78th Annual Conference Sessions and Workshops
Friday, February 26 (Detail)

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

Friday All-Day Courses
(11:00 am-1:30 pm & 2:45-5:15 pm-Eastern)

C3. Psychodrama: The Magic of Growth and Change

Shelley Firestone (Korshak),
MD, CGP, FAGPA, Medical Director, Psychotherapist, and Psychiatrist, Chicago Psychotherapy and Psychiatry, Chicago, Illinois

Psychodrama is a powerful and effective tool for creating growth and change. This largely workshop presents the history, theory and technique of psychodrama, and the use of action techniques in individual, family, couple, and group psychotherapy.  The participants of this workshop will have the opportunity to experience the magic of growth and change, while gaining training and expertise in basic psychodrama techniques.

Learning Objectives:
The attendee will be able to:
1. Describe basic psychodrama practice. 
2. Distinguish between the use of the therapy session for a report of events vs. creating experiences in the “here and now” of the session. 
3. Appreciate the power and effectiveness of psychodrama action concepts and techniques, and explain Interviewing, Soliloquy, Doubling, Role Taking and Role Reversal.
4. Use one selective psychodrama technique as a therapeutic intervention in individual, couple, family or group psychotherapy.
5. Use one psychodrama technique as an intervention for building connection and promoting cohesion in families, couples and groups.

Course References:
1. Blatner, A. (2000). Foundations of Psychodrama: History, Theory and Practice, 4th Ed. New York: Springer Publishing Company.
2. Carnabucci, K. (2014). Show and tell psychodrama. Self-published by Author.
3. Dayton, T. (2014). Emotional and developmental repair through psychodrama. The Journal of Psychodrama, Sociometry and Group Psychotherapy, 62(1), 9-27.
4. Firestone (nee Korshak), S. & Blatner, A. (2016). The Flexible Group Therapist: Combining Group Psychotherapy and Psychodrama Action Techniques.  Journal of Psychodrama, Sociometry, and Group Psychotherapy 64 (1), 63-69.   
5. Wysong, W.H. (2017). The Psychodrama Companion, Vol 1 & 2. Colorado Springs, CO: William H. Wysong.

Friday All-Day Workshops
(11:00 am-1:30 pm & 2:45-5:15 pm-Eastern)

31a. (N/L) Therapists as Racial Beings Leading Groups with People of Color Across the Lifespan

Presented under the auspices of the AGPA Women in Group Psychotherapy SIG, the College Counseling and Other Educational Settings SIG, the Racial and Ethnic Diversity SIG, and the Diversity, Equity, and Inclusion Task Force

Robin Dean, PsyD,
NYS Office of Mental Health, Hutchings Psychiatric Center, Syracuse, New York 
Kathleen Isaac, PhD,
Psychologist, NYU Langone Health, New York, New York
Colette McLean, MSW, LCSW, R
owan University, Glassboro, New Jersey
Archandrea Owens, PhD,
Licensed Psychologist/ Associate Director, Rhodes College Student Counseling Center, Memphis, Tennessee
Rachelle Rene, PhD, BCB, HSMI,
Director of Primary Care Integrated Behavioral Health and Clinical Assistant Professor, Jefferson Health, Philadelphia, Pennsylvania

Race and racism have implications that affect clinicians and clients alike. Examining race-related issues enhances personal and professional self-confidence and is crucial to our work with increasingly diverse populations. This workshop will examine how racial identity and racism are experienced across various age groups and explore how these issues present in groups. Participants will connect to their personal experiences and learn how to work through issues of race within themselves and with groups of participants in multiple age groups.

Learning Objectives:
The attendee will be able to:
1. Differentiate racial identity factors relevant to clients of color in each of four age groups (i.e. childhood, adolescence, college age, and adulthood).
2. Describe ways to engage in ongoing awareness of one's own racial identity location.
3. Identify ways in which transference and counter-transference issues arise as racial dynamics are explored in groups led by therapist of color.
4. Describe ways to engage in ongoing awareness of the racial identity location of group members.
5. Articulate the ways the experience of invisibility may impact leading groups with people of color.
6. Identify three interventions that can be utilized to prevent racial trauma within the group therapy space.

Course References:
1. Berger, S.S. (2014). Whose trauma is it anyway? Furthering our understanding of its intergenerational transmission. Journal of Infant, Child, and Adolescent Psychotherapy, 13(3), 169-181.
2. Carter, R. T., & Johnson, V. E. (2018). Racial identity statuses: Applications to practice. Practice Innovations, 4(1), 42-58.
3. Franklin, A.J., Boyd-Franklin, N. & Kelly, S. (2006). Racism and invisibility. Journal of Emotional Abuse, 6(2-3), 9-30. DOI: 10.1300/J135v06n02_02
4. Jones, S. C. T., Anderson, R. E., Gaskin-Wasson, A. L., Sawyer, B. A., Applewhite, K., & Metzger, I. W. (2020). From “crib to coffin”: Navigating coping from racism-related stress throughout the lifespan of Black Americans. American Journal of Orthopsychiatry, 90(2), 267–282. https://doi.org/10.1037/ort0000430
5. Mosley, D. V., Hargons, C. N., Meiller, C., Angyal, B., Wheeler, P., Davis, C., & Stevens-Watkins, D. (2020). Critical consciousness of anti-Black racism: A practical model to prevent and resist racial trauma. Journal of Counseling Psychology. https://doi.org/10.1037/cou0000430 
6. Thrower, S. J., Helms, J. E., & Price, M. (2020). Racial Dynamics in Counselor Training: The Racial Identity Social Interaction Model. The Journal of Counselor Preparation and Supervision, 13(1). http://dx.doi.org/10.7729/131.1313

Master Workshop 32a. Yearning for Connection: Seeking Belonging and Intimacy Despite Isolation

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

Joan-Dianne Smith, MSW, RSW, FCGPA,
Private Practice, Winnipeg, Canada 
Allan Sheps, MSW, RSW, CGP, FCGPA,
Private Practice, Thornhill, Ontario, Canada

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

The pandemic exacerbated our existing challenges with intimacy and belonging and heightened our sense of vulnerability,.   Beyond our internal barriers, interpersonal blind spots, and diversity issues, we were suddenly faced with mandated self-isolation. In this workshop, through experiential exercises, participants will have the opportunity to heighten self-awareness, explore barriers and yearnings, and consider how the convergence of these factors has impacted us individually and in the group-as-a-whole.

Learning Objectives:
The attendee will be able to:
1.  Describe the impact of the pandemic on close personal relationships.
2.  Identify personal countertransference themes intensified by the pandemic experience, and explain how those responses might inhibit group intimacy.
3.  List three examples of personal barriers that members might use to sabotage intimacy in groups
4.  Identify the dynamics of difference and polarization and describe the necessary leadership functions to enable the group to achieve mutuality and become a mature working group.   
5.  Describe how group member fears can hold them back from reaching for connection in spite of their stated desire to do so.

Course References:
1. Alpert, R.M. (2001). Barriers to Intimacy: An Object Relations Perspective. Psychoanalytic Psychology, 18, 137-156. 
2. Berman, A., & Weinberg, H. (1998). The Advanced Stage Therapy Group. International Journal of Group Psychotherapy, 48(4) 499-518.  
3. Bridges, W. & Bridges, S., (2019). Transitions: Making Sense of Life's Changes, (Rev.40th Anniversary Edition), Cambridge: Da Capo Press
4. Liebman M. (2001). Some Aspects of Intimacy in Analytic Groups, Journal of Psychotherapy and Independent Practice, 1(2) 13-19.
5. Kron, T. & Yungman, R. (1987). The Dynamics of Intimacy in Group Therapy. International Journal of Group Psychotherapy, 37(4) 529-548.
6. Perel, E. (2020). How to Adjust to Your Entire Relational World Being in One Place Pats 1 & 2   https://www.youtube.com/watch?v=NKtMnVha_PA&t=10s
7. Phillips, S. (2020). Couples in the Age of COVID 19 Connection Without Words, https://blogs.psychcentral.com/healing-together/2020/05/couples-in-the-age-of-covid-19-connection-without-words/
8. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38(1) 29-46.

Workshop 33a. Virtual Large Study Group

Presented in cooperation with the A.K. Rice Institute and under the auspices of the AGPA Internet, Social Media, and Technology SIG

Suma Jacob, MD, PhD,
Professor, Psychiatry and Behavioral Sciences, University of Minnestoa, Minneapolis, Minnesota
Jeffrey Roth, MD, CGP, FAGPA,
Medical Director, Working Sobriety Chicago, Chicago, Illinois 
Janice Wagner, MSW, LICSW,
Private Practice, Boston, Massachusetts

This virtual large study group will consist of forty members with a team of three consultants which assists the group with the primary task of studying its own behavior in the here-and-now and its relationship to authority under conditions in which face to face interaction is difficult or impossible.  Splitting, scapegoating and projective identification will be examined as these phenomena arise as part of the experiential learning.

Learning Objectives:
The attendee will be able to:
1. Identify splitting in the large study group.
2. Identify scapegoating in the large study group.
3. Identify projective identification in the large study group.
4. Identify basic assumption dependence in the large study group.
5. Identify basic assumption fight/flight in the large study group.
6. Identify basic assumption pairing in the large study group.
7. Identify basic assumption me-ness in the large study group.
8. Identify basic assumption we-ness in the large study group.
9. Describe the use of splitting in the generation of bias and marginalization.
10. Describe the use of scapegoating in the generation of bias and marginalization.
11. Describe the use of projective identification in the generation of bias and marginalization.
12. Describe the use of basic assumption dependence in the generation of bias and marginalization.
13. Describe the use of basic assumption fight/flight in the generation of bias and marginalization.
14. Describe the use of basic assumption pairing in the generation of bias and marginalization.
15. Describe the use of basic assumption me-ness in the generation of bias and marginalization.
16. Describe the use of basic assumption we-ness in the generation of bias and marginalization.

Course References:
1. Ngai, I., Tully, E. C., & Anderson, P. L. (2015). The course of the working alliance during virtual reality and exposure group therapy for social anxiety disorder. Behavioural and cognitive psychotherapy, 43(2), 167.
2. Pector, E. A., & Hsiung, R. C. (2011). Clinical work with support groups online: Practical aspects. In Online Counseling (pp. 203-224). Academic Press.
3. Weinberg, H., & Weishut, D. J. (2012). The large group: Dynamics, social implications and therapeutic value. The Wiley-Blackwell handbook of group psychotherapy, 457-479.
4. Weinberg, H. (2018). The paradox of Internet groups: Alone in the presence of virtual others. Routledge.
5. Weinberg, H., & Rolnick, A. (2019). Theory and Practice of Online Therapy: Internet-delivered Interventions for Individuals, Groups, Families, and Organizations. Routledge.

34a. Introduction to Modern Group Process in the Current Climate

Alice Brown, PsyD, CGP,
Faculty and Supervisor, Center for Group Studies, New York, New York
Chris Dolin, LCSW,
Private Practice, New York, New York

Using a didactic and experiential model we will present Modern Group Process as it is taught at the Center for Group Studies.  We will combine process groups, didactic presentations involving the large group, and supervision.  Contracting, immediacy, use of transference/countertransference, emotional communication and working with aggression will be emphasized.  Additionally we will investigate the role of culture, gender, sexual orientation and race in modern group work.

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. Identify countertransference and use it to inform interventions.
3. Detect the many guises aggression takes in group and develop techniques to direct the aggression to the group's benefit.
4. Discuss the importance of attention to diversity in forming group interventions.  
5. Describe the meaning and use of the resistance as a necessary defense mechanism.
6. Utilize the skills of bridging, working with immediacy and fostering intimacy into group practice.

Course References:
1.  Holmes, L. (2011). Gender dynamics in group therapy.  Group, 35:3, 1-19.
2.  Kirman, J. (1995).  Working with anger in groups: A modern psychoanalytic approach.  International Journal of Group Psychotherapy, 45(3), 303-   
3.  Levine, R. (2011).  Progressing while regressing in relationships.  International Journal of Group Psychotherapy, 61(4), 621-643.
4.  Ormont, L. (1968).  Group resistance and the therapeutic contract.  International Journal of Group Psychotherapy, 18(2), 147-154.
5.  Spotnitz, H. (1987).  Transference and countertransference in group psychotherapy.  Modern Psychoanalysis, 12(1), 25-34.
6.  Schmidt, C. (2018).  Anatomy of racial micro-aggressions.  International Journal of Group Psychotherapy, 68(4), 585-607.

Friday Morning Open Sessions
1 ½ Hour Open Sessions
(11:00 am 12:30 pm-Eastern)

204-5. Astronaut Groups in Space: Implications for Group Therapy and COVID-19

Nick Kanas, MD CGP-R, FAGPA,
Professor Emeritus, University of California, San Francisco, San Francisco, California
Les Greene, PhD, CGP, DLFAGPA,
VA Connecticut Healthcare/ Yale University, West Haven, Connecticut

Dr. Kanas will present a PowerPoint review of findings from psychosocial research on crews working in space, including his own 15-year NASA-funded studies.  Issues relevant to group dynamics will be addressed, such as the effect of isolation and confinement, time effects, group process, cultural/diversity issues, displacement, and leadership roles.  Application of this knowledge to therapy groups and to people isolating from COVID-19 will be described.  Dr. Greene will be the Discussant.  Audience questions will be encouraged.

Learning Objectives:
The attendee will be able to:
1. Define the various psychosocial factors affecting isolated and confined individuals working in space and in similar environments on Earth.
2. Compare these factors with similar factors present in therapy groups and in socially isolated people due to COVID-19.
3. Discuss how this knowledge can influence the treatment of patients in group therapy and the coping strategies of socially isolated people due to COVID-19.

Course References:
1. Johnson, P.J., Suedfeld, P., & Gushin, V.I. (2018).  Being a father during the space career: Retired cosmonauts' involvement. Acta Astronautica, 149, 106-110.
2. Kanas, N. (2015). Humans in Space: The Psychological Hurdles. New York: Springer Publications.
3. Kintz, N.M., Chou, C-P., Vessey, W.B., Leveton, L.B., & Palinkas, L.A. (2016). Impact of communication delays to and from the International Space Station on self-reported individual and team behavior and performance: A mixed-methods study.  Acta Astronautica, 129, 193-200.
4. Vakoch, D.A. (2013). On Orbit and Beyond: Psychological Perspectives on Human Spaceflight. New York: Springer Publications.
5. White, F. (2014).  The Overview Effect: Space Exploration and Human Evolution, third ed. Reston, VA: American Institute of Aeronautics and Astronautics.

Friday Morning Open Sessions
2 ½ Hour Open Sessions
(11:00 am-1:30 pm-Eastern)

306. I, Too, Sing America: Identity and Difference in Group Life

Presented under the auspices of the AGPA Diversity, Equity, and Inclusion Task Force, the Racial and Ethnic Diversity SIG, and the Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG

Francis Kaklauskas, PsyD, CGP, FAGPA,
Chair, Collective for Psychological Wellness
Sophia Aguirre, PhD, CGP, FAGPA,
Chair, Private Practice, Atlanta, Georgia
Willard Ashley, DMin, CGP,
Private Practice, Montclair, NJ
Reginald Nettles, PhD, CGP,
Private Practice, Columbia Maryland; Washington School of Psychiatry, Washington, D.C. 
Keith Rand, LMFT, CGP, FAGPA,
Private Practice, West Hollywood, California  

Three AGPA members will discuss the impact of their complex identities on their lives, professional careers, and their clinical work as group therapists.   These accounts will combine personal stories with scholarship detailing complex experiences of navigating multiple social identities, intersectionality, power, and oppression.  Following the panelists’ stories, there will be time for discussion where attendees can ask questions and offer comments towards building cultural competence and inclusivity from personal through systemic levels.

Learning Objectives:
The attendee will be able to:
1. Define common terms used in multicultural and diversity counseling.
2. Utilize multicultural intervention as presented by the presenters.
3. Compare multicultural and diversity theories to real life experiences from the presenters’ stories.

Course References:
1. Ribeiro, M. (Ed.)  (2020). Examining Social Identities and Diversity Issues in Group:  Knocking at the Boundaries. New York:  Routledge Press.
2. Rosenthal, L. (2016). Incorporating intersectionality into psychology: An opportunity to promote social justice and equity. American Psychologist, 71(6), 474–485. 
3. Eriksson, C. B., & Abernethy, A. D. (2014). Integration in multicultural competence and diversity training: Engaging difference and grace. Journal of Psychology and Theology, 42(2), 174-187.
4. Nettles, R., & Balter, R. (2011). Multiple minority identities: Applications for practice, research, and training. Springer Publishing Company.
5. Greene, B. (2010). Intersectionality and the Complexity of Identities: How the Personal Shapes the Professional Psychotherapist, Women & Therapy, 33:3-4, 452-471.

307. Group Psychotherapy as Specialized Practice: Training Implications

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

Noelle Lefforge, PhD, MHA, CGP, Chair,
Associate Professor-in-Residence, University of Nevada, Las Vegas, Nevada 
Nina Brown, EdD, LPC, NCC, DFAGPA
Gary Burlingame, PhD, CGP, FAGPA,
Brigham Young University, Provo, Utah
Eleanor Counselman, EdD, ABPP, CGP, DLFAGPA,
Private Practice, Belmont, Massachusetts
Josh Gross, PhD, ABPP, CGP, FAGPA,
Director of Group Programs, University of Florida Counseling Center, Tallahassee, Florida
Mikhail (Misha) Bogomaz, PsyD, ABPP, CGP, FAGPA,
University of North Florida Counseling Center, Jacksonville, Florida

Group is now a Specialty under the American Psychological Association's Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) standards. This has implications for training programs at pre-doctoral, doctoral and post doctoral levels, as well as for post-licensure training. The panel will provide updates on the efforts of the Group Specialty Council to help psychology training programs understand and implement specialty training, as well as broadening the specialty to other disciplines.

Learning Objectives:
The attendee will be able to:
1. Describe what is required to meet specialty training standards.
2. Explain group psychotherapy specialty training in psychology at the doctoral, internship, and postdoctoral levels.
3. Summarize the benefits of providing group psychotherapy specialty training.
4. Demonstrate correct understanding of common misconceptions related to group psychotherapy as a specialty.

Course References:
1. Barlow, S. (2008).Group psychotherapy specialty practice. Professional Psychology: Research and Practice, 39, 2, 240 – 244. 
2. Barlow, S. H. (2013). Specialty competencies in group psychology. Oxford University Press. https://doi.org/10.1093/med:psych/9780195388558.001.0001
3. Barlow, S. H. (2014). The history of group counseling and psychotherapy. In J. L. DeLucia-Waack, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy., 2nd ed. (pp. 3–23). Sage Publications, Inc. https://doi.org/10.4135/9781544308555.n1
4. Burlingame, G. & S. Barlow (1996 ). Outcome and process differences between professional and nonprofessional therapists in time-limited group psychotherapy. International Journal of Group Psychotherapy. 46. 4. 455 – 478.
5. Burlingame, G., A. Fuhriman & J. Mosier (2003). The differential effectiveness of group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory, Research and Practice. 7, 1, 3.
6. Group Specialty Council (2019). Group Specialty Council Petition. Available at: https://www.apadivisions.org/division-49/leadership/committees/petition-group-specialty

308. Dutch Design--Practice Guidelines for Group Treatment: Contemporary Group Treatment in The Netherlands

Pepijn Steures, MD, CGP,
Senior Psychiatrist, Dutch Association for Groupdynamics and Group Psychotherapy(NVGP), Solutalks Utrecht, Netherlands

Anne Marie Claassen, MSc, Psychotherapist, Mediant, Hengelo, Overijssel, Netherlands
William de Haas, MSc,
Clinical Psychologist, Private Practice, Utrecht, Netherlands
Charles Huffstadt, MSc,
Private Practice, den Haag, Holland
Silvia Pol, MA,
Clinical Psychologist/ Psychotherapist, NVGP, Utrecht, Netherlands
Niels Tinga, MD,
NVGP, GGZ Ingeest, Department of Personality Disorders, Amsterdam, Holland 
Laura van Groenendael, MD,
Psychiatrist, Netherlands

In this open session an expert group from the Dutch Association for Group Psychotherapy discusses contemporary Dutch group therapy by illustrating the Dutch Practice Guidelines that were published in 2019. After an introduction on the development of the Guidelines we focus on some of the similarities and differences between the American and Dutch guidelines. In an interactive format we will present four extra chapters that were not included in the AGPA guidelines. And finally there will be time for discussion.

Learning Objectives:
The attendee will be able to:
1. Compare the American and the Dutch Practice Guidelines for group therapy.
2. Predict difficulties in applying  a specific therapy method in a group format.
3. Differentiate group dynamics and organizational dynamics in multidisciplinary treatment organisations.
4. Specify the advantages of co-leadership in group treatment.
5. Summarize the main possible negative effects of group treatment.

Course References:
1. Bateman, A., & Fonagy, P. (2016). Mentalizing group therapy. In A. Bateman & P. Fonagy (Eds.), Mentalization-Based Treatment for Personality Disorders. A practical guide (Chapter 12). Oxford: Oxford University Press.
2. Burlingame, G.M., & Jensen, J.L. (2017). Small Group Process and Outcome Research Highlights: A 25-year perspective. International Journal of Group Psychotherapy, 67 (sup.1), 194-218
3. Koks, R.W., & Steures, P. (2019). Praktijkrichtlijnen voor Groepsbehandeling in de (G)GZ [Practice guidelines for group treatment in (mental) healthcare].  
Nederlandse Vereniging voor Groepsdynamica en Groepspsychotherapie. www.groepspsychotherapie.nl/richtlijnen
4. Leszcz, M. (2018) The Evidence-Based Group Psychotherapist, Psychoanalytic Inquiry, 38:4, 285-298 
5. Nitsun, M. (2015). Beyond the anti-group. Survival and transformation. London/New York: Routledge.

Friday Morning Workshops
1 ½ Hour Workshops
(11:00 am-12:30 pm-Eastern)

Workshop 35-5. Towards an Inclusive Framework for Teaching Group Psychotherapy Online

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

David Songco, PsyD, CGP,
Wisconsin School of Professional Psychology, New Insights, LLC, Milwaukee, Wisconsin
Lindsey Randol, PsychD,
Naropa University/Private Practice, Boulder, Colorado

COVID-19 presented unique challenges for academic institutions and clinical group training programs in shifting to online-only instruction. This workshop will introduce participants to best practices for teaching group psychotherapy online, including the presentation of didactic and experiential learning, technological platforms, course organization, and unique multicultural considerations in online learning. We will critique and deconstruct traditional pedagogical narratives perpetuated in academic training programs with a decolonized approach to teaching and experiencing group psychotherapy.

Learning Objectives:
The attendee will be able to:
1. List effective strategies and technological nuances for teaching group psychotherapy online.
2. Describe parallels and differences between in-person experiential group training and virtual experiential training.
3. Analyze multicultural and diversity factors that arise in the teaching of group psychotherapy online.
4. Describe a [de]colonized approach to the online teaching of group psychotherapy.

Course References:
1. Bhatia, S. (2018). Decolonizing psychology: Globalization, social justice, and Indian youth    identities. New York City: Oxford University Press.
2. Freire, P. (2000). Pedagogy of the oppressed. New York and London: Bloomsbury.
3. Gelberg, S. O., Poteet, M. A., Moore, D. D., & Coyhis, D. E. (2018). Radical psychology: Multicultural and social justice decolonization initiatives. Lexington Books/Rowman & Littlefield.
4. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.  
5. Iseke-Barnes, J. M. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education, 31(1), 123-148.
6. Kaklauskas, F. & Greene, L. (2020). Core principles of group psychotherapy: An integrated theory, research, and practice training manual. New York: Routledge. 
7. Watters, E. (2011). Crazy like us: The globalization of the American psyche. New York: Free Press.
8. Weinberg, H. (2014). The paradox of Internet groups: Alone in the presence of virtual others. London: Karnac.

Workshop 36-5. Life Staging®- An Opportunity to See, Feel and Hear Beyond Your Prejudices!

Elisabet Wollsén, MSc, Psych,
Private Practice, Stockholm, Sweden

Life Staging® is a group sculpting model and philosophy that embraces the embodied knowledge and non-verbal in interaction. The seeing and hearing beyond our "taking for granted" ideas, prejudices and theories. A transformative process activating knowledge, emotions and skills that were always there - but often silenced. "When the words are not in the way" what’s there to see, feel and hear? A "peace action” as participants in Life Staging® get a deeper understanding in how we all are connected.

Learning Objectives:
The attendee will be able to:
1. Learn how to use creative techniques in own group work and supervision.
2. Become aware of the normative power in traditional language and settings.
3. Utilize own creativity through interaction in the workshop.
4. Discover your own potential artist.

Course References:
1. Holzman, L. (2018). The Overweight Brain: How our obsession with knowing keeps us from getting smart enough to make a better world. East Side Institute Press. Kindle Edition. 
2. Bateson, Nora. (2016). Small Arcs of Larger Circles. Triarchy Press.
3. Brothers, B.J. (2019). Well-Being Writ Large: The Essential Work of Virginia Satir . Beyond Words Publishing. Kindle Edition. 
4. Kahneman, D. (2011). Thinking fast and slow. Brockman Inc.
5. White, M. (2004). Narrative Practice and Exotic Lives. Adelaide, South Australia: Dulwich Centre Publications.
6. McNamee, S., & Gergen, K.J. (1994). Therapy as Social Construction. SAGE Publications Ltd.

Morning Workshops
2 ½ Hour Workshops
(11:00 am-1:30 pm-Eastern)

Workshop 37. Coming Alive: From Stagnation to Vitality in Group Process

Angelo Ciliberti, PsyD, CGP,
Private Practice, Boulder, Colorado

In a group pulsing with aliveness, risks are taken and new meanings emerge as members engage with a wider range of feelings. But what about when this process stalls or stops?  How do we make sense of a group retreating into silent withdrawal or defensive chit-chat? This presentation addresses these questions by exploring some of the common doldrums groups can get mired in and how we as leaders may help the group get unstuck & revitalized.

Learning Objectives:
The attendee will be able to:
1. Identify aliveness as a relational drive that is uncovered rather than artificially engineered.
2. Identify some of the common resistances to aliveness that emerge in group process.
3. Discuss different forms of resistance relative to online vs. in-person groups
4. Name common countertransference resistances that inhibit aliveness in groups.
5. Distinguish between resistances originating in fear versus repressed anger and the implications of this distinction in crafting effective interventions.
6. Formulate interventions for proactively responding to stagnation rather than defensively fleeing from it.

Course References:
1. Fonagy, P., Campbell, C. & Bateman, A. (2017). Mentalizing, attachment, and epistemic trust in group therapy. International Journal of Group Psychotherapy, 67(2), 176-201.
2. Black, A. E. (2019). Treating insecure attachment in group psychotherapy: Attachment theory meets modern psychoanalytic technique. International Journal of Group Psychotherapy, 69 (3), 259-286.
3. Levine, R. (2011). Progressing while regressing in relationships. International Journal of Group Psychotherapy, 61(4).
4. Black, A. E. (2017). On attacking and being attacked in group psychotherapy, International Journal of Group Psychotherapy, 67(3).
5. Ruti, M. (2014). The call of character: Living a life worth living. New York: Columbia University Press.

Workshop 38. I’d Rather Go Out for Tacos: Our Emotional Resistance to Climate Change

Anna Graybeal, PhD, CGP,
Clinical Psychologist, Private Practice, Austin, Texas

Climate change poses an imminent and dire threat, with the potential to render our one home literally uninhabitable. Let that sink in. Are you feeling uncomfortable emotions (e.g., anxiety, helplessness, anger or despair)? Naturally, we resist having such feelings, but this resistance may be our undoing if it keeps us inactive. In this workshop, we will work on our resistance to climate change and, in so doing, position ourselves to more effectively help others do the same.

Learning Objectives:
The attendee will be able to:
1. Define the concept of resistance from a modern analytic perspective. 
2. Describe the basic science of climate change, including impacts to humans.
3. Identify and analyze resistance to thoughts and feelings about climate change.
4. Predict how working with emotional resistance may help us move our communities towards addressing climate change.

Course References:
1. Masson-Delmotte, V., et al. (2018). Global Warming of 1.5°C. An IPCC Special Report on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty. Retrieved from Intergovernmental Panel on Climate Change (IPCC) website: http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml. 
2. Norgaard, K. M. (2011). Living in denial: climate change, emotions, and everyday life. Cambridge, MA: MIT Press.
3. Ormont, Louis R. (2001). The technique of group treatment: The collected papers of Louis R. Ormont. Edited by Lena Blanco Furgeri. Madison, CT: Psychosocial Press.
4. Spotnitz, H. (2004). Modern psychoanalysis of the schizophrenic patient: Theory of the technique. New York, NY: YBK Publishers, Inc. 
5. Stoknes, P. E. (2015). What we think about when we try not to think about global warming: Toward a new psychology of climate action. Hartford, VT: Chelsea Green Publishing.
Wells, D. W. (2019). The uninhabitable Earth: Life after warming. New York, NY: Tim Duggan Books.

Workshop 39. Survival Roles During Times of Crisis:  Exploring Them Together

Susan Beren, PhD,
Private Practice, New York, New York

Systems-Centered Therapy (SCT)® suggests that we develop “survival roles” during childhood and import them into the present when we are anxious or stressed.  Recent global crises, prompted by Covid-19 and its many impacts, have triggered most everyone into survival roles.  We will discuss the SCT understanding of survival roles and explore them in a group.  We will examine methods for reducing anxiety and discover how to address survival roles in our clinical practice.

Learning Objectives:
The attendee will be able to:
1. Define the SCT term “survival role.” 
2. Define the relationship between anxiety and survival roles.
3. Identify the costs and benefits to your primary survival role during Covid-19.
4. Identify a method for reducing anxiety.

Course References:
1. Agazarian, Y.M. (2016). Attunement, Empathy, and the Triune Brain.  Systems Centered News 24 (1). 4-10.
2. Agazarian, Y.M. (2015). Using the Role System Map.  Systems Centered News. 23 (2). 5-8.
3. Gantt, S.P., & Agazarian, Y.M. (2017). Systems-centered group therapy. International Journal of Group Psychotherapy, 67(sup1), S60-S70
4. Gantt, S.P. (2019). Implications of neuroscience for group psychotherapy. In F.J. Kaklauskas & L.R. Greene (Eds.), Core principles of group psychotherapy: An integrated theory, research, and practice training manual. New York, NY: Routledge.
5. O’Neill, R.M., & Mogle, J. (2015). Systems-centered functional subgrouping and large group outcome. GROUP: The Journal of the Eastern Group Psychotherapy Society, 39 (4), 303-317.

Workshop 40. To Err is Human: Embracing the Imperfect Therapist

Charlene Pratt, LCPC, CGP,
Private Practice, Golden, Colorado

Mistakes in treatment are inevitable. Yet why do these missteps sting so much, even though they can be so valuable clinically? Paradoxically, errors can lead to new awareness in the clinical relationship; what starts as rupture strengthens the therapeutic bond. In this Institute, we will explore each participant’s particular relationship with mistakes, and examine how the repair process can deepen the relationship between group members, increasing resilience within the analyst and group.

Learning Objectives:
The attendee will be able to:
1. Identify sources of clinical errors, including transference reactions and enactments. 
2. Explore their relationship with making mistakes, highlighting resistance and self-criticism.
3. Distinguish when humor is helpful in encouraging dialog.
4. Use redirection toward group leader to manage conflict and aggression.
5. Contrast methods for addressing errors and repairing ruptures.
6. Utilize these cycles of rupture and repair to strengthen the therapeutic alliance.

Course References:
1. Feiner, A. (1991). The thrill of error—Image, articulation, union. Contemporary Psychoanalysis, 27, 624-­653. 
2. Gilhooly, D. (2011). Mistakes. Psychoanalytic Psychology, 28:311-333.
3. Kohut, H. (1984). How does analysis cure? Chicago: University of Chicago Press.
4. Lazare, A. (2004). On apology. Oxford: Oxford University Press.
5. Winnicott, D. W. (1963). Dependence in infant care, in child care, and in the psychoanalytic setting. International Journal of Psychoanalysis, 44, 339-­344.

Workshop 41. Focused Brief Group Therapy: Integrating Art and Science to Optimize Outcomes

Martyn Whittingham, PhD, FAGPA,
Adjunct Professor, Xavier University, West Chester, Ohio

Focused Brief Group Therapy (FBGT) is an eight session, integrative interpersonal process approach to group therapy.  It draws on practice based evidence and evidence based common factors and best practices to generate measurable and achievable outcomes.  This workshop will combine didactic and experiential components to outline how it targets change.

Learning Objectives:
The attendee will be able to:
1. Discuss the role of the interpersonal circumplex in Focused Brief Group Therapy (FBGT).
2. Explain the role of screening and pre-group preparation in formation of the working alliance. 
3. Evaluate which interpersonal styles are predictive of self-sabotage and premature dropout from group.
4. Evaluate how interpersonal styles create a functional or dysfunctional group dynamic.
5. Describe the role of inoculation in preventing premature termination.

Course References:
1. Whittingham, M. (2018). Innovations in group assessment: How focused brief group therapy 
integrates formal measures to enhance treatment preparation, process, and outcomes. Psychotherapy, 55(2), 186-190.
2. Whittingham, M. (2018). Interpersonal Theory and Group Therapy: Validating the Social 
Microcosm. International Journal Of Group Psychotherapy, 68(1), 93-98.
3. Whittingham, M. (2018). Attachment and interpersonal theory and group therapy:  Two sides 
of the same coin. International Journal of Group Psychotherapy, 67, 276-279. 
4. Whittingham, M. (2015).  Focused Brief Group Therapy: A Practice-based Evidence 
Approach. In E. Neukrug (Ed), The Sage Encyclopedia of Theory in Counseling and Psychotherapy. Washington DC: Sage Books.  
5. Horowitz, L. M., & Strack, S. (Eds.). (2010). Handbook of interpersonal psychology: Theory,  
research, assessment, and therapeutic interventions. John Wiley & Sons.

Workshop 42. Cognitive Behavioral, Psychodrama, & Process Group Therapy: A Blended Experiential Model

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

Thomas Treadwell, EdD, CGP, TEP,
Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania 
Deborah Dartnell, MSOD, MA,
Adjunct Professor, West Chester University of Pennsylvania, West Chester, Pennsylvania

Blending Cognitive Behavioral, Psychodrama & Process Group therapy offers an opportunity to increase knowledge along with fostering effective interaction skills needed for a wide range of human interactions. This workshop examines implications of these three intersecting similarities: the use of groups to achieve therapeutic change.  Focus is identifying, exploring negative automatic thoughts & irrational beliefs, placing them in action and challenging negative thinking. This process assimilates Yalom's four primary therapeutic factors of group therapy.

Learning Objectives:
The attendee will be able to:
1. Describe how Blended Experiential 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'. Discuss the meaning of automatic thoughts as they relate to core-beliefs and/or schemas.
4. Explain and implement the major psycho-dramatic techniques; role-playing, interview in role reversal, protagonist, auxiliary ego, doubling, concretizing and the empty chair techniques.
5. Identify Yalom’s primary four therapeutic factors of group therapy.

Course References:
1. Treadwell, T., Dartnell,D. Travaglini L., & Abeditehrani, Hanieh. (In Press). Integrating cognitive behavioral therapy with experiential theory and practice: A group   therapy workbook.  New York, Taylor & Francis
2. Treadwell, T. Dartnell,D. Travaglini L. Staats, M. & Devinney, K. (2016). Group therapy workbook: Integrating cognitive behavioral therapy with psychodramatic theory and practice. Parker, Colorado: Outskirts Press Publishing. 
3. Treadwell, T. Gettys, B. (2018) Cognitive experiential group therapy approach. In Scott Simon Fehr (Ed.) 101 Interventions in Group Therapy 3 rd Edtion. New York: Taylor & Francis/Routledge.
4. Abeditehrani, H., Dijka, C., Toghchi, M., & Arntz, A. (2020). Integrating Cognitive Behavioral Group Therapy and Psychodrama for Social Anxiety Disorder: An Intervention Description and an Uncontrolled Pilot.  Clinical Psychology in Europe 2020, 2 (1). 
5. Treadwell, T., & Dartnell, D. (2019). The teen thought record. Advances in cognitive therapy. 20, (1) pp 4-8.
6. Treadwell, T., Dartnell, D., Stenroos, A., & Gettys, B. (2017). Cognitive experiential group therapy: A model for a variety of clinical and college counseling settings, The Group Psychologist, 27, 3. 
7. Treadwell, T., & Dartnell, D. (2017). Cognitive Psychodrama Group Therapy. International Journal of Group Psychotherapy. 67, 1-13.

Workshop 43. Interpersonal Neurobiology, Courage, and High Performing Teams (AGPA Leadership Track)

Presented under the auspices of the Affiliate Society Assembly and the AGPA Organization Consulting SIG

Carolyn Waterfall, MS, LPC, CGP
Rachel Stephens, PsyD

This course will help you adapt your group therapy skills to help develop high-performing teams. We will explore the important connection between our willingness to be brave and vulnerable and our ability to solve problems, be creative, manage conflict, engage others and work together effectively. This experiential and entertaining course will present a variety of evidence-based techniques you can use right away to increase your personal and team effectiveness to help create high-performing teams.

Learning Objectives:
The attendee will be able to:
1. Describe the similarities and differences between group therapy and consulting with individuals, groups, and organizations.
2. Apply specific knowledge and techniques to adapt their clinical skills to consult with individuals, groups and organizations.
3. Discuss how interpersonal neurobiology sets the stage for high performing teams.
4. Identify how self-awareness and effective self-regulation builds trust in organizations.
5. Demonstrate and describe a variety of self-regulations skills.
6. Discuss how self-regulation supports vulnerability and courage - two qualities critical to trust-building in organizations.
7. Implement communication skill building techniques in groups.
8. Apply these lessons to a situation in your organization (family, relationship) to enhance team performance.

Course References:
1. Kouzes, J., & Posner, B. (2017). The leadership challenge: How to make extraordinary things happen in organizations. Hoboken, NJ: John Wiley& Sons.
2. Lauritsen, J. (2018). Unlocking high performance. New York: Martin P. Hill Consulting.
3. London, M., & Diamante, T. (2018).Learning interventions for consultants: Building the talent that drives business. American Psychological Association.
4. Lowman, R. (2016). An introduction to consulting psychology: working with individuals, groups and organizations. American Psychological Association.
5. Siegel, D. (2011). Mindsight: The new science of personal transformation. New York: Bantam Books.
6. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency.

Workshop 44. The Group Therapist's Journey through Spirituality, Religion, and Existential Meaning Making

Rosalind Forti, MSW, PhD
Lorraine Mangione, PhD

Concerns around spirituality, religion, and existential issues are central to many people.  As the country’s religious identity shifts to multifaceted and multicultural, clinicians need to understand and challenge their assumptions and beliefs, as these complicated, unspoken issues can impact group therapy. We explore therapist concerns through relevant theory and research, personal reflection, brief meditation, discussion, and small and large group exercises, to lay the groundwork for working constructively.  Application to relevant group scenarios will be discussed.

Learning Objectives:
The attendee will be able to:
1. State several important themes seen in our current multicultural world in the realms of spirituality, religion, and finding meaning.
2. Describe at least two frameworks for learning about and incorporating spirituality and religion in one's thinking about oneself as a therapist and in one’s clinical work.
3. Identify areas of discomfort or challenge around spirituality, religion, and existential issues.  
4. Identify approaches to working with counter transference or implicit bias issues in the realm of group therapy practice.

Course References:
1. Hammer, D. (2018). Cultivating soulfulness in psychotherapy. Spirituality in Clinical Practice. Advance online publication.  http://dx.doi.org/10.1037/scp0000173
2. Jacques, J.R. (1998). Working with Spiritual and Religious Themes in Group Therapy. International Journal of Group Psychotherapy, 48:1, 69-83, DOI: 10.1080/00207284.1998.1149152
3. Mangione, L., & Forti, R. (2018).  Beyond midlife and before retirement: A short-term women’s group. International Journal of Group Psychotherapy, 68(3), 314-336.
4. Overholser, J. C. (2005).  Group psychotherapy and existential concerns: An interview with Irvin Yalom. Journal of Contemporary Psychotherapy, 35(2), 185-197.
5. Land, H.  (2015). Spirituality, religion and faith in psychotherapy. Evidence-based expressive methods for mind, brain and body. Lyceum Books.

Workshop 45. "Soul Siblings” & “Invincible Black Women”: The Need and Power of Black Womxn Groups at Predominantly White Institutions

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

Kimberly Burdine, PhD
Analesa Clarke, PhD

Presenters discuss rationale, impact and implications for offering Black womxn’s groups at predominantly white institutions. This includes distinct mental health concerns Black womxn may experience, including the impact of “invincible Black women” and “strong Black women” schema. The presenters use their experiences and group feedback from “Soul Siblings” and “Invincible Black Women” groups to illustrate cultural considerations when developing, recruiting and engaging members. Participants are invited to work through experiential exercises and engage in discussion with facilitators and other participants.

Learning Objectives:
The attendee will be able to:
1. Identify three culturally distinct mental health concerns experienced by Black womxn in the US.
2. State how the "invincible Black women" syndrome and "strong Black woman" schema may impact mental health and help seeking behaviors of black womxn.
3. Differentiate the application of interpersonal process and soft skills based group interventions for Black womxn.
4. Describe the impact of cultural identity based group therapy for Black womxn.
5. Discuss cultural considerations and implications for Black womxn’s support groups.

Course References:
1. Awosan, C. I., Sandberg, J. G., & Hall, C. A. (2011). Understanding the experience of Black clients in marriage and family therapy. Journal of Marital and Family Therapy, 37(2), 153-168.
2. Brondolo, E., Ng, W., Pierre, K. J., & Lane, R. (in press). Racism and mental health: Examining the link between racism and depression from a social cognitive perspective. In. A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), Contextualizing the cost of for people of color: Theory, research, and practice. Washington DC: American Psychological Association.
3. Bryant-Davis, T., & Ocampo, C. (2006). Theoretical perspectives: A therapeutic approach to the treatment of racist-incident-based trauma. Journal of Emotional Abuse, 6(4), 1-23.
4. Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(1241), 1241-1299.
5. Elliot, E. E., Bjelajac, P., Fallot, R. D., Markoff, L.S., & Reed, B.C.. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology 33(4), 461-477.
6. Lee, D. L., & Ahn, S. (2013). The relation of racial identity, ethnic identity, and racial socialization to discrimination-distress: A meta-analysis of Black Americans. Journal of Counseling Psychology, 60, 1–14.
7. Martinque K. J., & Pritchett-Johnson, B. (2018). “Invincible Black Women”: Group Therapy for Black College Women. The Journal for Specialists in Group Work, DOI: 10.1080/01933922.2018.1484536
8. Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: A meta-analytic review. Psychological Bulletin, 140(4), 921–948. doi:10.1037/a0035754
9. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32, 2-47. doi:10.1007/s10865-008-9185-0

Afternoon Open Sessions
1 ½ Hour Open Sessions
(2:45 pm 4:15 pm-Eastern)

205-5. Plentiful, Enough and None at All: Case Examples of Resource Allocation to Group Psychotherapy Training in Psychiatry Residency

Presented under the auspices of the AGPA Psychiatry SIG

Seamus Bhatt- Mackin, MD, FAPA, CGP,
Private Practice, Brooklyn, New York

Meenakshi Denduluri, MD,
Stanford Department of Psychiatry, Palo Alto, California 
Mariam Rahmani, MD, FAPA, DFAACAP,
Child & Adolescent Psychiatrist, University of Florida, Gainesville, Florida
Joe Wise, MD, CGP,
Private Practice, New York, New York
 Brian Wu, MD, PhD,
Psychiatry Residency Program, LAC+USC Medical Center, Los Angeles, California

ACGME, the accreditation body for psychiatry programs, does not require any experience in the multi-person therapies (couples, family, group) during residency training. As a result, there is wide range in the resources allocated to training in group psychotherapy (curricular didactics, resident time leading groups in inpatient and outpatient settings, qualified experienced group supervisors, etc). In this panel presentation, we will confront the situation by hearing from psychiatry residents and faculty from programs across a spectrum from plentiful resources to none.

Learning Objectives:
The attendee will be able to:
1. State the history, trends and current status group psychotherapy training in psychiatry residency programs in the United States.
2. Compare different models with different resources allocated for group psychotherapy training in psychiatry residency programs in the US.
3. Identify strengths and weaknesses across the different training models.

Course References:
1. Gans, J.S., Rutan, J.S., & Wilcox, N. (1995). T-groups (training groups) in psychiatric residency programs: facts and possible implications. International Journal of Group Psychotherapy. 45,169‐183.
2. Khawaja I.S., Pollock, K., & Westermeyer, J.J. (2011). The diminishing role of psychiatry in group psychotherapy: a commentary and recommendations for change. Innovations in Clinical Neuroscience. 8, 20‐23.
3. Sunderji, N., Malat, J., & Leszcz, M. (2013). Group Day: Experiential Learning About Group Psychotherapy for Psychiatry Residents at University of Toronto. Academic Psychiatry 37, 352–354.
4. Swiller, H.I. (2011). Process groups. International Journal of Group Psychotherapy. 61, 262‐273.
5. Yalom, I.D. & Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy. 6th ed. New York: Hachette Books.

Afternoon Open Sessions
2 ½ Hour Open Sessions
(2:45 pm-5:15 pm-Eastern)

309. Women and Aggression:  History, Healing and Power

Jeanne Bunker, LCSW, CGP, FAGPA,
Private Practice, Austin, Texas
Jan Morris, PhD, ABPP, CGP, FAGPA,
Private Practice, Austin, Texas

Alexis Abernethy, PhD, CGP, FAGPA,
School of Psychology & Marriage and Family, Fuller Theological Seminary, Pasadena, California
Nanine Ewing, PhD, BC-DMT, CGP, FAGPA,
Private Practice, Houston, Texas
Nancy Kelly, PhD, MSSW, CGP, FAGPA,
Faculty, Center for Group Studies, Santa Fe, New Mexico

Women group leaders are underrepresented in the literature on how women experience and work effectively with their own and their group members' aggression.  This open session will present three papers exploring the unique strengths and challenges for women, including stories that underlie subjective and objective countertransference and resistance.

Learning Objectives:
The attendee will be able to:
1. Distinguish types of direct and indirect aggressive expression common in women group leaders
2. Identify and describe at least three factors affecting subjective countertransference in women group leaders as they work with aggression in themselves and in their groups.
3. Describe how subjective countertransference can lead to countertransference resistance in women group leaders.
4. Describe the factors that help women become better able to use their aggression effectively in group treatment.

Course References:
1. Brown, B. (2017). Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone. Random House.
2. Cohen, P., & Wright, E. (2006).  Bridging the gender gap: Men and women in group. Group, 30:3.
3. Gilligan, C., & Snider, N. (2018). Why Does Patriarchy Persist? Medford, Massachusetts: Polity Press. 
4. Goldberg, J. (1979).  Aggression and the female therapist.  Modern Psychoanalysis, 4: 209-222.
5. Holmes, L. (2011). Gender dynamics in group therapy. Group, 35:3, Fall.
6. McWilliams, N. (1991). Mothering and fathering processes in the psychoanalytic art. The Psychoanalytic Review, 78:4.
7. Perez, C.C. (2019). Invisible Women: Data Bias in a World Designed for Men. Abrams Press.
8. Rosenthal, L. (1987). Resolving resistance in group psychotherapy. Northvale, NJ: Jason Aronson.
9. Reston, M. (2019, November 23). Fiona Hill left a legacy for angry women during impeachment hearing. CNN. https://www.cnn.com/2019/11/23/politics/fiona-hill-angry-women-impeachment-hearing/index.html
10. Traister, R. (2018). Good and Mad: The Revolutionary Power of Women’s Anger. Simon & Schuster.
11. Zuckerman, J.R. (2019). Nasty Women: Toward a New Narrative on Female Aggression, Contemporary Psychoanalysis, 55: 3, 214-251, DOI: 10.1080/00107530.2019.1637392

310. Contemporary Group Psychotherapy Research

Presented under the auspices of the AGPA Research SIG

Joseph R. Miles, PhD
Zipora Shechtman, PhD, DFAGPA
Rainer Weber, PhD

This is the Research SIG's annual paper session presenting current research in group psychotherapy. In this paper session panelists present new, clinically-relevant research findings, with time for discussion and questions from the audience.

Presentation details TBA

311. A Tale of Two Cities: Pandemic Response Narratives from New York and Chicago

Marcia Nickow, PsyD, CADC, CGP,
Private Practice, Chicago, Illinois

Stephanie Friedman, MD,
Mount Sinai Morningside, New York, New York
Rachel Kaplan

Nelly Katsnelson, MD, CGP, AECOM,
Montefiore Medical Center, Bronx, New York 

The coronavirus pandemic exposed interconnected cracks, instability and uncertainty across all layers of U.S. health care systems, including hospitals, psychiatric facilities and addiction treatment centers. The presenters will share narratives from health care organizations in New York and Chicago, where they have established support groups and other initiatives for professionals and workers carrying the largest COVID-19 burden. The presenters will hold space for attendees to unpack struggles with systemic barriers to quality care and ethical practice, and advance creative solutions.

Learning Objectives:
The attendee will be able to:
1. Describe five examples of institutional cracks, gaps and walls as well as institutional neglect and abuse associated with the coronavirus pandemic.
2. Explain interrelationship (including parallel process) between leadership crisis in American society and organizational cultures,
3. Identify five ways institutional barriers impact workplace physical and psychological safety. 
4. Define moral injury and explain its association with the COVID pandemic.
5. List five benefits of virtual and onsite support groups for professionals and health care workers as cultures of resilience.
6. Illuminate the value of virtual support groups related to COVID-19 (including those sponsored by AGPA) for mental health group leaders as cultures of resilience and ongoing antidote to traumatization.
7. Explain use of support groups to target burnout related to the COVID crisis, build cohesion among organizational teams and add meaning to the lives of people on or near the front lines. 
8. Identify five ways that mental health practitioners can creatively work inside and also outside institutions to develop and facilitate supportive groups.

Course References:
1. Bell, H., Kulkarni, S., & Dalton. (2003). Organizational prevention of vicarious trauma.  Families in Society: The Journal of Contemporary Human Services, 84, 463-470.
2. Counselman, E., & Alanso, A. (1993) The Ill Therapist: Therapists’ Reactions to Personal Illness and Its Impact on Psychotherapy, American Journal of Psychotherapy, 47, 4, 591-602.
3. Bell, H., Kulkarni, S. & Dalton.  (2003). Organizational prevention of vicarious trauma. Families in Society: The Journal of Contemporary Human Services, 84, 463-470.
 4. Despeaux, K. (2019).  A randomized controlled trial assessing the efficacy of group psychological first aid. Journal of Nervous and Mental Disease, 207(8), 626–632.
 5. Everly, G. S., Phillips, S. B., Kane, D., & Feldman, D. (2006).  Introduction to and overview of group psychological first aid. Brief Treatment and Crisis Intervention, 6(2), 130-136.
 5. Figley, C. (2002).  Compassion fatigue: Psychotherapists’ chronic lack of self-care.  Psychotherapy in Practice, 58(11), 1433-1441.
 6. Halpern, J., & Vermeulen, K. (2017).  Disaster mental health interventions: Core principles and practices.  New York, NY: Routledge.
 7. Halpern, J., Nitza, A., & Vermeulen, K. (2019).  Disaster Mental Health Case Studies: Lessons Learned from Counseling in Chaos.  New York, NY: Routledge.
 8. Hobfoll, S., Watson, P. et al. (2007).  Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence.  Psychiatry: Interpersonal and Biological Processes 70(4), 283-315.
9. Phillips, S. (2017).  Reducing Disaster’s Impact: A Simple Guide to Psychological First Aid.  Psych Central. Retrieved on June 23, 2020, from  https://blogs.psychcentral.com/healingtogether/2012/11/reducing-disasters-impact-a-simple-guide-to-psychological-first-aid/
10. Phillips, S. B. (2020). Medical Illness as Psychological Trauma: Overlooked Pain-Blog Retrieved from https://blogs.psychcentral.com/healing-together/2012/04/medical-illness-as-psychological-trauma-overlooed-pain
11. Sandoiu, A. (2020, March 25). Medical News Today Retrieved from
12. Sansbury, B. S., Graves, K., & Scott, W. (2015).  Managing traumatic stress 
responses among clinicians: Individual and organizational tools for self-care.  Trauma, 17(2), 114-122.
13. Simpson, L. R., & Starkey, D. S. (2006).  Secondary traumatic stress, compassion fatigue, and counselor spirituality: Implications for counselors working with trauma.  Retrieved October 26, 2020, from https://www.counseling.org/Resources/Library/Selected%20Topics/Crisis/Simpson.htm
14. Weinberg, H., & Rolnick, A. (2020). Theory and practice of online therapy:
Internet-delivered interventions for individuals, groups, families and organizations. New York, NY: Routledge.

Afternoon Workshops
1 ½ Hour Workshops
(2:45 pm-4:15 pm-Eastern)

Workshop 46-5. On the Topic of Starting Interpersonal Process Groups in Private Practice

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

Jeff Grossman, LPC-MHSP, CGP,
Private Practice, Nashville, Tennessee

This workshop will teach the attendee how to start a therapy group in a private practice setting. We will discuss online marketing strategies, solo vs. co-leading your new group, tools for generating group referrals and the various referral types, diversity considerations, the importance of the screening interview, preparing new members for group, and therapist resistance to starting a group.

Learning Objectives:
The attendee will be able to:
1. Name two strategies to utilize online marketing. 
2. Differentiate the advantages and disadvantages of solo vs. co-facilitating a therapy group.
3. Differentiate the advantages and disadvantages of self vs. other referrals to group.
4. Identify the three common emotions that arise when attempting to start a new therapy group.

Course References:
1. Yalom, I. D., & Leszcz, M. (2005). The selection of clients. In The theory and practice of group psychotherapy (pp. 231-258). New York: Basic Books.
2. Ormont, L. R., & Furgeri, L. M. B. (2001). The technique of group treatment: The collected papers of Louis R. Ormont, Ph. D. Madison, Conn: Psychosocial Press.
3. Zeisel, E.M. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Psychoanalysis, International Journal of Group Psychotherapy, 59(3), 421-432, DOI: 10.1521/ijgp.2009.59.3.421
4. Black, A.E.(2017). On Attacking and Being Attacked in Group Psychotherapy. International Journal of Group Psychotherapy, DOI: 10.1080/00207284.2016.1260459
5. Chang-Caffaro, S. & Caffaro, J. (2018). Differences that Make a Difference: Diversity and the Process Group Leader. International Journal of Group Psychotherapy, 68:4, 483-497, DOI: 10.1080/00207284.2018.1469958

Workshop 47-5. Psychologically Need Supportive Leadership: Thriving Groups with Action Motivation

Presented under the auspices of the AGPA Organizational Consulting SIG

Ozge Kantas, PhD,
University of Rochester, Rochester, New York

Blending human motivation principles with psychodrama techniques, this workshop offers an experiential and didactic format to enable participants to distinguish their leadership styles. On the basis of Self-Determination Theory (2017) and relying on action methods, the members will experience the best supportive practices in terms of facilitating engagement, commitment, cohesion, psychological safety, and need satisfaction to navigate in their own groups, even in challenging times.

Learning Objectives:
The attendee will be able to:
1. Define the basic psychological needs universal to human experience for effective functioning.
2. Identifying and analyzing  person or group specific ways of satisfying those needs.
3. Comparing the outcomes of the leader’s motivational styles as supportive and frustrative during change management.
4. Work through the effectiveness of motivational and goal quality by action methods.
5. Design creative intervention settings with sociometry and psychodrama techniques to match therapy, training, and consultancy goals.

Course References:
1. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
2. Ryan, R. M., Deci, E. L. (2019). In A. J. Elliot (Ed.), Brick by brick: The origins, development, and future of self-determination theory. , 6 (pp. 111-156) Cambridge, MA.: Elsevier Inc.
3. Vansteenkiste, M., Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280.
4. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 ,68-78.
5. Pio-Abreu, Jose Luis, & Villares-Oliveira, C. (2007). How Does Psychodrama Work? In B. Clark, J. Burmeister, and M. Maciel (Eds.): Psychodrama: Advances in Theory and Practice. Taylor and Frances: USA.

Workshop 48-5. Together Through Song: The Power of Communal Singing to Elevate Mood and increase Connection

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


Geraldine Alpert, PhD, CGP, LFAGPA, Private Practice, San Rafael, 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.

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. Personally experience 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. Bailey, B.A., & Davidson, J.W.  (2005). Effect of Group Singing and Performance for Marginalized and Middle Class Singers. Psychology of Music. Vol 33 (3) 269.
2. Bailey, B.A. and Davidson, J.W.  (2003). Perceived Holistic Health Benefits of Three Levels of Music Participation. Proceedings of the 5thTriennial ESCOM Conference.  220-223. 
3. BBC Reports and Videos: “Trust Me I’m a Doctor”   September 2018; & “Singing in a Choir Brings Both Health and Happiness.  BBC news oct 14 2011  
4. Beck, R.J. (2000). Choral Singing, Performance Perception, and Immune System Changes in Salivary Immunoglobulin A and Cortisol. Center for Learning through the Arts. Paper 20000315RB.
5. Beck, R.J., Gottfried, T.J., Hall, D.J., Cisler C.A., & Boseman, K.W. (2006). Supporting the Health of College Solo Singers: The Relationship of Positive Emoions and Sress to Changes in Salifvary IgA and Cortisol During Singing. Journal for Learning through the Arts, vol 2, no 1 article 19.
6. Caetano K.A.S., Ferreira,I.M.F., Mariotto L.G.S Vidal, CL, Neufeld, CB, &Reis,A..C. (2019). Choir Singing as an Activity to Manage Anxiety and Temporomandibular Disorders: Reports from a Brazilian sample. Psychology of Music, vol. 47, 1: pp. 96-108. 
7. Chorus America How Children and Adults and Communities Benefit from Choruses: The Chorus Impact Study.  (2009 ) Chours America, Washington D.C. 
8. Clift, S., Hancox, G., Morrison, I., Hess, B., & Kruetz, G. (2007). Choral singing and psychological wellbeing: Findings from English choirs in a cross-national survey using the WHOQOL-BREF. Proceedings of the International Symposium of Performance Science.
9. Clift, S.M., & Hancox, G. (2001). The Perceived Benefits of Singing: findings from Preliminary Surveys of a University College Choral Society. Perspectives in Public Health, 121 (4) 248-256.
10. Code Red Song: Helping Children Deal with Terror. (2012). http://www.youtube.com/watch?v=SoB1AjVCueU
11. Dingle G.A., Williams, E., Jetten, J., & Welch, J. (2017). Choir Singing and Creative Writing Enhance Emotion Regulation in Adults with Chronic Mental Health Conditions. British Journal of Clinical Psychology, 
12. Fancourt, D., & Perkins, R.(2018). Effect of singing interventions on symptoms of postnatal depression: Three-arm randomised controlled trial.  Journal of Psychiatry. 2018 Feb; 212(2):119-121.
13. Fancourt, D., Williamon, A., Carvalho, L. A., Steptoe, A., Dow, R., & Lewis, I. (2016). Singing modulates mood, stress, cortisol, cytokine and neuropeptide activity in cancer patients and caregivers. Ecancermedicalscience, 10. doi:10
14. Fogg-Rogers, L., Buetow, S.,  Talmage, A., McCann, C.M., Leão. S.H., Tippett ,l., Joan Leung, J., McPherson, K.M. & Purdy, S.C. (2016). Choral Singing Therapy following Stroke or Parkinson’s Disease: An Exploration of Participants’ Experiences, Disability and Rehabilitation, 38: 10, 952.
15. Gridley, H., Astbury, J., Sharples,J., & Aguirre, C. (2011). Benefits of group singing for community mental health and wellbeing., Victorian Health Promotion Foundation, Carlton, Australia.
16. Johnson, J., Louhivuori, J., Stewart, A.L., Tolvanen, A., & Ross, L. (2013)., Era P.Int Psychogeriatr. 2013 July; 25(7): 1055–1064. 
17. Johnson, J.K., Stewart, A.L., Acree, M., Nápoles, A.M., Flatt, J.D., Max, W.B., Gregorich, S.E. (2018). A Community Choir Intervention to Promote Well-being among Diverse Older Adults: Results from the Community of Voices Trial. J Gerontol B Psychol Sci Soc Sci. 2018 Nov 09
18. Kenny, D.T., &Faunce, G., (2004). The Impact of Group Singing on Mood, Coping and Perceived Pain in Chronic Pain Patients Attending a Multidisciplinary Pain Clinic. Journal of Music Therapy, Fall 2004, 41, 3.
19. Kreutz, G., Bongard, S., Rohrmann, S., Dodapp, G., & Grebe, D. (2004). Effects of Choir Singing or Listening on Secretory Immunoglobulin A, Cortisol, and Emotional State. Journal of Behavioral Medicine, 27(6), 623-635.
20. Unwin, M., Kenny, D., &Davis, .J. (2006). The Effects of Group Singing on Mood. Psychology of Music, 30: 2, 175-185 (2002).
21. Benzon, W.L. (2001). Beethoven’s Anvil: Music in Mind and Culture. Oxford: Oxford University Press.
22. Dunbar, R. (1996). Grooming, Gossip and the Evolution of Language, London: Faber and Faber Limited.
23. Dunbar, R. (2004). The Human Story: A New History of Mankinds Evolution ,London: Faber and Faber Limited.
24. Fancourt, D., & Perkins, R. (2018). The Effects of Mother–Infant Singing on Emotional Closeness, Affect, Anxiety, and Stress Hormones Music & Science Volume 1: 1–10
25. Fernold, A. (1992). Meaningful Melodies in Mothers Speech. In Non verbal Vocal Communication: Comparative and Developmental Perspectives (ed H. Papousek, U. Jurgens and M. Papousek)262-83 Cambridge: Cambridge University Press.
26. 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.
27. Kreutz, G. (2014). Does singing facilitate social bonding? Music & Medicine, 6(2), 51–60. 
28. Levitan, D. (2008). The World In Six Songs: How the Musical Brain Created Human Nature. London, Penguin Books.
29. Lindenberger, U., Li, S.C., Gruber, W., Muller, V. (2009). Brains swinging in concert: Cortical phase synchronization while playing guitar. BMC Neuroscience 10: doi: 10.1186/1471-2202-10-22
30. Malloch, S.N. (1999). Mothers and Infants and Communicative Musicality. Musicae Scientiae Special Issue 199-2000, 29-57.
31. Müller, V., Lindenberger, U. (2011). Cardiac and Respiratory Patterns Synchronize between Persons during Choir Singing. PLoS ONE 6(9): e24893. doi:10.1371/journal.pone.0024893
32. McNeil, W. (1995). Keeping Together In Time: Dance and Drill in Human History. Cambridge MA. Harvard University Press.
33. Mithin S. (2005). The Singing Neanderthals, The Origins of Music, Language, Mind and Body.     London: Weidenfeld and Nicholson Ltd.
34. Pearce, E., Launay, J., Dunbar, R.I.M. (2015). The Ice-Breaker Effect: Singing Mediates Fast Social Bonding.R. Soc. open sci.
35. Russell, D. (2008). Abiding Memories: the Community Singing Movement and English Social Life in the 1920’s, Popular Music, 27 (1) 117-133
36. Vaag,J.,  Saksvik, P., Theorell, T., Skillingstad, T., &  Bjerkeset, O. (2013). Sound of well-being – choir singing as an intervention to improve well-being among employees in two Norwegian county hospitals, Arts & Health: An International Journal for Research, Policy and Practice,  (5) 93-102.
37. Vickhoff, B., Malmgren, H., Åström, R., Nyberg, G., Ekström, S.R, Engwall, M., Snygg, J., Nilsson, M. & Jörnsten, R. (2013). Music structure determines heart rate variability of singers. Front. Psychol. 4:334. doi: 10.3389/fpsyg.2013.00334
38. Andari, E., Duhamel, J.R.,  Zalla, T., Herbrecht, E., Leboyer, M., Sirigu, A. (2010).  Promoting Social Behavior with Oxytocin in High Functioning Autism Spectrum Disorders.  Proceedings of the National Academy of Science of the United States of America.  doi: 10.1073/pnas.0910249107
39. Carter, C. S. (1998). Neuroendocrine Perspectives on Social Attachment and Love. Psychoneuroendocrinology, 23, 779–-818 
40. Feldman, R., Weller, A., Zagoory-Sharon, O., & Levine, A. (2007). Evidence for a Neuroendocrinological Foundation of Human Affiliation: Plasma Oxytocin Levels Across Pregnancy and the Postpartum Period Predict Mother-Infant Bonding. Psychological Science, 18 (11) p.96-970.
41. Freeman, W.J. (2000). A Neurobiological Role of Music in Social Bonding. In  Wallin, N., Merkur, B., & Brown, S (Eds.), The Origins of Music Cambridge, MA: MIT Press, p411-424.
42. Grape, C., Sandgren, M., Hansson, L.O., Ericson, M., & Theorell, T. (2003). Does Singing Promote Wellbeing?: Empirical Study of Professional and Amateur Singers During A Singing Lesson. Integrative Physiological Behavioral Science, 38(1) 65-74.
43. Insel, T.R., & Young, L.J. (2001). The Neurobiology of Attachment. Nature Reviews Neuroscience, 2, 129–136.
44. Kosfeld, M., Heinrichs, M., Zak, P.J., Fischbacher, U., & Fehr, E. (2005). Oxytocin Increases Trust in Humans. Nature, 435, 673–676.
45. Lim, M.M,  Wang, Z., Olazábal, D.E.., Ren, X.,  Terwillige, E.F., & Young, L.J. (2004). Enhanced partner preference in a promiscuous species by manipulating the expression of a single gene.  Nature 429, 754-757 (17 June 2004) | doi:10.1038/nature02539
46. The story of the weeping camel: (2003) Video Source: Dailymotion Video published: 05/12/2012 09:48:32
47. Uvnas-Moberg, K. (1998). Oxytocin May Mediate the Benefits of Positive Social Interaction and Emotions. Psychoneuroendocrinology 23, 819–-835.

Afternoon Workshops
2 ½ Hour Workshops
(2:45 pm-5:15 pm-Eastern)

Workshop 49. Encountering the “Other” in Group Therapy

Simon Bresler, LCSW, CGP,
Private Practice, New York & Westchester, New York
Kerin Nadler, MS, LCAT, BC-DMT, CGP,
Private Practice, Mount Sinai Hospital, New York, New York

In challenging times, we take refuge in our affiliations, overestimate our differences, and live in the comfort of our narratives. This workshop explores the ways we engage with and identify as the “Other,” both intrapsychically and interpersonally, and through the metaphors of Maurice Sendak’s “Where the Wild Things Are.”

Learning Objectives:
The attendee will be able to:
1. Explore who/what is the “Other,” and where it may be located.
2. Investigate underlying dynamics that motivate pathological “Othering.”
3. Elucidate underlying dynamics that motivate healthy “Othering.”
4. Identify signs that “Othering” is occurring. 
5. Establish 6 leadership skills to address “Othering.”

Course References:
1. Aron, L. (2006). Analytic impasse and the third: Clinical implications of intersubjectivity theory. The International Journal of Psychoanalysis, 87(2), 349-368.
2. Berman, A. (2014). Post-Traumatic Victimhood and Group Analytic Therapy: Intersubjectivity, Empathic Witnessing and Otherness. Group Analysis, 47(3), 242-256.
3. Brons, Lajos L. (2015). Othering, an analysis. Transcience, a Journal of Global Studies 6 (1):69-90.
4. Gillespie, A. (2007). Collapsing self/other positions: Identification through differentiation. British Journal of Social Psychology, 46(3), 579-595.
5. Rosenberg, M. (2015). Nonviolent Communication: A Language of Life: Life-Changing Tools for Healthy Relationships. PuddleDancer Press.
6. Rozmarin, E. (2019). The Subject of Otherness, the Subject as Otherness. Psychoanalysis Today.
7. Suchet, M. (2010). Face to face. Psychoanalytic Dialogues, 20(2), 158-171.

Master Workshop 50. Attachment-Focused Somatic Experiencing Group Psychotherapy

Carlos Canales, PsyD, CGP, FAGPA,
Vida Psychotherapy, Des Moines, Iowa

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

In a time of social distancing and screen mediated psychotherapy, it is paramount to underline basic tenets of self and other regulation and connection. After all, fostering secure bonds may be humanity’s most important survival response. Informed by our bodies, we mobilize towards, against, or away from others. This clinical approach uses sensory and bodily awareness cultivated for the purposes of presence, self and other regulation, empathic witnessing, and interrelating. Essential concepts will be demonstrated experientially and didactically.

Learning Objectives:
The attendee will be able to:
1. Increase their familiarity with an attachment-focused practice and somatic experiencing. 
2. Experience and articulate moments of physiological change (neuroception) around states of intrapsychic or interpersonal safety and danger. 
3. Assess aliveness, connection, disconnection, and deadness in communication. 
4. Describe the mechanisms by which secure bonds facilitate emotional self-regulation and dialogue. 
5. Name two interventions for engaging others using physiological awareness.

Course References:
1. Cohen, S.L. (2011). Coming to our senses: the application of Somatic Psychology to Group Psychotherapy. International Journal of Group Psychotherapy, 61 (3), 397-413. 
2. Flores, P.J. & Porges, S.W. (2017). Group Psychotherapy as a Neural Exercise: Bridging Polyvagal Theory and Attachment Theory, International Journal of Group Psychotherapy, 67 (2), 202-222.
3. Marmarosh, C.L. (2017). Attachment in Group Psychotherapy: bridging theory, research, and clinical techniques. International Journal of Group Psychotherapy, 67 (2), 157-160.
4. Riordan, J.P., Blakeslee, A., & Levine, P.A. (2019). Attachment focused-somatic experiencing: Secure phylogenetic attachment, dyadic trauma, and completion across the life cycle. International Journal of Neuropsychotherapy, 7(3), 57-90. 
5. Taylor, P.J., & Saint-Laurent, R. (2017). Group psychotherapy informed by the principles of Somatic Experiencing: moving beyond trauma to embodied relationship. International Journal of Group Psychotherapy, 67, 171-181.

Workshop 51. Gaslighting as an Example of Ethical and Clinical Boundary Violations

Robert Pepper, LCSW, PhD, CGP, FAGPA,
Director of Training  and Education, Long Island Institute for Mental Health, New York, New York

Taken from the movie 'Gaslight', gaslighting refers to the process of undermining perceptions of reality. The focus of this workshop is the hazard of gaslighting in group psychotherapy.   The danger in group is two-fold:1} a member's view of reality is interpreted as transference rather than a realistic view. 2} The shared culture of the group may protect the leader from too close scrutiny.  We will also examine how group process can ameliorate the danger of gaslighting.

Learning Objectives:
The attendee will be able to:
1. Participants will be able to identify gaslighting when it occurs in group therapy.
2.  Identify boundary crossings from boundary violations. 
3. Identify factors that ameliorate gaslighting.

Course References:
1. Dorpat, T. (1996). Gaslighting, The Double Whammy, Interrogation and Other Methods of Covert Control in Psychotherapy and Analysis. New Jersey: Jason Aronson.
2. Goffman, E. (1961). Asylums. New York: Anchor Books.
3. Kirsner, D. (2000). Unfree Associations. London: Process Press.
4. Pepper, R.S. (2014). Emotional incest in group psychotherapy--A conspiracy of silence. Lanham, MD: Rowman & Littlefield.

Workshop 52. “Am I My Brother’s Keeper?”  An Exploration of Sibling Dynamics: How They Influence the Roles We Take and the People We Become in Groups

Brett Kociol, PsyD,
The Wise Mind Institute, Redwood City, California
Yair Kramer, PsyD,
Mount Sinai, New York, New York
Terri Lipkin, PsyD,
HMH-JFK Medical Center, Center for Behavioral Health, Edison, New Jersey
Benjamin Mueller, PsyD,
Albany Medical Center, Department of Psychiatry, Albany, New York

Siblings are one of the few people in the world who know what it is like to grow up in our family. And yet, our siblings’ experiences frequently differ from our own.  This workshop will explore this unique affiliation, the intense feelings of love, rivalry, connection, envy, and loss that arise in these formative bonds and how they establish a template for future relationships.

Learning Objectives:
The attendee will be able to:
1. Describe how their personal sibling dynamics have impacted their sense of self and their choice of roles as members of groups.
2. Name how their personal sibling dynamics have impacted their work as individual and/or group clinicians.
3. Classify different types of sibling dynamics through participation in the here-and-now of the experiential process group.
4. Describe applications of family systems theory and birth order to interpersonal relationship templates and the development of social roles.
5. Identify the intersection of their own social identities and the role that this played in their sibling relationships.

Course References:
1. Caffaro, J.V., Conn-Caffaro, A. (2003). Sibling Dynamics and Group Psychotherapy. International Journal of Group Psychotherapy: Vol. 53, No. 2, pp. 135-154.
2. Rabin, H.M. (2011). Peers and Siblings: Their Neglect in Analytic Group Psychotherapy. Group: Vol 35, No. 4, pp. 279-288. 
3. Rutan, J. S., Stone, W. N., & Shay, J. J. (2014). Psychodynamic group psychotherapy (5th ed.). New York, NY, US: Guilford Press.
4. Shapiro, E.L., Ginzberg, R. (2001). The Persistently Neglected Sibling Relationship and Its Applicability to Group Therapy. International Journal of Group Psychotherapy: Vol. 51, No. 3, pp. 327-341.
5. Parker, V. (2019). A group-analytic exploration of sibling matrix: How siblings shape our lives. Routledge Publishers.
6. Ashuach, S. (2019). Enactments of sibling relationships in a group. GASi Contexts, 85. https://groupanalyticsociety.co.uk/contexts/issue-85/article

Workshop 53. Balint Groups: A Facilitated Group Experience to Enhance Clinician Empathy and Explore Patient-Provider Relationships in Medical Settings and Beyond

Katherine Margo, MD,
Associate Professor Emeritus, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
Jeffrey Sternlieb, PhD,
Retired, Wyomissing, Pennsylvania 
Kathy Ulman, PhD, CGP, DFAGPA,
Harvard Medical School, Massachusetts General Hospital, Boston, Massachusetts 
Alan Witkower, EdD, CGP

This workshop will provide an introduction to Balint groups as applied to medical and behavioral health clinicians.  After an introduction to the theory and practice of the Balint Method, attendees will then participate in or observe two demonstration groups.  Each group will have a debriefing review of the experience. At the conclusion of the demonstration groups, there will be a discussion of the application of Balint groups to a variety of settings including the use of on-line groups.

Learning Objectives:
The attendee will be able to:
1. Describe the benefits of Balint group participation for reducing provider burnout and compassion fatigue.
2. Illustrate the distinct elements/stages of a Balint group process.
3. Distinguish the differences between group psychotherapy and Balint group work.
4. Describe how to focus the groups attention on the provider's dilemma, the patient's dilemma, and the provider-patient relationship.

Course References:
1. Balint, M. (1977). The doctor, his patient and the illness. 2nd Edition, London, UK. Pitman Papers also published by International Universities Press, NY, 1988.
2. Ornstein, P. (1977). The family physician as a "therapeutic instrument."  The Journal of Family Practice, Vol 4, 659-61.
3. Broc, C. and Salinsky, J.   (1993). Empathy: An essential skill for understanding the physician patient relationship in clinical process. Family Medicine,Vol 25, 245-8.
4. Lichtenstein, A. & Lustig, M. (2006). Integrating intuition and reasoning: How Balint groups can help medical decision making.  Australian Family Physician, Vol. 35, 987-989.
5. Johnson, A.H., Brock, C. D., & Zacarias, A. (2014). The Legacy of Michael Balint. Int'l J. Psychiatry in Medicine. Vol 47(3), 175-192.
6. Milberg, L. & Knowlton, K. (2019). "Restoring the core of clinical practice: What is a Balint group and how does it help?" 
7.Huang, H., Zhang, H., Xie, Y., Wang, S., Cui, H., et al. (2019). Effect of Balint group training on burnout and quality of work among intensive care nurses: A randomized controlled trial.  Neurology, Psychiatry, and Brain Research, 35, 16-21.

Workshop 54. What's the Fun of Functional Subgrouping? I'd Rather Fight

Dayne Narretta, LCSW, BCD, CGP, FAGPA,
Private Practice, Baton Rouge, Louisiana 
Deborah Woolf,
Systems-Centered Training & Research Institutes, Belmont Psychological Associates, Philadelphia, Pennsylvania

Functional subgrouping is the core method used in SCT to implement the theory statement that all living systems survive, develop and transform by discriminating differences in the apparently similar and similarities in the apparently different. This workshop will introduce and practice the behaviors that support functional subgrouping.

Learning Objectives:
The attendee will be able to:
1. Describe how functional subgrouping helps systems to integrate, rather than split off differences.
2. Apply two behaviors that support functional subgrouping.
3. Describe how functional subgrouping helps to activate one's observing system.

Course References:
1. Agazarian, Y.M. (2012). Systems-centered group psychotherapy: Putting theory into practice. International Journal of Group Psychotherapy, 62(2) 171-195. doi: 10.1521/ijgp.2012.62.2.171
2. Davis, R. (2013). Creating the conditions for all voices to be heard: Strategies for working with differences. e-O&P Journal of the Association for Management Education and Development, 20(1), 23-29.
3. Gantt, S.P., & Adams, J.M. (2010). Systems-centered training for therapists: Beyond stereotyping to integrating diversities into the change process. Women & Therapy, 33(1), 101-120. doi: 10.1080/02703140903404812
4. Gantt, S.P., & Agazarian, Y.M. (2010). Developing the group mind through functional subgrouping: Linking systems-centered training (SCT) and interpersonal neurobiology. International Journal of Group Psychotherapy, 60(4), 515-544. doi: 10.1521/ijgp.2010.60.4.515
5. Gantt, S.P., & Agazarian, Y.M. (2017). Systems-centered group therapy. International Journal of Group Psychotherapy, 67(sup1), S60-S70. doi: 10.1080/00207284.2016.1218768
6. Gantt, S.P. (2018). Developing groups that change our minds and transform our brains: Systems-centered's functional subgrouping, its impact on our neurobiology, and its role in each phase of group development. Psychoanalytic Inquiry: Today's Bridge Between Psychoanalysis and the Group World [Special Issue], 38(4), 270-284.   doi: 10.1080/07351690.2018.1444851

Workshop 55. Sensory Awareness and Embodied Attunement Through Movement to Music: The Royal Road to Affect and Immediacy

Suzanne Cohen, EdD, CGP-R, FAGPA,
Private Practice, Newton, Massachusetts

Sensory experience and the body’s intelligence bring the group fully into the here and now.  Through movement to music (The Nia Technique Freedance), sensory based group consultation, and group process, we will study the power of  embodied attunement in accessing affect and tapping into immediacy.   All bodies are welcome, all and any age, ethnicity, body type, gender, race, and ability.   Please wear comfortable clothing and clear a space in your home/office for movement.

Learning Objectives:
The attendee will be able to:
1. Define Embodied Attunement: Therapists who are aware of their own body experiences are better able to receive communications by  physically resonating with and  accurately decoding  non-verbal cues and behaviors of others.  
2. Identify the five Stages of Development of Embodied Attunement:  attending to sensory experiences; witnessing, observing, noticing without judgment or analysis; naming sensory experiences with sensory language; noticing emotions or emotional charge associated with sensory experience; meaning making, understanding and deepening meaning through associations, images, memories, beliefs.  
3. Apply Embodied Attunement of Group Therapist in Relationship to groups  
Bringing embodied attunement into relationships, allowing one’s body to resonate with others’ bodies through seeing, sensing, hearing; decoding non-verbal cues and behaviors; discerning those  sensory experiences coming from within and those arising from resonating with group member(s) ; implicit relational knowing
4. Identify the role of music in expressive movement:    Music awakens emotions and triggers movement of energy in the body; music provides resonance and vibration, rhythm, tones, sound and silence.  Music stimulates the nervous system and moves the body.  In expressive movement, we allow the body to respond, rather than controlling, manipulating, or thinking about moving.  We begin in a state of RAW (relaxed, alert, waiting):  relaxed body, alert mind (in the present moment, not in past or future), waiting with open attention. Through music we have the lived experience of our body, mind, and emotions, in relationship to ourselves and others.

Course References:
1.  Cohen, S. L. (2010). Coming to our Senses: Application of Somatic Psychology to Group Psychotherapy, International Journal of Group Psychotherapy, 61(3):  397-413
2. Fogel, A. (2009). Body Sense.  New York, NY: WW Norton.
3. Ogden, P., Minton, K, Pain, C. (2006). Trauma and the Body:  A Sensorimotor Approach to Psychotherapy.  NY, NY:  WW. Norton.
4.  Rosas, D, & Rosas, C (2004). The Nia Technique.  NY:  Broadway Books.
5.  Van der Kolk, B. (2014). The Body Keeps the Score:  Brain, Mind, and Body in the Healing of Trauma.  USA:  Penguin Group.

Workshop 56. Group Based Approaches to Parental Reactivity: The Parent Circle Model

David Flohr, PhD, CGP,
Circle in the Square: Child and Adolescent Group Programs, Falls Church, Virginia

Demonstration of methods that facilitate therapist movement from centrality to collaborator/consultant to an autonomous leaderless group that is self sustaining. Innovative, non-traditional approaches will be presented. Emphasis is given to specific group based clinical methods of decreasing levels of parental reactivity and the related decrease in physical, sexual and emotional  boundary violations with children and adolescents. This presentation includes a brief overview of an actual ParentCircle group from the first contact to the point where the group therapist becomes obsolete.

Learning Objectives:
The attendee will be able to:
1. Identify three examples of how the ParentCircle group based approaches can effectively address parental reactivity.
2. Connect one's own experiences, personal and professional, with the concepts and examples discussed.
3. List and describe the key elements of the ParentCircle model. 
4. Summarize a demonstrated method for reducing the impact of an individual's core issues on current levels of parental reactivity.

Course References:
1.  Sanders, M.R. (2018). Handbook of Parenting and Child Development across the Lifespan. New York: Springer.
2.  Seigel & Bryson. (2020). The Power of Showing Up. New York: Ballantine.
3.  Fonagy, Gergely, Jurist & Target. (2004). Affect Regulation, Mentalization and the Development of the Self. New York: Other Press.
4. White & Epston (1990). Narrative Means to Therapeutic Ends. New York: Norton.
5. Flohr, D. (2012). The Parent Circle: Tapping the Wisdom of True Experts. Psychotherapy Networker, Jan/Feb 2012,  30-37.
6. Siegel, D.J., & Hartzell, M.  (2003). Parenting from the Inside Out. New York: Penguin.

Workshop 57. Supervision and Clinicians of Color: Considerations of a Peer Consultation Group Model

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG and the Group Training and Supervision SIG

Brenda Boatswain, PhD, CGP,
Owner Godsend Psychological Services PLLC; Founder, Facilitator, Westchester Mental Health Peer Group; Montefiore Medical Center, Bronx, New York

A peer consultation group involves case consultations, mentoring, growth and professional development. For clinicians of color, finding a professional group that helps them navigate the challenges of a racialized world can be difficult.  For clinicians of color, finding a group that supports excellence in practice, feeling empowered and part of the majority and not the minority, and that minimizes experience of racial trauma is often difficult. This workshop for clinicians and supervisors discusses benefits and challenges of a such group.

Learning Objectives:
The attendee will be able to:
1. Define the differences between peer group consultation versus peer group supervision.
2. Identify the benefits and challenges of peer consultation groups in the professional development of clinicians of color.
3. Identify ways of fostering cohesion, growth and professional development in the peer consultation group for clinicians of color.

Course References:
1. Hedin, J. (2018). The experience of microaggressions within cross-racial videoconferencing supervision: A case study.  (Unpublished doctoral dissertation). Minnesota State University, Mankato.
Retrieved from https://cornerstone.lib.mnsu.edu/etds/793
2. Patallo, B. J. (2019). The multicultural guidelines in practice: Cultural humility in clinical training and supervision. Training and Education in Professional Psychology, 13(3), 227–232. https://doi.org/10.1037/tep0000253
3. Sue, D., Alsidi, S., Awad, M., Glaeser,E., Calle, C. & Mendez, N. (2019). Disarming racial microaggressions:  Microintervention strategies for targets, white allies, and  bystanders. American Psychologist, 74(1), 128-142.
4.. Sukumaran, N. (2016). Racial microaggressions and its impact on supervisees of color in cross-racial counseling supervision. (Unpublished doctoral dissertation). University of Missouri-Kansas City.                                  Retrieved from: 
https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/50838/Dissertation_2016_Sukumaran.pdf?sequence=1&isA Patallo, B. J. (2019). The multicultural guidelines in practice: Cultural humility in clinical training and supervision. Training and Education in Professional Psychology, 13(3), 227–232. https://doi.org/10.1037/tep0000253llowed=y. 
5. Thrower, S. J., Helms, J. E., & Manosalvas, K. (2020). Exploring the role of context on racially responsive supervision: The racial identity social interaction model. Training and Education in Professional Psychology, 14(2), 116–125. https://doi.org/10.1037/tep0000271

Workshop 58. Explorando la Barrera Idiomática en Grupo. El Sonido de las Emociones en Español (Exploring the Language Barrier in Group: The Sound of Emotions in Spanish)

Joan Coll, MD,
Ibsalut, Palma, Mallorca, Spain

In an all-English speaking environment, but in a country where Spanish is the second most spoken language, we aim to find a space of dialogue and reflection on language and its power of exclusion and inclusion. Given the cultural, social and political dimensions to be taken into account Group seems to be the right setting for verbalizing, sharing in an emotionally meaningful manner, and working through all the emotions involved. This workshop will be conducted in Spanish.

Learning Objectives:
The attendee will be able to:
1. Experience the joy (and/or the challenge) of using an unusual working language.
2. Revise preconceptions and prejudices, as well as past and present trauma. 
3. Trust the emotions beyond the words. Do words in a different language modify the underlying emotions?
4. Detect the resistances to progressive emotional communication in the here-and-now,
regardless of (or because of) the language used.
5. Feel part of a larger community.
6. Distinguish between a language-discordant and language-concordant clinician.
7. Gain thought flexibility and relational competence, and reflect on the difference of doing so in the dominant language vs the marginalized one.
8. Manage integrative complexity. Experience conflict and work it through without acting it out.

Course References:
1. Guilman, S.R. (2015). Beyond interpretation: The need for English-Spanish bilingual psychotherapists in counseling centers. James Madison Undergraduate Research Journal, 2(1), 26-30.
2. Guttfreund, D.G. (1990). Effects of language usage on the emotional experience of Spanish-English and English-Spanish bilinguals. Journal of Consulting and Clinical Psychology, 58(5), 604-607.
3. Wierzbicka, A. (1994). Emotion, language, and cultural scripts. In S. Kitayama & H.R. Markus (Eds.), Emotion and Culture (pp. 133-196). Washington, DC: American Psychological Association. 
4. Ormont, L.R. (1999). Progressive emotional communication in the group setting: Criteria for a well-functioning group. Group Analysis, 32, 139-150.
5. Sunyer Martín, J.M. (2008). Psicoterapia de Grupo Grupoanalítica. Madrid, Spain. Editorial Biblioteca Nueva, S.L.
6. Price, J. (2017). Into the wild: Working with preverbal experiences in a group. International Journal of Group Psychotherapy. doi: 10.1080/00207284.2017.1338522. 
7. Zeisel, E. (2016). Plenary Address to the AGPA Institute: Undaunted Courage. International Journal of Group Psychotherapy, 66:4, 624-635.
8. Kapasi, Z., & Melluish, S. (2015). Language switching by bilingual therapists and its impact on the therapeutic alliance within psychological therapy with bilingual clients: A systematic review. International Journal of Culture and Mental Health, 8: 4. 458-477. doi: 10.1080/17542863.2015.1041994


Large Group Open Session
(5:30 pm-6:45 pm-Eastern)

LG-2: The Large Group 

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

Susan P. Gantt, PhD, ABPP, CGP, DFAGPA
Mike Maher, MA, UKCP
Frances Carter, MSS, LSW
Ray Haddock, MBChB, MMedSc, FRCPsych

Robi Friedman, PhD

Using systems-centered’s (SCT) method of functional subgrouping, this large group will explore the emergent system dynamics and conflicts we have as members, subgroups and as a large group-as-a-whole in each phase of system development. Functional subgrouping supports discriminating and integrating differences as the process by which all living human systems survive, develop and transform. Thinking systems facilitates us discovering how our large group functioning is isomorphic with the larger social contexts in which we are nested.

This session is also being held on Thursday (5:30-6:45 pm) and Saturday (2:45-5:15 pm)
Attendance at all sessions is encouraged.

Learning Objectives:
The attendee will be able to:
1. Apply functional subgrouping in a large group context.
2. Identify how functional subgrouping enables groups to develop by integrating differences rather than splitting and polarizing.
3. Describe the similarities and differences between the inner-person where we feel like ourselves, the inter-person where we are related with others toward a common goal, and the whole-system context and its norms.
4. Differentiate between what the large group is open to in each phase and what it is closed to.
5. Discuss how the large group is nested in the context of the AGPA conference which is nested in the context of AGPA and how the large group functions is isomorphic with its larger context both within AGPA and at all system levels.
6. Differentiate between explaining which reiterates the known and exploring which takes us to the unknown and opens to emergence.
Course References:
1. Agazarian, Y.M., & Carter, F. (1993). The large group and systems-centered theory. GROUP: The Journal of the Eastern Group Psychotherapy Society, 17(4), 210-234.
2. Gantt, S.P., & Agazarian, Y.M. (2011). Highlights from ten years of a systems-centered large group: Work in progress. Voices: The Art and Science of Psychotherapy, 47(1), 40-50.
3. Gantt, S.P., & Agazarian, Y.M. (2017). Systems-centered group therapy. International Journal of Group Psychotherapy, 67(sup1), S60-S70. doi: 10.1080/00207284.2016.1218768
4. Gantt, S.P. (2018). Developing groups that change our minds and transform our brains: Systems-centered’s functional subgrouping, its impact on our neurobiology, and its role in each phase of group development.Psychoanalytic Inquiry: Today’s Bridge Between Psychoanalysis and the Group World [Special Issue]. 38(4), 270-284. 
5. O’Neill, R.M., & Mogle, J. (2015). Systems-centered functional subgrouping and large group outcome. GROUP: The Journal of the Eastern Group Psychotherapy Society, 39 (4), 303-317. doi: 10.13186/group.39.4.0303
6. Whitcomb, K.E., O’Neill, R.M., Burlingame, G.M., Mogle, J., Gantt, S.P., Cannon, J.A.N., & Roney, T. (2018). Measuring how systems-centered® members connect with group dynamics: FSQ-2 construct validity.International Journal of Group Psychotherapy, 68(2), 163-183. doi: 10.1080/00207284.2017.1381024 

Group Foundation Evening Dance Party
8:30 P.M.

After several days of intensive learning, the Group Foundation for Advancing Mental Health invites you to join us for a spectacular dance party. This party provides you an opportunity to meet and mingle with your colleagues and have a fun time on or off the dance floor.

This event is included with the five-day Institute and Conference package or the three-day Conference registration.

 Thursday, February 25:    

Saturday, February 27:

 Click here to register now!

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