74th Annual Conference Sessions and Workshops
Thursday, March 9 (Details)

Early Bird Open Sessions
Early Bird Colloquies
Conference Opening Plenary
All-Day Courses
All-Day Workshops
Morning Open Sessions
Morning Workshops
Lunch-Time Open Session
Afternoon Open Sessions
Afternoon Workshops

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 201
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: Evidence-Based Group Treatments for Major Depression and Bipolar Disorder: Meta-Analytic Clinical Guidelines
Authors:
Allison Garner, BS Student, Brigham Young University, Provo, Utah
Rebecca Janis, BS, Graduate Student, Pennsylvania State University, State College, Pennsylvania
Jennifer Jensen, MS, JD, PhD Student, Brigham Young University, Provo, Utah

Group psychotherapy for mood disorders is an efficacious treatment, but a meta-analysis on this subject is absent from the literature. We selected and coded over 50 studies; the analyses used CMA software and effect sizes included uncontrolled and controlled change and differential effect when compared to individual treatment and pharmacotherapy. 

Learning Objectives:
The attendee will be able to:
1. Describe the major psychotherapy approaches and their relative effectiveness and efficacy in the treatment of patients diagnosed with major depressive disorder.
2. State the major psychotherapy approaches and their relative effectiveness and efficacy in the treatment of patients diagnosed with bipolar disorder.
3. Identify the clinical practice implications of treating major depression and bipolar disorder by taking into consideration clinical moderators such as group size, group length, member composition, etc., that relate to the aforementioned effectiveness. 

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. Burlingame, G., Seebeck, J., Janis, R., Whitcomb, K., & Barkowski, S. (in press). Outcome differences between individual and group formats when equivalent and nonequivalent treatments, patients and doses are compared: A 25-year meta-analytic perspective. Psychotherapy: Theory, Research and Practice.
3. Barkowski, S., Schwartze, D., Strauss, B., Burlingame, G., Barth, J., & Rosendahl, J. (2016) Efficacy of group psychotherapy for social anxiety disorder: A meta-analysis of randomized-controlled trials. Journal of Anxiety Disorders, 39, 44-64.

Title: Attachment Anxiety and Attachment Avoidance: Members’ Fit with their Group
Author: Dennis Kivlighan, Jr., PhD, Professor, University of Maryland Department of Counseling, College Park, Maryland
We examined group members’ fit with the other members of their group in terms of attachment anxiety and attachment avoidance. Group members completed the Attachment Style Questionnaire and the Group Questionnaire. This presentation will focus on the findings that suggested that attachment heterogeneity is related to the perception of negative group relationships.

Learning Objectives:
The attendee will be able to:
1. Review how attachment anxiety and avoidance is related to group processes.
2. Predict how group composition affects group processes.

Course References:
1. Gallagher, M. E., Tasca, G. A., Ritchie, K., Balfour, L., & Bissada, H. (2014). Attachment anxiety moderates the relationship between growth in group cohesion and treatment outcomes in Group Psychodynamic Interpersonal Psychotherapy for women with binge eating disorder. Group Dynamics: Theory, Research, and Practice, 18, 38-52.
2. Kivlighan, D. M., Jr., 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, 518-527.
3. Krogel, J., Burlingame, G., Chapman, C., Renshaw, T., Gleave, R., Beecher, M., & MacNair-Semands, R. (2013). The Group Questionnaire: A clinical and empirically derived measure of the group relationship. Psychotherapy Research, 23, 344-354.
4. Marmarosh, C.L. (2014). Empirical Research on Attachment in Group Psychotherapy: Moving the Field Forward. Psychotherapy, 51, 88-92.
5. Tasca, G.A., Ritchie, K., Demidenko, N., Balfour, L., Krysanski, V., & Weekes, K. et al. (2013). Matching women with binge eating- disorder to group treatment based on attachment anxiety: Outcomes and moderating effects. Psychotherapy Research, 3, 301-314.

Title: Development of a Documentation System for Small Group Treatments - An Addendum for the CORE Battery?
Author: Bernhard Strauss, PhD, Full Professor, University of Jena Hospital, Jena, Germany
The paper describes a system for the documentation of group-related information during clinical work and training. It is based upon a five-factor model including patient and group leader, structural, process and theoretical aspects of a group. The system so far has been tested in different settings and also in a longitudinal study. Based upon the experiences with the system, it is suggested to include an operational system into the CORE Battery.

Learning Objectives:
The attendee will be able to:
1. Recite factors describing group sessions.
2. Discuss classification systems.
3. Discuss the application of documentation systems.

Course References:

Burlingame, G.M., Strauss, B., & Joyce, A.S. (2013). Change Mechanisms and Effectiveness of Small Group Treatments. In M.J. Lambert (Ed.), Bergin and Garfield’s Handbook of Psychotherapy and Behavior Change (6th Ed.) (pp. 640-689). New York: Wiley.

Session 202

Analyzing the Integral Components of the Female and Male Psyche in an Integrative Dynamic Therapy Group
CANCELLED

C1. Focused Brief Group Therapy: The Practice, the Theory and the Science

Director:
Martyn Whittingham, PhD, CGP, Private Practice, Cincinnati, Ohio

Faculty:
Jordan Allison, PsyD, Psychologist, Mercy Health, Cincinnati, Ohio

Focused Brief Group Therapy is a semi-structured process-based model designed to enhance attachment security by increasing interpersonal flexibility. It brings focus to treatment through rapid movement to insight during group screenings, followed by behavioral activation and experiencing during the group. Research findings have shown clinically significant levels of change in interpersonal distress, depression, social anxiety, and hostility in less than eight sessions.

Learning Objectives:
The attendee will be able to:
1. Summarize the underlying theory of the Interpersonal Circumplex (IPC).
2. Discuss how IPC subtypes can be used to guide group composition.
3. Discus how IPC subtypes can be used to create group goals.
4. Identify potentially problematic group dynamic based upon IPC subtypes.
5. Describe the relationship between attachment and interpersonal styles.
6. Integrate the use of assessment into group work to guide treatment interventions.
7. Describe the role of inoculation in preventing client self-sabotage.
8. Describe the utility of having group facilitators identify their own IPC subtype.
9. Evaluate IPC and identify interpersonal subtypes.

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 process­oriented group model for university students: A semi­structured 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). Evidence­based 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.

C2. Contemporary Adolescent Group Psychotherapy: Methods, Madness, and the Fun

Presented under the auspices of the AGPA Children & Adolescents SIG

Director:
Seth Aronson, PsyD, CGP, FAGPA, Training and Supervising Analyst, William Alanson White Institute, New York, New York

Faculty:
Thomas Hurster, MSS, LCSW, CGP, FAGPA, Adjunct Faculty, Bryn Mawr College Graduate School of Social Work and Social Research, Bryn Mawr, Pennsylvania
Andrew Pojman, EdD, CGP, FAGPA, Adjunct Faculty, Wright Institute, Berkeley, California
D. Thomas Stone, Jr., PhD, CGP, FAGPA, Private Practice, San Antonio, Texas

This all-day course will engage participants in learning about adolescent groups: how to organize and structure them, with applications to different settings. The course has didactic and experiential components. Its goal is to help participants see the energy, passion, and yes, madness that makes adolescent group work exciting. 

Learning Objectives:
The attendee will be able to:
1. Identify three features of adolescent development related to the tasks of this developmental period.
2. Demonstrate sensitivity to adolescent culture especially as it relates to formation and development of the group and group process.
3. Discuss impact of shame and trauma on the adolescent group.
4. Identify how social media colors the life of the adolescent in and outside of group.
5. Cite three new intervention techniques.

Course References:
1. Aronson, S., & Scheidlinger, S. (2002). Group Treatment of Adolescents in Context. Madison, CT: International Universities Press.
2. Haen, C., & Aronson, S. (2016). Handbook of Child and Adolescent Group Therapy. New York: Routledge.
3. Pojman, A. (2009). Adolescent Group Psychotherapy: Method, Madness and the Basics. New York: American Group Psychotherapy Association.
4. Stone, T., & Thomas, A. (2012). A multidisciplinary treatment team model for youth offenders in correctional treatment centers: Applying psychodynamic concepts. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy (pp 645-664). New York: Wiley.
5. Shechtman, Z. (2006). Group Counseling and Psychotherapy with Children and Adolescents. Mahwah, NJ: Erlbaum.

C3. Process Addictions for the Group Psychotherapist: From Isolation to Connection

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

Directors:
Shelley Korshak, MD, CGP, FAGPA, Lecturer, Department of Psychiatry at the University of Chicago, Chicago, Illinois
Marcia Nickow, PsyD, CADC, CGP, Lecturer, Argosy University, Chicago, Illinois

This largely experiential course presents the cutting edge model of treatment for addictions, trauma, and a range of impulsive, compulsive, and other mental health problems. Showcasing psychodrama, adventure therapy, and process group psychotherapy, this course translates the concept of addiction as an attachment disorder and key steps of twelve-step recovery into powerful clinical interventions and a guideline for treatment, demonstrating the transformational process of creating healthy relationship functioning.

Learning Objectives:
The attendee will be able to:
1. Promote honest self-disclosure with their patients in individual, couples, family and group psychotherapy work.
2. Apply the concept of addictions as an attachment disorder to the recovery and treatment process, understanding the importance of connection with others for healing, growth and transformation.
3. Explain the role of trauma in the development of addictive disorders, and understand how trauma may create a preference for attachment to addictive substances and processes over attachments to people.
4. Explain the importance of trust and belonging in the recovery process to replace the addiction as the "go-to" in rough times.
5. Utilize selective experiential methodology to help their patients connect with parts of themselves and with each other. 

Course References:
1. Blatner, A. (2000). Foundations of Psychodrama: History, Theory and Practice (4th Ed.). New York: Springer Publishing Company.
2. Dayton, T. (2000). Trauma and addiction. Deerfield Beach, FL: Health Communications.
3. Korshak, S.J., Straus, B., & Nickow, M. (2013). A Group Therapist's Guide to Process Addictions. New York: American Group Psychotherapy Association.
4. Schoel, J., Prouty, D., & Radcliffe, P. (1988). Island of Healing: A Guide to Adventure Therapy. Hamilton, MA: Project Adventure.
5. Sussman, S., Lisha, N., & Griffiths, M. (2011). Prevalence of the addictions: A problem of the majority or the minority? Evaluation & the Health Professions, 34(1), 3-56. 

Workshop 1a
Leadership Development: Becoming a Corporate Trainer

Chair:
Rick Tivers, LCSW, CGP, Private Practice, Evanston, Illinois

This workshop will explore the world of corporate training and the skills group therapists possess to work in that arena. Participants will go through a training that signifies issues internally and in corporate life, from authority, power and control to working with defenses in businesses. Trainees will look at their own fears and how that holds them back from their own power to work in corporations. Interventions used in the business environment will be a major component of the workshop.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Experience Mini Executive Leadership Training.
2. Diagnose defenses in self and corporate culture.
3. Design appropriate treatment interventions using business language.
4. Differentiate between traditional group therapy and group development in business.
5. Work through fear of internal power and authority.
6. Select best practices in goal attainment.
7. Identify fee structures for starting trainers versus experienced ones.

Course References:
1. Noe, R. (2012). Employee Training and Development. New York: McGraw Hill.
2. Morrison, T., & Conway, W. (2006). Kiss, Bow or Shake Hands. Avon, MA: Adams Media.
3. Craig, R. (1996). The ASTC Training and Development Handbook. New York: McGraw Hill.
4. Hughes, M., Patterson, L.B., & Terrell, J.B. (2005). Emotional Intelligence in Action. San Francisco, CA: Pfeiffer.

Workshop 2a 
Longing for Home: Past Attachments and Reparative Re-Attachments

Chair:
Myrna Frank, PhD, CGP, Private Practice, Bethesda, Maryland

What makes us long for home? Do we all long for home? And what, after all, is “home?” This workshop will explore the various aspects of longing for home, be it a real home(land) left behind, a symbolic space that houses our fantasized yearnings, or some mix of our early attachment to personal codes of smell, taste and sounds. We will also consider if and how a therapy group can provide a home which facilitates meaningful connection, a transformative space of healing.    
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify differences in participants' experience of longing for home.
2. Assess ethno-cultural features of home in self and other.  
3. Apply the notion of home, its presence, absence and vicissitudes, in group work.
4. Consider using the group as a new home in which to heal.

Course References:
1. Cohen, R. (2013, Nov. 29). The Quest to Belong. New York Times. http://www.nytimes.com/2013/11/29/opinion/cohen-the-quest-to-belong.html?hp&rref=opinion/international&_r=0
2. Cohen, R. (2014, Apr. 6). In Search of Home. New York Times. http://www.nytimes.com/2014/04/04/opinion/cohen-in-search-of-home.html?ref=rogercohen&_r=0
3. Lichtenstein, D. (2009). Born in exile: There is no place like home. Psychoanalytic Psychology, 26, 451-458.
4. Seiden, H.M. (2009).  On the longing for home. Psychoanalytic Psychology, 26, 191-205.
5. Schlapobersky, J (2015). On Making a Home Amongst Strangers: The Paradox of Group Psychotherapy, Foulkes Lecture. Group Analysis 48(4).

Workshop 3a 
Introductory Approach to Modern Group Analysis

Chairs:
Alice Brown, PsyD, CGP, Faculty and Supervisor, Center for Group Studies, New York, New York
Joan Coll, MD, Graduate Student, Center for Group Studies, New York, New York
Sally Henry, LCSW, CGP, Faculty and Supervisor, Center for Group Studies, New York, New York

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

This workshop will introduce the concepts and techniques that distinguish modern analytic group treatment as it is taught, through experiential and didactic learning, at the Center for Group Studies. Participants will be exposed to unique perspectives on contracting, developing emotional communication, working with resistance, transference, countertransference and aggression, and enhancing emotional immediacy through the use of induced feelings.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the use of the contract in the formation and ongoing process of the group.
2. Describe the meaning and use of the resistance as a necessary defense mechanism.
3. Identify countertransference and use it to inform interventions.
4. Integrate the skills of bridging, immediacy and intimacy into group practice.
5. Recognize the many guises aggression takes in group and develop techniques and approaches to direct the aggression to the group's benefit.
6. Distinguish between self and object feelings.

Course References:
1. Brook, M. (2001). The evolution of modern group process: an overview. In L. Furgeri (Ed.), The Technique of Group Treatment: the Collected Papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.
2. Ormont, L. (1968). Group resistance and the therapeutic contract. International Journal of Group Psychotherapy, 18(2), 147-154.
3. Rosenthal, L. (1987). Resolving Resistance in Group Psychotherapy. New York: Jason Aronson.
4. Spotnitz, H. (1987). Transference and countertransference in group psychotherapy. Modern Psychoanalysis, 12(1), 25-34.
5. Kirman, J. (1995). Working with anger in groups: A modern psychoanalytic approach. International Journal of Group Psychotherapy, 45(3), 303-329.

Workshop 4a  

Leadership: Finding Your Strengths, Interests, and Genius (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Societies Assembly

Chairs:
Sara Emerson, LICSW, MSW, CGP, FAGPA, Adjunct Faculty, Boston University Counseling Program, Boston, Massachusetts
Samuel James, EdD, ABPP, President, American Board of Group Psychotherapy, Chapel Hill, North Carolina

This all-day workshop is designed to help group therapists develop the skills to effectively lead professional organizations, i.e. - Affiliate Societies, clinics, etc. The goal is to help people define and inhabit their role as a leader and the consequent comments of that role and the responsibilities, and to differentiate these skills from those of a therapy group leader.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:  
1. Evaluate the research on leadership and leadership styles.
2. Differentiate the five characteristics of leadership.
3. Define the ways in which ones character influences effective leadership.
4. Understand and describe how the ways in which personal capabilities can be leveled into effective leadership skills.
5. Describe the means to develop interpersonal skills which are unique to leadership capabilities.
6. Explore and identify their own unique qualities which contribute to their leadership capabilities and strengths.
7. Evaluate and assess competencies that enhance leadership skills and competence.

Course References:
1. Bruch, H., & Ghoshal, S. (2002). Beware the Busy Manager. Harvard Business Review, February.
2. Collins, J. (2005). Level 5 Leadership. Harvard Business Review, July-August.
3. Katzenbach, J.R., & Smith, D. (1993). The Wisdom of Teams. Cambridge, MA: Harvard Business School Press.
4. Kotter, J. (1990). What Leaders Really Do. Harvard Business Review, February.
5. Zenger, J., & Folkman, J. (2002). The Extraordinary Leader. New York: McGraw Hill.

Session 301
Online Groups - Alone in the Virtual Presence of Others

Presented under the auspices of the AGPA Internet, Social Media & Technology SIG

Chair:
Haim Weinberg, PhD, CGP, FAGPA, Dean of International Programs, Professional School of Psychology, Sacramento, California

Presenters:
Shari Baron, MSN, CNS, CGP, FAGPA, Private Practice, Media, Pennsylvania
Ravit Raufman, PhD, Senior Lecturer, Haifa University, Haifa, Israel

Internet groups create new challenges, such as how to stay emotionally connected and to maintain confidentiality, due to their loose boundaries. In this session, we will explore the dynamics of these groups, conduct an online video demo group, consider ethical issues, and discuss the implications for online group therapy.

Learning Objectives:
The attendee will be able to:
1. Explore the dynamic of internet forums.
2. Apply their understanding of online groups to leading groups on the internet.
3. Apply ethical considerations to leading online groups.
4. Indicate different process in groups online and f2f (face-to-face).
5. State some research finding about online therapy groups.

Course References:
1. Weinberg, H. (2014). The Paradox of Internet Groups: Alone in the Presence of Virtual Others. London: Karnac.
2. Hsiung, R.C. (Ed.). (2002). E-Therapy: Case Studies, Guiding Principles, and the Clinical Potential of the Internet. New York: W.W. Norton.
3. Baron, S. (2012). To Friend or Not to Friend: Boundary and Ethical Issues in the Use of Online Communication with Clients. GROUP, 36(3), 181-195.
3. Kolmes, K. (2013). An introduction to APA's Telepsychology Guidelines. California Psychologist, Nov/Dec, 28.
4. Scharff, J.S. (2012). Clinical Issues in Analyses over the Telephone and the Internet. International Journal of Psychoanalysis, 93, 81-95.
5. Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.

Session 302   
A Systems-Centered View of Trauma and Annihilation Anxiety in the Systems of Person, Small Groups and Large Groups

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

Chair:
Les Greene, PhD, CGP, LFAGPA, Assistant Clinical Professor of Psychiatry, Yale School of Medicine, New Haven, Connecticut

Presenters:
Yvonne Agazarian, EdD, CGP, DLFAGPA, Founder, Systems-Centered Training and Research Institute, Philadelphia, Pennsylvania
Susan Gantt, PhD, ABPP, CGP, DFAGPA, Director, Systems-Centered Training and Research Institute, Atlanta, Georgia
Phyllis Goltra, PhD, Private Practice, Philadelphia, Pennsylvania

In annihilation anxiety, the boundaries of the person survival system are closed to all outside information. Trauma victims can only accept information that is sufficiently similar with minimal differences. This requires the therapist to join with the annihilation anxiety. The challenge of subgrouping functionally will be explored in both small and large group demonstrations.

Learning Objectives:
The attendee will be able to:
1. Describe why trauma victims close their boundaries to questions.
2. Explain how to cross the boundary between averbal apprehension and verbal comprehension.
3. Analyze trauma from a systems-centered perspective.

Course References:
1. Moreno, J.K. (2007). Scapegoating in group psychotherapy. International Journal of Group Psychotherapy, 57(1), 93-104.
2. 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, UK: Karnac Books.
3. Agazarian, Y.M. (1997). Systems centered therapy for groups. New York: Guilford Press. Re printed in paperback (2004). London, UK: Karnac Books.
4. Agazarian, Y.M. (2006). Systems-centered practice: Selected papers on group psychotherapy. London: Karnac Books.
5. Porges, S.W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. New York: Norton.

Session 303   
Military Women Reveal Barriers and Pathways to Healthcare: A Qualitative Group Study 

Presented under the auspices of the AGPA Community Outreach Task Force

Chair:
Robert Klein, PhD, ABPP, CGP, DLFAGPA, Lecturer, Department of Psychiatry at Yale School of Medicine, New Haven, Connecticut

Presenters:
Jessica Koblenz, PsyD, CGP, Adjunct Professor, Alfred University, Alfred, New York
Madelyn Miller, PhD, LCSW, CGP, Adjunct Associate Professor, New York University Silver School of Social Work, New York, New York
Suzanne Phillips, PsyD, ABPP, CGP, FAGPA, Adjunct Full Clinical Professor, Psychology Doctoral Program at Long Island University Post, Brookville, New York

This panel will discuss the barriers and pathways to physical and mental health care identified by 29 military women in a focus group study guided by grounded theory methodology and a narrative thematic perspective. Considered “Experts by Experience,” the words and responses of these women invite important clinical and group implications.

Learning Objectives:
The attendee will be able to:
1. Identify three factors in military culture that make seeking gender-specific health and mental health services so difficult for military women.
2. Name four barriers reported by military women that interfere with seeking gender-specific health and mental health services when they return to civilian life.
3. Recognize four pathways to physical and mental health care described by military women when returning to civilian life.
4. Describe three suggestions for clinicians that would facilitate military women's seeking and receiving physical and mental health care in civilian life.
5. Discuss three ways in which Military Sexual Trauma interferes with the quality of life as well as the seeking of physical and mental health care by military women.
6. Explain four benefits of using group with military women as a pathway for facilitating mental and physical health care reflected in the findings and behavior of the women in this study.
7. Give two benefits of using a group model to facilitate research related to understanding the needs of military service members.

Course References:
1. Benedict, H. (2010). The lonely soldier: The private war of women serving in Iraq. New York: Beacon Press.
2. Herman, J. (1997). Trauma and Recovery. New York: Basic Books.
3. Phillips, S.B. (2015). The Dangerous Role of Silence in the Relationship between Trauma and Violence: A Group Response. International Journal of Group Psychotherapy, 65(1), 64-87.
4. Thorpe, H. (2014). Soldier girls: The battles of three at home and at war. New York: Simon & Schuster.

Chair:
Robert Pepper, PhD, LCSW, CGP, Director of Education and Training, Long Island Institute for Mental Health, Rego Park, New York

Emotions are not of the intellect. That is why interpretations don't necessarily work with difficult groups. 'Unconventional interventions' refers to the amalgam of techniques, other than interpretations, culled from training with senior group leaders of various orientations. Using a demonstration group in which volunteers role-play difficult members, Dr. Pepper will show how to use innovative techniques to resolve resistance. A debriefing process group and discussion will follow.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:   
1. Define progressive emotional communication.
2. Distinguish identifying bridging from reactive bridging.
3. Contrast three types of resistant group members: a. the caretaker b. the interrupter and c. the diverter.

Course References:
1. Gabbard, G. (1995). Boundaries and Boundary Violations in Psychoanalysis. Washington, DC: American Psychiatric Publishing, Inc.
2. Ormont, L. (1974). The Treat of Pre-Oedipal Resistance in Group Psychotherapy. The Psychoanalytic Review, 61(3), 429-441.
3. Pepper, R.S. (2014). Emotional Incest in Group Psychotherapy--A Conspiracy of Silence. Lanham, MD: Rowman & Littlefield.     
4. Rosenthal, L. (1987). Resolving Resistance in Group Psychotherapy. New York: Jason Aronson.
5. Spotnitz, H. (1976). Psychotherapy of Pre-Oedipal Conditions. New York: Jason Aronson.

Workshop 6
"Nothing Human is Alien to Me:" Intolerance and the Other

Chair:
Marc Schramm, PsyD, CGP, FAGPA, Private Practice, Hilliard, Ohio

The divergent aspects of an outlier group member (i.e. one whose social values appear intolerant to the rest of the group), while very human, are something group members, including the therapist, often will not let themselves empathize with. Heterodoxy may be microaggressive, or be scapegoated on its own account.  “Nothing human is alien to me,” said Terrence.  Can that be true for us- and should it be?
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. Define, describe, and identify the outlier/heterodox group member.
2. Differentiate the micro-aggressive behaviors/verbalizations of an outlier/heterodox member from from those that are merely divergent from the group norms and culture.
3. Recognize and manage disempathic trends involving the outlier/heterodox group member.

Course References:
1. Harris, Jr., R.S. (2009). Racial microaggression? How do you know? Revisited. American Psychologist, 64(3), 220.
2. Rutan, J.S. (2014). A Psychodynamic approach: Commentary on consciousness-raising in a gender conflict group. International Journal of Group Psychotherapy, 64(1), 71-75.
3. Schermer, V.L. (2015). Violence, threat, and emotional malnourishment: An interview with Dr. Dan Gottlieb. International Journal of Group Psychotherapy, 65(1), 31-39.
4. Thomas, N.K. (2014). The personal is political: Gender stereotypes in the unconscious life of groups: Commentary on consciousness-raising in a gender conflict group. International Journal of Group Psychotherapy, 64(1), 77-81.
5. Winnicott, D.W. (1949). Hate in the countertransference. International Journal of Psychoanalysis, 30, 69-74.

Workshop 7
Invisible Knapsacks: How White People Can Unpack Whiteness and Work Toward Racial Justice

Presented under the auspices of the AGPA College Counseling & Other Educational Settings SIG and the AGPA Racial & Ethnic Diversity SIG

Chairs:
Mark Drummond Davis, MSW, CSWA, Clinical Social Worker, Benton County Mental Health, Corvallis, Oregon
Rachel Redd, MSW, LCSW, Clinical Social Worker, Mount Holyoke College, South Hadley, Massachusetts

An anti-racist workshop intended for White-identified participants will unpack the social construction of Whiteness, exploring how racism psychosocially corrodes its agents while systematically oppressing its targets. Discussion and self-reflective activities will guide participants through common feelings of White guilt and defensiveness toward compassion, healing, and anti-racist action.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain how Whiteness damages White people and systematically oppresses people of color.
2. Compassionately explore feelings of discomfort or guilt surrounding White privilege.
3. Plan actions to advance racial justice in everyday life.

Course References:
1. Allen, T.W. (2012). The invention of the White race (2nd ed.). New York, NY: Verso.
2. Ani, M. (1994). Yurugu: An African-Centered critique of European cultural thought and behavior. Trenton, NJ: Africa World Press.
3. DiAngelo, R.J. (2012). What does it mean to be White?: Developing White racial literacy. New York, NY: Peter Lang.
4. Kivel, P. (2011). Uprooting racism: How White people can work for racial justice (3rd ed.). Gabriola Island, Canada: New Society Publishers.
5. Yancy, G. (2012). Look, a White!: Philosophical essays on Whiteness. Philadelphia, PA: Temple University Press.

Workshop 8
Not Again!! Why Some People Repeat Relationships with Abusive Partners and How Group Therapy Can Help 

Chair:
Mary Nicholas, LCSW, PhD, CGP, FAGPA, Private Practice, New Haven, Connecticut  

The leader will offer some theories as to why some people compulsively repeat relationships in which they are shamed and abused. A role-played demonstration group and discussion will illuminate how the group therapist can harness group dynamics of attachment and enactment to help these patients break their painful relationship patterns. 
demonstration-didactic-sharing of work experiences-experiential

Learning Objectives:
The attendee will be able to:
1. Articulate some cogent theories as to why people might need to compulsively reengage in relationships with abusive partners.
2. Manage what appears to be "resistance" of these patients to change.
3. Analyze enactments in order to facilitate therapeutic change for people who reengage in abusive relationships.
4. Articulate how the building of attachment skills in group can help resolve repetitive negative relationship patterns.

Course References:
1. Aledort, S. (2009). Excitement: A crucial marker for group psychotherapy. GROUP, 31, 45-62.
2. Flores, P. (2004). Addiction as an attachment disorder. Northvale, NJ: Aronson.
3. Flores, P. (2010). Group psychotherapy and neuro-plasticity: An Attachment theory perspective. International Journal of Group Psychotherapy, 60(4), 547-570.
4. Levine, R. (2011). Progressing while regressing. International Journal of Group Psychotherapy, 61(4), 621-643.
5. Nicholas, M. (2013). The compulsion to repeat relationships with abusive Partners and how group therapy can help. International Journal of Group Psychotherapy, 63(3), 346-365.

Workshop 9
Therapy is Going to the Dogs: Canine Assisted Psychotherapy Ethics and Experience

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

This workshop will review basic definitions in Canine Assisted Group Psychotherapy.  We will focus on the ethics specific to this modality and use Polyvagal Theory to explain how a dog impacts the individual's neurobiology and the consequent group experience.  Benefits and challenges of this work will be experienced and discussed throughout the workshop.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Describe the training for the team of therapist and dog that are working in a group therapy modality.
2. Detail ethical considerations for therapists, group members and dogs when using Canine Assisted Group Psychotherapy.
3. Describe how dogs impact individual neurobiology and enhance a group therapy experience.
4. Discuss the benefits and challenges when working with a dog in a group therapy modality.

Course References:
1. Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York: W. W. Norton & Company.
2. Chandler, C.K. (2005). Animal assisted therapy in counseling. New York: Routledge.
3. Cozolino, L. (2010). The neuroscience of psychotherapy: Healing the social brain. New York: W.W. Norton & Co.
4. Delta Society. (2007). Standards of practice. Bellevue, WA: Delta Society.
5. Fine, A.H. (2010). Handbook on animal-assisted therapy: Theoretical foundations and guidelines for practice (3rd Ed.). Boston, MA: Academic Press.
6. Piper, L.J. (2014). The practice of animal-assisted psychotherapy: An innovative modality for facilitating mental wellness. West Springfield, VA: E. Street Lane Publications, LLC.
7. Porges, S.W. (2011). The Polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, self-regulation. New York: W.W. Norton & Co. 

Workshop 10
The Art of Conferencing: Using Subgroups for Individual Growth and Group Development

Chair:
Michael Altshuler, LCSW, CGP, Private Practice, Hastings-on-Hudson, New York

Conferencing is a group technique in which members call for subgroups to address vexing self-states and stagnant interactions.  By generating reflective space when a group loses energy or flow, conferencing permits members to explore mutually significant emotional themes and resolve resistance to participation and progress.  
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define and describe the technique of "conferencing" including what conferencing is and how it works.
2. Identify how the individual "voice of the group" signals potential themes for "conferencing."
3. Identify opportunities for applying "conferencing" in their own private practice or agency groups.

Course References:
1. Agazarian, Y.M. (2001). A Systems-Centered Approach to Inpatient Group Psychotherapy.  London: Jessica Kingsley Publishers.
2. Furgeri, L.B. (Ed.).  (2001). The Technique of Group Treatment: The Collected Papers of Louis. R. Ormont.  Madison, CT: Psychosocial Press.
3. Gantt, S.P.  (2012). Functional Subgrouping and the Systems-Centered Approach to Group Therapy.  In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy (pp. 113-137). West Sussex: Wiley-Blackwell.
4. Gitterman, A., & Shulman, L. (2013).  The Legacy of William Schwartz: Group Practice as Shared Interaction. Kindle Edition. London & New York: Taylor & Francis.
5. Ormont, L.R. (1992). The Group Therapy Experience: From Theory to Practice. New York: St. Martin's Press.

Workshop 11
Combined Therapy: The Paradox of Polarity and the Power of Complementary Connection and Integration

Chairs:
Anni Cree, MA, Private Practice, Cairo, Egypt
Mona Yehia Rakhawy, MD, Professor of Psychiatry, Cairo University, Cairo, Egypt
Noha Sabry, MD, Professor of Psychiatry, Cairo University, Cairo, Egypt

Contradiction, paradox and ambivalence reflect polarities over our existence. Each is subject to an inevitable challenging power arising from the opposite, and force pulling towards integration. Through Creative Arts, participants will explore biological, cultural and professional polarities like right and left hemispheres, Western and Eastern cultures, CBT and dynamic therapeutic approaches.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe the presence of polarity in the different levels of our existence.
2. Demonstrate a model of integration and flexibility in group psychotherapy practice.
3. Describe the gate of connection and integration and contain opposition and rigidity.
4. Rank the principle of complementary that ultimately raises the professional competency.
5. Evaluate the role of creativity in group psychotherapy practice.

Course References:
1. Saiger, G.M., & Dluhy, M.D. (2008). Widows into Today's Group Therapy. The National Group Psychotherapy Institute of the Washington School of Psychiatry. New York & London: Routledge.
2. Sonne, M., & Toennesvang, J. (2015). Integrative Gestalt Practice. Transforming our Ways of Working with People. New York: Karnac.
3. Bechera A., & Damasio, A.B. (2000). Emotion, decision mankind and orbitofrontal cortex. Cerebral Cortex, 10(3), 295-307.
4. Brown, N.W. (2013). Creative Activities for Group Therapy. New York & London: Routledge.
5. Malchiodi, C.A. (2003). Expressive Arts Therapy and Multimodal Approaches. In C.A. Malchiodi (Ed.), Handbook of Art Therapy. New York: Guilford Tress.
6. Siegel, D.J. (1999). The Developing Mind. Toward A Neurobiology of Interpersonal Experience. New York: Guilford.

Workshop 12
Music, Movement, and Moments of Meeting: A Group Experience

Chair:
Suzanne Cohen, EdD, CGP, FAGPA, Private Practice, Wellesley, Massachusetts

Through expressive movement to music, this workshop explore non-verbal communication and implicit relational knowing.  We will focus on our moment-to-moment sensory experiences during three movement experiences set to music, demonstrating individual, interpersonal, and group relationships on a non-verbal, body level.  We will then move to process group, to integrate verbal and non-verbal experiences.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. List vocabulary and language for body sensations.
2. Differentiate explicit, verbal and implicit, non-verbal, communication.
3. Differentiate sensory experiences in three contexts (individual, interpersonal, and group).
4. Define concepts of embodied attunement, implicit relational knowing, and empathy.
5. Specify role of music in expressive movement.

Course References:
1. Cohen, S.L. (2011). Coming to our senses:  Application of somatic psychology to group psychotherapy. International Journal of Group Psychotherapy, 61(3), 397-413.
2. Burgoon, J.K., Buller, D.B., & Woodall, W.G. (1996). Nonverbal communication: The unspoken dialogue. New York: McGraw-Hill.
3. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the Body: A sensorimotor approach to psychotherapy. New York: W.W. Norton.
4. Rosas, D., & Rosas, C. (2004). The Nia Technique. New York: Broadway Books.
5. Stern, D.N. (2004). The Present Moment in Psychotherapy and Everyday Life. New York: W.W. Norton.

Workshop 13
Family Genograms, Family Mapping & Family Sculpture: From Isolation to Connection

Chair:
Frédéric La Belle, MFA, CGP-R, Co-Director of Professional Training, Pegase Processus, Rennes, France

A dynamic and experiential exploration of the family's history, context and relationships, as well as the events, circumstances, secrets and questions that contributed to its' survival and continued evolution across the generations will be explored in this workshop. An investigation in group, that helps to understand our experience, that permits us to discover our sense of being, of better knowing who and how we are, and how we got here will be discussed. This workshop will provide a therapeutic tool, at once structuring and metaphorical, for professionals experienced in systemic group work.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Construct, create, diagram, and explain the genogram process.
2. Demonstrate the steps to follow in preparing a family sculpture. ("Making the invisible visible.")
3. Practice the experience of family mapping in a group.
4. Develop the capacity to work as a team.
5. Apply this work to participants' families through practice.
6. Enhance communication skills through sharing perceptions.
7. Explore family attachments.

Course References:
1. Duhl, F.J., Kantor, D., & Duhl, B.S. (1973). Learning, Space and Action in Family Therapy: A Primer of Sculpture, in Techniques of Family Therapy: A Primer. New York: Grune & Stratton.
2. McGoldrick, M., Gerson, R., & Petry, S. (2007). Genograms, Assessment and Intervention (3rd Ed.). New York: W.W. Norton.
3. McGoldrick, M. (2011). The Genogram Journey, Reconnecting with your Family, (Formerly: "You can go home again"). New York: W.W. Norton.
4. Framo, J.L. (1992). Family-of-Origin Therapy, An Intergenerational Approach. New York: Brunner/Mazel.
5. Langlois, D. & L. (2005). La Psychogenealogie: transformer son heritage psychologique. Montreal: Les Editions de l'Homme.
6. Surowiecki, J. (2004). The Wisdom of Crowds. New York: Doubleday.

Workshop 14
Co-Constructing Hope: Newness, Repetition and Discontinuity in the Analytic Group

Chair:
Ido Peleg, MD, Director, Acute Open Ward at Mazor Mental Health Center, Akko, Israel

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

Relational thinking sees time as a central dimension of self and group. Focus is laid on continuities, discontinuities and the emergence of new relational patterns. This workshop will discuss how the interweaving of subjectivities and themes in the analytic group leads to formation of an ever changing matrix and the co-creation of new perspectives and hope.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Formulate the self and the group in terms of time, movement and continuity.
2. Explain the concept of 'ego training in action.'
3. Discuss the tension between rituals and spontaneity in group therapy and leadership.
4. Identify how the group moves between moments of meeting and discord.
5. Identify how the leader and the group co-construct feelings of aliveness and hope in the group.
6. Integrate the concepts presented.

Course References:1. Brown, D. (1994). Self-development through subjective interaction: A fresh look at ego training in action. In D. Broen & L. Linkin (Eds.), The psyche and the social world (pp. 80-98). London: Routledge.
2. Hoffman, I.Z. (1998). Ritual and spontaneity in the psychoanalytic process la dialectical constructivist point of view. Hillsdale, NJ: Analytic Press.
3. Mitchel, S. (1993). Hope and dread in psychoanalysis. New York: Basic Books.
4. The Boston change study group (2002). Explicating the implicit: The local level and the microprocess of change in the analytic situation. International Journal of Psychoanalysis, 83, 1051-1062.
5. Wotton, L. (2012). Between the notes: a musical understanding of change in group analysis. Group Analysis, 46(1), 48-60.

Workshop 15
From Process to Action: Existential Group Therapy

Chairs:
Christen Cummins, LCSW, MSW, Clinical Social Worker, Louisiana State University, Baton Rouge, Louisiana
David Hayes, PhD, Psychologist, Louisiana State University, Baton Rouge, Louisiana

This workshop will focus on integrating the vertical life (understanding ourselves via our past) with the horizontal life (creating meaningful relationships in the here and now) through the paradigm and interventions of existential psychotherapy. There will be a set of group dyads, a fishbowl group with a discussion/debrief of specific interventions utilized in the existential group process, and a large experiential group process to synthesize ideas and address how this aligns with, enhances, and differs from traditional group psychotherapy.   
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe the ways in which existential group psychotherapy differs from traditional group work.
2. List the types of clients for whom this approach is and is not suitable.
3. Describe the role choice plays in existential therapy.
4. Summarize at least one intervention specific to existential group psychotherapy.

Course References:
1. Frankl, V. (1967). Psychotherapy and Existentialism. New York: Simon and Schuster.
2. May, R., & Yalom, I. (1995). Existential psychotherapy. In J.C. Corsini, & D. Wedding (Eds.), Current Psychotherapies, 5th Ed. (pp. 262-292). Itasca, IL: F.E. Peacock.
3. Oliveira, A., Sousa, D., & Pines, A.P. (2012). Significant Events in Existential Psychotherapy: The Client's Perspective. Existential Analysis, 23(2).
4. Spinelli, E. (2002). The therapeutic relationship as viewed by existential psychotherapy: Re-evaluating the world. Journal of Contemporary Psychotherapy, 32(1), 111-118 & 23(2), 288-304.
5. Yalom, I.D. (1980). Existential Psychotherapy. New York: Basic Books.

Workshop 16
“Failure to Launch” Groups for Young Adult Men

Chairs:
Connie Concannon, LCSW, CGP, DFAGPA, Associate Clinical Professor, University of California at San Francisco Department of Psychiatry, San Francisco, California
John Rochios, PhD, CGP, Assistant Clinical Professor and Attending, University of California at San Francisco Department of Psychiatry, San Francisco, California

There is increasing concern in our culture regarding young adult men who have become stalled in their ability to transition into adulthood. In many cases they have experienced a significant mental health issue in college and returned home to their parents with predominant symptoms of depression and anxiety. In this workshop we will examine the causative factors contributing to their mental health issues. The use of group psychotherapy in treating their symptoms and support for addressing young adult developmental issues will be addressed.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:  
1. Identify the current cultural, family and social issues affecting young adult men who are unable to form a consolidated sense of self and live independently from their family of origin.
2. Explain the basic guideline to beginning and structuring young adult groups and apply it to their work settings, while navigating the treatment resistances in the group.
3. Identify the role of leadership in these groups and recognize the transference/countertransference issues that emerge in the group.

Course References:
1. Conroy, D. (2003). Representative models associated with fear of failure in adolescents and young adults. Journal of Personality, 71, 757-784.
2. Gerber, J., Fonagy, P., Bateman, A., & Higgitt, A. (2004) Structural and symptomatic change in psychoanalysis and psychodynamic psychotherapy of young adults. Journal of American Psychoanalytic Association, 52, 1235-1236.
3. McCurdy, S., & Scherman, A. (1996). Effects of family structure on the adolescent separation-individuation process. Adolescence, 31, 303-319.
4. Schwartz, J. (2004). The relationship between attachment to parents and psychological separation in college students. Journal of College Student Development, 45, 566-577.
5. Verhaagen, D. (2010). Therapy With Young Men: 16-24 Year Olds in Treatment. New York: Routledge.

Workshop 17
Beyond Midlife and Before Retirement: A Short-Term Group for Women

Chairs:
Rosalind Forti, LICSW, MSW, PhD, Private Practice, Ludlow, Massachusetts
Lorraine Mangione, PhD, Professor, Antioch University New England, Keene, New Hampshire

As women move past mid-life, their lives, families, work, health, identity, values, and spirituality may begin to change.  We present a short-term group model for women to explore themselves and their lives in moving beyond midlife with grace and creativity, within an integrated attachment, interpersonal, developmental, mindfulness, and existential framework.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State several changes seen in women's lives after mid-life.
2. Apply principles from an integrated perspective, including existential, attachment, developmental, mindfulness, and interpersonal frameworks, to the tasks and challenges of women and aging.
3. Discuss the value of working within groups with this population (older women) and these issues of aging, identity, values, and choices in life.

Course References:
1. Friedman, H., & Martin, L. (2011). The Longevity Project: Surprising discoveries for health and long life from the landmark eight-decade study. New York: Hudson Street Press.
2. Jordan, J.V., Walker, M., & Hartling, L.M. (Eds). (2004). The complexity of connection: Writings from the Stone Center's Jean Baker Miller Training Institute. New York: Guilford Press.
3. Mangione, L., & Forti, R. (2002). The use of the here and now in short term groups. In L. Vande Creek & T. Jackson (Eds.), Innovations in clinical psychology, Volume 20. Sarasota, FL: Professional Resource Press.
4. Mikulciner, M., & Shaver, P.R. (2010). Attachment in adulthood: Structure, dynamics, and change. New York: Guilford Press.
5. Overholser, J.C. (2005). Group psychotherapy and existential concerns: An interview with Irvin Yalom. Journal of Contemporary Psychotherapy, 35(2), 185-197.

Workshop 18

The Rules of Engagement: Applying Couple Therapy Techniques to Group

Chair:
Lee Kassan, MA, CGP, FAGPA, Supervisor, Training Institute for Mental Health, New York, New York

The same principles that foster attachment and intimacy in couples can also create engagement in group. This workshop will teach principles and techniques for fostering emotional communication and uncovering the unexpressed fears that underlie the problem. A demonstration process group will show how to apply these ideas in group.  
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:  
1. Identify individual attachment styles.
2. Describe interpersonal loops and patterns.
3. Formulate effective interventions.

Course References:
1. Parker-Pope, T. (2010). For better: The science of a good marriage. New York: Dutton.
2. Wallin, D. (2007). Attachment in psychotherapy. New York: Guilford.
3. Johnson, S. (2004). The practice of emotionally focused couple therapy: Creating connection. New York: Routledge.
4. Gottman, J. (2002). Ten lessons to transform your marriage: America's love lab experts share their strategies for strengthening your relationship. New York: Three Rivers Press.
5. Doherty, W. (2002). Bad couples’ therapy: Getting past the myth of therapist neutrality. Psychotherapy Networker, 26-33.

Workshop 19
Trauma Group Treatment: Big "T" Trauma and Little "t" trauma 

Presented in cooperation with the International Board for Certification of Group Psychotherapists and under the auspices of the AGPA Community Outreach Task Force

Chair:
Bonnie Buchele, PhD, ABPP, CGP, DLFAGPA, Private Practice, Kansas City, Missouri

The presenter will describe the evolution of trauma treatment theory, ranging from its use for rape, incest, and mass disasters to daily stress trauma, such as parental depression or family geographical moves.  Overwhelming events, remembered as unformulated experience, whether Trauma or trauma, shape us.  The workshop will focus on group T/trauma treatment.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify in psychodynamic terms the effects of traumatization related to major stressors - Big “T”-, such as rape, incest and mass trauma.
2. Identify stress trauma – little “t”- and its expression in the treatment setting such as in enactments.
3. Integrate the treatment of major and stress trauma into general group psychotherapy. 

Course References:
1. Grossmark, R. (2015). The Edge of Chaos: Enactment, Disruption, and Emergence in Group Psychotherapy. In R. Grossmark & F. Wright (Eds.), The One and the Many. New York: Routledge.
2. Buchele, B. (2012). Group Psychotherapy with High-Functioning Adults Like Me. In J.L. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy (pp.745-770). West Sussex, UK: Wiley-Blackwell.
3. Schore, A. (2003). Affect Regulation and Disorders of the Self. New York: W.W. Norton & Co.
4. Wallin, D. (2007). Attachment and Psychotherapy. New York: Guilford Press.
5. Gantt, S., & Badenoch, B. (2013). The Interpersonal Neurobiology of Group Psychotherapy and Group Processes. London: Karnac.

Workshop 20
Practicing Harm Reduction Therapy: Groups for People with Co-Occurring Disorders

Presented in cooperation with the Harm Reduction Therapy Center

Chairs:
Maurice Byrd, MA, MFTI, Staff Therapist, Harm Reduction Therapy Center, San Francisco, California
Justin Castello, PhD, Clinical Psychologist, University of California Berkeley Health Services, Berkeley, California

Harm reduction groups combine psychotherapy with substance use treatment to address both substance use and the issues behind it. Designed to welcome active substance users with mental illness, they are humane, pragmatic, challenging, and transformative for members and leaders. The session will focus on group structure, leader interventions, and countertransference management.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the harm reduction perspective on co-occurring disorders.
2. Adjust the threshold for entry and group rules to accommodate active substance users with co-occurring disorders.
3. Name two leader strategies that help members with co-occurring disorders to change.
4. Manage their countertransference responses to substance misuse. 

Course References:
1. Denning, P., & Little, J. (2012). Practicing Harm Reduction Psychotherapy: An Alternative Approach to Addictions (2nd Ed.). New York: Guilford Press.
2. Denning, P. (2012). Rethinking the Treatment of Dual Disorders. In A. Marlatt (Ed.), Harm Reduction (2nd Ed.). New York: Guilford Press.
3. Denning, P., Little, J., & Glickman, A. (2004). Over the Influence: The Harm Reduction Guide to Managing Drugs and Alcohol. New York: Guilford Press.
4. Castello, J., Hodari, K., Lavender, J., & Berg, A. (2008). Come as you are: Harm reduction drop-in groups for multi-diagnosed drug users. Journal of Groups in Addiction and Recovery, 3(3-4), 161-192.
5. Marlatt, G.A., Blume, A.W., & Parks, G.A. (2001). Integrating harm reduction therapy and traditional substance abuse. Journal of Psychoactive Drugs, 33(1), 13-21.

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

Presented in cooperation with the American Board of Professional Psychology

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

Presenters:
Earl Hopper, PhD, CGP, DFAGPA, Private Practice, London, United Kingdom
Rosemary Segalla, PhD, CGP, FAGPA, Private Practice, Washington, DC
Kathleen Hubbs Ulman, PhD, CGP, FAGPA, Part-Time Assistant Professor in Psychiatry (Psychology), Harvard Medical School, Boston, Massachusetts

Deconstructive interventions are common and frequent.  When we say to “stay in the room,” redirect attention to interactions, or even, raise a quizzical eyebrow, we make deconstructive interventions.  Therapists wear two faces, conservator and challenger of group process and culture.  Deconstructive interventions challenge the group, thought, and language itself. Via discussion and demonstration, we describe and assess their constructive use and effects.

Learning Objectives:
The attendee will be able to:
1. Identify deconstructive interventions.
2. Define the two types of deconstructive interventions.
3. Evaluate the use of deconstructive interventions.

Course References:
1. Mills, J. (2005). A critique of relational psychoanalysis. Psychoanalytic Psychology, 22, 155-188.
2. Derrida, J., Domingo, W., Hulbert, J., Moshe, R. (1975). The Purveyor of Truth. Yale French Studies, 52, 31-113.
3. Foucault, M. (1983). This Is Not a Pipe. Berkeley, CA: University of California Press.
4. Ogden, T. (1997). Some thoughts on the use of language in psychoanalysis. Psychoanalytic Dialogues, 7, 1-21.
5. Rowan, A., & Harper, E. (1999). Group subversion as subjective necessity towards a Lacanian orientation to psychoanalysis in group settings. In C. Oakley (Ed.), What is a Group? A New Look at Theory in Practice. London: Rebus.

Session 305
Intricately Human: Culture, Race, Gender, Sexual Orientation and [Physical] Disability in Individual [Group] and Couples Group Psychotherapy

Presented under the auspices of the AGPA Gay, Lesbian, Bisexual & Transgendered Issues SIG and the AGPA Health & Medical Issues SIG

Chair:
Judith Coché, PhD, ABPP, CGP, LFAGPA, Clinical Professor, University of Pennsylvania Medical School, Philadelphia, Pennsylvania

Presenters:
Marti Kranzberg, PhD, ABPP, CGP, FAGPA, Clinical Psychology Faculty, Fielding Graduate University, Santa Barbara, California
Albert Neeleman, PsyD, Clinical Director, Yorneo, Assen, Netherlands
Reginald Nettles, PhD, CGP, Private Practice, Columbia, Maryland

We must honor race, culture, sexual orientation, disabilities, and intimacy needs as we treat individuals and couples in group therapy, but how? Join this international panel as we consider theory and demonstrate a group therapy session that validates individual difference and intimacy needs, and incorporates Couples Group Psychotherapy (CGP) standards in group psychotherapy.

Learning Objectives:
The attendee will be able to:
1. Propose screening and treatment concepts around race, culture, sexual orientation, disabilities and intimacy needs for individuals and couples group, in keeping with CGP standards of practice.
2. Demonstrate group psychotherapy that respects all cultural, racial, disability and gender variables, using a couples’ group model led by leaders of two nationalities.
3. Discuss adopting an expanded treatment model in clinical practice of attendees that is in keeping with CGP standards.
4. Formulate future improvements to raise standards of training worldwide in this expanded model of group treatment for individual and coupled clients.

Course References:
1. Coché, J. (2010). Couples Group Psychotherapy. New York: Routledge press.
2. Nettles, R., & Balter, R. (2013). Multiple Minority Identities: Applications for Practice, Research and Training. New York: Springer.
3. Prager, K. (1997). The Psychology of Intimacy. New York: Guilford Press.
4. Conrad, H.J., De Jonge, P., Neeleman, A., Simmons, P., & Sytema, S. (2011). Partner Attachment as a predictor of long term response to treatment with couples therapy. Journal of Sex and Marital Therapy, 37(4), 286-297.
5. Nettles, R., & Balter, N. (2012). Multiple Minority Identities in group psychotherapy: Within and between. In R. Nettles & N. Balter (Eds.), Multiple minority identities: Applications for practice, research, and training (pp. 95-115). New York: Springer.
6. Coché, J. (2011). Couples Group Psychotherapy. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. New York: Wiley.

Session 306 
The Group Inside: A Performance and Discussion that Explores Transgenerational Trauma and Its Implications for Group Treatment

Chair:
Jeffrey Hudson, MEd, LPC, CGP, FAGPA, Private Practice, Austin, Texas

Presenters:
Khleber Chapman Attwell, MD, MPH, Clinical Assistant Professor of Psychiatry, New York School of Medicine, New York, New York
Gabriela Kohen, MFA, Drama Therapist, Sanctuary for Families, New York, New York

The therapy group powerfully reveals the impact of family history, culture, and trauma on members' lives.  From the Warsaw ghetto, to the tango halls of Argentina, to disco 70's Brooklyn, Gabriela Kohen's award-winning play, Decoding the Tablecloth, explores the transmission of trauma over 5 generations in her family.

Learning Objectives:
The attendee will be able to:
1. Compare and contrast the characters of this play with the internalized family history that each group member brings to a group.
2. Discuss the healing power of group therapy in the reworking of family trauma.
3. Identify cultural issues dramatized in the play and consider their implications for group work.
4. List examples of inter-generationally transmitted trauma in the play, Decoding the Tablecloth.
5. Identify aspects of your own history that impact you as a group leader.
6. Discuss the here-and-now experience of watching the play.

Course References:
1. Dluhy, M., & Schulte, R. (2012). A playful approach to group therapy training. GROUP, 1, 57-75.
2. Landy, R.J. (2008). The Couch and the Stage. Lanham, MD: Jason Aronson.
3. McNiff, S. (2004). The Creative Space: Art Heals. Boston, MA: Shambhala Publications.
4. Pennebaker, J.W., & Seagal, J.D. (1999).  Forming a story: The health benefits of narrative. Journal of Clinical Psychology, 55, 1243-1254.
5. Van Der Kolk, B.A. (1989). The Compulsion to Repeat the Trauma: Re-enactment, Revictimization, and Masochism. Psychiatric Clinics of North America, 2, 389-411.

Chair:
Greg MacColl, LCSW, CGP, FAGPA, Faculty, Center for Group Studies, New York, New York

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

The critical moment in any psychodynamic group is enhancing the emotional communication between group members. Connecting on an emotional level bridges the members together. This strengthens the group so that it is able to withstand the upheavals which are common. This will be demonstrated in a demo group.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State the reasons for enhancing group emotional communication.
2. Identified the ways the leader helps members connect.
3. Describe how techniques such as bridging works.

Course References:
1. MacColl, G. (2016). The Art of Bridging Revisited. International Journal of Group Psychotherapy, 66(3), 443-454.
2. Yalom, I., & Leszcz, M. (2005). The theory and practice of group psychotherapy. (5th Ed.). New York: Basic Books.
3. Motherwell, L., & Shay, J. (2014). Complex Dilemmas in Group Therapy (2nd Ed.). New York: Routledge.
4. Ormont, L. (1994). Developing Emotional Insulation. International Journal of Group Psychotherapy, 44(3), 361-375.
5. Furgeri, L. (Ed). (2001). The technique of group treatment: The collected papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.

Workshop 22
Projective Identification Goes to the Movies

Chair:
Joseph Shay, PhD, CGP, LFAGPA, Private Practice, Cambridge, Massachusetts  

We will examine the complicated concept of projective identification through use of movie and TV clips.  Included are segments from Good Will Hunting, The Simpsons, Modern Family, Breakfast Club, In Treatment, and others.  Objectives include sharpening the definition of projective identification, recognizing its presence in group therapy, and learning to intervene more effectively when it exists. (Rated R)
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to: 
1. Define projective identification.
2. Compare the different definitions of projective identification.
3. Identify ways to intervene more successfully when projective identification is present.
4. Differentiate common countertransference reactions in the presence of projective identification.

Course References:
1. Aguayo, J. (2008). On projective identification: Back to the beginning. International Journal of Psychoanalysis, 89, 423-425.
2. Klein, M. (1946). Notes on some schizoid mechanisms. International Journal of Psychoanalysis, 27, 99-110.
3. Meissner, W.W. (2009). Toward a neuropsychological reconstruction of projective identification. Journal of American Psychoanalytic Association, 57, 95-129.
4. Shay, J.J. (2011). Projective identification simplified: Recruiting your shadow. International Journal of Group Psychotherapy, 61, 239-261.
5. Weber, R. (2014). Unraveling projective identification and enactment. In L. Motherwell & J. Shay (Eds.), Complex dilemmas in group therapy: Pathways to resolution (2nd Ed.) (pp. 71-83). New York: Routledge.

Workshop 23
Exploring the Erotic-Self through Group Experience

Chairs:
Marcia Honig MA, Group Therapist, Yehilov Hospital, Tel Aviv, Israel
Guy Segev, MA, Therapist, Triest-Sarig Institute for Psychotherapy, Tel Aviv, Israel

What is the "Erotic-Self" (supposedly suppressed) in which we, as therapists, bring to the group? Through the use of different ways of expression and communication, we will explore and try to learn and understand more how the awareness of the erotic transference and counter transference contribute to the positive movement of one's role within the group and the reciprocal relations.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. State more about his/her erotic-self in his/her roles in groups.
2. Analyze the effects of one's "erotic-self" on one's role in groups.
3. Diagnose and evaluate the ways erotic transference and counter transference unfold while people interact in groups.
4. Practice and explore different and new ways of leading with the erotic charge in groups in a safe setting.

Course References:
1. Davies, J. (2004). Whose bad objects are we anyway? Repetition and our elusive love affair with evil. Psychoanalytic Dialogue, 14, 711-732.
2. Freud, S. (1915). Observations on transference-love. Further recommendations on the technique of Psycho-Analysis III. Standard Edition, 12, 159-171.
3. Hopper, E. (2006). Theoretical and Conceptual Notes Concerning Transference and Countertransference Processes in Groups and by Groups, and the Social Unconscious: Part I. Group Analysis, 39(4), 549-559.
4. Rosiello, F. (2000). Deepening intimacy in psychotherapy: Using the erotic transference and countertransference. New York: Jason Aronson.
5. Benjamin, J. (1994). What angel would hear me?: The erotics of transference. Psychoanalytic Inquiry, 14, 535-557.

Workshop 24
Thou Shalt Not: Exploring Religious and Spiritual Harm

Chair:
Alyson Massey Stone, PhD, CGP, Private Practice, Houston, Texas

Religion can be a source of connection and healing, but for some it's one of harm. We explore the negative impact religion and the defensive use of spirituality can have on mental health and relationships. We identify ways attachment relationships and group psychotherapy enhance emotional freedom and authentic connection.
sharing of work experiences-experiential-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. List two ways that religious and/or spiritual messages may harm mental health and interpersonal relationships.
2. Identify how countertransference to religious or spiritual material can enhance or hinder the process of psychotherapy.
3. Articulate how secure attachment relationships in individual and group psychotherapy facilitate working with religious harm and spiritual bypassing.   

Course References:
1. Griffith, J.L. (2010). Religion that heals, religion that harms: A guide for clinical practice. New York: Guilford.
2. Masters, R.A. (2010). Spiritual bypassing: When spirituality disconnects us from what really matters. Berkeley, CA: North Atlantic Books.
3. Rizzuto, A.M. (1979). The Birth of the Living God: A Psychoanalytic Study. Chicago, IL: The University of Chicago Press.
4. Stone, A. (2013). Thou Shalt Not: Treating Religious Trauma and Spiritual Harm with Combined Therapy. GROUP, 37(4), 323-337.
5. Winell, M. (1993). Leaving the fold: A guide for former fundamentalists and others leaving their religion. Berkeley, CA: Apocryphile Press.

Workshop 25
Inspiring Passion for Group Therapy: Imagination and Demonstration

Chairs:
Aparna Atluru, MD, PGY-3 Psychiatry Resident, University of Texas Southwestern Medical Center, Dallas, Texas
Robert Bennett, MD, PLLC, CGP, Member, Group Analytic Practice of Dallas, Dallas, Texas
Melissa Black, PhD, Member, Group Analytic Practice of Dallas, Dallas, Texas
Dale Godby, PhD, ABPP, CGP, Member, Group Analytic Practice of Dallas, Dallas, Texas
Robert Lee, DO, PGY-4 Psychiatry Resident, University of Texas Southwestern Medical Center, Dallas, Texas
Josh Lord, MD, Resident, University of Texas Southwestern Medical Center, Dallas, Texas
Luke Mong, DO, Staff Psychiatrist, Southern Methodist University, Dallas, Texas
Natalie Ramirez, MD, PGY-3 Psychiatry Resident, University of Texas Southwestern Medical Center, Dallas, Texas

With residents in training, we produced a video illustrating a new member joining a mature group with each resident role playing a composite patient. After watching brief clips of this video, we will lead a live demonstration group with the same members one year later. Following will be a discussion of how to use imagination and demonstration to inspire passion for learning group psychotherapy.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Demonstrate and describe the dynamics of a new member joining a mature group and illustrate the group one year later.
2. Prepare and inspire students in training programs to experience the vitality of group psychotherapy.
3. Imagine, design, and enable creative learning experiences in group psychotherapy.

Course References:
1. Video Clips will be taken from: Demonstration of a Mature Psychotherapy Group: A New Member Joins http://www.gapdallas.com/newmember
2. Gans, J. (2002). The demonstration group: A tool for observing group process and leadership style. International Journal of Group Psychotherapy 52, 233-251.
3. Godby, D. (2015). Introducing median and large groups in the training of psychiatrists. Group-Analytic Contexts, 67, 47-54.
4. Kennard, D., Roberts, J., & Winter, D. (1993). A workbook of group-analytic interventions. London & New York: Routledge.
5. Rosenberg, P. (1993). Qualities of the group psychotherapist. In H.I. Kaplan & B.J. Sadock (Eds), Comprehensive Group Psychotherapy (pp. 648-656). Baltimore, MD: Williams & Wilkens.
6. Sharpe, M., & Blackwell, D. (1987). Creative supervision through student involvement. Group Analysis, 20, 195-208.

Workshop 26
The Transformative Power of Integrating Emotions and Money

Chairs:
Michelle Marie Davenport, MA, LMFT, Private Practice, Kula, Hawaii
Richard Kahler, MSFP, ChFC, CFP, Adjunct Faculty, Golden Gate University, San Francisco, California

This workshop promotes healthy attachments to money in both practitioners and clients with both didactic and experiential processes. A self-evaluation assessment (KMSI), theory, research, and a demonstration are used to discover personal beliefs about money. The group process facilitates transformation of negative cognitions and affect about money toward healthier belief systems.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify problematic financial beliefs using the Klontz Money Script Inventory (KMSI) assessment.
2. Diagnose and classify money scripts to the four categories.
3. Apply how the KMSI assessment may be used in group to find insight and flexibility around problematic financial beliefs.
4. Practice an exercise using the KMSI in group to intervene on disordered financial beliefs. 

Course References:
1. Klontz, B., Kahler, R., Klontz, T. (2016). Facilitating Financial Health. Kentucky: NUCO.
2. Klontz, B., Britt, S., Archuleta, K. (2015). Financial Therapy. Switzerland: Springer International.
3. Klontz, B., Britt, S., Mentzer, J., & Klontz, T. (2011). Money beliefs and financial behaviors: Development of the Klontz Money Script Inventory. Journal of Financial Therapy, 2, 1-22.
4. Gale, J., Goetz, J., & Bermudez, M. (2009). Relational Financial Therapy - The not-so-surprising relationship of money to relationships. Family Therapy Magazine, September/October, 25-29.
5. Klontz, B., Klontz, P., Bivens, A., Wada, J., & Kahler, R. (2008). The Treatment of Disordered Money Behaviors: Results of an Open Clinical Trial. Psychological Services, 5(3), 295-308.

Workshop 27
Neuroscience and Racism

Chairs:
Alexis Abernethy, PhD, CGP, FAGPA, Full Professor, Fuller Theological Seminary, Pasadena, California
Francis Stevens, PhD, Instructor of Psychology and Human Development, Wheelock College, Boston, Massachusetts

This workshop will focus on racism and stigma, research on implicit bias, and cognitive neuroscience. Participants will develop an understanding of how race-related stimuli affects the brain. Attendees will also participate in an experiential exercise that may assist in changing preconceived beliefs about race and ethnicity.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain how stereotypes are created and maintained in the brain.
2. State how implicit racial messages in society affect the brain even at an unconscious level.
3. Recite the latest research in neuroscience and neuroimaging around racism.
4. Identify best practices in working with clients around racism and stigma in relearning attitudes towards out-group members.
5. Address and overcoming the problems of implicit racism in a group setting.

Course References:
1. Baron, A.S., & Banaji, M.R. (2006). The development of implicit attitudes evidence of race evaluations from ages 6 and 10 and adulthood. Psychological Science, 17(1), 53-58.
2. Cunningham, W.A., Johnson, M.K., Raye, C.L., Gatenby, J.C., Gore, J.C., & Banaji, M.R. (2004). Separable neural components in the processing of black and white faces. Psychological Science, 15(12), 806-813.
3. Ito, T.A., & Bartholow, B.D. (2009). The neural correlates of race. Trends in Cognitive Sciences, 13(12), 524-531.
4. Kubota, J.T., Banaji, M.R., & Phelps, E.A. (2012). The Neuroscience of Race. Nature Neuroscience, 15, 940-948.
5. Pinderhughes, E. (1989). Understanding race, ethnicity, and power: The key to efficacy in clinical practice. New York: The Free Press.

Workshop 28
Making Group Visual: Applying Art Therapy to the Group Process and the Therapist's Use of Countertransference

Chair:
Sarah Frank, LMFT, ATR, Therapist, Recovery Help Now, Los Angeles, California  

Using art therapy in the group setting can provide access to emotions, interpersonal connection, and here and now experiences. Art therapy is applicable to all ages and psychological issues, fostering awareness of internal experiences, perceptions, beliefs, and sensations. For the therapist, art-making can also increase awareness and integration of countertransference.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define what art therapy is and how it differs from art-making or activities.
2. Identify populations of clients who can benefit from group art therapy.
3. Identify Yalom's Therapeutic Factors present in art therapy approach to group therapy.
4. List legal and ethical risks of practicing art therapy without appropriate training.
5. Create personal art in a group therapy setting.
6. Utilize visual processes to acknowledge countertransference.

Course References:
1. Bolwerk, A., Mack-Andrick, J., Lang, F.R., Dorfler, A., & Maihofner, C. (2014). How Art Changes Your Brain: Differential Effects of Visual Art Production and Cognitive Art Evaluation on Functional Brain Connectivity. PLoS ONE 9(7), e101035.
2. Van Lith, T., Schofield, M., & Fenner, P. (2013). Identifying the evidenced-base for art-based practices and their potential benefit for mental health recovery: A critical review. Disability and Rehabilitation, 35(16), 1309-1323.
3. Caddy, L., Crawford, F., & Page, A. (2012). Painting a path to wellness: Correlations between participating in a creative activity group and improved measured mental health outcome. Journal of Psychiatric and Mental Health Nursing, 19(4), 327-333.
4. Deaver, S., & McAuliffe, G. (2009). Reflective visual journaling during art therapy and counseling internships: A qualitative study. Reflective Practice, 10(5), 615-632.
5. Riley, S. (2001). Group process made visible: Group art therapy. New York: Taylor & Francis.

Workshop 29
The Cognitive Psychodrama Group Model

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

Chairs:
Thomas Treadwell, EdD, TEP, CGP, Professor, University of Pennsylvania Center for Cognitive Therapy, Philadelphia, Pennsylvania
Deborah Dartnell, MSOD, MA, Adjunct Professor, West Chester University, West Chester, Pennsylvania

The Cognitive Psychodrama Group Therapy (CPGT) model is an action model incorporating psychodramatic and Cognitive Behavioral Techniques that promote dynamic group interaction(s).  Focus is identifying and exploring negative automatic thoughts and irrational beliefs, placing them in action utilizing Psychodrama techniques and challenging negative thinking.  Integrating Cognitive Behavioral Therapy (CBT) techniques allied with psychodramatic techniques help provide a balance between an exploration of emotionally laden situations and a more concrete, data-based, problem-solving process.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe how the Cognitive Psychodrama Group Therapy (CPGT) model can be used to create a safe and secure environment where individuals can share their dilemma(s) without restraint.
2. Complete & interpret the Automatic Thought Record (ATR).
3. Identify automatic thoughts & focus on 'hot thoughts.'
4. Discuss the meaning of automatic thoughts as they relate to core-beliefs and/or schemas.
5. Explain and implement the major psychodramatic techniques; role-playing, interview in role reversal, protagonist, auxiliary ego, doubling, concretizing and the empty chair techniques.

Course References:
1. Treadwell, T. (In Press). Not Just Talk: A Group Therapy Model Integrating Action Theory and Techniques. In S.S.Fehr (Ed.), 101 Interventions in Group Therapy (2nd Ed.). New York: Taylor & Francis/Routledge.
2. Treadwell, T., Dartnell, D., Travaglini, L., Staats, M., Devinney, K. (2016). Group Therapy Workbook: Integrating Cognitive Behavioral Therapy with Psychodramatic Theory and Practice. Denver, CO: Outskirts Press.
3. Treadwell, T., & Dartnell, D. (In press). Cognitive Psychodrama Group Therapy. International Journal of Group Psychotherapy, 67.
4. Treadwell, T. (2014). J. L. Moreno - The Pioneer of the Group Encounter Movement: The Forerunner of Web-Based Social Media Revolution. In F.V. Ameln & M. Wieser (Eds.), Moreno revisited. Zeitschrift Psychodrama und Soziometrie, 13 (Supplement 1). Wiesbaden: Springer VS.
5. Travaglini, L., Treadwell, T., & Reisch, E. (2013). Confidentiality and Collaboration in Groups: Collaborative Story Building and Telling as a Means of Improving the Therapeutic Experience. GROUP.

Workshop 30
The Four-Step Integrative Model for Group Psychotherapy: Description, Development, and Application
CANCELLED

Workshop 31
From Preverbal to Verbal: Translating the Language of the Body as a Pathway to Intimacy and Attachment

Chair:
Janice Morris, PhD, ABPP, CGP, FAGPA, Private Practice, Austin, Texas

Group members bring preverbal communications in the form of body language, somatic phenomena, tears, etc., which express unspoken experiences in the group as well as feelings toward other group members. Group leaders can help members put these experiences into words to help build intimacy and secure attachments among members.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify at least five ways the developing mind uses preverbal methods to express emotion and promote attachment.
2. Describe three methods used by group leaders to help members translate preverbal communications into words.
3. Describe how preverbal countertransference of the leader can be used to help members communicate their thoughts and feelings.
4. Explain how preverbal-made-verbal communications cultivate intimacy and attachments among group members.

Course References:
1. Ormont, L. (2001). The leader's role in resolving resistances to intimacy in the group setting. In L. Furgeri (Ed.), The technique of group treatment: The collected papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.
2. Morris, J. (2014). Resistance and my favorite patient. International Journal of Group Psychotherapy, 64(3), 391-398.
3. Siegel, D. (2012). The developing mind (2nd Ed.). New York: Guilford Press.
4. Spotnitz, H. (1995). Psychotherapy of preoedipal conditions: Schizophrenia and severe character disorders. Northvale, NJ: Jason Aronson.
5. Zeisel, E. (2009). Affect education and the development of the interpersonal ego in modern group analysis. International Journal of Group Psychotherapy, 59(4), 421-432.

Workshop 32
Together Through Song: The Power of Communal Singing to Increase Connection and Elevate Mood

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

Chair:
Geraldine Alpert, PhD, CGP, LFAGPA, Associate Clinical Professor, University of California Medical School, San Francisco, California

This workshop/self-study group will explore the evolutionary, sociological and neurobiological impact of communal singing, with particular emphasis on creating feelings of connection and improved mood. Since participants will experiment with expressing feelings via communal singing of old familiar songs, some knowledge of "Oldies but Goodies" (camp fire songs, peace songs, folk songs etc. is recommended).
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the evolutionary role of communal singing as a replacement for group grooming in lower primates.
2. Explain changes in the brain that occur during communal singing which effect both mood and the sense of connection.
3. Describe the impact of communal singing on group cohesion and mood, and using data from simple objective scales, evaluate the magnitude of this impact, both for themselves and for the group as a whole.
4. Identify Types of groups, clinical populations, and clinical situations most likely to benefit from adjunctive use of communal singing.

Course References:
1. Mithin, S. (2007). The Singing Neanderthals, The Origins of Music, Language, Mind and Body. London: Wedenfeld and Nicholson Ltd.
2. Unwin, M., Kenny, D., & Davis, J. (2002). The effect of Group Singing on mood. Psychology of Music, 30(2), 175-185.
3. Insel, T.R., & Young L.J. (2001). The Neurobiology of Attachment. Nature Reviews Neuroscience, 2, 129-136.
4. Kincheloe, J.L. (1985). The use of music to engender emotion and control behavior in Church, politics and school. The Creative Child and Adult Quarterly, 10(3), 187-196.
5. Dunbar, R. (2004). The Human Story: A New History of Mankind's Evolution. London: Faber and Faber.
6. Yalom, I. (1985). The Theory and Practice of Group Psychotherapy. New York: Basic Books.

Workshop 33
Mother-Daughter, Mother-Son: A Two-Sided Mirror

Chair:
Shoshana Ben-Noam, PsyD, CGP, LFAGPA, Private Practice, New York, New York

Mother-daughter/mother-son relationships set the foundation for an offspring relational self. This experiential workshop will explore the love-hate, 'mother blaming' attachment styles, and gender similarities/differences in these relationships. Working through the negative feelings and accepting mothers as imperfect/human may cross the offspring's barriers to fulfilled personal and professional/leadership life journey.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Identify the impact of the daughter/son relationship with the mother on offspring's personal, interpersonal & professional/leadership journey.
2. Formulate the effects of mother-loving and/or mother-blaming on the offspring's relationship with others.
3. Identify the impact of these relationships on the daughter/son professional/leadership selves.
4. Cite interventions for working through offspring's difficulties stemming from unresolved issues with their mothers.
5. State gender similarities & differences in the relationship with mother.

Course References:
1. Ben-Noam, S. (In press). Mother-Daughter Interaction through the Group's 'Hall of Mirrors'. In S.S. Fehr (Ed.), 101 Interventions in Group Therapy (2nd Ed.). New York: The Haworth Press, Taylor Francis Group.
2. Brenner, J.R. (2002). Mother and Daughters in Israel - Only Human: A Group Experience. In J.R. Brenner & I. Singer (Eds.), Women in the Therapy Space. Jerusalem, Israel: The Counseling Center for Women.
3. Caplan, P.J. (2000). The New Don't Blame Mother: Mending the Mother-Daughter Relationship. New York: Routledge.
4. Lee, J. (2015). Breaking the Mother-Son Dynamic. Health Communications. Deerfield Beach, FL: HCI Books.
5. Domene, J.F., Socholotiuk, K.D., & Young, R.A. (2011). The Early Stages of the Transition to Adulthood: Similarities and Differences between Mother-Daughter and Mother-Son Dyads. Qualitative Research in Psychology, 8, 273-291.

Workshop 34
Leading Groups with Adolescents in an Educational Wilderness Program and its Application to Group Work 

Chair:
Barbara Ilfeld, MSN, RNCS, CGP, FAGPA, Private Practice, Olympic Valley, California

Therapist-led groups in an adolescent wilderness program assist underserved youth to meet challenges that heighten their potential to thrive. An existing program will be the framework for presenting information about the value, processes, potential challenges, and essential ethical and safety parameters for being the therapist group leader and staff consultant.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe the benefits to underserved, at-risk adolescents of guided exposure to experiencing adventures, taking risks, and meeting the challenges in an educational wilderness program.
2. List the goals, philosophy, and activities that underpin an existing program for underserved adolescents.
3. Identify the benefits of scheduled therapist-led groups for the adolescents.
4. Identify the benefits of scheduled therapist-led groups for the staff during pre-camp training.
5. Cite the tasks and potential challenges involved in being the mental health advisor and process group leader for such a program.
6. Identify potential hazards for adolescents in wilderness programs.
7. Describe measures for addressing, preventing and alleviating potential hazards to adolescents in wilderness programs.

Course References:
1. Barton, J., Bragg, R., Pretty, J. Roberts, J., & Wood, C. (2016). The Wilderness Expedition: An Effective Life Course Intervention to Improve Young People's Wellbeing and Connectedness to Nature. Journal of Experiential Education, 39, 59-72.
2. Bettmann, J.E., & Tucker, A.R. (2011). Shifts in Attachment Relationships: A Study of Adolescents in Wilderness Treatment. Child & Youth Care Forum Child Youth Care Forum, 40(6), 499-519.
3. Davis-Berman, J., & Berman, D.S. (1989). The wilderness therapy program: An empirical study of its effects with adolescents in an outpatient setting. Journal of Contemporary Psychotherapy, 19(4), 271-281.
4. Liermann, K., & Norton, C.L. (2016). Enhancing Family Communication: Examining the Impact of a Therapeutic Wilderness Program for Struggling Teens and Parents. Contemporary Family Therapy, 38(1), 14-22.
5. Margalit, D., & Ben-Ari, A. (2014). The Effect of Wilderness Therapy on Adolescents’ Cognitive Autonomy and Self-efficacy: Results of a Non-randomized Trial. Child & Youth Care Forum Child Youth Care Forum, 43(2), 181-194.

Workshop 35
The Role of the Group Coordinator in College Counseling Centers and Other Staff Model Clinic Settings

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

Chairs:
James Bleiberg, PsyD, CGP, Associate Professor, West Chester University Department of Counseling & Psychological Services, West Chester, Pennsylvania
Joeleen Cooper-Bhatia, PhD, Group Coordinator, Auburn University Student Counseling Services, Auburn, Alabama
Rita Drapkin, PhD, Professor, Indiana University of Pennsylvania, Indiana, Pennsylvania
Suki Montgomery Hall, PhD, Assistant Director, Ithaca College Counseling & Psychological Services, Ithaca, New York

This workshop, intended for group coordinators in a variety of settings, will address clinical issues, training and education, and program development as they relate to the role of the group coordinator. Attendees will receive support, gain knowledge about these areas, and discover ways to enhance their own group therapy programs.
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. State the clinical, training, and program development aspects of the role of group coordinator.
2. Compare the ways in which group coordinators in other centers develop clinical procedures, provide training, and develop their group programs.
3. Recommend new procedures or modifications of current procedures based on new learnings.

Course References:
1. Burlingame, G., Gleave, R., Erekson, D., Nelson, P.L., Olsen, J., Thayer, S., & Beecher, M. (2015). Differential effectiveness of group, individual and conjoint treatment: An archival analysis of OQ-45 change trajectories. Psychotherapy Research, 26(5).
2. Couch, R.D. (1995). Four steps for conducting a pre-group screening interview. Journal for Specialists in Group Work, 20(1), 18-25.
3. Hahn, W.K. (2009). Ingenuity and Uneasiness about Group Psychotherapy in University Counseling Centers. International Journal of Group Psychotherapy, 59(4), 543-552.
4. Johnson, C.V. (2009). A process-oriented group model for university students: A semi-structured approach. International Journal of Group Psychotherapy, 59, 511-528.
5. Parcover, J., Dunton, E., Gehlert K., & Mitchell, S. (2006). Getting the most from group counseling in college counseling centers. Journal for Specialists in Group Work, 31(1), 37-49.
6. Roller, B. (1997). The promise of group therapy: How to build a vigorous training and organizational base for group therapy in managed behavioral healthcare. San Francisco, CA: Jossey-Bass.

Workshop 36
Coping with Aging in Ourselves and Our Clients: Continuing to be Effective Group Therapists

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

Chairs:
Kenneth Schwartz, MD, FRCPC, Assistant Professor, University of Toronto, Ontario, Canada
William Shapiro, PsyD, CGP, Program Director of Outpatient Services, Albert Einstein Medical Center, Philadelphia, Pennsylvania

By reflecting and sharing personal feelings and attitudes regarding issues of aging and illness in both ourselves and our clients, therapists benefit from a greater awareness of how we are impacted in our personal life and clinical practice. Coupled with learning new techniques that promote psychological coping and healing in aging adults with health issues, attendee therapists will become more comfortable working with the increasing but often neglected aging and/or medically ill populations.
experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:
The attendee will be able to:
1. Identify at least three common psychological reactions to medical disability in the older adult population.
2. Appraise one's own personal feelings with respect to issues of aging and medical disability and its impact on working with this population.
3. Identify three practices/techniques that facilitate psychological healing process in older adults with medical problems.
4. Utilize a series of questions teaching the value of understanding both ourselves and clients as it relates to our clinical work with a challenging population-the aging population.

Course References:
1. Schwartz, K. & Schwartzberg, S.L. (2011). Psychodynamically Informed Groups for Elders: A Comparison of Verbal and Activity Groups. GROUP, 35, 17-31.
2. Spira, J.L. (1997). Group Therapy for Medically Ill Patients. New York: Guilford Press.
3. Pipher, M. (1999). Another Country: Navigating the Emotional Terrain of Our Elders. New York: Riverhead Books.
4. Fieldsteel, N. (2011). The Aging Therapist. GROUP, 35, 11-16.
5. Gawande, A. (2014). Being Mortal: Medicine and What Matters in the End. New York: Metropolitan Books, Henry Holt & Co.