74th Annual Conference Sessions and Workshops
Friday, March 10 (Details)

Early Bird Open Sessions
Early Bird Colloquies
Anne and Ramon Alonso Plenary Address
All-Day Course
All-Day Workshops
Morning Open Sessions
Morning Workshops
Lunch-Time Open Session
Afternoon Open Sessions (2:30-4:00 pm)
Afternoon Workshops (2:30-4:00 pm)
Afternoon Open Sessions (4:30-6:00 pm)
Afternoon Workshops (4:30-6:00 pm)
Group Foundation Dance Party

For more information on those presenters who have the CGP credential, please click on their names to view their CGP profiles.

Early Bird Open Sessions
7:15 – 8:15 A.M.

Session 206
Contemporary Group Psychotherapy Research

Presented under the auspices of the AGPA Research SIG

Chairs:
Cheri Marmarosh, PhD, Professor, George Washington University, Washington, DC
Rainer Weber, PhD, Senior Psychologist, University of Cologne, Köln, Germany

This is the Research SIG's annual paper session presenting current research in group psychotherapy.

Sessions also on Friday (7:15-8:15 am) and Saturday (7:45-8:45 am)

Title: Reflective Functioning and Therapeutic Alliance in Emotionally Focused Group Therapy for Binge Eating Disorder
Author: Hilary Maxwell, MA, PhD Candidate, University of Ottawa, Ottawa, Ontario, Canada
This is a presentation on the role of therapeutic alliance over the course of Emotionally Focused Group Therapy for individuals with binge eating disorder (BED) and the association between change in reflective functioning and growth in therapeutic alliance in the group treatment of BED.  Group treatment implications are highlighted.

Learning Objectives:
The attendee will be able to:
1. Describe expected patterns of therapeutic alliance over the three stages of Emotionally Focused Group Therapy for binge-eating disorder.
2. Describe the impact of therapeutic alliance growth on facilitating change in reflective functioning for those with binge-eating disorder.

Course References:
1. Brauhardt, A., de Zwaan, M., & Hilbert, A. (2014). The therapeutic process in psychological treatments for eating disorders: a systematic review. International Journal of Eating Disorders, 47(6), 565-584.
2. Compare, A., Tasca, G. A., Lo Coco, G., & Kivlighan, D. M. (2016). Congruence of Group Therapist and Group Member Alliance Judgments in Emotionally Focused Group Therapy for Binge Eating Disorder. Psychotherapy.
3. Kivlighan, D. M., Lo Coco, G., & Gullo, S. (2012). Attachment anxiety and avoidance and perceptions of group climate: An actor-partner interdependence analysis. Journal of Counseling Psychology, 59(4), 518-527.
4. Kivlighan, D. M., & Shaughnessy, P. (2000). Patterns of working alliance development: A typology of client's working alliance ratings. Journal of Counseling Psychology, 47(3), 362-371.
5. Zaitsoff, S., Pullmer, R., Cyr, M., & Aime, H. (2015). The role of the therapeutic alliance in eating disorder treatment outcomes: a systematic review. Eating Disorders, 23(2), 99-114.

Title: Change in Attachment States of Mind and Dimensions Following Group Psychodynamic Interpersonal Psychotherapy for Binge Eating Disorder
Author: Giorgio Tasca, PhD, Associate Professor, University of Ottawa, Ottawa, Ontario, Canada
This is a presentation on adult attachment interview research within a psychodynamic-interpersonal group for binge-eating disorder. In particular we look at change in reflective functioning (mentalization) following group therapy, and the use of reflective functioning to predict treatment outcomes.

Learning Objectives:
The attendee will be able to:
1. Evaluate the role of reflective functioning in predicting treatment outcomes in group therapy.
2. Explain the mechanism by which group psychodynamic-interpersonal therapy causes change in binge eating.
3. Summarize the importance of attachment dimension in the group treatment of eating disorders.

Course References:
1. Tasca, G.A. (2016). Relationship-focused psychotherapies for eating disorders come of age. Psychotherapy, 53, 216-219.
2. Tasca, G.A. & Balfour, L. (2014). Attachment and eating disorders: A review of current research. International Journal of Eating Disorders, 47, 710-717.
3. Tasca, G.A., & Balfour, L. (2014). Eating disorders and attachment: A contemporary psychodynamic perspective. Psychodynamic Psychiatry, 42, 255-274.
4. Tasca, G.A., Ritchie, K., Demidenko, N., Balfour, L., Krysanski, V., Weekes, K., Barber, A., Keating, L., & Bissada, H. (2013). Matching women with binge eating disorder to group treatment based on attachment anxiety: Outcomes and moderating effects. Psychotherapy Research, 23, 301-314.

Title: Focused Brief Group Therapy Change Scores for Interpersonal Subtypes: The Impact of an Eight Session Model on Targeted Interpersonal Distress
Authors:
Jordan Allison, PsyD, Psychologist, Mercy Health, Urbana, Ohio
Martyn Whittingham, PhD, CGP, Private Practice, Cincinnati, Ohio
This presentation will introduce the attendee to research conducted on Focused Brief Group Therapy. The research to be presented was compiled as part of my doctoral dissertation and explores how interpersonal subtype, as identified the IIP-32, may influence therapeutic outcome.

Learning Objectives:
The attendee will be able to:
1. State the various interpersonal subtypes.
2. Define statistical methods used to track progress in group.
3. Discuss how particular interpersonal subtypes may perform in a group.
4. Compare the outcomes of members based upon interpersonal subtype.
5. Describe possible explanations for disparate findings.

Course References:
1. Horowitz, L.M., Alden, L.E., Wiggins, J.S., & Pincus, A.L. (2000). The Inventory of Interpersonal Problems (IIP32). San Antonio, TX: The Psychological Corporation.
2. Johnson, C.V. (2009). A process oriented group model for university students: A semi-structured approach. International Journal of Group Psychotherapy, 59.
3. Kiesler, D.J. (1996). Contemporary interpersonal theory and research. New York: John Wiley & Sons.
4. Leszcz, M., & Kobos, J.C. (2008). Evidence based group psychotherapy: Using AGPA's practice guidelines to enhance clinical effectiveness. Journal of Clinical Psychology, 64(11), 1238-1260.
5. Marmarosh, C. L., Markin, R. D., & Spiegel, E. B. (2013). Attachment in Group Psychotherapy. Washington, DC: American Psychological Association.
6. Strauss, B., Burlingame, G.M., & Bormann, B. (2008). Using the CORE-R battery in group psychotherapy. Journal of Clinical Psychology, 64(11), 1225-1237.

Session 207   
Inclusion and Exclusion in the Group Analytic Discourse

Presenter:
Mishael Chirurg, MA, Staff Member, Zefat College, Zefat, Israel

This open session will deal with the building of personal identities by experiencing issues of Inclusion and Exclusion. I will screen my film, ("Building 28"), in which I filmed interviews with members of families who immigrated to Israel from many countries and found themselves living together in one building. 220 children were raised in the building in a culture of a "large group."

Learning Objectives:
The attendee will be able to:
1. Regulate the emotions that raise between polarities.
2. Evaluate relations between minorities and majorities in social situations.
3. Create an attitude of inner dialogue.

Course References:
1. de Mare, P. (1989). The History of Large Group Phenomena in Relation to Group Analytic Psychotherapy: The Story of the Median Group. GROUP, 13, 3-4.
2. Pines, M., & Hopper, E. (1998). Circular Reflections, Selected Papers on Group Analysis and Psychoanalysis, Volume 1 of International Library of Group Analysis. London & Philadelphia: Jessica Kingsley.
3. Rippa, B. (2004). In Search for Intimacy in the Large Group. Paper presented at the Mediterranean Regional Congress of Group Psychotherapy, Athens.
4. Weinberg, H. (2003). The Large Group in a Virtual Environment. I. S. Schneider, & H. Weinberg (Eds.), The Large Group Revisited, International Library of Group Analysis 25. London & New York: Jessica Kingsley Publishers.
5. Rippa, B., Moss, E., & Chirurg, M. (2011). Observations on the Interplay between Large and Small Analytic Groups. Group Analysis, 44(4).

Session 208 
The 'Hall of Broken Mirrors'-The Manifestation of Dissociation in a Group

Presenter:
Sharon Sagi Berg, MA, Psychotherapist, Be’er Yaacov Mental Hospital, Be’er Yaacov, Israel

In a group of difficult patients, where echoes of trauma resonate, dissociative gaps between different self-states lead patients to experience the group as a 'hall of broken mirrors.' Unconscious "not me" parts that “haunt” the patients become expressed in the group through interpersonal relationships. The willingness of the therapist to "hang in" with his group and be part of the enactment, allows the creation of a curative 'hall of mirrors.'

Learning Objectives:
The attendee will be able to:
1. Explain the unique characteristics of the group with difficult patients.
2. Describe at least two theoretical approaches regarding dissociation.
3. Identify the connection between trauma, dissociation and enactment in a group.
4. Discuss the advisable analytic stance while coping with dissociation in the group.

Course References:
1. Bromberg, P.M. (2011). Awakening the Dreamer. New York: Routledge Taylor & Francis Group.
2. Dupont, J. (Ed). (1988). The Clinical Diary of Sandor Ferenczi. Cambridge, MA: Harvard University Press.
3. Grossmark, R. (2007). The Edge of Chaos: Enactment, Disruption, and Emergence in Group Psychotherapy. Psychoanalytic Dialogues, 17(4), 479-499.
4. Skolnick, M.R. (1994). Intensive group and social systems treatment of psychotic and borderline patients. In V.L. Schermer & M. Pines (Eds.), Ring of fire: Primitive affects and object relations in group psychotherapy (pp. 240-274). New York: Routledge.
5. Sagi Berg, S. (Submitted for publication). A Silence Group Journey.

Session 209   
Prescription Drug Misuse

Presented under the auspices of the AGPA Psychiatry SIG

David Brook, MD, CGP, LFAGPA, Professor of Psychiatry, New York University School of Medicine, New York, New York

The presentation will review the topic of prescription drug misuse, which is pandemic in the U.S. Clinical, social, medical, and epidemiological aspects of this public health problem will be discussed, which has implications for both mental and physical health. Prevention, treatment, and psychiatric issues will be discussed, including group psychotherapy.

Learning Objectives:
The attendee will be able to:
1. Identify those at risk for prescription drug misuse.
2. Evaluate prevention and treatment interventions.
3. Assess societal and epidemiological precursors and consequences of prescription drug misuse.
4. Evaluate medical and psychiatric concomitants of prescription drug misuse.

Course References:
1. Bauer, S.R., Hitchner, L., Harrison, H., Gerstenberger, J., & Steiger, S. (2016). Predictors of higher risk chronic opioid prescriptions in an academic primary care setting. Substance Abuse, 37, 110-117.
2. Monheit, B. (2010). Prescription Drug Misuse. Australian Family Physician, 38(8), 540-546.
3. Finch, J. (1993). Prescription drug abuse. Primary Care, 20(1), 231-239.
4. Compton, W.M., & Volkow, N.D. (2006). Abuse of prescription drugs and the risk of addiction. Drug and Alcohol Dependence, 83(1), S-S7.
5. Culberson, J.W., & Ziska, M. (2008). Prescription drug misuse/abuse in the elderly. Geriatrics, 63(9), 23-31.

Session 210   
Building a Successful Group Therapy Program in College Counseling Centers

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

Presenters:
Monika Gutkowska, PsyD, CGP, Staff Psychologist and Group Coordinator, Northwestern University Counseling and Psychological Services, Evanston, Illinois
Jennie Rose Sharf, PhD, Senior Staff Psychologist, Pace University Counseling Center, New York, New York

Three components are necessary for group therapy programs to succeed in university counseling centers: 1) staff belief in group as a “treatment of choice,” 2) client acceptance of group referrals, and 3) reduction of logistical barriers.  Attendees will develop strategies applicable to culturally diverse and structurally varied campus settings.

Learning Objectives:
The attendee will be able to:
1. List common barriers to staff belief in group as "treatment of choice."
2. List common barriers to client acceptance of group referrals.
3. Identify logistical barriers specific to participants' settings.
4. Identify and develop strategies to address common and specific barriers to help build a successful group therapy program.
5. Identify and address multicultural considerations and impact on group program development.

Course References:
1. Carter, E.F., Mitchell, S.L., & Krautheim, M.D. (2001). Understanding and addressing clients' resistance to group counseling. Journal for Specialists in Group Work, 26, 66-80.
2. Easton, A. (2009). Diversity and Group Theory, Practice, and Research (2009). International Journal of Group Psychotherapy, 59(4), 563-574.
3. Hahn, W. (2009). Ingenuity and Uneasiness about Group Psychotherapy in University Counseling Centers (2009). International Journal of Group Psychotherapy, 59(4), 543-552.
4. Johnson, I., Torres, J.S., Coleman, V.D., & Smith, M. (1995).  Issues and strategies in leading culturally diverse counseling groups. The Journal for Specialists in Group Work, 20(3), 143-150.
5. McRoberts, C., Burlingame, G.M., & Hoag, M.J. (1998). Comparative efficacy of individual and group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory, Research, and Practice, 2(2), 101-117.

C4. Principles of Group Psychotherapy (Part 2)

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

Directors:
Joshua M. Gross, PhD, ABPP, CGP, FAGPA, Director of Group Services, University Counseling Center at Florida State University, Tallahassee, Florida
Misha Bogomaz, PsyD, CGP, Clinical Psychologist, University of North Florida Counseling Center, Jacksonville, Florida

Faculty:
Jennifer Alonso, PhD, Clinical Assistant Professor, University of Florida, Gainesville, Florida
Karen Cone-Uemura, PhD, CGP, Staff Psychologist and Group Coordinator, University of Utah Counseling Center, Salt Lake City, Utah
Tevya Zukor, PhD, CGP, Director, University of Mary Washington Talley Center for Counseling Services, Fredericksburg, Virginia

This course provides the experiential component (Part 2) of the Principles of Group Psychotherapy Course. Participants must have completed the Part 1 via teleconference.  The experiential learning is designed to give entry level group therapists a basic understanding of theoretical and procedural structures of the work. When combined with Part 1 (teleconference series), this course will meet the 12-hour didactic requirement for CGP certification and is designed to provide a basic understanding of the theory, principles and application of group work. Please note: Part 1 is a pre-requisite for course attendance.  Participants are expected to bring a copy of Principles of Group Psychotherapy or purchase it at the meeting.

Learning Objectives:
The attendee will be able to:
1. Detect the impact of membership in a group on the understanding of group dynamics.
2. Identify group dynamics, e.g. resistance, scapegoating and sub-group formation, as they arise in the group session.
3. Discuss the creation of norms in therapy groups.
4. Compare the stages of group development.
5. Discuss the role of the leader in relation to the variety of group dynamics.
6. List at least three resources for continuing self-education about group process.

Course References:
1. American Group Psychotherapy Association, Inc. (2007). Practice Guidelines for Group Psychotherapy, New York: AGPA.
2. Weber, R. (2006). Principles of Group Psychotherapy. New York: American Group Psychotherapy Association Inc.
3. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. New York: Basic Books.
4. Rutan, J.S. & Alonso, A. (1999). Reprise: Some guidelines for group therapists. In J.R. Price, D.R. Hescheles, & A.R. Price (Eds.), A guide to starting psychotherapy groups (pp. 71-79). San Diego, CA: Academic Press.
5. Rutan, J., Alonso, A., & Groves, J. (1998). Understanding defenses in group psychotherapy. International Journal of Group Psychotherapy, 38, 549-472.

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All-Day Workshops

Workshop 37a
Reflections in Risk: Bearing Witness to Racism in Group 

Chairs:
Patti Cox, PhD, CGP, Private Practice, New York, New York
Phillip Horner, LCSW, CGP, Private Practice, Boulder, Colorado
Rudy Lucas, LCSW, CASAC, SAP, Private Practice, New York, New York
Christine Schmidt, LCSW, Private Practice, Brooklyn, New York
Marcée Turner, PhD, Licensed Psychologist, Arizona State University Counseling Services, Tempe, Arizona

Racism is deeply imbedded in our psyches, and in our personal, professional, and community group interactions. The intraracial and interracial groups will offer participants opportunities to confront their internalized racial oppression.  Group facilitators will encourage participants' bravery and risk-taking as they interact from their personal narratives in US racialized history.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define internalized racial oppression, including inferiority and superiority.
2. Identify racial power dynamics in group process.
3. Define aspects of one's racialized self.
4. State an empathic worldview about one's racialized self and others.
5. Explain the benefits of creating a brave space versus a safe space when learning from different positions of power.
6. Explain how a large group format aids the uncovering of repressed feelings about race.
7. Identify ways to lovingly interrupt racially offensive communications.
8. Explain how White guilt impedes open, honest discussions about racism.

Course References:
1. Alexander, M. (2012). The New Jim Crow. New York: The New Press.
2. Bonilla-Silva, E. (2013). Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America (4th Ed.). Lanham, MD: Rowman & Littlefield.
3. DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3), 54-70.
4. Helms, J.E. (2008). A Race is a Nice Thing to Have: A Guide to Being a White Person or Understanding the White Persons in Your Life. Hanover, MA: Microtraining Associates.
5. Sue, D.W. (2015). Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race (1st Ed.). Hoboken, NJ: Wiley.

Workshop 38a
Sustaining Practice: Balint Groups for Practitioner Self-Care and Development

Chairs:
Edith Katherine Knowlton, PhD, Clinical Instructor, University of Washington Family Medicine Residency, Seattle, Washington
Eran Metzger, MD, Director of Psychiatry, Hebrew SeniorLife, Roslindale, Massachusetts
Laurel Milberg, PhD, Clinical Associate Professor of Family Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
C. Paul Scott, MD, DLFAPA, Clinical Professor of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
Jeffrey Sternlieb, PhD, Behavioral Science Faculty, Lehigh Valley Health Network, Allentown, Pennsylvania       

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

This workshop will provide background and practice in the unique case consultation format known as the Balint group. Without directive intervention, this method supports skills needed for managing transference and countertransference, lessening burnout risk and increasing providers' professional creativity and resilience.   
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Define the elements of a Balint group and the ground rules necessary to its proper functioning.
2. Describe possible risks and rewards of Balint group membership.
3. Differentiate Balint groups from other case consultation formats and from therapy groups.
4. Explain challenging aspects of mental health practice to which Balint groups offer helpful responses.
5. Formulate the usefulness of Balint skills in everyday practice.  

Course References:
1. Johnson, A.H., Nease, D., Milberg, L., & Addison, R. (2004). Essential characteristics of effective Balint group leadership. Family Medicine, 36(4), 253-259.
2. Kjeldmand, D., Hoemstrom, I., & Rosenqvist, U. (2004). Balint training makes GP's thrive better in their job. Patient Education and Counseling, 55, 230-235.
3. Knowlton, K., & Katz, R.S. (2016). Balint groups to address countertransference and burnout in palliative and end-of-life care. In R.S. Katz and T.A. Johnson (Eds.), When Professionals Weep: Emotional and Countertransference Responses in Palliative and End-of-Life Care, 2nd Ed. (pp. 189-192). New York, London: Routledge.
4. Salinsky, J., & Sackin, P. (Eds.). (2000). What are you feeling, doctor? Identifying and avoiding defensive patterns in the consultation. Oxford, UK: Radcliffe Medical.
5. Turner, A. & Malm, (2004). A preliminary investigation of Balint and non-Balint behavioral medicine training. Family Medicine, 36(2), 114-117.

Workshop 39a
Systems-Centered Phases of Group Development in Small and Median Groups

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

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

A major impact on group process is whether leaders “see” and respond to phases of system development. Many psychodynamic, group analytic, and Tavistock approaches do not. Systems-centered groups do! This workshop will explore the impact of reducing the restraining forces to group development in each phase demonstrated in both small and median groups.
experiential-demonstration-didactic-sharing of experiences

Learning Objectives:
The attendee will be able to:
1. Apply the theory of living human systems hypothesis that discriminating and integrating differences through functional subgrouping supports development through predictable phases for any living human system.
2. Differentiate between experience generated by defenses and primary experience.
3. Select behaviors that contribute to functional subgrouping.
4. Utilize the idea of system levels when tracking group behavior in small or median groups.
5. Identify the basic phases of group development and the restraining forces relevant to weaken in each phase.

Course References:
1. Agazarian, Y.M. (1997). Systems-centered therapy for groups. New York: Guilford Press.
2. Brabender, V., & Fallon, A. (2009). Group development in practice: Guidance for clinicians and researchers on stages and dynamics of change. Washington, DC: American Psychological Association.
3. Cozolino, L. (2002). The neuroscience of psychotherapy: Building and rebuilding the human brain. New York: Norton.
4. Moreno, K. (2007). Scapegoating in group psychotherapy. International Journal of Group Psychotherapy, 57(1), 93-105.
5. Gantt, S.P., & Hopper, E. (2012). Two perspectives on a trauma in a training group: The systems-centered approach and the theory of incohesion. In E. Hopper (Ed.), Trauma and organizations (pp. 233-254). London: Karnac Books.

Workshop 40a
Team-Building and Group Therapy, Learning with Mind and Body 

Chair:
Barney Straus, LCSW, CGP, FAGPA, Private Practice, Chicago, Illinois

This workshop will consist of a mixture of structured problem-solving activities and process group sessions.  The activities come from a tradition of experiential education.  They tend to accentuate roles and build group cohesion relatively quickly.  While the activities do involve physical movement, no special athletic ability is required.
experiential-demonstration-didactic-sharing of experiences

Learning Objectives:
The attendee will be able to:
1. Use team-building activities to activate Yalom's (2005) therapeutic factors, including altruism, universality, imitative behavior, and group cohesiveness.
2. Identify and explore various task-oriented and social-emotional roles in groups.
3. Employ physical tasks to build trust among group members.
4. Create a sense of novelty and playfulness in groups through the use of physical games and challenges.
5. Select appropriate team-building interventions that are aligned to address current issues in a group's development.
6. Integrate the skills of process group leadership with those of team-building facilitation.
7. Experience how roles may shift in the different contexts of here-and-now process group sessions, and concrete physical tasks.

Course References:
1. Cavert, C. (2015). Portable Teambuilding Activities. Bethany, OK: Wood N Barns Publishing.
2. Gass, M., Gillis, H.L., & Russell, K. (2011). Adventure Therapy: Theory, Research, and Practice. New York: Routledge.
3. Gessford, M., & McGlamery, J. (2010). Focus Your Locus: Activities that focus the power of individual and groups. Bethany, OK: Wood N. Barns Publishing.
4. Sikes, S. (1995). Feeding the Zircon Gorilla and Other Team Building Activities. Liberty Hill, TX: Doing Works, Inc.
5. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. New York: Basic Books.

Workshop 41a
Therapy Groups in Schools: Contemporary Process Groups with Youth

Presented under the auspices of the AGPA Children & Adolescents SIG

Chairs:
David Dumais, LCSW, CGP, Executive Director, GroupWORKS for Education, New York, New York
Thomas Hurster, MSS, LCSW, CGP, FAGPA, Adjunct Faculty, Bryn Mawr College Graduate School of Social Work and Social Research, Bryn Mawr, Pennsylvania
Heidi Landis, RDT-BCT, LCAT, TEP, CGP, Associate Executive Director, Creative Alternatives of New York, New York, New York
Alyson Rosenburg, MA, Mental Health Counselor, Jewish Family Services, New York, New York
Zipora Shechtman, PhD, DFAGPA, Professor Emeritus, Haifa University, Haifa, Israel
Craig Stevens, PhD, CGP, Chief Psychologist, Germantown Friends School, Philadelphia, Pennsylvania

This day-long workshop is designed to introduce participants to four contemporary approaches to process group work with youth in school settings.  Four senior clinicians will each present their specific approach to working with children and adolescents in groups in school settings.  The workshop includes a discussion of the ethical issues relative to school based groups and experiential components. 
demonstration-experiential-didactic-sharing of experiences

Learning Objectives:
The attendee will be able to:
1. Discuss the fundamental elements common to the different technical approaches to therapeutic process groups in schools.
2. Apply techniques from different models of engagement to school-based process therapy groups.
3. Describe how the Feedback model can be used by classroom teachers and clinicians to address "playground politics" and interpersonal problems among school children.
4. Summarize the benefits of utilizing a co-therapy team in working with high school students.
5. State the ethical issues most commonly encountered in school based therapy groups.

Course References:
1. Aronson, S., Scheidlinger, S., & Hajal, F. (2003). Group Treatment of Adolescents in Context: Outpatient, Inpatient, and School. Madison, CT: International Universities Press.
2. Falco, L.D., & Bauman, S. (2014). Group work in schools. In J.L. DeLucia-Waack, C. R. Kalodner, & M.T. Riva (Eds.), Handbook of Group Counseling and Group Psychotherapy 2nd Ed. (pp.318-328). Thousand Oaks, CA: Sage Publications.
3. Shechtman, Z. (2007). Group Counseling and Psychotherapy with Children and Adolescents- Theory, Research, and Practice. Mahwah, NJ:  Lawrence Erlbaum Associates.
4. Shepard, T. (2008). Group Psychotherapy with Children. New York: AGPA Press.
5. Sajnani, N., & Johnson, D.R. (2014). Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities. Springfield, IL: Charles C. Thomas.

Session 307
Current Trends in Modern Group Analysis

Chair:
Elliot Zeisel, PhD, LCSW, CGP, DFAGPA, Faculty, Center for Group Studies, New York, New York

Presenters:
Jun Hyuck Baik, MD, Student, Center for Group Studies, New York, New York
Janice Morris, PhD, ABPP, CGP, FAGPA, Faculty, Center for Group Studies, New York, New York
William Watson, PhD, FAPA, CGP, Associate Professor of Psychiatry (Psychology) at Neurology, University of Rochester School of Medicine and Dentistry, Rochester, New York

This open session will feature three fresh voices in the Modern Analytic community. Each one will speak for 15 minutes about an issue in clinical group practice that they are contending with. Theoretical material that underlies each topic will be highlighted. A large group that engages the entire audience will follow with an eye towards engaging the panelist's in further discussion.

Learning Objectives:
The attendee will be able to:
1. Measure the therapist's and patient's emotional lives.
2. Display familiarity with feelings to help formulate interventions.
3. Demonstrate enhanced interpersonal relationships.

Course References:
1. Zeisel, E.M. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Analysis. International Journal of Group Psychotherapy, 59(3). 
2. Ormont, L. (1992). The Group Therapy Experience. New York: St. Martin's Press.
3. Furgeri, L. (Ed.). (2003). The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, PhD. Madison, CT: International Universities Press.

Session 308  
Practice-Based Evidence Can Help!: Using Clinician-Friendly Process and Outcome Measures to Enhance Your Groups

Presented in cooperation with the International Board for Certification of Group Psychotherapists and under the auspices of the AGPA College Counseling & Other Educational Settings SIG

Chair:
Kristina Hansen, PhD, CGP, Assistant Clinical Professor in Counseling Psychology, Brigham Young University, Provo, Utah

Presenters:
Mark Beecher, PhD, CGP, Clinical Professor in Counseling Psychology, Brigham Young University, Provo, Utah
RD Boardman, PhD, Assistant Clinical Professor, Brigham Young University, Provo, Utah
Gary Burlingame, PhD, CGP, FAGPA, Professor in Clinical Psychology, Brigham Young University, Provo, Utah
Derek Griner, PhD, Clinical Professor in Counseling Psychology, Brigham Young University, Provo, Utah

This open session will examine process and outcome measures that can help group leaders track therapeutic properties of ongoing groups.  We will demonstrate how practice-based evidence can be beneficial to group members and leaders using real-life vignettes. Participants will see process and outcome measures in action and learn through observation and measure-related didactic instruction how to integrate them into daily practice. 

Learning Objectives:
The attendee will be able to:
1. Identify major models of evidence-based treatment and articulate how the GQ and OQ provide practice-based evidence.
2. Identify different approaches for assessing patient progress, predicting treatment failure, and increasing overall outcomes.
3. Improve patient outcomes by identifying and working with members who may be likely to drop out of group.
4. Articulate the evidentiary base for group processes and dynamics (Such as alliance, cohesion, conflict, & climate).

Course References:
1. Burlingame, G., Strauss, B., & Joyce, A. (2013). Change mechanisms and effectiveness of small group treatments, In M.J. Lambert (Ed.), Bergin & Garfield’s Handbook of psychotherapy and behavior change (6th Ed.), (pp. 640-689). New York: Wiley & Sons.
2. Krogel, J., Burlingame, G., Chapman, C., Renshaw, T., Gleave, R., & Beecher, M. (2013). The Group Questionnaire: A clinical and empirical measure of the group relationship. Psychotherapy Research, 23(3), 344-354.
3. Strauss, B., Burlingame, G., & Bormann, B. (2008). Using the CORE-R battery in group psychotherapy. Journal of Clinical Psychology: In Session, 64(11), 1225-1237.
4. Johnson, J.E., Burlingame, G.M., Olsen, J., Davies, D.R., & Gleave, R.L. (2005). Group climate, cohesion, alliance, and empathy in group psychotherapy: Multilevel structural equation models. Journal of Counseling Psychology, 52(3), 310-321.
5. Burlingame, G., & Beecher, M.E. (Guest Eds.). (2008). New directions and resources in group psychotherapy. Journal of Clinical Psychology: In Session, 64(11).

Session 309   
Waking History: Examining Violence and Betrayal through Greek Drama to Group Psychotherapy

Presented under the auspices of the AGPA Community Outreach Task Force

Chair:
Nina Thomas, PhD, ABPP, CGP, Clinical Associate Professor, New York University Postdoctoral Program in Psychotherapy and Psychoanalysis, New York, New York

Presenters:
Bryan Doerries, MFA, Artist Director, Outside the Wire, Brooklyn, New York
Craig Haen, PhD, RDT, LCAT, CGP, FAGPA, Adjunct Faculty, New York University, New York, New York

Using a performance of the classic Greek drama by the noted Theater of War project, this open session will closely involve participants with critical psycho-social issues.  Attendees will symbolically engage with those immersed in conflicts over revenge, betrayal and violence, thereby connecting to contemporary forces that effect both their patients and their groups.

Learning Objectives:
The attendee will be able to: 
1. Identify two ways in which contemporary Greek drama can inform thinking about current issues of trauma and violence.
2. List two themes in the theatrical text presented that have relevance to contemporary group therapy.
3. Define moral injury and describe its importance to the group treatment of trauma.

Course References:
1. Bennett, J. (2005). Empathic vision: Affect, trauma, and contemporary art. Stanford, CA: Stanford University Press.
2. Doerries, B. (2015). The theater of war: What ancient Greek tragedies can teach us today. New York: Alfred A. Knopf.
3. Haen, C. (Ed.). (2009). Trauma and the creative arts therapies [Special issue]. The Arts in Psychotherapy, 36(2).
4. Sajnani, N., & Johnson, D.R. (2014). Trauma-informed drama therapy: Transforming clinics, classrooms, and communities. Springfield, IL: Charles C. Thomas.
5. Thomas, N.K. (2015). There's always a villain to punish: Group processes contributing to violence and its remediation. International Journal of Group Psychotherapy, 65(1), 89-108.

Workshop 42
The Nuts and Bolts of Starting and Maintaining Healthy Groups

Presented under the auspices of the AGPA Groups in Private Practice SIG

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

Open to participants with less than four years of group psychotherapy experience

This primarily didactic workshop presents a comprehensive overview of the different types of group work, ways to evaluate participant's preferred leadership style, how to design, set up and maintain healthy psychotherapy groups. Common challenges, the importance of screening, preparation, and termination agreements will be discussed as they apply to participant’s needs.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Interpret the major differences between the different types of "group work."
2. Define the different roles and tasks undertaken by leaders of different types of groups.
3. Describe and identify common countertransference issues, warning signs, use and management of the leader's own issues.
4. State the essential ingredients for a healthy group.
5. Describe the advantages of written group agreements, termination agreements and the issues raised when blending private practice clients into one's therapy groups.

Course References:
1. Gans, J., & Counselman, E. (2010). Patient Selection for Psychodynamic Group Psychotherapy: Practical and Dynamic Considerations. International Journal of Group Psychotherapy, 60(2), 19-22.
2. Knauss, L.K. (2006). Ethical issues in record keeping in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 415-430.
3. Ormont, L. (1990). The Craft of Bridging. International Journal of Group Psychotherapy, 40(1), 3-17.
4. Rutan, J.S., Stone, W.N., & Shay J.J. (2014). Psychodynamic Group Psychotherapy, 5th Ed. New York: Guilford.
5. Steiner, A. (2015). How to Create and Sustain Groups that Thrive: Therapist's Workbook and Planning Guide, 2nd Ed. Berkeley, CA: Plan Ahead Press.

Workshop 43
Visible and Invisible Identities in Group 

Presented under the auspices of the AGPA College Counseling & Other Educational Settings SIG; the AGPA Gay, Lesbian, Bisexual & Transgendered Issues SIG; the AGPA Health & Medical Issues SIG; and the AGPA Racial & Ethnic Diversity SIG

Chairs:
Eri Suzuki Bentley, PhD, CGP, Staff Psychologist and Internship & Group Coordinator, Utah State University Counseling and Psychological Services, Logan, Utah
Leann Terry Diederich, PhD, Private Practice, State College, Pennsylvania

All groups are impacted by visible and invisible identities of members and leaders. Through experiential activities, participants will explore the roles of assumptions and privilege/oppression in service of building empathic connections. Participants will discuss methods for norm building and interventions for attending to multicultural considerations in psychotherapy groups.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Identify one's own visible and invisible identities.
2. Describe risks and vulnerabilities relating to marginalized members' experiences in group.
3. Discuss group interventions that facilitate difficult conversations relating to diversity.

Course References:
1. Association for Specialists in Group Work (2012). Multicultural and social justice competence principles for group workers. Retrieved from http://www.asgw.org.
2. Burnes, T.R., & Ross, K.L. (2010). Applying social justice to oppression and marginalization in group process: Interventions and strategies for group counselors. The Journal for Specialists in Group Work, 35, 169-176.
3. DeLucia-Waack, J. (2011). Diversity in Groups. In R.K. Conyne (Ed.), The Oxford handbook of group counseling (pp. 83-101). Oxford University Press: Oxford.
4. DeLucia-Waack, J.L., Kalodner, C.R., & Riva, M. T. (2014). Handbook of Group Counseling & Psychotherapy (2nd Ed.). Sage Publications: Los Angeles.
5. Tochluk, S. (2010). Witnessing whiteness: The need to talk about race and how to do it. Lanham, MD: Rowman & Littlefield Publishers.

Workshop 44
Will I Fail Group? Easing Pressures for Conformity in the Group Climate with Writing 

Chair:
Dominick Grundy, PhD, CGP, FAGPA, Private Practice, New York, New York

People sometimes worry about failing to conform to the group climate. Writing's time-out for self-expression beyond the reach of social cues supports authenticity. Reading returns the writer to the group and there is often surprise: "I did not expect to write this." Such experiences diversify and hence enrich group process.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Demonstrate use of writing in a group.
2. Identify subtle pressures to conform that may be out of awareness.
3. Practice authentic self-expression without social cues from others.

Course References:
1. Elbow, P. (1998). Writing without teachers (2nd. Ed.). New York: Oxford University Press.
2. Grundy, D. (2007). What is a writing group: Dilemmas of the leader. International Journal of Group Psychotherapy, 57(2), 133-151.
3. Kerner E., & Fitzpatrick, M. (2007). Integrating writing into psychotherapy practice: A matrix of change processes and structural dimensions. Psychotherapy: Theory, Research, Practice, Training, 44(3), 333-346.
4. Lepore, S., & Smyth, J. (2002). The writing cure: How expressive writing promotes health and emotional well-being. Washington DC: APA.
5. Pennebaker, J. (2004). Writing to heal: A guided journal for recovering from trauma and emotional upheaval. Oakland, CA: New Harbinger.

Master Workshop 45
Effective and Efficient Supervision: Doing it in Group

Chair:
Arthur Gray, PhD, Honorary Member and Instructor, Institute for the Psychoanalytic Study of Subjectivity (IPSS), New York, New York

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

This six-step group supervision model is different from group therapy. It provides focused attention to the needs of the individual presenting, while maintaining full participation of all other members during the six steps. The model is specifically responsive to the unique level of experience and theoretical orientation of each participant.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. State the difference between group supervision and group therapy.
2. List the six steps of this group supervision model.
3. Elaborate on the details of each of the six steps of the model.
4. Describe how a group supervisor knows when to move from one step to another.
5. Demonstrate and facilitate the application of the supervisory model.

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

Workshop 46
Courageously Confronting Your Own Mortality for Your Sake, Your Patients, and Your Groups

Chair:
Debora Carmichael, PhD, CGP, Private Practice, Cambridge, Massachusetts

How can a therapist make the best use-of-self when confronted with their own life threatening illness? This workshop will explore the challenges to the treatment and possibilities for growth and deepening connection during one of the most difficult circumstances a therapist can encounter in their life and work. We will explore the role and scope of self-disclosure and the particular impact on the transference and countertransference.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify at least three ways that denial of their mortality diminishes their clinical work.
2. Identify the risks and benefits of self-disclosure when confronting their own life threatening illness.
3. Describe the particular impact their illness has on the transference and countertransference.
4. Predict a range of clinical approaches to the treatment in order to best navigate the moment of disruption caused by an unforeseen illness in the therapist.
5. Explain the different beneficial components to clinical practice when the therapist is able to confront their own mortality.

Course References:
1. Henry, S. (2010). The therapist's illness as an opportunity in the clinical hour. In V. Mitchell (Ed.), Woman and therapy in the last third of life: The long view (pp. 134-140). New York: Routledge, Taylor & Frances Group.
2. Levin, D. (1998). Unplanned termination: Pain and consequences. Journal of Analytic Social Work, 5(2), 35-46.
3. Monaco, J.L., & Palombo, J. (2012). Reactions of adolescents to their therapist's serious illness. Clinical Social Work Journal, 40(3), 316-325.
4. Morrison, A.P. (1996). Trauma and disruption in the life of the analyst. In B. Gerson (Ed.), The therapist as a person: Life crises, life choices, life experiences and their effects on treatment (pp. 41-54). New York: Routledge, Taylor & Francis Group.
5. Nields, J. (2013). When the frame shifts: A multilayered perspective on illness in the therapist. In A.J. Adelman & K.L. Malawista (Eds.), The therapist in mourning: From the faraway nearby (pp.137-157). New York: Columbia University Press.

Workshop 47
The Rhythms of Group 

Chair:
Andrew Eig, PhD, ABPP, Faculty, Adelphi University Postgraduate Program of Group Psychotherapy, Garden City, New York

Jazz provides a potent metaphor for the understanding of relational group process and the role of the leader. The Jazz conductor is both a player and a leader who influences and is influenced by the group. Certain Jazz concepts illuminate this subtle, complex and often mercurial interplay. This workshop investigates concepts like the improviser-sideman relationship, syntonic and dystonic notes, "mistakes" and wrong notes, and the tension between creativity and conformity.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State how to use countertransference to create innovative interventions.
2. Identify the different modes of participation for a relational group leader.
3. Compare different types of leadership from the major theoretical group models.

Course References:
1. Billow, R.M. (2010). Resistance, rebellion, and refusal in groups: The 3 R's. London: Karnac.
2. Fiscalini, J. (2006). Co-Participant Inquiry: Analysis as Personal Encounter. Contemporary Psychoanalysis, 42, 437-451.
3. Horowitz, L. (2014). Listening with the fourth ear: Unconscious dynamics in analytic group psychotherapy. London: Karnac.
4. Knoblauch, S.H. (2005). Body Rhythms and the Unconscious: Toward an Expanding of Clinical Attention. Psychoanalytic Dialogues, 15, 807-827.
5. Wilner, W. (1999). The Un-Consciousing of Awareness in Psychoanalytic Therapy. Contemporary Psychoanalysis, 35, 617-628.

Workshop 48
The Psychoanalytic Power of Collective Social Dreaming: An Opportunity for Group and Community Change

Chair:
George Bermudez, PhD, Core Faculty, Antioch University of Los Angeles, Culver City, California

The workshop will demonstrate experientially the application of social dreaming (Social Dreaming Matrix, or SDM, a group dream sharing technique) for processing and potentially healing collective trauma. The creation of a communal home for the containment, holding, and healing of collective trauma is proposed. Discussion of the process and the role of the leaders will follow. Several social dreaming concepts will be proposed: group self-state dreams, forward edge function of social dreaming, and social dream witnessing.
demonstration-didactic-sharing-experiential-of work experiences

Learning Objectives:
The attendee will be able to:  
1. Describe two differences between the conventional approach to working with dreams and the social dreaming (SDM) paradigm.
2. Define two concepts out of the following related to social dreaming: group self or social state dream, forward edge of social dream, self-object function of communal home and moral witnessing function of social dreams.
3. Identify two resistances related to social linking and moral witnessing.
4. Identify two essential techniques for leadership/facilitation of a social dreaming matrix.

Course References:
1. Bermudez, G. (2015). The Creation of a self- object communal home for collective trauma: Applications of social dreaming and Kohut's group self in academic, psychoanalytic, and community contexts. GROUP, 39, 107-131.
2. Karterud, S., & Stone, W. (2003). The group self: A neglected aspect of group psychotherapy. Group Analysis, 36, 7-22.
3. Lawrence, W.G. (2003). Experiences in social dreaming. London: Karnac.
4. Layton, L. (2006). Attacks on linking: The unconscious pull to dissociate individuals from their social context. In L. Layton, N.C. Hollander, & S. Gutwill (Eds.), Psychoanalysis, class, and politics: Encounters in the clinical setting (pp. 107-117). London: Routledge.
5. Volkan, V.D. (2003). Transgenerational transmission and chosen traumas: An aspect of large-group identity. Group Analysis, 34, 79-97.

Workshop 49
Applications of Imago Theory and Interpersonal Neurobiology in Relationship Focused Group Therapy

Chairs:
Darryl Feldman, PhD, ABPP, CGP, Private Practice, Dix Hills, New York
Gloria Batkin Kahn, EdD, ABPP, CGP, FAGPA, Private Practice, White Plains, New York

This workshop will present and demonstrate how concepts from interpersonal neurobiology can be applied in a relationship focused group using techniques from Imago Therapy to heal early attachment wounds and create positive change in relationships.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Cite the role of the right brain in developing secure attachments.
2. State three rules to provide non attacking communication, thus minimizing autonomic reactivity in the other.
3. Describe two ways that group therapy can create secure attachments and thus foster neuroplasticity.
4. Specify the role of the prefrontal lobes in managing emotional reactivity.
5. Cite three important aspects in the Couples Dialogue which affect the brains of both the sender and the receiver.

Course References:
1. Hendrix, H., & Hunt, H. (2004). Receiving Love: Transform Your Relationship by Letting Yourself Be Loved. New York: Atria.
2. Kahn, G.B., & Feldman, D. (2013). Relationship-Focused Group Therapy (RFGT) to Mitigate Marital Instability and Neuropsychophysiological Dysregulation. In S.P. Gantt & B. Badenoch, (Eds.), The Interpersonal Neurobiology of Group Psychotherapy and Group Processes (pp 171-188). London: Karnac.
3. Porges, S.W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-regulation. New York: Norton.
4. Schore, A.N. (2012). The Science of the Art of Psychotherapy (Norton Series on Interpersonal Neurobiology). New York: Norton.
5. Siegel, D.J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York: W.W. Norton.

Workshop 50
Decoding Body Language in Group Psychotherapy: Accessing the Core Blueprints for Immediacy

Chairs:
Khleber Chapman Attwell, MD, MPH, Clinical Director of Medical Student Mental Health, New York University School of Medicine, New York, New York
Elizabeth Stewart, CP, APSI, Private Practice, Boulder, Colorado

If 85% of communication is non-verbal and 85% of mental life is unconscious, then paying keen attention to overtly visible body language in group work provides a bridge to decode non-verbal, unconscious communication between members in real time.  Whether through strengthening attachment bonds or heightening the groups sense of immediacy, our work will construct new avenues for connection.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Identify the core ingredients of working with body language in the group setting.
2. Differentiate sub-types of opportunities for heightened immediacy through the observation and classification of directly visible phenomena within the group process.
3. Trace moments of finding verbal language that might accompany different bodily experiences within the group process.

Course References:
1. Berger, M.M. (1958). Nonverbal communications in group psychotherapy. International Journal of Group Psychotherapy, 8, 161-178.
2. Matsumoto, D., Frank, M., & Hwang, H.S. (2013). Non-verbal Communication: Science and Applications. New York: Sage Publications.
3. Van Der Kolk, B. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. New York: Viking.
4. Rolf, I. (1991). Rolfing and Physical Reality. Rochester, VT: Healing Arts Press.
5. Navarro, J. (2008). What Every Body is Saying: An Ex-FBI Agent's Guide to Speed Reading People. New York: William Morrow Paperbacks.

Workshop 51
Strengthening Attachment by Identifying Transgenerational Loss and Grief

Chair:
Mitchell Berman, MA, MS, MFT, CGP, Private Practice, Makawao, Maui, Hawaii  

This workshop will illustrate the effects of unexpressed loss and grief in the grandparents’ generation on attachment in the present.  This understanding will be used in a group discussion to deepen group interaction and enhance bonding in group members.  Participants will be asked to create a three-generational genogram to explore these concepts.
didactic-experiential-sharing of group experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Identify maladaptive attachment behaviors as a result of the effects of loss in the third (grandparent) generation.
2. Conduct and analyze a three generational genogram to assess transgenerational vulnerabilities.
3. Compare how raising issues of loss affects interaction in a small group.

Course References:
1. Fiorini, L.G., Bokanowski, T., & Lewkowicz, S. (2009). On Freud's Mourning and Melancholia. London: Karnac.
2. Levine, P.A. (2015). Trauma and Memory: Brain and Body in a Search for the Living Past: A Practical Guide for Understanding and Working with Traumatic Memory. Berkeley, CA: North Atlantic.
3. McGoldrick, M. (2011). The Genogram Journey: Reconnecting with Your Family. New York: W.W. Norton.
4. de Mendelssohn, F. (2008). Transgenerational Transmission of Trauma: Guilt, Shame, and the Heroic Dilemma. International Journal of Group Psychotherapy, 58(3), 389-401.
5. Paul, N. L., & Grosser, G.H. (1981). Operational Mourning and Its Role in Conjoint Family Therapy. Family Therapy: Major Contributions. New York: International Universities.

Workshop 52
Groups as Cultures of Resilience: A Psychodynamic Addiction Treatment Model 

Presented under the auspices of the AGPA Addiction & Recovery SIG

Chairs:
Marcia Nickow, PsyD, CADC, CGP, Private Practice, Chicago, Illinois
Deborah Schwartz, MD, CGP, FAGPA, Private Practice, Vancouver, British Columbia, Canada

Addictions and eating disorders are challenging to treat. Many approaches downplay trauma and underlying family dynamics issues. We have developed a resiliency-based model for treating the full spectrum of addictive disorders and are utilizing it in 28 long-term weekly psychotherapy groups. This experiential workshop will highlight the model's key components.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Explain addiction as a dynamic disease with multiple expressions such as substance abuse, eating disorders, sex and love addiction, codependency, workaholism, gambling and compulsive spending/debting.
2. Discuss the intergenerational themes surrounding addictions, eating disorders and trauma.
3. Identify the therapeutic benefits of long-term psychodynamic group psychotherapy for addiction, eating disorders and trauma.
4. Describe the benefits of integrating attachment and group relations theory as well as 12-step recovery principles into treatment groups.
5. Demonstrate how healthy attachments developed in the safe therapeutic milieu of a group can facilitate life-long recovery from addiction.
6. Discuss the major components of the Group Relations-Informed Addiction Treatment model, developed by the co-presenters.
7. Demonstrate how therapy groups can be transformed into cultures of resilience.
8. Describe how clinicians' personal and family histories may lead to countertransference reactions that can enhance the effectiveness of group treatment.

Course References:
1. Schwartz, D.C., Nickow, M.S., et al. (2015). A substance called food: Long-term psychodynamic group treatment for compulsive overeating. International Journal of Group Psychotherapy, 65(3), 386-409.
2. Catherall, D.R. (1995). Coping with secondary traumatic stress: The importance of the therapist's professional peer group. In B.H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, & educators (pp. 80-92). Lutherville, MD: Sidran Press.
3. Korshak, S.J., Nickow, M.S., & Straus, B. (2014). A group therapist's guide to process addictions. New York: American Group Psychotherapy Association.
4. Flores, P.J. (2007). Group psychotherapy with addicted populations (3rd Ed.). Binghampton, NY: The Haworth Press Inc.
5. Klein, R.H., & Schermer, V.L. (2000). Group psychotherapy for psychological trauma. New York: The Guilford Press.  
6. Khantzian, E.J., & Albanese, M.J. (2008). Understanding addiction as self-medication: Finding hope behind the pain. Lanham, MD; Roman & Littlefield.

Workshop 53
Collective Trauma and Resilience: The International Perspective

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

Chairs:
Domenico Agresta, MA, Private Practice, Pescara, Italy
Jorge Burmeister, MD, Trainer/Supervisor, Medicins sans Frontieres, Granada, Spain
Yael Doron, MA, Staff Member/Teacher, Israeli Institute of Group Analysis, Haifa, Israel
Maurizio Gasseau, PsyD, Professor, University of Aosta, Aosta, Italy
Thor Kristian Island, MD, Supervisor, Institute of Group Analysis, Oslo, Norway

The presenters will discuss new concepts to understand, research and transform collective trauma into resilience. Their contributions include examples from Israel (black hole defense mechanism); Poland and Italy (Research with Social Dreaming Matrix on icons as transgenerational identity marker); Ukraine (Jungian Psychodrama as a way to transform an ongoing collective trauma); Norway (the Group analytic view on the collective process after the mass murderer of Anders Behring Breivik); and Colombia (how to generate hope and resilience with community interventions by teams of MsF).
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:  
1. Identify and distinguish diverse group methods based on verbal, imaginary and active interventions for collective trauma processes.
2. Appraise basic interventions and techniques for communities after collective trauma which foster resilience and hope.
3. Connect trauma with specific historic events through dreams to co-construct the underlying common cultural matrix.
4. Differentiate between the basic assumption: aggregation/massification and real working through in collective trauma.
5. Distinguish between individual, group and societal processes of resilience.

Course References:
1. Agresta, D., & Planera, E. (2010). A master plan experience with social dreaming. In W.G. Lawrence (Ed.), The Creativity of Social Dreaming. London: Karnac.
2. Doron, Y. (2015) 'Black Holes' in the social unconscious. In R. Friedman & Y. Doron (Eds.), Group Analysis in the Land of Milk and Honey. Kiryat Bialik: Ach (in Hebrew). London: Karnac.
3. Navarro-Roldan, N., & Burmeister, J. (2011). General principles of Large group sociodrama. In R. Wiener, D. Adderley, & K. Kirk (Eds.), Sociodrama in a Changing World (pp. 115-132). Lulu.com.
4. Blix, I., Hansen, M., Birkeland, M.S., Nissen, A.F.W., & Heir, T. (2013) Post traumatic growth, post-traumatic stress and psychological adjustment in the aftermath of the 2011 Oslo bombing attack. Health and Quality of Life Outcomes, 11, 160.
5. Gasseau, M., & Gasca, G. (1991). Lo psicodramma junghiano. Torino: Bollati Boranghieri.

Workshop 54
Catharsis and Containment: Empirically Supported Group Treatments for Handling Emotion in Groups for PTSD

Presented under the auspices of the AGPA Community Outreach Task Force

Chairs:
Barbara Niles, PhD, Clinical Research Psychologist, Veterans Administration Boston Healthcare System, Boston, Massachusetts
William Unger, PhD, Staff Psychologist, Providence Veterans Affairs Medical Center, Providence, Rhode Island
Melissa Wattenberg, PhD, Supervisory Psychologist, Veterans Affairs Boston Healthcare System, Boston, Massachusetts

Processing trauma memories and emotions in PTSD group therapy is controversial.  Supporters of this approach note the healing power of sharing personal trauma accounts with supportive others.  Detractors cite high dropout rates for trauma-focused treatments, note the potential for re-traumatization, and encourage building skills to safely contain emotions. This workshop will review evidence and provide demonstrations to illustrate different empirically supported methods for addressing trauma memories and reactions to trauma triggers.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:  
1. Identify PTSD symptoms and DSM-5 diagnostic criteria.
2. Describe and critique the rationale, pros, and cons of containment of emotion in group treatment for PTSD.
3. Describe and critique the rationale, pros, and cons of trauma-focused group treatment for PTSD.
4. Discuss methods for managing intense reactions to trauma triggers in group therapy settings.

Course References:
1. Beck, J.G., Coffey, S.F., Foy, D.W., Keane, T.M., Blanchard, E.B. (2009). Group Cognitive Behavior Therapy for Chronic Post-Traumatic Stress Disorder: An Initial Randomized Pilot Study. Behavior Therapy, 40, 82-92.
2. Niles, B.L., Klunk-Gillis, J., Ryngala, D.J., Silberbogen, A.K., Paysnick, A., & Wolf, E.J. (2012). Comparing mindfulness and psychoeducation treatments for combat-related PTSD using a telehealth approach. Psychological Trauma: Theory, Research, Practice, and Policy, 4, 538-547.
3. Polusny, M.A., Erbes, C.R., Thuras, P., et al. (2015). Mindfulness-based stress reduction for post-traumatic stress disorder among veterans: A randomized clinical trial. Journal of the American Medical Association, 314, 456-465.
4. Schnurr, P.P., Friedman, M., Foy, D.W., Shea, M.T., Hsieh, F.Y., Lavori, P.W., Glynn, S.M., Wattenberg, M., & Bernardy, N.C. (2003). Randomized Trial of Trauma-Focused Group Therapy for Post-Traumatic Stress Disorder: Results From a Department of Veterans Affairs Cooperative Study. Archives of General Psychiatry, 60, 481-489.
5. Sloan, D. M., Feinstein, B.A., Gallagher, M.W., Beck, J.G., & Keane, T.M. (2013). Efficacy of group treatment for post-traumatic stress disorder symptoms: A meta-analysis. Psychological Trauma: Theory, Research, Practice, and Policy, 5, 176-183.

Lunch-Time Open Session
1:00 – 2:15 P.M.

Session 211-5
Courage to Explore - The Life Cycle of a Career: Three Group Therapists Speak on Humiliation

Chair:
Karen Travis, LCSW, BCD, CGP, FAGPA, Private Practice, Baton Rouge, Louisiana

Presenters:
Jerome Gans, MD, CGP, DLFAGPA, Part-Time Associate Clinical Professor, Harvard Medical School, Boston, Massachusetts
Russell Hopfenberg, PhD, CGP, FAGPA, Consulting Associate in Medial Psychology, Duke University, Durham, North Carolina
Annie Yocum, PsyD, Private Practice, Doylestown, Pennsylvania

Based on the writings of Walter N. Stone entitled, “Thinking about our Work,” three professionals at three different stages in their career (beginning, middle and mature) will address the topic of humiliation. The presenters will speak about their own life and work regarding the topic and how it has impacted their work in groups.

Learning Objectives:
The attendee will be able to:
1. Debate a narcissistic injury vs humiliation in the group.
2. Discuss his/her feelings about the use of the word humiliation as opposed to "being injured" in the group process.
3. Compare different perspectives of the topic from three different levels of career development and how this might impact the group treatment.

Course References:
1. Stone, W.N. (2013). Thinking About Our Work: Humiliation. GROUP, 37(2).
2. Motherwell, L., & Shay, J. (Ed.). (2005). Complex Dilemmas in Group Therapy. Pathways to Resolution. New York: Brunner-Routledge.
3. Gans, J. (2010). Difficult Topics in Group Psychotherapy: My Journey from Shame to Courage. London: Karnac Books.
4. Cooperberg, D. (2010). To Err Is Human: Turning Our Mistakes into Useful Interventions. In S.S. Fehr (Ed.), 101 Interventions in Group Therapy (pp. 227-231). New York: Routledge Taylor & Francis Group.
5. Gerson, S. (2011). Hysteria and Humiliation. Psychoanalytic Dialogues, 21, 517-530.

Session 212-5
At the Cutting Edge - New Principles for Old Problems Innovation in Trans-Atlantic Dialogue 

Presented in cooperation with the International Group Analytic Society and the Institute of Group Analysis London and under the auspices of the AGPA Mental Health Agency & Institutional Settings SIG

Chair:
John Schlapobersky, BA, MSc, CGP, Training Analyst, Institute of Group Analysis, London, United Kingdom

Presenters:
Claudia Arlo, MSW, LCSW-R, ICADC, CGP, Faculty, Mount Sinai West Addiction Institute, New York, New York
Phyllis Cohen, PhD, PsyD, CGP, LFAGPA, Past Chairperson, Group Foundation for Advancing Mental Health, New York, New York

New principles from different models address familiar problems to foster shared understanding extended through demonstration groups to an audience who join us with innovation.  Topics include integration of DBT with group therapy where we pay love forward (Arlo); anniversary effects in therapy and dragons and heroes in supervision (Cohen); and the paradox of making a home amongst strangers through monologue, dialogue and discourse (Schlapobersky).

Learning Objectives:
The attendee will be able to:
1. Create principles for innovation in group therapy attuned to the special needs of the populations they work with.
2. Prepare a coherent body of clinical work in group, drawing on practices from different strands.
3. Discuss how gratitude among group members can be transposed into generosity when 'paying love forward.'
4. Prepare a group to appreciate emotionally laden seasonal responses that members do not consciously recall or dare articulate, so anniversary reactions that can be worked with.
5. Identify the group's communication by transposing monologue into dialogue and dialogue into discourse.
6. Demonstrate a group's relational moments so the creation or discovery of bonds and conflicts become sources of illumination through which the group becomes an auxiliary ego.

Course References:
1. Arlo, C. (2014). Pay it forwards - About Siblings and Psychotherapy. GROUP, 38(4), 349-351.
2. Arlo, C. (2016, In press). Group Therapy and Dialectical Behavior Therapy: An Integrative Response to a Clinical Case.  International Journal of Group Psychotherapy, 75th Anniversary Special Edition.
3. Cohen, P. (2007). Past Time: Anniversary Reactions That Can Confound The Group Analyst. International Journal of Group Psychotherapy, 57(2), 153-166.
4. Cohen, P. (2012). Dragons and Heroes: Supervision in Psychotherapy. Ormont Memorial Lecture 2012. International Journal of Group Psychotherapy, 62(4), 630-652.
5. Schlapobersky, J. (2015). On Making a Home Amongst Strangers: The Paradox of Group Psychotherapy. 39th Foulkes Lecture. Group Analysis, 48(4), 406-432.
6. Schlapobersky, J. (2016). From the Couch to the Circle: Group-Analytic Psychotherapy in Practice. London: Routledge.

Session 213-5
A Staff’s Ongoing Large Group in a Psychiatric Hospital

Chair:
Ido Peleg, MD, Team Leader, Stepping Stones Concurrent Disorders Service, North Vancouver, British Columbia, Canada

Presenters:
Ilana Kremer, MD, Director, Mazor Mental Health Center, Akko, Israel
Marit Joffe Milstein, MA, Chair, Israeli Institute of Group Analysis, Tel Aviv, Israel

An ongoing large group of employees and management in a health service organization can facilitate a constructive dialogue and a sense of belonging in the organization. This open session will discuss five years' experience of an ongoing large group in a psychiatric hospital is reviewed by its leaders and manager, including group's dynamics, leadership and outcomes.

Learning Objectives:
The attendee will be able to:  
1. Describe the rational for initiating a large group for management and employees in a health organization.
2. Describe the principles of leading an ongoing large group.
3. Discuss the dynamics of an ongoing large group in a psychiatric hospital.
4. Discuss the effect of an ongoing large group on a psychiatric hospital and its climate.
5. Discuss the usefulness of an ongoing large group in health service organizations.

Course References:
1. Friedman, R. (2012). Conducting a Large group: Is it 'Informative' or is it also 'Transformative'? Comments to Teresa von Sommaruga Howard's Large Group in New Zealand. Group Analysis, 45, 263-268.
2. Main, T. (2000). The concept of the therapeutic community: variations and vicissitudes. In M. Pines M. (Ed.), The evolution of group analysis. London & Philadelphia: Jessica Kingsley.
3. Schneider, S., & Weinberg, H. (2003). The large group re-visited. London & Philadelphia: Jessica Kingsley.
4. Pisani, R.A. (2013). Large, Small and Median Groups in Group Analysis. Group Analysis, 46, 132-143.
5. Sharpe, M. (2008). Styles of large group leadership. GROUP, 32(4), 289-301.
6. Stiers, M.J., & Dluhy, M. (2008). The large group and the organizational unconscious. GROUP, 32(4), 251-260.

Workshop 55-5
Confidentiality Agreements and Breaches: Ethical, Legal, and Clinical Considerations

Presented in cooperation with the International Board for Certification of Group Psychotherapists and under the auspices of the AGPA College Counseling & Other Educational Settings SIG

Chairs:
Rebecca MacNair-Semands, PhD, CGP, FAGPA, Senior Associate Director, University of North Carolina Counseling Center, Charlotte, North Carolina
Erica Lennon, PsyD, Assistant Director for Clinical Services and Outreach, University of North Carolina Counseling Center, Charlotte, North Carolina

This workshop explores the ethical, legal, and clinical issues in establishing group confidentiality norms and addressing breaches of confidentiality.  Presentation format includes didactic as well as case vignette discussion that will cover the limits of confidentiality, contracts and methods of informing members about confidentiality, and options for responding to breaches.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Identify limits of confidentiality in group therapy.
2. Identify methods of informing group members about confidentiality.
3. Compare options for responding to group member breach of confidentiality.

Course References:
1. Brabender, V. (2007).  The ethical group psychotherapist. International Journal of Group Psychotherapy, 56, 41-47.
2. Cornish, M.A., Wade, N.G., Tucker, J.R., & Post, B.C. (2014). When religion enters the counseling group multiculturalism, group processes, and social justice. The Counseling Psychologist, 42(5), 578-600.
3. Gottlieb, M.C., Handelsman, M.M., & Knapp, S. (2013). A model for integrated ethics consultation. Professional Psychology: Research and Practice, 44(5), 307-313.
4. MacNair-Semands, R.R. (2005). Ethics in group psychotherapy. New York: American Group Psychotherapy Association.
5. Rogerson, M.D., Gottlieb, M.C., Handelsman, M.M., Knapp, S., & Younggren, J. (2011). Non-rational processes in ethical decision making. American Psychologist, 66(7), 614.

Workshop 56-5
Learning to Live Out Loud: Developing the Leader's Voice 

Chair:
Marie Sergent, PhD, Clinical Assistant Professor of Psychiatry (Psychology), University of Rochester, Rochester, New York

A clear receptive and expressive voice is an important tool for the group leader. However, our experience and histories often conspire to interfere with the development of and access to a unique voice. This workshop will explore the group leader's obstacles to developing a clear internal and expressive voice.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe what it is meant by a leader’s receptive and expressive voice.
2. Describe how a group leader's history may interfere with the development of a clear voice.
3. Identify three types of group leader fears that can interfere with the leader’s use of an effective voice.

Course References:
1. Geltner, P. (2013). Emotional communication: Countertransference analysis and the use of feeling in psychoanalytic technique. New York: Rutledge.
2. Grotjahn, M. (1977). The art and technique of analytic group psychotherapy. New York: Jason Aronson.
3. Furgeri, L.B. (2001). The technique of group treatment: The collected papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.
4. Rosenthal, L. (1987). Major sources of countertransference resistance. In Resolving Resistance in Group Therapy. New York: Jason Aronson.
5. Zeisel, E.M. (2009). Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 39(3), 421-432.

Workshop 57-5
Group Process and the Cinema: Evidence-Based Strategies for Generating Clinical Momentum and Facilitating Change

Chair:
Elisabeth Joy LaMotte, MSW, Founder and Clinician, DC Counseling and Psychotherapy Center, Washington, DC

Research indicates that assigned film viewing is an effective clinical tool for group therapist to employ to reduce defensiveness, facilitate insights through the use of metaphor and generate clinical momentum.  This course incorporates research, film clips, case examples and experiential learning to teach participants basic strategies to begin incorporating the use of cinema therapy with groups.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State basic current research results about integrating cinema and group therapy.
2. Demonstrate the ability to incorporate film viewing with groups to reduce defensiveness, increase willingness for self-reflection, and generate clinical change.
3. Discuss why film viewing and group therapy have complimentary clinical benefits.
4. Explain at least one instance in which a particular film coupe be helpful when working with a particular group.

Course References:
1. Bierman, J., Krieger, A., & Leifer, M. (2003). Group Cinematherapy as a Treatment Modality for Adolescent Girls. Residential Treatment for Children & Youth, 21(1), 1-15.
2. Parker-Pope, T. (2014, February 10). Movie Date Night Can Double as Therapy. The New York Times.
3. Rogge, R.D., Cobb, R.J., Lawrence, E., Johnson, M.D., & Bradbury, T.N. (2013, September 23). Is Skills Training Necessary for the Primary Prevention of Marital Distress and Dissolution? A 3-Year Experimental Study of Three Interventions. Journal of Consulting and Clinical Psychology. Advance online publication.
4. Sharp, C., Smith, J. & Cole, A. (2002) Cinematherapy: Metaphorically Promoting Therapeutic Change. Counselling Psychology Quarterly, 15(3), 269-276.
5. Yazici, E., Ulus, F., Selvitop, R., Yazici, A.B., & Aydin, N. (2014, April). Use of Movies for Group Therapy of Psychiatric Inpatients: Theory and Practice. International Journal of Group Psychotherapy, 64(2), 251-270.

Workshop 58-5
Uses of Self in Group Leadership

Presented under the auspices of the AGPA Mental Health Agency & Institutional Settings SIG and the AGPA Psychiatry SIG

Chairs:
Geoffrey Kane, MD, MPH, Chief of Addiction Medicine, Brattleboro Retreat, Brattleboro, Vermont
Kurt White, MSW, LICSW, LADC, CGP, Adjunct Assistant Professor, Smith College School for Social Work, Northampton, Massachusetts

New and experienced group leaders hesitate to reveal a foible, raise their voice, or crack a joke.  Yet spontaneity, like silence, has tremendous power.  This workshop explores how to remain client-centered as you become more genuine and authentic in groups.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:  
1. Name three ways group members benefit when their leader is more human and accessible.
2. Describe three group leader behaviors that demonstrate spontaneity and increase connection.
3. Describe two options for responding when a group member is angry at you.

Course References:
1. Billow, R.M. (2002). Passion in group: Thinking about loving, hating, and knowing. International Journal of Group Psychotherapy, 52(3), 355-372.
2. Gans, J.S. (2005). A plea for greater recognition and appreciation of our group members' courage. International Journal of Group Psychotherapy, 55(4), 575-593.
3. Good, R. (2013). Journey to the Use of Self, With Contributions from Group Psychotherapy. GROUP, 37(2), 109-118.
4. Rutan, J.S. (2014). Things I have learned: 45+ years of group psychotherapy. International Journal of Group Psychotherapy, 64(4), 555-566.
5. Shapiro, E.L., & Gans, J.S. (2008). The courage of the group therapist. International Journal of Group Psychotherapy, 58(3), 345-361.

Workshop 59-5
My First Group: Jump Start Your First Group Working with Young Adults in Private Practice

Chairs:
Heather Frank, PsyD, Private Practice, Chicago, Illinois
Jennifer Joseph, PsyD, CGP, Private Practice, New York, New York

Open to participants with less than four years of group psychotherapy experience

This workshop is designed to help early career therapists and/or therapists new to group work jump-start their first group with young adults in private practice. We will cover topics such as selection of members, member recruitment, beginning stages of group cohesion, and issues and topics most relevant to young adults. Some topics include: recruitment of young adults, talking about payment and time commitments, and some common resistances in groups.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain the challenges and barriers in recruiting and sustaining young adult/early career members in group.
2. Identify the beginning and forming stages of an interpersonal process group composed of young adult/early career professionals in a private practice setting.
3. Discuss and identify methods to seek support as one builds a group practice as an early career group therapist.
4. Distinguish the specific problems and needs of the young adult population and debate various techniques to further greater group intimacy.
5. Analyze countertransference reactions and group resistances to forming first independent group.

Course References:
1. Ormont, L. (1959). The Opening Session in Group Psychoanalysis. Psychotherapy and Psychosomatics, 7(1), 288-294.
2. Rutan, S., & Stone, W. (1993). Patient Preparation and the group agreements. Psychodynamic Group Psychotherapy (2nd Ed.). New York: The Guilford Press.
3. Ormont, L. (1991). The Craft of Bridging. International Journal of Psychotherapy, 40(1), 3-17.
4. Ormont, L. (1968). Group Resistance and the Therapeutic Contract. International Journal of Group Psychotherapy, 18(2), 147-154.
5. Ormont, L. (1993). Resolving Resistances to Immediacy in the Group Setting. International Journal of Group Psychotherapy, 43(4), 399-418.
6. Yalom, I, (1985). The Theory and Practice of Group Psychotherapy. New York: Basic Books.

Workshop 60-5
Living Improv: Using Improvisation to Access the Group Here-and-Now 

Chairs:
Elizabeth Ehrenberg, MSW, LCSW, Private Practice, San Francisco, California
Ali Kimmell, MSW, LCSW, Staff Psychologist, The Psychotherapy Institute, Berkeley, California

At its base, improvisational theater is about play. The tools of improv can be applied to our daily lives to help us live in the moment, let go of old patterns, and feel more connected and confident. Participants will participate in improvisational games followed by a process group.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify the ways in which improv principles complement the goals of group therapy.
2. Describe the ways in which group play can impact the process group.
3. Discuss one way to integrate experiential learning into a traditional group format.

Course References:
1. Halpern, C., Close, D., & Johnson, K. (1994). Truth in comedy: The manual of improvisation. Colorado Springs, CO: Meriwether.
2. Ayers, W. (2016). The Play's the Thing: Improvisation in Group Psychotherapy. International Journal of Group Psychotherapy, 66(1), 102-119.
3. Weiner, D.J. (1994). Rehearsals for growth: Theater improvisation for psychotherapists. New York: Norton.
4. Ormont, L. (1996). Bringing life into the group experience: The power of immediacy. GROUP, 20(3), 207-221.
5. Kimmell, A., & Gockel, A. (In press). Embodied Connections: Engaging the body in group work. Qualitative Social Work.

Workshop 61-5
Walking Down Memory Lane - Meeting One's Self-States in the Context of Group

Chair:
Sharon Sagi Berg, MA, Psychotherapist, Be’er Yaacov Mental Hospital, Be’er Yaacov, Israel

This workshop is designed to introduce the participants to the basics of Schema Therapy. Walking down memory lane, we will discover the vulnerable child, the detached protector, the punitive parent and other self-states. Through theory, experiential means and sharing, we will meet our schema modes, gain a better understanding to the modes of our patients, and learn how modes trigger each other in the group.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Explain the fundamentals of Schema-Therapy.
2. Describe at least three schema-modes.
3. Identify one's own modes, and how they are triggered during work with patients in individual and group settings.
4. Discuss the connection between modes and the therapist's interventions.

Course References:
1. Bromberg, P.M. (2011). Awakening the Dreamer. New York: Routledge Taylor & Francis Group.
2. Dickhaut, V. & Arntz, A. (2014). Combined Group and Individual Schema Therapy for Borderline Personality Disorder: A Pilot Study. Journal of Behavior Therapy and Experimental Psychiatry, 45, 242-251.
3. Farrell, J., Shaw, I., & Webber, M. (2009). A schema-focused approach to group psychotherapy for outpatients with borderline personality disorder: A randomized controlled trial. Journal of Behavior Therapy and Experimental Psychiatry, 40, 317-328.
4. Reiss, N., & Rohrmann, S. (2014). Schema Therapy: An innovative emotion-focused psychotherapy model. In C. Mohiyeddini (Ed.), Health Behaviour. New York: Nova Science Publishers.
5. Young, J.E., Klosko, J., & Weishaar, M.E. (2003). Schema Therapy: A practitioner's guide. New York: Guilford.

Workshop 62-5
Learning From Our Mistakes with the Help of Theatre Games 

Chair:
Ofra Faiman, MA, Private Practice, Midreshet Ben Grion, Israel

Participants will be invited to share an experience of error in judgment, interference, assessment and/or interpretation in their group work. They will then enact the situation, using drama improvisation exercises, with various corrective alternatives. The group will then share and discuss the alternative and creative options and what they have learned.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Debate that mistakes can be used as grounds for learning.
2. Compare examples of situations in which therapists have erred.
3. Demonstrate how drama improvisations can enrich their palate of therapy options.

Course References:
1. Faiman, O. (2015). Theater Games in the Service of Peace. GROUP, 39(1), 39-45.
2. Hyman, M. (2002). Failures in Psychoanalytic Treatment: An Oxymoron. In J. Reppen & M.A. Schulman (Eds.), Failures in Psychoanalytic Treatment (pp. 1-16). Madison, CT: International Universities Press.
3. Rolef Ben-Shachar, A., & Shalit, R. (Eds.). (2016). When Hurt Remains: Relational Perspectives on Therapeutic Failure. London: Karnac Books.
4. Skolnikoff, A.Z. (2002). Success or failure: The complexity of assessment. Madison, CT: International Universities Press.
5. Stone, W.N. (2001). The role of the therapists affect in the detection of empathic failures, misunderstandings and injury. GROUP, 25, 3-14.

Workshop 63-5
Waking Up the Bear: A Dance/Movement Therapy Group Model for Depressed Adult Patients

Chair:
Sheerie Lotan Mesiks, MA, ADTR, Student, The Professional School of Psychology, Sacramento, California

This creative workshop will present an unusual format with its ability to integrate the use of dance/body movement theory and discussion. This model motivates kinesthetic experience, will stimulate the process of feeling, thinking and social interaction.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Discuss the potential use of dance/movement in psychotherapy session with depressed patients.
2. Explain the potential use of integrating dance/movement psychotherapy to any group work.
3. Apply movement therapy techniques while leading a group.

Course References:
1. Sandel, S.L., Chaiklin, S., & Lohn, A. (Eds.) (1993). Foundations of dance/movement therapy: The life and work of Marian Chace. Washington, DC: American Dance Therapy Association.
2. Rutan, J.S., Stone, W.N., & Shay, J.J. (2007). Psychodynamic group psychotherapy (4th Ed.). New York & London: Guilford Press.
3. Winnicott, D.W. (1971/1985). Playing and Reality. London: Northcote House.
4. Yalom, I.D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (4th Ed.). New York: Basic Books.

Workshop 64-5
Filial Therapy Treatment of Children through their Parents in Groups 

Presented under the auspices of the AGPA Children & Adolescents SIG

Chair:
Michael Andronico, PhD, ABPP, CGP, FAGPA, Private Practice, Somerset, New Jersey

Participants will have an opportunity to observe or to role play a group of parents learning to conduct individual play therapy sessions with their own children. Participants will also learn how to conduct these groups. Applications to couples counseling will also be taught.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain to parents how to conduct play therapy with their children at home.
2. Teach parents how to mirror their children's feelings outside of the sessions when appropriate.
3. Teach parents to mirror each other's feelings.
4. Teach therapist to balance dynamic interactions in the parent group with didactic teaching.
5. Apply this to their own settings.

Course References:
1. Andronico, M. (1983). Filial Therapy. In M. Rosenblum (Ed.), Varieties of short-term therapy groups. New York: McGraw-Hill.
2. Bratton, S. (1994). Filial therapy with single parents (Doctoral dissertations, University of North Texas, Denton, (1994). Dissertation Abstracts International, 54(8).
3. Guerney, Jr., B.G. (1964). Filial Therapy: Description and rationale. Journal of Consulting Psychology, 28(4), 303-310.
4. Harris, Z., & Landreth G. (1997). Filial Therapy with incarcerated mothers: A five week model. International Journal of Play Therapy, 6(2), 53-73.
5. Oxman, L. (1971). The effectiveness of filial therapy: A controlled study (Doctoral dissertation, Rutgers University, New Brunswick. Dissertation Abstracts, International, 32(1), 1B.

Workshop 65-5
What is HE Doing in Here? Challenging Heterosexist and Gender Assumptions in a Female Trauma Group

Presented under the auspices of the AGPA College Counseling & Other Educational Settings SIG; the AGPA Gay, Lesbian, Bisexual & Transgendered Issues SIG; and the AGPA Women in Group Psychotherapy SIG

Chairs:
Christine Henry, PhD, Licensed Psychologist, University of Houston-Clear Lake, Houston, Texas
Jonathan Reeves, MA, Psychology Intern, University of Houston-Clear Lake, Houston, Texas

This workshop will provide a male and female perspective regarding the inclusion of a cis-gendered male co-therapist with an all-female trauma group. Considerations of the group, co-therapists, and therapy frame are explored. Presenters will discuss the implications for practice in group and suggest areas for future research. Case example provided.
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. State the benefits and costs of having a male co-therapist.
2. State how to prepare an all-female trauma group for a male therapist.
3. List client and therapist variables that may indicate a good fit for a male co-therapist.
4. Evaluate heterosexist assumptions of trauma work with female clients.
5. List implications for training programs considering male trainees for trauma work.

Course References:
1. Clements, H., Dawson, D., & das Nair, R. (2014). Female-perpetrated sexual abuse: A review of victim and professional perspectives. Journal of Sexual Aggression, 20.
2. Frost, N.D., Laska, K.M., & Wampold, B.E. (2014). The evidence for present-centered therapy as a treatment for posttraumatic stress disorder. Journal of Traumatic Stress, 27, 1-8.
3. Herman, J. (2015). Trauma and recovery: The aftermath of violence: From domestic abuse to political terror. New York: Basic Books.
4. Roesler, T.A., & Lillie, B.K. (1995). Slaying the dragon: The use of male/female co-therapists for adult survivor group therapy. Journal of Child Sexual Abuse: Research, Treatment, & Program Innovations for Victims, Survivors, & Offenders, 4(2), 1-17.
5. Simpson, P.E., & Fothergill, A. (2004). Challenging gender stereotypes in the counseling of adult survivors of childhood sexual abuse. Journal of Psychiatric and Mental Health Nursing, 11, 589-594.
6. Threadcraft, H.L., & Wilcoxon, S.A. (1993). Mixed-gender group co-leadership in group counseling with female adult survivors of childhood sexual victimization. Journal for Specialists in Group Work, 18, 40-44.

Workshop 66-5
Straddling the Gap: Sex, Gender, Intimacy, and Desire in the Present Moment

Chairs:
Carole Clements, MA, MFA, Private Practice, Boulder, Colorado
Jenna Noah, MA, Private Practice, Boulder, Colorado

This workshop will focus on desire as it arises in the present moment, aiming to “straddle the gap” between craving and satisfaction in order to respond rather than react. A theoretical orientation on gender and sexual fluidity from a contemplative and intersectional framework will be followed by an experiential fish bowl. Participants will be encouraged to relay their own experiences of desire as it arises in thought and sensation in the immediacy of the moment.
experiential-sharing of work experiences-demonstration-didactic

 Learning Objectives:
The attendee will be able to:
1. Create an environment conducive to expressing desire in the present moment.
2. Differentiate between reactivity and response.
3. Demonstrate present moment intervention.
4. Describe and understand gender and sexual fluidity.

Course References:
1. Diamond, L. (2008). Sexual fluidity: Understanding women’s love and desire. Cambridge, MA: Harvard University Press.
2. Jordan-Young, R.M. (2010). Brainstorm: The flaws in the science of sex differences. Cambridge, MA: Harvard University Press.

Workshop 67-5
Facilitating Groups in Physical Rehabilitation Settings

Presented under the auspices of the AGPA Health & Medical Issues SIG

Chairs:
Luis Romero, PhD, Neuropsychology Resident, Institute for Clinical Neurosciences, Plano, Texas
Eliza Torres, PhD, Clinical Psychologist, Deer Oaks, Dallas, Texas

This workshop will offer an approach on how to effectively facilitate groups in a physical rehabilitation setting.  Participants will gain valuable knowledge on assessments conducted, empirically supported theories/interventions, and challenges commonly faced with physical rehabilitation patients.
didactic-sharing of work experiences-experiential-demonstration

 Learning Objectives:
The attendee will be able to:
1. Identify initial and ongoing assessments for physical rehabilitation patients served throughout their treatment program.
2. List empirically supported theories/interventions used with group members in a physical rehabilitation setting.
3. Identify routine challenges within group members and facilitators in a physical rehabilitation setting.

Course References:
1. Furnes, B., Natvig, G.K., & Dysvik, E. (2014). Therapeutic elements in a self-management approach: Experiences from group participation among people suffering from chronic pain. Patient Preference and Adherence, 8, 1085-1092.
2. Gebber, F.A., & Maereker, A. (2014). Effects of including an existential perspective in a cognitive-behavioral group program for chronic pain: A clinical trial with 6 months follow-up. The Humanistic Psychologist, 42, 155-171.
3. Linden, M., Scherbe, S., & Cicholas, B. (2014). Randomized controlled trial on effectiveness of cognitive behavioral group therapy in chronic back pain patients. Journal of Back and Musculoskeletal Rehabilitation, 27, 563-568.
4. Wisenthal, A., & Krupa, T. (2014). Using intervention mapping to deconstruct cognitive work hardening: A return-to-work intervention for people with depression. BMC Health Services Research, 14, 530.
5. Yalom, I.D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th Ed.). Cambridge, MA: Basic Books.