69th Annual Conference

Sessions and Workshops

Friday, March 9

Presented under the auspices of the AGPA Psychiatry SIG

Chair:

Ruth Geller, MD, MEd, Attending Psychiatrist, VA New York Harbor Healthcare System, Brooklyn, New York

Presenters:

Michele Beier, JD, Claims Management Analyst, New York Presbyterian Hospital, New York, New York

David Cash, JD, LLM, Senior Risk Manager, PRMS, Arlington, Virginia

Group therapists who also prescribe psychotropic medications face unique medico-legal concerns. Routinely medical schools are educating students and residents about their responsibilities regarding online presence on social networking sites. Attending physicians have faced action by disciplinary boards for online postings deemed unprofessional. Requests from patients to be friends on Facebook or to follow on Twitter raise professional boundary questions. Join us for this engaging hour as three senior attorneys with experience in psychiatry, the law, and bioethics explore the topic and suggest practical approaches to minimizing risk.

Learning Objectives:

The attendee will be able to: 

1. Articulate personal practices for communicating with patients electronically which are consistent with APA guidelines and sound legal principles.
2. Formulate an appropriate response to a patient's request to friend his psychiatrist on Facebook.
3. Explain the need to contact state medical boards where patients treated remotely are located, if different from the state where the psychiatrist is located.
 

Course References:

1. Hsiung, R.C. (2002). E-Therapy: Case Studies, Guiding Principles, and the Clinical Potential of the Internet. New York, London: Norton.
2. Jain, S.H. (2009). Practicing Medicine in the Age of Facebook. New England Journal of Medicine, 361, 649-651.
3. Website of the International Society of Mental Health Online. Available at: https://www.ismho.org/home.asp
4. Kane, B., & Sands D.Z. (1998). Guidelines for the clinical use of electronic mail with patients. JAMIA, 5, 104-111. Available at http://www.jamia.org/cgi/reprint/5/1/104
5. Sands D.Z. Guidelines for the use of patient-centered e-mail. [Massachusetts Health Data Consortium Website]. Available at: http://www.mahealthdata.org/.
6. AMA Policy: Professionalism in the Use of Social Media. 2010 Interim Meeting of the House of Delegates. Available at: http://www.ama-ssn.org/ama/pub/meeting/professionalism-social-media.shtml.
7. Guidelines for Physician-Patient Electronic Communications. 2011 guidelines of the American Medical Association. http://www.ama-assn.org/ama/pub/about-ama/our-people/member-groups-sections/young-physicians-section/advocacy-resources/guidelines-physician-patient-electronic-communications.page.
 

Presenter:

Susan Cooper, PhD, Private Practice & Professor Emerita, University of the Rockies, Colorado Springs, Colorado

This presentation focuses on working with eating-disordered clients in a group format. The group enhances progression toward recovery by activating a number of "existential givens," including embodiment, finitude, responsibility and freedom, apart of/apart from, and meaning. This approach seems especially effective because these patients tend to avoid ultimate concerns.  

Learning Objectives:

The attendee will be able to: 

1. State the reasons the "existential givens" are applicable to an eating disordered population.
2. Specify ways to guide group interactions so that the "existential givens" are activated and utilized in the recovery process.
3. List methods of selecting and preparing members who would be appropriate for an existential eating-disorder group and monitor its effectiveness with each member.
 

Course References:

1. Cooper, S., & Norton, P.(2008). Conquering eating disorders: How family communication heals. Berkeley: Seal Press.
2. Maine, M., Davis, W.N., & Shure, J. (Eds). (2009). Effective clinical practice in the treatment of eating disorders. New York: Routledge.

3. Reindl, S.M. (2001). Sensing the self. Cambridge, MA: Harvard University Press.
4. Schneider, K.J. (2008). Existential-integrative psychotherapy. New York: Routledge.
5. Yalom, I.D. (1980). Existential psychotherapy. New York: Basic Books.

The Development of Common Ground for the Promotion of Group Psychotherapy in Europe: EGATIN (European Group Analytic Training Institutions Network) and its Evolution, 25 Years in the Making

Presenters:

Heribert Knott, MD, Private Practice, Stuttgart, Germany

Zoe Voyatzaki, MA, Private Practice, Athens, Greece

In this session, we will explore the development of common ground in the creation of a professional network  between group analytic training institutes in Europe. Our focus will be on: 1) How networking helps with  certification and accreditation in professional standards of practice across national, cultural and ethnic  boundaries; 2) How different types of training, some of which have evolved separately, can achieve synchrony in  outlook and standards; 3) How EGATIN's contribution in the field promotes the professionalism of its Member  Institutes practitioners; and 4) How group psychotherapy in Europe has been enhanced through EGATIN's work in  terms of practice, certification, training events and literature. The audience will be invited to share their  experience in relation to the way these issues have developed in the USA, with the hope for conclusions that could benefit group psychotherapy on both sides of the Atlantic.

Learning Objectives:

The attendee will be able to: 

1. Describe the transformation from a vertical (family tree) model to a horizontal (peer network) model of relating between group analytic training institutes in Europe.
2. Outline the basic tenets of training and the Essential Training Standards for group analytic training in Europe.
3. Identify and evaluate the repercussions of the founding of a common network for the development of group psychotherapy in Europe. 

Course References:

1. Balmer, R. (1993). Therapeutic Factors in Group Analysis: Meeting Them in the Block Training Setting. Group Analysis, 26(2), 139-145.
2. EGATIN Constitution and ETS, Essential training standards of EGATIN: www.egatin.net “constitution” resp. www.egatin.net “essential training standards”
3. Foulkes, S. (1965). Therapeutic Group Analysis. London: George Allen & Unwin.
4. Schlapobersky, J., & Pines, M. (2009). Group Methods in Adult Psychiatry. In M. Gelder, et al., (Eds.), New Oxford Textbook of Psychiatry. OUP: Oxford.
5. Voyatzaki, Z. (2006). On the History of EGATIN. Group Analysis, 39(1), 108-120.

Presenter:

Jose Cherbowsky, PhD, MFT, Director of Juntos Bi-National Counseling Center, San Diego, California

The goal is to provide to the participants with a tool/ technique to apply in different group settings by using the images of the Mexican lottery.  These images are impregnated in the collective consciousness of the Mexican-American culture and can be used as a privileged tool to help clients to deepen their own psychotherapeutic process and the group's process as well.

Learning Objectives:

The attendee will be able to:

1. Integrate the Mexican Lotto images as a creative tool to enhance the group therapy process.
2. Experience the application of this technique and use it as a tool in his/her own groups.
3. Analyze the Mexican Lotto images from the perspective of the Mexican-American collective consciousness.

Course References:

1. Abramovitch, H. (2007). The cultural complex: Linking Psyche and society. Jung Journal: Culture and Psyche, 1, 49-52.
2. Diaz Portillo, I. (2006). Bases de la terapia de grupo, (Spanish). Therapy group basics. Pax- Mexico- Mexico.
3. Juarez, G. (2007). Libertad  Coplas de la Loteria en Mexico. Revista de Literaturas Populares Ano VII, Numero 1, 52-57.
4. Salvendy J. (1999). Ethnocultural considerations in group psychotherapy. International Journal of Group Psychotherapy, 49(4), 429-464.
5. Valle Arizpe Artemiode. (1997). Breve historia de la Loteria en Mexico. Artes de Mexico 13 (El arte de la suerte), 31-38.
 

Presented under the auspices of the AGPA International Relations SIG

Presenters:

Tiffany Masson, PsyD, Director of International Academic Affairs, The Chicago School of Professional Psychology, Chicago, Illinois

Melanie Spain, MA, Psychology Extern, University of Chicago SCRS, Chicago, Illinois

The 1994 genocide forever changed Rwandan culture, leaving in its wake genocide perpetrators and victims. Cultural norms in Rwanda (e.g., collectivism, pride) affect traditional methods of treating trauma. Global HOPE incorporated community advisors to guide curriculum development, incorporated faculty trainers, and empowered ten students to implement an innovative trauma approach. 

Learning Objectives:

The attendee will be able to: 

1. Identify group interactions related to common practice and cultural norms within non-Westernized countries.
2. Discuss the basis for creating Global Hope, a train-the-trainer model instead of a traditional trauma model.
3. List methods for preparing students for an experience abroad and integrating them into the group experience.
4. Compare methodology of doing trauma work in an individualistic versus a collectivist culture.
5. Analyze the differences in working with not only victims, but also perpetrators within a trauma group setting.
 

Course References:

1. Christophersen, E.R., & Mortweet, S.L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, D.C: American Psychological Association.
2. Cohen, J.A., Mannaribo, A.P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York, NY: The Guilford Press.
3. Jaycox, L. (2004). Cognitive behavioral intervention for trauma in schools. Longmont, CO: The RAND Corporation, Inc.
4. National Child Traumatic Stress Network Refugee Trauma Task Force. (2005). Mental health interventions for refugee children in resettlement. Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
5. National Child Traumatic Stress Network and National Center for PTSD. (2006). Psychological first aid: Field operations guide, (2nd Ed.). Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

Presenters:

Janja Mihoci, MSc, Private Practice, Ljubljana, Slovenia

Marjeta Blinc Pesek, MD, Private Practice, Ljubljana, Slovenia

Clinical material from the termination phase of a group of patients with psychosis that has been terminated after 11 years of fortnightly sessions will be analyzed and presented. The group was run in co-therapy. A modified, non-structured, psychoanalytic technique which includes free floating discussion, cognitive techniques and clarifications was used.

Learning Objectives:

The attendees will be able to: 

1. Presenting the aim of group therapy for psychotic patients.
2. Appraising the importance of long term groups.
3. Describing the group process in a long term group in psychotic patients with the emphasis on the termination phase.  

Course References:

1. Kanas N. (2002). Group Therapy and Schizophrenia: an integrative model. In B. Martindale, A. Bateman, M. Crowe & F. Margison (Eds.), Psychosis Psychological Approaches and their Effectivenes (pp. 120-133). London: Gaskell.
2. Alanen, Y., Lehtinen, V., Aaltonon, J., & Rakkolainen, V. (2002). The Finnish integrated model for early treatment of schizophrenia and related psychoses. In B. Martindale, A. Bateman, M. Crowe & F. Margison (Eds.), Psychosis Psychological Approaches and their Effectivenes. London: Gaskell.
3. McFarlane, W.R., Lukens, E., Link, B., et al. (1995). Multiple-Family Groups and Psychoeducation in the Treatment of Schizophrenia. Archives of General Psychiatry, 52, 679-687.
4. Blinc-Pesek, M., Mihoci, J., Perovek-Olinc, N., & Augutin, B. (2010). Long term groups for patients with psychosis in partial remission: evaluation of ten years` work. Psychiatria Danub, 22(1), S88-S91.
5. Schermer, V.L., & Pines, M. (1999). Group Psychotherapy of the Psychoses Concepts, Interventions and Contexts. London: Jessica Kingsley.
 

Presenters:

Katy Kopp Miller, PsyD, Pre-Doctoral Intern, Virginia Tech, Blacksburg, Virginia

Michelle Patriquin, MA, Student, Viriginia Tech, Blacksburg, Virginia

Numbers of college students on the autism spectrum are growing at a fast rate. An important way to provide valuable services of support, social skills training, and positive peer exposure is through group. This presentation explains why and how to start an Asperger support group on a university campus.

Learning Objectives:

The attendees will be able to: 

1. Describe why starting a group for college students on the autism spectrum on a university campus is important and an effective way to meet the needs of this growing and under-served population.
2. Articulate how to start a group for college students on the autism spectrum on a university campus.
3. Identify different methods for how to facilitate a group for college students on the autism spectrum on a university campus.
 

Course References:

1. Hillier, A., Fish, T., Cloppert, P., & Beversdorf, D.Q. (2007). Outcomes of a social and vocational support group for adolescents on the autism spectrum. Focus on Autism and Other Developmental Disabilities, 22, 107-115.
2. Howlin, P., & Yates, P. (1999). The potential effectiveness of social skills groups for adults with autism. Autism, 3, 299-307.
3. MacLeod, A., & Johnston, P. (2007). Standing out and fitting in: a report on a support group for individuals with Asperger syndrome using a personal account. British Journal of Special Education, 34, 83-88.
4. Ozonoff, S., & Miller, J.N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 415-433.
5. Weidle, B., Bolme, B., & Hoeyland, A.L. (2006). Are peer support groups for adolescents with Asperger’s syndrome helpful? Clinical Child Psychology and Psychiatry, 11, 45-62.

Friday, March 9

8:30 – 9:45 A.M.

Anne and Ramon Alonso Presidential Plenary Address

Featured Speaker: Kathleen Hubbs Ulman, PhD, CGP, FAGPA

Everyday market pressures, demands for evidence-based treatments and theoretical differences can distract us from our core belief in the basic healing qualities of all types of groups. One of the fundamental therapeutic qualities of group is the restoration of hope.  Groups offer unique opportunities to transform loss and trauma into realistic hope by providing a safe tolerant environment and a leader who can bear hopelessness and despair.  However, sometimes group leaders experience their own distress or, as we have seen with recent disasters, group leaders experience trauma as well as the group members.  How can a stressed or traumatized leader hold onto hope for group members?  This talk will address the central role of groups in transforming despair into hope for both members and leaders and in sustaining group leaders in times of stress.

Dr. Kathleen Hubbs Ulman is Assistant Professor of Psychology, Department of Psychiatry, Harvard Medical School and the Director of the Center for Group Psychotherapy, Massachusetts General Hospital.

All-Day Courses
Friday, March 9
10:00 A.M. - 12:30 P.M. & 2:30 - 5:00 P.M.

C3. We All Bleed: Finding Common Ground in a Biased World  

Presented under the auspices of the AGPA Community Outreach Task Force and

Racial and Ethnic Diversity SIG

Director:

Siddharth Ashvin Shah, MD, MPH, President, Greenleaf Integrative Strategies, Arlington, Virginia

Faculty:

Cindy Miller Aron, MSW, CGP, Mental Health Specialist, Samaritan Mental Health, Corvallis, Oregon

Razia Kosi, LCSW-C, Cultural Proficiency Specialist, Howard County Public Schools, Ellicott City, Maryland

Nina Thomas, PhD,  ABPP, CGP, Adjunct Clinical Associate Professor, NYU Post-Doctoral Program in Psychotherapy and Psychoanalysis, New York, New York

Data reflect unmistakable trends of increased anti-Muslim bias. This course will allow participants to examine processes that split societies, such as othering and cultural scapegoating. Film excerpts, didactics, experientials, role plays and group discussion will be utilized.

Learning Objectives:

The attendee will be able to:
1. Explore personal reactions to bias.
2. Identify developmental, cognitive, neurobiologic, psychodynamic and systems bases for bias.
3. Identify the social dynamics involved with cultural scapegoating.
4. Engage with film excerpts depicting the contemporary moment of anti-Muslim bias.
5. Appraise the consequences of bias for primary victims and targeted communities.
6. Role play and study interventions that respond to bias and cultural scapegoating.
7. Apply here-and-now understanding of group process to the contemporary moment of anti-Muslim bias.
8. Examine the scope and limitations of group psychotherapy’s interventions for large group aggression.
 

Course References:

1. Kaur, V., & Raju, S. (Producers) and Raju, S. (Director). (2006). Divided We Fall: Americans in the Aftermath [Motion Picture].  New Moon Productions.
2. Shah, S.A. (manuscript). Psychosocial Countermeasures for Backlash: Containing Perpetration and Supporting Victims.
3. Thomas, N. (2006). Efforts To Prevent Terrorism: Impact on Immigrant Groups. In P.R. Kimmel & C.E. Stout (Eds.), Collateral damage: The psychological consequences of America's war on terrorism (pp. 131-144). Westport, CT: Praeger Publishers/Greenwood Publishing Group.

4. University of California, Berkeley, Center for Race & Gender, Council on American-Islamic Relations. (2011). Islamophobia and its impact on the United States January 2009-December 2010 Report: Same hate, new target. Retrieved August 25, 2011- www.cair.com/Portals/0/pdf/islamophobiareport2009-2010.pdf

C4. Training in Group Psychotherapy Supervision

Presented in cooperation with the International Board for Certification of Group Psychotherapists

Directors:

Harold Bernard, PhD, ABPP, CGP, DLFAGPA, Clinical Associate Professor of Psychiatry, New York University School of Medicine, New York, New York

Henry Spitz, MD, CGP, DFAGPA, Clinical Professor of Psychiatry, Columbia University College of Physicians and Surgeons, New York, New York

This course is designed to provide a basic understanding of the principles and application of group psychotherapy supervision.  Supervision is the critical ingredient in developing group psychotherapy skills. This course will provide an overview of the supervision process including elements to be included and approaches.  Special considerations will be reviewed including ethical issues.  (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, interactional, and demonstration.

Learning Objectives:

The attendee will be able to:   

1. Describe what skills are necessary to possess to provide high-quality group supervision.
2. Enhance their skill set as a group supervisor by defining specific areas in the conduct of therapy groups that will become focal points in group supervision.
3. Differentiate among the various kinds of group supervision one can provide.
4. Identify their preferred style of providing group psychotherapy supervision.
5. Describe the various levels of interaction that must be attended to in group psychotherapy supervision.
6. Delineate the issues that are most prominent when supervising people who are trying to establish a new group as well as those that are most prominent for people running ongoing groups.
7. Delineate ethical, legal and other considerations that occur in the course of conducting group psychotherapy and, consequently, fall under the purview of group supervision.
8. Identify the many kinds of boundaries that must be attended to in running a psychotherapy group.  

Course References:

1. Ogden, T.H. (2005). On Psychoanalytic Supervision.  International Journal of Psychoanalysis, 86, 1265-80.   

2. Moss, E. (2008).  The Holding/Containment Function in Supervision Groups for Group Therapists. International Journal of Group Psychotherapy, 58, 185-202.   

3. Rosenthal, L. (1999). Group Supervision of Groups: A Modern Analytic Perspective. International Journal of Group Psychotherapy, 49, 197-213.

4. Rosenthal, L. (1999). Group supervision of groups: A modern analytic perspective. International Journal of Group Psychotherapy, 49, 197-213.
5. Watkins, C.E. (Ed.). (1997). Handbook of Psychotherapy Supervision. New York: Wiley.

Presented in cooperation with the International Board for Certification of Group Psychotherapists

Two-Day Courses

Friday, March 9, 10:00 A.M.– 12:30 P.M. & 2:30 – 5:45 P.M. and

Saturday, March 10, 9:00 – 11:30 A.M. & 1:30 – 5:15 P.M.

C9.  Trauma Group Training across Time, Populations and Cultures

Presented in cooperation with the AGPA Community Outreach Task Force

Directors:

Robert Klein, PhD, ABPP, CGP, DFAGPA, Clinical Associate Professor of Psychiatry, Yale University School of Medicine, New Haven, Connecticut

Suzanne Phillips, PsyD, ABPP, CGP, FAGPA, Adjunct Clinical Professor, Long Island University, New York

Faculty:   

Richard Beck, RCSW, BCD, CGP, FAGPA, Adjunct Clinical Professor, Fordham University, New York, New York

Alfred Garwood, MB, ChB, LRCP, MRCS, MInstGA, Honorary Treasurer of the Group Analytic Society, London, England

Dianne Kane, DSW, LCSW, CGP, Assistant Director, Counseling Unit-FDNY, New York, New York

Maureen Underwood, ACSW, CGP, Clinical Director, The Society for the Prevention of Teen Suicide, Trenton, New Jersey

Fernando Valadez, MD, Mental Health Consultant and Advisor for NGO against Torture and and Intercontinental University, Mexico City, Mexico

This two-day course will consider how groups can be used for trauma intervention as exemplified by AGPA’s national and international disaster responses, training modules and intervention protocols; suicide prevention and intervention; trauma and combat stress on couples; countertransference and cultural diversity in the face of trauma.

Learning Objectives:

The attendees will be able to:

1. Distinguish normal from pathological responses to trauma.
2. Apply population-specific protocols for group intervention following trauma.
3. Explain general principles for conducting needs assessment and formulating intervention strategies following trauma.
4. Identify risk factors for teen suicide.
5. Identify school interventions for healing in the aftermath of suicide.
6. Identify the roles and group interventions that serve suicide prevention.
7. Identify handling Postvention including "contagion" and re-traumatization.
8. Describe the impact of trauma on a couple in terms of symptoms, feelings, behaviors and patterns.
9. Delineate at least three of the strategies for use with and by couples in the aftermath of traumatic events.
10. Discuss how to intervene with couples to normalize, make meaning of trauma’s impact and offer strategies for reconnection and recovery.
11. Identify common trauma group leader countertransference reactions.
12. Recognize at least three cultural indices that bear on trauma intervention.
 

Course References:

1. Buchele, B.J., & Spitz, H.I.  (2004). Group interventions for treatment of psychological trauma. New York: American Group Psychotherapy Association.
2. Klein, R.H., & Phillips, S. (2008). Public mental health service delivery protocols: Group interventions for disaster preparedness and response. New York: American Group Psychotherapy Association.
3. Herman, J. (1997). Trauma and Recovery. New York: Basic Books.
4. Lubin, H., & Johnson, D. (2008). Trauma-Centered Group Psychotherapy For Women: A Clinician’s Manual. New York and London: Haworth Press.
5. National Child Traumatic Stress Network and National Center for PTSD, Psychological First Aid: Field Operations Guide, September, 2005.
6. Pearlman, L.A., & Saakvitne, K.W. (1995). Trauma and the therapist: Countertransference and vicarious traumatization in psychotherapy with incest survivors. New York: W.W. Norton.
 

*PLEASE NOTE: The time schedule for two-day courses deviates slightly from regular conference

schedule.

Friday, March 9
All-Day Workshops
10:00 A.M. – 12:30 P.M. & 2:30 – 5:00 P.M.

Workshop 33a

Functional Subgrouping in Systems-Centered Small and Median Groups

Presented in cooperation with the Systems-Centered Training and Research Institute

Chair:

Yvonne Agazarian, EdD, CGP, FAPA, DLFAGPA, Founder, Systems-Centered Training and Research Institute, Philadelphia, Pennsylvania

Come and see how from a systems point of view, small and median groups all share the same dynamics. Thus, whatever one learns about one system applies to all, whether the system is a group, a subgroup, a member, or an individual. Through functional subgrouping, all systems integrate differences instead of scapegoating them.

experiential-demonstration-sharing of work experience-didactic

Learning Objectives:

The attendee will be able to:

1. Apply the theory of discriminating and integrating differences through functional subgrouping.
2. Differentiate between experience generated by defenses and primary experience.
3. Select behaviors that contribute to functional subgrouping.
4. Utilize the idea of system levels when tracking group behavior in small or median groups.
5. Practice the method of functional subgrouping whenever differences occur in the group. 

Course References:

1. Agazarian, Y. (1997). Systems-centered therapy for groups. New York: Guilford.
2. Brabender, V., & Fallon, A. (2009). Group development in practice: guidance for clinicians and researchers on stages and dynamics of change. Washington, DC: American Psychological Association.
3. Cozolino, L. (2002). The neuroscience of psychotherapy: building and rebuilding the human brain. New York: W.W. Norton & Company.
4. Moreno, K. (2006). Scapegoating in group psychotherapy. International Journal of Group Psychotherapy, 57, 93-105.
5. Gantt, S., & Hopper, E. (2008). Two Perspectives on a Trauma in a Training Group: The Systems-Centered Approach and the Theory of Incohesion. Group Analysis, (41)1, 98-112.
 

Master Workshop 34a

The Common Ground of Mind: Mentalization and Dissociation in Group Therapy

Chairs:

Robert Berley, PhD, CGP, Adjunct Faculty, University of Washington, Seattle, Washington

Karis Klassen, MA, Private Practice, Indianapolis, Indiana

K. Brynolf Lyon, PhD, CGP, Private Practice, Indianapolis, Indiana

Open to participants with more than ten years of group psychotherapy experience

This workshop explores recent perspectives on the self as a "dissociative mind" that is constantly "acting out" its organizational structure, and the resulting implications for group psychotherapy. We will pay special attention to the understanding of self-states and the linking process of mentalization, particularly as they appear in group and can thus be used for therapeutic gain.

didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to:

1. Identify the developmental processes which characterize the "multiple selves" model, including the role of a nonlinear dynamic theory of mental states.
2. Enumerate the characteristics of the dissociative mind.
3. Describe the contribution of mentalizing to links with early attachment figures.
4. Identify mentalizing as it appears (or fails to appear) in adult relationships.
5. Develop specific interventions linking self-states within and between group members.
6. Apply the model to thinking about whole group enactments and develop interventions appropriate to therapeutic objectives of group work. 

Course References:

1. Bromberg, P. (2006). Awakening the Dreamer: Clinical Journeys. Hillsdale, NJ: Analytic Press.
2. Fonagy, P., Gergeley, G., Jurist, E. L., & Target, M. (2002). Affect Regulation, Mentalization, and the Development of the Self. New York: Other Press.
3. Howell, E. (2005). The Dissociative Mind. Hillssale, NJ: Analytic Press.
4. Lachman, F., & Beebe, B. (2005). Infant Research and Adult Treatment. London: Routledge.
5. Stern, D. (2009). Partners in Thought: Working with Unformulated Experience, Dissociation, and Enactment. London: Routledge.
 

Workshop 35a

Group Psychotherapy and Recovery from Addiction

Presented under the auspices of the AGPA Addiction and Recovery SIG

Chairs:

Jeffrey Roth, MD, CGP, FAGPA, Medical Director, Working Sobriety, Chicago, Illinois

Deborah Schwartz, MD, FRCPC, CGP, Private Practice, Vancouver, British Columbia

Addiction is a disease of isolation. Recovery occurs in groups. Group psychotherapy and mutual support groups are the ideal combination of group experiences to foster recovery from addiction. This workshop will demonstrate experientially the use of the group-as-a-whole in supporting recovery from addiction.

demonstration-experiential-didactic-sharing of experiences

Learning Objectives:

The attendee will be able to: 

1. Compare powerlessness with free association.
2. Compare unmanageability with resistance.
3. Compare Higher Power with authority.
4. Compare surrender with transference.
5. Compare inventory transference with resistance.
6. Compare prayer with speaking to the group.
7. Compare meditation with listening to the group.
8. Compare carrying the message to using oneself in role.
 

Course References:

1. Brook, D.W., & Spitz, H.I. (Eds). (2002). The Group Therapy of Substance Abuse. New York: Haworth Press.
2. Flores, P.J. (2007). Group Psychotherapy with Addicted Populations: An Integration of Twelve-step and Psychodynamic Theory, Third Edition. New York: Haworth Press.
3. Flores, P.J. (2004). Addiction as an Attachment Disorder. Northvale, NJ: Jason Aronson Press.
4. Khantzian, E.J. (2006). Group Therapy, Abstinence, Harm Reduction: The Real and Honest Word. Journal of Groups in Addiction and Recovery, 1(2), 5-13.
5. Roth, J.D. (2004). Group Psychotherapy and Recovery from Addiction: Carrying the Message. New York: Haworth Press.
 

Friday, March 9
Morning Open Sessions
10:00 A.M. – 12:30 P.M.

Session 307

Fantasy and Visions: Complements and Contrasts of Object Relations and Jungian Approaches to Group Psychotherapy

Chair:

Elaine Cooper, MSW, PhD, CGP, FAGPA, Clinical Professor, University of California School of Medicine at San Francisco, San Francisco, California

Presenters:

Stewart Aledort, MD, CGP, FAGPA, Clinical Assistant Professor, George Washington University Hospital, Washington, DC

Justin Hecht, PhD, CGP, Clinical Professor, University of California School of Medicine at San Francisco, San Francisco, California

Object Relations and Jungian approaches both invite the group therapist to merge with their clients temporarily. Through regression and passionate attachments, object relations approaches foster healing of repetitive stuck places from childhood. C.G. Jung's work in the transference was directed at helping those at midlife find the courage to live more meaningful lives. The presenters will emphasize application of these theories and will discuss the contrasts and complements of these two approaches. Demonstration and vignettes will illustrate techniques and group discussion will be encouraged.

Learning Objectives:

The attendee will be able to:

1. Apply elements of an Object Relations approach to their group work.
2. Use archetypal themes at midlife with members of the group.
3. Describe how to use the role of passion, fantasy, and vision in the transference relationship.
4. Integrate Object Relations' approach to the healing of early trauma with Jungian theory.
5. Discuss working with the transference of the omnipotent child and archetypes.
 

Course References:

1. Hecht, J. (2011, in press). Becoming who we are in groups: One Jungian's approach to group psychotherapy. Group, 44(2).
2. 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.
3. Aledort, S. (2009). Excitement: A crucial marker for group psychotherapy. Group,33(1), 45-62.
4. Aledort, S. (2003). Fleshing out the omnipotent child in group psychotherapy. Group, 27.
5. Hecht, J. (2001). Integrating Spirituality and Group Psychotherapy: Opportunities and Challenges. AGPA Newsletter, September.

6. Morrison, A. (1989). Shame the Underside of Narcissism. New York, London: Routledge, Taylor & Francis Group.
7. Mahler, M. (1968). On Human Symbiosis and the Vicissitudes of Individuation. New York: International University Press.
 

Session 308

Mapping Theory to Technique: Where the Model Meets the Method

Presented in cooperation with the AGPA Distance Learning Task Force

Chair:

Joseph Shay, PhD, CGP, FAGPA, Instructor, Department of Psychiatry at Harvard Medical School, Boston, Massachusetts

Presenters:

Richard Billow, PhD, ABPP, CGP, Director of Group Program, Adelphi University at Derner Institute, Garden City, New York

Eleanor Counselman, EdD, CGP, LFAGPA, Assistant Clinical Professor, Department of Psychiatry, Harvard Medical School, Boston, Massachusetts

Earl Hopper, PhD, CGP, FAGPA, Private Practice, London, England

Priscilla Kauff, PhD, CGP, DFAGPA, Clinical Associate Professor, Weill Medical College at Cornell University, New York, New York

Different therapists practice their craft using different theoretical models and different technical approaches. In this offering, four renowned group therapists will view a video of a group in action, examine the video from the perspective of their particular approach, and emphasize the ways in which they might have intervened differently. The therapists will explore the following perspectives: attachment theory (Eleanor Counselman); psychoanalysis (Priscilla Kauff); the relational perspective (Richard Billow); and group analysis (Earl Hopper). 

Learning Objectives:

The attendee will be able to: 

1. Identify different theoretical approaches to group therapy.
2. Name core concepts of various approaches to group therapy.
3. Differentiate core concepts among various approaches to group therapy.
4. Contrast technical interventions that arise from differing approaches.
5. Identify different ways to use therapist countertransference.
 

Course References:

1. Billow, R.M. (2010). The 3 R’s: Resistance, rebellion, and refusal in group. London: Karnac.
2. Counselman, E.F. (2005). Containing and using powerful therapist reactions. In L. Motherwell & J. Shay (Eds.), Complex Dilemmas in Group Therapy. New York: Brunner-Routledge, pp. 155-165.
3. Hopper, E. (2009). Building bridges between psychoanalysis and group analysis in theory and clinical Practice. Group Analysis, 42, 406-425.
4. Kauff, P. (2009). Transference in combined individual and group psychotherapy. International Journal of Group Psychotherapy, 59, 29-46.
5. Shay, J. (2011). Projective identification simplified: Recruiting your shadow. International Journal of Group Psychotherapy, 61, 239-261.
 

Session 309

The Japanese Disasters: Cross-Cultural Comparisons

Presented in cooperation with the International Association of Group Psychotherapy and Group Processes and

under the auspices of the AGPA International SIG

Chair:

Fern Cramer Azima, PhD, CGP, DLFAGPA, Assistant Professor of Psychiatry and Psychology, McGill University, Montreal, Quebec, Canada

Presenters:

Seth Aronson, PsyD, CGP, FAGPA, Staff Member, William Alanson White Institute, New York, New York

Yumiko Ogawa, PhD, Assistant Professor, New Jersey City University, Jersey City, New Jersey

Masami Yamamoto, MA, Japanese Psychotherapy Service, William Alanson White Institute, New York, New York

The recent tragedies in Japan will be reviewed and how the trauma was handled for children, teachers and families. The similarities and differences of the delivery of psychotherapeutic services with regard to the cross cultural Japanese context will be highlighted.

Learning Objectives:

The attendee will be able to: 

1. Discern two considerations in providing psychotherapeutic services to a Japanese population.
2. Increase their awareness of the importance of culture in psychotherapy.
3. Examine different trauma styles.

4. Explain how relational theory aids in cross cultural work.
5. Learn of new trauma program for kindergarten children, families and teachers.

Course References:

1. Aronson, S., & Kahn, G.B. (2004). Group interventions for treatment of trauma in adolescents. In B. Buchele & H. Spitz (Eds.), Group Interventions for Treatment of Psychological Trauma. New York: AGPA.
2. Benson, J.F., Moore, R., Kapur. R., & Brown, L. (2008). Cultural Competence in Trauma Therapy: Beyond the Flashback. Washington, DC: APA.
3. Cramer-Azima, F. (2002). Transcultural Training Models for Therapists Treating Refugee and Immigrant Children and Families. In F. Cramer-Azima and N. Grizenko (Eds.), Immigrant and Refugee Children and Their Families: Clinical, Research, and Training Models (pp. 189-212). Madison, CT: International Press.
4.Phiiips, S. (2004). Countertransference: Effects on the group therapist working with trauma. In B. Buchele & H. Spitz (Eds.), Group Interventions for Treatment of Psychological Trauma. New York: AGPA.
5. UNICEF (2007). The Participation of Children and Young People in Emergencies: A Guide for Relief Agencies. Based largely on Experiences in the Asian Treatment in the Asian Tsunami Response. UNICEF East Asia and Pacific Regional Office.
 

Friday, March 9
Morning Workshops
10:00 A.M. – 12:30 P.M.

Chair:

Art Raisman, PhD, CGP, Private Practice, San Francisco and San Rafael, California

Key issues in group development are establishing trust, accepting disagreement, and creating an atmosphere of collaboration and inclusiveness. This experiential workshop will demonstrate how active leadership can accelerate positive group development by reducing anxiety, increasing openness and authenticity, and thereby promoting more meaningful and constructive interaction.

experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to: 

1. Identify the key issues in group development.
2. Explain the relationship between member behavior and perceived risk responsibility.
3. Describe how to apply the concept of leader provided structure.
4. Explain the relationship between leader interventions and members' anxiety and participation.
5. Design interventions that help a group move through predictable dilemmas more quickly.

Course References:

1. Bednar, R.L., Melnick, J., & Kaul, T.J. (1974). Risk, responsibility, and structure: a conceptual framework for initiating group counseling and group psychotherapy. Journal of Counseling Psychology, 21, 31-37.
2. Johnson, C.V. (2009). A process-oriented group model for university students: A semi-structured approach. International Journal of Group Psychotherapy, 59, 511-528.
3. Raisman, A.R. (1981). The effects of specificity, demand, and risk-taking disposition on early group interaction and cohesion. Unpublished dissertation, University of Kentucky.
4. Robbins, R.N. (2003). Developing cohesion in court-mandated group treatment of male spouse abusers. International Journal of Group Psychotherapy, 53, 261-284.
5. Wade, N.G., & Meyer, J.E. (2009). Comparison of brief group interventions to promote forgiveness: A pilot outcome study. International Journal of Group Psychotherapy, 59, 199-220.

Scott Alexander Kaplan, PhD, Private Practice, Chicago, Illinois

This interactive workshop will help participants explore effective ways to "sell" group psychotherapy to clients who may be initially resistant, and will emphasize work at a university or college counseling center. Different types of resistance and effective "selling" methods will be identified. Listening for client issues suited for group therapy will be addressed as well as how to use this information intentionally to "sell" group. Additionally, diversity and cultural issues relevant to making effective and appropriate group referrals will be explored. This workshop will consist of fishbowl role plays and large group discussion.

demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to: 

1. Describe barriers to group participation for both potential clients and those making group referrals.
2. Explore and process personal resistances and understand how they impact the effectiveness of a group referral.
3. Identify things to “listen” for in an initial intake interview and individual therapy session.
4. Identify diversity and cultural variables relevant to making group referrals.
5. Identify techniques to sell group to even the most resistant clients.
 

Course References:

1. Yalom, I.D., & Leszcz, M. (2005). Theory and Practice of Group Psychotherapy, (5th ed.). New York: Basic Books.
2. Corey, M., & Corey, G. (1997). Groups: Process & Practice, (5th ed.). Pacific Grove, CA: Brooks/Cole.
3. Fehr, S.S. (2003). Introduction to Group Therapy: A Practical Guide, (2nd ed.). New York: The Haworth Press.
4. Rutan, J.S., & Stone, W.N. (2001). Psychodynamic Group Psychotherapy, (3rd ed.). New York: Guilford Press.
5. MacNair, R.R., & Corazzini, J.G. (1994). Psychotherapy: Theory, Research, Practice, Training, 31(2), 352-360.

Chairs:

Paul Cox, MD, CGP, Psychiatrist, Community Psychiatry, Davis, California

Joan Koenig, MA, CGP, Nurse Practitioner, Open Door Family Medical Center, Ossining, New York

Kenneth Pollock, PhD, CGP, Assistant Professor of Psychiatry, New York Medical College, Valhalla, New York

Brian Rothberg MD, Assistant Professor, University of Colorado School of Medicine, Aurora, Colorado

Designed for group psychotherapy trainers and supervisors. An integrated program aimed at conveying a variety of theory-based, structured approaches and exercises developed to train psychiatric residents and graduate students. Content include: translation of theory into intervention, how to utilize unique properties of groups when intervening, self-assessment of counter-transference, practice leading of groups, and much more.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Explain how to use theory-based, structured exercises that produce here-and-now, behavioral and affective data in order to enhance the training of developing group therapists.
2. List, and then employ in their teaching of developing group therapists, ten unique properties of group therapy-that offer therapeutic intervention opportunities very different from those that occur in individual psychotherapy.
3. Apply in one's own teaching setting, the use of very brief, but real, practice-leading groups that will involve a combination actually facilitating his own process group, while being observed by an outside group and supervisors, then subsequently receiving brief staff supervision in front of all present.
 

Course References:

1. Piper, W.E., & Bernard, H.S. (Eds.). (1999). Special Issue: Group Supervision of Group Psychotherapy. International Journal of Group Psychotherapy, 49(2).
2. Feder, B., & Frew, J. (Eds.). (2008). Beyond the Hot Seat Revisited: Gestal Approaches to Group. LA: Gestalt Insitute Press.
3. Bennis, W.G., & Shepherd, H.A. (1956). A Theory of Group Development. Human Relations, 9, 415-437.
4. Miles, M.B. (1959). Learning to Work in Groups: a Program Guide for Educational Leaders. New York: Teachers College Press.
5. Sansone, C., Morf, C.C., & Panter, A.T. (2003). The Sage Handbook of Methods in Social Psychology. New York: Sage Press.
 

Master Workshop 40

Chair:

Sherrie Smith, LCSW-R, CGP, FAGPA, Director, Group Therapy Services, University of Rochester

Department of Psychiatry, Rochester, New York

Open to participants with more than years of group psychotherapy experience

This workshop is designed to examine the distance consultation relationship and what it entails. Group therapy consultation is an integral part of training group therapists and there is no substitute for exploring one’s clinical work with a group expert. Ways in which a distance learning format can be conducive to this type learning is the focus of this workshop.

didactic-demonstration-sharing of work experiences-experiential

Learning Objectives:

The attendee will be able to: 

1. State the ways the distance learning format can be offered for group consultation.
2. Describe the different ways in which participants can present clinical material.
3. Identify a conceptual framework for the stages of the consultative relationship.
 

Course References:

Workshop 45

Workshop 47

Workshop 48

A Stage II Trauma Group Working with Reenactments

1. Courtois, C.A., & Ford, J.D. (2009). Treating complex traumatic stress disorders: An evidence-based guide. New York: Guilford Press.
2. Davies, J.M., & Frawley, G. (1994). Treating the adult survivor of childhood sexual abuse: A psychoanalytic perspective. New York: Basic Books.
3. Herman, J.L. (1992). Trauma and recovery. New York: Basic Books.
4. International Society for the Study of Trauma and Dissociation. (2011). [Chu, J.A., Dell, P.F., Van der Hart, O., Cardeña, E., Barach, P.M., Somer, E., Loewenstein, R.J., Brand, B., Golston, J.C., Courtois, C.A., Bowman, E.S., Classen, C., Dorahy, M., Þar, V., Gelinas, D.J., Fine, C.G., Paulsen, S., Kluft, R.P., Dalenberg, C.J., Jacobson-Levy, M., Nijenhuis, E.R.S., Boon, S., Chefetz, R.A., Middleton, W., Ross, C.A., Howell, E., Goodwin, G., Coons, P.M., Frankel, A.S., Steele, K., Gold, S.N., Gast, U., Young, L.M., & Twombly, J.]. Guidelines for treating dissociative identity disorder in adults, 3rd revision. Journal of Trauma & Dissociation, 12, 115-187.
5. Lord, S.A. (2008). Therapeutic work with trauma, revictimization, and perpetration: Bearing witness, offering hope, embracing despair. Psychoanalytic Social Work, 15, 110-131.
6. Mendelsohn, M., Herman, J.L., Schatzow, E., Coco, M., Kallivayalil, D., & Levitan, J. (2011). The trauma recovery group: A guide for practitioners. New York: Guilford Press.

Workshop 49

1. Andronico, M. (Ed.). (1996). Men in groups: Insights, interventions, and psychoeducational work. Washington: American Psychological Association.
2. DeChant, B. (Ed.). (1996). Women and group psychotherapy: Theory and practice. New York: Guilford.
3. Dublin, H. (2007). The evolution of the female self: Attachment, identification, competition, collaboration, and mentoring. In L. Navaro & S. Schwartzberg (Eds.), Contemporary perspectives on jealousy, envy, competition, and gender. London: Brunner-Routledge.
4. Lazerson, J.S., & Zilbach, J.J. (1993). Gender issues in group psychotherapy. In H.I. Kaplan & B.J. Sadock (Eds.), Comprehensive group psychotherapy (3rd ed.) (pp. 682-693). Baltimore: Williams & Wilkins.
5. Reed, B.G., & Darvin, C.D. (Eds.). Social work with groups, group work with women, group work with men: An overview of gender issues in social group work practice.

Workshop 51

Friday, March 9

Lunch-Time Open Session
12:45 – 1:45 P.M.
 

The Large Group

Presenters:

Thor-Kristian Island, MD, Director, Institute of Group Analysis, Oslo, Norway

Siri Johns, OT, Group Analyst, Department of Personality Psychiatry, Ulleval University Hospital, Oslo, Norway

The group analytic large group is an experiential setting in which participants are encouraged to contribute free associations-observations, thoughts, ideas, feelings, memories, dreams, reflections- in a spontaneous fashion, to find one's own voice in the group, while also listening to the other voices present. Participants should try to attend all sessions.

Learning Objectives:

The attendee will be able to:

1. Analyze defense mechanisms typical of unstructured large group situations.
2. Appraise the role of regression in large group situations.
3. Question their own and other's attitude to group leadership.
4. Integrate early feelings (i.e., of confusion, loss, anger, gratitude and togetherness).
5. Identify stages of large group development, from chaos and disintegration via dialogue to reflection.
6. Differentiate between short-term large groups and ongoing large group processes.
7. Identify various member-roles in the large group, - individual role, sub-grouping and large group-as-a-whole.
8. Understand the influence of context on the large group.
 

Course References:

1. Wilke, G. (2003). The Large Group and its Conductor. In R.M. Lipgar & M. Pines (Eds.), Building on Bion-Branches. London, UK: Jessica Kingsley Publishers.

2. Island, T.K. (2003). The Large Group and Leadership Challenges in a Group Analytic Training Community. In S. Schneider & H. Weinberg (Eds.), The Large Group Revisited. London, New York: Jessica Kingsley Publishers.
3. Pines, M. (2003). Large Groups and Culture. In S. Schneider & H. Weinberg (Eds.), The Large Group Revisited. London, New York: Jessica Kingsley Publishers.
4. Segalla, R.A. (1996). The unbearable embeddedness of being: Self psychology, intersubjectivity and large group experiences. Group, 20(4), 257-271.

Friday, March 9

Afternoon Open Sessions
2:30 – 4:00 P.M.

Session 211-5

The Psychodynamic Group Therapist as Social Scientist

Chair:

Les Greene, PhD, CGP, LFAGPA, Staff Psychologist, VA Medical Center, West Haven, Connecticut

Recent trends in the group therapy literature suggest a healing of the longstanding split between psychotherapy researcher and clinician. This session will review some of the changes in the literature-particularly a convergence on the study of process - and how the practitioner can significantly contribute to the scientific literature without administering questionnaires or calculating statistical analyses.

Learning Objectives:

The attendee will be able to:  

1. Differentiate such process variables as predictors, moderators and mediators.
2. Formulate an empirically addressable hypothesis that includes a process variable.
3. Identify core components of a case study of successful and unsuccessful patients in psychodynamic group therapy. 

Course References:

1. Greene, L.R. (in press). Studying the how and why of therapeutic change: The increasingly prominent role of mediators in group psychotherapy research. International Journal of Group Psychotherapy.
2. Dattilio, F.M., Edwards, D.J.A., & Fishman, D.B. (2010). Case studies within a mixed methods paradigm: Toward a resolution of the alienation between researcher and practitioner in psychotherapy research. Psychotherapy: Theory, Research, Practice, Training, 47, 427-441.
3. Edwards, D., Dattilio, F.M., & Bromley, D.B. (2004). Developing Evidence-Based Practice: The Role of Case-Based Research. Professional Psychology: Research and Practice, 35, 589–597.
4. Gerber, A.J., Kocsis, J.H., Milrod, B.L., Roose, S.P., Barber, J.P., Thase, M.E., Perkins, P., & Leon, A.C. (2010). A Quality-Based Review of Randomized Controlled Trials of Psychodynamic Psychotherapy. American Journal of Psychiatry.

5. Kazdin, A. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge based, and improve patient care. American Psychologist, 63, 146-159.
 

Session 212-5

The Four Levels Game: A New Approach for Facilitating Therapeutic Change in

Groups

Chairs:

Refaat Mahfouz Mahmoud, MD, MSc, Professor of Psychiatry and Psychology, Minia University Hospital, Minia, Egypt

Mohamed Taha, MD, Lecturer in Psychiatry and Psychology, Minia University Hospital, Minia, Egypt

Based on many years of clinical experience in therapy groups, the presenters will integrate various theoretical and clinical orientations into what they call "The Four Levels Game" approach. Through targeting levels of patients' needs, wants, rights and decisions, the presenters will define a unique perspective for working through clients' difficulties to facilitate their therapeutic change, especially in groups.

Learning Objectives:

The attendee will be able to:

1. Evaluate their clients from a different psychological perspective.
2. Apply a new approach in their own clinical practice.
3. Integrate their own theoretical and clinical experiences in a new practical format.

Course References:

1. Taha, M., Mahfouz, R., & Soliman, H. (2004). Gestalt Games in Group Psychotherapy: Analysis of Structure and Functions. Master Thesis. Minia, Egypt: Minia University Press.
2. Psychotherapy as a Creative Process: Theoretical and Clinical Perspectives. VDM Verlag: Germany.
3. Taha, M., Mahfouz, R., & Arafa, M. (2008). Socio-Cultural Influence on Group Therapy Leadership Style. Group Analysis. 41(4), 391-406. 

Session 213-5

Easing the Pain: Group Therapy for Young Adults with Chronic Health Conditions

Presented under the auspices of the AGPA Medical Illness SIG and

the College Counseling and Other Educational Settings SIG

Chairs:

Wendy Freedman, PhD, Assistant Director, Vassar College Counseling Service, Poughkeepsie, New York

Natalie Ishak, LMSW, Clinical Social Worker, Memorial Sloan-Kettering Cancer Center, New York, New York

Young adults with chronic health conditions represent a large and underserved population, often socially isolated and suffering silently. In this session, we explore strategies to build and maintain groups, helping to affect transformative change for these young adults, as they develop communities, confidence and identity during a critical developmental stage.

Learning Objectives:

The attendee will be able to:

1. List common psychological struggles of young adults with chronic health conditions.
2. Describe factors contributing to this population being underserved by psychological supports in our society.
3. State how these young adults may benefit from participating in group therapy.
4. Describe how therapy groups for young adults with chronic health conditions may need to differ from standard group protocols.
 

Course References:

1. Elliot, T., Rivera, P., & Tucker E. (2004). Groups in Behavioral Health and Medical Settings. In J. DeLucia-Waack, D. Gerrity, C. Kalodner & M. Riva (Eds.), Handbook of group counseling and psychotherapy (pp. 338-350). Thousand Oaks, CA: Sage.
2. Erickson, J.D., Patterson, J.M., Wall, M., & Neumark-Sztainer, D. (2005). Risk behaviors and emotional well-being in youth with chronic health conditions. Children’s Health Care, 34, 181-193.
3. Goodwin, P., et al. (2001). The Effect of Group Psychosocial Support on Survival in Metastatic Breast Cancer. The New England Journal of Medicine, 345, 1719-1726.
4. Ireys, H., et al. (1994). Mental Health of Young Adults with Chronic Illness: The Mediating Effect of Perceived Impact. Journal of Pediatric Psychology, 19(2), 205-222.
5. Zebrack, B., Bleyer, A., Albritton, K., et al. (2006). Assessing the Health Care Needs of Adolescent and Young Adult Cancer Patients and Survivors. American Cancer Society.

Friday, March 9

Afternoon Open Sessions
4:30 – 6:00 P.M.

Session 214-5

Groups in College Counseling Centers: Facilitating Innovative Professional Development Trainings

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG

Chair:

Leann Jill Terry, PhD, Staff Psychologist and Group Therapy Coordinator, Pennsylvania State University's Center for Counseling and Psychological Services, University Park, Pennsylvania

Presenters:

Eri Suzuki Bentley, PhD, CGP, Staff Psychologist and Group Therapy Coordinator, Utah State University Counseling and Psychological Services, Logan, Utah

Jennie Sharf, PhD, Supervising Psychologist, Pace University Counseling Center, New York, New York

Huan Jacqueline Ye, PhD, Staff Psychologist and Multicultural Specialist, Syracuse University Counseling Center, Syracuse, New York

Two brief trainings (one for staff and one for trainees) in group psychotherapy will be described including the implementation of these trainings at four different college counseling centers. This session will address: how diverse needs were met; didactic, experiential and multicultural components; and effective structures of the brief trainings.

Learning Objectives:

The attendee will be able to:   

1. Identify components of effective brief staff training for group therapy and co-leadership.
2. Identify effective structure and common challenges of conducting brief group therapy training for trainees.
3. Compare and contrast the experiences of conducting trainings for senior staff versus trainees.
 

Course References:

1. Bernard, H.S., & Spitz, H.I. (2006). Training in Group Psychotherapy Supervision. New York, NY: American Group Psychotherapy Association.
2. Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and Practice (8th ed.). Belmont, CA: Brookes/Cole, Cengage Learning.
3. Johnson, C.V. (2009). A process-oriented group model for university students: A semi-structured approach. International Journal of Group Psychotherapy, 59, 511-528.
4. Kivlighan, D.M., Markin, R.D., Stahl, J.V., & Salahuddin, N.M. (2007). Changes in the ways that group trainees structure their knowledge of group members with training. Group Dynamics: Theory, Research, and Practice, 11(3), 176-186.
5. Rutan, J., Stone, W.N., & Shay, J.J. (2007). Psychodynamic group psychotherapy (4th ed.). New York, NY US: Guilford Press.
6. Weber, R.L. (2006). Principles of Group Psychotherapy. New York, NY: American Group Psychotherapy Association.

Session 215-5

Sexually Exploited and Trafficked Youth: Finding Common Ground and Building a Survivor Identity through Groups

Chair:

Pamela Guthrie, PsyD, Private Practice, Brooklyn, New York

Presenters:

Julie Lawrence, LCSW, Clinical Director, Girls Educational and Mentoring Services, Inc., New York, New York

Rachel Lloyd, MA, Executive Director and Founder, Girls Educational and Mentoring Services, Inc., New York, New York

This presentation will discuss how group therapy helps adolescent survivors of commercial sexual exploitation and sex trafficking reconnect with others, establish a survivor identity, and adopt the necessary skills, perspective, and flexible thinking style that ultimately facilitates exiting the sex trade, recovery from trauma, and resiliency. 

Learning Objectives:

The attendee will be able to:

1. Demonstrate an understanding of U.S.-based child sex trafficking and the unique challenges facing commercially sexually exploited and trafficked youth.
2. Identify specific resiliency factors in commercially sexually exploited and trafficked youth that can be enhanced and supported through group therapy.
3. Apply group interventions and use group dynamics to empower commercially sexually exploited and trafficked youth.
4. Advocate for commercially sexually exploited and trafficked youth.
 

Course References:

1. Brown, K. (2006). Participation and young people involved in prostitution. Child Abuse Review, 15, 294-312.

2. Cusick, L. (2002). Youth prostitution: A literature review. Child Abuse Review, 11, 230-251.

3. Gragg, F., Petta, I., Bernstein, H., Eisen, K., & Quinn, L. (2007). New York prevalence study of commercially sexually exploited children: Final report. Rensselaer, New York: New York State Office of Children and Family Services (OCFS).

4. Guthrie, P. (2011). Identifying resiliency factors in commercially sexually exploited and trafficked adolescents: A qualitative study. (Unpublished doctoral dissertation). Long Island University, CW Post, Brookville, NY.

5. Hotaling, N., Burris, A., Johnson, B.J., Bird, Y.M., & Melbye, K.A. (2004). Been there done that: SAGE, a peer leadership model among prostitution survivors. Journal of Trauma Practice, 2(3&4), 255-265.
 

Session 216-5

To Change and Not To Change: Using Functional Subgrouping to Contribute to the Organizational Development of AGPA

Presented under the auspices the AGPA Organizational and Development Consultation SIG

Chair:

Robert Hsiung, MD, Private Practice, Chicago, Illinois

Presenters:

Howard Kibel, MD, CGP, DLFAGPA, Clinical Professor of Psychiatry, New York Medical College, Valhalla, New York

Richard O'Neill, PhD, CGP, Associate Professor, SUNY Upstate Medical University, Syracuse, New York

Darryl Pure, PhD, ABPP, CGP, FAGPA, Associate in Clinical Psychiatry, Northwestern University, Chicago, Illinois

AGPA plans to "spread the membership focus to other audiences." Some current members, however, feel AGPA is inclusive enough already. In this session, participants learn basic functional subgrouping and use it to attempt to resolve this conflict. Work in this subsystem is intended to contribute to the organizational development of AGPA.

Learning Objectives:

The attendee will be able to:

1. Explain the basic principles of functional subgrouping.
2. Describe the dynamics of organizational change.
3. Discuss the challenges to organizations changing identities.

Course References:

1. Gantt, S.P., & Agazarian, Y.M. (2007). Phases of system development in organizational work groups: The systems-centered approach for intervening in context. Organizational & Social Dynamics, 7(2), 253-291.
2. Haddock, R. (2004). Drawing the isolate into the group flow: A commentary from a systems-centered therapy perspective. Group Analysis, 37(1), 82-90.
3. Ladden, L.J., Gantt, S.P., Rude, S., & Agazarian, Y.M. (2007). Systems-centered therapy: A protocol for treating generalized anxiety disorder. Journal of Contemporary Psychotherapy, 37(2), 61-70.
4. McCluskey, U. (2002). The dynamics of attachment and systems-centered group psychotherapy. Group Dynamics: Theory, Research and Practice, 6(2), 131-142.
5. O'Neill, R.M., & Constantino, M.J. (2008). Systems-centered training groups' process and outcome: A comparison with AGPA institute groups. International Journal of Group Psychotherapy, 58, 77-102.

 Friday, March 9
Afternoon Workshops
2:30 – 4:00 P.M.

1. Boisvert, C., & Faust, D. (2002). Iatrogenic Symptoms in Psychotherapy: A theoretical exploration of the potential impact of labels, language, and belief systems. American Journal of Psychotherapy, 56, 244-259.
2. Daniel, J., Roysircar, G., Abeles, N., & Boyd, C. (2004). Individual and Cultural-Diversity Competency: Focus on the therapist. Journal of Clinical Psychology, 60, 755-770.
3. Fonagy, P., Krause, R., & Leuzinger-Bohleber, M. (2009). Identity, Gender and Sexuality: 150 years after Freud. London: Karnac Books.
4. Gans, J., & Counselman, E. (2010). Patient Selection for Psychodynamic Group Psychotherapy: practical and dynamic considerations. International Journal of Group Psychotherapy, 60, 197-220.
5. Grunebaum, H., & Chasin, R. (1978). Relabeling and Reframing Reconsidered: The beneficial effects of a pathological label. Family Process, 17, 449-455.

Workshop 53-5

Workshop 54-5

Workshop 57-5

Using the Group in Cognitive Group Therapy

Workshop 59-5

Workshop 61-5

Dialectical Behavior Therapy and DBT-Informed Group Facilitation for People with Co-Occurring Disorders (Mental Health and Substance Misuse Issues)

Chairs:

Bente Lømo, Researcher, Clinical Psychologist, NKVTS and ATV, Oslo, Norway

Mette Jensen Skålholt,  Clinical Psychologist, Alternative to Violence: Outpatient Clinic/Domestic Violence, Oslo, Norway

This workshop will describe the content and the structure of the psychotherapy groups. We will discuss how an interactive group psychotherapy model can enhance disclosure of traumatic material in a therapeutic manner.

sharing of work experiences-didactic-demonstration-experiential

Learning Objectives:

The attendee will be able to:

1. Demonstrate bridging techniques in groups.
2. Distinguish between hypo- and hyper-arousal.
3. Demonstrate an interactive way of disclosing of trauma material in groups.
 

Course References:

1. Muscovitch, F.A., & Dalan, K. (1999). Interactive Group therapy in addiction: Intervention for dynamic groups-a manual. Training excellence and Nordlandsklinikken.
Herman, J.L. (1992). Trauma and recovery. New York: Basic Books.
2. Goodman, M., & Weiss, D. (2000). Initiating, screening and maintaining psychotherapy groups for traumatized patients. In Klein & Schermer (Eds.), Group psychotherapy for psychological trauma. New York: Guilford Press.
3. Lømo, B., & Skålholt, M.J. (2009). Interactive group psychotherapy for survivors of domestic violence - a manual.
4. van der Hart, O., Nijenhuis, E.R., & Steel, K. (2006). The haunted self Structural Dissociation and the treatment of chronic traumatization. New York: W.W. Norton & Company.

Chair:

Peter Burchard, PhD, MSW, Psychologist, Kennedy Krieger Institute, Baltimore, Maryland

Winnicott and Klein expanded their understanding of the therapeutic value of the "depth of feelings" working with youth. In youth psychotherapy groups, the depth of emotion creates an opportunity of making therapeutic use of these feelings. Understanding this experience and sharing common experiences is the task of the workshop.

didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify techniques for managing and utilizing "deep feelings" from different theoretical perspectives.
2. Identify ways in which the processing of therapist feelings lead to adaptive and maladaptive interventions in these groups.
3. State different ways of positively conceptualizing group members' experiences from the perspective of deep emotional turmoil (madness).

Course References:

1. Bettelheim, B. (1974). A Home for the Heart. New York: Knopf.
2. Winnicott, D. (1971). Playing and Reality. London: Tavistock Publication.
3. Mitchell, J. (Ed.). (1987). The Selected Melanie Klein. New York: The Free Press.
4. Redl, F. (1952). Controls from Within. Glencoe, IL: Free Press.
5. Linehan, M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. New York: Guilford Press.
 

Chair:

Andrea Grunblatt, PhD, CGP, Private Practice, Grunblatt Psychology and Counseling Offices, P.C., Kingston, New York

This workshop will provide an interactive overview of how sexual issues play a role in social interaction groups for children, preadolescents and adolescents. Facilitation, goals and potential problems will be discussed. In addition, client selection and group size will be discussed. We will also discuss how to identify and address these issues in group rather than individual therapy in the managed care era. There will also be an experiential part to the workshop, which includes some role play.

sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify appropriate ways to address sexual issues in children, preadolescents, and adolescents social interaction groups.
2. Describe the continuum of a social interaction group for children, preadolescents, and adolescents.
3. Compare the pros and cons of dealing with children’s, preadolescents’ and adolescents’ sexual issues in social interaction groups rather than in individual play-therapy.
 

Course References:

1. Corey, M.S., & Corey, G. (2002). Groups: Process and Practice (6th ed). Pacific Grove, CA: Brooks/Cole Publishing.
2. Lomanco, S., Scheidlinger, S., & Aronson, S. (2000). Five decades of children's group treatment: An Overview. Journal of Child and Adolescent Group Therapy, 10, 77-96.
3. Malchiodi, C.A. (2008). Creative Interventions with Traumatized Children. New York: Guilford.
4. O'Connor, K. (2000). Group play therapy (Ch. 15). In K. Connor (2 Ed.), The Play Therapy Primer (pp. 413-435). New York: John Wiley & Sons.
5. Schaefer, C.E., & Reid, S.E. (2001). Game Play. New York: Wiley & Sons, Inc.
6. Sheppard, T.L. (2008). Group Psychotherapy with Children. New York: American Group Psychotherapy Association, Inc.
 

 Friday,March 9
Afternoon Workshops
4:30 – 6:00 P.M.

Workshop 66-5

Not Again!! The Compulsion to Repeat Bad Relationships and How Group Therapy Can Help

Chair:

Mary Nicholas, LSCW, PhD, CGP, FAGPA, Private Practice, New Haven, Connecticut

Drawing on psychoanalysis, attachment theory and neuroscience, the leader will shed light on the perplexing question of why some people compulsively repeat abusive, painful relationships. Discussion of work experiences will illustrate how, through group enactments and corrective attachment experiences, group provides the most effective therapy for this problem.

demonstration-didactic-sharing of work experiences-experiential

Learning Objectives:

The attendee will be able to: 

1. Knowledgeably discuss theories from psychoanalysis, attachment theory and neuroscience that explain the compulsion to repeat bad relationships.
2. Better recognize and work with enactments in the group of repeated dysfunctional romantic relationships.
3. Explain and work with processes in the group that enhance secure attachment in members.

Course References:

1. Flores, P. (2004). Addiction as an Attachment Disorder. Northvale, NJ: Aronson.
2. Flores, P. (2010). Group psychotherapy and neuro-plasticity: An Attachment theory perspective. International Journal of Group Psychotherapy, 547-570.
3. Lewis, T.A. (2000). A General Theory of Love. New York: Random House.
4. Nicholas, M. (2012). The Compulsion to Repeat Bad Relationships and How Group Therapy Can Help. (submitted for publication).
5. Schore, A. (2003). Affect regulation and disorders of the self. New York: Norton.
 

Workshop 67-5

Dealing with Character and Irrepressible Pain in Group Treatments

Chair:

James Tyler Carpenter, PhD, ABPP, FAACP, Private Practice, Quincy and Boston, Massachusetts

In the current culture of multiple problems and fixes, the emergence of traumatic pain and disconnection in an interpersonal context cries out for acknowledgment and containment for the sufferer and those touched by them. The workshop will actively explore the parameters of dealing with trauma past and present in groups.

experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:

The attendee will be able to: 

1. Identify personal strengths and weaknesses in working with such groups.
2. Construct more effective ways of working with these groups.
3. Engage in a group around the issues of the groups of which we are intentional and inadvertent members.
4. Compare and contrast different types of techniques for dealing with the problems in various group settings.
5. Integrate an expanded knowledge of group psychology into our overall clinical responsibilities.
 

Course References:

1. Carpenter, J.T. (1977). Further considerations on "A theoretical framework for group psychotherapy": A summary and critique. Journal of Contemporary Psychotherapy, 9, 83-88.
2. Carpenter, J.T. (2003). “Men with attitude”: Essentials and paradoxes in the group therapy of violent and aggressive men. In Barbara Schwartz (Ed.), Correctional psychology: Practice, programming, and administration. Kingston, NJ: Civic Research Institute.
3. Carpenter, J.T. (2004). “Back to the future”: Franz Alexander (1963) reconsidered. Journal of Psychotherapy Integration, 14(4), 360-370.
4. Carpenter, J.T. (2007). Sex in the Stone City – Behind Prison Walls. The National Psychologist, 16(6), 11.
5. Carpenter, J.T. (2009). As Good As It Gets: When Treatment Works in Prison. The National Psychologist, pp.17.
 

Workshop 68-5

Grieving Loss and Death through Group Relationships and Metaphor

Chairs:

Donna DiCello, PsyD, Associate Director, University of Hartford, West Hartford, Connecticut

Lorraine Mangione, PhD, Director of Practica, Antioch University New England, Keene, New Hampshire

Groups provide a context for people to work through loss and grief. Metaphors serve as vehicles for accessing the unconscious in grief, deepening the process and making it bearable. Utilizing the group format, participants will create their own metaphors for grieving and develop applications for clinical work with grieving clients.

experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:

1. Discuss and utilize the ways in which group relationships are important to the grieving process.
2. Appraise the value of metaphor in dealing with painful affective experiences such as loss and death.
3. Identify their own use of metaphor with regard to coping with loss and death, and ways to help clients identify and use such metaphors in the group context.
 

Course References:

1. Piper, W.E., McCallum, M., & Azim, H.F.A. (1992). Adaptation to loss through short-term group psycho-therapy. New York: Guilford.
2. Mangione, L., Forti, R., & Iacuzzi, C.M. (2007). Ethics and endings in group psychotherapy: Saying good-bye and saying it well. International Journal of Group Psychotherapy, 57, 25-40.
3. Nadeau, J.W. (2006). Metaphorically speaking: The use of metaphors in grief therapy. Illness, Crisis & Loss, 14(3), 201-221.
4. Pardess, E. (2004). Harnessing the power of metaphors in group-work with bereaved families. Paper presented at the 3rd Global Conference "Making Sense of Dying and Death."
5. Siegelman, E.Y. (1993). Metaphor and meaning in psychotherapy. New York: Guilford Press.
 

Workshop 69-5

Teaching about Trauma: The Classroom Group Context as a Frame for Safe, Reflective Learning 

Presented in cooperation with the AGPA Community Outreach Task Force

Chair:

Madelyn Miller, LCSW, CGP, Private Practice, New York, New York

This workshop considers the challenges of teaching about trauma across academic, institute, and continuing education settings, including under conditions of disaster, viewing the group frame of a class as a rich resource. Discussion includes considering trauma-specific dynamics arising, a safe, relational frame, student and instructor experience, vicarious trauma, and self-care to enhance learning and reflection.

didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:

The attendee will be able to: 

1. Identify several challenges the instructor faces in teaching about trauma.
2. Discuss a number of trauma-specific dynamics arising in trauma teaching contexts.
3. State several ways the group context of the class can enhance safe, reflective learning about trauma.

Course References:

1. Danieli, Y. (1994). Countertransference, trauma, and training. In J.P. Wilson & J.D. Lindy (Eds.), Countertranference in the treatment of PTSD. New York: Guilford Press.
2. Felman, S. (1992). Education and crisis, or the vicissitudes of teaching. In S. Felman & D. Laub (Eds.), Testimony: Crises of witnessing in literature, psychoanalysis, and history. New York: Routledge.
3. McCammon, S. (1995). Painful pedagogy: Teaching about trauma in academic and training settings. In B.H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators. Baltimore, MD: Sidran Press.
4. Miller, M. (2001). Creating a safe frame for learning: Teaching about trauma and trauma treatment. Journal of Teaching in Social Work, 21, 3 & 4, 159-176.
5. Saakvitne, K.W., & Pearlman, L.A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York: W. W. Norton.

Workshop 70-5

Multi-Culturalism, Cross-Culturalism, and Multi-Nationalism

Chairs:

Sarit Shay, MSW, Teacher, Tel Aviv University, Tel Aviv, Israel

Orit Nuttman-Shwartz, PhD, Dean, School of Social Work, Sapir College, Sderot, Israel

The aim of this workshop is to enable participants to examine how personal, social, and group dialogue is conducted in light of the visible and invisible dimensions of cultural representations and as results of national and social conflicts. In addition, the workshop aims to examine whether the facilitator and the participants in the group distinguish the factors that impede communication and those that promote communication in the encounter among people from different, unfamiliar backgrounds.

experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:

The attendee will be able to:   

1. Cite culturalism, cross-culturalism, and multi-nationalism motives in group work and therapy.
2. Identify the visible and invisible dimensions of cultural representations in the group.
3. Describe group dynamics as results of national and social conflicts.
 

Course References:

1. Nuttman-Shwartz, O., & Berger, R. (In press). International social work: Where we are and where we should go. International Journal of Social Work.
2.Duffy, J., Ramon, S., Guru, S., Cemlyn, S., Lindsay, J., & Nuttman-Shwartz, O. (under review). Developing a social work curriculum on political conflict – findings from an IASSW funded project. EJSW.
3. Barlow, C.A. (2007). In the third space: A case study of Canadian students in a social work practicum in India. International Social Work, 50, 243-254.
4. Beecher, B., Reeves, J., Eggersten, L., & Furuto, S. (2010). International students' transferability in social work education and practice. International Social Work, 53, 203-216.
5. Magnus, P. (2009). Preparation for social work students to do cross-cultural clinical practice. International Social Work, 52, 375–385.
 

Workshop 71-5

Battling Therapist Burnout-An Art Therapy Experience

Chair:

Renee Van Der Vennet, PhD, LPC, ATRBC, LMHC, CGP, Assistant Professor, Nazareth College, Rochester, New York

This group can provide an opportunity for participants to identify burnout symptoms, reduce burnout symptoms using an art therapy intervention, and connect with peers in a group with similar experiences. The art therapy experience is based on Jungian concepts in support of individuation that supports personal growth and self-care.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:

1. Identify symptoms of burnout, and specifically those symptoms that relate personally to the participant.
2. Create an art therapy product as a result of an art therapy intervention based on Jungian concepts that they experienced to deal with burnout.
3. List coping skills to deal with burnout, and specifically those skills that relate personally to the participant.

Course References:

1. Follette, V.M., Polusny, M.M., & Milbeck, K. (1994). Mental health and law enforcement professionals: Trauma history, psychological symptoms, and impact of providing services to child sexual abuse survivors. Professional Psychology: Research and Practice, 25(3), 275–282.
2. Kahill, S. (1988). Symptoms of professional burnout: A review of the empirical evidence. Canadian Psychology, 29(3), 284–297.
3. Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press, Inc.
4. Munroe, J.F. (1999). Ethical issues associated with secondary trauma in therapists. In B. Hudnall Stamm (Ed.), Secondary Traumatic Stress: Self-care issues for clinicians, researchers, & educators (2nd ed.). (pp. 221–229). Lutherville, MD: Sidran Press.
5. van der Vennet, R. (2002). A study of mental health workers in an art therapy group to reduce secondary trauma and burnout. Dissertation Abstracts International, 63 (9-B), 4389. (UMI No. 3065615).

Workshop 72-5

Treating the Psychotic Element in Everyday Group Thinking

Chairs:

Clive Hazell, PhD, Professor, The Art Institute of Chicago, DeVry University, Chicago, Illinois

Diana Semmelhack, PsyD, Associate Professor of Clinical Psychology, Midwestern University, Downers Grove, Illinois

Psychotic like processes operate in everyday groups particularly in psychiatric hospital settings. These processes characterized by splitting, denial and projective identification exhibited by staff towards patients may undermine psychological treatment perpetuating psychotic-like states. Attention will be given to how psychotic tendencies can be harnessed for creative rather than destructive purposes.

didactic-demonstration-sharing of work experiences-experiential

Learning Objectives:

The attendee will be able to: 

1. Operationalize how Kleinian theories relate to psychotic group process.
2. Analyze how psychotic process can emerge in everyday groups.
3. Review how staff operating in psychiatric hospital settings may be particularly vulnerable to these processes.
4. Appraise how psychotic group processes in hospital settings can undermine the treatment of psychiatric patients.
5. Demonstrate strategies for reducing the psychotic process in everyday groups (specifically in psychiatric settings) and methods for harnessing the power of the group to facilitate the healing process.
 

Course References:

1. Bion, W.R. (1954). Group dynamics: A re-view. In M. Klein, P. Heimann & R.E. Money-Kyrle (Eds.), New directions in psycho-analysis (pp. 440-477). New York: Basic Books.
2. Hazell, C. (2005). Imaginary Groups. Bloomington, IN: Authorhouse.
3. Jaques, E. (1954). Social systems as defense against persecutory and depressive anxiety. In M.Klein, P. Heimann & R.E. Money-Kyrle (Eds.), New directions in psycho-analysis (pp. 440- 477). New York: Basic Books.
4. Menzies-Lyth, I. (1988). Containing anxiety in institutions: Selected essays. London: Free Association Books.
5. Semmelhack, D., Hazell, C., & Hoffman, W. (2008). The impact of group-as-a-whole work on anxiety and depression in a severely mentally ill population. The Journal for Specialists in Group Work, 33, 43-60.
 

Workshop 73-5

Family Genograms: Sharing Common Ground

Chair:

Frédéric La Belle, MFA, MFT, CGP, Director (retired), Montreal Family Institute, Montreal, Quebec, Canada

An experiential exploration of the family: its history, contex, relationships, and teh circumstances and events that allow us to discover and accept who we are. An investigation into time: past, present, and future.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:   

1. Construct, read, and use a genogram to explore family relationships.
2. Apply systemic dynamics to family-of-origin practice.
3. Utilize new learnings and practice skills in guiding others doing family work.

Course References:

1. Laqueur, P. (1973). Multiple Family Therapy: Questions and Answers, in Techniques of Family Psychotherapy (Ed.). New York: D.A. 1. Duhl, F.J., & Kantor, D. (1973). Learning Space and Action in Family Therapy: A Primer of Sculpture. In D.A. Bloch (Ed.), Techniques of Family Therapy: A Primer. New York: Grune & Stratton.
2. McGoldrick, M., Gerson, R., & Petry, S. (2007). Geongrams, Assessment and Intervention (3rd ed.). New York: WW Norton.
3. Nerin, W.F. (1986). Family Reconstruction: Long Day's Journey Into Light. New York: WW Norton.
4. Langlois, D. & L. (2005). La Psychogenealogie: Transformer son heritage psychologique, Les Editions de l'Homme. Montreal.
5. Garnier, A.M., & Mosca, F. (2005). Genogrammes: Mille et un contes de familles, Relations eres. Ramonville Sainte Agne.

Workshop 74-5

IMAGO: Restoring Ruptures in Connection

Chair:

Carol Kramer, MSW, CSW, Private Practice, New York, New York

"We're born in relationship, we're wounded in relationship and we're healed in relationship."  Ruptures in childhood connection affect the individual's ability to form healthy adult relationships. Imago therapy groups are based on the dynamics of "connection, rupture and repair: A unique dialogue format is used to create strong group connections. Group members learn conscious, empathic attunement, replacing reactive, defensive responses.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:

1. Practice using the Imago Dialogue.
2. Identify childhood wounds and character adaptations.
3. Compare/contrast psychodynamic groups to Imago therapy groups. 

Course References:

1. Hendrix, H. (1992). Getting the Love You Want: A Guide for Couples. New York: Simon & Shuster, Inc.
2. Hendrix, H. (1992). Keeping the Love You Find. New York: Atria Books.
3. Hendrix, H., & Hunt, H. (2004). Receiving Love: Transform your relationship by letting yourself be loved. New York: Atria Books.
 

Workshop 75-5

Practicing Cultural Awareness: “Honor” in Group Trauma Therapy with Women Survivors of Sexual Abuse in Turkey

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG and Women's SIG

Chairs:

Aslihan Sayin MD, Associate Professor of Psychiatry, Department of Psychiatry, Faculty of Medicine, Gazi University, Ankara, Turkey

Leyla Welkin, PhD, CGP, Project Director, Pomegranate Connection Project, Ankara, Turkey

Culture affects both trauma experience and treatment. Through lecture, discussion and experiential activities, workshop participants will explore namus or "honor" as an example of a significant cultural difference in group trauma treatment with adult women sexual abuse survivors in Turkey. Participants will reflect on cultural awareness skills for effective treatment of trauma survivors from different cultural backgrounds.

didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:

1. Describe the difference between understanding of self in relational and individualistic cultural contexts.
2. Contrast the challenges of disclosure for sexual abuse survivors when namus is a cultural factor and when it is not.
3. Appraise more accurately their own level of flexible cultural awareness with relation to trauma treatment in groups.

Course References:

1. Herman, J.L. (1997). Trauma and Recovery. New York: Basic Books.
2. Kagitcibasi, C. (2005). Autonomy and Relatedness in Cultural Context: Implications for Self and Family. Journal of Cross-Cultural Psychology, 36, 403.
3. Kim, U. (1994). Individualism and collectivism: Conceptual clarification and elaboration. In U. Kim, H.C. Triandis, C. Kagitcibasi, S. Choi & G. Yoon (Eds.), Individualism and Collectivism: Theory, methods, and applications. Vol. 18 Cross-cultural research and methodology series (pp. 19-40). Thousand Oaks: Sage Publications.
4. King, D.E. (2008). The personal is patrilineal: namus as sovereignty. Identities: Global Studies in Culture and Power, 15, 317-342.
5. Welkin, L., Sayin, A., & Candansayar, S. (peer reviewed not yet published in International Journal of Group Psychotherapy) Beyond Sensitivity to Cultural Awareness: A Model for Modification of Trauma Therapy Approaches and its Application in Turkey.
 

Workshop 76-5

Developing a Social Skills Training Group for Children and Their Parents

Chair:

Cathi Cohen, LCSW, CGP, Private Practice, In Step, Fairfax, Virginia

Based on the twenty years of collected data and experience of Stepping Stones, a social skills training program for children and their parents, this workshop will prepare private practice group therapists to create, structure, run social skills training groups for children and their parents. Using a cognitive-behavioral framework, therapists will learn specific techniques, games, exercises, and activities which will help them teach children the interpersonal skills they need to succeed in later life as well as to coach their parents in reinforcing learned skills at home.

didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:

The attendee will be able to:

1. Develop a specific structure and format for a social skills training program to implement in their work setting.
2. Build exercises and techniques to use in their therapy groups with children and their parents.
3. Utilize homework in group with parents and children.
4. Develop parent coaching skills to use in parent coaching group sessions.

Course References:

1. Cohen, C. (2000). Raise Your Child's Social IQ - Stepping Stones to People Skills for Kids. Silver Spring, MD: Advantage Books.
2. Asher, S.R., & Coie, J.D. (Eds.). (1990). Peer Rejection in Childhood. New York: Cambridge University Press.
3. Nowicki, S., & Duke, M. (1992). Helping the Child Who Doesn't Fit In. Atlanta, GA: Peachtree Publishers.
4. Cohen, C. (2008). Outnumbered, Not Outsmarted: An A to Z to Working with Kids and Teens in Groups. Silver Spring, MD: Advantage Books.
5. Greenspan, S., & Salmon, J. (1993). Playground Politics: Understanding the Emotional Life of Your School-Age Child. New York: DeCapo Press.
6. Madorksy Elman, N., & Kennedy-Moore, E. (2003). The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends. New York: Hachette Book Group.
 

Workshop 77-5

Social Skills Groups for Kids (Children and Adolescents) on the Spectrum

Chairs:

Jo Hariton, PhD, CGP, Assistant Professor of Social Work in Psychiatry, Weill Cornell Medical College, New York Presbyterian Hospital, White Plains, New York

Andrew Robins, PhD, Assistant Professor of Psychology in Psychiatry, Weill Cornell Medical College, New York Presbyterian Hospital, White Plains, New York

This workshop will focus on social skills groups for children/adolescents who have Aspergers Disorder, or Pervasive Developmental Disorders, NOS. We will discuss a model of intervention for outpatient groups, focusing on specific interventions based upon developmental needs. What works and what doesn't work will be addressed.

demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:

1. Describe a group model for working for kids on the spectrum.
2. Choose interventions that are age appropriate for working with this population of children and adolescents.
3. Apply techniques for varying situations in groups such as children who have difficulty picking up social cues, adolescents who have difficulty showing interest in others, children who have difficulty playing with others.

Course References:

1. Greene, M.L., Hariton, J.R., Robins, A.L., & Flye, B.L. (2011). Children's Social Competence, Theory and Intervention. Hauppauge, NY: Nova Pub.
2. Dixon, D., Tarbox, J., & Najdowski, A. (2009). Social skills in autism spectrum disorders. In J.L. Matson (Ed.), Social behavior and Skills in Children (p.117-139). New York: Springer Science.
3. Attwood, T. (2007). The Complete Guide to Asperger's Syndrome. London: Jessica Kingsley Pub.
4.Ozonoff, S., & Miller, J. (1995). Teaching theory of mind: a new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415-433.
5. Laugeson, E., & Frankel, F. (2010). Social Skills for Teenagers with Developmental and Autism Spectrum Disorders. New York: Routledge.

Workshop 78-5

Psychoeducational Groups in a Hospice Bereavement Program

Chairs:

Jeffrey Barg, MSS, Bereavement Coordinator, Penn Wissahickon Hospice, Philadelphia, Pennsylvania

Terence Carroll, MSS, CGP, Manager, Support Services, Penn Wissahickon Hospice, Philadelphia, Pennsylvania

Maureen Erdlen, MSS, MLSP, Administrative Bereavement Coordinator, Penn Wissahickon Hospice, Philadelphia, Pennsylvania

Hospice is required to provide 13 months of bereavement support for family/caregivers following the patient's death. This hospice bereavement program utilizes a variety of open and close ended groups to provide supportive, psychoeducational services to bereaved individuals in a range of settings. These will be presented and discussed.

didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:

The attendee will be able to:

1. Describe the purpose and method for screening clients for supportive bereavement groups.
2. Explain why it is not a good idea to mix young widows in a group with old widows.
3. Contrast the purpose of close-ended bereavement support groups with open ended bereavement support groups.

Course References:

1. Stroebe, M.S., Hanson, R.O., Stroebe, W., & Schut, H. (2001). Handbook of Bereavement Research: Consequences, Coping, and Care. Cambridge, MA: University of Cambridge Press.

2. Lieberman, M. (1993). Bereavement Self-Help Groups: A review of conceptual and methodological issues. In Stroebe, Stroebe & Hanson (Eds.), Handbook of Bereavement: Theory, Research and Intervention. Cambridge, MA: University of Cambridge Press.

3. Stylianos, S.K., & Vachon, M.L.S. (1993). The Role of Social Support in Bereavement. n Stroebe, Stroebe & Hanson (Eds.), Handbook of Bereavement: Theory, Research and Intervention. Cambridge, MA: University of Cambridge Press.

4. Yalom, I., & Lieberman, M.A. (1991). Spousal Bereavement and Heightened Existential Distress. Psychiatry, 54(4), 334-45.

5. Goodkin, K., Blaney, N.T., Feaster, D.J., et al. (1999). A bereavement support group reduced grief and distress in bereaved, homosexual men. Archives of General Psychiatry, 56, 52.

Friday, March 9

Group Psychotherapy Foundation Evening Event

9:00 P.M.

The Rhythm Dogs

Thursday, March 8:

• Overview of Thursday Sessions

• Event Descriptions for Thursday

Saturday, March 10:

• Overview of Saturday Sessions

• Event Descriptions for Saturday