|
56th
ANNUAL INSTITUTE
Two Special
Institute Presentations
Monday,
March 5, 9:00 A.M.-5:00 P.M.
Registration Form
SI-1.
Activating the Here-and-Now: Integrating the Existential and the
Interpersonal in Group Psychotherapy
Instructor:
Molyn Leszcz, MD, FRCPC, CGP, FAGPA
The
interpersonal approach attributes psychological difficulties to
early life relationship experiences that lead the individual to
develop pathogenic beliefs that in turn create maladaptive
interpersonal patterns of behavior. The existential model
alternatively believes the individual’s psychological difficulties
emerge from confrontation with life’s ultimate concerns: death,
responsibility, isolation and meaning. The integration of these two
approaches will be illustrated through both presentation and group
demonstration.
Learning Objectives:
The attendee will be able to:
1. Gain knowledge of the centrality of
the interpersonal process in psychopathology and emotional distress.
2. Learn about contemporary developments in group psychotherapy that
synthesize interpersonal, cognitive-behavioral, existential and
psychodynamic perspectives.
3. Gain understanding of the use of the interpersonal model as an
integrative approach that links these domains.
4. Explore how to work therapeutically with existential concerns
including death, freedom and responsibility, isolation and the
search for meaning.
5. Acquire methods to enhance effectiveness in the use of
here-and-now approaches.
6. Examine the role of disciplined personal therapist involvement
and therapeutic meta-communication.
Course References:
1. Hill, C. E. & Knox, S.
(2009). Processing the therapeutic relationship. Psychotherapy
Research, 19(1), 13-29.
2. Horowitz, L. M., & Vitkis, J. (1986). The interpersonal basis of
psychiatric symptomatology. Clinical Psychology Review, 6,
443-469.
3. Kiesler D. J. (1996). Contemporary interpersonal theory and
research. New York: J. Wiley & Sons Ltd.
4. Stone, WN, Self Psychology and the Higher Mental Functioning
Hypothesis. Group Analysis, 29(2), 169-181.
5. Yalom, I. D., & Leszcz, M. (2005). The theory and practice of
group psychotherapy. (5th ed.). New York: Basic Books.
Molyn Leszcz, MD,
FRCPC, CGP, FAGPA, is the
Psychiatrist-in-Chief at Mount Sinai Hospital, Professor and Vice
Chair of Clinical Programs, Department of Psychiatry, University of
Toronto. Dr. Leszcz’s academic and clinical work has focused on
broadening the application of psychotherapy within psychiatry. Dr.
Leszcz’s research has focused on group psychotherapy for individuals
with cancer, and genetic or familial predisposition to cancer; group
psychotherapy for patients with schizophrenia; evidence-based
approaches to group therapy and modified interpersonal group
psychotherapy for patients with substance abuse and in acute care
inpatient units. He co-authored with Irvin Yalom, the 5th
edition of the Theory and Practice of Group Psychotherapy (2005),
also translated into German, Hebrew, Greek, Polish, Czech, Spanish,
French, Italian, Russian and Portuguese editions.
Dr. Leszcz co-chaired the AGPA
Science to Services Task Force leading to the recent publication of
Clinical Practice Guidelines for Group Psychotherapy, for which he
received the Alonso Award for Outstanding Contributions to
Psychodynamic Group Psychotherapy. Dr. Leszcz has been awarded
Fellowship in the Canadian Group Psychotherapy Association and the
American Group Psychotherapy Association. Dr. Leszcz also has been
the recipient of a number of teaching awards at the University of
Toronto.
SI-2.
The Double Flame:
Reconciling Intimacy and Sexuality in Couples
Instructor:
Esther Perel, MA, LMFT
This Special Institute
presentation
probes the intricacies of love and desire—how they relate and how
they conflict. Participants will learn how emotional intimacy can
inhibit sexual desire and why “good intimacy” doesn’t necessarily
make for “good sex.” We will explore how our emotional history—“how
we were loved” shapes our erotic blueprints and, in turn, expresses
itself in the physicality of sex— “how we make love.” Through
demonstrations and exercises you will learn to break through erotic
impasses and help couples balance the dual needs for security and
freedom. Applies to ALL couples.
Learning Objectives:
The attendee will be able to:
1. Describe how to invert
traditional therapeutic priorities, by using the sexual relationship
as a lens into the couples’ interpersonal dynamics.
2. Utilize experiential exercises to cultivate eroticism between
partners and help them take emotional risks to open up sexual
communication.
3. Learn how our emotional history shapes our erotic blueprint and
expresses itself in the physicality of sex.
4. Learn four new strategies to help couples bring a sense of
aliveness and vitality to their relation and cultivate playfulness,
in and out of the bedroom.
5. Describe three reasons why more intimacy can lead to less sex.
6. Facilitate clients voicing their erotic longings and moving
beyond their familiar comfort zone into an expansive, fully charged
sexuality.
7. Practice how to help couples confront their emotional blocks and
their sexual inhibitions thereby open up communication of their
erotic strivings to each other
Course References:
Will be provided
Ms. Esther Perel is a master
trainer, therapist and workshop leader. She is an acknowledged
international authority on couple therapy, cross-cultural relations,
and culture and sexuality. Ms. Perel is the author of the international
bestseller: Mating in Captivity now available 24 languages. Her
book won the 2009 book award from the Society for Sex Therapy and
Research. She was trained and supervised by Dr. Salvador Minuchin,
and she serves on the faculty of The Family Studies Unit, Department
of Psychiatry, New York University Medical Center, The International
Trauma Studies Program, and The Ackerman Institute for the Family as
well as the Scandinavian Institute for Expressive Arts Therapy.
Fluent in nine languages, Ms. Perel
is a frequent keynote speaker around the world. She brings a
rich multicultural perspective to her clinical practice, her
teaching and in her many publications. She is a member of the
American Family Therapy Academy and the International Society for
Sex Therapy and Research.
Continuing Education for Special Institute Presentations:
6.0 credits/.6 units
Two-Day Institute Sections
Tuesday &
Wednesday, March
6-7
INSTITUTE OPENING
PLENARY SESSION
Tuesday,
March 6, 8:30-9:15 A.M.
The Institute and Its Unexpected
Consequences
Instructor:
Yvonne Agazarian, EdD, CGP, DLFAGPA
One can recognize four different kinds of groups: person-centered,
interpersonal-centered, leader-centered and group-centered.
Applying systems ideas to group dynamics resulted in developing a
fifth kind of group, the Systems-Centered group, which introduced
new methods for reducing the restraining forces to group
development and releasing the innate drive towards developmental
goals. The major driving force is Systems-Centered Functional
Subgrouping which requires members to join each other on
similarities and explore differences, instead of splitting around
differences and scapegoating them. Focusing on the professional
support, encouragement and challenges from the Institute
experiences, this keynote address will introduce the theory and
practice of Systems-Centered groups and the unexpected
consequences as they relate to these Institute groups.
Yvonne
Agazarian, PhD, CGP, DLFAGPA,
is the principal architect of Systems Centered
Therapy, based on a theory of Living Human Systems that she also
developed. Dr. Agazarian is the Founder of the
Systems-Centered Training & Research Institute and
teaches, trains, and supervises Systems-Centered therapists
internationally. She is a Clinical Professor at the Adelphi
Postdoctoral Program in Group Psychotherapy and has a private
practice in Philadelphia, Pennsylvania. As group psychologist, she has
contributed to expanding our knowledge of the boundaries between
clinical and social psychology with the investigation of living
human systems, systems-centered group and individual therapy.
Dr. Agazarian is a Distinguished Fellow of the American Group
Psychotherapy Association and a Fellow of the American
Psychological Association. Her considerable body of work illustrates the highest blend of
creativity and learning.
The Institute
is primarily designed for clinical professionals who meet the
requirements of at least a Master’s degree in a mental health profession
and who have clinical psychotherapy experience. Many sections of
the Institute welcome psychiatric residents, graduate students in
mental health degree programs as well as mental health workers who work
in a range of human service settings. Please register for a
section consistent with your experience.
The Institute
is scheduled over two full days: Tuesday, March 6, 9:30 A.M. –
5:45 P.M. and Wednesday, March 7, 8:30 A.M. - 5:00 P.M.
Registration will only be accepted for the full two-days and
registrants will be expected to attend both days, including the
Institute Opening Plenary Session. Continuing Education credit will not be awarded
for partial attendance. Devoted to small group experiential teaching, these two-day groups
are led by carefully selected experienced instructors. The secure environment of these small groups allows for
rich cognitive and emotional learning about group processes and
oneself as well as an opportunity for personal and professional
refreshment. The Institute consists of two sections:
-
Process Group
Experience (PGE) Sections:
These
small groups provide participants an environment in which to obtain, expand
and retain their skills in conducting group therapy. The PGE sections are conducted by many of the
country's outstanding group therapists. The group psychotherapy
skills gained are important in conducting any group, regardless of
its theoretical orientation, time parameter or patient
population. PGE sections are essential training and benefit
the participants, both personally and professionally. A portion of each PGE will be
didactic. A maximum of twelve registrants
will be accepted per group.
- Specific
Interest Sections:
These
groups offer intensive
learning about specific theories and approaches in group
treatment.
Registrants can pursue current interests in greater depth or
learn ways of integrating new approaches and methods into their
private practice, clinic or agency work. Most of the Specific
Interest Sections have extensive experiential components.
Registration maximum (up to 20 registrants) has been set by each
instructor.
Continuing Education for Two-Day Institute Sections:
13.0 credits/1.3 units
OBSERVATION AND EVALUATION:
Institute sections will be observed by Institute
Committee members. Registrants will be asked to complete brief evaluation questionnaires designed to aid us in
continuing to provide high quality meetings, upon conclusion of
their attendance at events.
PROCESS GROUP
EXPERIENCE (PGE) SECTIONS
I-A. GENERAL
PROCESS GROUP EXPERIENCE
Entry Level
Less than 4 years of group psychotherapy experience
- Instructors:
-
1.
Trish Cleary, LCPC-MFT-ADC, CGP, FAGPA,
Private Practice, Chevy Chase, Maryland
-
2. Patricia
Kyle Dennis, PhD, CGP,
Private Practice, St. Louis, Missouri
-
3. Patricia
R.
Doyle, PhD, CGP,
Private Practice,
New York, New York
-
4. Marty
Livingston, LPC, PhD, CGP, FAGPA,
Director
of Group Psychotherapy Training, Postgraduate Center for Mental Health, New York, New York
- 5. Gaea Logan, MA, LPC, LPC-S, CGP,
President/Founder, International Center for Mental Health and
Human Rights, Austin, Texas
- 6.
Sharan L. Schwartzberg,
EdD, OTR/L, FAOTA, Adjunct Professor Psychiatry, Professor of Occupational Therapy,
Tufts University, Graduate School of
Arts & Sciences, Medford, Massachusetts
- 7.
Lawrence A. Viers, PhD, CGP,
Private Practice,
Valparaiso,
Indiana
-
- Intermediate
Level
4-9 years of group psychotherapy experience
Instructors:
8.
Robert Berley, PhD, CGP, FAGPA, Private
Practice, Seattle, Washington
9. Linda Eisenberg, MA, MEd, CGP,
Private Practice, Portland, Oregon
10. James Fishman, MSW, LCSW,
CGP,
Private Practice,
San
Francisco, California
11. Alice E. Powsner, MSN, RCNS, CGP, Private Practice,
Albuquerque,
New Mexico
12. Andrea Pully, MEd, LPC,
CGP, Private Practice, Austin, Texas
13. Elizabeth Shapiro, PhD,
CGP,
Cambridge Health Alliance,
Cambridge,
Massachusetts
Advanced Level
10+ years of group psychotherapy experience
Instructors:
14.
Molly Walsh Donovan, PhD, CGP,
Private Practice, Washington, DC
15. Joseph
C. Kobos, PhD, ABPP, CGP, LFAGPA,
Director and Professor, University of Texas
Health Science Center, San Antonio, Texas
16.
Gregory MacColl, LCSW, CGP, FAGPA,
Private
Practice, Manhattan and Forest Hills,
New York
17. Norman
A. Neiberg, PhD, PC, CGP, DLFAGPA, Private Practice, Newton
Centre, Massachusetts
18.
Gil Spielberg, MSW, PhD, ABPP, CGP, FAGPA, Training and
Supervising Analyst, Institute for Contemporary Psychoanalysis, Los
Angeles, California;
Robert Unger, MSW, PhD, CGP, FAGPA,
Faculty, Naropa University, Boulder, Colorado
19. Esther G.
Stone, MSSW, CGP, FAGPA, Private Practice, San
Francisco and Corte Madera, California
I-B.
PROCESS GROUP EXPERIENCE SECTION WITH MIXED LEVELS OF EXPERIENCE
Instructors:
1.
Francis Kaklauskas, PsyD, CGP, FAGPA,
Private Practice, Boulder, Colorado
2.
Phyllis Mervis, DSW, LCSW, Clinical Lecturer, Mount Sinai
School of Medicine, New York, New York
I-C. PROCESS GROUP EXPERIENCE SECTION FOR SENIOR THERAPISTS
Limited to prior AGPA Institute instructors or registrants who have participated in
four or more AGPA Institutes.
Instructor:
Jerome S. Gans,
MD, CGP, DLFAPA, DLFAGPA, Associate Clinical Professor
of Psychiatry, Harvard Medical School, Boston, Massachusetts
I-D. TWO-YEAR CONTINUOUS SECTION
HELD IN CONJUNCTION WITH THE EASTERN GROUP PSYCHOTHERAPY SOCIETY
(EGPS) ANNUAL MEETING
Registration for this section assumes attendance at the
2011 AGPA Annual Meeting, the EGPS Annual Meeting (November,
2011) and the AGPA 2012 Annual Meeting. (This is the third session of this group.)
Instructor:
I-F. THREE-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at three consecutive Annual Meetings.
Instructors:
1.
Elaine Jean Cooper, LCSW, PhD, CGP, FAGPA,
Clinical Professor, University of California School of Medicine,
San Francisco, California
(This is the
1st
year of this group.)
2.
Walter Evans Smith, MDiv, LMFT, CGP, FAGPA, Private Practice, Atlanta,
Georgia (This is the
3rd year of this 3-year
group, new participants will not be accepted.)
SPECIFIC
INTEREST SECTIONS
Section II
Application of Self
Psychology to Group Psychotherapy
Instructors:
Krissy Schwerin, MD, Assistant Professor of Psychiatry,
University of California, Davis, California
Walter N. Stone, MD, CGP, DFAGPA, Professor Emeritus,
University of Cincinnati, Cincinnati, Ohio
This group is designed to provide
participants a self psychologically informed group process
perspective. Members will have an opportunity to study their own
interactions, the group formation and the impact of the instructor
upon group development and experience. Didactic discussion will
integrate theory with experience.
Learning Objectives:
The attendee will be able to:
1. Identify the self's needs for
mirroring selfobject response.
2. Identify the self’s needs for twinship selfobject response.
3. Identify the self’s need for idealizing selfobject response.
4. Explain leading and trailing edge phenomena.
5. Describe the understanding and explaining interventions.
6. Formulate defenses in self psychological terms.
7. Describe an example from the group experience of a groupself.
8. Describe an example of narcissistic injury and repair.
Course References:
1. Stone, W.N. (2009). Contributions
of Self Psychology to Group Psychotherapy. London: Karnac.
2. Tolpin, M. (2002). Doing psychoanalysis of normal development.
Forward edge transferences. In A. Goldberg (ed) Postmodern Self
Psychology: Progress in Self Psychology. Hillsdale NJ: The Analytic
Press. 18:167-190.
3. Rutan, J.S., Stone, W.N. & Shay, J. (2007). Psychodynamic Group
Psychotherapy 4th ed. New York: Guilford Press.
4. Ornstein, P.H. (2003). The elusive concept of the psychoanalytic
process. Journal of the American Psychoanalytic Association. 52:
15-41.
5. Newman, K. (2007). Therapeutic Action in self psychology.
Psychoanalytic Quarterly, 76:1513-1546.
Section III
The Art of Co-Therapy: The
Deep Relationship and Impact of Therapists Who Work Together
Instructors:
Vivian Nelson, MA,
Private Practice, Berkeley Group and Family Therapy Institute,
Berkeley, California
Bill Roller, MA, CGP, FAGPA, Private Practice, Berkeley Group
and Family Therapy Institute, Berkeley, California
This institute will focus on the
relationship between co-therapists and how it influences both the
process and outcome of a therapy group.
Drawing on their own clinical research, the leaders will show how an
experienced team can balance leadership skills, manage projective
identification, communicate openly, and participate equally.
Learning Objectives:
The attendee will be able to:
1.Describe the ways the co-therapy
relationship influences the depth of disclosure by members of the
group.
2. Define the maturity of the co-therapy team by how it facilitates
the shift in object relations that occurs among group members as the
group passes from one phase of development to another.
3. Identify the ways the co-therapy team can normalize the processes
of projective identification and scapegoating as they emerge, and
contain conflict within the group.
4. Analyze how open communication between co-therapist is
isomorphically related to the openness of group members.
5. Identify how the co-therapy team can monitor their own countertransference in group.
6. Define the phases of the co-therapy team and how the team impacts
the group at each specific phase of group development.
Course References:
1. Beck, Ariadne P., & Lewis, C.
(2000). The Process of Group Psychotherapy: Systems for Analyzing
Change. Washington, DC: American Psychological Association.
2. Ganzaran, R., & Buchele, B. (1988). Fugitives of Incest, a
Perspective from Psychoanalysis and Groups. Madison, Connecticut:
International Universities Press.
3. McGee, T.F., & Schumann, B.N. The nature of the co-therapy
relationship. International Journal of Group Psychotherapy,
20:25,1970.
4. Roller, B., & Nelson, V. (1991). The Art of Co-Therapy: How
Therapists Work Together. New York: Guilford Publications.
5. Rutan, J., Stone, W., & Shay, J. (2007). Psychodynamic Group
Psychotherapy (4th Ed.). New York: Guilford Publications.
Section
IV
Attachment Theory and Group
Psychotherapy
Instructor:
Philip J. Flores, PhD, ABPP, CGP, FAGPA, Private Practice, Atlanta, Georgia
This section will
experientially demonstrate the ways that attachment theory furnishes
an effective theoretical formula for informing the delivery of group
treatment. Particular attention will be paid to the process of
attachment and the inevitable rupture, repair, and reunion that
occurs in all healthy, functional, and authentic relationships.
Learning Objectives:
The attendee will be able to:
1. Describe the ways that attachment
theory can be applied to group psychotherapy.
2. Define the different styles of attachment (Avoidant, Ambivalent,
Disorganized, & Secure) and their relationship to group.
3. Identify the ways that secure base and exploration are
intricately connected.
4. Distinguish the difference between interactive regulation and
auto regulation of affect.
5. Recognize the impact of stress on brain functioning, development
& mind-body health.
6. Identify the different models of psychotherapeutic change, which
are consonant with modern attachment theory.
7. Utilize strategies that distinguish the implicit domain from the
explicit domain in psychotherapy.
8. Understand the importance of enriched environments that promote
optimal levels of emotional arousal for the promotion of brain
change.
Course References:
1. Flores, P. J. (2004). Addiction
as an attachment disorder. Northvale, NJ: Jason Aronson Press.
2. Fonagy, P., Gergely, G. Jurist, E.L., & Target, M. (2002). Affect
regulation, mentalization and the development of the self. New York:
Other Press.
3. Lewis, T., Amini, F., & Landon, R. (2000). A general theory of
love. New York: Random House.
4. Mikulincer, M., & Shaver, P.R. (2007a). Attachment in Adulthood:
Structure, Dynamics, & Change. New York: Guilford Press.
5. Schore, A. N. (2003a). Affect dysregulation and disorders of the
self. New York: W. W. Norton & Co.
Section
V
Building a Therapeutic Group
Culture with Co-Leadership Collaboration
Instructors:
Frederic Ilfeld, Jr., MD, MA, CGP, Clinical Professor of
Psychiatry, University of Nevada School of Medicine, Reno, Nevada
Barbara Squire-Ilfeld, MSN, RNCS, CGP, FAGPA,
Assistant Clinical Professor of Psychiatry, University of Nevada
School of Medicine, Reno, Nevada
Utilizing the experiential group
process the co-therapists will: 1) clarify the concept and mechanism
of the group’s “culture” as a paramount therapeutic factor, 2)
highlight those cultural elements (shared norms and values) that
maximize therapeutic movement, 3) illustrate techniques for
promulgating these therapeutic norms and values, and 4) reflect on
various elements of their co-therapy interaction.
Learning Objectives:
The attendee will be able to:
1. Clarify the concept of
"culture" as it applies to the small group.
2. Become familiar with the broad scope of small group dynamics--
boundary setting, phase development over time, emerging leadership
roles, establishment of a group culture.
3. Describe the manner in which cultural norms and values influence
the group process.
4. Identify those specific values (shared belief systems) that best
contribute to therapeutic change.
5. Identify those specific norms (shared patterns of expected
behavior) that best contribute to therapeutic change.
6. Recognize and understand specific therapist techniques that help
therapeutic norms and values evolve, thereby contributing to
individual change within the group.
7. Understand co-leadership dynamics that can assist or retard a
therapeutic group process.
8. Gain insight into the values and norms that are therapeutic for
the attendees' own therapeutic groups.
Course References:
1. Greene, L.R. (2003). The State of
Group Psychotherapy Process Research. International Journal of Group
Psychotherapy, 53, 130-134.
2. Leszcz, M. (1992). The Interpersonal Approach to Group
Psychotherapy. International Journal of Group Psychotherapy, 42,
37-62.
3. Roller, B., & Nelson, V. (1991). The Art of Co-Therapy: How
Therapists Work Together. New York: Guilford Press.
4. Yalom, I.D., & Leszcz, M. (2005). The Theory and Practice of
Group Psychotherapy, (5th ed.). New York: Basic Books.
Section VI
Care for the Caregivers:
From Compassion Fatigue to Hope and Resiliency
Presented under the auspices of the
AGPA Community Outreach Task Force
Instructors:
Richard Beck, LCSW, BCD, CGP, FAGPA, Adjunct Professor,
Fordham University, New York, New York
D. Thomas Stone, Jr., PhD, CGP, FAGPA,
Assistant Clinical Professor, University of Texas Health
Science Center at San Antonio, San Antonio, Texas
The narratives that unfold during the
psychotherapeutic conversation affect all of us in profound ways.
This institute will provide psychotherapists a forum in which they
are able to talk about the psychological benefits and costs of their
work. There will be an emphasis on how trauma narratives affect the
therapist's self.
Learning Objectives:
The attendee will be able to:
1. Define compassion fatigue,
secondary trauma, vicarious trauma.
2. Identify typical countertransference responses to manage the
above concepts.
3. Identify the signs and symptoms of the concepts in #1.
4. Specify the typical defenses utilized to manage the symptoms.
5. Specify the costs and benefits of working with traumatized
individuals of all ages.
6. Identify the specific steps to take to mitigate compassion
fatigue and build hope and resiliency in their work.
Course References:
1. Figley, C. (1996/99). Compassion
fatigue: Toward a new understanding of the costs of caring. In B.
Stamm (Ed.), Secondary Traumatic Stress: Self-Care Issues for
Clinicians, Researchers, and Educators. Lutherville: Sidran Press,
pp.3-28.
2. Beck, R., & Buchele, B. (2005). In the belly of the beast:
Traumatic countertransference. International Journal of Group
Psychotherapy, 55(1), 31-44.
3. Pearlman, L. (1999). Self-Care for trauma therapists:
Ameliorating vicarious traumatization. In B. Stamm (Ed.), Secondary
Traumatic Stress: Self-care Issues for Clinicians, Researchers, and
Educators. Lutherville: Sidran Press, pp.51-64.
4. Phillips, S. (2004). Countertransference: Effects on the group
therapist working with trauma. Group Interventions for the Treatment
of Psychological Trauma. American Group Psychotherapy Association.
5. Ziegler, M., & McEvoy, M. (2000). Hazardous terrain:
Countertransference reactions in trauma groups. In R. Klein & V.
Schermer (Eds.). Group Psychology for Group Trauma. New York:
Guilford Press, pp. 116-137.
Section
VII
Double Feature: Intergenerational Issues in
Group Psychotherapy
Presented under the auspices of the
AGPA Issues in Aging SIG and
the AGPA Racial and Ethnic Diversity SIG
Instructors:
George Max Saiger MD, CGP, FAGPA,
Faculty, The Washington School of Psychiatry, Washington, DC
Ira Saiger PhD, Visiting
Assistant Professor, Yeshivah University, New York, New York
Intergenerational issues that emerge
in group psychotherapy (e.g., cultural shifts between generations,
unresolved childhood conflicts manifested in midlife and later,
multicultural and immigrant experience, transference and
countertransference manifestations) will be examined through the use
of video/film, didactic presentations, sharing of work experience,
and, centrally, experiential learning within the institute.
Learning Objectives:
The attendee will be able to:
1. Identify important psychological
issues in his/her patients that relate to inter-generational issues (e.g.,
respect, envy, disdain, dependency, miscommunication.)
2. Identify how these same important inter-generational issues affect
his/her own functioning as a therapist (i.e., countertransference
manifestations.)
3. Identify how these same inter-generational issues are manifested
in the group setting when members are of varying age.
4. Identify how these same inter-generational issues are manifested
in the group setting when members and therapist belong to different
generational cohorts.
5. Manage the differences inter-generational cohorts within co-therapy
teams.
6. Analyze how these concepts impact larger societal groups.
7. Identify how these inter-generational issues are manifested
differently (and similarly) in minority-culture families/groups.
8. Use film and other literary portrayals of these concepts for
learning, both by therapist and patient.
Course References:
1. Erikson, E. (1994). The Life Cycle
Completed. New York: W.W. Norton & Company.
2. Obama, B. (2007). Dreams from My Father: A Story of Race and
Inheritance. New York: Crown Publishers.
3. Osherson, S. (1986). Finding our Fathers. New York: Fawcett
Columbine.
4. Saiger, G. (2001). Group Psychotherapy with Older Adults, Psychiatry, 64(2).
5. Umberson, D. (1992). Relationships Between Adult Children and
their Parents: Psychological Consequences for Both Generations.
Journal of Marriage and the Family, 54, 664-674.
Section
VIII
Excitement and Shame in
Group Psychotherapy
Instructor:
Stewart L. Aledort, MD, CGP, FAGPA,
Clinical Associate Professor of Psychiatry, George
Washington University Hospital, Washington, DC
This institute will demonstrate the
power of the Omnipotent Child in its function to stabilize identity
and serve as a template for intimacy. Excitement and Shame as
powerful affects will be explored, in particular as it gets
expressed in the sexual and sensual aspects of the group. One sees
also the excitement in shame and how it can be looked at and
explored. One sees how the group struggles to shift to a passionate
good fit, with its attendant losses.
Learning Objectives:
The attendee will be able to:
1. Identify and list the
characteristics of the Omnipotent Child.
2. Identity the power of the passion in the group.
3. Describe the leader's techniques at the start of the group
process.
4. Describe how the therapist works with desires in the group.
5. Describe the developmental stages the group traversed.
6. Describe the shifting roles of the leader and the group's
responses.
7. Identify the hidden excitement in shame.
Course References:
1. Aledort, S. (2002). The Omnipotent
Child Syndrome: The role of passionately held bad fits in the
formation of Identity. International Journal of Group Psychotherapy,
52,67-89.
2. Aledort, S. (2003). Fleshing Out the Omnipotent Child in Group
Psychotherapy. Group, 276,#4 147-167.
3. Aledort, S. (2009). Excitement: A Crucial Marker for Group
Psychotherapy. Group, 33.1 45-62.
4. Morrison, A. (1989). Shame:The Underside of Narcissism. New York,
London: Routledge, Taylor & Francis.
5. Mahler, M. (1968). On Human Symbiosis and the Vicissitudes of
Individuation. New York: International Universities Press.
Section
IX
Expanding the Emotional
Range in Group: The Leader's Emotional Receptivity
Instructor:
Jeffrey S. Hudson, MEd, LPC, CGP, FAGPA, Private Practice,
Austin, Texas
This institute will help participants
examine the impact of the leader's emotional receptivity on groups.
Of special significance is the leader's openness to all the emotions
experienced as countertransference- including love, hate, liking, and
disliking our clients. We will explore ways of encouraging a wide
range of feelings in our groups. This includes learning to welcome
and explore positive and negative transferences with interest and
freedom.
Learning Objectives:
The attendee will be able to:
1. Identify emotions that you may
discourage in your groups.
2. Define countertransference resistance and develop a greater
appreciation for its role in group leadership.
3. Distinguish between objective and subjective countertransference
reactions.
4. List guidelines for working effectively with anger and conflict
in group.
5. Identify ways a group therapist can develop emotional insulation.
6. List common sources of countertransference resistance.
7. Discuss the role of self-acceptance in effective group
leadership.
8. Cite fears and concerns about emotional communication in group.
Course References:
1. Bernstein, A. (2001). The Fear of
Compassion. CMPS/Modern Psychoanalysis, 26(2), 200-219.
2. Flores, P. J. (2010). Group Psychotherapy and Neuro-Plasticity:
An Attachment Theory Perspective. International Journal of Group
Psychotherapy, 60(4), 546-570.
3. Maroda, Karen J. (2010). Psychodynamic Techniques: Working with
Emotion in the Therapeutic Relationship. New York: The Guilford
Press.
4. Ormont, L. R. (1988). The Leader’s Role in Resolving Resistances
to Intimacy in the Group Setting. International Journal of Group
Psychotherapy, 38(1), 29-45.
5. Zeisel, E. M. (2009). Affect Education and the Development of the
Interpersonal Ego in Modern Group Psychoanalysis. International
Journal of Group Psychotherapy, 59(3), 421-432.
Section
X
Experiencing and
Understanding the Social Unconscious
Presented under the auspices of the
AGPA International Relations SIG
Instructor:
Haim Weinberg, PhD, CGP, FAGPA, International Program
Director & Senior Tutor, Professional School of Psychology,
Sacramento, California
The social unconscious refers to the
existence and constraints of social, cultural & communicational
arrangements of which people are ‘unaware’. It includes anxieties,
fantasies, defenses & myths, as well as
socio-cultural-economic-political forces, many of which are also
co-constructed unconsciously by the members of particular groupings.
We will explore the social unconscious theoretically and
experientially, and examine its applications to individual and group
therapy.
Learning Objectives:
The attendee will be able to:
1. Define the social unconscious.
2. Identify the impact of the social unconscious on daily behavior.
3. Apply the social unconscious to individual and group therapy.
4. Describe the difficulty of distinguishing between the
individual and the social unconscious
5. Relate the subtle influence of culture on people's mind.
6. Discuss the group leader's interventions aimed towards the social
unconscious.
7. Describe group dynamics from their experience in a process
group.
Course References:
1. Brown, D., & Zinkin, L. (eds.)
(1994). The Psyche and the social world. London: Routledge.
2. Dalal, F. (2001). The Social Unconscious: A Post-Foulkesian
Perspective. Group Analysis, 34(4): 539–555.
3. Hopper, E. (2003a). The Social Unconscious: Selected Papers.
London: Jessica Kingsley Publishers.
4. Weinberg H. (2007). So What Is This Social Unconscious Anyway?
Group Analysis, 40(1):35-49.
Section
XI
Functional Subgrouping: Linking
Systems-Centered Training (SCT) and Interpersonal Neurobiology
Presented in cooperation with the Systems-Centered Training and
Research Institute
Instructor:
Susan P. Gantt, PhD, ABPP, CGP,
FAPA, FAGPA, Director, Systems-Centered Training and Research
Institute, Atlanta, Georgia
Building on “mind” (Siegel,
1999) as the process of regulating the flow of energy/information,
we will explore how functional subgrouping regulates this flow in
groups in the direction of increased integration and builds the
group mind toward greater neuroplasticity. We will explore how
functional subgrouping increases emotional containment, neural
integration, and exploration of novelty.
Learning Objectives:
The
attendee will be able to:
1. Differentiate
between explaining which activates top down invariant experience and
exploring which orients to bottom up or spontaneous experience.
2. Apply functional subgrouping to develop the group system and
potentiate greater neural integration.
3. Identify the experiential conditions that promote neural
development.
4. Describe how to use functional subgrouping for lowering reactivity to
difference.
5. Describe how to use functional subgrouping for increasing social engagement
system.
6. Describe how to use functional subgrouping for increasing group's capacity
for exploring novelty.
7. Summarize the interpersonal neurobiological research most
relevant to group psychotherapy.
Course References:
1. Gantt, S.P., & Agazarian, Y.M.
(2010). Developing the Group Mind through Functional Subgrouping: Linking Systems-Centered Training (SCT) and
Interpersonal Neurobiology. International Journal of Group
Psychotherapy, 60(4): 515-544..
2. Siegel, D. (1999). The developing mind. New York: Guilford.
3. Moreno, J.K. (2006). Scapegoating in group psychotherapy.
International Journal of Group Psychotherapy, 57, 93-105.
4. Agazarian, Y. (1997). Systems-centered therapy for groups. New
York: Guildford.
5. Brabender, V. (1997). Chaos and Order in the Psychotherapy Group.
In F. Masterpasqua & P. Perna, The Psychological Meaning of Chaos.
Section XII
Individual Work in Group: It's More Than You Think
Instructors:
Shari Porter Jung, LCSW, LMFT, CGP,
Private Practice, Dallas, Texas
Marti Kranzberg, PhD, ABPP, CGP, FAGPA,
Clinical Psychology Faculty, Fielding Graduate University, Santa
Barbara, California
Participants will experience
one-on-one therapy in group including the function of the group and
the role of the therapist. The power of individual therapy in group
and and group in individual therapy combine to create a coherent
group for both the person doing individual work and for the group
members observing their own experience.
Learning Objectives:
The
attendee will be able to:
1.
Identify individual therapy in group.
2. Describe the role of group during the one-on-one individual work
in group.
3. Define the role of therapist in individual therapy in group.
4. Evaluate the experience of this type of group.
5. Compare process group with individual therapy in group.
6. Identify interventions that can be used in any therapeutic
modality.
Course References:
1. Kranzberg, M.B. (1999). Redecision
Therapy: More than just individual therapy in a group. Journal of Redecision Therapy,
1 (2), 116-133.
2. Siegel, Daniel J. (2009). Mindful Awareness, Mindsight and
Neurointegration. Humanistic Psychologist, 37: 2, 137-158.
3. Siegel, Daniel J. (2006). An Interpersonal Neurobiology Approach
to Psychotherapy. Psychiatric Annals, 36: 4, 248-256.
4. Gladfelter, J. (1992). Redecision Therapy. International Journal
of Group Psychotherapy, 42: 3, 319 - 334.
5. Goulding, M.M. (1997). Childhood Scenes in Redecision Therapy. In
C. E. Lennox and (Ed.), Redecision Therapy: A Brief Action-Oriented
Approach. (pp. 87-94). Northvale, NJ: Jason Aronson, Inc.
Section
XIII
Key Life Moments that Shape
History
Instructor:
Macario Giraldo, PhD, CGP, Faculty, Washington School of
Psychiatry, Washington, DC
In this institute, participants will
be invited to share key moments that have shaped their lives. In the
didactic session key Lacanian concepts will be used to frame the
group experience.
Learning Objectives:
The attendee will be able to:
1. Identify the dialogue in the group.
2. Clarify the concept of object in Lacanian psychoanalysis vs.
object relations theory.
3. Distinguish wish from desire.
4. Distinguish ego from subject.
5. Distinguish drive from desire.
6. Clarify the concept of transference in Lacanian psychoanalysis.
Course References:
1. Conkright, S. (2010). Lacan,
Jouissance, and Group Psychotherapy. Group, 34, 2.
2. Giraldo, M. (2010). The Unconscious in the Group: A Lacanian
Perspective. Group,
34, 2.
3. Schulte, R. (2010). A Theatrical Rendering of Lack in a Trio.
Group, 34, 2.
4. Swales, S. (2010). Psychosis or Neurosis? Lacanian Diagnosis and
its Relevance for Group Psychotherapists. Group, 34, 2.
5. Hofstein, F. (2010). The Institution of Lacan. Group, 34, 2.
Section XIV
Leader Challenges in
Organizational Group Process (AGPA Leadership Track)
Presented under the auspices of the Affiliate Societies Assembly and
the
AGPA Nominating Committee
Instructor:
David Hawkins, MD, CGP, DLFAGPA, Private Practice, The Group
for Psychotherapy, Chapel Hill, North Carolina
This is a process-oriented institute
that focuses primarily on issues of organizational leadership.
Members will have the opportunity to explore issues related to their
excitement, successes, fears, and concerns with regard to moving
into leadership positions. Elements parallel to and different from
leadership of therapy groups will be addressed.
Learning Objectives:
The attendee will be able to:
1. Identify excitement and potential
successes related to accepting organizational leadership.
2. Identify fears and concerns regarding organizational leadership.
3. Identify various personal leadership issues.
4. Differentiate between therapy group and organizational
leadership.
5. Identify strategies for translating therapy leadership strengths
into an organizational leadership setting.
6. Assess personal leadership style using concepts from the JoHari
Window.
7. Identify strategies for increasing transparency in organizational
leadership.
8. Identify sources of support for transition to organizational
leadership.
Course References:
1. Klein, R. (2005). How we steer our
course. International Journal of Group Psychotherapy, 55(2).
2. MacKenzie K.R. (1981). The concept of role as a boundary
structure in small groups. In Durkin, J.E. (Ed.). Living groups:
Group psychotherapy and general systems theory. New York: Brunner-Mazel,
Inc.
3. Wheatly, M. J. (1994). Leadership and the new science. San
Francisco: Berret-Koehler Publishers, Inc.
4. Handy, Charles (2000). 21 Ideas For Managers. San Francisco: Jossey-Bass.
5. Hickson, David J. (1987). Decision-Making at the Top of
Organizations. Annual Review of Sociology, Vol. 13, pp. 165-192.
Section XV
Mother-Daughter Interaction through the Group's Hall of Mirrors
Presented under the auspices of the AGPA Women in Group
Psychotherapy SIG
Instructor:
Shoshana Ben-Noam, PsyD, CGP, FAGPA,
Private Practice, New York, New York
This all-women's institute will
explore mother-daughter interactions through the group's "hall of
mirrors" and didactic learning. It will examine how this
relationship affects: women's interactions in the 'here & now' in
areas such as intimacy, competition or conflict; and, the
development of the daughters' professional selves. Working through
difficulties stemming from this relationship in ourselves and our
groups will be addressed.
Learning Objectives:
The
attendee will be able to:
1.
Identify the impact of mother-daughter interactions on daughters'
intimacy.
2. Identify the impact of mother-daughter interactions on daughters'
competition.
3. Identify the impact of mother-daughter interaction on daughters'
ability to handle conflict.
4. Formulate the effects of "mother loving" and/or "mother blaming"
on daughters' relationships with others.
5. Identify the impact of mother-daughter interactions on women's
development of professional selves.
6. Recognize the impact of the relationship on the sense of self.
7. Cite interventions for working through women's difficulties
stemming from unresolved issues with their mothers.
Course References:
1. Brenner, J. R. (2002). Mother and
Daughters in Israel - Only Human: A Group Experience. In Brenner, J.R., Savran, B. & Singer, I. (Eds)
Women in
the Therapy Space Jerusalem. Israel: The Counseling Center for Women.
2. Ford, J., & Ford, A. (1999). Between mother and daughter.
Berkeley, California: Conari Press.
3. Fuller, C., & Plum, A. (2010). Mother-Daughter Duet. Colorado
Springs, Colorado: Multnomah Books.
4. Mendell, D., & Turrini, P. (Eds) (2003). The Inner World of the
Mother. Connecticut: Psychosocial Press.
5. Caplan, P.J. (2000). The New Don't Blame Mother: Mending the
Mother-Daughter Relationship. New York: Routledge.
Section XVI
Projective Identification and Countertransference
Instructor:
Barbara Keezell, LICSW, MSW, CGP, FAGPA,
Associate Staff, Boston Institute for Psychotherapy, Brookline,
Massachusetts
This experiential institute will
explore the power of projective identification and how best to
understand and utilize it in the group process. We will also examine
countertransference and how both countertransference and projective
identification can inform the leader and how they can affect the
work of the group.
Learning Objectives:
The
attendee will be able to:
1.
Define the process of projective identification.
2. Distinguish between simple projection and projective
identification.
3. Identify when projective identification is occurring.
4. Formulate ways of intervening when projective identification is
arising and having a negative impact on the group.
5. Define countertransference.
6. Identify his/her own countertransference reactions.
Course References:
1. Motherwell, L., & Shay, J.(Eds.).
(2005). Complex Dilemmas in Group Therapy: Pathways to Resolution.
New York: Brunner-Routledge.
2. Ogden, T. (1982). Projective Identification and Psychotherapeutic
Technique. New York: Jason Aronson.
3. Rutan, J.S., & Stone, W.N. (2001). Psychodynamic Group
Psychotherapy (3rd Edition). New York and London: Guilford Press.
4. Rutan, J.S., Stone, W.N., & Shay, J.J. (2007). Psychodynamic Group Psychotherapy (4th Edition). New York and London: Guilford
Press.
5. Shay, J.J. (2009). Projective identification simplified:
Recruiting your shadow. International Journal of Group Psychotherapy, 61, 239-261.
Section XVII
Recognizing and
Integrating
Anniversary Reactions to Trauma
Presented under the auspices of the AGPA Community Outreach Task
Force
Instructors:
Robert H. Klein, PhD, ABPP, CGP, DLFAGPA,
Instructor, Yale School of Medicine, New Haven, Connecticut
Suzanne B. Phillips, PsyD, ABPP, CGP, FAGPA,
Adjunct Professor, Derner Institute, Adelphi University, Garden
City, New York
Dealing with anniversary reactions
based upon the reawakening of painful past experiences is an
essential aspect of working with trauma. Public, private and
professional remembrances of traumatic events can stimulate the
reemergence of prior reactions. Participants will have an
opportunity to carefully explore how anniversary reactions take
shape, their conscious and unconscious components, their emotional
impact, and ways of coping with them. Examination of the movement
across themes within the group and its individual members is
intended to facilitate a meaningful didactic and emotional
understanding of working with anniversary reactions to trauma.
Learning Objectives:
The
attendee will be able to:
1.
Identify the presence of anniversary reactions.
2. Detect the triggers for anniversary reactions.
3. Appraise the role of anniversary reactions in grief and mourning.
4. Describe conscious and unconscious components of anniversary
reactions.
5. Compare the similarities and differences between public, private
and professional remembrances.
6. Contrast successful versus unsuccessful modes of coping with
anniversary reactions.
7. Describe conscious and unconscious components of anniversary
reactions.
Course References:
1. Buchele, B.J., & Spitz, H.I. (Eds.)
(2004). Group Interventions for Treatment of Psychological Trauma.
New York: American Group Psychotherapy Association.
2. Klein, R.H., & Phillips, S.B. (Eds.) (2008). Public Mental Health
Service Delivery Protocols: Group Interventions for Disaster
Preparedness and Response. New York: American Group Psychotherapy
Association.
3. Klein, R.H., & Schermer, V.L. (Eds.) (2000).
Group Psychotherapy
for Psychological Trauma. New York: Guilford Press.
Section
XVIII
Safety,
Confidentiality and Competition: A Process Group for Students in the
Behavioral Sciences
Instructors:
Patricia A. Barth, PhD,
CGP, LFAGPA, Clinical Assistant Professor of Psychiatry,
Menninger Department of Psychiatry and Behavioral Sciences, Baylor
College of Medicine, Houston, Texas
Robert E. White, MD, CGP, LFAGPA,
Clinical Professor, Menninger Department of Psychiatry and
Behavioral Sciences, Baylor College of Medicine, Houston, Texas
Utilizing sharing of information and experiential group process,
this group will explore issues of safety,
confidentiality, competition and colleagiality that frequently emerge
in graduate education training groups. In a setting that is removed
from the home program, these concerns can be dealt with safely and
comprehensively.
Learning Objectives:
The
attendee will be able to:
1.
State specific concerns about training groups.
2. Identify differences in various training programs.
3. Identify concerns about faculty evaluations.
4. Cite the benefits of working with a co-therapy team.
5. Identify ways in which different disciplines can work
effectively with each other.
6. Describe healthy competition.
7. Identify institutional dynamics and transferences.
8. Describe how to deal effectively with issues of termination.
Course References:
1. Myers & Gabbard.
(2008). The Physician as Patient: A Clinical Handbook for Mental
Health Professionals. Arlington, VA: American Psychiatric
Publishing.
2. Swiller, Lang, & Halperin. (1993). Process Groups for Training
Psychiatric Residents, In Alonso & Swiller (Eds.). Group Therapy in
Clinical Practice, pp 533-545. Washington, DC: American Psychiatric
Press.
3. Rutan, J.S., & Stone, W.N. (2001). Psychodynamic Group Psychotherapy.
New York and London: Guilford Press.
4. Knight, E.B., Barth, P.A., Fink, M.D., Tervalon, J.C., Vaughan,
C.A., & White, R.E. (2010). Baylor College of Medicine Group
Psychotherapy Training. Group, 34, 4.
5. Yalom, I., & Leszcz, M. (2005).
The Theory and Practice of Group
Psychotherapy, 5th Edition, Training the Group Therapist. New York:
Basic Books.
Section XIX
Shaken, Rattled, and Rolled: Preserving the Emotional Health of the
Group Leader
Instructor:
Janice M. Morris, PhD, CGP,
Private Practice, Austin, Texas
As
group leaders, we are faced with the challenge of tolerating toxic
and painful feelings while functioning as competent therapists and
maintaining emotional health. This modern analytic group will
provide experiential and didactic learning that: 1) promotes
productive use of subjective and objective countertransference in
clinical work; 2) identifies forms of countertransference resistance
that inhibit the leader’s effectiveness; and 3) provides a framework
for reducing the suffering and anxiety of the group leader.
Learning Objectives:
The
attendee will be able to:
1.
Distinguish between objective and subjective countertransference.
2. Integrate objective countertransference with effective group
interventions.
3. Describe three types of countertransference resistance.
4. Describe how subjective countertransference can be supervised by
the group.
5. Name five elements of the modern analytic contract.
6. Describe two types of objective countertransference and two types
of subjective countertransference.
Course References:
1. Epstein, L. (1983). The therapeutic
function of hate in the countertransference. In L. Epstein & A.
Feiner (Eds.) Countertransference: The therapist’s contribution to
the therapeutic situation (pp. 213-234). New York: Jason Aronson.
2. Ormont, L. (2001). The use of the group in resolving the
subjective countertransference (1991). In L. Furgeri (Ed.) The
technique of group treatment: The collected papers of Louis R. Ormont, Ph.D.
(Ch. 13). Madison, CT: Psychosocial Press.
3. Spotnitz, H. (1985). Countertransference: Resistance and
therapeutic leverage. In H. Spotnitz (Ed.) Modern psychoanalysis of
the schizophrenic patient (2nd ed., Ch. 9). New York: Human Sciences
Press Inc.
Section
XX
The Spectator Inside: On
Looking, Seeing and Being Seen
Instructor:
Leyla Navaro, MA,
Adjunct Faculty, Bogazici University, Istanbul, Turkey
Eye was before tongue, gaze
before language... We learned first to look, then to see, then give
meaning to what we see, then see through those conditioned meanings.
This institute explores the ways we look, see and are being seen. The
gaze of the (m)other and its effects on our self-image will be
examined. Experiences of bruised and healthy narcissism,
internalized self-image, mirroring, gleam in the eye, existential
wish of being recognized, stage fright, internalization of dominant
culture (“Men act and women appear. Men look at women, women watch
themselves being looked at” (Berger 1972) will be explored. Art
material, authentic movement and a session of blind group are
programmed.
Learning Objectives:
The attendee will be able to:
1. Better trace the ways they look,
gaze, see or don’t see.
2. Explore internalized self-images.
3. Explore gender differences in looking and being seen.
4. Define internalizations, projections, introjections.
5. State the effects of the gaze of the (m)other.
6. Differentiate between self-image and reality.
7. Discuss (in)direct ways of competition for (m)other's eye.
8. Differentiate between healthy and unhealthy narcissism.
Course References:
1. Berger, J. (1977). Ways of
Seeing. London: Penguin Books.
2. Winnicott, D.W. (1990). The Maturational Process and the
Facilitating Environment: Studies in the Theory of Emotional
Development. London: Karnac Books.
3. Kohut, H. (1972). Thoughts on Narcissim and Narcissistic Rage.
Psychoanalytic Study of the Child, Vol 27, 360-400.
4. Bollas, C. (1987). The shadow of the object: The
Psychoanalysis of the Unthought Known. New York: Columbia
University Press.
5. Tseëlon, E. (1995). The Masque of Femininity. London:
Sage.
Section XXI
The Then-and-There in the
Here-and-Now
Instructor:
Sara J. Emerson, LICSW, MSW, CGP, FAGPA, Private Practice,
Cambridge, Massachusetts
Groups provide a unique
opportunity in which patients/participants have their "problem" in
the room. The relational problems which people experience today are
often rooted in earlier life and family experiences. This process
group will enable participants to experience the ways in which
history and earlier relationships play out in their current life and
relationships.
Learning Objectives:
The attendee will be able to:
1. Describe how early life experiences
shape present relationship patterns.
2. Compare principles of intersubjectivity theory with other
theoretical orientations.
3. Discuss the importance of the leader's participation in the group
process and development.
4. Discuss the distinction between countertransference phenomenon and
co-creation.
5. Formulate implicit and explicit processes as they are manifest in
group process.
6. Identify participant's early relational patterns as they emerge in
group interactions.
Course References:
1. Badenoch, B., & Cox, P. (2010).
Integrating Interpersonal Neurobiology with Group Psychotherapy.
International Journal of Group Psychotherapy, 60(4), 463-481.
2. Flores, P. (2010). Group Psychotherapy and Neuro-Plasticity: An
Attachment theory perspective. International Journal of Group
Psychotherapy, 60(4), 547-570.
3. Teicholz, J., & Kriegman (eds) (1998). Trauma, Repetition, and
Affect. The Work of Paul Russell. New York: The Other Press.
4. Seigel, D. (2010). Reflections on Mind, Brain, and Relationship
in Group Psychotherapy. International Journal of Group
Psychotherapy, 60 (4), 483-486.
5. Stern, D. (2004). The Present Moment in Psychotherapy and
Everyday Life. New York: Norton.
Section XXII
Understanding the Other: A
Modern Group Schema for Contending with Fear, Prejudice, and Enmity
Instructors:
Nimer
Said, MA, B'spd Siach, Clinical Member, Haifa, Israel
Elliot Zeisel, PhD, LCSW, CGP, FAGPA, Director, Group
Department, Center for Modern Analytic Studies, New York, New York
Within humankind, identities exist as
a mosaic that make us more alike than different. However, racial,
ethnic and religious differences can promote fear, hatred, and
prejudicial behavior that undermine interpersonal functioning and
sometimes lead to enmity and genocide. Emotionally understanding
"the other" becomes extremely difficult. This institute, co-lead by
a Palestinian-Israeli clinical psychologist and an American,
Jewish, Zionist psychoanalyst, will utilize the modern analytic
group method. Similarities and differences between participants will
be highlighted and the potential for interpersonal engagement beyond
the socio-political perspective will be explored. Through didactic
and experiential process, attendees will be helped to acknowledge
the hidden and unspoken emotions that hinder empathic connection and
meaningful relationship.
Learning Objectives:
The attendee will be able to:
1. Describe how to build a group contract
and culture that supports exploration of resistance.
2. Engage in analysis of Resistance.
3. State how to use their feelings in crafting interventions.
4. Develop an understanding of projective identification.
5. Develop a working knowledge of subjective and objective
countertransference.
6. Understand the concept of transient identification.
7. Emerge with a working knowledge of progressive communication.
Course References:
1. Grotjahn, M. (1977). The Art and
Technique of Analytic Group Therapy. New York: Jason Aronson.
2. Meadow, P. (1996). Modern Psychoanalysis: Selected Theoretical
and Clinical Papers. New York.
3. Ormont, L. (1992). The Group Therapy Experience. New York: St.
Martin’s Press.
4. Ormont, L. (2001). The use of the group in resolving the
subjective countertransference (1991). In L. Furgeri (Ed.) The
technique of group treatment: The collected papers of Louis R. Ormont, Ph.D.
(Ch. 13). Madison, CT: Psychosocial Press.
5. Rosenthal, L. (1987). Resolving Resistances in Group
Psychotherapy. Northvale, N.J: Jason Aronson.
6. Spotnitz, H. (1976). Psychotherapy of Pre-Oedipal Conditions.
New
York: Jason Aronson.
Section XXIII
Working with Love and Hate: Bringing Passion to Group Therapy
Instructor:
Ronnie Levine, PhD, CGP, FAGPA,
Faculty, Center for Group Studies, New York, New York
This institute is designed to help
therapists understand and work more comfortably with loving and
angry feelings in groups and in themselves. Beginning with the
leader's reluctance to experience intimate feelings, participants
will learn to identify disguised feelings, control destructive
aggression and transform love and hate into their creative
potential.
Learning Objectives:
The
attendee will be able to:
1.
Identify the leader's fears that interfere with addressing loving
and angry feelings in group.
2. Identify individual and group manifestations of love and hate.
3. Formulate interventions that address emotional needs of group
members.
4. Develop the technique of joining as an emotional intervention in
group for individuals, subgroups, and groups.
5. Develop the techniques of bridging to promote ego support,
feedback, subgroup, and group cohesion.
6. Identify the group member's fear of expressing feelings.
7. Examine the interpersonal adaptations to fear and desire that are
being expressed in the group.
8. Develop emotional interventions that take in to account the
individual and the group's capacity to tolerate and regulate affect.
Course References:
1.
Levine, R. (2007). Treating idealized hope and hopelessness.
International Journal of Group Psychotherapy, 57(3), 297-315.
2.
Ormont, L. (1984). The leader's role in dealing with aggression in
groups. International Journal of Group Psychotherapy, 34(4),
353-372.
3.
Ormont, L. (1988). The leader's role in resolving resistances to
intimacy in the group setting. International Journal of Group
Psychotherapy, 38, 29-45.
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