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69th Annual Conference
Sessions and Workshops
Thursday, March 8
Thursday, March
8
Early
Bird Open Sessions
7:15 – 8:15 A.M.
Session 201
The Large Group
This session
is also being held on Friday (12:45-1:45 pm) and Saturday
(1:30-4:00 pm).
Participants
should try to attend all sessions.
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 (i.e.,
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.
Session 202
A Brief Small
Group‘s Power to Reject-Group Therapy for People with Psychosis
Presenters:
Janja Mihoci, MSc, Private Practice, Ljubljana,
Slovenia
Marjeta Blinc Pesek, MD, Private Practice, Ljubljana,
Slovenia
A brief fortnightly group for
people with psychosis was conducted with a modified
psychoanalytic technique. The small group size enabled members
to bring more intimate themes earlier in the group process. One
of the most important benefits was reducing the stigma of their
personal ‘failure.’ The group was able to reject the suggestion
of adding new members after the original drop-outs have been
mourned. The sense of belonging, universality, cohesion helped
in gaining self-esteem and enabled communication about their
disease and other topics freely.
Learning
Objectives:
The
attendee will be able to:
1. Appraise
the significance of a short-term group for people with
psychosis.
2. Demonstrate a method of good conduct of a specific group
setting.
3. Relate a specific group setting to their own practices.
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 Effectiveness. Gaskell London for ISPS.
2. Addington, J. & Addington, D. (2006). Phase-specific
group treatment for recovery in an early psychosis programme.
In J.O. Johannessen, B.V. Martindale, & J. Cullberg (Eds.),
Evolving Psychosis: different stages, different treatments
(pp. 124–138). New York: Routledge.
3. Lakeman, R. (2006). Adapting psychotherapy to psychosis.
AEJAMH, 5(1).
4. McFarlane. (2002). Psychoeducational multi-family groups:
adaptations and outcomes. In B. Martindale, A. Bateman, M. Crowe
& F. Margison (Eds.), Psychosis Psychological Approaches and their
Effectiveness (pp. 68-95). Gaskell London for ISPS.
5. Blinc-Pesek, M. (2009). Therapy and quality of life of patients
with psychosis. V: HOFMANN, Gustav (ur.), SARTORIUS, Norman
(ur.). ISPS - The International Society for the
Psychological Treatments of Schizophrenia and other
Psychoses : Slovensko drutvo za psihoterapijo psihoz :
Supplement - meetings 2005-2009, (Psychiatria Danubina, Vol.
21, Suppl. 1). Zagreb: Medicinska naklada, 2009, str.
146-148. [COBISS.SI-ID 516284953]
Session
203
The Integration of Cognitive Behavioral and Positive Group
Psychotherapy for Sexually Abused Female Adolescents - From
Crisis to Resilience, to Growth and Flourishing
Presented under the
auspices of the AGPA International Relations SIG
Presenter:
Jacinto Inbar, PhD,
Lecturer, Bar Ilan University, Jerusalem and Ramat Gan, Israel
In this session, the presenter
will analyze not only the prevention of psychopathologies, but
more the promotion of positive mental health to the enhancement
of hope, optimism, well being, quality of life as well as
personal "reinvention."
Learning
Objectives:
The attendee
will be able to:
1. Integrate
and implement two approaches – CBGT and PGT.
2. List female adolescent coping resources and strengths as
relevant to resilience, hope, optimism, growth and flourishing.
3. Design an idiosyncratic plan to cope effectively with
adversity and to enhance the "reinventing" of the adolescent's
life.
Course
References:
1. Deblinger, E., Stauffer, L.B.,
& Steer, R.A. (2001). Comparative efficacies of supportive and
cognitive behavioral group therapies for young children who have
been sexually abused and their nonoffending mothers. Child
Maltreat, 6(4), 332-43.
2. Inbar, J. (2007). Positive Group Psychotherapy; Focusing
on Solutions and the Development of Individual Resilience.
Grupalismo Buenos Aires. In Ricardo Vergara (Ed. in Spanish).
115-127.
3. Seligman, M.E.P., Rashid, T., & Parks, A,C. (2006). Positive
psychotherapy. American Psychologist, 61, 774-788.
4. Seligman, M.E.P. (2011). Flourish. New York: Free
Press.
5. Zoellner, T., & Maercker, (2006). Posttraumatic Growth and
Psychotherapy. In L.G. Calhoun & R. Tedeschi (Eds.), Handbook of
Posttraumatic Growth (pp. 334-354). New York: Psychology
Press.
Session 204
Integrated
Group Therapy for Anxious and Depressed Elderly Patients
Presenters:
Erica
O'Neal, MD,
Clinical
Instructor, University of British Columbia, Department of
Psychiatry, Vancouver, British Columbia
Ingrid Sochting, PhD, RPsych,
Clinical
Assistant Professor, University of British Columbia, Vancouver,
British Columbia
The Richmond
Later Life Group Therapy Program for Anxious and Depressed
Elderly patients involves 16 weeks, 3 hours a week, group
therapy. The treatment modality is an integration of
interpersonal therapy and cognitive behaviour therapy. We will
present: 1) a theoretical rational for this particular
integrative model; 2) the treatment protocols; 3) clinical
vignettes; and 4) outcome data from 70 patients.
Learning
Objectives:
The attendee will be able to:
1. Evaluate
the benefits of an integrated therapy approach for a
diagnostically mixed population.
2. Summarize the recent growth in literature on effective
psychotherapy for elderly patients with depression and anxiety.
3. Compare the advantages and disadvantages of group therapy vs.
individual therapy for elderly patients.
Course
References:
1. Leszcz, M. (1997).
Integrated group psychotherapy for the treatment of depression
in the
elderly. Group, (21),89-113.
2. Wilfley, D.E., MacKenzie, K.R., Welch, R.R., Ayres, V.E., &
Weissman, M.M. (2000). Interpersonal Psychotherapy for
Group. New York: Basic Books.
3. Laidlaw, K., Davidson, K., Toner, H., Jackson, G., Clark, S.
Law, J., Howley, M., Bowie, G., Connery, H., & Cross, S. (2008).
A randomized controlled trial of cognitive behaviour therapy vs
treatment as usual in the treatment of mild to moderate late
life depression. International Journal of Geriatric
Psychiatry, 23(8), 843-850.
4. Hsu, C.T., Weng, C.Y., Kuo, C.S., Lin, C.L., Jong, M.C., Kuo,
S.Y., & Chen, P.F. (2010). Effects of a
cognitive-behavioral group program for community-dwelling
elderly with minor depression. International Journal of
Geriatric Psychiatry, 25, 654-655.
5. Söchting, I., Williams, C., & De Gagne, T. (2010). Group CBT:
Capitalizing on Efficiency and Humanity. In J. Bennett-Levy, D.A. Richards, P. Farrand, H. Christensen, K.M. Griffiths, D.J.
Kavanagh, B. Klein, M.A. Lau, J. Proudfoot, L. Ritterband, J.
White & C. Williams (Eds.), Oxford Guide to Low Intensity CBT
Interventions. Oxford University Press.
Session 205
Bringing Group
Psychotherapy into the Public Eye
Chair:
Judith Cochè, PhD, ABPP, CGP, LFAGPA, Owner, The Coche
Center, LLC, Philadelphia, Pennsylvania and Stone Harbor, New
Jersey
Presenters:
Laurie Abraham, MFA,
Editor, Elle Magazine, New York, New York
Diane
Feirman, CAE, Public Affairs Director, American Group
Psychotherapy Association, Inc., New York,
New York
Group psychotherapy is the best kept secret in mental health.
Increasing public awareness is crucial to professional success
for group therapy. Join Dr. Cochè, prize-winning journalist Laurie Abraham, and AGPA public relations
staff member Diane Feirman as they create a lively interchange
on how we can all make group therapy more of a common ground in
the eyes of the public.
Learning Objectives:
The
attendee will be able to:
1.
Differentiate pop psychology on group therapy from educational
media work for the public.
2. Plan one effort to increase public awareness of
group therapy.
3. Extrapolate from the expertise of colleague, staff and
journalist how to better bring group therapy to the public.
Course References:
1.
Abraham, L. (2010). The Husbands and Wives Club: A Year in
the Life of a Couples Therapy Group. New York: Touchstone, Simon and
Schuster.
2. Rogers, T. (2010). Inside the Twisted
World of Couples Therapy. Salon. http://www.salon.com/2010/03/11/couples_therapy_laurie_abraham/
3. Curtis, J. & Hamer, M. (1997).
Marketing yourself as a
psychotherapist. Discobolos Publishing Company.
4.
Abraham, L. (2007).
Can This Marriage be Saved? New York Times Magazine.
5. Helliker, K. (2009). Group Therapy offers Savings.
Wall Street Journal.
Thursday, March 8
Early Morning Colloquies
7:15 - 8:15 A.M.
Colloquy 1
Using Experiential Group in the Graduate Classroom
Presenters:
Danielle Frydman, BS,
Student, Loyola University, Chicago, Illinois
Theodore Harris, MSW, MA,
Recent Graduate, Loyola University, Chicago, Illinois
Nicole Lappin, BA,
Student, Roosevelt University, Chicago, Illinois
Anthony May, BA,
Student, Loyola University, Chicago, Illinois
Barney Straus, MA, MSW, PCGC, CGP,
Staff
Therapist, Working Sobriety, Chicago, Illinois
The rationale for using experiential groups in three distinct
graduate level classes will be explored. The design of experiential
groups in each of the classes will be shared along with some of the
challenges and advantages associated with each model. Student
representatives will share reflections of their personal learning.
Learning Objectives:
The
attendee will be able to:
1.
Develop techniques for addressing dual-role conflicts when using
process groups in academic settings.
2. Design programming that will best meet the learning needs of
specific courses.
3. Capitalize on the advantages of using specific types of
groups in the classroom.
4. Name the types of groups that can be used effectively with
students.
Course References:
1. Dewey, J. (1938). Experience in
Education. New York: Touchstone.
2. Madson, M., Bethea, A., Daniel, S., & Necaise, H. (2008). The
state of substance abuse treatment in counseling and counseling
psychology programs: what is and is not happening? Journal of
Teaching in the Addictions, 7(2), 164-178.
3. Roth, J. (2004). Group Psychotherapy and Recovery From
Addiction. New York: The Haworth Press.
4. Swiler, H.L. (2011). Process groups. International
Journal of Group Psychotherapy, 61(2), 263-273.
5. U.S. Department of Health and Human Services (2006). In P.
Flores & J. Georgo (Eds.), Substance
Abuse Treatment: Group Therapy. A Treatment Improvement
Protocol, TIP 41. Rockville, MD:
U.S. Dept. of Health and Human Services.
Colloquy 2
Fundamental Approach to Group Analysis: Oedipus, Violence,
Aggression and Contemporary Times
Presenter:
Teresa Bastos Rodrigues, MA,
Group Analyst, Amardoa,
Portugal
Analysis of the essential violence in the
play Oedipus, focusing on the un-acted first part. The
infanticide, parricide and matricide emerge as patterns of
primary violence - universal fantasies. The Group-Analyst is
compared to the old Oedipus with profound knowledge of his truth
incorporating violence in his own libido.
Learning Objectives:
The
attendee will be able to:
1.
Define primary violence.
2. Explain the difference between violence and aggressiveness.
3. Identify awareness of primary fantasies.
Course References:
1.
Bergeret, J. (1984/2000). La Violence fndamental. Paris: Dunod.
2. Billow, R.M. (2006). The Three R's of Group: Resistance,
Rebellion, and Refusal. International Journal of Group
Psychotherapy, 56(3), 259 - 284.
3. Girard, R. (1972). La Violence et le sacra. Paris: Pluriel.
4. Hopper, E. (2005). Countertransference in the Context of the
Fourth Basic Assumption in the Unconscious Life of Groups.
International Journal of Group Psychotherapy, 55(1), 87-113.
5. Saocles. Rei Ãdipo [King Oedipus]. In Teatro Grego 1964
(Eds.), traduzido por Jaime Bruna. Sao Paulo: Cultrix Ltda.
Colloquy 3
Your
Brain on AGPA: Understanding the Science of Your Brain at the AGPA Convention through Affective Neuroscience and
Psychoanalysis
Presenter:
Francis Stevens, PhD,
Post-Doctoral Fellow, W.G. "Bill" Hefner VAMC,
Salisbury, North Carolina
The AGPA conference and institute can be a powerful, exciting,
and baffling experience for many attendees, and especially new
attendees. This presentation will examine some of biological
processes happening in your brain, as one develops the intimate
and supportive relationships so often characterized by the AGPA
conference.
Learning Objectives:
The attendee will be able to:
1.
Define the function of neuropeptides such as oxytocin and
vasopressin in neuro-genesis.
2. State how their brain may change as result of the AGPA
conference experience.
3. Better translate psychoanalytic theory and with neuro-scientific
research and vice versa.
Course References:
1.
Lewis, T., Amini, F., & Lannon, R. (2000). General Theory of Love.
New
York: Random House.
2. Cozolino, L. (2006). The Neuroscience of Human Relationships:
Attachment and the Developing Social Brain. New York: Norton.
3. Etkin, A., Pittenger, C., Polan, H., & Kandel, E. (2005).
Toward a Neurobiology of Psychotherapy: Basic Science and
Clinical Applications. The Journal Neuropsychiatry Clinical
Neurosciences, 17(2), 145-158.
4. Dêbiec, J. (2007). From Affiliative Behaviors to Romantic
Feelings: A Role of Nanopeptides. FEBS Letters, 14, 2580–2586.
5. Young, L.J., & Wang, Z. (2004). The Neurobiology of Pair
Bonding. Nature Neuroscience, 7, 1048-1054.
Thursday, March 8
8:30 – 9:45 A.M.
Conference Opening
Plenary Address
The Use and Impact of
Empathic and Other
Listening/Experiencing Perspectives in Group Psychotherapy
Featured
Speaker: James Fosshage, PhD
The
purpose of this presentation is to assess, through a conceptual
and historical lens, the considerable controversy generated by
the empathic listening perspective. Dr. Fosshage will propose and
illustrate two additional listening/experiencing perspectives
and their use and impact within group psychotherapeutic process.
All-Day
Courses
Thursday, March 8
Thursday, March 8
(10:00 am-12:30 pm & 2:30-5:00 pm)
C1. Experiencing a
Practice-Based Evidence Group: It’s Even Less Scary Than Before!
Presented in cooperation with the
International Board for Certification of Group Psychotherapists
Director:
Thomas Golightly, PhD, Assistant Clinical Professor,
Counseling and Career Center, Brigham Young University, Provo, Utah
Faculty:
Mark Beecher, PhD,
Associate
Clinical Professor, Counseling and Career Center, Brigham Young
University, Provo, Utah
Gary Burlingame, PhD, CGP, FAGPA,
Professor
of Psychology, Brigham Young University,
Brigham Young University,
Provo,
Utah
Robert Gleave, PhD, ABPP, CGP,
Clinical
Professor, Counseling and Career Center Brigham Young
University, Provo, Utah
Dallas Jensen, PhD,
Assistant
Clinical Professor, Counseling and Career Center,
Brigham Young University,
Provo,
Utah
The goal
of the Group Questionnaire (GQ) is to provide recommendations
regarding psychometrically sound and empirically tested
instruments for therapists seeking to track the therapeutic
properties of their groups in a more parsimonious way. This
course will provide an overview of the GQ and also include
explanation of selection, process, and outcome measures. This
course will consist of a brief experiential group in which
participants will complete four measures which will then be used
to demonstrate how results can be beneficial to the members and
group leaders. Designed to help participants see these measures
in action, participants learn through observation, experience,
and measure-related didactic instruction.
Learning
Objectives:
The attendee will be able to:
1.
Identify major models of evidence-based treatment.
2. Articulate how the Group Questionnaire, Outcome Questionnaire,
Group Readiness Questionnaire and Process measure fits with
evidence-based models.
3.
Identify the evidence-based principles for selecting group
members and composing groups.
4.
Obtain knowledge of how to use practice-based measures to
identify group members that might benefit from the group format.
5.
Articulate the evidentiary base for group processes and dynamics
(alliance, cohesion & climate)
6.
Identify different approaches for assessing patient progress,
predicting treatment failure, and increasing overall outcomes.
7.
Improve patient outcomes as a method of working with members who
may be likely to drop out of group.
8.
Improve group leadership effectiveness by learning how to
capture practice-based evidence and use the information to
foster group process.
Course
References:
1. Assay, T.,
et al. (2002). Using patient focused research in evaluating
outcomes in private practice. Journal of Clinical
Psychology, 56, 1213-1225.
2.
Burlingame, G.
(2010). Small group treatments: Introduction to special section.
Psychotherapy Research, 20(1), 1-7.
3.
Krogel, J.,
Beecher, M., Presnell, J., Burlingame, G., & Simonsen. (2009).
The Group Selection Questionnaire: A qualitative analysis of
extreme scores. International Journal of Group Psychotherapy,
59(4), 352-362.
4.Burlingame,
G., Cox, J., Davies, D., Layne, C., & Gleave, R. (in press). The
Group Selection Questionnaire: Further refinements in group
member selection. Group Dynamics: Theory, Research and
Practice.
5.
Lambert, M., et
al. (1999). Outcome Questionnaire. In M. Maruish (Ed.),
The use of psychological testing for treatment planning and
outcomes assessment. LEA
6.
Wells, G., et
al. (1996). Conceptualization & measurement of patient change
during psychotherapy. Psychotherapy, 33, 275-263.
C2.
Themes in the Study of the Social Unconscious: Beyond
Individuals and Groups
Presented under the auspices of the AGPA International Relations
SIG
Juan Tubert-Oklander, MD,
PhD, Private Practice, Mexico City, Mexico
Roundtable Participants:
Jorge
Burmeister, MD; Sue Einhorn,
BA, CQSW;
Marina Mojovic, MD, MA; Gila Ofer, PhD; Carla Penna, MA; Mohamed Taha, MD;
Haim Weinberg,
PhD, CGP, FAGPA
The social unconscious refers to the existence of and restraint
and constraints by social, cultural and communicational
arrangements of which people are ‘unaware’. The morning panel
will include an introduction and presentations, followed by
questions/answers and discussion. The afternoon roundtable/fishbowl
will address specific topics in the context of the morning
discussion, such as race, gender, class and social trauma, and
their clinical implications. Following a lead response, several
respondents will present their interests, opening out to a
discussion with the participants.
Learning
Objectives:
The
attendee will be able to:
1.Define the social unconscious.
2.Identify elements of the social unconscious in various
cultures.
3.Apply the theory of the social unconscious to clinical work.
Course
References:
1. Brown, D., &
Zinkin, L. (1994). The Psyche and the Social World. London: Routledge.
2. Hopper, E. (2003). The Social Unconscious: Selected Papers.
London: Jessica Kingsley Publishers.
3. Hopper, E., & Weinberg, H. (2011). The Social
Unconscious in Persons, Groups and Societies, I: Mainly
Theory. London: Karnac Books Ltd.
Two-Day
Course
Thursday, March 8, 10:00 A.M.–
12:30 P.M. & 2:30 – 6:15 P.M. and
Friday, March 9,
10:00 A.M.– 12:30 P.M. & 2:30 – 6:15 P.M.
C8. A Model for Group
Leadership Training: NRCGP 2008 Award Winning Center for Group
Studies Weekend Program
Director:
Janet Resnick, MS, PhD,
Senior Faculty and Supervisor, Center for Group Studies, New
York, New York
Faculty:
Gail Brown, MA, CGP,
Director of Academic Training, Center for Group Studies, New
York, New York
Jacqueline Fish, LCSW, CASAC,
CGP, Faculty Chairperson, Center for Group Studies, New
York, New York
Sally Henry, LCSW, CGP,
Senior Faculty and Supervisor, Center for Group Studies, New
York, New York
Rhoda Shapiro, LCSW, CGP,
Faculty and
Supervisor, Center for Group Studies, New York, New York
Learning
Objectives:
The attendees
will be able to:
1.
Explain the use of the contract in the formation and ongoing
process of the group.
2. Describe the meaning and use of resistance as a necessary
defense mechanism.
3. Identify countertransference and use it to inform their
interventions.
4. Integrate the skills of bridging, immediacy and intimacy into
their group practices.
5. Describe the importance of the observing ego in emotional
engagement.
6. Recognize the many guises aggression takes in their groups
and develop techniques and approaches to direct the aggression
to the group’s benefit.
7. Distinguish between self and object feelings.
8. Appraise the effectiveness of the Modern Group Process.
Course
References:
*PLEASE NOTE: The
time schedule for two-day courses deviates slightly from regular
conference schedule.
Thursday, March 8
All-Day Workshops
10:00 A.M.– 12:30 P.M. & 2:30 – 5:00 P.M.
Workshop
1a
Sexual Health and Group Psychotherapy
Chairs:
Douglas Braun-Harvey, MFT, CGP,
Private Practice, San Diego, California
Michael Vigorito, MA,
Private Practice, San Diego, California
Group therapists improve client
retention and treatment outcomes utilizing sexual health-based
group leader interventions and standards of care. Sexual health
facilitation supports exploration of sexual pleasure,
functioning, and desire, at all stages of group treatment, while
mitigating therapist and group member defenses and fears
associated with honest disclosure of sexuality.
demonstration-experiential-sharing
of work experiences-didactic
Learning
Objectives:
The attendee
will be able to:
1. Evaluate
psychotherapist comfort with engaging in sexual health group
work.
2. Improve psychotherapist readiness and willingness to engage
in sexual health group work.
3. Identify and integrate definitions of sexual health within
treatment frame for group psychotherapy.
4. Identify key sexual health moments in all stages of group
work.
5. Describe three leader functions to facilitate sexual health
dialogues in group psychotherapy.
6. Explain how to integrate sexual health standards of care into diverse
theoretical orientations.
7. Demonstrate integration of sexual health approaches to group
work through participation and/or observation of group leader
facilitation.
Course
References:
1. Barratt, B.B., & Rand, M.A.
(2009). Sexual health assessment for mental health and medical
practitioners: Teaching notes. American Journal of Sexuality
Education, 4, 16-27.
2. Braun-Harvey, D. (2009). Group: The Journal of the Eastern
Group Psychotherapy Society. Fundamental Principles of Sexual
Health for Group Psychotherapists and Their Group, 33(3).
3. Klein, M. (2006). America’s War on Sex: The attack on law,
lust and liberty. New York: Praeger.
4. Levine, S.B. (2003). Handbook of Clinical Sexuality for
Mental Health Professionals. New York: Brunner-Roetledge.
5. Morin, J. (1996). The Erotic Mind: Unlocking the Inner
Sources of Passion and Fulfillment. New York: Harper Collins
Publishers.
6. Nitson, M. (2006). The group as an object of desire:
Exploring sexuality in group therapy. New York: Routledge.
7. Perel, E. (2006). Mating in Captivity: Unlocking erotic
intelligence. New York: Harper Collins Publishers.
Master Workshop
2a
Mindfulness, Interpersonal Neurobiology, and Process Group
Psychotherapy
Chairs:
Sarah
Kallick, PsyD, Co-Owner of Group Private Practice,
Evanston, Illinois
James
O'Keefe, MS, JD, LCPC, CGP, NBCCH, Co-Owner of Group
Private Practice, Evanston, Illinois
Open to
participants with more than ten years of group psychotherapy
experience
The workshop will be presented as
an all-day mindfulness-based demonstration group which will
include didactic elements focused on both mindfulness and
interpersonal neurobiology. Through this experience, workshop
participants will learn the benefits of mindfulness-based group
therapy for both clients and therapists and will experience ways
in which mindfulness can facilitate participation in the
process-oriented psychotherapy group. In addition, participants
will learn ways in which current developments in the field of
interpersonal neurobiology impact the practice of mindfulness
and of group psychotherapy.
experiential-demonstration-sharing of work experiences-didactic
Learning
Objectives:
The attendee
will be able to:
1. Define
mindfulness and describe three mindfulness exercises.
2. Explain the impact of the current Interpersonal Neurobiologic
Theory on the practice of mindfulness and group psychotherapy.
3. List five ways mindfulness practice can benefit group
psychotherapy.
4. Define acceptance from a mindfulness-based psychotherapy
perspective.
5. Cite two findings in brain research that seem to indicate
that formal mindfulness practice may improve interpersonal
functioning.
6. Describe the function of mirror neurons.
Course
References:
1. Baer, R.A. (2006).
Mindfulness-Based Treatment Approaches: Clinicians' Guide to
Evidence Base and Applications. Boston, MA: Academic Press.
2. Germer, E. (2005). Mindfulness and Psychotherapy. New York:
The Guilford Press.
3. Kabat-Zinn, J. (1991). Full Catastrophe Living. New York:
Delta.
4. Segal, Z., William, J., & Teasdale, J. (2002).
Mindfulness-Based Cognitive Therapy for Depression. New York:
The Guilford Press.
5. Siegal, D. (2007). The Mindful Brain: Reflection and
Attunement in the Cultivation of Well-Being. New York: W. W.
Norton and Company.
Workshop 3a
A
Theoretical and Experiential Introduction to Group Analysis
Chairs:
Anne
Lindhardt, MD, Medical Director, Psychiatric Services,
Copenhagen, Denmark
Gerda
Winther, MA, Private Practice, Copenhagen, Denmark
Group analysis is a complex method
of working with group dynamics as a medium for individual
change. The group process itself is at the center of
interventions. This workshop will explore the methodology through
an interaction between theoretical presentations, experiential
group demonstration and mutual reflection.
experiential-didactic-demonstration-sharing of work experiences
Learning
Objectives:
The attendee
will be able to:
1. Describe
the four levels of communication during the reflection on the
experiential group process.
2. Demonstrate the figure/ground relation as demonstrated in the
experiential group.
3. Identify the transference level to the members of the group
in the experiential group.
4. Clarify and demonstrate the concept of the matrix.
5. Demonstrate the conductor in action.
6. Identify the work by the group, in the group, and of the
group.
Course
References:
1. Foulkes, S.H. (1964).
Therapeutic group Analysis. London: George Allen.
2. Nitsun, M. (1996). The Antigroup. London: Routledge.
3. Hopper, E. (2003). The social unconscious. London: Jessica
Kingsley.
4. Kennard, D., et al. (1993). A work book of group analytic
interventions. London: Routledge.
5. Behr, H., & Hearst L. (2005). Group analytic psychotherapy.
London: Whurr.
Workshop 4a
Adolescent Group Psychotherapy: Method, Madness, and the Basics
- A Sampler
Presented in cooperation with the International Board for
Certification of Group Psychotherapists and
under the auspices of the AGPA Children and
Adolescents SIG
Chairs:
Seth
Aronson, PsyD, CGP, FAGPA, Private Practice, New York,
New York
David
Dumais, LCSW, CGP, Executive Director, GroupWORKS for
Education, Brooklyn, New York
Craig
Haen, MA, RDT, CGP, Assistant Clinical Director, Andrus
Children's Center, Yonkers, New York
Andrew
Pojman, EdD, CGP, Adjunct Professor of Psychology, Wright
Institute, Berkeley, California
Using the manual, Adolescent Group
Psychotherapy: Method, Madness, and the Basics, four senior
clinicians will provide participants with an understanding of
the theoretical framework behind the basics of adolescent group
treatment. Particular attention will be devoted to doing groups
in school and in utilizing creative approaches in a group.
didactic-sharing of work
experiences-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Increase understanding of
adolescent growth including the development of the self, peer
relationships, and emotions.
2. Develop sensitivity to the adolescent culture especially as it
relates to the formation and development of group and the group
process.
3. Understand some of the basic theories of group.
4. Develop an understanding of how the purpose of the group,
coupled with culture, informs the membership and the structure
of the group.
5. Understand and know how to conduct a pre-group interview.
6. Know the different stages of group and how it impacts the
group process.
7. Develop an understanding of the power of leadership and effect
on the group process.
8. Develop an understanding of challenges of rewards of groups in
the school environment.
9. Know three interventions using a creative approach.
Course References:
1. Aronson, S., Scheidlinger, S.,
& Hajal, R. (2002). Group treatment of the adolescent:
Outpatient, inpatient, and school. Madison, CT: International
Universities Press.
2. Haen, C. (2011). Engaging boys in treatment: Creative
Approaches to the Therapy Process. New York: Routledge.
3. Pojman, A. (2009). Adolescent group psychotherapy: Method,
madness, and the basics. New York: American Group Psychotherapy
Association.
4. Rachman, A., & Ceccoli, V. (1995). Analyst self-disclosure in
adolescent groups. In P. Kymissis & Halperin (Eds.), Group
therapy with children and adolescents (pp. 155-167). Washington
DC: American Psychiatric Press.
5. Shechtman, Z. (2006). Group counseling and psychotherapy with
children and adolescents: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Thursday, March 8
Morning Open Sessions
10:00 A.M. – 12:30 P.M.
Session 301
A Play Reading to
Illustrate Principles of Dynamic Group Therapy
Presented in cooperation with the Red Wall Theater Group
Co-Chairs:
Molly
Donovan, PhD, CGP, Private Practice, Washington, DC
Robert
Schulte, MSW, CGP, Private Practice, Alexandria, Virginia
Presenters:
Maryetta Andrews-Sachs, MA, CGP, FAGPA,
Private
Practice, Washington, DC
John Dluhy, MD, CGP, FAGPA,
Private
Practice, Washington, DC
Mary Dluhy, MSW, CGP, FAGPA,
Private
Practice, Washington, DC
Hallie Lovett, PhD, CGP,
Private
Practice, Washington, DC
Liz Marsh, MSW,
Lead Dual
Diagnosis Counselor, Volunteers of America, Arlington, Virginia
Yavar Moghimi, MD,
George
Washington University Hospital, Washington, DC
Rosemary Segalla, PhD, CGP,
Private
Practice, Washington, DC
Paul
Timin, MSW, CGP, Private Practice,
Lutherville, Maryland
Barry Wepman, PhD, CGP, FAGPA,
Private
Practice, Washington, DC
Rob Williams, MSW, CGP,
Private
Practice, Washington, DC
A reading of the stage play God of
Carnage, by Yasmina Reza, will illuminate themes of authority,
ethical leadership and democratic processes within groups. This
play dramatizes two couples efforts to address an act of
violence involving their eleven-year-old sons. A moderated
discussion to explore the relevance of these themes to group
therapy practice, organizational life and societies-at-large
will follow the reading. The performance format will employ
three casts of actors who will sequentially participate in the
reading of the play.
Learning
Objectives:
The attendee
will be able to:
1. Compare and
contrast the play's characters, plot and dramatic action with a
therapy group's members, presenting problems and unconscious
enactments that unfold over time.
2. Identify theme content and relate to a group therapy
situation.
3. Discuss one's experience of the here-and-now of watching the
play.
4. Contrast one’s experience of watching the play with the act
of bearing witness in a therapy group.
5. Identify ethical dilemmas in the play and consider their
relevance to the group therapy situation.
Course
References:
1. Barrett, T. (2003).
Interpreting art: Reflecting, wondering and responding. New
York: Oxford University Press.
2. Dluhy, M., & Schulte, R. (in press). A playful approach to
group therapy education. In I. Harwood, W. Stone & M. Pines
(Eds.), Self experiences in group, revisited. New York: Routledge.
3. Reza, Y. (2004). God of Carnage. New York: Dramatists Play
Service.
4. Gershoni, J. (2003). Psychodrama in the 21st century:
Clinical and educational applications. New York: Springer.
5. Schermer, V. (2011). Mirror neurons: Their implications for
group therapy. International Journal of Group Psychotherapy, 60,
487-513.
Session 302
A
Systems-Centered Group through the Lens of Interpersonal
Neurobiology
Presented
in cooperation with the International Board for Certification
of Group Psychotherapists and the
Systems-Centered Training and Research Institute
Chair:
Paul
Damian Cox, MD, CGP, Associate Professor, University of
California Davis School of Medicine, Sacramento, California
Presenters:
Yvonne
Agazarian, EdD, CGP, DLFAGPA, Founder, Systems-Centered
Training and Research Institute, Philadelphia, Pennsylvania
Susan
Gantt, PhD, ABPP, CGP, FAGPA, Assistant Professor, Emory
University School of Medicine, Atlanta, Georgia
Interpersonal neurobiology
introduces a framework for group that deepens our understanding
of how groups can influence the development of our brains and
minds. We will use this lens to view a systems-centered
demonstration group and large group discussion: examining how
functional subgrouping potentiates neural integration, emotional
containment, and resonance circuitry and creates a secure
climate for exploration.
Learning
Objectives:
The attendee
will be able to:
1. Describe key
aspects of IPNB that are relevant for group therapy.
2. Identify how group methods foster neural integration.
3. Identify the impact of functional subgrouping in developing a
neurobiological-enriching group environment.
4. Demonstrate the use of functional subgrouping to create a
secure climate for exploration and neuroception of safety.
5. Summarize the interpersonal neurobiological research most
relevant to group psychotherapy.
Course
References:
1. Siegel, D.
(2007). The Mindful Brain: Reflection and Attunement in the
Cultivation of Well-being. New York: Norton.
2. Agazarian, Y.M. (2004). Systems-Centered Therapy for Groups.
London: Karnac Books.
3. Gantt, S.P., & Cox, P. (2010). Neurobiology and interpersonal
systems. International Journal of
Group Psychotherapy, 60(4), 515-544.
4. Cozolino, L. (2006). The neuroscience of human relationships:
Attachment and the developing social brain. New York: W.W.
Norton & Co.
5. Iacoboni, M. (2008). Mirroring people: The new science of how
we connect with others. New York: Farrar, Straus & Giroux.
Session 303
Training and Supervision in College Counseling Centers
Presented under the auspices of the AGPA
College Counseling and other Educational Setting SIG
Chair:
Bryan Duncan, MEd, PhD,
Staff Psychologist and Group Therapy Coordinator, Texas Tech
University Student Counseling Center, Lubbock, Texas
Presenters:
Maria
Aguirre, PhD, Senior Staff Psychologist and Group Therapy
Coordinator, University of Oregon's Counseling and Testing
Center, Eugene, Oregon
Jessica Buckland, MA,
Pre-doctoral Intern, Pennsylvania State University's Center
Counseling and Psychological Services, University Park,
Pennsylvania
Michelle Gates, MA,
Graduate
Student,
Texas Tech University Student Counseling Center, Lubbock,
Texas
Joshua Gross, PhD, ABPP, CGP, FAGPA,
Staff
Psychologist and Group Psychotherapy Coordinator, The University
Counseling Center at Florida State University, Tallahassee,
Florida
Kasi Howard, PhD,
Staff
Psychologist and Director, Westminster College and Wellness
Center, Fulton, Missouri
Leslie Klein, PhD,
Post-Doctoral Fellow, Mount St. Mary's College, Los Angeles,
California
Hai-Van
Karin Sponholz, MSW, PhD, Staff Psychologist, University
of Southern California Student Counseling Services, Los Angeles,
California
This session will present
innovative practices, techniques, issues, and concerns related
to supervision and training. Specifically, these interventions
and models are utilized and explored in the context of a
University/College Counseling Center setting. The models and
issues discussed may be useful for all types of centers,
trainers, and trainees of varying levels of development.
Learning
Objectives:
The attendee
will be able to:
1. Identify
skills needed to develop an effective group training program and
components of effective group supervision.
2. Identify components of live group supervision.
3. Discuss the developmental approach of using process observers
for training within a university or college counseling center.
4. Discuss the components of the supervision relationship from a
trainee and supervisor’s perspective
5. Define the basic components of a Mentor/Apprentice approach
to teaching group psychotherapy in a college counseling center
internship training program.
Course
References:
1. Bieschke, K.J., Matthews, C.,
Wade, J., & Pricken, P.A. (1998). Evaluation of the process
observer method: Group Leader, member, and observer
perspectives. Journal for Specialists in Group Work, 23, 50-65.
2. Hogan, C., Harris, R.S., & Cassidy, J.M. (2006). The impact
of process observers on interpersonal group therapy. Journal of
College Student Psychotherapy, 21, 21-32.
3. Yalom, I. (1995). The Theory and Practice of Group
Psychotherapy. New York: Basic Books.
4. Gross, J.M., & Garrison, M.R. (2000). Individual psychology
and group psychotherapy: Toward an Adlerian group psychotherapy
orientation. In K. A. Fall & J. E. Levitov, (Eds.), Modern
applications to group work. New York: Nova Science.
5. Price, J.R., Hescheles, D.R., & Price, A.R. (1999). A
guide to starting psychotherapy groups. New York: Academic Press.
Thursday, March 8
Morning Workshops
10:00 A.M. – 12:30 P.M.
Workshop
5
Did I Just Say That? A Close Look at Leader Interventions
Chairs:
Chera
Finnis, PsyD, CGP, FAGPA, Private Practice, New York, New
York
Robin
Good, PhD, CGP, FAGPA, Faculty, EGPS Group Therapy
Training Program, New York, New York
As group therapists we should ask, “What do we do and why do we
do it?” A monitored process group will allow scrutiny of leader
interventions – their artistry, rationale based on group
principles and botches, leaving ample time to review
interventions in terms of the group's progress.
demonstration-experiential-didactic-sharing
of work experiences
Learning
Objectives:
The attendee
will be able to:
1. Define the
"science" and "artistry" of leader interventions and list
components of each.
2. Identify and describe the group signs indicating if an
intervention is productive or unproductive.
3. Cite unproductive or "botched" interventions (from recall
and/or audiotape) and propose leader characteristics and/or
responses necessary to deal with mistakes.
4. Discuss elements of both artistry and science in leader
interventions and their impact on the group's process and
progress.
5. List signs of successful and unsuccessful interventions.
Course
References:
1. Gans, J. (1991). The leader's
use of metaphor in group psychotherapy. International Journal
of Group Psychotherapy, 41, 127-143.
2. Gans, J. (2000). Silence in group psychotherapy: A powerful
communication.
International Journal of Group
Psychotherapy, 50,
71-86.
3. Grotjahn, M. (1971). The Qualities of the Group Therapist. In
H.I. Kaplan and B.J. Sadock (Eds.), Comprehensive Group
Psychotherapy. Baltimore, MD: Williams and Wilkins.
4. Schermer, V. (2000). Contributions of object relations theory
and self psychology to relational psychology and group
psychotherapy.
International Journal of Group
Psychotherapy, 50, 199-217.
5. Wright, F. (2000). The Use of Self in Group Leadership: a
relational perspective.
International Journal of Group
Psychotherapy, 50, 181-198.
Workshop 6
The
Intersection of Ethical and Clinical Issues in Group (Ethics
CE credits available)
Presented
in cooperation with the International Board for Certification
of Group Psychotherapists
Chair:
Rebecca MacNair-Semands, PhD, CGP,
Senior Associate
Director, Counseling Center University of North Carolina,
Charlotte, North Carolina
This workshop explores clinical
issues interfacing with ethical and legal topics in group
psychotherapy. Didactic and small group case vignettes materials
include informed consent, confidentiality, and record keeping.
The format utilizes the expertise of participants in conjunction
with teaching points for each vignette based on the current
literature.
sharing of work experiences-didactic-experiential-demonstration
Learning Objectives:
The attendee will be able to:
1. Identify methods of informing
group members about consent and disclosure.
2. Distinguish between ethical principles, codes, and state
regulations.
3. Identify limits of confidentiality for members.
4. Discuss the merits of providing written materials and signed
informed consent forms.
5. Identify methods of discussing privileged communication with
group members.
Course References:
1. Bernard, H., Burlingame, G.,
Flores, P., Greene, L., Joyce, A., Kobos, J., Leszcz, M., et al.
(2008). Clinical practice guidelines for group psychotherapy.
International Journal of Group Psychotherapy, 455-542.
2. Lasky, G., & Riva, M.T. (2006). Confidentiality and
privileged communication in group psychotherapy. International
Journal of Group Psychotherapy, 56.
3. Knauss, L.K. (2006). Ethical issues in record keeping in
group psychotherapy. International Journal of Group
Psychotherapy, 56, 415-430.
4. MacNair-Semands, R.R. (2005). Ethics in group psychotherapy.
New York: American Group Psychotherapy Association.
5. Rapin, L.S. (2004). Guidelines for ethical and legal
practice in counseling and psychotherapy groups. In J. L. DeLucia-Waack, D. A. Gerrity, C. R. Kalodner & M.T. Riva
(Eds.), Handbook of group counseling and psychotherapy (pp.
151-165). Thousand Oaks, CA: Sage Publications.
Workshop 7
A
Demonstration Process Group: Working with the Dark Side in Group
Psychotherapy
Chair:
Robert Pepper, LSCW, PhD, CGP,
Director of Training, Long
Island Institute for Mental Health, New York, New York
We have all
had the experience of working with a group that was felt to be
impossible. This workshop focuses on leading such a group.
Volunteers from the workshop will role play their most trying
group members in a demonstration group led by Dr. Pepper. Using a
combination of modern analytic technique and psychoanalytic
theory, Dr. Pepper will facilitate the group process with a
discussion to follow.
experiential-demonstration-didactic-sharing
of work experiences
Learning
Objectives:
The
attendee will be able to:
1. Describe
innovative techniques to resolve destructive resistances in
group.
2. Identify the countertransferential resistances that impede
this work.
3. Describe how to use induced feelings to be better work with difficult
group members.
4. Apply the use of humor to facilitate group process.
5. State the importance of secure boundaries in running
group.
Course
References:
1. Epstein, L. (1990). Some
Reflections on the Therapeutic Use of Self. Group, 14(3),
151-56.
2. Grotjahn, M. (1950). The Process of Maturation in Group
Psychotherapy in the Group Therapist. Psychiatry, 13, 63-67.
3. Ormont, L. (1992). The Group Therapy Experience. New York: St. Martins Press.
4. Ormont, L. (2001). The Technique of Group Treatment. Madison,
CT: Psychosocial Press.
5. Rosenthal, L. (1987). Resolving Resistance in Group
Psychotherapy. Northvale, NJ: Jason Aronson.
Workshop 8
Money and the Group Therapist's Countertransference
Chairs:
Gregory
Chilenski, PhD, CGP, Private Practice, Camden, Maine
Lawrence Kron, PhD, Private Practice, Cambridge,
Massachusetts
Money invites
multiple meanings, creates strong feelings, and brings up
history and associations for every therapist. The therapist's
needs and motivations often create countertransference reactions
that overdetermine the setting, collecting and raising of group
fees in private practice. A facilitated discussion will be
followed by an experiential process.
sharing
of work experiences-experiential-didactic-demonstration
Learning
Objectives:
The
attendee will be able to:
1. Specify how
his/her own meanings, feelings, histories and associations
impact the decisions made about handling money in group.
2. Differentiate between a group therapy member's resistance, as
expressed in money issues, and the therapist's
countertransference.
3. List various ways by which the therapist might be avoiding
dealing with money issues.
4. Practice speaking openly and honestly about how the
participant relates to money.
Course
References:
1. Gans, J.S. (1992). Money and
psychodynamic group psychotherapy. International Journal of
Group Psychotherapy, 42(1), 133-152.
2. Herron, W.G., & Welt, S.R. (1992). Money
Matters: The Fee in Psychotherapy and Psychoanalysis. New York:
The Guilford Press.
3. Motherwell, L. (2002). Women, money, and psychodynamic group
psychotherapy. International Journal of Group Psychotherapy,
52(1), 49-66.
4. Shapiro, E.L., & Ginzberg, R. (2006). Buried treasure: Money,
ethics and countertransference in group psychotherapy.
International Journal of Group Psychotherapy, 56(4), 477-494.
5. Shields, J.D. (1993). Hostage of the fee: Meanings of money,
countertransference and the beginning therapist. Psychoanalytic
Psychotherapy, 10(3), 233-250.
Workshop 9
Co-Therapy: Harmonizing Two Distinct and Equal Partners
Presented under the auspices of
the AGPA Co-Leadership SIG
Chairs:
Barbara
Kidder, MA, Private Practice, Seattle, Washington
Eugene Kidder, MDiv., CGP, FAGPA,
Private
Practice, Seattle, Washington
This workshop
demonstrates how a co-therapy team creates and maintains a group
therapy container, exemplifying ways co-therapists sustain their
partnership. Criteria for selecting a co-therapist are
addressed. Effective understanding of transference and
countertransference between therapists and between members and
therapists receive prime consideration. Competition between
therapists, conflict and intimacy questions will be treated.
Leaders experience totals over 70 years so this workshop is
suitable for both less and more experienced therapists.
sharing
of work experiences-experiential-didactic-demonstration
Learning
Objectives:
The attendee
will be able to:
1. State criteria for choosing a co-therapist.
2. Describe how to develop skills in co-therapy team management.
3. Learn the deeper uses of transference and countertransference
in co-therapy effectiveness.
4. Construct a framework for the selection process for group
members as a co-therapy team.
Course
References:
1. Roller, B., & Nelson, V. (1991).
The Art of Co-therapy. London, New York: Guilford Press.
2. Polsby, G. (1996). Co-therapy: An Interpersonal Encounter.
National Group Psychotherapist Institute.
3. Bernard, H., et al. (1987). Compatibility Between
Co-therapists: An Empirical Report. International Journal of
Group Psychotherapy, 37(2), 224.
4. Gans, J.S. (2010). Patient Selection for Psychodynamic Group
Psychotherapy. International Journal of Group
Psychotherapy, 60(2).
Workshop 10
The
Group Cognitive Behavioral Therapy Model: Integrating CBT with
Psychodrama
Chair:
Thomas Treadwell, EdD, TEP, CGP,
Psychologist and Professor, University of Pennsylvania-Center
for Cognitive Therapy, Philadelphia, Pennsylvania
The GCBT model promotes dynamic
group interaction, experiential participation, provides
opportunities for catharsis, and facilitates basic group
psychotherapeutic techniques. The integration of CBT techniques
allied to psychodrama help provide a balance between an
exploration of emotionally laden situations and a more concrete,
data-based, problem-solving process.
experiential-didactic-demonstration-sharing
of work experiences
Learning Objectives:
The attendee will be able to:
1. Describe how the GCBT and Psychodramatic models
can be used to create a safe and secure
environment where individuals can share their dilemma(s) without
restraint.
2. Outline several approaches for working through various
interpersonal, occupational, educational, psychological, and
health-related conflicts.
3. Complete & interpret the
Automatic Thought Record (ATR) & the Dysfunctional Thought Record
(DTR).
4. Identify automatic thoughts and discuss the meaning of automatic
thoughts as they relate to core-beliefs and/or schemas.
5. Explain how to develop a self-conceptualization chart
reflecting the various rules, conditional assumptions,
intermediate beliefs, one embraces.
6. Describe how to address dysfunctional core beliefs/schemas
and how to use cognitive restructuring in an
action group format.
Course References:
1. Treadwell, T., Travaglini, L., &
Reisch, E. (In Press). The Effectiveness of Collaborative Story
Building and Telling in Facilitating Group Cohesion.
International Journal of Group Psychotherapy.
2. Travaglini, L., Seaver, C., Lynn, T., & Treadwell, T. (2010).
Group Cohesion Via Collaborative Story Building. The Group
Psychologist, 20(3), 6-8.
3. Treadwell, T., Kumar, V.K., & Wright, J. (2008). Group
cognitive behavioral model: Integrating cognitive behavioral
with psychodramatic theory and techniques. In S.S. Fehr
(Ed.), 101 Interventions in Group Therapy. New York: The Hayworth
Press.
4. Treadwell, T., Kumar, V.K., & Wright, J. (2004). Enriching
Psychodrama via the Use of Cognitive Behavioral Therapy
Techniques. Journal of Group Psychotherapy, Psychodrama, & Sociometry, 55, 55-65.
5. Baim, C. (2007). A Cognitive Psychodramatist?: Reflections on
the Links Between Cognitive Therapy and Psychodrama. British
Journal of Psychodrama and Sociodrama, 22(2), 23-31.
6. Fisher, A.J. (2007). Congenial alliance: Synergies in
cognitive and psychodramatic therapies. Psychology of
Aesthetics, Creativity, and the Arts 1(4), 237–242.
Master Workshop 11
What
is Complexity Theory and Who Stuck it in Our Relationships?
Seeing What We Think and Feel by Using the Artist's Canvas for
Reverie
Chairs:
Allan
Gelber, PhD, CGP, Private Practice, Phoenix, Arizona
Florence Rosiello, PhD,
Private
Practice, Sedona & Phoenix, Arizona
Open to
participants with more than ten years of group psychotherapy
experience
What does the
process of relating to another person look like? Is there a way
to visualize the dynamics that develop between people,
particularly within group interactions? The principles of
Complexity Theory can explain how we relate, and in this
workshop the presentation of visual art illuminates the
intricacies of interactions.
didactic-experiential-sharing of work experiences-demonstration
Learning
Objectives:
The
attendee will be able to:
1. Compare and
contrast the new paradigm of complexity theory in relation to
how we make meaning from relationships in group therapy.
2. Analyze the notions of complexity theory as they relate to
similar concepts within group psychotherapy.
3. Explain how disorganized experience within the self can
lead to novel and creative and artistic exchanges within the
self, between people, and within a group treatment.
Course
References:
1. Gleik, J. (1987). Chaos: Making
a New Science. London: Penguin.
2. Coburn, W. (2007). Psychoanalytic Complexity: Pouring New
Wine Directly Into One's Mouth. In Buirski & Kottler (Eds.),
New
Developments in Self Psychology Practice. New York: Aronson.
3. Rubenfeld, S. (2001). Group Therapy and Complexity Theory.
International Journal of Group Psychotherapy, 1(4).
4. Coburn, J. (2009). Attitudes in Psychoanalytic Complexity. In
Frie & Orange (Eds.), Beyond Postmodernism: New Dimensions in
Clinical Theory and Practice. New York: Routledge.
Workshop 12
The Ninja Leader: Group Therapy and the
Martial Arts
Chair:
Russell
Hopfenberg, PhD, CGP, Consulting Associate in Medical
Psychology, Duke University Medical Center, Durham, North
Carolina
In martial
arts, the objective is to physically overcome other persons. In
group psychotherapy, the objective is to overcome behavioral
patterns that interfere with living a more fulfilling life.
Participants will learn martial arts philosophy and techniques
that serve as a metaphor for group facilitation. (wear
loose-fitting clothing).
experiential-didactic-sharing of work experiences-demonstration
Learning
Objectives:
The
attendee will be able to:
1. Explain the importance of
fundamental skills in both martial arts and group facilitation.
2. Identify the difference between "being reactive" and "being
responsive."
3. Describe the principle of baiting in martial arts and
analogous group interventions.
4. State at least three ways that martial arts principles can be
used to neutralize impediments to group development.
Course
References:
1. Hopfenberg, R. (2008). Advice
Giving. In S.S. Fehr (Ed.), 101 Interventions in Group Therapy
(pp. 151-154). New York: Haworth.
2. Musashi, M. (1993). The Illustrated Book of Five Rings.
Boston, MA: Waterhill.
3. Rutan, J.S., & Stone, W.N. (2001). Psychodynamic Group
Psychotherapy (3rd Eds.). New York: Guilford Press.
4. Saposnek, D.T. (1980). Aikido: A model for brief strategic
therapy. Family Process, 19, 227-237.
Workshop 13
Group Psychotherapy Focused on Spiritual Development
Chair:
John Frederick
Hiatt, MD,
Clinical Professor of Psychiatry, University of San Francisco
School of Medicine, San Francisco, California
A
brief overview of Transpersonal Psychiatry and the theoretical
underpinnings of the approach will be presented. There will be
an experiential group of the initial exercise and a discussion
of attendees' specific experiences. We will discuss how this
fits with, enhances, and differs from traditional group
psychotherapy.
experiential-demonstration-didactic-sharing of work
experiences
Learning Objectives:
The
attendee will be able to:
1.
Describe the assumptions in Transpersonal work.
2. Describe the ways in which transpersonal group psychotherapy
differs from traditional group work.
3. List the types of patients for whom this approach is and is
not suitable.
4. Differentiate between spiritual events and psychopathology.
Course References:
1.
Castenada, C. (1968). The teachings of Don Juan. Berkeley CA:
University of California Press.
2. Hiatt, J. (1985). Spirituality, Medicine and Healing. Southern Medical Journal, 79, 736-743.
3. Scotten, B., Chinen, A., & Battista, J. (1996). Textbook of
Transpersonal Psychiatry. New York: Basic Books.
4. Epstein, M. (1995). Thoughts Without a Thinker. New York:
Basic Books.
5. Vaughn, F. (1995). The Inward Arc: Healing in Psychotherapy
and Spirituality. Nevada City, CA: Blue Dolphin Press.
Workshop 14
Integrated Group Psychotherapy: Can Groups Accelerate
Healing and Increase Resilience?
Chair:
Jacqueline Kinley, MD, FRCPC, Diplomat ABPN,
Assistant Professor, Dalhousie University, Halifax, Nova
Scotia, Canada
The roles attachment, separation
and loss play in mental health will be clarified through
discussion of a unique integrated approach that combines
different groups, accelerating the process of working through.
Appropriate weighting and timing of different groups within an
integrated psychotherapy program will demonstrate how to change
attachment and increase resilience.
sharing of work
experiences-didactic-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Articulate an attachment-based
theory of psychopathology and approach to group treatment.
2. Recognize the stages of group development from an attachment
perspective as they emerge within an open-structured group
format with a broad range of pathology.
3. Identify key tasks of case formulation to accurately weight
and time technical interventions with a broad range of
pathology.
4. Clarify the sequence and
rationale for emotional focused work to accelerate healing,
presenting an integrated group format, that aims not only to
reduce symptoms, change attachment style, but also to increase
resiliency.
5. Describe resilience and
attachment changes within a comprehensive group program and
understand the utility of evaluative measures from an integrated
theoretical perspective.
Course References:
Workshop 15
Eat
in Peace
Chair:
Stacey Rosenfeld, PhD, CGP,
Private Practice, Los Angeles, California
"Eat in Peace" is an intuitive
eating group for people who have tried countless diets, feel
that food runs their lives, and are constantly evaluating and
critiquing their bodies. This experiential workshop explains why
diets don't work (and intuitive eating does) and coaches
attendees on how to revamp their relationship with food.
Registrants must bring their meal with them to the workshop.
didactic-experiential-demonstration-sharing of work experiences
Learning
Objectives:
The
attendee will be able to:
1. Summarize
the reasons that diets do not work.
2. Define intuitive eating and describe related principles.
3. Describe the relationship between food and feelings.
4. Describe the difference between physiological and emotional
hunger.
5. Explain the benefits of meal process and integrate into
treatment.
Course
References:
1. Avalos, L.C., & Tylka, T.
(2006). Exploring a model of intuitive eating with college
women. Journal of Counseling Psychology, 53(4), 486-497.
2. Chen, E., Touyz, S.W., Beaumont, P.J., Fairburn, C.G.,
Griffiths, R. Butow, P., et al (2003). Comparison of group and
individual cognitive-behavioral therapy for patients with
bulimia nervosa. International Journal of Eating Disorders, 33,
241-254.
3. Fairburn, F. (1995). Overcoming binge eating. New York:
Guilford Press.
4. Riess, H., & Douckray-Miller, M. (2002). Integrative group
treatment for bulimia nervosa. New York: Columbia University
Press.
5. Tribole, E., & Resch, E. (2003). Intuitive eating: A
revolutionary program that works. New York: St. Martin's Press.
Workshop 16
Interactive Sociodrama: Fostering Difficult Multicultural
Dialogs
Presented under the auspices of
the AGPA Racial and Ethnic SIG
Chair:
Karen Riu Cone-Uemura, PhD,
CGP,
Staff Psychologist,
University of Utah Counseling Center,
Salt Lake City, Utah
This workshop
introduces Interactive Sociodrama as a vehicle for promoting
difficult dialogs stemming from multiculturalism/diversity. It
combines interactive theater and sociodrama to create a new
forum. Participants, an integral part of creating the
experience, can take ideas from the process to facilitate
difficult dialogs in their own communities and workspaces.
experiential-demonstration-didactic-sharing of work experiences
Learning
Objectives:
The
attendee
will be able to:
1. Describe the basic principles of sociodrama and interactive
theater as applied to discussing a difficult dialog related to
diversity/multiculturalism.
2. Name specific components of multicultural competence, racial
microaggressions and racial battle fatigue.
3. Increase awareness, identify and state own values, beliefs,
and position on a difficult societal issue pertinent to
race/ethnicity.
4. Articulate understanding of others’ perspectives on the same
issue.
5. Generate ideas as to using this technique to foster difficult
dialogs in participants’ own communities & workspaces leading to
increased clarity of the situation, enhanced personal awareness
and interpersonal understanding, and generation of new ideas,
insights, responses and possible solutions.
Course
References:
1. Eckloff, M. (2006). Using sociodrama to improve communication
and understanding. ETC, 259-269.
2. Kumagai, A.K., White, C.B., Ross, P.T., Purkiss, J.A.,
O’Neal, C.M., & Steiger, J.A. (2007). Use of interactive
theater for faculty development in multicultural medical
education. Medical Teacher, 29, 335-340.
3. Sue, D.W., Lin, A.I., Torino, G.C., Capodilupo, C.M., &
Rivera, D.P., (2009). Racial microaggressions and difficult
dialogues on race in the classroom. Cultural Diversity and
Ethnic Minority Psychology, 15(2), 183-190.
4. Willow, R.A. (2008). Lived experience of interracial
dialogue on race: Proclivity to participate. Journal of
Multicultural Counseling and Development, 36, 40-51.
Workshop 17
Couple Therapy: The Essentials
Chair:
Bernard Frankel, PhD, ABPP, LCSW, BCD, LFAGPA,
Clinical Professor, Adelphi
Post-Doctoral Training Program, Psychotherapy and Psychoanalysis,
Garden City, New York
Most
couples therapy practiced today is eclectic, a mix of object
relations, systems, and behaviorism. Regardless of theory,
the focus of change resides in increasing positive and
decreasing negative interaction between partners. The Growth/Regression Continuum developed by Dr. Frankel offers all couple
therapists a generic tool for treatment.
experiential-sharing
of work experiences-demonstration-didactic
Learning
Objectives:
The attendee will be able to:
1. Identify
the presence of growth/resistance forces in couples.
2. Differentiate the normative from the pathological in couples
conflict.
3. Locate the level of therapeutic focus that is most authentic
for you.
4. Identify selection factors sub-systems.
5. Match modality to growth/resistance sentiment.
Course
References:
1. Frankel, B. (1982). Intimacy
and Conjoint Marital Therapy. In M. Fisher & J. Strickler
(Eds.), Intimacy (pp. 247-265). New York, London: Plenum Press.
2. Dicks, H.V. (1963). Object Relations Theory and Marital
Studies. British Journal of Medical Psychology, 36, 125-129.
3. Skynner, A.C. (1976). Systems of Family and Marital
Psychotherapy. New York: Brunner/Mazel.
Master Workshop 18
Coming Alive in Grief Group: The Transformative Power of
Mourning With Your Tribe
Chair:
Mary Sussillo, LCSW, BCD,CGP,
Adjunct Faculty/Professor, National Institute for the
Psychotherapists, New York, New York
Open to
participants with more than ten years of group psychotherapy
experience
The loss of a
significant attachment figure can unleash a range of primitive
affects: disorganization, profound separation anxiety,
rage and estrangement from others. The group leader can actively
facilitate common ground in a psychotherapeutic grief group,
connecting the mourner to others. Through this interactive
process, desire and vitality for life are reclaimed.
experiential-demonstration-sharing of work experiences-didactic
Learning
Objectives:
The attendee
will be able to:
1. Discuss new
understandings of the mourning process.
2. Identify a dual process of mourning--acknowledging the pain
of loss while attending to ongoing life, growth and personal
goals.
3. Demonstrate proactive interventions, such as bridging with
group members, to facilitate common ground and to promote a
healing mourning process.
4. Identify the potential healthy aspects of continuing bonds
with the dead.
5. Discuss the relational features of mourning including the
need for others to validate the loss.
Course
References:
1. Klass, D., Silverman, P., & Nickman, S. (1996).
Continuing bonds: New
understandings of grief. Washington, DC: Taylor & Francis.
2. Neimeyer, R. (2000). Meaning reconstruction & the
experience of Loss. Washington, DC: American Psychological
Association.
3. Christ, G. (2000). Healing children's grief: Surviving a
parent's death from cancer. New York: Oxford University Press.
4. Strobe, M., & Schut, H. (1999). The dual process model of
copign with breavement: Rationale and description. Death
Studies, 23, 197-224.
5. Schucter, S., & Zisook, S. (1993). The course of normal
grief. In S. Stroebe, W. Stroebe & R. Hansson, (Eds.), Handbook
of bereavement. Cambridge, MA: Press Syndicate of the University
of Cambridge.
Thursday, March 8
Afternoon Open Sessions
2:30 – 5:00 P.M.
Session 304
Dreams, Daydreams and Fantasies in Group Therapy
Presented
in cooperation with the Institutes
of Group Analysis, London and Israel, and Group Analytic Society
(London)
Chair:
John Schlapobersky, BA, MSc,
MembInstGA, Research Fellow, Birkbeck College, University of London,
London, England
Presenters:
Phyllis
Cohen, PhD, PsyD, CGP, FAGPA, Chairperson, Advisory Council
and Psychoanalytic Department, The Blanton-Peale Institute, New
York, New York
Robi Friedman, PhD,
Clinical
Psychologist, Haifa University and Israel Institute for Group
Analysis,
Haifa, Israel
Molyn Leszcz, MD, FRCPC, CGP, FAGPA,
Psychiatrist-in-Chief, Professor of Psychiatry and Head Group
Psychotherapy, Mount Sinai Hospital and University of Toronto,
Toronto, Ontario, Canada
This
session will focus on dreams,
daydreams and fantasies. Two leading clinicians representing North America’s
Interpersonal and Europe’s Group-Analytic models demonstrate
their methods with contributions from the Chair and audience who join the role-play. Both models foster
conversation for relational exchange in corrective
recapitulation of early family life. The Interpersonal model
uses guided inquiry with the therapist playing a focal role.
The Group-Analytic model uses free association with the
therapist as a non-directive conductor. In addressing dreams,
daydreams and fantasies, we will explore dreamtelling to compare
leadership, transference, interpretation, growth and change.
Learning
Objectives:
The
attendee will be able to:
1. Evaluate
how the Interpersonal model of group therapy in North America
compares with the Group Analytic Model in Europe on key points
of technique.
2. Attend to dreams, daydreams and fantasies in group
psychotherapy using the concept and working method of dreamtelling.
3. Consider how to attune their interventions appropriately by focusing on
relational dynamics in group therapy when applying the
Interpersonal model.
4. Work free-associatively to explore archaic or primordial
level of group experience when applying Group-Analytic model.
5. Draw from the two models
presented in the Open Session, to develop and enhance
practitioners' own working practices.
Course
References:
1. Cohen, P.F. (2007). “Past
Time”: Anniversary Reactions That Can Confound the Group
Analyst. International Journal for Group Psychotherapy, 57(2).
2. Friedman, R. (2002). Dreams in Group Psychotherapy: Theory
and Technique. London: Jessica Kingsley Publications.
3. Friedman, R. (2008). Dreamtelling as a Request for
Containment: Three Uses of Dreams in Group Therapy.
International Journal of Group Psychotherapy, 58(3), 327 – 344.
4. Schlapobersky, J. (1994). The Language of the Group:
Monologue, Dialogue and Discourse in Group Analysis. In D. Brown
& L. Zinkin (Eds.), The Psyche and The Social
World.
London: Jessica Kingsley Press.
5. Schlapobersky, J., & Pines, M. (2009). Group Methods in Adult
Psychiatry. In M. Gelder, et. al. (Eds.), The New Oxford Textbook of
Psychiatry. Oxford: OUP.
6. Yalom, I.D., & Leszcz, M. (2005). Theory and Practice of
Group Psychotherapy, 5th ed. New York: Basic Books.
Session 305
Applying Group Leadership Skills to Organizational Groups:
Integrating Process and Task (AGPA Leadership Track)
Presented in
cooperation with the Affiliate Societies Assembly and
AGPA
Nominating Committee
Chair:
Kathy Rider, LCSW, BCD, CGP, FAGPA,
Private Practice, Austin, Texas
Presenters:
Joel Frost, EdD, CGP, ABPP, FAGPA,
Private Practice, Boston, Massachusetts
Jerome Gans, MD, CGP, DLAPA, DFAGPA,
Associate Clinical Professor of
Psychiatry, Harvard Medical School, Boston, Massachusetts
Elizabeth Knight, LCSW, CGP, FAGPA,
Private Practice, Houston, Texas
Etta Martin, LCSW, CGP, FAGPA,
Private Practice,
Portland, Oregon
Group
therapists are well prepared to be organizational leaders as the
skills needed in group therapy are critical to leading task
groups. Process group leadership components are present in task
groups. Five group therapists in positions of leadership will
discuss the evolution of group therapy leadership skills to
organizational leadership.
Learning
Objectives:
The
attendee will be able to:
1. Identify
two ways in which being a group therapist helps with
organizational leadership.
2. Discuss one positive and one negative aspect of mentoring.
3. Describe the "emotional intelligent" leader.
4. Identify two skill sets which
are utilized by the group leader in both process and task
groups.
5. Describe at least one transitional challenge to leading
task/organizational groups.
Course
References:
1. Counselman, E.F. (2008). Why
study group therapy? International Journal of Group
Psychotherapy, 58, 265-272.
2. Goleman, D. (2004). What makes a leader? Harvard Business
Review, January, 82-91.
3. Kotter, J.P. (2001). What leaders really do. Harvard Business
Review, December, 85-96.
4. Frost, J.C., & Alonso, A. (1993). Brief Report: On Becoming a
Group Therapist. Group, 17(3), 179-184.
5. Weber, R.L., & Gans, J.S. (2003). The Group Therapist's Shame:
A Much Undiscussed Topic. International Journal of Group
Psychotherapy, 395-416.
Session 306
Self
Experiences in Group -- Revisited: Affective Attachments and
Intersubjective Regulations
Chair:
Gloria Batkin Kahn, EdD, CGP, FAGPA,
Board of
Directors, Westchester Group Psychotherapy Society, Hartsdale, New
York
Presenters:
Barbara Feld, CSW, MSW, CGP, FAGPA,
Assistant
Clinical Professor, Mount Sinai Medical Center, New York, New York
Darryl Feldman, PhD, ABPP, CGP,
Private
Practice, Dix Hills, New York
Louisa Livingston, PhD, CGP,
Supervisor,
Postgraduate Center for Mental Health Group Therapy Training, New
York, New York
Marty Livingston, PhD, CGP, FAGPA,
Director of
Group Psychotherapy, Postgraduate Center for Mental Health, New
York, New York
Emanuel
Shapiro, PhD, CGP, FAGPA,
Senior
Supervisor,
Postgraduate Center for Mental Health, New York, New York
Presenters
will offer cutting edge theoretical perspectives from affect,
affiliation, attachment, caretaking, neurobiology, regulation
and trauma theories applied to group psychotherapy. Content will
be based on an upcoming book publication: Self Experiences in
Group – Revisited: Affective Attachments and Intersubjective
Regulations Creating Pathways to Human Understanding.
Learning
Objectives:
The
attendee will be able to:
1. Describe
how multiple early attachments contribute to a more resilient
adult relating repertoire.
2. Cite the role of the right brain in the maintenance of secure
attachments.
3. List and contrast three different types of trauma therapy
groups.
4. Describe triadic interaction and it’s relevance to
therapeutic action with families.
Course
References:
1. Feld, B.G. (June/July 2007).
The Therapeutic Effect of the Third on Interactive Regulation
in Couples Therapy. Group, 31(1).
2. Harwood, I. (2006). Head Start is Too Late: Integrating and
Applying Infant Observation Studies, and Attachment, Trauma
and Neurobiological Research to Groups with Pregnant and New
Mothers. International Journal for Group Psychotherapy, 56(1), 5-32.
3. Janoff-Bulman, R. (1985). The aftermath of victimization:
Rebuilding shattered assumptions. In C. R. Figley (Ed.),
Trauma and its wake: (Vol. 1). The study and treatment of
post-traumatic stress-disorder. New York, NY: Brunner/Mazel.
4. Kahn, G.B., & Feldman, D.B. (2011). Separate
relationship-focused group therapy (RFGT) to mitigate marital
instability and neuropsychophysiological dysregulation.
International Journal of Group Psychotherap, 61(4).
5. Lichtenberg, J. (2011). Psychoanalysis and Motivational
Systems. New York: Taylor & Francis.
6. Livingston, M. (2001). Vulnerable Moments: Deepening the
Therapeutic Process. Northvale, NJ: Jason Aronson.
7. Siegel, D.J. (2007). The mindful brain: reflection and
attunement in the cultivation of well-being. New York: W.W.
Norton.
Thursday, March 8
Afternoon Workshops
2:30-5:00 P.M.
Workshop 19
Safety, Risk and Resilience in Interpersonal Group Process
Chair:
John Caffaro, PhD,
FAGPA,
Distinguished Professor, California School of Professional
Psychology, Los Angeles, California
Optimal therapeutic conditions in psychotherapy are frequently
described in paradoxical terms (e.g., safe emergency, benevolent
ordeal). The balance of safety and risk will be examined with a
focus on how growth is achieved in the context of experiential
change that shows, rather than tells clients that relationships
can be different.
experiential-demonstration-didactic-sharing
of work experiences
Learning Objectives:
The
attendee will be able to:
1.
Identify external and internal systems of support available to
clients in group psychotherapy.
2. Demonstrate the skillful use of frustration to facilitate
growth.
3. Identify how the group therapist facilitates change in
interpersonal therapy.
4. Apply the process dimension in interpersonal group
psychotherapy.
5. Describe group leader fears of working with the process
dimension.
Course References:
1.
Caffaro, J.V. (2002). Group therapy training in a doctoral
program. (Report No. CG 031 434). East Lansing, MI: National
Center for Research on Teacher Learning. (ERIC Document
Reproduction Service No. ED 459390).
2. Teyber, E. (2005). Interpersonal Process in Therapy: An
Integrative Model. Pacific Grove, California: Brooks/Cole.
3. Swanson, J. (1982). The paradox of the safe emergency.
Gestalt Journal, 5(2), 57-64.
4. Yalom, I., & Leszcz, M. (2005). The theory and practice of
group psychotherapy, 5th edition. New York: Basic Books.
5. Wilfley, D., MacKenzie, K., Welch, R., Ayers, V., & Weissman, M. (2000).
Interpersonal psychotherapy for group. New
York: Basic Books.
Workshop 20
Mirror, Mirror in the Group
Chair:
Neal Spivack, PhD, CGP,
Clinical Psychologist, New York Harbor Healthcare System
(Veterans Administration), New York, New York
Group members
are hard-wired to imitate each other. This workshop will explore
how this imitative capacity facilitates links within group,
promoting resonance, cohesiveness, and problem solving.
Imitative functioning also makes members susceptible to
emotional contagion, cognitive distortion, and groupthink. We
will examine the implications of imitative processes on
conducting groups.
didactic-experiential-demonstration-sharing
of work experiences
Learning
Objectives:
The attendee
will be able to:
1. Cite
research findings in neurology or child development that support
imitation as a central human activity.
2. Identify how group members' mirroring capacity can foster
group process through the development of one of the following:
group resonance, cohesiveness, or problem solving.
3. Identify how group members' mirroring capacity can impede
group process by making members susceptible to one of the
following: emotional contagion, cognitive distortion, or
groupthink.
4. Identify an approach to group facilitation, which is
consistent with members' imitative capacities and the group
processes they foster.
5. Learn to listen for content that speaks to group members'
experience of being hard-wired to mirror others.
Course
References:
1. Gantt, S., & Agazarian, Y.
(2010). Developing the group mind through functional subgrouping:
Linking systems-centered training (SCT) and
interpersonal neurobiology. International Journal of Group
Psychotherapy, 60(4), 514-544.
2. Garells, S. (2005-2006). Imitation, mirror neurons, and
mimetic desire: Convergence between the mimetic theory of René
Girard and empirical research on imitation [Electronic version].
Contagion: Journal of Violence, Mimesis, and Culture, 12-13,
47-86.
3. Hopper, E. (2001). Difficult patients in group analysis: The
personification of (ba) I:A/M. Group, 25, 139–171.
4. Sarkissian, H. (2010, August). Minor Tweaks, Major Payoffs:
The Problems and Promise of Situationism in Moral Philosophy.
Philosophers' Imprint, 10(9). Retrieved April 24, 2011, from
http://quod.lib.umich.edu/cgi/p/pod/dod-idx?c=phimp;idno=3521354.0010.009
5. Schermer, V. (2010). Mirror neurons: Their implications for
group psychotherapy. International Journal of Group
Psychotherapy, 60(4), 487-513.
6. Spivack, N. (1996). Measuring mutual influence in the
analytic discourse. UMI, (UMI No. 9709091).
Workshop 21
Your
Body is Your Supervisor: Using Body Awareness and Expressive
Movement (The Nia Technique) to Explore Therapeutic Dilemmas in
Groups
Chair:
Suzanne Cohen, EdD, CGP, FAGPA,
Private
Practice, Wellesley, Massachusetts
Our bodies
give us information that is unavailable through conscious
thought. Through embodied attunement and expressive movement to
music (The Nia Technique) we will explore therapeutic dilemmas
that arise in our group leadership. Participants are encouraged
to reflect on and bring a therapeutic dilemma on which to focus,
and to wear comfortable clothing for movement.
experiential-sharing
of work experiences-didactic-demonstration
Learning
Objectives:
The
attendee will be able to:
1. Explain
embodied attunement.
2. Describe three ways the therapist can develop embodied
attunement to be the therapeutic agent of change.
3. Describe and apply techniques to regulate affect.
4. Explore therapeutic dilemma through own body awareness.
5. Use expressive movement to develop empathy with group
members.
Course
References:
1. Agazarian,
Y.M. (1997). Chapter 7, Psychosomatic Defenses in
Systems-Centered Therapy for Groups. New York: Guilford Press.
2. Anderson, F.S. (1998). Psychic elaboration of musculoskeletal
back pain: Ellenï's story. In
L. Aron & F.
S. Anderson (Eds.),
Relational
Perspectives on the Body. Hillsdale,
NJ.: The Analytic Press.
3. Cohen, S.L. (2011). Coming to our senses: application of
somatic psychology to group psychotherapy. International Journal
of Group Psychotherapy (In Press).
4. Kurtz, R. (1997). Body-Centered Therapy: The Hakomi Method.
Mendocino, CA: Life Rhythm.
5. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the
body: A sensorimotor approach to psychotherapy. New York: W.W.
Norton.
Workshop 22
Murder in Disguise: The Over-Functioning Therapist
Presented under
the auspices of the AGPA Co-Leadership SIG
Chairs:
Jeanne
Bunker, LCSW, CGP, Private Practice, Austin, Texas
DeLinda Fox, LCSW, CGP,
Private Practice, Austin, Texas
Therapists are made, not born. We
are forged by our early development, building internal
structures which are gifts or prisons. Limitations include
tendencies to over-function and stifle our experience of
volatile emotions in ourselves and our clients. Plumbing our
psyches, we will understand and explore these unconscious
aspects of self.
sharing of work experiences-experiential-demonstration-didactic
Learning
Objectives:
The
attendee will be able to:
1. Trace
developmental factors that contribute to over-functioning and
split-off affect through theory.
2. Analyze areas of over-functioning and the effects on clinical
and personal life.
3. Identify the hidden affect masked by over-functioning.
4. Integrate theory and experience to increase capacity to
tolerate and work with previously dangerous affect.
Course
References:
1. Coen, S. (2007). Narcissistic
Temptations to cross boundaries and how to manage them. Journal
of the American Psychoanalytic Association, 55(4), 1169-1190.
2. Finell, J. (1985). Narcissistic problems in analysts. International Journal of Psycho-analysis, 66(4), 433-445.
3. Glickauf-Hughes, C., & Mehlman, E. (1995). Narcissistic Issues
in therapists: Diagnostic and treatment considerations.
Psychotherapy: Theory, Research, Practice, Training, 32(2),
213-221.
4. Kirman, J. (1995). Working with anger in groups: A modern
analytic approach. International Journal of Group Psychotherapy,
45(3), 303-329.
5. Kohut, H. (1971). The Analysis of the Self. New York:
International University Press.
Workshop 23
Creativity and the Group: Moving Beyond a Pathology Model
Chair:
Dominick Grundy, PhD, CGP,
Private
Practice,
New York, New York
To support members' creative
projects the group leader moves beyond a pathology model, while
still attending to group dynamics. Creativity is viewed as a
method of lowering character defenses in group and encouraging
growth. This applies to all media, but writing is our example
here. Group focus on the work rather than the patient is
ultimately therapeutic.
demonstration-experiential-sharing of work experiences-didactic
Learning
Objectives:
The
attendee will be able to:
1. Describe
how to use group
to promote creativity as member or leader.
2. Identify when to depart from traditional group therapy
leadership practices.
3. Demonstrate the implicit therapeutic value of group
supporting creativity.
Course
References:
1. Freud, S. (2009/1986). On
creativity & the unconscious. New York: Harper Perennial.
2. Grundy, D. (2007) What is a writing group? International
Journal of Group Psychotherapy, 57(2), 133-151.
3. Rogers, N. (1993). The creative connection. Palo Alto, CA:
Science & Behavior Books.
4. Segal, H. (1955). A
psychoanalytic approach to aesthetics. In M. Klein, P. Heimann
& R.E. Money-Krylie (Eds.), New directions in psychoanalysis
(pp. 137-154). London: Tavistock.
5. Storr, A. (1972). The dynamics of creation. London: Penguin.
Workshop 24
Expand the Mind! Rewire the Brain! Build Healthy Relationships!
By Integrating Brain Science and Emotional Communication in
Group
Chair:
Martha
Gunzburg, MSW, CGP, Faculty/Supervisor, Center for Group
Studies, Inc., New York, New York
Through
lecture, discussion and participation in a modern group based on
the Ormont method, experience how we apply findings from
Interpersonal Neurobiology to fine-tune our capacity to:
resonate with group members’ inner worlds; make the implicit
explicit; and promote growth and change through emotional and
non-verbal communication.
experiential-didactic-demonstration-sharing
of work experiences
Learning
Objectives:
The
attendee will be able to:
1. List the
three-part brain (cortex, limbic system, brain stem) and the
location and role of the amygdala and hippocampus.
2. Formulate how transference feelings, attitudes and behaviors
live in the implicit memory system and the process for
integrating them into explicit memory.
3. Utilize consciously non-verbal pathways of emotional
communication (facial expressions, tone of voice, posture,
presence, attunement, resonance, etc.), since emotional
communication is a right brain to right brain activity.
4. List two
variables that foster neuroplasticity in group members: novelty
and close paying of attention.
5. Utilize the
modern group contract to foster emotional communication: each
member is to put the thoughts and feelings they are having
towards others into words; take their share of the total talking
time; and help fellow group members do the same.
Course
References:
1. Badenoch, B., & Cox, P. (2010).
Integrating interpersonal neurobiology with group psychotherapy.
International Journal of Group Psychotherapy, 60(4), 463-481.
2. Ormont, L. (2001). Progressive emotional communication:
Criteria for a well-functioning group. In L.B. Furgeri (Ed.), The
technique of group treatment: The collected papers of Louis R. Ormont. Madison, CT: Psychosocial Press.
3. Schermer, V. (2010). Mirror neurons: Their implications for
group psychotherapy. International Journal of Group
Psychotherapy, 60(4), 487-513.
4. Siegel, D.J. (2010). Mindsight: The new science of personal
transformation. New York: Bantam Books.
5. Siegel, D.J.
(2010). The mindful therapist: A clinician's guide to mindsight
and neural integration. New York: W.W. Norton & Co.
Workshop 25
Body
Talk: Using Group to Deepen our Connections from Inside Out
Chairs:
Elizabeth Stewart, Advanced Practitioner of Structural
Integration, Faculty, The Guild for Structural
Integration, Boulder, Colorado
Matthew Tomatz, MA, MM, LPC, CACIII, CGP,
Counselor, Substance Abuse Program Coordinator, University of
Colorado, Counseling and Psychological Services, Boulder,
Colorado
Our bodies
hold vast resources of information that often remain hidden from
awareness. In this workshop, participants will learn
facilitation skills to unlock these treasures and decode the
body's language to enrich group interactions. We will learn to
employ body-awareness and subtle-body anatomy to increase the
potency of process-group interventions.
experiential-didactic-demonstration-sharing
of work experiences
Learning
Objectives:
The
attendee will be able to:
1. Describe
how body movements, physical holding patterns, and breath can be
used as means of communication and developing connection within
a group.
2. Explain how body-oriented interventions can be used to
cultivate, support and build resources within a psychotherapy
group.
3. Summarize subtle-body anatomy as a means of understanding a
client and one’s countertransference.
4. Articulate how body-oriented interventions can be used to
cultivate a dynamic group process.
5. Identify specific language necessary for employing
body-oriented interventions.
Course
References:
1. Caldwell, C. (1996). Getting
our bodies back: Recovery, healing, and transformation through
body-centered psychotherapy. Boston, MA: Shambhala.
2. Cohen, S.L. (in press). Coming to our senses: The
application of somatic psychology to group psychotherapy.
International Journal of Group Psychotherapy.
3. Levine, P.A. (1997). Waking the tiger – healing trauma: The
innate capacity to transform overwhelming experiences. Berkeley,
CA: North Atlantic Books.
4. Rama, S., Ballentine, R., & Ajaya, S. (1998). Yoga and
psychotherapy: The evolution of consciousness. Honesdale, PA:
Himalayan Institute Press.
5. Smith, E.W.L. (1985). The body in psychotherapy. Jefferson,
NC: McFarland.
Workshop 26
The
Shaman’s Way: “Re-Membering” Who We Are and Reconnecting to the
Roots of Healing
Chairs:
David
Dybdal, MD, PhD, Private Practice, Harvard
University/Massachusetts General Hospital, Boston, Massachusetts
Rick
Gossett, MDiv, Therapist/Cross Cultural Shaman, Conway,
Washington
In an age of
industrial, technological, and scientific advancement we have
lost our sense of connection: to the world around us, to nature,
to each other, and to ourselves. We will use the drum in a
traditional shamanic ritual group journey to reconnect and
"re-member" who we truly are.
experiential-demonstration-sharing
of work experiences-didactic
Learning
Objectives:
The
attendee will be able to:
1. Describe
a traditional shamanic ritual in the context of a group.
2. Discuss ways in which members can integrate this shamanic
process into their own personal experience and clinical practice
as group therapists.
3. Explain how to work at the trans-conscious level in the group using shamanic
tools and techniques.
Course
References:
1. Harner, M. (1980). The Way of
the Shaman. New York: Harper Collins.
2. Gossett, R. (1996). Soul Retrieval. Shared Vision, October,
on-line.
3. Gossett, R. (1996). Psychopomp. Shared Vision, November.
on-line.
4. Gossett, R. (1996). Power of the Drum. Shared Vision,
December. on-line.
5. Gossett, R. (1997). Ancestors and Elders. Shared Vision,
January. on-line.
6. Ingerman, S. (2004). Shamanic Journeying: A Beginner's Guide.
Boulder, CO: Sounds True Inc.
7. Ingerman, S. (1991). Soul Retrieval: Mending the Fragmented
Self. San Francisco, CA: Harper Collins.
8. Brockman, H., Jenkins, L., & Carlson, L. (2006). Dynamic
Energetic Healing: Integrating Core Shamanic Practices With
Energy Psychology Applications And Process work Principles. Salem, OR: Columbia Press.
Workshop 27
Finding a Common Ground to Integrate Psychodrama with Bowen
Family Therapy
Chairs:
Christopher Farmer, FRCPsych, FRCP, UKCP, Private
Practice, Guernsey, England
Marcia
Geller, PhD, CGP, Private Practice, Stamford, Connecticut
Psychodrama, through action,
brings insight to our family roles. Bowen's Family Systems
Therapy addresses the differentiation of the self. By separating
thinking from emotions in close relationships, we may adjust our
roles within the family and in the wider community. Participants
are invited to explore their own family roles.
experiential-demonstration-didactic-sharing
of work experiences
Learning
Objectives
The attendee will be able to:
1. Describe how to use Psychodramatic techniques
to enhance Family therapy.
2. Discuss how to apply the theory and practice of Bowen's Family Systems
Therapy.
3. Define the concept: differentiation of self.
4. Identify their own family-of-origin issues.
Course References:
1. Kerr, M., & Bowen, M. (1988).
Family Evaluation. New York: Norton.
2. Farmer, C., & Geller, M. (2003). The Use of Psychodrama in the
Family Systems Therapy of Bowen. In J. Gershoni (Ed.),
Psychodrama
in the 21st century: Clinical and Educational Applications (pp.
31-47). New York: Springer.
3. Hollander, C.E. (1992). Psychodrama, role Playing and Sociometry: Living and Learning Processes. Colorado Psychodrama
Center.
4. Bowen, M. (1993). Family therapy in Clinical Practice. New
York: Aronsen.
5. Goldman, E., & Morrison, D. (1984). Psychodrama: Experience
and Process. Dubuque, IA: Kendall Hunt Publishing Co.
Workshop 28
Sex,
Internet, Intrigue and More: All About Process Addictions for
Group Psychotherapists
Presented
in
cooperation with the International Board for Certification of
Group Psychotherapists
and
under the auspices of the AGPA
Recovery SIG
Chairs:
Shelley
Korshak, MD, CGP, Private Practice, Chicago,
Illinois
Marcia
Nickow, PsyD, CADC, CGP, Clinical Supervisor, Timberline
Knolls Treatment Center, Lemont, Illinois
Barney
Straus, MA, MSW, PCGC, CGP, Staff Therapist, Working
Sobriety Chicago, Chicago, Illinois
The widening lens of addiction
medicine is revealing workaholism, compulsive gambling, sex and
romance addictions, and other process addictions as pervasive
and destructive in our society. This workshop will present an abbreviated twelve-step meeting and a
demonstration psychotherapy session to showcase effective group
interventions.
experiential-demonstration-didactic-sharing
of work experiences
Learning
objectives:
The
attendee will be able to:
1. Identify and intervene with the
major process addictions within their practice.
2. Explain how denial impacts the progression of process
addictions.
3. Promote honest self-disclosure about addictive behaviors
in their individual, group and family psychotherapy work.
4. Generate at least three distinct interventions for their
patients with addictive and compulsive behaviors.
5. Explain the benefits of
group-based interventions versus individual therapy in working with
process addictions.
Course
References:
1. Carnes, P. (1991). Don’t Call
It Love: Recovery from Sexual Addiction. New York: Bantam Books.
2. Fassel, D. (2000). Working Ourselves to Death: The High Cost of
Workaholism and the Rewards of Recovery. Lincoln, NE: IUniverse.
3. Shulman, T.D. (2008). Bought Out and Spent! Recovery from
Compulsive Shopping and Spending. Haverford, PA: Infinity
Publishing.
4. Roth, J. (2004). Group Psychotherapy and Recovery From
Addiction. New York: Haworth Press.
5. Young, K. (2001). Tangled in the Web: Understanding Cybersex
from Fantasy to Addiction. Philadelphia, PA: First Books
Library.
Workshop 29
Group Therapy for Schizophrenic Patients
Chair:
Nick
Kanas, MD, CGP, FAGPA, Professor Emeritus (Psychiatry),
University of California San Francisco, San Francisco,
California
This workshop will consider
strategies of treating schizophrenic patients in group therapy
using the leader's empirically derived integrative model. A
brief literature review, findings from the leader's research,
and clinical vignettes and demonstrations will be utilized.
Participants will be encouraged to share experiences from their
own clinical settings.
didactic-sharing of work experiences-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Discuss the effectiveness of
group therapy for schizophrenic patients.
2. Describe clinical strategies for leading such groups.
3. Explain how to integrate such groups in his/her treatment settings.
4. Cite the pros and cons of homogeneous versus heterogeneous
formats.
5. Describe the relationship between group goals and treatment
setting.
Course References:
1. Dyck, D.G., Hendryx, M.S.,
Short, R.A., Voss, W.D., & McFarlane, W.R. (2002). Service use
among patients with schizophrenia in psychoeducational
multiple-family group treatment. Psychiatric Services 53, 749-754.
2. Kanas, N. (1996). Group therapy for schizophrenic patients.
Washington, DC: American Psychiatric Press.
3. Penades, R., Boget, T., Lomena, F., Mateos, J.J., Catalan,
R., Gasto, C., & Salamero, M. 2002). Could the hypofrontality
pattern in schizophrenia be modified through neuropsychological
rehabilitation? Acta Psychiatrica Scandinavica, 105, 202-208.
4. Stone, W. (1996). Group psychotherapy for people with chronic
mental illness. New York: Guilford Press.
5. Yalom, I.D. (1983). Inpatient group psychotherapy. New York:
Basic Books.
Workshop 30
Lessons Learned from DoD and VA Treatment of Trauma: From the
Trenches into your Practice and Community
Presented under the auspices of the AGPA Community Outreach
Task Force
Chairs:
Barbara Niles, PhD,
Research Psychologist, National Center for PTSD, Behavioral
Science Division, VA Boston Healthcare System, Boston,
Massachusetts
Miguel Roberts, PhD,
Chief of the Clinical Guidelines Division in the Psychological
Health Clinical Standards of Care Directorate, Defense Centers
of Excellence for Psychological Health and TBI, Silver Springs,
Maryland
CAPT Edward Simmer, MD, MPH, CGP,
Executive Officer, Naval Hospital Beaufort, Beaufort, South
Carolina
Melissa Wattenberg, PhD,
Program Manager, Psychosocial Rehabilitation and Recovery
Center, VA Boston Healthcare System Outpatient Clinic, Boston,
Massachusetts
MAJ
Todd Yosick, MSW,
Deputy Director of Resilience and Prevention Directorate,
Defense Centers of Excellence for Psychological Health and TBI,
Silver Springs, Maryland
This workshop will focus on the evidence-based prevention and
treatment of post-traumatic stress in service members, veterans,
and their families, based on the latest research and the
presenters' experience with the use of groups in the Military
and Veterans Affairs systems.
didactic-sharing of work experiences-demonstration-experiential
Learning
Objectives:
The
attendee will be able to:
1. Distinguish
among empirically supported group treatments to address
combat-related PTSD.
2. Discuss trauma-related themes and patterns in group therapy.
3. Identify emergence of PTSD symptoms and trauma triggers in
the group process, and use group techniques to intervene in
these instances.
4. Integrate knowledge of military culture into the treatment of
service members, veterans, and their families.
5. Describe techniques and strategies for increasing resilience
and preventing PTSD.
6. Explain how to apply clinical support tools in the treatment of PTSD.
Course
References:
1. Headquarters, Department of the
Army, Army Field Manual (FM) 4-02.51, Combat and Operational
Stress Control, Department of the Army, Washington, DC, 2006.
2. Dembert, M., & Simmer, E. (2000). When Trauma Affects a
Community: Group Interventions and Support After a Disaster. In
R. Klein & V. Schermer (Eds.), Group Psychotherapy for
Psychological Trauma. New York: The Guilford Press.
3. Wattenberg, M.S., Foy, D.W., Unger, W., & Glynn, S.M.
(2006). Present-Centered Group Therapy (PCGT): An Evidence based
Approach to Trauma with Adults. In Shein, et. al. (Eds.),
Psychological Effects of Catastrophic Group Approached to
Treatment. Binghamton, NY:
Haworth Press.
4. The Management of Post-Traumatic Stress Working Group, VA/DoD
Clinical Practice Guideline for Management of Post-Traumatic
Stress, Washington, DC, 2011. Available at: http://www.healthquality.va.gov/PTSD-FULL-2010c.pdf
5. Bates, M.J., Bowles, S., Hammermeister, J., et. al. (2010).
Psychological Fitness, Military Medicine, 175(8),
21-38.
Workshop 31
Fire
and Ice: Clinical Self Awareness in Couples Treatment
Presented in cooperation with
the International Board for Certification of Group
Psychotherapists
Chair:
Judith
Cochè, PhD, ABPP, CGP, LFAGPA, Clinical Professor of
Psychology in Psychiatry, Medical School of the University of
Pennsylvania, Philadelphia, Pennsylvania
Treating
couples is tricky! Focusing on couples with icy sexual
dysfunction and fiery emotional abuse, the workshop uses
exercises and a mock couples group to deliver take-home clinical
skills for all clinicians treating indirect aggression,
dysfunctional conflict resolution and the precipice of divorce.
experiential-demonstration-didactic-sharing
of work experiences
Learning
Objectives:
The attendee
will be able to:
1. Describe
ways to solve
clinical dilemmas in treating tough couples.
2. Explain how to best integrate exercises in couples treatment.
3. Analyze current thinking in work with sexual dysfunction.
4. Utilize process work in couples group treatment.
Course
References:
1. Coche, J. (2010). Couples group
psychotherapy, 2nd edition. New York: Routledge.
2. Johnson, S. (2004). The Practice of emotionally focused
couples therapy. New York: Routledge.
3. Coche J. (1990). Resistance in existential-strategic marital
therapy. Journal of Family Psychology, 3(3), 236-250.
4. Dicks, H. (1967). Marital Tensions. New York: Basic
Books.
5. Miller, M. (1995). Intimate Terrorism. New York: Norton.
Workshop 32
"Failure to Launch" Groups for Young Adult Men
Chairs:
Connie Concannon, MSW, LCSW, CGP, FAGPA,
Associate Clinical Professor, University of California at San
Francisco, San Francisco, California
John Rochios, PhD, CGP,
Associate Clinical Professor and Attending, University of California at San
Francisco, San Francisco, California
There is increasing anxiety in our
culture regarding young adult men who have become stalled in
their transition into adulthood and who have returned to their
parents from college with no occupation and significant symptoms
(i.e., depression and anxiety). In this workshop, we will examine the
causative factors for this condition and some specific
techniques for treating these young men in group psychotherapy.
didactic-sharing of work
experiences-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Distinguish the family dynamics
of young adults who fail to form a consolidated sense of self
and separate successfully from their family of origin from other
family dynamics.
2. Identify techniques to keep these elusive patients in
individual and group treatment until their treatment is
complete.
3. Describe the techniques necessary to create a safe group
culture that will help these patients to become less phobic of
others and the world-at-large.
Course References:
1. Conroy, D. (2003). Representative models associated with fear
of failure in adolescents and young adults. Journal of Personality, 71,
757-784.
2. Gerber, J., Fonagy, P., Bateman, A., & Higgitt, A. (2004)
Structural and symptomatic change in psychoanalysis and
psychodynamic psychotherapy of young adults. Journal of American Psychoanalytic
Association, 52, 1235-1236.
3. McCurdy, S., & Scherman, A. (1996). Effects of family
structure on the adolescent separation-individuation process.
Adolescence, 31, 303-319.
4. McRoberts, C., Burlingame, G., & Hoag, M. (1998). Comparative
efficacy of individual and group psychotherapy: a meta-analytic
perspective. Group Dynamics: Theory, Research and Practice, 2,
101-117.
5. Schwartz, J. (2004). The relationship between attachment to
parents and psychological separation in college students. Journal of
College Student Development, 45, 566-577.
6. Troisi, A., D’Argenio, A, Peracchio, F., & Petti, P. (2001).
Insecure attachment and alexithymia in young men with mood
symptoms. Journal of Nervous and Mental Disease, 189, 311-316.
7. Verhaagen, D. (2010). Therapy With Young Men: 16-24 Year Olds
in Treatment. New York: Routledge.
Friday, March 9:
Saturday, March 10:
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