69th Annual Conference

Sessions and Workshops

Saturday, March 10

Presenter:

Robert S. Pepper, LCSW, PhD, CGP, Director of Training, Long Island Institute for Mental Health, Rego Park, New York

Altering the frame of analytic group psychotherapy always has an impact on the treatment. While boundary crossings are not inherently boundary violations, they may still be problematic. This session will discuss the differences. Such diverse topics as dual relationships, running groups from the home office setting and raising group fees are examples of boundary crossings. The potential harm in interpreting as transference and resistance all group members' negative treatment reactions to these phenomena will be addressed.

1. Identify seven potential dangers of boundary crossings.

2. Discern the differences between boundary crossings and boundary violations.

3. Analyze the symptoms of iatrogenic treatment reactions.

1. Pepper, R. (1990). When Transference Isn't Transference. Journal of Contemporary Psychotherapy, 20(3), 141-153.

2. Mullan, H. (1987). The Ethical Foundations of Group Psychotherapy. International Journal of Group Psychotherapy, 37(3), 403-416.

3. Dulchin, J., & Siegel, A. (1982). The Ambiguity of Confidentiality in a Psychoanalytic Institute. Psychiatry, 45(1), 27-37.

4. Laing, R.D. (1970). KNOTS. New York: Pantheon Books.

Presenter:

Revaz Korinteli, MD, FAGPA, Professor, Ilia State University, Tbilisi, Georgia

Thematic and free drawing can be the valuable tool for communicating with group members who have a hard time expressing themselves verbally. Every picture tells a story and helps group members become more sensitive and empathetic to each other through their drawings. Group members learn to feel confident in working with drawing to recognize not yet revealed inner conflicts. Thematic and free drawings have diagnostic and prognostic abilities with different kinds of patients. They are used as a projective technique.
 

Learning Objectives:

The attendee will be able to: 

1. Describe theoretical consideration from historical perspective.

2. Describe thematic and free drawings and distinguish differences between them.
3. Identify diagnostic and prognostic abilities of the thematic and free drawings with different kinds of patients.
4. Analyze the diagnostically valuable differences between associations of different kinds of patients on their drawings.
5. Identify drawings influence on group process.
 

Course References:

1. Jung, C.G. (1968). Man and His Symbol. Garden City, NY: Doubleday and Company Inc.
2. Naumburg, M. (1973). An Introduction to Art Therapy Studies of a "Free" Art Expression of Behavior Problem of Children and Adolescents as a Means of Diagnosis and Therapy. New York and London: Teachers College, Columbia University.
3. Furth, G. (1988). The Secret World of Drawings: Healing Through Art. Boston, MA: Sigo Press.
4. Hammer, E.F. (1975). The House and Tree. Person Projective drawing Technique: Content Interpretation. In E.F. Hammer (Ed.), The Clinical application of Projective Drawings. Springfield: IL: C.C. Thomas Publishers.
5. Wallace, E. (1987). Healing through the visual arts: A Jungian approach. In J. Rubin (Ed.), Approaches to art therapy (pp. 95–107). New York: Brunner/Mazel.
 

Presenters:

Rachel Eddins, MEd, LPC, CGP, Private Practice, Houston, Texas

Jana Rosenbaum, LCSW, CGP, Private Practice, Houston, Texas

Participants will learn about using Intuitive Eating in a group setting to teach clients with disordered eating how to create a healthy relationship with food, mind and body by tuning into body cues, practicing mindfulness, and honoring emotions without using food. Based on Intuitive Eating by Tribole and Resch.
 

1. Define Intuitive Eating as it is used as a recovery tool for disordered eating.
2. Summarize the Ten Principles of Intuitive Eating.
3. Identify clients who are appropriate for Intuitive Eating group psychotherapy.
4. Apply the principles of Intuitive Eating in a group setting.

1. Bacon, L., et al. (2002). Evaluation of a "non-diet" wellness intervention for improvement of metabolic fitness, psychological well-being, and eating and activity behaviors. International Journal of Obesity, 26, 854-865.
2. Brunstrom, J., & Mitchell, G. (2006). Effects of distraction on the development of satiety. British Journal of Nutrition, 96, 761-769.
3. Epstein, L., Temple, J., Roemmich, J., & Bouton, M. (2009). Habituation as a determinant of human food intake, Psychology Review, 116(2), 384-407.
4. Matz, J., & Frankel, E. (2004). Beyond a Shadow of Diet: The Therapist's Guide to Treating Compulsive Eating. New York: Brunner-Routledge.
5. Polivy, J., & Herman, C.P. (1999). Distress and eating: Why do dieters overeat? International Journal of Eating Disorders, 26, 153-164.
6. Polivy, J. (1996). Psychological consequences of food restriction. Journal of American Dietetics, 96, 589-592.
7. Tribole, E., & Resch, E. (2003). Intuitive Eating: A Revolutionary Program that Works. New York: St Martin's Press.
8. Tylka, T.L. (2006). Development and Psychometric Evaluation of a Measure of Intuitive Eating. Journal of Counseling Psychology, 53, 226-240.

Presenter:

Alyson Stone, PhD, CGP, Private Practice, Austin, Texas

The psychological impact of religion is significant and its effect in groups is powerful. Although religion can be a positive influence, this presentation will focus on the ways it can negatively affect mental health and the process of psychotherapy. Topics will include the challenges of countertransference and ethical considerations.

Learning Objectives:

The attendee will be able to: 

1. Describe Spiritual Bypassing and one way it can be used.
2. List two ways religion can negatively affect someone psychologically.
3. Identify ways countertransference can impact the therapeutic process.
 

Course References:

1. Griffith, J.L. (2010). Religion that heals, religion that harms: A guide for clinical practice. New York: Guilford.
2. Winell, M. (1993). Leaving the fold: A guide for former fundamentalists and others leaving their religion. Berkeley, CA: Apocryphile Press.
3. Masters, R.A. (2010). Spiritual Bypassing: When spirituality disconnects us from what really matters. Berkeley, CA: North Atlantic Books.
4. Paloutzian, R.F., & Park, C.L. (Eds.). (2005). Handbook of the Psychology of Religion and Spirituality. New York: Guilford Press.
5. Schermer, V.L. (2003). Spirit and psyche: A new paradigm for psychology, psychoanalysis, and psychotherapy. New York: Jessica Kingsley Publishers.

Presenter:

Rachel Collins, MS, NCC, Clinical Therapist, Cornell Scott Hill Health Center Child and Family Guidance Clinic, New Haven, Connecticut

This presentation will focus on the implementation of a group format to work with adolescent girls on topics ranging from body image, self esteem, relationships and social networking. Participants will gain the opportunity to review a new curriculum and experience activities as presented to group members.

Learning Objectives:

The attendee will be able to: 

1. Identify activities appropriate to use with adolescent girls in addressing developmental concerns.
2. Arrange based on the curriculum given a Girl Talk group.
3. Detect participants for the specific group based on criteria given.

Course References:

1. Kupkovits, J. (2008). Relational aggression in girls: A prevention and intervention curriculum with activities & lessons or small groups and classrooms. Chapin, SC: YouthLight.
2. Norby, A. (2008). Girls in the lead: A small-group strength based curriculum for helping girls in grades 6-12 to effectively deal with relational aggression and other social/emotional challenges. Chapin, SC: YouthLight.
3. Simmons, R. (2004). Odd girl speaks out: Girls write about bullies, cliques, popularity, and jealously. New York: Harcourt, Inc.
4. Taylor, J.V., & Trice-Black, S. (2007). Girls in real life situations: Group counseling activities for enhancing social and emotional development. Champaign, IL: Research Press.
5. Taylor, J.V. (2008). Salvaging sisterhood: A small group counseling and classroom curriculum for relationally aggressive girls (grades 5-12). Chapin, SC: YouthLight.
 

Presenter:

Roberta Jellinek, PhD, Individual and Group Psychotherapist, New York, New York

The focus of this presentation is the integration of humor and two selected Systems-Centered Therapy (SCT) concepts: centering and subgrouping, in weekly geriatric group therapy sessions. Group members, who attend an out-patient day center, range in age from 55-90, with an median age of 75. All are Medicaid eligible, are variously compromised by an array of physical and mental impairments but, in this case, are active participants.

Learning Objectives:

The attendee will be able to: 

1. Show how the use of humor (participants evaluating jokes being presented by the group leader) helps cohere, enliven, and empower group participants.
2. Show how helping a group 'center' at the beginning of the session, helps create an important boundary between the group room and the outside.
3. Show how the leader's adapted use of the SCT (Systems-Centered Treatment) concept of 'subgrouping' allows group members to resonate around similarities and hold for differences, achieving a depth of discussion heretofore not achieved.

Course References:

1. Agazarian, Y.M. (1997). Systems-Centered Therapy for Groups. New York: Guilford Press.
2. Agazarian, Y.M. (2000). The language of functional subgrouping. Philadelphia, PA: Good Enough Press.
3. Gantt, S.P., & Agazarian, Y.M. (Eds.). (2006). SCT in clinical practice; applying the systems-centered approach with individuals, families, & groups. Livermore, CA: Wing Span Press.
4. Kruse, B.G., & Prazak, M. (2006). Humor & Older Adults: What Makes Them Laugh? Journal of Holist Nursing, 24(3), 188-193.
5. Richman, J. (1995). The Lifesaving Function of Humor with the Depressed & Suicidal Elderly. The Gerontologist, 35(2), 271-275. 

Presenter:

Francis Kaklauskas, PsyD, CGP, FAGPA , Co-Director, Group Training Program, University of Colorado, Boulder, Colorado

As group psychotherapy has become increasingly specialized, a gap has needlessly developed between individuals who focus primarily on clinical work and those who focus on research and teaching. This discussion explores possible misunderstandings and potential opportunities for more integration between these two specializations.

Learning Objectives:

The attendee will be able to:

1. Explain the different goals of outcome and process research.
2. Discuss the major components of the therapeutic relationship with a group leader.
3. Summarize the strengths and limitations of increased specificity of group outcome research.

Course References:

1. Kivlighan, D.M., Jr., & Holmes, S.E. (2004). The importance of therapeutic factors studies: A typology of therapeutic factor studies. In J.L. Delucia-Waack, D.A. Gerrity, C.R. Kalodner, & M.T. Riva (Eds.), Handbook of group counseling and psychotherapy (p. 22-36). Thousand Oaks, CA: Sage.
2. Greenberg, L.S. (2000). Forward. In A. Beck, A & C, Lewis (Eds.) (2000) (Eds.), The process of group psychotherapy systems for analyzing change (xiii-xvi). Washington, DC: American Psychological Association.
3. Burlingame, G., Mackenzie, K.R., & Strauss, B. (2007). Small-group treatment: Evidence for effectiveness and mechanisms of change. In M. Lambert (Ed.), Bergin and Garfield's handbook of psychotherapy and behavior change (5th ed.) (pp. 647-696). New York: Wiley.
 

Colloquy 9

Small-Town Group Therapy and the AGPA Annual Conference: Talk about Group as Common Ground!

Presenter:

Michael Harris, MA, LPC, LAC, CGP, Private Practice, Salida, Colorado

This presentation will explore how preexisting relationships and contact impacts the here-and-now of the demo group experience. The AGPA Annual Conference mirrors the experience of clients who participate in psychotherapy groups meeting in rural areas. It often occurs that clients have a preexisting relationship or happen to shop in the same grocery store. These contacts impact the therapeutic container and have to be discussed within the group. The knowledge and skills gained in this session will be generalizable to the group therapist who works in a rural setting.

Learning Objectives:

The attendee will be able to:

1. Distinguish between inevitable and destructive dual relationships.
2. Discuss how he or she will approach dual relationships with clients.
3. Plan to maintain personal and professional boundaries while being connected to a community.

Course References:

1. Schank J.A. (1997). Dual-relationship dilemmas of rural and small-community psychologists. Professional Psychology: Research and Practice, 28, 24-29.
2. Lane, B., Roufiel, L.M., Williams, S., & Tweedie, R. (2002). It's just different in the country: Postnatal depression and group therapy in a rural setting. In A.C. Jackson & S.P. Segal (Eds.), Social Work Health and Mental Health: Practice Research and Programs (333-348). Psychology Press.
3. Campbell, C.D., & Gordon, M.C. (2003). Acknowledging the inevitable: Understanding multiple relationships in rural practice. Professional Psychology: Research and Practice, 34, 430-434.
4. Moleski, S.M., & Kiselica, M.S. (2005). Dual Relationships: A Continuum Ranging From the Destructive to the Therapeutic. Journal of Counseling & Development, 83, 3-11.
5. Jameson, J.P. & Blank, M.B. (2007). The Role of Clinical Psychology in Rural Mental Health Services: Defining Problems and Developing Solutions. Clinical Psychology: Science & Practice, 14, 283-298. 

All-Day Courses
Saturday, March 10

9:00 - 11:30 A.M. & 1:30 - 4:00 P.M. 

C6. Addictions as an Attachment Disorder   

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

Director:

Philip Flores, PhD, ABPP, CGP, LFAGPA, Adjunct Faculty, Emory University, Atlanta, Georgia

The emergence of Modern Attachment Theory reflects a conceptual revolution that has evolved over the last ten years which synthesizes the best ideas of the relational models of psychodynamic theory, the cognitive sciences, child development, and neurobiology. Not only has attachment theory helped shift psychoanalytic thinking from classical drive or instinct theory to a relational approach, it also furnishes an all encompassing theoretical formula for understanding addiction and the difficulties that the typical addict and alcoholic brings to treatment. This course will demonstrate ways that Modern Attachment Theory and Affect Regulation Theory provide an effective theoretical formula for informing the delivery of group therapy, as well as the treatment of addiction.
 

Learning Objectives:

The attendee will be able to:

1. Describe ways that attachment theory and self psychology are applied to therapy, especially with patients who suffer from character pathology, and substance abuse.
2. Describe why early treatment strategies need to differ from later stage treatment strategies.
3. Express different styles of attachment (Avoidant, Ambivalent, Disorganized & Secure) and their relationship to treatment.
4. Identify the ways that secure base and exploration are intricately connected.
5. Distinguish between different attachment styles and learn how these attachment styles impact the therapeutic alliance and treatment outcome.
6. Identify the differences between explicit and implicit learning, memory and knowledge.
7. Review evidence from neuro-imaging studies indicating that strong attachment bonds shape and influence the neurobiology and the neuroplasticity of the brain.
8. State the importance of enriched environments that promote optimal levels of emotional arousal for the promotion of brain change.
 

Course References:

1. Lewis, T., Amini, F., & Landon, R. (2000). A general theory of love. New York: Random House.
2. Flores, P.J. (2004). Addiction as an attachment disorder. Northvale, NJ, Jason Aronson Press.
3. Fonagy, P., Gergely, G. Jurist, E.L. & Target, M. (2002). Affect regulation, mentalization and the development of the self. New York: Other Press.
4. Mikulincer, M., & Shaver, P.R. (2007). Attachment in Adulthood: Structure, Dynamics, & Change. New York: Guilford Press.
5. Cozolino, L. (2006). The neuroscience of human relationships: Attachment and the developing brain. New York: Norton.

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

Saturday, March 10
All-Day Workshops

9:00 – 11:30 A.M. & 1:30 – 4:00 P.M.

Workshop 79a

Becoming Who We Are in Groups: A Jungian Approach to Depth Psychotherapy in Groups

Chair:

Justin Hecht, PhD, CGP,  Clinical Adjunct Faculty, University of California San Francisco/Langley Porter Psychiatric Institute, San Francisco, California

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

demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:

The attendee will be able to:    

1. Apply a Jungian orientation to group psychotherapy interventions.
2. Identify archetypal material in personal stories.
3. Describe the characteristics of complexes.
4. Utilize a Jungian approach to the transference to facilitate individuation.
5. Characterize Jung's Approach to the unconscious.
6. Define individuation and encourage it in groups.

Course References:

1. Greene, T. (1982). Group Therapy and Analysis. In M. Stein (Ed.), Jungian Analysis (pp 219-231). London: Open Court Publishing.
2. Hecht, J.B. (2011). Becoming who we are in groups. Group, in press, June 2011 edition.
3. Whitmont, E.C. (1964). Group therapy and analytical psychology. Journal of Analytical Psychology.
4. Willeford, W. (1967). Group psychotherapy and symbol formation. Journal of Analytical Psychology, 12, 137-160.
5. Zinkin, L. (1989). The group’s search for wholeness: A Jungian perspective. Group, 13, 252-264.
 

Master Workshop 80a

The Growing Edge of Knowing: Affect, Attunement, and Mutuality in Group Psychotherapy

Chairs:

Richard Billow, PhD, ABPP, CGP, Director, Group Program, Derner, Adelphi University, Garden City, New

York

Victor Schermer, MA, LPC, FAGPA, Private Practice, Philadelphia, Pennsylvania

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

Emotional truth emerges in mutual experience and dialogue between therapist and group as co-participants. This workshop utilizes concepts from relational psychology, Bion’s theory of thinking, and intersubjective self psychology to show how group processes of rebellion, refusal, and resistance are transformed into insight and growth in the group.

experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:

The attendee will be able to:    

1. Evaluate contemporary clinical models.
2. Increase repertoire of technical options.
3. Integrate personal emotional responses in clinical interactions.
4. Distinguish resistance, rebellion, and refusal.
5. Observe and discuss leadership styles and different modes of thought.
6. Utilize subjective reactions within the workshop.

Course References:

1. Billow, R. M. (2010). Resistance, Rebellion, and Refusal in Groups: The 3 Rs. London: Karnac.
2. Kieffer, C. (2010). Richard Billow's “Modes of Therapeutic Engagement: Part I: Diplomacy and Integrity and Part II: Sincerity and Authenticity”. International Journal of Group Psychotherapy, 60, 307-312.
3. Schermer, V.L. (2010). Mirror neurons: Their relevance for group psychotherapy. International Journal of Group Psychotherapy, 60, 485-511.
4. Schermer, V.L., & Rice, C.A. (2011). Towards an integrated intersubjective and relational group psychotherapy. In Kleinberg, J. (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. Hoboken, NJ: Wiley-Blackwell.  

Workshop 81a

Embodying the Therapeutic Stance: Lessons Learned from Somatic Experiencing®

Presented in cooperation with the Somatic Experiencing® Trauma Institute

Chairs:

Roger Saint-Laurent, PsyD, SEP, CGP, Private Practice, New York City and Briarcliff Manor, New York

Peter Taylor, PhD, SEP, CGP, FAGPA, Private Practice, New York City and Briarcliff Manor, New York

Somatic Experiencing® is a therapeutic approach which facilitates re-establishing one's natural capacity to self-regulate activation, relaxation, and social engagement. We will explore how basic concepts of SE can help group members and leaders deepen the felt experience of self and other, mind and body, and the interpersonal field of groups.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to:

1. Apply basic concepts of Somatic Experiencing® in order to develop a more embodied therapeutic stance
2. Judge the usefulness of tuning in to deeply felt internal states to make subsequent interpersonal interactions with group members and colleagues more effective
3. Trace the development of group menbers' individual and collective self-regulation
4. List physiological reactions regulated by the parasympathetic branch of the autonomic nervous system (the PNS), the sympathetic brand of the nervous system (the SNS), and discuss clinical applications of these reactions.
5. Utilize the interplay of gentle cycles of sympathetic and parasympathetic stimulation to facilitate the re-regulation of the autonomic nervous system.
6. Use titrated activation to maintain group members and the group as a whole within a range of resiliency.
7. List the three specific defensive or protective survival responses – fight, flight and freeze – and offer examples of how these responses can manifest in group dynamics.
8. Utilize techniques for the containment and management of client activation, including maintaining group leader’s own settled nervous system; having group members notice indicators of safety in the room; taking time to invite a group member’s attention to go where it wants in the environment; inviting social engagement, which typically leads members back to more PNS-dominated state; developing strategies for grounding, orienting and stabilizing prior to working with states of higher activation; and having group members learn to notice somatic signs of activation in self and others as that activation arises, before it becomes overwhelming.
 

Course References:

1. Heller, D.P., & Heller, L. (2001). Crash course: A self-healing guide to auto accident trauma & recovery. Berkeley, CA: North Atlantic Books.
2. Levine, P. (1997). Waking the tiger: Healing trauma. Berkeley, CA: North Atlantic Books.
3. Levine, P. (2010). In an unspoken voice: How the body releases trauma and restores goodness. Berkeley, CA: North Atlantic Books.
4. Levine, P.A., & Kline, M. (2007). Trauma through a child’s eyes: Awakening the ordinary miracle of healing. Berkeley, CA: North Atlantic Books.
 

Workshop 82a

Running a Diverse Men's Group: Knowledge, Awareness, Skills

Chair:

Michael Andronico, PhD, CGP, FAGPA, Private Practice, Somerset, New Jersey

Peter Donnelly, PhD, Assistant Professor, New Jersey City University, Jersey City, New Jersey

Men in groups: Learning and Experiencing How Men Can Better Cope in Today’s Changing World. This experiential group for men only will help participants to learn how to conduct all male groups. How these groups are different from mixed-gender groups will be both discussed and experienced. Interventions which are common and some that are different from mixed-gender groups will also be covered as well as topics which are approached differently in these groups.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:

The attendee will be able to:

1. Structure initial go rounds in all-male groups.
2. Help men resolve conflicts in more appropriate ways.
3. Apply anger management techniques in men’s groups.
4. Apply assertion training techniques in men’s groups.
5. Balance their mixed-gender groups with diversity populations.
6. Screen men for men’s groups.
7. Help men cope with their unsolved feelings towards their fathers.
 

Course References:

1. Andronico, M.P. (Ed.). (1997). Men in Groups: Insights, interventions, and psychoeducational work. Washington, D.C: American Psychological Association.

2. Rabinowitz, F. (2001). Group therapy with men. In G. Brooks & G. Good (Eds.), The New Handbook of psychotherapy and counseling with men (pp. 603-621). San Fransisco: Jossey-Bass.

3. Brooks, G. (1998). Group Therapy for traditional men. In W.S. Pollack & R.F. Levant (Eds.), New psychotherapy for men (pp. 88-89). New York: Wiley.

4. Caplan T., & Thomas, H. (1995). Safety and comfort, content and process: Facilitating open group work for men who batter. Social Work with Groups, 18, 33-51.

5. Frost, J.C. (1996). Working with gay men in therapy groups. In M. Andronico (Ed.), Men in Groups (pp. 163-179). Washington, DC: American Psychological Association.

Saturday, March 10
Morning Open Sessions
9:00 – 11:30 A.M.

Session 310

Louis R. Ormont Lecture--The Leaders Use of Self:  A Modern Analytic Approach to Working in the Intra-Psychic and Interpersonal Realm

Chair:

Elliot Zeisel, PhD, LCSW, CGP, FAGPA, Director Group Department, Center for Modern Analytic Studies, New York, New York

If dreams are highly personal expressions of our individuality, the same may be said of group leadership.  Faced with the same clinical material, no two group leaders will respond in precisely the same way.   Leadership is a highly individual process. This lecture/demonstration will explore how the leader uses himself in the ever changing Intra-psychic and Interpersonal process as the session unfolds. When, How and With Whom the leader intervenes is an admixture of subjective and objective experience that has as much to do with the character of the leader as his training and theoretical orientation.  Modern Analysis, provides a theory of technique that outlines therapeutic priorities that can serve as a useful guide to therapeutic functioning.  I will identify how we order those priorities and use them to create the culture of the group with a therapeutic frame of safety that encourages the work to go on.  Through demonstration and discussion I will delineate how I use myself in the process of deciding where to focus and how to intervene in group treatment.

Learning Objectives:

The attendee will be able to:

1. Distinguish between thoughts and feelings.
2. Use countertransference reactions to formulate interventions.
3. Define the value of emotional education for the leader in regulating his emotional experience.

Course References:

1. Grotjahn, M. (1977). The Art and Technique of Analytic Group Therapy. New York: Jason Aronson.
2. Meadow, P. (1996). Modern Psychoanalysis: Selected Theoretical and Clinical Papers. New York.
3. Ormont, L. (1992). The Group Therapy Experience. New York: St. Martin’s Press.
4. Furgeri, L.(editor), The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D.
5. Rosenthal, L. (1987). Resolving Resistances in Group Psychotherapy. Northvale, N.J: Jason Aronson.
6. Spotnitz, H. (1976). Psychotherapy of Pre-oedipal Conditions. New York: Jason Aronson.
 

Session 311

Current Research in Group Psychotherapy

Presented under the auspices of the AGPA Research SIG

Chair:

Zipora Shechtman, PhD, FAGPA, Professor of Counseling, Haifa University, Israel

Panelists:

Maly Danino, MSc, Student, Haifa University, Israel

"Nizan and Haifa University"

Paige Freeseman, MS, Principal Investigator, Creative Arts Therapy Department, Nazareth College of Rochester

"The Therapeutic Clay Studio"

Marilyn Lanza, DNScCS, ARNP, FAAN, Windham, New Hampshire

"A National Investigation of the Violence Prevention Community Meeting Group"

Steinar Lorentzen, MD, PhD, Researcher, Clinic for Mental Health and Addiction, Oslo University Hospital, Aker, Norway

"The Efficacy of Short- and Long- Term Psychodynamic Group Psychotherapy Across 3 Years. A Randomized Clinical Trial"

Mindy Pearson, MS, Brigham Young University, Provo, Utah

"Using the Group Readiness Questionnaire as a Composition Variable"

Sharan Schwartzberg, EdD, OTR/L, FAOTA, Professor of Occupational Therapy Graduate School of Arts & Sciences, Adjunct Professor Psychiatry School of Medicine, with Sapna Bansil, OTS; Mary A. Barnes, BS, OTR/L; Leslie Inenaga, OTS; Megan Wall, OTS

"Functional Group Model Leader Adherence Checklist (FGM-LAC): A Descriptive Study"

Zipora Shechtman, PhD, FAGPA, Professor of Counseling, Haifa University, Israel

"The Effect of Consistent Feedback Provision in Groups with Adolescents"

Rainer Weber, DiplPsych, Research Assistant and Assistant Professor, Clinic for Psychosomatics and Psychotherapy, University Clinic of Köln, Köln, Germany

Bernhard Strauss, PhD

"Perceptions of Psychotherapy Research: A Comparison Between Members of the Canadian Group Psychotherapy Association and the German Group Psychotherapy Association (DAGG)"

Sean Woodland, Brigham Young University, Provo, Utah

“Small-Group Treatments: Implications for Evidence-Based Practice”

This is a paper session in which nine panelists present new, clinically-relevant research findings, with time for discussion and questions from the audience.

Learning Objectives:

The attendee will be able to: 

1. Summarize current research in group psychotherapy.
2. Integrate current group therapy research into clinical practice.
3. Match current research findings to areas of group practice and interest.

4. Discuss important principles related to developing and conducting effective group therapies.

Course References: TBD

Session 312

Evidence-Based Practice in Groups with Children and Adolescents

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

Chair:

Tony Sheppard, PsyD, CGP,  Founder/Director, Groupworks, Louisville, Kentucky

Presenters:

Andrew Cleek, PsyD, Director, Urban Institute for Behavioral Health, New York, New York

Craig Haen, MA, RDT, CGP, Assistant Clinical Director, Andrus Children's Center, Yonkers, New York

Karin Hodges, PsyD, Research Fellow, Massachusetts General Hospital, Boston, Massachusetts

Andrew Pojman, EdD, CGP, Psychologist, Oasis Center, Inc., Walnut Creek, California

This open session seeks to define the concept of Evidence Based Practice (EBP) for group therapists working with children and adolescents. The session will offer specific applications of an EBP approach with different populations. Time will be allowed for participants to engage in question and answer with the presenters.

Learning Objectives:

The attendees will be able to:

1. Identify the core components of an Evidence-Based approach to group therapy with children and adolescents.
2. Articulate specific applications of an Evidence-Based approach to specific populations.
3. Discuss the multicultural implications of Evidence-Based Practice.
4. Develop an appreciation for how Evidence-Based Practice can enhance effectiveness across a number of settings.
5. Consider how to implement aspects of this approach to their own practice.

Course References:

1. Shechtman, Z. (2007). Group Counseling and Psychotherapy with Children and Adolescents: Theory, Research & Practice. London: Lawrence Erlbaum Associates.
2. Burlingame, et al. (2006). CORE Battery, Revised. New York: American Group Psychotherapy Association.
3. Aronson, S., & Scheidlinger, S. (2002). Group treatment of adolescents in context: Outpatient, inpatient, and school. Madison, CT: International Universities Press. 

Saturday, March 10
Morning Workshops
9:00 A.M.– 11:30 A.M.

Workshop 83

Working through Early Life Experiences: A Dynamic Approach to Modifying Interpersonal Adult Peer Relationships

Chairs:

Alexander Broden, MD, DLFAPA, CGP, Clinical Associate Professor, Mount Sinai Medical Center, New York, New  York

Michelle Maidenberg, PhD, MPH, LCSW-R, CGP, Adjunct Professor, NYU Silver School of Social Work, Bronxville, New York

This workshop will emphasize early influences such as conflictual or traumatic parental, sibling and/or peer experiences on current peer relations as demonstrated in group therapy. Dynamic approaches will include principles of interpersonal and object relations theory, self-psychology, and ego psychology. Participants will be encouraged to share early life experiences and their influences on their peer relationships.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to: 

1. Identify early influences on their current peer relationships.
2. Describe how early influences in their peer relationships inform their clinical work with clients.
3. Correlate how early object relations and cognitive development impact issues of regression, transference and counter-transference.
4. Discover how group experience highlights stages of object relations.
5. Explain how emotional tensions in a group reflect earlier aberrations of such tensions.

Course References:

1. Black, K.A., Whittingham, C.L., Reardon, L.E., & Tumolo, J.M. (2007). Associations between young adults' recollections of their childhood experiences with parents and observations of their interaction behavior with best friends. International Journal of Behavioral Development, 31, 28.
2. Green, L.R., Richardson, D.S., Lago, T., & Schatten-Jones, E.C. (2001). Network correlates of social and emotional loneliness in young and older adults. Personality and Social Psychology Bulletin, 27, 281.
3. Sarason, I.G., Sarason, B.R., Shearin, E.N., & Pierce, G.R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of Social and Personal Relationships, 4, 497.
4. Welch, R.D., & Houser, M.E. (2010). Extending the four-category model of adult attachment: An interpersonal model of friendship attachment. Journal of Social and Personal Relationships, 27, 351.
5. Whitney, K., Sagrestano, L.M., & Maslach, C. (1994). Establishing the social impact of individuation. Journal of Personality and Social Psychology, 66(6), 1140-1153.

Workshop 84

Oppression, Freedom and Recognition in the Group: Group-Leader Interaction

Chair:

Ido Peleg, MD, Senior Psychiatrist, Coordinator and Supervisor of Group Psychotherapy, Mazra Mental Health Center, Akko, Israel

The relationship between the group leader and the group will be examined using Jessica Benjamin's concept of the Analytic Third. Exploration of both leader and member's contribution to situations of mutual oppression encourages movement toward mutual recognition and allows participants to become more free and spontaneous in the group and their lives.

didactic-demonstration-experiential-sharing of work experiences

Learning Objectives;

The attendee will be able to:

1. Formulate the group process in terms of the movement from monologue to dialogue to discourse and "free floating discussion."
2. Formulate the group process in terms of the movement between mutual oppression and mutual recognition.
3. Identify the leader's and group's roles in co-creating oppression in the group and interpret them.
4. Create an atmosphere of mutual recognition and acknowledgment of difference in the group.
5. Discuss aspects of Authority and Group process as reflected in the ideas presented.

Course References;

1. Aron, L. (2006). Analytic Impass and the third: Clinical implications of intersubjectivty theory. International Journal of Psychoanalysis, 87, 349-368.
2. Benjamin, J. (2004). Beyond Doer and Doen to :An Intersubjective view of Thirdness. Psychoanalytic Quarterly, 73, 5-46.
3. Billow, R.M. (2006). The Three R's of Group: Resistance, Rebellion, and Refusal. International Journal of Group Psychotherapy, 56(3), 259-284.
4. Foulkes, S.H. (1964). Therapeutic Group Analysis. London and New York: Karnac.
5. Nitsun, M. (2009). Authority and Revolt: The Challenges of Group Leadership. Group Analysis, 42(4), 325-348.
 

Workshop 85

Rules are Made to be Broken: But Who, What, Where, When and How?

Chair:

Lorraine Wodiska, PhD,  ABPP, CGP, Private Practice, Arlington, Virginia

This workshop will present the basics of a group contract and focus on subsequent requests to change it that are initiated by group members. We will share examples, and experientially consider ways for the therapist and group to manage these contractual discussions based on a new “Who, What, Where, When, How” Model.

sharing of work experiences-demonstration-didactic-experiential

Learning Objectives:

The attendee will be able to:

1. Describe what is in a group contract and why it is useful.
2. Discuss and classify requests made by group members to change elements of the group contract within a new (Who What Where When How) model.
3. Formulate a decision when there are one or two therapists; when there it is in or out of the original contract; when it is a clinical, ethical or structural issue; and, when the timing allows for reflection or must be managed immediately.
4. Utilize the WWWWH Model when making a decision and managing the consequences to the group process.
5. Identify the interface with ethical guidelines of informed consent.
 

Course References:

1. American Group Psychotherapy Association (AGPA). (2002). Guidelines for ethics. New York: American Group Psychotherapy Association.
2. Brabender, V. (2002). Introduction to Group Therapy (pp 181-202). New York: John Wiley & Sons, Inc.
3. Cohen, A. (1993). Establishing groups in an individual office practice. In A. Alonso & H. Swiller (Eds.), Group Therapy in clinical practice. Washington, DC: American Psychiatric Press, Inc.
4. Lapin, L. (2004). Guidelines for ethical and legal practice in counseling and psychotherapy groups. In J. L. DeLucia-Waak, D. A. Gerrity, C. R. Kalodner; & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy. Thousand Oaks, CA: Sage Publications.
5. Ormont, L. (2001). The importance of the contract in resolving resistances to progress: A critique of a therapy group. In L B. Furgeri (Ed.), The technique of group treatment: The collected papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.
 

Workshop 86

Effective and Efficient Supervision: Doing It in Group

Chair:

Arthur Gray, PhD, Honorary Member, Institute for the Psychoanalytic Study of Subjectivity, New York, New York

This six-step group supervision model is different from group therapy; and provides focused attention to the needs of the individual presenter while maintaining full participation of all other members within each step. It is specifically responsive to the unique level of experience and theoretical orientation of each participant.

didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:

The attendee will be able to:

1. Organize a group supervisory process as uniquely different from a group therapy process. 

2. Structure a group supervision in a manner allowing for the needs of the chosen presenter to be clearly delineated and maintained throughout the supervisory session.

3. Describe how when leading a group supervision, they will be able to encourage each of the other participants in the group to define their unique supervisory issues stimulated by the presenter’s material.

4. State how to conduct the group supervision in a nonjudgmental way, while maintaining an exacting attention to the learning needs of each participant.
5. Explain how using this group supervision model to train supervisors is similar to and distinct from using it to supervise candidates or workers in an agency.

Course References:

1. Doehrman, M.J. (1976). Parallel process in supervision and psychotherapy. Bulletin of the Menninger Clinic, 40(1), 9-104.
2. Ekstein, R., & Wallerstein, R.S. (1972). The teaching and learning of psychotherapy. New York: International University Press
3. Gray, A.A. (2006). Effective and efficient supervision: Doing it in group. In: Richard Raubolt (Ed.), Power games: Influence, persuasion, and indoctrination in psychotherapy training (pp. 273-296). New York: Other Press.
4. Issacharoff, A. (1984). Countertransference in supervision: Therapeutic consequences for the supervisee. In Caligor, Bromberg, & Meltzer (Eds.), Clinical perspectives on the supervision of psychoanalysis and psychotherapy (pp. 89-105). New York: Plenum Press.
5. Lachmann, F.M. (1982). Mission impossible: To supervise psychoanalysis. Book review of Wallerstein, R. S. (Ed.), Becoming a psychoanalyst: A study of psychoanalytic supervision. New York: IUP, 1981. In Contemporary Psychology, 27(10), 801-802.

Workshop 87

Indicators of Potential Toxicity in Training Groups: A Case Study

Presented under the auspices of the AGPA Research SIG

Chair:

Nina Brown, EdD, LPC, NCC, FAGPA, College Professor, Old Dominion University, Norfolk, Virginia

Training groups for mental health professionals usually provide opportunities to learn group process and procedures, and to increase personal learning and insight. The case study presents the outcomes for a toxic training group environment when there were several members who engaged in anti-group behaviors that were unrecognized and not addressed.

sharing of work experiences-experiential-didactic-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify a cluster of members' behaviors that are indicators of potential harmful effects on the group and other members.
2. Describe group members' reactions that are possible indicators of toxicity.
3. Develop suggestions for interventions.

Course References:

1. Berman, A. (1975). Group psychotherapy training: Issues and models. Small Group Research, 6(3), 325 - 344.
2. Clesne, C. (2011). Becoming Qualitative Researchers (4th Ed.). Upper Saddle River, NJ: Pearson.
3. Lieberman, M. (1994). Growth groups in the 1980's. In A. Furman & G. Burlingame (Eds.), Handbook of Group Psychotherapy: An Empirical And Clinical Synthesis. New York: Wiley.
4. Lepore, S., & J. Smyth (Eds.). (2002). The Writing Cure. Washington, DC: American Psychological Association.
5. Yalom, I., & Lieberman, M. (1971). A study of encounter group casualties. Archives of General Psychiatry, 25, 16-30. 

Workshop 88

Focused Brief Group Therapy: An Integrated, Assessment-Informed Model for Brief Group Work

Chairs:

Nicholas Gehle, PsyD, Staff Psychologist, Counseling and Wellness Services, Dayton, Ohio

Angela Harris, PsyM, Doctoral Student, Wright State University, Dayton, Ohio

Jennifer Lotz, PsyM,  Doctoral Student, Wright State University, Dayton, Ohio

Martyn Whittingham, PhD, Assistant Professor, School of Professional Psychology, Wright State University, Dayton, Ohio

Focused Brief Group Therapy was developed over a five-year period to work with university students in eight sessions or less. Utilizing the IIP-32 and placing heavy emphasis on pre-group screening, the approach develops focused goals that facilitate meaningful progress in eight sessions. This presentation will outline how integration of the CORE-R Battery assessments into a brief model facilitates member goal setting, co-leader dynamics, understanding of group dynamics and improvements in member outcome.

didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:

The attendee will be able to: 

1. Select assessment measures to pre-screen brief therapy clients.
2. Explain the uses of the interpersonal circumplex in focused brief group therapy.
3. Identify interpersonal distress types and explore research on sub-types.
4. Describe how to conduct focused group screenings.
5. Describe the role of "inoculation" in screenings.
6. Summarize the role of "book-ending" in treatment.
 

Course References:

1. Burlingame, G., Strauss, B., Joyce, A., MacNair-Semands, R., MacKenzie, R., Ogrodniczuk, J., & Taylor, S. (2006). CORE Battery—Revised. New York: American Group Psychotherapy Association.
2. Horowitz, L.M., Alden, L.E., Wiggins, J.S., & Pincus, A.L. (2000). The Inventory of Interpersonal Problems (IIP-32). San Antonio TX: The Psychological Corporation.
3. Kiesler, D.J. (1996). Contemporary interpersonal theory and research. New York: John Wiley & Sons.
4. Marmarosh, C. (2009). Multiple attachments and group psychotherapy: Implications for college counseling centers. International Journal of Group Psychotherapy, 59(4).
5. Piper, W., & Ogrodniczuk, J. (2004). The Use of Groups in College and University Counseling Centers. In C.R. Kalodner, M.T. Riva, J.L. DeLucia-Waack (Eds.), Handbook of Group Counseling and Psychotherapy (pp. 366-378). Thousand Oaks, CA: Sage Publications.
 

Workshop 89

The Body Remembers What the Mind Forgets: Psychodrama and Somatization

Presented under the auspices of the AGPA Gay, Lesbian, Bi-Sexual, Transgender SIG

Chair:

Jacob Gershoni, LCSW, CGP, TEP, Co-Director, The Psychodrama Training Institute, New York, New York

Action methods involve more than words and facilitate a wide range of experiences and expressions. This workshop will demonstrate how relationships, emotions and trauma are encoded physically and address them. Sociometry and Psychodrama techniques will be utilized to deepen expression and connections among groups members. Applications in group-work will be discussed.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:   

1. Assess group warm-up (cohesion) as various sociometric techniques are applied in action.
2. Follow the transformation of the protagonist’s narrative into action.
3. Participate as protagonist, auxiliary or audience in the enactment.
4. Identify issues specific to somatization and addressing them in psychodrama.
5. Discuss how psychodrama techniques may be applied in discussion groups.

Course References:

1. Kellermann, P.F. & Hudgins, M.K. (eds.). (2000). Psychodrama with Trauma Survivors. New York & London: Jessica Kingsley Publishing.
2. Blatner, A. (4th Ed.). (2000). Foundations of Psychodrama. New York: Springer Publishing.
3. Gershoni, J. (2003). Psychodrama in the 21st century: Clinical and Educational Application. New York: Springer.
4. Baumgartner, D.D. (1986). Sociodrama and the Vietnam Veteran: A therapeutic release for a wartime experience. Sociometry, 39(1), 31.
5. Dayton, T. (1994). The Drama Within: Psychodrama and Experiential Therapy. Deerfield Beach, FL: Health Communication, Inc.
 

Workshop 90

Cancelled

Workshop 91

Move and Be Moved by the Psyche

Chair:

Nanine Ewing, PhD, BCDMT, LMFT, CGP, FAGPA, Private Practice, Houston, Texas

In this non-verbal experience using dance movement and therapy as the medium, you will have the opportunity to experience the personal and collective unconscious in a group experience. Participants will be invited into a relationship with the body unconscious through the use of ritual and movement. (Wear comfortable clothing, a lot of movement required).

experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Describe the use of movement as a vehicle to the unconscious.
2. Observe the group process non-verbally.
3. Analyze the use of the leader in group development.
4. Access the self as the ego is less present in group process.

Course References:

1. Bloom, K. (2006). The Embodies Self: Movement and Psychoanalysis. London and New York: Karnac.
2. Dosamantes-Beandry, I. (2007). American Journal of Dance Therapy, 29(2), 73-91.
3. Rochester, J.A. (2002). Offering From The Conscious Body, The Discipline Of Authentic Movement. Vermont: Inner Traditions.
 

Workshop 92

New Trauma Treatments for Groups

Chair:

Henry Grayson, PhD, LFAGPA, Founder and Chairman Emeritus, National Institute for the Psychotherapies, New York, New York

An innovative mind/body approach to healing trauma in groups. We will demonstrate how to assess strength of disturbance from the trauma and effective ways for all group members to release trauma at the same time. Based on a quantum physics and subtle energies model of meridian stimulation.

demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Identify and assess degree of disturbance from trauma.
2. Recite a quantum physics model for understanding trauma.
3. List three effective ways for clearing out effects of traumas.
4. Understand the increased value of trauma clearing in groups.
5. List three ways of balancing the brain after being traumatized.

Course References:

1. Amen, D. (1998). Change Your Brain, Change Your Life. New York: Three Rivers Press.
2. Lipton, B. (2005). The Biology of Belief. Santa Rosa, CA: Elite Books.
3. Siegel, D. (2010). Mindsight. New York: Bantam Books.
4. Schwartz, J. (2002). The Mind and the Brain: Neuroplasticity and the Power of Mental Force. New York: HarperCollins/Regan.
5. Church, D. (2007). The Genie in Your Genes. Santa Rosa, CA: Elite Books.
6. Bohm, D. (1980). Wholeness and the Implicate Order. London: Routledge.

Master Workshop 93

Affairs Resolved through Couples and Group Therapy: Establishing Safe Common Ground

Chairs:

Barbara Feld, MSW, BCD, CGP, FAGPA, Assistant Clinical Professor, Department of Community Medicine, Mount Sinai School of Medicine, New York, New York

Philip Luloff, MD, CGP, Associate Director of the Division of Psychotherapy, Assistant Clinical Professor of Psychiatry, Mount Sinai School of Medicine, New York, New York

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

Although affairs are a common, painful and conflicted aspect of many relationships, Couples Group Therapy can provide a common ground and facilitating environment for the resolution of these conflicts. Attachment,
interpersonal, and psychodynamic theory and techniques will be discussed and exemplified through the use of a demonstration group.

experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:

1. Identify those couples which need couples group therapy to help resolve the issue of affairs.
2. Describe the major issues related to communication difficulties in couples.
3. Demonstrate collaborative empathic relating in groups.
4. Apply techniques which enable them to help couples work towards resolving affairs.
5. Identify different aspects of the sexual difficulties couples share.
6. Apply attachment theory to resolving affairs.

Course References:

1. Johnson, S., & Whiffen, V. (2003). Attachment Processes in Couples and Family Therapy. New York: The Guilford Press.
2. Fonagy, P. (2001). Attachment Theory And Psychoanalysis. New York: Other Press.
3. Levine, S. (Ed.). (2003). Handbook of Clinical Sexuality for Mental Health Professionals. New York: Brunner-Routledge.
4. Coche, E., & Coche, J. ( 1990). Couples group psychotherapy. New York: Brunner Mazel.
5. Feld, B. (1998). Initiating a Couples Group. Group, 22(4), 245-259.
 

Workshop 94

Developing Group Interventions in College Counseling Centers: Dialogues on Diversity

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

Chairs:

Anne Slocum McEneaney, PhD, CGP, FAGPA, Clinical Team Leader, Eating Disorders Team Leader and Clinical Psychologist, Counseling and Wellness Services, Student Health Center, New York, New York

Michele Ribeiro, EdD, CGP, Staff Psychologist, University Counseling Center, Corvallis, Oregon

Stephanie Shippen, MS, Post-Doctoral Intern, University Counseling Center, Corvallis, Oregon

Christopher St. Germain, PhD, Psychological Counselor, Vassar College Counseling, Poughkeepsie, New York

M. D'Andre Wilson, PhD, Staff Psychologist, University Counseling Center, University Park, Pennsylvania

This workshop on college counseling interventions offers a narrowed focus on issues of diversity predominantly in group work on college campuses. Five experienced mental health professionals who work in the student-counseling venue will provide specific research on identity markers that include race, ethnicity, nationality, sexual orientation, and religion and how one or more are explored and processed in group dialogues on diversity. A group of volunteer participants will demonstrate a group diversity dialogue. Processing of experiences both as a group member and an observer of the group will be explored.

didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:

The attendee will be able to:

1. State the importance of providing multicultural group therapy programming/dialogue groups for college student populations.
2. Describe special considerations when working abroad in college counseling work.
3. Recognize the unique needs of LGBTQ college students in group treatment.
4. Articulate how leader identity markers impact clinical and group work.
5. Discuss the impact of spirituality or religious issues on program development.
 

Course references:

1. Henriksen, R.C., & Paladino, D.A. (Eds.). (2009). Counseling multiple heritage individuals, couples, and families. Alexandria, VA: American Counseling Association.
2. Landis, K. (Ed.). (2008). Start Talking: A handbook for engaging difficult dialogues in higher education. Anchorage, AK: University of Alaska Anchorage and Alaska Pacific University.
3. Leszcz, M. (2008). The interpersonal approach to group psychotherapy. In G.M. Saiger, S. Rubenfeld, & M.D. Dluhy (Eds.), Windows into today’s group therapy: The National Group Psychotherapy Institute of the Washington School of Psychiatry. New York: Routledge.
4. Leak, G.K. (2009). An assessment of the relationship between identity development, faith development, and religious commitment. Identity: An International Journal of Theory and Research, 9, 201-218.
5. Rosenwald, M. (2008). Group work practice with LGBTQ people. In G.P. Mallon (Ed.), Social work practice with lesbian, gay, bisexual, and transgender people (2nd ed.) (pp. 221-239). New York: Routledge.
6. Sue, D.W., & Sue, D. (1999). Counseling the culturally different (3rd ed.). New York: Wiley.

Workshop 95

The Impact of Different Leadership Styles on Organizations (AGPA Leadership Track)

Presented in cooperation with the AGPA Nominating Committee and the Affiliate Societies Assembly

Chair:

Darryl Pure, PhD, ABPP, CGP, FAGPA, Associate in Clinical Psychiatry, Feinberg School of Medicine, Northwestern University, Chicago, Illinois

Leadership styles vary; for example, leaders may be autocratic, democratic, or lead by consensus or example. Additionally, leaders bring conscious and unconscious motives to their task. This workshop will explore different leadership styles and their impact on organizations. Participants will explore and discuss both conscious and unconscious aspects of their leadership style through exercises designed to bring them into awareness.

didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify four different leadership styles.
2. Describe the leadership style that most exemplifies themselves.
3. Appraise the strengths and weaknesses of their leadership style.
 

Course References:

1. Eagly, A.H., Johannesen-Schmidt, M.C., & van Engen, M.L. (2003). Transformational, Transactional, and Laissez-Faire Leadership Styles: A Meta-Analysis Comparing Women and Men. Psychological Bulletin, 129(4), 569–591.
2. Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review, 78-90.
3. Judge, T.A., Bono, J.E., Ilies, R., & Gerhardt, M.W. (2002). Personality and Leadership: A Qualitative and Quantitative Review. Journal of Applied Psychology, 87(4), 765–780.
4. Palmer, B., Walls, M., Burgess, Z., & Stough, C. (2001). Emotional intelligence and effective leadership. Leadership & Organization Development Journal, 22(1), 5-10.
 

Saturday, March 10

Group Psychotherapy Foundation Luncheon
11:30 A.M. – 1:30 P.M.

This year’s Group Psychotherapy Foundation luncheon will feature Gospel for Teens.

Saturday, March 10
Afternoon Open Session
1:30 – 4:00 P.M.

Thor-Kristian Island, MD, Director, Institute of Group Analysis, 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.

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.
 

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.

Saturday, March 10
Afternoon Workshops
1:30 – 4:00 P.M.

Workshop 96

The Sounds of Silence: A Modern Analytic Approach to Resistances in Group

Chair:

Michael Hegener, MA, LPC, CGP, FAGPA, Private Practice, Austin, Texas

To pay for a talking cure and then not be able to talk is a frustrating experience for the group patient and for the therapist. Feelings of helplessness, rage, and terror can be induced in the therapist when confronted with a resistant patient such as this. This workshop will utilize the Modern Analytic attitude of exploration, rather than explanation, to help participants learn more about the management of resistances in their groups.
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:

1. Name three types of resistances that may occur in group.
2. Describe three pathways for the expression of feelings.
3. Distinguish between self and object feeling states.
4. Demonstrate the technique of bridging.
5. Demonstrate the use of "The Seven Questions" that help patients and therapists to identify what is being experienced in an exchange with another person.
 

Course References:

1. Furgeri, L. (Ed.). (2001). The Technique of Group Treatment: The Collected Papers of Louis Ormont. Madison, CT: Psychosocial Press.
2. Ormont, L. (1984). The Leader's Role in Resolving Resistance to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 34(4), pp. 29-45.
3. Ormont, L., & Stearn, H. (1978). Major Group Resistances. The Practice of Conjoint Therapy: Combining Individual and Group Treatment, pp. 116-159.
4. Sponitz, H. (1976). Psychotherapy of the Preoedipal Patient. New York: Jason Aronson, Inc.
5. Zeisel, E. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Psychoanalysis. International Journal of Group Psychotherapy, 59(3), pp. 41-432.
 

Workshop 97

All's Well that Ends Well

Chairs:

Jeffrey Mendell, MD, MPH, CGP, Medical Director, Allegany County Health Department, Cumberland, Maryland

Marsha Vannicelli, PhD, CGP, LFAGPA,  Teaching Faculty, Massachusetts School of Professional Psychology, Boston, Massachusetts

Salient aspects of termination and loss, as well as resistance to experiencing the attendant sadness, regret and disappointment, will be elucidated. A structured experiential format will help participants explore the meaning of endings in their own lives, as well as in the groups that they lead, as they say good-bye at the end of the conference.

experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:

The attendee will be able to:

1. Describe salient aspects of termination and endings.
2. Detail the complicated feelings associated with grieving and loss.
3. Connect these feelings to the participant's own personal experience.
4. Recognize the potential impact of these feelings on clinical work.
5. Describe the work that gets done as people are faced with the task of saying good-bye.

Course References:

1. Fieldsteel, N. (2005). When the therapist says goodbye (with Commentary on Therapist-initiated termination by Vannicelli, M.) International Journal of Group Psychotherapy, 55(2), 245-179 and 311-315.
2. Lothstein, L. (1993). Termination processes in group psychotherapy. In H. Kaplan & B. Sadock (Eds), Comprehensive Group Psychotherapy (pp. 115-124). Philadelphia: Williams and Wilkins.
3. Rice, C., Shapiro, E., & Shay, J. Death of a Group Therapist and the Survival of the Group. International Journal of Group Psychotherapy, 61(2), 176-195..
4. Schermer, V.L., & Klein, R. (1996). Termination in Group Psychotherapy from the perspectives of contemporary object relations theory and self psychology. International Journal of Group Psychotherapy,46(1), 99-115.
5. Vannicelli, M. (1992). Removing the final patient roadblock: Termination. In Removing the Roadblocks: Group Psychotherapy with substance abusers and family members. New York: Guilford Press.
 

Master Workshop 98

Enhancing the Skills of the Group Supervisor

Chair:

Stanley Teitelbaum, PhD, CGP, FAGPA, Training Analyst, Senior Supervisor, New York, New York

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

Supervisory principles as they apply to the supervisory process in various group therapy settings (e.g., psychodynamic, trauma, etc.) will be explored. Themes of countertransference, resistance, and acting-out issues will be emphasized. The management of the supervisor's anxieties and blind spots will be addressed. Participants vignettes are encouraged.

sharing of work experiences-experiential-didactic-demonstration

Learning Objectives:

The attendee will be able to:

1. Express anincreased knowledge and comfort level in the supervisory role.
2. Apply basic principle in supervision of group psychotherapy.
3. Explore one's own supervisory blind spots.

Course References:

1. Teitelbaum, S. (1990). Supertransference: the role of the supervisor's blind spots. Psychoanalytic Psychology, 7(2), 243-258.
2. Rock, M. (1997). Effective supervision in Psychodynamic Supervision. Northvale, NJ: Jason Aronson, Inc.
3. Searles, H. (1965). The informational value of the supervisor's emotional experiences in Collected Papers on Schizophrenia and Related Subjects. New York: International Universities Press.
4. Epstein, L. (1986). Collusive Selective Inattention to the Negative Impact of the Supervisory Interaction. Contemporary Psychoanalysis, 22(3), 389-417.
5. Gill, S. (2001). The Supervisory Alliance. Northvale, NJ: Jason Aronson, Inc.
 

Workshop 99

Exploring the Dynamics of Attachment in Adult Life

Chair:

Una McCluskey, PhD, Senior Lecturer, University of York, Social Policy and Social Work, York, England

Participants will be introduced to the Theory and practice of Attachment Based Exploratory Interest Sharing (TABEIS) which includes care-seeking, care-giving, sexuality, interest-sharing, self-defense and the external and internal supportive/unsupportive environments. Working together, these systems form a restorative process which kicks into action when the self experiences a threat to survival.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify the importance of empathic attunement and affect regulation on the part of the group facilitator.
2. Acquire a theoretical understanding of the way in which the six goal-corrected systems and the one non goal corrected system involved in the dynamics of attachment work together to maintain maximum well-being across the life span.
3. Understand group process as a series of dyadic interactions that transform the self.

Course References:

1. Heard, D., Lake, B., & McCluskey, U. (2009). Attachment therapy with adolescents and adults: Theory and practice post Bowlby. London: Karnac Books.
2. Solomon, M.F., & Siegel, D.J. (2003). Healing Trauma: Attachment, Mind, Body and Brain. New York, London: W.W. Norton.
3. McCluskey, U. (2005). To be Met as a Person: Exploring the dynamics of attachment in professional encounters. London: Karnac Books.
4. Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.
5. Solomon, J., & George, C. (1999). Attachment Disorganisation. New York: Guilford Press.
 

Workshop 100

Your Therapist's Professional Will - If Not Now, When? (Ethics CE Credits)

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

under the auspices of the AGPA Medical Illness SIG

Chair:

Ann Steiner, PhD, MFT, CGP, FAGPA, Faculty Consultant, The Psychotherapy Institute, Berkeley, California

Illnesses and other sudden emergencies happen to us all. Now is the time to plan for minor or serious illness, retirement, relocation and death, including who will contact your group members if you cannot. This hands-on workshop helps minimize the impact on your clients, your colleagues and yourself. Laptops welcome. Law and ethics credit available.

didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:

The attendee will be able to:

1. Identify the key influences of mentors, supervisors, and significant others and how they impact on the practice of group therapy.   

2. Integrate clinical skills with increased awareness of interpersonal influences upon one's therapy work and career.   

3. Utilize mentors and colleagues to support the practice of group psychotherapy and develop the personal qualities that make for excellence and success.

Course References:

1. Counselman, F., & Alonso, A. (1993). The Ill Therapist: Therapist’s Reactions to Personal Illness and It’s Impact on Psychotherapy. American Journal of Psychotherapy, 47(4), 591-602.
2. Fieldsteel, N. (2006). When the Therapist Says Goodbye. International Journal of Group Psychotherapy, 55(2), 245-279.
3. Koocher, G. (2003). Ethical and Legal Issues in Professional Practice Transitions. Professional Psychology: Research and Practice, 34(4), 383-387.
4. Rauch, E. (1998). A One Session Memorial Group Following the Death of a Therapist. International Journal of Group Psychotherapy, 48 (1), 99-104.
5. Steiner, A. (2011). The Therapist’s Professional Will: A Back-Up Plan Every Clinician Needs. Group, 35(1).
6. Ulman, K. (2001). Unwitting Exposure of the Therapist: Transferential and Countertransferential Dilemmas. Journal of Psychotherapy Practice Research, 10(1), 14-22.
 

Workshop 101

Scapegoating in Group Therapy: Integrating Girard's Mimetic Theory and Agazarian's Systems-Centered Approach

Chairs:

Alexis Abernethy, PhD, CGP, Professor, Fuller Theological Seminary, Pasadena, California

Lisa Finlay, MA, Student, Fuller Theological Seminary, Pasadena, California

Scott Garrels, PhD, Private Practice, Pasadena, California

We will examine approaches to the phenomenon of group scapegoating using Rene Girard's Scapegoat Mechanism and Agazarian's Systems-Centered Approach. We will describe the process of scapegoating in psychotherapy groups and proffer techniques that leaders can utilize to identify and work through group scapegoating using a supervision demonstration group.   

didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Define scapegoating from three theoretical perspectives: psychodynamic, systems-centered, and Girardian.
2. Identify Girardian, systems-centered, and psychodynamic themes in clinical vignettes.
3. Practice techniques for managing scapegoating as it occurs in group therapy.

Course References:

1. Girard, R. (1972). Violence and the Sacred. Baltimore, MD: Johns Hopkins University Press.
2. Agazarian, Y., & Gantt, S. (2005). The Systems-Centered approach to group-as-a-whole. Group, 29(1), 163-185.
3. Malcus, L. (1995). Indirect scapegoating via projective identification and the mother group. International Journal of Group Psychotherapy, 45(1), 55-71. 

Workshop 102

Fascinating Rhythms: Exploring Alternative Paths of Communication. Finding Our Way to Group Cohesion through Art, Movement and Meditation

Chairs:

Lena Friedman, MPS, ATR-BC, LCAT, CGP, Licensed Creative Arts Therapist, Bellevue Hospital Center, New  York, New York

Neil Friedman, MsEd, Faculty Member, New York City Department of Education, The School for International Studies, Brooklyn, New York

In this workshop participants will explore the role of art, movement and meditation play in the reparative process by enhancing stress reactivity and well being. Participants will acquire new ways of integrating coherence through a dyadic form of resonance in which energy and information are free to flow across "two" brains.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:

The attendee will be able to:

1. Recognize the role art, movement and meditation have in the development of the individual's capacity to focus on his or her relationship to self and others.
2. Explore activities designed to "fully engage" their capacity for interpersonal and interpersonal communication.
3. Identify any moments of immediacy, clarity and authenticity they have during the workshop.
4. Describe the awarenesses and insights they had during the activities presented during the workshop.

Course References:

1. Siegel, D.J. (1999). The Developing Mind. New York: The Guilford Press.
2. Holmes, J. (2001). The Search for the Secure Base. London and New York: Routledge.
3. Yalom, I. (1995). The Theory and Practice of group Psychotherapy. New York: Basic Books.
4. Robbins, A. (1994). A Multi-Modal Approach to Creative Art Therapy. Philadelphia, PA: Jessica Kingsley Publisher Ltd.
5. Safran, J.D. (2003). Psychoanalysis And Buddhism. Boston, MA: Wisdom Publication.

Workshop 103

Hunger and Longing: A Mind/Body Approach to Intimacy

Chair:

Mitchel Adler, PsyD, CGP, Volunteer Faculty, University of California, Davis School of Medicine, Sacramento, California

This workshop will explore how "hunger and longing" impact interpersonal intimacy. Participants will discover how to uncover their core needs via investigating their immediate somatic, emotional, and cognitive experiences. They will learn tools to assert these needs, thereby deepening authenticity, connection and intimacy. We will integrate developmental theory, interpersonal neurobiology, and mindfulness practice to explore these issues.

didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to:

1. Identify and address developmental roadblocks to intimacy in the group.
2. Utilize physiological arousal, of self and of group members, as data to inform core needs and to promote authenticity and connection.
3. Foster a deepening of intimacy in the "here and now" through attunement to and interpretation of mind/body activation. 

Course References:

1. Adler, M.G., & Fagley, N.S. (2005). Appreciation: Individual differences in adding value and meaning as a unique predictor of Subjective well-being. Journal of Personality. 73(1), 79-114.
2. Badenoch, B. (2008). Being a Brain-wise Therapist: A practical guide to interpersonal neurobiology. New York: WW. Norton & Company, Inc.
3. Siegel, D. (2007). The Mindful Brain: Reflection and attunement in the cultivation of well-being. New York: WW Norton & Company, Inc.
4. Kabat-Zinn, J. (1990). Full Catastrophe Living. New York: Bantam Dell.
5. Flores, P.J. (2010). Group Psychotherapy and Neuro-Plasticity: An Attachment Theory Perspective. International Journal of Group Psychotherapy, 60(4), 547-570.
 

Workshop 104

SoulDrama® Group: Let Go of My Ego

Chair:

Connie Miller, TEP, NCC, LPC, MS, Owner and Founder, The International Institute for Souldrama, Spring Lake Heights, New Jersey

Souldrama® is a new transpersonal group experiential model designed to move past resistance and to access our spiritual intelligence. It incorporates psychodrama, group psychotherapy, the creative arts, energy work and sociometry. Now recognized world wide and incorporated into 12-step programs as well, Souldrama® helps clients to move past resistance to remove the blocks that stop one from moving forward onto their higher purpose by aligning the ego and soul.

didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Define and integrate a multidisciplinary approach incorporating spirituality and psychology into the group process.
2. Define our personal relationship to a higher power which will enable clients to overcome their blocks and move forward.
3. Identify ways for mental health professionals to apply this integrated mind-body-spirit approach to their own work.
4. Uncover and use central themes to tie together isolated events and issues.
 

Course References:

1. Miller, C. (2000). The technique of Souldrama and its applications. The International Journal of Action Methods, 52(4), 173-186.
2. Miller, C. (2007). Souldrama®: A therapeutic action model to create spiritually intelligent leadership. The Korean Association for Psychodrama & Sociodrama, 10(1), 45-80.
3. Miller, C. (2007). Psychodrama: Advances in Theory and Practice. In C. Baim, J. Burmeister & F. Maciel (Eds.), Advancing Theory in Therapy: Psychodrama, Spirituality, and Souldrama (pp.189-200). London: Routledge Press.
4. Miller, C. (2007). Souldrama®: A Therapeutic Action Model to Create Spiritually Intelligent Leadership. Retrieved from Vistas online library, January 28, 2007, from www.counseling.org.
5. Miller, C. (2008). Souldrama® Putting Spirituality into Action. Journal for Creativity in Mental Health, 139-156.
 

Workshop 105

East Meets West: Meditation, Group Process and Healing Preoedipal Wounds

Chair:

Joseph Tarantolo, MD, CGP, Private Practice, Washington, DC

"Be silent! Speak up!" There is a natural tension between meditation techniques and the free association that is the hallmark of psychodynamic therapy. Using both mindful (Vipassana) and kinetic (Dynamic) meditation techniques, the workshop will explore ways in which "Eastern" and "Western" approaches can act synergistically
to heal deep psychological and spiritual wounds. 

experiential-didactic-demonstration

Learning Objectives:

The attendee will be able to: 

1. Utilize both mindful and dynamic meditation to complement psychodynamic group work.
2. Distinguish between goals of mindful meditation and insight oriented psychotherapy.
3. Interpret how mindful meditation taps into object relations' understanding of preoedipal trauma.
4. Interpret "hindrances" to meditation as clues to early mother/child disconnection.
5. Utilize the concept "First Gaze" to enhance meditation in therapy experience.

Course References:

1. Kutz, I. et al. (1985). Meditation and Psychotherapy. American Journal of Psychiatry, 142(1).
2. Goleman, D. (1977). Meditation and Consciousness. American Journal of Psychotherapy, 30, 41-54.
3. Freud, S. (1937). Analysis Terminable and Interminable. Vol 23, Standard Edition.
4. Epstein, M. (1995). Thoughts Without a Thinker. New York: Basic Books.
5. Winnicott, D.W. (1956).  Primary maternal preoccupation. In Collected Papers (pp. 300-305). New York: Basic Books.
6. Kaklauskas, F.J., et al. (2008). Brilliant Sanity: Buddhist Approaches to Psychotherapy. Colorado Springs, CO: University of the Rockies.

Workshop 106

Expressing the Unexpressed: Helping Couples Attain Emotional Fluency

Chairs:

Lee Kassan, MA, CGP, Private Practice, New York, New York

Lynn Pearl, PhD; CGP,  Private Practice, New York, New York

This workshop for couple therapists will show how to facilitate connection and shared meaning, thereby creating an experience of common ground. We will teach principles of our approach, demonstrate techniques for fostering effective emotional communication, and provide opportunities to practice…all in the context of three common couple dynamics.

demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:

The attendee will be able to: 

1. Identify important contributors to our approach.
2. Specify the essentials of our approach and the interventions that follow from them.
3. State the most common couples dynamics and classic partner types.
4. Detect the hidden and unexpressed fears that interfere with intimacy.
5. Practice interventions that address common couples’ interactions and conflicts.
 

Course References:

1. Doherty, W. (2002). “Bad Couples Therapy: Getting Past the Myth of Therapist Neutrality” www.psychotherapynetworker.org see Couples. Washington, DC.
2. Gottman, J. (1979). A Couple's Guide to Communication. Champaign, IL: Research Press.
3. Johnson, S. (2004). The Practice of Emotionally Focused Couple Therapy: Creating Connection. New York, London: Routledge.
4. Parker-Pope, T. (2010). For Better: The Science of a Good Marriage. Peekskill, NY: Highbridge Press.
5. Wile, D. (1981). Couples Therapy: A Nontraditional Approach. New York: Wiley.
 

Workshop 107

Sex, Drugs, and Rock and Roll: Finding Common Ground in Working with Issues of Aging Through the Use of Words and Movement

Presented under the auspices of the AGPA Issues of Aging SIG

Chairs:

Andreah Barker, MA,  Dance/Movement Therapist, Baycrest, Toronto, Canada

Kenneth Martin Schwartz, MD, FRCPC,  Psychogeriatic Consultant, Baycrest, Toronto, Canada

William Shapiro, PsyD, CGP, Program Director, Psychiatry Outpatient Services, Albert Einstein Healthcare Network, Philadelphia, Pennsylvania

This workshop will be exploring the impact of group psychotherapy on enhancing emotional resources in older adults by addressing the wish for intimacy and connection, struggles with addiction, and needs for emotional expression. Members will participate in a movement group to demonstrate its impact as a communal experience in the treatment of multiple problems of older adults.
didactic-experiential -sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:

1. Describe resistances of group members, oneself and society that results in limiting the discussion of sexuality in group work with older adults.
2. Identify barriers to recognition of substance abuse disorders in older adults.
3. Describe a group-based model for treating substance abuse disorders in older adults.
4. Identify how dance/movement therapy and the use of music promotes resilience in the areas of emotional, mental and physical well-being.

5. Describe what type of environment within a group leads to the discussion of more personal topics such as loneliness and lost of intimacy.

Course References:

1. Ballard-Poe, L., Powell, C., & Mulligan, T. (1994). The importance of intimacy to men living in a nursing home. Archives of Sexual Behaviour, 23(2), 231-236.
2. Schwartz, K.M., Myran, D., & Sokolowski, M. (2007). Sexuality and Sexual Behaviour in Nursing Homes. In D.K. Conn, N. Herrmann, A. Kaye, D. Rewilak, & B. Schogt. (Eds.), Practical Psychiatry in the Long-Term Care Facility: A Handbook for Staff. (3rd Ed.). Seattle, WA:  Hogrefe & Huber.
3. Blow, F.C. (Ed.). (1998). Treatment Improvement Protocol 26: Substance Abuse Among Older Adults. Pub. No. (SMA) 98-3179. Rockville, MD: Substance Abuse and Mental Health Services Administration.
4. Colleran, C., & Jay, D. (2002). Aging and Addiction: Helping Older Adults Overcome Alcohol or Medication Dependence. Center City, MN: Hazelden Publishing.
5. Sandel, S., & Kelleher, M. (1987). A Psychosocial Approach to Dance-Movement Therapy. In S. Sandel, & D. Read Johnson (Eds.), Waiting at the Gate: Creativity and Hope in the Nursing Home. New York: Haworth Press.
 

Workshop 108

Couples in Conflict: Using Play Reading to Explore Group Dynamics in Two Families Contending with an Act of Violence by their Children

Chairs:

John Dluhy, MD, CGP, FAGPA, Private Practice, Washington, DC

Rob Williams, MSW, CGP, Private Practice, Washington, DC

The workshop will illuminate themes of authority, ethical leadership and democratic processes when two couples come together to address an act of violence involving their eleven-year-old sons. Participants will dramatically read an abridged version of the stage play God of Carnage, by Yasmina Reza. A moderated discussion will follow.

experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:

The attendee will be able to:

Course References:

Thursday, March 8:

• Overview of Thursday Sessions

• Event Descriptions for Thursday

Friday, March 9:

• Overview of Friday Sessions

• Event Descriptions for Friday