify the organization through the passion of the bad fit.
 

Course References:

1. Aledort, S. (2002). The Omnipotent Child Syndrome: The role of passionately held bad fits in the formation of identity. International Journal of Group Psychotherapy, 52, 67-89.

2. Aledort, S. (2003). Fleshing out the Omnipotent Child In Group Psychotherapy. Group, 27, 151-169.

3. Mahler, M. (1968). On Human Symbiosis and the Vicissitudes of Individuation. New York: International University Press.

Section VII

Functional Role-Taking: Beyond Survival to Developing and Thriving in Organizations

Presented in cooperation with the Systems-Centered

Training and Research Institute

Instructor:

Susan Gantt, Ph.D., ABPP, CGP, FAGPA, Director, Systems-Centered Training and Research Institute, Atlanta, Georgia

Systems-centered training enables a shift from taking one's work roles personally to working them functionally in support of the goals of the context. Applicable to all those take or are interested in taking leadership roles including local society leadership, this section will build a systems-centered context in which to explore the challenges of role flexibility and functional role-taking.  Priority enrollment will be given to Affiliate Society Leaders.

Learning Objectives:

The attendee will be able to:

1. Discriminate between functional organizational roles and the ongoing personal role suction to nonfunctional roles.

2. Apply systems-centered thinking to learn to locate oneself in role related to the goal of the context.

3. Identify how to increase one’s capacity for role flexibility.

Course References:

1. Agazarian, Y., and Philibossian, B. (1998). A Theory of Living Human Systems as an Approach to Leadership of the Future with Examples of How it Works. In E. Klein, F. Gabelnick & P. Herr (Eds.), The Psychodynamics of Leadership. Madison, CT: Psychosocial Press.

2. Gantt, S. and Agazarian, Y. (2006). SCT in Action. London: Karnac.

3. Carter, F. (2000). Relationships as a Function of Context. In U. McCluskey and C. Hooper (Eds.), Psychodynamic Perspectives on Abuse: The Cost of Fear. London and Philadelphia: Jessica Kingsley.

Section VIII

Group Psychotherapy and Attachment Theory

Instructor:

Philip J. Flores, Ph.D., ABPP, CGP, FAGPA, Private Practice, Atlanta, Georgia

This section will experientially demonstrate the ways that attachment theory furnishes an effective theoretical formula for informing the delivery of group treatment. Particular attention will be paid to the process of attachment and the inevitable rupture, repair, and reunion that occurs in all healthy, functional, and authentic relationships.

Learning Objectives:

The attendee will be able to:

1. Describe the ways that attachment theory can be applied to group psychotherapy.
2. Define the different styles of attachment (Avoidant, Ambivalent, Disorganized, & Secure) and their relationship to group.
3. Identify the ways that secure base and exploration are intricately connected.
 

Course References:

1. Lewis, T., Amini, F., & Landon, R. (2000). A general theory of love. New York: Random House.
2. Flores, P. J. (2004). Addiction as an attachment disorder. Northvale, NJ: Jason Aronson Press.
3. Fonagy, P., Gergely, G. Jurist, E.L. & Target, M. (2002). Affect Regulation, Mentalization and the Development of the Self. New York: Other Press.
 

Section IX

Hope and Dread: The Disruptive Power of Love and the Erotic in Group Psychotherapy

Instructor:

Allan Elfant, Ph.D., ABPP, CGP, FAGPA, Private Practice, State College, Pennsylvania

The inevitable and enlivening occurrence of love, passion, and sexuality in our psychotherapy groups creates possibilities for personal transformation. However, the experiences of these charged themes also pose risks and dilemmas for the group, its members, and group leaders. Through an experiential format, we will explore these delicate and sensitive issues.

Learning Objectives:

The attendee will be able to:

1. Discuss the complicated group tensions that occur when issues of love and the erotic are engaged.
2. Appraise the risks and benefits of experiencing and expressing desire and love in group psychotherapy.
3. Identify and explain the constructive as well as harmful impact of group leader countertransference issues that arise when love and erotic feelings are voiced in our groups.
 

Course References:

1. Mann, David. (1999). Psychotherapy: An Erotic Relationship: Transference and Countertransference Passions. New York: Penguin Books.
2. Nitsun, Morris. (2006). The Group as an Object of Desire: Exploring Sexuality in Group Therapy. New York: Routledge.
3. Person, Ethel. (1988). Dreams of Loving and Fateful Encounters: The Power of Romantic Passion. New York: Penguin Books.
 

Section X

Integrating Spirituality, Meditation and Group Therapy

Instructor:

Kenneth Porter, M.D., CGP, FAGPA, President, Association for Spirituality and Psychotherapy, New York, New York

The members of this section will experience spiritually-oriented group process and learn an innovative paradigm of therapeutic philosophy, self, healing and technique. Much time will be spent in spiritually-oriented group process, with time also in meditation with instruction, spiritual exercises and theoretical discussion.

Learning Objectives:

The attendee will be able to:

1. Practice awareness meditation.
2. Identify the essentials of spiritually-oriented psychotherapy.
3. Integrate meditation into clinical practice.
 

Course References:

1. Porter, K. (2004). Who We Really Are: Buddhist Approaches to Psychotherapy and Group Psychotherapy. Group, 28(4).
2. Schermer, V. (2003). Spirit and Psyche. London: Jessica Kingsley.
3. Welwood, J. (2000). Toward a Psychology of Awakening. Boston: Shambhala.
 

Section XI

Integrative Relational Group Therapy

Instructor:

Michael J. Stiers, Ph.D., CGP, Executive Director, Washington School of Psychiatry, Washington, DC

Contemporary group psychotherapy is informed by a variety of relational theories, including interpersonal, object relations and intersubjective approaches.  This experiential section will use these theoretical approaches as interchangeable lenses to facilitate the group's development.  The feasibility of integrative approaches will be discussed by making use of the member's experience.

Learning Objectives:

The attendee will be able to:

1. Apply relational approaches to group therapy.

2. Discuss the feasibility of considering different theoretical approaches as interchangeable lenses that can be used to facilitate the group at various stages of development.

3. Compare the role of the relational group facilitator with the role of the leader-centered group facilitator.

Course References:

1. Billow, R.M. (2003). Relational Group Therapy: From Basic Assumptions to Passion. London: Jessica Kingsley.

2. Green, Z., and Stiers, M. J. (2002). Multiculturalism and Group Therapy in the United States:  A Social Constructionist Perspective. Group, 26, 233-246.

3. Wright, F. (2004). Being moved, seen, disrupted and reconfigured: Group Leadership from a Relational Perspective.  International Journal of Group Psychotherapy, 54, 235-250.

Section XII

The Leader's Self-Psychological Stance on Group Formation

Instructor:

Walter N. Stone, M.D., CGP, DFAGPA, Professor Emeritus, University of Cincinnati, Cincinnati, Ohio

This experiential section will examine the impact of application of self psychological and intersubjective principles to members' experience of group formation and process. The impact of a leader's consistent empathic stance and contribution to the developing process will be explored as applied to the self needs of the participants and to group goals and ideals.

Learning Objectives:

The attendee will be able to:

1. Appreciate the impact of an empathic stance on group formation and development.
2. Identify the need for types of selfobject response.
3. Distinguish traditional and self psychological vies of anger/aggression/assertion.
4. Describe the impact of the leader's stance of understanding and explaining.
5. Assess the impact of a focus on leading and trailing edge phenomenon.
 

Course References:

1. Stone, W. (2001). The Role of the Therapist's Affect in the Detection of Empathic Failures, Misunderstandings and Injury. Group, 25, 3-14.
2. Rutan, J.S., Stone, W.N., & Shay J. (2007). Psychodynamic Group Psychotherapy. 4th ed. New York: Guilford Press
3. Tolpin, M. (2002). Doing psychoanalysis of normal development: Forward edge transferences. In A. Goldberg (ed), Postmodern Self Psychology: Progress in Self Psychology. 18, 167-190.
 

Section XIII

Managing Love and Hate Groups

Instructor:

Ronnie Levine, Ph.D., CGP, FAGPA, Faculty, Center for the Advancement of Group Studies, New York, New York

This section is designed to help therapists understand and work comfortably with loving and angry feelings in the group and within themselves. This workshop will help participants to identify the indicators of disguised feelings, to control destructive aggression and to transform anger into its creative potential for therapeutic growth.

Learning Objectives:

The attendee will be able to:

1. Identify the fears and blocks that interfere with having one's thoughts and feelings
2. Identify the individual and group manifestations of love and hate.
3. Formulate interventions that address emotional communication and the needs of the group.
 

Course References:

1. Levine, R. (2007). Treating Idealized Hope and Hopelessness. International Journal of Group Psychotherapy, 57(3), 297-319.
2. Ormont, L. (1984). The Leader's Role in Dealing with Aggression in Group. International Journal of Group Psychotherapy, 34(4), 353-372.

3. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38, 29-45.
 

Section XIV

A Modern Analytic Approach to Working with Immediacy

Instructor:

Elliot Zeisel, Ph.D., LCSW, CGP, FAGPA, Faculty, Training Analyst, Center for Modern Psychoanalytic Studies, New York, New York

Working in the Here-and-Now provides us with a picture of interpersonal experience and a window into the patient's and leader's intrapsychic process. We will explore use of various interventions in the resolution of resistance and examine methods for enhancing the leader's ability to use countertransference reactions to overcome obstacles in himself and in group members.

Learning Objectives:

The attendee will be able to:

1. Describe the role of resistance analysis in group process.

2. Define the role of objective countertransference in formulating interventions.

3. Define the role of the insulation barrier in dealing with aggression in group process.

Course References:

1. Ormont, L. R. Use of Group in Resolving Subjective Countertransference. International Journal of Group Psychotherapy, 41: 433- 448.
2. Maroda, K. (1991). The Power of Countertransference: Ch. 2 "Motivations for Treatment: The Pursuit of Transformation. England: John Wiley and Sons, Ltd.
3. Spotnitz, H. (1976). Psychotherapy of PreOedipal Conditions. Ch. 31. "Training in the Use of Feelings" New York: Jason Aronson.
 

Section XV

Passion, Pain and Hope in Professional Life

Instructor:

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

It is necessary and desirable for therapists to understand their social psychological wounds in private practice and professional organizations, which have changed dramatically and traumatically. Envy, jealousy, competition, rivalry, success, failure, envy pre-emption, secrets, shame, guilt, disappointments...challenge us all. Unresolved transference and countertransference processes need continuing work.

Learning Objectives:

The attendee will be able to:

1. Analyze the ways in which they have contributed to their own frustrations and disappointments in their professional lives.
2. Distinguish between self-destructive and helpful forms of envy pre-emption.
3. Discuss the transformation of "innocence" and "zeal" into mature hopefulness in professional activities and clinical work.
4. Acknowledge their own senses of shame and guilt in connection with their imperfections in clinical work and organizational citizenship.
 

Course References:

1. Brown, D. G. (1998). Fair shares and mutual concern: the role of sibling relationships, Group Analysis, 31, 3: 315-326. In Resonance and Reciprocity: Selected Papers by Dennis Brown edited by Jason Maratos. London: Routledge.
2. Hopper, E. (2003). Traumatic Experience in the Unconscious Life of Groups. London: Jessica Kingsley Publishers.
3. Navaro, L. and Schwartzberg, S. (2007). (eds) Envy, Competition and Gender: Theory, Clinical Applications and Group Work. London: Routledge.
 

Section XVI

Passion and Power in Groups: The Interplay Between Envy, Competition and Intimacy

Instructors:

Leyla Navaro, M.A., Private Practice, Istanbul, Turkey

Steven Van Wagoner, Ph.D., CGP, Private Practice, Washington, DC

This section will illustrate how men and women struggle with intimacy in groups, including through competition, avoidance or mutual sharing and enjoyment. Group members often cope with vacillating experiences of inclusion and exclusion that arouse feelings of attraction and identification, but also frustration and envy which can threaten destruction in the group. Through the leaders' containment of these powerful experiences, participants will analyze ways of constructing intimacy and competing for relatedness as well as identifying and verbalizing feelings of envy, rejection and perceived loss of power as a way of neutralizing its destructive potential.

Learning Objectives:

The attendee will be able to:

1. Identify the impact of passionately held feelings of envy and competitiveness on group cohesion, especially those that go unexpressed verbally.

2. Critically evaluate both individual and gender differences in exercising or avoiding power and competition.

3. Distinguish between healthy and destructive aspects of exercising or avoiding power and competition.

4. Distinguish between power-over issues versus mutuality and power-with issues.

5. Identify ways in which jealousy and envy emerge in competition as they elicit experiences of inclusion and exclusion.

6. Construct ways in which to illuminate and work with gender differences in envy and competition.

Course References:

1. Maguire, M. (2004). Men, Women, Passion and Power. Gender Issues in Psychotherapy. New York: Brunner/Routledge.

2. Doherty, P. et al. (1996). Competition in Women: From Prohibition to Triumph. In Women and Group Psychotherapy: Theory and Practice (ed. DeChant, B.) New York: The Guilford Press.

3. Navaro, L. (2007). On Being Envied. In L. Navaro & Schwartzberg, S. L. (Eds.) Contemporary Perspectives on Jealousy, Envy, Competition and Gender. London: Brunner/Routledge.

4. Van Wagoner, S. L. (2007). Men and Competition: Whither the New Man? In L. Navaro & Schwartzberg, S.L. (Eds.) Contemporary Perspectives on Jealousy, Envy, Competition and Gender. London: Brunner/Routledge.

Section XVII

Power, Passion and Politics: Examining Gender Relationships in Group

Instructors:

Hylene S. Dublin, M.S.W., LCSW, BCD, CGP, FAGPA, Private Practice, Winnetka, Illinois

Darryl Pure, Ph.D., ABPP, CGP, FAGPA, Private Practice, Chicago, Illinois

Men and women often approach issues from differing perspectives. This section will expose participants to a model of single gender groups with the opportunity to experience and examine the dissimilarities between genders. Subsequently, the groups will be combined providing an opportunity to experience the impact and the capacity for bridging differences.

Learning Objectives:

The attendee will be able to:

1. Explain the research and theory regarding men’s and women’s behavior in single gendered groups.
2. Compare the research and theory regarding men’s and women’s behavior in combined gender groups to that of single gender groups.
3. Distinguish the similarities and differences in the functioning of men and women in single gendered groups.
4. Discuss the impact on group participation of combining men and women in groups.
 

Course References:

1. Andronico, M. (Ed.) (1996). Men in Groups: Insights, Interventions, and Psychoeducational Work. Washington: American Psychological Association.
2. Alonso, A. and Rutan, J.S. (1979). Women in Group Therapy. International Journal of Group Psychotherapy, 29: 187.
3. DeChant, Betsy (ed.) (1996). Women and Group Psychotherapy: Theory and Practice. New York: Guilford.

4.Dublin, H. (2007). The Evolution of the Female Self: Attachment, Identification, Individuation, Competition, Collaboration, and Mentoring. In Navaro, L. & Schwartzberg, S. (Eds.). Envy, competition and gender: Theory, clinical applications and group work. London: Routledge, pp. 59-78.
 

Section XVIII

Redecision Therapy: Model Short-Term Treatment Approach

Instructor:

Michael Andronico, Ph.D., CGP, FAGPA, Private Practice, Somerset, New Jersey

Redecision Therapy is an integration of Gestalt, Transaction Analysis, imagery, and behavior modification conceived by Mary and Bob Goulding. This section will demonstrate how these approaches can be blended with regressive work in an experiential group process setting.

Learning Objectives:

The attendee will be able to:

1. Formulate a therapy contract.
2. Learn and apply the concept of the chronological elevator.
3. Learn how non-verbal behaviors can facilitate regressive work.
 

Course References:

1. Goulding, M. and Goulding, R. (1979). Changing Lives Through Redecision Therapy. New York. Grove Press.

2. Gladfelter, J. Redecision Therapy. International Journal of Group Psychotherapy, 42(4).

3. Andronico, M. The Chronological Elevator:  A Redecision Model for TA and non TA Therapists. In Redecision Therapy: Expanded Perspectives, L. Kadis. (Ed.). 1985, Western Institute for Group and Family Therapy.

Section XIX

Shaken, Rattled and Rolled: Preserving the Emotional Health of the Group Leader

Instructor:

Janice M. Morris, Ph.D., CGP, Private Practice, Austin, Texas

As group leaders, we are faced with the challenge of tolerating toxic and painful feelings while functioning as competent therapists and maintaining emotional health. This Modern Analytic group provides experiential and didactic learning that: 1) promotes productive use of subjective and objective countertransference in clinical work, 2) identifies forms of countertransference resistance that inhibit the leader’s effectiveness and, 3) provides a framework for reducing the suffering and anxiety of the group leader.

Learning Objectives:

The attendee will be able to:

1. Distinguish between objective and subjective countertransference.
2. Describe three types of countertransference resistance.
3. Integrate objective countertransference with group interventions.
4. Identify four ways the experience of being a group member enhances the emotional health of the group leader.

Course References:

1. Epstein, L. (1983). The Therapeutic Function of Hate in the Countertransference. In L. Epstein and A. Feiner (Eds.), Countertransference: The Therapist’s Contribution to the Therapeutic Situation. 213-234. New York: Jason Aronson.
2. Ormont, L. (1992). Subjective Countertransference in the Group Setting: The Modern Analytic Experience. In L. Furgeri (Ed.), The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D. 207-217. Madison, CT: Psychosocial Press.
3. Spotnitz, H. (1987). Affect Training of Analytic Group Therapists. In Psychotherapy of Preoedipal Conditions. 347-353. Northvale, NJ: Jason Aronson.
 

Section XX

Symbol, Story and Psyche: A Jungian Approach to Group Psychotherapy

Instructor:

Justin Hecht, Ph.D., Clinical Faculty, University of California, San Francisco, San Francisco, California

This section will approach group from a Jungian perspective. The leader will use a symbolic approach to facilitate appreciation of the dynamic unconscious and the influence of archetypes. We will attend to paradox, transference, individuation, and the problem of the opposites. A didactic presentation will conclude the section.

Learning Objectives:

The attendee will be able to:

1. Apply a Jungian orientation to group psychotherapy interventions.
2. Identify archetypal material in group settings.
3. Utilize a Jungian approach to the transference to facilitate individuation.

Course References:

1. Whitmont, Edward C. (1964). Group Therapy and Analytical Psychology. Journal of Analytical Psychology.
2. Willeford, William. (1967). Group Psychotherapy and Symbol Formation. Journal of Analytical Psychology, 12, 137-160.
3. Zinkin, Louis. (1989). The Group’s Search for Wholeness: A Jungian Perspective. Group, 13, 252-264.
 

Section XXI

Two-Year Process Group with Intermediate Conference Call Meetings

Presented in cooperation with the National Registry of

Certified Group Psychotherapists

Instructors:

Gil Spielberg, M.S.W., Ph.D., CGP, FAGPA, Training and Supervising Analyst, Institute for Contemporary Psychoanalysis, Los Angeles, California

Robert Unger, M.S.W., Ph.D., CGP, FAGPA, Faculty, Leadership Team, Naropa University, Boulder, Colorado

This is an experimental process designed to explore the combination of face-to-face meetings with meetings in the telephone conference format.   We will meet as a two-year general process group at the 2008 and 2009 Annual Meetings with three telephone conference call sessions between the two Annual Meetings.  Participants will be required to commit to the two-year onsite Institutes as well as two of the three telephone conference call meetings.  These meetings will take place at 8:30 (EST) Sunday evenings on May 18, August 17, and November 16, 2008.  Specific instructions for engaging in the conference calls will be presented at the 2008 meeting.

Learning Objectives:

The attendee will be able to:

1. Practice skills development for group psychotherapy.
2. Identify specific intervention techniques employed by the leaders.
3. Develop skills necessary to work both as a leader and member in distance learning situations.
4. Assess the relative merits of working face-to-face and in conferencing formats.