78th Annual Conference Sessions and Workshops
Saturday, February 27 (Details)

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

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

C4. Integrative Cognitive Behavioral Group Therapy

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

Greg Crosby, MA, LPC, CGP, FAGPA,
Private Practice, Lake Oswego, Oregon

The course will explore cutting edge trends to converge CBT with interpersonal neurobiology.   The course delineates an effective model of an integrated cognitive- behavioral group therapy for adults with depression and anxiety that can easily be generalized to many other clinical populations.   Delineate bio/psycho/social behavioral skills and   integrating mindfulness/grounding skills/thinking and learning styles and demonstrating how to make the automatic thought record into into a structured gestalt. Maintenance planning/relapse prevention will be addressed.

Learning Objectives:
The attendee will be able to:
1. Describe core integrative cognitive-behavioral methods in group therapy.
2. Delineate how to integrate group process skills and stages of development within a CBT group.
3. Discuss understanding of how to integrate interpersonal therapy and interpersonal neurobiology models within a CBT group.
4. Identify key behavioral skills in CBT.
5. Delineate sequential pacing of behavioral skills in CBT.
6. Delineate the key cognitive  skills  and sequential skill pacing concepts  in CBT groups.
7. Discuss steps of maintaining your gains and preventing relapse.

Course References:
1. Altman, A. (2014). The mindfulness toolbox: 50 practical tips, tools & handouts. Eau Claire, WI: PESI Publishing.
2. Bieling, P. McCabe, R., & Anthony, M. (editors).(2006). Cognitive-behavioral therapy in Groups. New York: Guilford Press.
3. Crosby, G., & Altman, D. (2012). Integrative cognitive-behavioral group therapy. In J. Kleinberg (Ed.), Handbook of group psychotherapy. Malden, MA: Wiley Press.
4. Luke, C., (2016). Neuroscience for counselor’s and therapists: Integrating the sciences of mind and brain. Los Angeles: Sage Publishing.
5. MacKensie, K.R. (1997). Time managed group psychotherapy: Effective clinical applications. Washington, DC: American Psychiatric Press.
6. Sochting, I. (2014). Cognitive behavioral group therapy: Challenges  and opportunities. New York: Wiley.

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

Workshop 59a. Living Out Loud: Attuning the Leader's Voice

Marie Sergent, PhD, CGP,
Private Practice, Rochester, New York

An attuned therapeutic voice allows the group leader to respond spontaneously and therapeutically to members’ emotional communications, and to offer corrective, maturational interventions. A leader’s personal history offers strengths but can also interfere with therapeutic attunement. This workshop explores methods for expanding the group leader’s emotional range and resolving leader obstacles to potent emotional communication.

Learning Objectives:
The attendee will be able to:
1.  Define emotional communication and its significance in group psychotherapy.
2.  Name the relationship between emotional receptivity, attunement, and the group leader’s voice.
3.  Define the role of immediacy in illuminating participants’ histories and resistances.
4.  Describe the difference between induced and subjective countertransference.
5.  Describe how countertransference feelings are used to resolve resistance.

Course References:
1. Black, A. E. (2017). On attacking and being attacked in group psychotherapy. International Journal of Group Psychotherapy, 67(1), 291-313.
2. Geltner, P. (2013.) Emotional Communication: Countertransference Analysis and the Use of Feeling in Psychoanalytic Technique. New York: Routledge.
3. Levine, R. (2017). A modern analytic perspective of group therapy. International Journal of Group Psychotherapy, 67S(1), 109S-120S.                                                                                                     
4. Maroda, K. J. (2013). The Power of Countertransference: Innovations in Analytic Technique. New York: Routledge. 
5. Zeisel, E. M. (2009.) Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 59, 421-432.

Workshop 60a. Engaging in Equitable Practices: How Do We Center Marginalized Identities and Challenge White Cis-Hetero Norms in Group Therapy?

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Daniela Recabarren, PhD, MSEd,
Counseling and Psychological Services, University of North Carolina at Charlotte, Charlotte, North Carolina
Renita Sengupta, PsyD

Participants will explore cultural norms embedded in traditional group therapy, including the role of white supremacy and cis-heteronormative assumptions. We will discuss the impact on safety and communication of individuals with minoritized identities. We will discuss how to challenge oppression and identify expanded norms that are not just inclusive, but are socially just and empowering. We will discuss how to apply this knowledge within group therapy.

Learning Objectives:
The attendee will be able to:
1. Identify cultural norms embedded in traditional group therapy models.
2. Define concepts of privilege, oppression, white supremacy, cisnormativity, and heteronormativity.
3. Evaluate how culture and systemic factors impact group process and safety.
4. Reflect on own identities and factors that can perpetuate white, cis-hetero norms.
5. Describe group strategies that allow individuals with various cultural identities and backgrounds to use space in equitable ways. 
6. Identify ways to include discussion around multicultural identities and relationship dynamics in therapy groups.

Course References:
1.  Bemak, F., & Chung, C. (2004). Teaching multicultural group counseling: Perspectives for a new era. The Journal for Specialists in Group Work, 29, 31-44.
2.  Burnes, T. R, & Ross, K. L. (2010). Applying social justice to oppression and marginalization in group process: Interventions and strategies for group counselors. The Journal for Specialists in Group Work, 35(2), 169-176. 
3.  Cone-Uemura, K., & Bentley, E. S. (2018). Multicultural/diversity issues in groups. In M. D. Ribeiro, J. M. Gross, & M. M. Turner (Eds.), The college counselor’s guide to group psychotherapy (p. 21–35). Routledge/Taylor & Francis Group.  
4. Gitterman, P. (2019). Social Identities, Power, and Privilege: The Importance of Difference in Establishing Early Group Cohesion, International Journal of Group Psychotherapy, 69(1), 99-125, DOI: 10.1080/00207284.2018.1484665
5. Okun, T. (2001). White Supremacy Culture. Dismantling Racism Works. Retrieved from https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf
6.  Ribeiro, M. D., & Turner, M. M. (2018). Racial and Social Justice implications on the Practice of Group Psychotherapy. In Ribeiro, M. D., Gross, J. M., & Turner, M. M. (Eds), The college counselor’s guide to group psychotherapy. (1st ed., pp 37-55). New York, NY: Routledge.
7.  Singh, A. A., Merchant, N., Skurdrzyk, B., & Ingene, D. (2012). Association for Specialists in Group Work: Multicultural and Social Justice Competence Principles for Group Workers. Journal for Specialists in Group Work, 37, 312-325.

Workshop 61a. Enhancing Empathy and Attachment Using Mindfulness and Psychodramatic Techniques in Process Group

Sue Barnum, MA, TEP, CGP,
Private Practice, Santa Fe, New Mexico
Shelley Firestone, MD, CGP, FAGPA, University of Chicago, Department of Psychiatry, Chicago, Illinois

This workshop will present why psychodrama works with an overview of interpersonal neurobiology, attachment theory and mindfulness. After a brief presentation of psychodrama's use of creativity and spontaneity, we will explore the psychodramatic techniques used in process group (doubling, role-taking, role reversal, concretization and share back), including when to use the techniques and when not to use them. We will practice the techniques, then move into process group in the afternoon.

Learning Objectives:
The attendee will be able to:
1.  Review and discuss the scientific basis of psychodrama (attachment theory, mindfulness and interpersonal neurobiology):  why psychodrama works.
2.  Demonstrate and practice each of the psychodramatic techniques used in process group (doubling, role-taking, role reversal, concretization, and share back).
3.  Discuss appropriate use of psychodramatic techniques in process groups, including contra-indications.
4.  Utilize a mindfulness exercise to begin process group.
5.  Utilize one or more of the psychodramatic techniques into their own process group(s).
6.  Discuss the efficacy of the use of psychodramatic techniques in process group.

Course References:
1. Blatner, A., & Firestone, S. (2017). The flexible group psychotherapist:  Combining group psychotherapy and psychodrama action techniques. Journal of Psychodrama, Sociometry and Group Psychotherapy, 64 (1).
2. Hug, E. & Fleury, H.  (November 2008) "Moreno's co-unconscious:  contributions from Neuroscience important for individual and group psychology." Psychodrama Classico 10 (1-2), 7-20.
3. Lotze, E. & Barnum, S. (2013). The therapist's creativity handbook:  introducing action and play into process groups. Self-published.
4. Seigel, D.J. (2008). The neurobiology of "we":  how relationships, the mind and the brain interact to shape who we are.  Sounds True Audio Learning Course.
5. Wysong, W.H. (2017). The Psychodrama Companion, Vol. 1 & 2. Colorado Springs, CO:  William H. Wysong.

Workshop 62a. Groups as Cultures of Resilience: A Psychodynamically Oriented Decolonizing Approach to Treating Addiction and Trauma

Marcia Nickow, PsyD, CADC, CGP,
Working Sobriety Trauma and Addiction Center, Chicago, Illinois 
Joe Whitlock, CADC, MISA, SunCloud Health Outpatient Treatment Center, Chicago, Illinois

People with addictions--alcohol, drugs, food, sex, love, work, internet—transform by “attaching” to cultures of recovery. Building on family systems, group relations and critical race theory, this workshop targets healing from addictive disorders, trauma, historical trauma and sequelae of marginalization. Themes of rage, betrayal, despair and pedagogies of oppression and suppression will be explored on personal and systemic levels in demo groups led by a mixed race co-therapy team.

Learning Objectives:
The attendee will be able to:
1. Describe addiction as a dynamic disease with multiple manifestations or expressions, such as substance abuse, eating disorders and process addictions (e.g. gambling, sex and relationships, work, internet, compulsive spending).
2. Define "cultures of resilience" and " cultures of poverty" in the context of addiction and recovery.
3. Describe how race-based trauma, experiences of oppression and exposure to conflict and rage contribute to addictive disorders and high relapse rates.
4. Explain how clinicians' personal and family histories and racial and cultural identity may enhance treatment effectiveness when countertransference reactions are worked through in clinical supervision groups. 
5. Cite examples of common themes relevant to the conscious and unconscious transmission of trauma, addiction and internalized racism.

Course References:
1. Flores, P. J. (2007). Group psychotherapy with addicted populations.  3rd ed. Binghampton, New York; Haworth.
2. Kendi, I. X. (2016). Stamped from the beginning. New York; Hachette Book Group.
3. Korshak, S. J., Nickow, M. S., & Straus, B. (2014). A group therapist's guide to process addictions. New York: American Group Psychotherapy Association.
4. Nickow, M. S. (2005). From the backstreets to the high road: A portrait of black survival and resilience. Unpublished doctoral dissertation, Chicago School of Professional Psychology.
5. Schwartz, D. C., Nickow, M. S., et al. (2015) A substance called food: Long-term psychodynamic group treatment for compulsive overeating. International Journal of Group Psychotherapy, Number 65 (3).
6. Freire, P. (2018). Pedagogy of the oppressed. 4th ed. New York: Bloomsbury Academic.
7. Kovel, J. (1970, 1984). White racism: a psychohistory. New. York: Columbia University Press
8. Duneir, M. (2016). Ghetto. New York: Farrar-Straus & Giroux.

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

206-5. Moving Forward: Using Groups and Expressive Art Activities to Manage COVID-19 Fears and Transitions

Dawn McBride, PhD,
University of Lethbridge, Lethbridge, Canada 
Alyson Worrall, RPsych, Greenthorpe Consulting Corp, Lethbridge, Alberta, Canada

To help adults process the psychological effects of Covid-19, we created and facilitated short-term, online therapy groups where members were invited to use expressive arts to debrief living in a pandemic. This presentation highlights the successes and challenges of running groups online, including details about the activities the members reported as most useful in meeting the group’s objectives. To encourage group therapists to conduct research to showcase the power of groups, we have several recommendations regarding methodological issues to share.

Learning Objectives:
The attendee will be able to:
1. Identify successes and challenges in offering online Covid-19 support groups with the overall purpose of helping individuals explore the psychological impact of Covid-19 and widen their coping strategies.
2. Describe several, beneficial, expressive arts activities and how these activities can be adapted to the online format and cater to the group member diversity
3. Encourage group therapists to conduct research to showcase how group therapy can be a powerful and useful intervention, participants shall identity several research strategies to minimize dual roles (ethical dilemmas) when providing therapy and conducting research with the same individual.

Course References:
1. Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet (London, England), 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
2. Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., Worthman, C. M., … Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science. The Lancet. Psychiatry, 7(6), 547–560. https://doi.org/10.1016/S2215-0366(20)30168-1
3. Ipsos MORI (2020) Covid-19 and mental wellbeing, https://www.ipsos.com/ipsos-mori/en-uk/Covid-19-and-mental-wellbeing
4. Liu, S., Yang, L., Zhang, C., Xiang, Y. T., Liu, Z., Hu, S., & Zhang, B. (2020). Online mental health services in China during the COVID-19 outbreak. The Lancet. Psychiatry, 7(4), e17–e18. https://doi.org/10.1016/S2215-0366(20)30077-8
5. Potash, J.,  Kalmanowitz,  D., Fung, I., Anand, S.,  & Miller, G.  (2020) Art therapy in pandemics: Lessons for COVID-19, Art Therapy, 37(2), 105-107, DOI: 10.1080/07421656.2020.1754047 
5. Stout M. (2020). The role of virtual support groups for patients with hidradenitis suppurativa during the COVID-19 pandemic. International Journal of Women's Dermatology, 6(3), 154–155. Advance online publication. https://doi.org/10.1016/j.ijwd.2020.04.009

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

312. Political, Organizational, and Group Trauma: Unraveling the Dynamic Matrix of Immigration Services

Presented under the auspices of the AGPA Community Outreach Task Force


D. Thomas Stone, Jr, PhD, CGP, FAGPA, Private Practice, San Antonio, Texas


Ashley Powell, MS, PhD, CGP, Bexar County Juvenile Probation Department, San Antonio, Texas
Kimi Jackson, Esq, Director, South Texas Pro Bono Asylum Representation Project, Harlingen, Texas
Cecyll Padilla,
Owner, Spot Surface, Austin, Texas
Jonathan Ryan, Esq,
CEO & President, RAICES, San Antonio, Texas

This presentation will offer perspectives on the complexities that group therapists face when working with immigration legal service providers. These staff are affected by their clients who have suffered trauma and extreme hardship before and during their journey to the border. The focus will be on how the descending national political dynamics clash with local culture, organizational mission, and the asylum seekers at the gates. Unraveling these dynamics will have implications for providing group work within other organizational settings.

Learning Objectives:
The attendee will be able to:
1. Articulate the dynamic relationship between the complexities of national political aims, local culture, and organizational mission as they relate to immigrants seeking humanitarian relief.
2. Identify effects of vicarious and secondary trauma on front-line staff.
3. Summarize relational patterns among teams and within the organizational system that emerge over time due to trauma exposure.
4. Identify the challenges of facilitating groups in work settings in regard to trust & cohesion.
5. List effective group work measures and guiding principles for responding and providing resources to non-mental health providers.

Course References:
1. Beck, R. (2012). Care for the caregivers. In J. L. Kleinberg (Ed.), The Wiley-Blackwell handbook of group psychotherapy (First Edition). Hoboken, NJ: John Wiley & Sons, Ltd.
2. Levin, A. P. & Greisberg, S. (2003). Vicarious Trauma in Attorneys. Pace Law Review, 24(1), (245-252). 
3. Phillips, S. B. & Klein, R. (2012). Group interventions following trauma and disaster. In J. L. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy (First Edition). Hoboken, NJ: John Wiley & Sons, Ltd.
4. Ponzer, K.A., Mastropolo, E., & Molina, L.S., (2020). Immigration Law and Its Impact on the Family: What Group Therapists Need to Know, International Journal of Group      Psychotherapy, 70:2, (183-211).
5. Thomas, N. (2020). Immigration: The “Illegal Alien” Problem, International Journal of Group Psychotherapy, 70:2, (270-292).

313. Louis Ormont Lecture - Interesting Times: Lessons From Human History

J. Scott Rutan, PhD, CGP-R, DFAGPA,
Private Practice, Chestnut Hill, Massachusetts

A famous Chinese curse suggests, “We live in interesting times.”  It is a curse because uninteresting times are less traumatic.  We are living in “interesting” times. Internationally our societies arrange themselves between the political right and political left, with a dash of Covid-19 thrown in for spice.  In such a world, it is challenging to help people stay connected. Instead, there is a tendency to view the world as factions of “us” and “them.”  Often these positions are held with such powerful emotion that constructive dialog is impossible. Our therapy groups are prone to the same defensive responses.  How do we understand these entrenched positions, and how do we constructively respond to them in our groups and societies? In this lecture, we will look to history and the psychological defense of Splitting for some answers.

Learning Objectives:
The attendee will be able to:
1. Apply the defense of splitting to societal situations.
2. Gain a knowledge and application of Cognitive Dissonance Theory
3. Gain some applications of Conflict Resolution Theory.

Course References:
1. Tillich, P. (1952). The Courage to Be. New Haven, CT: Yale University Press.
2. Buber, M. (1937/2003). I and Thou (R.G. Smith, Trans.). London:T & T Clark.
3. Festinger, L. (1957).  A Theory of Cognitive Dissonance.  Evanston, Ill. Row, Peterson
4. Buchele, BJ & Rutan, JS (2017).  An object relations perspective.  International J. of Group Psychotherapy.  67::S36-S43
5. Grossmark, R. & Wright, F. (Eds.) (2015).  The One and The Many: Relational Approaches to Group Psychotherapy.  New York: Routledge.

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

Workshop 63-5. Work Smarter Not Harder: How to Talk Finances in Private Practice

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

Jill Lewis, MSW, LCSW, CEDS, CGP,
Private Practice, Atlanta, Georgia

This interactive workshop helps clinicians building or in an established private practice increase their financial competency and confidence. The following topics will focus on therapy groups in private practice: clinician’s personal beliefs about money, understanding taxes, how and when to raise fees, discussing finances with clients and in the group, and how to shift off of insurance panels to private pay.

Learning Objectives:
The attendee will be able to:
1. Identify three principles of tax payments.
2. Identify three ways to manage finances in private practice 
3. Identify two specific strategies to increase their group therapy fees by a minimum of 10%.
4. Identify two strategies to comfortably discuss finances in the group

Course References:
1. Walfish, S., Barnett, J. E., & Zimmerman, J. (2017). Handbook of Private Practice: Keys to Success for Mental Health Practitioners (1st ed.). Oxford University Press.
2. Steiner, A. (2015). How to Create and Sustain Groups that Thrive: Therapist’s Workbook and Planning Guide (2nd Edition) (Second ed.). Plan Ahead Press.
3. PsyD, J. B. E., & PhD, W. S. (2011). Billing and Collecting for Your Mental Health Practice: Effective Strategies and Ethical Practice (1st ed.). American Psychological Association.
4. DeAngelis, T. (2011). Are You Really Ready for Private Practice? apa.org. https://www.apa.org/gradpsych/2011/11/private-practice
5. McGurk, J. (2016). Pursuing Private Practice: 10 Steps to Starting your Own Business. Peter Press Publishing.

Workshop 64-5. For Us By Us: The Need for Black, Indigenous, People of Color (BIPOC) Relational Process Group at Predominantly White Institutions

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

Jacquelin Darby, PsyD, CGP,
American University, Washington, DC
Tyme Rodriguez, PsyD, Staff Psychologist, Villanova University Counseling Center, Villanova, Pennsylvania

The need for BIPOC students to have a safe space at PWIs can increase feelings of safety and well-being on campus. This session will explore the role of safety for BIPOC affinity relational groups, how conflict can appear in affinity groups, and discuss the unique topics that can arise. This Open Session hopes to bring awareness of the need for BIPOC affinity relational groups on PWIs and to discuss the toll that facilitating these groups can have during this time.

Learning Objectives:
The attendee will be able to:
1. Identify the need for BIPOC affinity relational process group on a PWI campus.
2. Balance the need to discuss and process the impact that White oppressive systems can have on the BIPOC community while maintaining a “here-and-now” dynamic within the group. 
3. Identify how aspects of safety and conflict differ in a BIPOC group when compared to a non-BIPOC affinity group
4. Identify ways that group leaders can maintain their use of self while not over-identifying with the group members.

Course References:
1. American Association of Colleges and Universities. (1995). The drama of diversity and democracy:  Higher education and American commitments. Washington, DC: Author.
2. Ancis, J. R., Sedlacek, W. E., & Mohr, J. J. (2000). Student perceptions of campus cultural climate by race. Journal of Counseling & Development, 78, 180–185.
3. Jones, V.A. & Reddick, R.J. (2017). The heterogeneity of resistance: How Black students utilize engagement and activism to challenge PWI ineqalities. Journal of Negro Education, 86(3), 204-219
4. Robinson, N., Williams-Black, T., Smith, K.V., & Harges, A.  (2019). It all started with a picture: Reflections on existing as women of color in a PWI, multicultural perspectives, 21, 41-52, DOI: 10.1080/15210960.2019.1573065
5. Worthington, R., Navarro, R., Loewy, M., & Hart, J. (2008). Color-blind racial attitudes, social dominance orientation, racial-ethnic group membership and college students’ perceptions of campus climate, Journal of Diversity in Higher Education, 1, 8-19, doi: DOI: 10.1037/1938-8926.1.1.8
6. Yalom, I.D., & Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy, 6th ed. New York: Hachette Books.

Workshop 65-5. Developing an Evidenced-Based Wellness Group for Veterans and Older Adults: Challenges and Lessons Learned

Victoria Bacon, EdD, CGP,
Bridgewater State University, Bridgewater, Massachusetts 
Kristen Anderson, PhD, LCPC, Counselor, Insight and Outcomes, Chicago, Illinois
Maureen Boiros, MEd, RN, Bridgewater State University, Bridgewater, Massachusetts

The Legacy Exploration and Preservation Group (LEPG) project implements a group prevention practice with veterans and older adults that increases an individual’s connection to family and self through improved functioning in two constructs of psychological well-being: Personal Growth and Purpose in Life. The goals of this session are to share the LEPG Model, highlight affirming accommodations for members with disabilities, share challenges and lessons learned. Participants will engage in therapeutic activities in addition to learning about the LEPG curriculum.

Learning Objectives:

The attendee will be able to:
1. Describe the clinical application of the LEPG Wellness Model while considering the needs and benefits gained by older adults, women, and veterans.
2. Describe how underserved populations (i.e., veterans and older adults) describe their experiences of social injustice.
3. Identify affirming accommodations to make when working with veterans, older adults and persons with disabilities.

Course References:
1. Berglass, N. & Harrell, M.C., (2012). Well after service: Veteran reintegration and American Communities. Washington, DC: Center for New American Security.
2. Deangelis, T. (2019, February). Legacy of Trauma. Monitor on Psychology, 50(2), 36.
3. Fishbane, M.D. (2016). The neurobiology of relationships. In T. L. Sexton, & J. Lebow (Eds.), Handbook of family therapy (pp. 48-65). NY: Routledge/Taylor & Francis Group.
4. Hartmann, W. E., Wendt, D. C., Burrage, R. L., Pomerville, A., & Gone, J. P. (2019). American Indian historical trauma: Anticolonial prescriptions for healing, resilience, and survivance. American Psychologist, 74(1), 6-19.
5. Strand, K.A. (2012). Promoting older adult wellness through an intergenerational physical activity exergaming program. Graduate theses and Dissertations, 12477. Retrieved from: https//lib.dr.iastate.edu/12477.

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

Workshop 66. The Nuts and Bolts of Starting and Maintaining Healthy Groups

Presented under the auspices of the AGPA Groups in Private Practice SIG and the Group Training and Supervision SIG

Ann Steiner, PhD, MFT, CGP, FAGPA,
Private Practice, Berkeley, California

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

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

Learning Objectives:
The attendee will be able to:
1. Identify the major differences between the different types of group work.
2. Describe the different roles and tasks undertaken by leaders of different types of groups.
3. List three common countertransference issues, warning signs, use and/or management of the leader's own issues.
4. State the main advantages of written group agreements, guidelines for dealing with difficult conversations, and termination agreements.

Course References:
1. Brown, N. (2018) Conducting Effective and Productive Psychoeducational and Therapy Groups NY., Routledge.
2.  Gans, J., & Counselman, E. (2010). Patient Selection for Psychodynamic Group Psychotherapy: Practical and Dynamic Considerations. International Journal of Group Psychotherapy, 60(2), 19-22.
3. Knauss, L.K. (2006). Ethical issues in record keeping in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 415-430.
4. Ormont, L. (1990). The Craft of Bridging. International Journal of Group Psychotherapy, 40(1), 3-17.
5. Rutan, J.S., Stone, W.N., & Shay J.J. (2014). Psychodynamic Group Psychotherapy, 5th Ed. New York: Guilford.
6. Steiner, A. (2020). How to Create and Sustain Groups that Thrive: Therapist's Workbook and Planning Guide, 3rd Ed. Routledge Books, London

Workshop 67. Using our Emotions as Leaders to Understand and Guide our Groups

Dave Kaplowitz, LMFT, CGP,
Private Practice, Austin, Texas

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

Our emotions are the most important tool we have as group leaders. They help us understand our groups and can guide us towards effective group leadership. This workshop will help leaders improve their ability to recognize emotions in the moment and to use them to formulate effective interventions.

Learning Objectives:
The attendee will be able to:
1. Identify common reasons for countertransference resistance.
2. Name the four core emotions.
3. Explain the difference between emotions inside and those toward others.
4. Describe three ways group leaders can use their emotions in the moment to formulate interventions.

Course References:
1. Black, A. (2017). On Attacking and Being Attacked in Group Psychotherapy. International Journal of Group Psychotherapy, 67: 291-313.
2. Levine, R. (2017). A Modern Psychoanalytic Perspective on Group Psychotherapy. International Journal of Group Psychotherapy, 67: 109-120.
3. Ormont, L. (1992). What the therapist feels. In The group therapy experience. (pp. 51-82). New York: St. Martin’s Press.
4. Racker, H. (1968). The meaning of and uses of countertransference. In Transference and countertransference. (pp. 127-173). London: H. Karnac Ltd.
5. Epstein, L. (1979). Countertransference with borderline patients. In Countertransference. (pp. 375-406). New York: Jason Aaronson.

Workshop 68. Greed, Shame, Deprivation, Excitement & Envy: Let’s Talk About Money in Group During (or After) a Pandemic?

Michele Bohls, LMFT, CGP, FAGPA,
Private Practice, Austin, Texas

Money stirs primitive feelings both inside us and towards others. During the Pandemic both primitive feelings and the financial disparities may increase. Intense countertransference can challenge both leaders and group members. A leader may use emotion as a frame for discussing financial information and emotion-based subgroups can offer connection despite our differences.

Learning Objectives:
The attendee will be able to:
1. Identify the primitive feelings evoked in the group therapist and group members when the subject of money arises including greed, vulnerability, deprivation, excitement, shame, and envy. 
2. Describe techniques to facilitate group members speaking in detail about money and understand some of the resistances group members may be faced with when asked to speak about money.
3. Explore concepts of intersectionality, power, and privilege as they relate to the financial and socioeconomic identities of the both the group therapist and group members, and specifically how these generate different feelings inside and towards each other. 
4. Create an environment that allows for the affect around money to be metabolized.
5. Identify some of the ethical issues involved around discussing money in group therapy.

Course References:
1. Bohls, M. (2017). Greed, Vulnerability, Deprivation, Shame, and Envy: Let's Talk About Money in Group. Group. 41. 33. 10.13186/group.41.1.0033.
2. Fitzpatrick, S., Ip, J., Krantz, L., Zeifman R, Kuo JR. (2019) Use your words: The role of emotion labeling in regulating emotion in borderline personality disorder. Behav Res Ther. 2019 Sep;120:103447. doi: 
10.1016/j.brat.2019.103447. Epub 2019 Jul 26.
3. Gans, J. S. (1992). Money and psychodynamic group therapy. International Journal of Group Psychotherapy, 41(1), 133-152.
4. Rutan, J.S., Shay, J.J, & Stone, W.N. (2014). Psychodynamic group psychotherapy, fifth edition. New York: Guilford.
5. Sasse, J., Spears, R., Gordijn, E.H. (2018) When to reveal what you feel: How emotions towards antagonistic out-group and third party audiences are expressed strategically. PLoS One, 13(9):e0202163. Published 2018 Sep 7. doi:10.1371/journal.pone.0202163
6. Shapiro, E.L., & Ginzberg, R. (2006). Buried treasure: Money, ethics, and countertransference in group therapy, 
56(4), 477-494

Workshop 69. Connecting Tele and Telehealth: Experiential Groups Online

Kristine Jackson, LCSW, CET, PAT, CEDS,
Private Practice, San Diego, California

During the pandemic, there was a high demand for connection.  As a global community, many of us were over-riding our nervous system's need for co-regulation through touch, so the therapeutic response of "reaching through the screen" in a way that could safely support emotional healing forever changed the way services will be offered moving forward.  In this workshop, participants will get to learn experiential ways to connect a group on line in a deeply therapeutic and transformational way.

Learning Objectives:
The attendee will be able to:
1. Conduct sociometric interventions for group connectionAnalyze group cohesion on line.
2.  Identify how to use the medium of teleheath to the benefit of therapeutic alliance.
3. List components of the Hollander Curve.
4. Analyze group cohesion on line.

Course References:
1. Cruz, A., Sales, C.M., Alvares, P., and Molta, G., (2018) The Core Techniques of Morenian Psychodrama: A Systematic Review of Literature 2, Frontier Psychology
 2. Schmidt, C. (2018). Anatomy of racial micro-aggressions. International Journal of Group Psychotherapy (68), 585-607.
3. Giacomucci, S. and Stone, A., (2018) Being in two places at once: renegotiating traumatic experience through the surplus reality of psychodrama; ORCID, pages 184-196.
4. Katz, A., & Bellofatto, M. (2019) Experiential Group Therapy Interventions with DBT: A 30-Day Program for Treating Addictions and Trauma, 1st ed. New York: Routledge.
5. Yalom, I.D., & Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy, 6th ed. New York: Hachette Books.

Workshop 70. Meeting the Moment: Diversifying Psychoanalytic Leader Style and Interventions

Karin Bustamante, PsyD, CGP,
Private Practice, Bustamante Counseling, Littleton, Colorado
Francis Kaklauskas, PsyD, CGP, FAGPA, Director- Group Psychotherapy Training Program, University of Colorado, Boulder, Colorado

Two experienced group leaders discuss the development of their respective group theoretical approaches from their roots in Modern Group Analysis and Group Analytic to broader inclusion of important contemporary approaches including multicultural theory and practice, social justice, group research, and emerging group models.  After introductory comments the leaders will lead a demonstration group in which audience members are encouraged to examine the process through their own theoretical lens.  A discussion follows the demonstration group.

Learning Objectives:
The attendees will be able to:
1. Identify at least one way in which social identities impact group leaders’ and members’ behavior.
2. Articulate several ways in which the psychoanalytic pluralism and postmodern movement intersect with multicultural counseling theories.  
3. Compare and contrast between several contemporary schools of psychodynamic approaches on group leadership and impact on group member experience.

Course References:
1. Ribeiro, M. (Ed.)  (2020). Examining social identities and diversity issues in group:  Knocking at the boundaries. New York:  Routledge Press.
2. Kaklauskas F. J. & Nettles R. (2019). Towards multicultural and diversity proficiency in group leadership.In F. J. Kaklauskas, & L. S. (Eds.) Core principles of group psychotherapy:  A training manual for theory, research, and practice. (pp. 35-54).  Allyn & Francis: New York.
3. Lowe, F. (2018). Thinking space: Promoting thinking about race, culture and diversity in psychotherapy and beyond. New York: Routledge.
4. Birkhofer, C. (2017). Theoretical diversity and pluralism in psychoanalysis: Change, challenges, and benefits. Psychoanalytic Psychology, 34(1), 114-121.
5. Rosenthal, L. (2016). Incorporating intersectionality into psychology: An opportunity to promote social justice and equity. American Psychologist, 71(6), 474–485.

Workshop 71. Experiencing the Power of Mentalizing in Group

Valorie George, LCSW, CGP
Jennifer Markey, PhD, MEd, CGP

Come join us as we creatively explore our minds! This group will take participants on an experiential tour of mentalizing. Through a series of experiential exercises, we will demystify the concept of mentalizing and give participants some ideas for integrating mentalizing into their group practice. Specifically, we will describe mentalizing in patient-friendly terms and demonstrate how mentalizing can be used to deepen patients’ understanding of themselves and their relationships.

Learning Objectives:
The attendee will be able to:
1. Describe the concept of mentalizing in patient-friendly terms.
2. List and describe two mentalizing activities to use in group settings with a variety of client populations.
3. Explain how utilizing mentalizing exercises/responses can help improve communication and reduce the reliance on unfounded assumptions.
4. Explain the difference between hypermentalizing, mentalizing, and non-mentalizing.

Course References:
1. Bateman, A. & Fonagy, P. (2016) Mentalization-based treatment for personality disorder. Oxford-UK: Oxford Press. 
2. Bo, S., Sharp, C., Beck, E., Pedersen, J., Gondan, M., & Simonsen, E. (2017). First Empirical Evaluation of Outcomes for Mentalization-based Group Therapy for Adolescents With Borderline Personality Disorders. Theory, Research, and Treatment, 8(4). 396-401. 
3. Fonagy, P., Campbell, C., & Bateman, A., (2017). Mentalizing, Attachment, and Epistemic Trust in Group Therapy. International Journal of Group Psychotherapy, 62(2), 176-201. 
4. Kalleklev, J., & Ktilarterud, S., (2018). A comparative study of a mentalization-based versus a psychodynamic group therapy session. Group Analysis, 51(1), 44-60. 
5. Bleiberg, E (2013). Mentalization-based treatment with adolescents and families. Child and Adolescent Psychiatric Clinics of North America, Apr 22 (2), 295-330.

Workshop 72. Where do Asian Americans belong? 

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Bob Hsiung, MD,
Private Practice, Chicago, Illinois
Teresa Lee, MD, Private Practice, Mount Sinai Hospital, New York, New York 

The onset of COVID-19 fueled growing anti-Asian American hate. We are both Asian American therapists and responded by offering Zoom groups for other Asian American therapists. We briefly discuss Asians in America, our affinity group’s origin, and the ethics of excluding non-Asian Americans. Through a 90-minute process group, we explore the many facets of our identity, of which race is one, that create belonging - and a longing to belong. We welcome therapists of all identities.

Learning Objectives:
The attendee will be able to:
1. Describe three ways affinity groups can help members.
2. Identify three potential pitfalls of affinity groups.
3. Describe the dynamics of anti-Asian American hate and scapegoating in the COVID-19 context.

Course References:
1. Blackwell, K. (2017).Expanding Awareness: How Patterns of Interaction Support White Supremacy, The Arrow. Comments 10. 
2. 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.
 3. Chen, E. C., Kakkad, D., & Balzano, J. (2008). Multicultural competence and evidence-based practice in group therapy. Journal of Clinical Psychology: In Session, 64, 1261–1278. doi: 10.1002/jclp.20533.
4. Eng, D. L., & Han S. (2000) A Dialogue on Racial Melancholia, Psychoanalytic Dialogues, 10:4, 667-700, DOI: 10.1080/10481881009348576.
5. Zaharopoulos, M., & Chen, E.xz C. (2018) Racial-Cultural Events in Group Therapy as Perceived by Group Therapists, International Journal of Group Psychotherapy, 68:4, 629-653, DOI: 10.1080/00207284.2018.1470899.
6. Yalom, I.D., & Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy, 6th ed. New York: Hachette Books.

Workshop 73. Healing at the Level of the Psychic Skin: Group Psychotherapy with Skin-Pickers and Hair-Pullers

Stacy Nakell, LCSW, CGP,
Private Practice, Austin, Texas

Participants will learn how damage to psychic skin in early relationships can lead to body-focused repetitive behaviors. The didactic portion will connect three fundamental elements of these disorders: difficulties with sensory processing, deficits in emotional regulation skills, and attachment disruptions with the specific healing potential of modern analytic groups: healing at the level of pre-verbal trauma, the development of emotional insulation, and externalization of aggression. The group process will include a confidentiality agreement and will help members integrate this information.

Learning Objectives:
The attendee will be able to:
1. Define body-focused repetitive behaviors (BFRBs), trichotillomania, and excoriation (skin picking) disorder.
2. Identify common triggers and consequences of BFRBs.
3. Articulate the way the modern analytic concept of damage to the psychic skin enhances our understanding of BFRBs.
4. List the three key components of successful BFRB treatment.
5. Describe the three modern analytic group tools that are key to BFRB treatment.

Course References:
1. Jafferany, M., Mkhoyan, R, Samu-O-Brian, C., Carniciu, S., (2020). Nonpharmacological treatment approach in tirchotillomania (hair-pulling disorder). Dermatologic Therapy, Wiley Online Library. https://doi.org/10.1111/dth.13622.
2. Keuthen, N. (2016). Trait anger, anger expression, and anger control in trichotillomania: Evidence for the emotion regulation model. Journal of Obsessive-Compulsive and Related Disorders, 9, 77-81.
3. Korshak, S., Nickow, M., Straus, B. (2014). A Group Therapist's Guide to Process Addictions. NY, NY: American Group Psychotherapy Association.
4. Nakell, S. (2015). A healing herd: Benefits of a psychodynamic group approach in treating body-focused repetitive behaviors. International Journal of Group Psychotherapy, 65(2), 295-306.
4. Ormont, L. (2001). The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D. Edited by Lena Blanco Furgeri. Madison, CT: Psychosocial Press.

Workshop 74. "Far Away, But Still Very Close." Online Group Therapy through Videoconferencing. Research Update, Best Practice and Live Demonstration


Pepijn Steures, MD, CGP, Senior Psychiatrist, Utrecht, Netherlands
Bram van der Boom, MD, Regio Midden, Utrecht, Netherlands

Group therapy through videoconferencing has taken a leap forward since the COVID 19 crises. Online Group therapy is the subject of a large research project in the Netherlands at VU University. In this workshop researchers Bram van der Boom and Pepijn Steures will update you on the latest scientific evidence and best practice. Differences and similarities in conducting an online group or in person group are discussed and illustrated in a live demonstration of an online group.

Learning Objectives
Participants will be able to:
1. State the level of evidence there is that online group therapy is effective.
2. State the five basic rules for conducting an online group therapy (best practice).
3. Select patients that are suitable for online group therapy.
4. Identify the principle methods to promote cohesion in online groups and creating the connection between the online therapist and patients.

Course References
1. Banbury, A. (2018). Telehealth interventions delivering Home-Based Support Group Videoconferencing; Systematic Review. Journal of Medical Internet Research, 2;20(2):e25. doi: 10.2196/jmir.8090.
2. Gentry, M.T. (2019). Evidence for telehealth group based treatment. A systematic review. Journal of Telemedicine and Telecare, 25(6):327-342. doi: 10.1177/1357633X18775855.
3. Khatri, N.(2014). Comparing telehealth-based and clinic-based group cognitive behavioral therapy for adults with depression and anxiety: a pilot study. Clinical interventions in aging, 9(1) 765–770.  
4. Stegelmöller, E.L. (2019). The Feasibility of Group Therapeutic Singing Telehealth for Persons with Parkinson's Disease in Rural Iowa. Telemedicine journal and e-health, 2(20). doi: 10.1089/tmj.2018.0315.
5. Tsaousides T. (2014).  Delivering group treatment via videoconference to individuals with traumatic brain injury: a feasibility study. Neuropsychological Rehabilitation, 24(5):784-803. doi: 10.1080/09602011.2014.907186.

Afternoon Open Session
(2:45 pm-5:15 pm-Eastern)

314. The Large Group from a Systems-Centered Framework

Susan Gantt, PhD, ABPP, CGP, DFAGPA,
Systems-Centered Training and Research Institute (SCTRI), Atlanta, Georgia
Mike Maher, MA, UKCP
Frances Carter, MSS, LSW

Ray Haddock, MBChB, MMedSc, FRCPsych, Director, SCT-UK, York, United Kingdom 

Robi Friedman, PhD,
Private Practice, Haifa, Israel

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, and Friday (5:30-645 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

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

Workshop 75-5. The Creation of an Online Group for Elders in the Time of Corona

Claudia Apfelbaum, LCSW,
Private Practice, Philadelphia, Pennsylvania

This session will address the process of creating a weekly, emotionally engaging, online group to support older adults experiencing social isolation during COVID-19. Even before this pandemic, older adults were dealing with disproportionate amounts of social isolation compared to others, but their experience has intensified at this time. In the Time of Corona offers participants a rich opportunity for connection and dialogue in a safe and supportive environment.

During the workshop, I’ll highlight the value the group has for its members and how I made the larger community aware of this group, including recruiting participants, and provide an opportunity for up to four attendees to participate in a simulated session to give them a direct experience of In the Time of Corona.

Learning Objectives:
The attendee will be able to:
1. Educate Psychotherapists about the viability of online groups for helping to build social skills and improve social connectedness.
2. Highlight the value and measurable benefits online groups can have during the COVID-19 health restrictions.
3. Encourage and empower Psychotherapists to add groups for older adults into their therapeutic practice.

Course References:
1. Hauken, M. A. (2020, February 4). Importance of social support during the coronavirus outbreak [Web log post]. Retrieved from https://www.uib.no/en/ccp/134845/importance-social-support-during-coronavirus-outbreak
2. Holt-Lunstad, J., Robles, T. F., & Sbarra, D. A. (2017). Advancing social connection as a public health priority in the United States. American Psychologist, 72(6), 517-530. doi:10.1037/amp0000103
3. Killam, K. (2018, January 23). To Combat Loneliness, Promote Social Health [Web log post]. Retrieved from https://www.scientificamerican.com/article/to-combat-loneliness-promote-social-health1/
4. Koltz, R. L., Tarabochia, D. S., Wathen, C. C., Koltz, D. J., Foote, A., Cuyle, N., & Volkman, A. (2016). Living Well into Later Years: A Psychoeducational Group. Vistas Online, 15th Article
5. Suttie, J. (n.d.). How Social Connections Keep Seniors Healthy [Web log post]. Retrieved March 14, 2014, from https://greatergood.berkeley.edu/article/item/how_social_connections_keep_seniors_healthy

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

Workshop 76. Endings and Loss: How We Are Changed

Jeffrey Mendell, MD, CGP,
Retired, Annapolis, Maryland
Marsha Vannicelli, PhD, CGP, LFAGPA, Associate Professor (part time), Department of Psychology, Harvard Medical School

Salient aspects of termination and loss, and resistance to experiencing the attendant sadness, regret and disappointment, will be illuminated. A structured experiential format will help participants explore the meaning of endings in their own lives, and in the groups that they lead, as they say good-bye at the end of the conference.

Learning Objectives:
The attendee will be able to:
1. Describe salient aspects of termination, grieving and loss as it relates to participants own personal experience.
2. Enumerate the kinds of endings that people face and the complicated feelings associated with endings.
3. Describe the work that get done, (as well as resistance) as individuals are faced with the task of saying goodbye.
4. List ways that participants can help their patients more effectively deal with endings and loss and break through defenses.

Course References:
1. Rutan, J.S., Stone, W.N., & Shay, J.J.  (2014). Termination in Group Psychotherapy,  Psychodynamic Group Psychotherapy (5th Edition). Guilford, 2014.  chapter 16, pp. 376-399.
2. Brown N.W. (2014) Is there an afterlife . In Complex Dilemmas in Group therapy , Motherwell L and Shay S (eds.).  215 -222
3. Behnke, S, (2009) Stephen Termination and abandonment: A key ethical distinction. Monitor on  Psychology Vol 40, No. 8
4. Vannicelli,  M. (2005) Commentary on Therapist Initiated Termination. Int J Group Psychoth;55:311-15.
5. Mangione, L., Forti, R., & Jacuzzi, C. (2007). Ethics and endings in group psychotherapy: Saying goodbye and saying it well. International Journal of Group Psychotherapy, 57(11), 25-40.
7. Bhatia, A. (June, 2017). Ending therapy: The therapeutic relationship during the termination phase. [Web article]. Retrieved from https://societyforpsychotherapy.org/ending-therapy

Workshop 77. Expanding the Repertoire: Creative Exercises to Enhance Group Process

Corinne Hannan, PhD, CGP, CEDS,
Counseling and Psychological Services (CAPS), Brigham Young University, Draper, Utah 
Anna Packard, PhD, CGP, CEDS, Private Practice, Pleasant Grove, Utah

This workshop explores how experiential group exercises can be used in any group to facilitate process, increase insight, deepen emotional experiencing, and expand connection.  Specifically tailored activities can be utilized creatively at various stages to accelerate and stimulate individual and group development.  Workshop members will be invited to participate in multiple general process group experiences demonstrating these experiential activities.

Learning Objectives:
The attendee will be able to:
1. Identify the benefits of using experiential group exercises with a process group.
2. Describe group activities that deepen individual emotional experiencing and insight.
3. Demonstrate group activities to enhance group cohesion and connection.
4. Demonstrate how group exercises can increase motivation to change and increase the ability to receive and understand feedback from others in group.
5. Select different experiential exercises to facilitate different stages of group.

Course References:
1. Dayton, T., & Moreno, Z. (2004).  The Living Stage:  A step-by-step guide to psychodrama, sociometry and group psychotherapy.  Deerfield Beach, FL: Health Communications Inc. 
2. Hayes, S. & Smith, S. (2005).  Get Out of Your Mind and into Your Life: The New Acceptance and Commitment Therapy.  Oakland, CA:  New Harbinger Publications, Inc.
3. Hayes, S., Stroshal, K.D., & Wilson, K. G. (2016).  Acceptance and Commitment Therapy:  The Process and Practice of Mindful Change.  New York, NY:  The Guilford Press.
4. Wilson, K.G. (2008).  Mindfulness for Two:  An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy.  Oakland, CA:  New Harbinger.  
5. Yalom, I.D., & Leszcz, M. (2005).  Theory and Practice of Group Psychotherapy, 5th ed. Cambridge, MA:  Basic Books.
6. Carnabucci, K. & Ciotola, L. (2013).  Healing Eating Disorders with Psychodrama and Other Action Methods:  Beyond the Silence and the Fury.  Philadelphia, PA:  Jessica Kingsley Publishers. 
7. Haynos, A.F., Forman, E.M., Butryn, M.L. & Lillis, J. (2016).  Mindfulness and Acceptance for Treating Eating Disorders and Weight Concerns:  Evidence-Based Interventions.  Oakland, CA:  Context Press.

Workshop 78. Group Coordinators Need Support Too! National Survey Results and Future Directions for Nourishing Group Therapy Programs in UCCs and Similar Group Therapy Programs

Mansi Brat, PhD, CGP, UCC,
Syracuse University, Syracuse, New York
Carrie Brown, PhD, Barnes Center Counseling, Syracuse University, Syracuse, New York
Niki Keating, PhD, CGP, Counseling and Psychological Services, Colgate University, Hamilton, New York
Shenette Scille, PsyD, Vassar College, Counseling Service, Poughkeepsie, New York

This session will explore the diverse needs of group coordinators in UCCs and other settings as they develop and nourish thriving group therapy programs while also feeling empowered in their role. The findings from a national survey will be presented followed by a panel discussion of group coordinators. Attendees will participate in small discussion groups to identify strategies to enhance their group therapy program and feel satisfied in their unique role.
Learning Objectives:
The attendee will be able to:
1. Identify three findings from the national group coordinators survey.
2. Apply findings from the group coordinators survey to identify strategies to enhance their respective group therapy program.
3. List strategies for managing the challenges of the group coordinator role as described by the group coordinator panelists.
4. Define empowerment, self-compassion, and self-care within the scope of the group coordinator role to nourish a group therapy program.
5. Learn and practice methods to engage in self-compassion and self-care in the role of group coordinator.

Course References:
1. Brunner, J. L., Wallace, D. L., Reymann, L. S., Sellers, J. J., & McCabe, A. G. (2014). College counseling today: Contemporary students and how counseling centers meet their needs. Journal of College Student Psychotherapy, 28(4), 257-324.
2. Denton, L., Gross, J., & Wojcik, C. (2016). Group counseling in the college setting: An international survey of center directors. International Journal of Group Psychotherapy, 1-25.
3. McEneaney, A. M., & Gross, J. M. (2009). Introduction to special issue: Group Interventions in college counseling centers. International Journal of Group Psychotherapy, 59(4), 455-460.
4. Ribeiro, M. D., Gross, J. M., & Turner, M. M. (2018). The college counselors guide to group psychotherapy. New York: Routledge
5. Whittingham, M. (2013). Group work in college and university counseling centers.  In J. Delucia-Waack., & M. Riva. The Handbook of Group Counseling and Psychotherapy (2nd Edition). Washington DC: Sage Books.

Workshop 79. Unlocking Your Inner Hero: An Experiential Role-Playing Group to Connect with Others and Empower One to Act as Their Ideal Self

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

Vincent Dehili, PhD, CGP,
Psychologist, University of South Florida's Counseling Center, Tampa, Florida
Graham Morris, PhD, Postdoctoral Fellow, University of South Florida Counseling Center, Tampa, Florida 
Elisabeth Romines, PhD, University of Cincinnati Counseling and Psychological Services (CAPS), Cincinnati, Ohio

Role-playing games (RPGs) such as Dungeons and Dragons or Dungeon World provide a medium to “act as if” clients are an idealized version of themselves. Group leaders use improvisation techniques to generate a shared narrative which weaves interpersonal conflict and moral dilemmas, creating a parallel process between interpersonal goals and real-world behaviors. This group consists of two experiential groups to illustrate safety tools to address micro-aggressions, empower members to explore unique dilemmas, and create flexibility with their own interpersonal style.

Learning Objectives:
The attendee will be able to:
1. Define the merits and applications of role-playing games (RPGs) within the therapeutic setting and it's adaptation to collegiate mental health.
2. Learn how to fuse interpersonal process, skill building, and personal exploration within the framework of the RPG.
3. Describe at least three safety tools used to assist in identifying and addressing micro-aggression that may arise in group.
4. Provide a model for implementing a "Dungeons and Dragons"-based therapeutic RPG.
5. Observe and review skills to effectively engage with co-leader dynamics within this unique group therapy modality.
6. Explain the necessary competencies and logistical considerations for implementing a therapeutic RPG.

Course References:
1. Adams, A. S. (2013). Needs met through role-playing games: A fantasy theme analysis of dungeons & dragons. Kaleidoscope: A Graduate Journal of Qualitative Communication Research, 12.
2. Blackmon, W. D. (1994). Dungeons and Dragons: The use of a fantasy game in the psychotherapeutic treatment of a young adult. American Journal of Psychotherapy, 48(4), 624.
3. Garcia, A. (2017). Privilege, power, and dungeons & dragons: How systems shape racial and gender identities in tabletop role-playing games. Mind, Culture, and Activity, 24(3), 232–246.
4. Gutierrez, Raul, (2017). Therapy & Dragons: A look into the Possible Applications of Table Top Role Playing Games in Therapy with Adolescents. Electronic Theses, Projects, and Dissertations. 527. http://scholarworks.lib.csusb.edu/etd/527
5. Flashman, Sarah H., (2015). Exploration into pre-clinicians' views of the use of role-play games in group therapy with adolescents. Theses, Dissertations, and Projects. 656. https://scholarworks.smith.edu/theses/656
6. Rosselet, J. G., & Stauffer, S. D. (2013). Using group role-playing games with gifted children and adolescents: A psychosocial intervention model. International Journal of Play Therapy, 22(4), 173.
7. Hawkes-Robinson, W. A. (2011). Role-playing Games Used as Educational and Therapeutic Tools for Youth and Adults.
8. Wright, J. C., Weissglass, D. E., & Casey, V. (2020). Imaginative role-playing as a medium for moral development: Dungeons & Dragons provides moral training. Journal of Humanistic Psychology, 60(1), 99–129.

Master Workshop 80. Out of this World and into Group?: Group-as-a- Whole Concepts and Interventions

Presented in cooperation with the Center for the Study of Group Psychotherapy

Nancy Wesson, PhD, CGP, FAGPA,
Center for the Study of Group Psychotherapy, Palo Alto, California

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

Are new group members hopeful of escaping their inner world by joining a group? To the surprise of new group members, the group is a microcosm of their world. However the Group as a Whole approach is a team approach which increases group cohesion, nonjudgmental reflection, and the  therapeutic process.  Participants will learn to use the Group as a Whole approach and interventions to increase the reflective power of the group in difficult group situations.

Learning Objectives:
The attendee will be able to:
1. Apply the Group as a Whole approach to increase group cohesiveness as demonstrated by group member statements about belonging and about "the group" itself.
2. Utilize Group as a Whole interventions to resolve clinical issues such as absenteeism, conflict, and monopolizing in a psychotherapy group by setting the norm that all group members participate when clinical issues arise in the group.   
3. Compare and contrast the Group as a Whole approach with other types of group therapeutic approaches which emphasize individual behavior and dynamics.

Course References:
1. Bion, W.R. (1961). Experiences in Groups And Other Papers. London: Tavistock.
2. Dolgin, R., Riva, M. T., & Owen, J. (2020). Clinical congruence of cohesion in group psychotherapy. Professional Psychology: Research and Practice. Advance online publication. https://doi.org/10.1037/pro0000313
3. Kocsis, J. H. (2013). The relationship between the therapeutic alliance and treatment outcome in two distinct psychotherapies for chronic depression. Journal of Consulting 
and Clinical Psychology, 81(4), 627-638.
4. Kivlighan, D. M., Jr., Lo Coco, G., Oieni, V., Gullo, S., Pazzagli, C., & Mazzeschi, C. (2017). All bonds are not the same: A response surface analysis of the perceptions of positive bonding relationships in therapy groups. Group Dynamics: Theory, Research, and Practice, 21(3), 159–177. https://doi.org/10.1037/gdn0000071
5. Lo Coco, G., Gullo, S., & Kivlighan, D. M., Jr. (2012). Examining patients' and other group members' agreement about their alliance to the group as a whole and changes in patient symptoms using response surface analysis. Journal of Counseling Psychology, 59(2), 197–207. https://doi.org/10.1037/a0027560
6. Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. New York: Basic Books.

Workshop 81. Zoom in (or not!): Virtual Group Telehealth Delivery, Body Image, and the Therapeutic Relationship

Sharon Bolin, LCSW, MSW, BA,
Esperanza Eating Disorders Center, San Antonio, Texas
Sue Mengden, PhD, CEDS, Esperanza Eating Disorders Center, San Antonio, Texas
Hallie Nikotich, BA, Esperanza Eating Disorders Center, San Antonio, Texas

Zoom in (or not!): Virtual Group Telehealth Delivery, Body Image, and the Therapeutic Relationship. Presenters who work with a population with disordered eating and body image disturbance will explore ways telehealth delivery can impact group functioning, body image of group members, and the therapeutic relationship. The participants will share practice experience and results of community-based survey administered during Covid-19 pandemic. Leaders will conduct  a discussion of therapeutic interventions to decrease negative body image and lessen the disruption on interpersonal dynamics.

Learning Objectives:
The attendee will be able to:
1. Identify symptoms of body image disturbance in the various Eating Disorder diagnoses. 
2. Describe how virtual/telehealth platforms can impact body image, including body image of people with diverse identities. 
3. Analyze the impact of telehealth platforms on the intersection of group functioning and body image, including on group therapeutic factors and group norms.
4. Discuss the impact of telehealth platforms on the therapeutic relationship, including ruptures that may occur unique to utilizing a tele-health platform.
5. List techniques used by the group leader to assess and intervene in negative body image behaviors in a telehealth group.

Course References:
1. Jansen, A., Voorwinde, V., Hoebink, Y., Rekkers, M., Martijn, C., & Mulkens, S. (2016). Mirror exposure to increase body satisfaction: Should we guide the focus of attention towards positively or negatively evaluated body parts?. Journal of behavior therapy and experimental psychiatry, 50, 90-96.
2. McLean, SA., Paxton, SJ. (2018). Body Image in the Context of Eating Disorders. Psychiatric Clinical North America, https://doi.org/10.1016/j.psc.2018. 10.006. 
3. Mitchison D., Hay, P., Griffiths, S., Murray, SB., Bentley, C., Gratwick-Sarll, K., Mond, JM. (2017). Disentangling body image:  The relative associations of overvaluation, dissatisfaction, and preoccupation with psychological distress and eating disorder behaviors in male and female adolescents.  International Journal of Eating Disorders, 50 (2), 118-126.
4. Rodgers RF, McLean, SA, Paxton SJ. (2015). Longitudinal relationships among internalization of the media ideal, peer social comparison, and body dissatisfaction: implications for the tripartite influence model. Developmental Psychology, 51 706-713.
5. Vocks, S., Legenbauer, T., Wachter, A., Wucherer, M., & Kosfelder, J. (2007). What happens in the course of body exposure ?: Emotional, cognitive, and physiological reactions to mirror confrontation in eating disorders. Journal of Psychosomatic Research, 62(2), 231-239.

Workshop 82. Exploring Our LGBTQ+ Identities: An Affinity Group

Presented under the auspices of the AGPA Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG

Li Brookens, LCSW, CGP,
Umbrella Collective, Boulder, Colorado 
Stef Gentuso, MA, LPCC, Umbrella Collective, Boulder, Colorado
Angelynn Hermes, MSW, LCSW, CGP, Private Practice, Los Angeles, California

This is an experiential workshop for providers who have LGBTQ+ identities. Participants will be guided to put words to experienced social identity tensions so many of us face on a daily basis. Should I disclose my identity or identities? If so, which ones and to which clients and/or groups? How do I navigate visible and invisible identities I hold with my clients and other professionals? Who are my mentors/mentees and how do we navigate our generational similarities and/or differences?

Learning Objectives:
The attendee will be able to:
1. Identify their own marginalized and/or privileged identities in connection with their role as group leaders and participants.
2. Experience and compare potential benefits of affinity-based identity groups based on participation in an experiential affinity-based group.
3. Analyze their reactions to group members and leaders associated with LGBTQ+ identity and other social and personal identities present in groups.
4. Contrast options relating to disclosing or not disclosing LGBTQ+ identity to colleagues and clients.
5. Experience and observe group dynamics associated with homogeneous identity-based group formation and process.

Course References:
1. Case, A.D., & Hunter, C.D. (2012). Counterspaces: A Unit of Analysis for Understanding the Role of Settings in Marginalized Individuals’ Adaptive Responses to Oppression. American Journal of Community Psychology, 50(1-2), 257–270. doi:10.1007/s10464-012-9497-7
2. Cruwys, C., Niklas, K., Steffens, S., Haslam, A., Haslam, C., Hornsey, M.J., McGarty, C., & Skorich, D.P. (2020). Predictors of social identification in group therapy, Psychotherapy Research, 30:3, 348-361, DOI: 10.1080/10503307.2019.1587193
3. Gitterman, P. (2018). Social Identities, Power, and Privilege: The Importance of Difference in Establishing Early Group Cohesion, International Journal of Group Psychotherapy, 69, 99-125. DOI: 10.1080/00207284.2018.1484665
4. Heilman, D. (2017). The Potential Role for Group Psychotherapy in the Treatment of Internalized Homophobia in Gay Men, International Journal of Group Psychotherapy, 68:1, 56-68. DOI: 10.1080/00207284.2017.1315585
5. Horne, S.G., Levitt, H.M., Reeves, T., & Wheeler, E.E. (2014). Group work with gay, lesbian, bisexual, transgender, queer, and questioning clients. In J.L. Delucia-Waack, C.R. Kalodner, & M.T. Riva (Eds.), Handbook of group counseling & psychotherapy (pp. 253–263). Los Angeles, CA: Sage.
6. Perrone, K.M., & Sedlacek, W.E. (2000). A comparison of group cohesiveness and client satisfaction in homogenous and heterogenous groups, The Journal for Specialists in Group Work, 25:3, 243-251, DOI: 10.1080/01933920008411465

Workshop 83. Surfing the Urge in Times of Uncertainty: Running Integrative Harm-Reduction Psychotherapy Groups

Adam Frankel, PhD, CGP,
Senior Psychologist, The Center for Optimal Living, New York, New York

This workshop will focus on learning core principles of Integrative Harm Reduction Psychotherapy, and how to apply these principles to apply pragmatic intervention techniques in a group psychotherapy framework to help individuals dealing with substance misuse and other compulsive challenges. The workshop will focus on using role-plays and experiential learning to teach Integrative Harm-Reduction Psychotherapy when working in a group format.

Learning Objectives:
The attendee will be able to:
1. Identify three core principles of Integrative Harm-Reduction Psychotherapy (IHRP).
2. Identify and utilize three practical skills-based interventions from an IRHP group framework that can be use in a group setting to help individuals identify and move towards positive change goals 
3. Identify and contrast two ways in which IHRP is different from AA or abstinent only treatment models.

Course References:
1. Kellogg, S. H., & Tatarsky, A. (2012). Re-envisioning Addiction Treatment: A Six-Point Plan. Alcoholism Treatment Quarterly, 30(1), 109–128. 
2. Kellogg S. H., Tatarsky A. (2009). Harm reduction psychotherapy. In: Fisher G. L., Roget N. A., editors. Encyclopedia of substance abuse prevention, treatment, and recovery. Thousand Oaks, CA: Sage Publications; 2009. pp. 444–449
3. Tatarsky, Andrew (2003): Harm reduction psychotherapy: Extending the reach of traditional substance use treatment,
Journal of Substance Abuse Treatment, 25(4), 249 - 256
4. Tatarsky, A. (1998). An integrative approach to harm reduction psycho-therapy: A case of problem drinking secondary to depression.
In Session: Psychotherapy in Practice, 4, 9–24.
5. Tatarsky A., Kellogg S. (2010) Integrative harm reduction psychotherapy: A case of substance use, multiple trauma, and suicidality. Journal of Clinical Psychology: In Session. 2010; 66:123–135
6. Denning, P., Little, J. (2017): Over the Influence: The Harm-Reduction Guide to Controlling Your Drug and Alcohol Use. Guilford Press; New York, London.


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