These groups offer intensive learning about specific theories and approaches in group treatment.  ‎Registrants can pursue current interests in greater depth or learn ways of integrating new approaches ‎and methods into their private practice, clinic or agency work. Most of the Specific Interest Sections ‎have extensive experiential components. Registration maximum (up to 18 registrants) has been set ‎by each instructor.‎

The Specific Interest Sections will be held Tuesday-Wednesday, March 1-2 from 11:30 AM - 7:00 PM Eastern. There will be a 1.5-hour lunch break from 2:30 - 4:00 PM Eastern.

For more information on the presenter, please click on the presenter name to view their CGP profile.‎

Section II
Acceptance, Attunement, and Emotional Receptivity: Welcoming the Whole Self in Group

Instructor: ‎
Jeffrey S. Hudson, MEd, LPC, CGP, FAGPA
, Group Psychotherapist, Private Practice, Austin, Texas

This Institute will examine the development of emotional receptivity in group members and leaders. ‎One focus will be the importance of the leader's self-acceptance and facility with their own emotions. ‎We will also explore ways of encouraging intimacy and engagement in groups; this includes working ‎with member reluctance to experience and freely express a wide range of feelings in group.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Describe the difference between objective and subjective countertransference. ‎
‎2. Define countertransference resistance and recognize its role in group leadership.‎
‎3. List common sources of countertransference resistance.‎
‎4. Identify leader values which encourage acceptance of their groups.‎
‎5. Discuss the role of self-acceptance in effective group leadership.‎
‎6. Identify interventions to facilitate emotional communication.‎

1.  Black, A.E. (2017).  On Attacking and Being Attacked in Group Psychotherapy.  International Journal of Group Psychotherapy, 67(3), 291-313.

2.  Geltner, P. (2012).  Emotional Communication: Countertransference Analysis and the Use of Feeling in Psychoanalytic Technique. New York: Routledge.

3. Hudson, J.S., E.J. Cooper, M.B. Kranzberg & L. Motherwell (2017). Current and Future Challenges in Group Therapy. International Journal of Group Psychotherapy, 67(1), 219-239.

4.  Levine, R. (2017).  A Modern Psychoanalytic Perspective on Group Therapy.  International Journal of Group Psychotherapy, 67 (1), 109-120.

5.  Zeisel, E.M. (2012).  The Leader’s Use of Self:  A Modern Analytic Approach to Working in the Intrapsychic and Interpersonal Realm.  Modern Psychoanalysis, 37(2), 43-58.

Section III
Racialized Trauma in Black, Indigenous, and Therapists of Color

Kavita Avula, PsyD, CGP,
Therapist Beyond Borders, Organization, Seattle, Washington
Marcus Hummings, PsyD, CGP, Howard University, University Counseling Service, Washington DC

This Institute is for Black, indigenous and other therapists of color and will explore the impact of race-‎based trauma on the therapist and the group experience. The session will offer participants the ‎unique opportunity to dialogue in a safe space with other therapists of color to unpack the experience ‎of marginalization. The group will empower members of target groups to work effectively against ‎systems of oppression in what aspires to be a healing experience with BIPOC co-leaders.‎
(90% experiential learning)‎
The attendee will be able to:‎
‎1. Explain the process for establishing enough safety to address race-based trauma.‎
‎2. Utilize the terms Agent and Target to move beyond words like "minority" that can in and of ‎themselves be marginalizing.‎
‎3. Prepare group members to recognize person of color on person of color bias.‎
‎4. Apply Leticia Nieto’s Target Skill Model of Survival, Confusion, Empowerment, Strategy, and ‎Recentering.‎
‎5. Analyze whether repair of microaggressions is effective or ineffective.‎
‎6. Teach how to focus on impact rather than intent when unpacking bias.‎

1. Comas-Díaz, L. (2016). Racial trauma recovery: A race-informed therapeutic approach to racial wounds. In A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), The cost of racism for people of color: Contextualizing experiences of discrimination. Cultural, racial, and ethnic psychology book series (pp. 249 –272). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/14852-012

2. Menakem, R.  (2017). My grandmother's hands:  Racialized trauma and the pathway to mending our hearts and bodies. Las Vegas, NV: Central Recovery Press.

3. Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling and Development, 92, 57– 66. http://dx.doi.org/10.1002/j.1556-6676.2014.00130.x

4. Nieto, L.  (2010). Beyond inclusion, beyond empowerment.  A developmental strategy to liberate everyone. Olympia, WA: Cuetzpalin Publishing.

5. Oluo, I.  (2018). So you want to talk about race? New York, NY:  Seal Press.
Section IV
Becoming Who We Are in Groups: A Jungian Approach to Group Psychotherapy

Instructor: ‎
Justin B. Hecht, PhD, CGP, FAGPA
, Clinical Faculty, University of California San Francisco, San Francisco, ‎California

This Institute will approach group from a Jungian perspective.  The leader will use a symbolic approach ‎to facilitate appreciation of the dynamic unconscious and the influence of archetypes in our stories. ‎We’ll attend to paradox, transference, individuation, and the problem of the opposites. A didactic ‎presentation will conclude the workshop.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Apply a Jungian orientation to group psychotherapy interventions.‎
‎2. Identify archetypal material in personal stories.‎
‎3. Describe the characteristics of complexes.‎
‎4. Utilize a Jungian approach to the transference to facilitate individuation.‎
‎5. Characterize Jung’s Approach to the unconscious.‎
‎6. Define individuation, and encourage it in groups.‎

1. Greene, T. (1982) Group Therapy and Analysis. in M. Stein (ed.), Jungian Analysis (pp 219-231). London: Open Court Publishing

2. Hecht, Justin B. (2011)  Becoming who we are in groups. GROUP, in press, June 2011 edition.

3. Whitmont, Edward C. (1964) Group therapy and analytical psychology. Journal of Analytical Psychology

4. Willeford, William (1967) Group psychotherapy and symbol formation. Journal of Analytical Psychology, 12, 137-160

5. Zinkin, Louis (1989) The group’s search for wholeness: a Jungian perspective. Group, 13, 252-264.

Section V
Existential Factors in Group Psychotherapy: Learning to Thrive During a Pandemic

Maryetta K. Andrews-Sachs, MA, LICSW, CGP, FAGPA
, Private Practice, Washington, DC
Farooq Mohyuddin, MD, CGP, FAGPA, Department of Behavioral Health, Saint Elizabeths Hospital, ‎Alexandria, Virginia

Existential issues weave throughout all of our work in group therapy. This Institute is focused on the ‎vital role that having choices, finding purpose, feeling connected, and confronting our losses plays in ‎human lives. In order to be fully alive, we must move past our defenses, risk vulnerability, and ‎confront "the givens of existence." In this institute, we will combine didactic and experiential ‎experiences to explore these issues together.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1.  Identify the strong reactions generated in the group by the exploration of current losses due to the ‎pandemic and social unrest in the country.‎
‎1.  Discuss the tasks of the life cycle of the group as members explore issues around isolation and ‎connection.‎
‎3.  Apply the didactic material to the groups they lead.‎
‎4. Analyze the impact of the "existential givens" of responsibility and freedom within the group and ‎outside the group.‎
‎5.  Define existential psychotherapy.‎
‎6.  Recognize the resistance to exploring these "existential givens" and the subtle ways that it impacts ‎our lives.‎
‎7.  State the impact of transference and countertransference on the exploration of these existential ‎concerns.‎

1. Frankl, Victor E.  (1963).  Man's Search for Meaning: An Introduction to Logotherapy, New York:  Pocket Books.

2. Schneider, Kirk J.  (2017). The Spirituality of Awe:  Challenges to the Robotic Revolution. Buffalo, NY:  Waterfront Press.

3. van Deurzen, E. van & Adams, M.  (2016). Skills in Existential Counseling and Psychotherapy, 2nd Edition.  London, England:  Sage.

4. Wright, F (2015) Personal Reflections on Hugh Mullan: Existential Group Therapist, The One and the Many - Relational Approaches to Group Psychotherapy, Editors:  R. Grossmark and F. Wright, 2nd Edition.  Abingdon, England: Routledge.

5. Vitemb, Shayne Ann (2018) Talkin' ‘Bout My Generation:  Existentialism, Aging, and Newly Emerging Issues in Group Therapy. International Journal of Group Psychotherapy, 62, 23-42.

6. Yalom, I.D. (2017) Becoming Myself:  A Psychiatrist's Memoir. New York, NY:  Hachette.

7. Yalom, I.D.  (1980) Existential Psychotherapy. New York:  Basic Books.
Section VI
Cultivating the Internal Secure Base in Group Psychotherapy

Aaron E. Black, PhD, CGP, FAGPA
, Private Practice, Rochester, New York

Secure attachment bonds in childhood promote adaptive internal working models of relationships and ‎robust mentalizing capacities. This Institute explores a clinical approach that supports the ‎development of secure attachment by resolving intrapsychic, interpersonal, and group barriers to ‎emotional engagement and immediacy. We will also examine how theory-guided modifications to ‎psychodynamic technique can enhance the developmental sensitivity of group interventions. The ‎dynamics of attachment will be studied as both intrapsychic and interpersonal processes. Essential ‎concepts will be demonstrated experientially and didactically.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Define the concept of the secure base in attachment theory, as both an external and internal entity. ‎
‎2. Describe the mechanisms by which the secure base facilitates emotional self-regulation.‎
‎3. Distinguish between secure vs. insecure self-states.‎
‎4. Provide an example of how resistance facilitates emotional self-regulation in group therapy.  ‎
‎5. Describe how racial/ethnic/cultural differences influence the development or impairment of ‎epistemic trust and vigilance in group therapy.‎
‎6. Define three interventions meant to resolve resistance to secure attachment.‎

1. Black, A.E. (2019) Treating insecure attachment in group therapy: Attachment theory meets modern psychoanalytic technique. International Journal of Group Psychotherapy, 69(3), 259-286

2. Chang-Caffaro, S. and Caffaro, J. (2018). Differences that Make a Difference: Diversity and the Process Group Leader. International Journal of Group Psychotherapy, 68: 483-497.

3. Flores, P. J. (2017). Attachment theory and group psychotherapy. International Journal of Group Psychotherapy, 67(Sup 1), S50-S59.

4. Fonagy, P., Campbell, C., & Bateman, A. (2017). Mentalizing, attachment, and epistemic trust in group therapy. International Journal of Group Psychotherapy, 67(2), 176-201.

5. Levine, R. (2011). Progressing while regressing in relationships. International Journal of Group Psychotherapy, 61(4), 621-643.

Section VII
Managing Love and Hate in a World of Social Crisis

Ronnie L. Levine, PhD, ABPP, CGP, FAGPA
, Center for Group Studies, Private Practice, New York, New ‎York

During this time of social crises, therapists are living through and working with overwhelming feelings ‎that are difficult to contain. Love, hate, fear, self-destructive relapses, and relational difficulties are ‎among the experiences that need to be managed in group life. This Institute is designed to help group ‎therapists to work more effectively with these experiences, within themselves, as they provide ‎transformational experiences for their group members.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Identify the leader's fears that interfere with addressing loving and angry feelings in group. ‎
‎2. Identify individual and group manifestations of love and hate. ‎
‎3. Formulate interventions that address emotional needs of group members. ‎
‎4. Develop the technique of joining as an emotional intervention in group for individuals, subgroups ‎and groups. ‎
‎5. Develop the techniques of bridging to promote ego support, feedback, subgroup and group ‎cohesion. ‎
‎6. Identify the group member's fear of expressing feelings. ‎
‎7. Examine the interpersonal adaptations to fear and desire that are being expressed in the group. ‎
‎8. Develop emotional interventions that take in to account the individual and groups' capacity to ‎tolerate.‎

1. McColl, G. (2016). The art of bridging revised. International Journal of Group Psychotherapy, 66(3), p. 443-454.

2. MacColl, G. (2014). The group therapy contract revisited. Group, 38(2), 103–113.

3. Zeisel, E. (2016). Plenary Address to the 2015 AGPA Institute: Undaunting Courage and The AGPA Institute. International Journal of Group Psychotherapy, 66(4), p. 624-631.

 4. Billow, R. (2016). Reality Testing and Testing Reality in Group Treatment: Part II: Testing Reality. International Journal of Group Psychotherapy, 66(4), 551-570.

 5. Levine, R. (2017). A Modern Psychoanalytic Perspective of Group Psychotherapy. International Journal of Group Psychotherapy, 67(1). S109-S120.

Section VIII
A Relational Group Journey to Flatland and Beyond: Experiencing the Impact of the Online ‎Environment on the Inclusion and Exclusion of Different Self States in the Individual and the Group

Sharon Sagi Berg, MA, CGP, Group Analytic, Schema Therapist, Tel Aviv Training Center for Schema ‎Therapy, Tel Aviv, Israel
Ido Peleg, MD, CGP, Rappaport Faculty of Medicine Technion IIT, Mazor Mental Health Center, Akko, ‎Israel
Relational approaches emphasize the emergence of multi self-states and the occurrence of ‎enactments in groups. The participants will experience the special challenge inherent in the 'flat' Zoom ‎environment. Together we'll explore the unique barriers of the screen and their impact on the group's ‎ability to include rejected, exiled self states. As the group will develop, we'll recognize the limitations ‎and the influence of the therapists' self-states and their co- leadership on the group process.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎‎1. The participants will work with emerging self states in the group.‎
‎2. The group will focus on relational issues as they emerge in the process.‎
‎3. Explore processes of inclusion and exclusion in the group's matrix.‎
‎4. Work with enactments and through reparations.‎
‎5. Recognize the limitations of the leaders. ‎
‎6. Review the challenge of moving between different self-states.‎
‎7. Use relational interventions in the group.‎
‎8. Understand the effect of power and privilege on the group process.‎
‎9. Recognize the influence of the co-leadership on the group process and its development.‎

1. Grossmark, R. (2017) Narrating the unsayable: Enactment, repair, and creative multiplicity in group psychotherapy. International Journal of Group Psychotherapy, 67 (1), 27-46.

2. Peleg, I. (2012) Oppression, freedom, and recognition in an analytic therapy group: Group and therapist interactions from relational and group analytic perspectives. International Journal of Group Psychotherapy, 62 (3), 436-458.

3. Sagi Berg, S. (2019). “Hall of Broken Mirrors”—Enactment in an Analytic Group of “Difficult Patients.” International Journal of Group Psychotherapy, 69 (1), 1-29

4. Tubert-Oklander, J. (2014). The One and the Many: Relational Psychoanalysis and Group Analysis (1st ed.). Routledge.

5. Weinberg, H. (2015) ‘The Group as an Inevitable Relational Field, Especially in Times of Conflict’, in: Grossmark, R., Wright, F. (eds) The One and The Many. Relational Approaches to Group Psychotherapy, pp. 38–57. New York and London: Routledge.

Section IX
Understanding Each Other:  Forging Relationships in an Evolving and Diverse World

Jeanne L. Bunker, LCSW, CGP, FAGPA,
Private Practice, Austin, Texas

We are facing intense health, cultural, economic and political storms and opportunity for ‎transformation. Instability, fear and strife prevalent in our society form an environment stimulating ‎regression, awakening old trauma while fomenting tumultuous situations in everyday life. Within this ‎volatile context, we will work with connection, conflict and trauma, opening ourselves to a deeper ‎experience of our feelings, learning to tolerate intense affect, developing greater somatic awareness, ‎and building skill utilizing our aggression for relationships, creativity and healing.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Define aggression.‎
‎2. Identify destructive aggression.‎
‎3. Identify healthy aggression.‎
‎4. Define observing ego.‎
‎5. Define progressive emotional communication.‎
‎6. Use observing ego to inform intentional, progressive emotional communication.‎
‎7. Define intersectionality.‎
‎8. Identify personal bias that impedes progressive, emotional communication.‎
‎9. Define regression.‎
‎10. Define countertransference.‎
‎11. Define transference.‎
‎12. Utilize somatic awareness for affect regulation.‎

1. Adichie, C. N. (2015). We should all be feminists. Anchor Books.

2. Brown, B. (2017). Braving the wilderness: The quest for true belonging and the courage to stand alone. Random House.

3. Kendi, I. X. (2019). How to be an antiracist. One World.

4. Gilligan, C. & Snider, N. (2018). Why does patriarchy persist? Polity Press.

5. Levine, R. (2018). A group analyst’s perspective on the Trump-Clinton election and aftermath. International Journal of Group Psychotherapy, 69:2, 192-220.

6. Perez, C. C. (2019). Invisible women: Data bias in a world designed for men. New York NY. Abrams Press.

7. Traister, R. (2018). Good and mad: The revolutionary power of women’s anger. Simon & Schuster.

8. Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.
Section X
Handle with Care: Intergenerational Trauma, Ambivalence, and Avoidance in Group Dialogue

Karsten Kueppenbender, MD, CGP
, Harvard Medical School, McLean Hospital, Belmont, ‎Massachusetts
Mendel Horowitz, MS, CGP, Lev Avos Parenting Institute Clinic, Jerusalem, Israel

In ethnically/racially heterogeneous groups the horrors of interracial trauma powerfully affect ‎descendants of victims, perpetrators, and bystanders. Clinicians must be attuned to what is not being ‎said as much as to what is being shared. Recognizing and attending to ambivalence and avoidance, ‎grounding ourselves in embodied experience, help create and maintain a safe place. This Specific ‎Interest Section will explore working experientially with the trauma of the participants’ and facilitators’ ‎racial/ethnic histories of violent relatedness.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Identify possible inhibitions in ethnically and culturally heterogeneous therapy groups.  ‎
‎2. Detect a diversity of opinions and emotional reactions in ethnically and culturally heterogeneous ‎therapy groups.‎
‎3. Recognize the significance of cultural trauma and stereotypes in ethnically and culturally ‎heterogeneous therapy groups.‎
‎4. Facilitate understanding and acceptance in ethnically and culturally heterogeneous therapy groups.‎
‎5. Apply body awareness and grounding skills to tolerate discomfort in the presence of emotionally-‎charged dialogue in ethnically/culturally/racially heterogeneous therapy groups.‎

1. Alexander, J., Eyerman, R., Giesen,B., Smelser, N., & Sztompka, P, (2004). Cultural Trauma and Collective Identity. Berkeley; Los Angeles; London: University of California Press. Retrieved April 22, 2021, from http://www.jstor.org/stable/10.1525/j.ctt1pp9nb

2. Finlay, L., Abernethy, A., & Garrels, S. (2016) Scapegoating in group therapy: Insights from Girard’s Mimetic Theory. International Journal of Group Psychotherapy, 66:2, 188-204, DOI: 10.1080/00207284.2015.1106174

3. Frie, R. (2012). Memory and responsibility: Navigating identity and shame in the German-Jewish experience. Psychoanalytic Psychology, 29(2), 206–225. https://doi.org/10.1037/a0027422

4. Gans, J. S., & Counselman, E. F. (2000). Silence in group psychotherapy: A powerful communication. International Journal of Group Psychotherapy, 50(1), 71–86. doi:10.1080/00207284.2000.11490982

5. Levitt, Heidi. (2002). The unsaid in the psychotherapy narrative: Voicing the unvoiced. Counselling Psychology Quarterly, 15. 333-350. 10.1080/0951507021000029667.

6. Shay, J. (2011) Projective identification simplified: Recruiting your shadow. International Journal of Group Psychotherapy, 61:2, 238-261, DOI: 10.1521/ijgp.2011.61.2.238

7. van der Kolk, BA. (2014) The body keeps the score. Brain, mind, and body in the healing of trauma. New York: Viking.

Section XI
Living Out Loud: Attuning the Leader's Voice

Marie T. Sergent, PhD, CGP,
Private Practice Center for Group Studies, Rochester, New York

An attuned therapeutic voice allows the group leader to respond spontaneously and therapeutically to ‎members’ emotional communications, whether comfortable or uncomfortable, verbal or nonverbal, ‎and to offer corrective, maturational interventions. A leader’s personal history offers strengths but ‎can also interfere with therapeutic attunement. This Institute explores methods for increasing ‎attunement by resolving group leader obstacles to potent emotional communication.‎
‎(90% experiential learning)‎
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 resistances.‎
‎6.  Identify three signs indicative of group leader resistance.‎

1. Cozolino, L., Schore, A. N., & Siegel, D. J.(2017). Introduction. In S. W. Porges, The pocket guide to the polyvagal theory. New York: W. W. Norton.

2. Gitterman, P.  (2019). Social identities, power, and privilege: The importance of difference in establishing early group cohesion. International Journal of Group Psychotherapy, 69: 99-125.

3. Levine, R. (2017).  A modern analytic perspective of group therapy. International Journal of Group Psychotherapy, 67S(1), 109S-120S.

4. Schmidt, C. (2018). Anatomy of racial micro-aggressions. International Journal of Group Psychotherapy, 68:4, 585-607.

5. Schore, A. N. (1994). Affect regulation and the origin of the self: The neurobiology of emotional development. New York, NY: Taylor and Francis.

Section XII
Permission Granted: Transforming Prohibition into Power

Alyson M. Stone, PhD, CGP,
Licensed Psychologist, Private Practice, Austin, Texas

Societal, familial, and religious prohibitions against feelings, needs, and healthy aggression can limit ‎leaders' emotional availability and self-knowledge. We explore barriers to experiencing a full range of ‎feelings in our groups, including pleasure, anger, and desire. We focus on expanding leaders' ‎emotional engagement and freedom, which breathes life into our work.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Describe how societal, familial, and/or religious prohibitions may impact your group leadership and ‎your group's functioning.‎
‎2. Identify emotions you are reluctant to feel and allow your group to experience.‎
‎3. Describe ways to welcome and work with resistance in your groups.‎
‎4. Articulate how secure attachment relationships facilitate emotional freedom and engagement.‎
‎5. Identify ways countertransference to aggression or religious or spiritual material can enhance or ‎hinder psychotherapy.‎
‎6. Identify methods to bring more pleasure and freedom into your work.‎

1. Black, A. E. (2014). Externalizing the wish for the secure base in the Modern Analytic Group. Modern Psychoanalysis, 39(1), 70-102.

2. Leszcz, M. (2017). How understanding attachment enhances group therapist effectiveness. International Journal of Group Psychotherapy, 67(2), 280-287.

3. Ormont, L. (1993). Resolving resistance to immediacy in the group setting. International Journal of Group Psychotherapy, 43(4), 399-418.

4. Rosenthal, L. (1987). Resolving Resistances in Group Psychotherapy. Northvale, N.J: Jason Aronson.

5. Stone, A. (2014). Thou Shalt Not: Treating religious trauma and spiritual harm with combined therapy. Group, Vol. 37, Volume 4 (Winter 2013), pp. 323-337.

6. Zeisel. E. (2012). The Leader’s Use of Self: A Modern Analytic approach to working in the intra-psychic and interpersonal realm. Modern Psychoanalysis, 37 (2).

Section XIII
Love Thwarted/Love bites: Enactments of the Sadistic-Masochistic Configurations within the Group

Gil Spielberg, PhD, ABPP, CGP, FAGPA
, Training and Supervising Analyst, Institute of Iontemporary ‎Psychoanalysis, Santa Monica, California
Judith Schaer, LCSW, CGP, FAGPA, Experiential Faculty EGPS One Year Group Training, Zoom, New ‎York, New York

The paradox of opposites and the idea of role suction set the stage for sadistic and masochistic self-‎states to merge and be magnetically attracted to one another within the interpersonal matrix of the ‎group. The group experience provides an opportunity to observe, reexperience and repair these ‎organizational configurations.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Explain from historical perspective understandings of the sadistic-masochistic configuration.‎
‎2. Describe the current theoretical understanding from a relational perspective.‎
‎3. Explain the theory of enactment as a mode of communication‎
‎4. explain the therapist involvement in both successful and unsuccessful enactments.‎
‎5. Describe the contributions of the group atmosphere to the establishment bi-directional inductions.‎

1. Epstein, L. (1999). The analyst's “bad-analyst feelings” a counterpart to the process of resolving implosive defenses. Contemporary Psychoanalysis, 35(2), 311-325.

2. Kirman, J, (1995). Working with anger in groups: A modern analytic approach. International Journal of Group Psychotherapy, 45(3), 303-329.

3. Grossman, W.I. (1986). Notes on masochism: A discussion of the history and development of a Psychoanalytic Concept. The Psychoanalytic Quarterly, 55 (3), 379-413.

4. Counselman, E. (2008) Why Study Groups? International Journal of Group Psychotherapy, 58(2) 265-272.

5. Buchelle, B. (1997). The development of an analytic perspective in the group leader: Some basic thoughts. Group, 21 (4) 303-311.

Section XIV
Reconnecting Masculinity: Reworking the Terms of Manhood

David Joseph Dumais, LCSW, CGP
, Center for Group Studies, Private Practice, Brooklyn, New York
Craig Haen, PhD, RDT, CGP, LCAT, FAGPA, Private Practice, White Plains, New York

Terry Real characterized masculine development as a “process of elimination, a successive unfolding of ‎loss,” capturing how males learn to distance from feelings and, in turn, from others. Self-reliance, ‎however, defies fundamental attachment needs. This Institute focuses on replacing disconnection ‎with safe forms of male intimacy. All male-identified participants welcome.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. List three ways that gender socialization inhibits male intimacy.‎
‎2. Identify and explore two experiences in participants' own masculine development that‎
reinforce or inhibit connection.‎
‎3. Identify two ways that processing present-moment experiences of connection can
inform group development.‎
‎4. Describe two ways of adapting the therapy frame to work more effectively with male-‎
identified clients.‎
‎5. Describe two sources of vulnerability for males who gather together in groups.‎
‎6. Identify three ways that group process can facilitate movement from disconnection to connection.‎
‎7. Distinguish adult male intimacy from defensive forms of self-reliance.‎
‎8. Identify the impact of gender roles on their professional lives.‎

1. Ashfield, J. A., & Gouws, D. S. (2019). Dignifying psychotherapy with men: Developing empathic and evidence-based approaches that suit the real needs of the male gender. In J. A. Barry, R. Kingerlee, M. Seager & L. Sullivan (Eds.). The Palgrave handbook of male psychology and mental health (pp. 623-645). Palgrave Macmillan.

2. Kilmartin, C. (2021). The fictions that shape men’s lives. Routledge.

3. Rabinowitz, F. E. (2019). Deepening group psychotherapy with men: Stories and insights for the journey. American Psychological Association.

4. Reidy, D. E., Smith-Darden, J. P., Vivolo-Kantor, A. M., Malone, C. A., & Kernsmith, P. D. (2018). Masculine discrepancy stress and psychosocial maladjustment: Implications for behavioral and mental health of adolescent boys. Psychology of Men & Masculinity, 19(4), 560-569. https://doi.org/10.1037/men0000132

5. Ridge, D. (2019). Games people play: The collapse of “masculinities” and the rise of masculinity as spectacle. In J. A. Barry, R. Kingerlee, M. Seager & L. Sullivan (Eds.), The Palgrave handbook of male psychology and mental health (pp. 205-225). Palgrave Macmillan.

Section XV
Rupture and Repair in Relational Group Psychotherapy

Presented in cooperation with the Sacramento Center for Psychotherapy

Haim Weinberg, PhD, CGP, FAGPA,
Sacramento Center for Psychotherapy, Private Practice, ‎Sacramento, California
Martha Gilmore, PhD, CGP, LFAGPA, Sacramento Center for Psychotherapy, Davis & Sacramento, ‎California

Rupture and repair are important processes in relational approaches. Applying the approach to groups ‎emphasizes enactment instead of interpretation. Through the experiential group process, we will use ‎relational approaches to address participants’ here-and-now experience. We will focus on enactments ‎and experiences of rupture and repair. Group leaders need to be aware of ruptures in the therapeutic ‎alliance, especially those caused by the leader. Through this experience, the participants will improve ‎their skills as group therapists.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Appraise their own and others' subjective experience.‎
‎2. Focus on intersubjective issues in group therapy.‎
‎3. Use relational/intersubjectively-informed interventions in groups.‎
‎4. Work with enactments and reparations in group therapy.‎
‎5. Accept and utilize their limitations as group therapists.‎
‎6. Work with different emerging self-states in the group
‎7. Describe the meaning of rupture and repair.‎
‎8. Identify microaggression in groups.‎

1. Eubanks, C., Warren J. T., & Muran, J. C. (2021) Identifying Ruptures and Repairs in Alliance-Focused Training Group Supervision. International Journal of Group Psychotherapy, 71:2, 275-309, DOI: 10.1080/00207284.2020.1805618

2. Gantt, S. (2021) Systems-Centered Theory (SCT) into Group Therapy: Beyond Surviving Ruptures to Repairing and Thriving. International Journal of Group Psychotherapy, 71:2, 224-252, DOI: 10.1080/00207284.2020.1772073

3. Marmarosh, C. (2021) Ruptures and Repairs in Group Psychotherapy: From Theory to Practice. International Journal of Group Psychotherapy, 71:2, 205-223, DOI: 10.1080/00207284.2020.1855893

4. Rutan, J. Scott (2021) Rupture and Repair: Using Leader Errors in Psychodynamic Group Psychotherapy. International Journal of Group Psychotherapy, 71:2, 310-331, DOI: 10.1080/00207284.2020.1808471

5. Segalla, R. (2021) Self Psychological Approaches to Ruptures and Repairs in Group Psychotherapy. International Journal of Group Psychotherapy, 71:2, 253-274, DOI: 10.1080/00207284.2020.1805616

Section XVI
Social Identities, Power and Privilege: How Difference is Essential for Group Cohesion

Paul Gitterman, LICSW, MSC, CGP
, Psychotherapist, Williams College, Williamstown, Massachusetts

This experiential group will explore how difference in social locations and experiences of power and ‎privilege provide foundations for group cohesion. In exploring difference, the group establishes ‎protective norms and can therefore effectively negotiate mis-attunements and micro-aggressions.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Describe how difference is experienced from an early developmental perspective and how it can ‎impact future representations of difference.‎
‎2. Describe how the group serves as an attachment function.‎
‎3. Explain how members of privileged and marginalized identities may experience their attachment to ‎the group differently.‎
‎4. Explain how different experiences of the dominant culture may impact group members’ trust and ‎transferential experiences in group.‎
‎5. Describe how to welcome difference as a way of building group cohesion.‎
‎6. Explain why the leader’s knowledge of their social identities is so important in group work.‎
‎7. Describe how ego supportive interventions are useful in addressing microaggressions in groups.‎
‎8. Explain how groups naturally want to join around homogeneity and fear difference.‎
‎9. Describe how disclosure of emotional vulnerability lessens the potential of replicating oppressive ‎dynamics.‎
‎10. Describe how groups with strong cohesion can be curious about difference.‎

1. 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

2. Leary, K. (2012). Race as an adaptive challenge: Working with diversity in the clinical consulting room. Psychoanalytic Psychology, 29(3), 279-291.

3.  Smith, L. C. & Shin, R. Q. (2008). Social Privilege, Social Justice, and Group Counseling: An Inquiry. The Journal for Specialists in Group Work, 33(4), 351-366.

4.  Shah, S. A. & Kosi, R. (2011). Diversity in Groups: Culture, Ethnicity and Race. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. Chichester, UK: John Wiley & Sons, Ltd, 667-680, doi: 10.1002/9781119950882.ch33

5. Zeisel, E. (2011). Meeting Maturational Needs in Modern Group Analysis: A Schema for Personality Integration and Interpersonal Effectiveness. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. Chichester, UK: John Wiley & Sons, Ltd, doi: 10.1002/9781119950882.ch11
Section XVII
Spontaneous Moments in Group: Pathways to Deep Connection and Neuorbiological Change

Elizabeth A. Olson, PsyD, LCSW, CGP
, Psychologist, Social Worker, Collective for Psychological ‎Wellness, Boulder, Colorado

Spontaneous moments in group enliven transferential relationships between group members as well ‎as with the leader. Spontaneous interactions allow for direct communications with unconscious ‎patterns in a way that activates deep connection and the potential for lasting neurobiological change. ‎We will move beyond static interventions into meaningful, free flowing interactions that offer the past ‎to come alive in the present. These surprising and unexpected here and now interactions create ‎opportunities for deeper understanding and constructive disruption of habitual, relational patterns.‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Describe the benefits of cultivating transferential relationships.‎
‎2. Apply a non-judgmental, exploratory process to group psychotherapy.‎
‎3. Explain the ways a leader can encourage more free associating in group process.‎
‎4. Define interventions that contribute to neurobiological changes through group interactions.‎
‎5. Utilize emotional inductions as a guide for interventions.‎
‎6. Identify patterns emerging between group members.‎
‎7. Study old feelings that are connected with the here and now interactions.‎
‎8. Name potential unconscious patterns that emerge in group interactions.‎
‎9. Promote progressive communications between group members.‎
‎10. Utilize new relational approaches with each other to encourage neurobiological change.‎
‎11. Identify automatic reactions within oneself and in other group members.‎
‎12. Study the benefits of experiencing memories, using working memory brain capacity, to ‎recontextualize the past with the present.‎

1. Ginot, E. (2017). The enacted unconscious: A neuropsychological model of unconscious processes. Annals of the New York Academy of Sciences, 1406, (1), 71-76.

2. Margolis, B. D. (1986). Joining, mirroring, psychological reflection: Terminology, definitions, theoretical considerations. Modern Psychoanalysis, 11(1&2), 19-35.

3. Ormont, L, & Furgeri, L. B. (2016). The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D. Create Space Independent Publishing Platform

4. Schore, A. (2019).  The development of the unconscious mind. New York, NY: W.W. Norton and Company, Inc.

5. Schore, A. (2019). Right brain psychotherapy. New York, NY: W.W. Norton and Company, Inc.

Section XVIII
Neuroscience to the Rescue: Deepening Online Group Experiences using Polyvagal Theory

Instructor: ‎
Lorraine B. Wodiska, PhD, ABPP, CGP, FAGPA
, Psychologist, Private Practice, Arlington, Virginia

This year, most of us have conducted therapy groups online and likely will continue to do so post-‎pandemic for some of our groups. There is a layered challenge working with nonverbal communication ‎when conducting groups virtually. This Institute will focus on the concepts of Polyvagal Theory as a way ‎to consider engaging the group members when working in online and deepening the process in virtual ‎and face-to-face group venues.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Offer a general definition of nonverbal communication.‎
‎2. List four types of body language seen in an online and face-to-face groups. ‎
‎3. Name what is missing in nonverbal communication when conducting online groups.‎
‎4. Explain the basic concepts of Polyvagal Theory. ‎
‎5. Describe how to use Polyvagal Theory in online and face-to-face groups.‎
‎6. Identify nonverbal signals from group members.‎

1. Badenoch, B. (2008). Being a Brain-wise Therapist:  A Practical Guide to Interpersonal Neurobiology.  New York:  W. W. Norton & Company.

2. Dana, D. (2018). The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation. New York:  W. W. Norton & Company.

3. Mehrabian, A. (1972, 2017). Nonverbal Communication. New York: Routledge.

4. Navarro, J. (2007). What Every Body is Saying:  An Ex-FBI Agent’s Guide to Speed-Reading People.  Harper Collins e-books.

5. Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. New York: W. W. Norton & Company.

6. Weinberg, H. and Rolnick, A., (Eds.) (2020). Theory and Practice of Online Therapy: Internet-delivered Interventions for Individuals, Groups, Families, and Organizations. New York:  Routledge.

Section XIX
Finding Our Center of Health: Coupling Modern Analysis with Relational Life

Instructor: ‎
Ginger M. Sullivan, MA, LPC, CGP, FAGPA,
Licensed Professional Counselor, Private Practice, ‎Washington, DC

In this Institute, we will explore the odd-yet-winsome blend of modern analysis and Relational Life ‎Therapy (RLT), a form of couple’s therapy which espouses full-respect living, with a heavy emphasis on ‎truth telling. RLT sets the frame and tells the story. Modern analysis rewrites the story. We will identify ‎our relational style and how it detracts from psychological maturation and satisfying connection.  ‎Essential concepts will be demonstrated experientially and didactically.  ‎
‎(85% experiential learning)‎
The attendee will be able to:‎
‎1. Apply RLT (Relational Life Therapy) principles as a supplemental and beneficial frame to modern ‎analytic work in group.‎
‎2. Cite the two self-skills necessary for full-respect living. ‎
‎3. Describe the four relational patterns as derivatives from the center of health.‎
‎4. Contrast the use of leverage with the support of adaptive defense.‎
‎5. Apply active engagement in furthering maturational development.‎
‎6. List the five-stage process of relational maturity as detected in a modern analytic group.‎
‎7. Differentiate and utilize the wounded child, the adaptive child and the functioning adult as identified ‎in the group process.‎

1. Billow, R.M. (2017). Relational Group Psychotherapy: An Overview: Part I: Foundational Principles and Practices. Group Analysis, 50 (1), 6-22.

2. Black, A.E. (2019). Treating Insecure Attachment in Group Therapy: Attachment Theory Meets Modern Psychoanalytic Technique. International Journal of Group Psychotherapy.

3. Evans, M. (1996). The subjective countertransference experience for the beginning modern group therapist. Modern Group, 1, pp. 46-60.

4. Holmes, L. (2009). The technique of partial identification. International Journal of Group Psychotherapy, 59:2.

5. Ormont, L. (1994). Developing emotional insulation. International Journal of Group Psychotherapy, 44 (3), 361-375.

6. Real, T. (November/December 2012).  Joining Through the Truth. Psychotherapy Networker, (pp. 36-43).

7. Real, T. (2007). The New Rules of Marriage. New York, NY: Random House, Inc.

Section XX
Interpersonal Dynamics for Referent Leadership in Organizations

Presented under the auspices of the Organizational Consulting SIG

Darryl L. Pure, PhD, ABPP, CGP, FAGPA
, Clinical Associate Professor of Leadership, University of ‎Chicago, Booth School of Business, Chicago, Illinois
Christine Carpenter, MA, PsyD, CGP, Adjunct Assistant Professor of Leadership, University of Chicago, Booth School of Business, Chicago, Illinois

Leadership in organizations has gone through a transformation from hierarchical to more personal ‎forms of leadership. Key to managing from a referent position is knowing oneself, one's emotions, and ‎how to give and receive feedback. This Institute will present the key concepts and exercises that turn ‎the T-group into an experiential laboratory. We will present salient concepts and then use them in an ‎experiential group where they can be practiced.‎
‎(80% experiential learning)‎
The attendee will be able to:‎
‎1. Identify group approaches relevant to business vs. psychotherapy.‎
‎2. Compare interpersonal dynamics with intrapersonal dynamics.‎
‎3. Experience exercises that aid interpersonal dynamics for business and organizational leadership.‎
‎4. Name barriers to fully expressing oneself in group meetings.‎
‎5. Demonstrate methods to give feedback that minimizes defensiveness.‎
‎6. Identify aspects of themselves which have remained outside of awareness while becoming more ‎comfortable exposing oneself as the group/team leader.‎
‎7. Describe the difference between the facilitator being a member of the group vs. being the 'group ‎leader' or expert.‎
‎8. Name how their behavior impacts others in the group and outside of it.‎
‎9. Identify their power and influence in the group as reflected by other members.‎
‎10. Name the mental models they bring to the group and its impact on their functioning in a group ‎setting.‎

1. Argyris, Chris.  (2000) Good Communication That Blocks Learning. HBR OnPoint, Harvard Business School Publishing Corporation.

2. Bradford, D. and Robin, C. (2021) Connect: Building Exceptional Relationships with Family, Friends, and Colleagues. Currency, New York, NY.

3. Bradford, D, Dexter, G, and Robin, C. (2003) Introducing the Pinch Theory: Building Relationships at Work. In Interpersonal Dynamics for High Performance Leaders. Stanford University Graduate School of Business.

4. Francisco, R. (1999). Five levels of communication: A model that works across cultures. In L. Porter (Ed.) Reading Book for Human Relations Training (8th edition). NTL Institution for Applied Behavioral Science.

5. Goleman, Daniel. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books, New York, NY.

6. Ibarra, Herminia. (2015) The Authenticity Paradox: Why feeling like a fake can be a sign of growth.

Harvard Business Review January–February.

7. Kennedy-Moore, Eileen & Watson, Jeanne. (2001). How and When Does Emotional Expression Help? Review of General Psychology, 5. 187-212. 10.1037/1089-2680.5.3.187.

8. Porter, L. (1982). Giving and Receiving Feedback; It Will Never be Easy But It Can Be Easier. NTL Reading Book for Human Relations Training, NTL.
Section XXI
Group Psychotherapy Supervision and Clinical Consultation

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

Annie Weiss, LICSW, CGP, FAGPA
, Lecturer, Harvard Medical School, Newton Center, Massachusetts

Using an experiential format, this institute will demonstrate a parallel process group supervision ‎model. We will explore how unconscious parallel processes occurring between client, group and ‎supervisee are induced in and transmitted to the supervision session. Each participant will present a ‎current group they are facilitating and the supervision group's process will be examined to inform the ‎consultation question. This event is approved to meet 12 of the supervisory hours required for group ‎certification. ‎
‎(90% experiential learning)‎
The attendee will be able to:‎
‎1. Identify how impasses, feelings, and challenges occurring within the consultation group can be ‎utilized to understand a therapy group impasse. ‎
‎2. Examine how the affective reactions that the supervisee experiences in both the supervision and ‎the group therapy relationship can increase competence. ‎
‎3. Explain how parallel processes occurring between client and supervisee is transmitted to the ‎supervision session. ‎
‎4. Utilize here-and-now affective material to understand group dynamics and impasses. ‎
‎5. Explain how supervision enhances clinical outcomes when working with clients. ‎
‎6. Identify supervisory techniques for identifying parallel process.‎

1. Bernard, H.S., & Spitz, H. (2006). Training in Group Psychotherapy Supervision. New York: American Group Psychotherapy Association.

2. Cajvert, L. (2011). A model for dealing with parallel processes in supervision. Journal of Social Intervention: Theory and Practice, 20(1), 41-56.

3. McNeil, B., & Worthen, V. (1989). The parallel process in psychotherapy supervision. Professional Psychology: Research and Practice, 20(5), 329-333.

4. Searles, H.F. (1955). The Informational Value of Supervisor's Emotional Experiences. Psychiatry, 18, 135-146.

5. Rutan, J. S., Stone, W. N., & Shay, J. J. (2014). Psychodynamic group psychotherapy (5th ed.). Guilford Press.

6. Weiss, A.C. (2021).  Training elastigirl: developing strength and flexibility in female group psychotherapists. In Kane, Masselink and Weiss (Eds). Women, intersectionality and group psychotherapy leadership. Routledge, Taylor & Francis Group.

Section XXII
Psychodrama: The Magic of Growth and Change

Sue Barnum, MA, LPCC, TEP, CGP-R, Private Practice, Santa Fe, New Mexico
Shelley J. Firestone, MD, CP, PAT, CGP, FAGPA, Chicago Psychotherapy and Psychiatry: ‎Transformation Department of Psychiatry, University of Chicago, Chicago, Illinois

Through psychodrama warm-ups, two process groups demonstrating psychodrama techniques, and a ‎complete psychodrama, the participants will train in specific psychodrama techniques, invaluable for ‎individual, family, couple, group psychotherapy, and psychotherapy on zoom, and for anyone working ‎on self-improvement. We will present history, theory and technique of psychodrama--perhaps the ‎most powerful, effective, and transformational methodology in our therapeutic repertoire--while ‎offering an experience of the magic of growth and change, along with training and expertise in basic ‎psychodrama techniques. ‎
‎(90% experiential learning)‎

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 to facilitate access to emotions.‎
‎5. Use one selective psychodrama technique as a therapeutic intervention in individual, couple, family ‎or group psychotherapy to facilitate conflict resolution.‎
‎6. Use one sociometric or psychodrama technique for building connection and cohesion in families, ‎couples and groups. ‎

1. Blatner, A. (2000). Foundations of Psychodrama: History, Theory and Practice, 4th Ed. New York: Springer Publishing Company.

2. Dayton, T. (2014). Emotional and developmental repair through psychodrama. The Journal of Psychodrama, Sociometry and Group Psychotherapy, 62(1), 9-27.

3. Wysong, W.H. (2017). The Psychodrama Companion, Vol 1 & 2. Colorado Springs, CO: William H. Wysong.

4. Hug, E. (2007). "A Neuroscience perspective on psychodrama." Advancing Theories in Psychodrama. London:  Brunner/Routledge.

5. Lotze, E. & Barnum, S. (2013). The therapist's creativity handbook: Introducing action and play into process groups. Self-published.