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Early Morning Colloquies
7:45  –  8:45 A.M.

Colloquy 8
Benign Dissociation Processes in Groups

Presenter:
Vered Bar, PsyD, Lecturer, Interdisciplinary Center of Herzliya University, Herzliya, Israel  

The premise of the lecture is based on the definition, which assumes that dissociation is a personality trait and is not necessarily a pathological trait (Bromberg, 2003). If indeed individuals are characterized with dissociation as a personality trait, and since groups and organizations are composed of individuals, then we are able to assume the aspects of a group as a whole, since the group matrix attributing to organizational entity can also dissociate (Foulkes, 1964).

Learning Objectives:
The attendee will be able to:
1. Analyze dissociation in groups.
2. Define different types of dissociation.
3. Specify tools and methods to promote Standing in the Spaces (SIS).

Course References:
1. Bromberg, M.P. (2001). Standing in the space, essays on clinical process, trauma, and dissociation. Hillsdale, NJ: The Analytic Press.
2. Carlson, E.B., & Putman, E.W. (1993). An update on the associative experiences scale. Dissociation, 6, 16-27.
3. Hopper, E. (2009). The theory of the basic assumption of Incohesion: Aggregation/Massification or (BA) I:A/M. British Journal of Psychotherapy, 25(2), 214-229.
4. Howell, E. F. (2005). The associative mind. New York: Routledge, Taylor & Francis Group.
5. Steiner, J. (1993). Psychic retreats: Pathological organizations in psychotic, neurotic and borderline patients. London: Routledge.

Colloquy 9
Qigong Practice Focused Group: Transformative Processes for People who Experienced Traumatic Loss

Presenter:
Nurit Gafni, MA, Expressive Art Therapist, Rimonim Sexual Abuse Day Care Center for Children, Natanya, Israel  

Integration between western complicated grief theories. New research insights on the ability of the body to support and facilitate transformation and Taoist philosophy believes in movement and Qigong circulation acts as a mobilizer of processes. A case study that examines how people who experienced traumatic loss view the impacts on Qigong practicing will be discussed.

Learning Objectives:
The attendee will be able to:
1. Compare trauma and loss in western psychology and Taoist philosophy.
2. Integrate the body-mind and Qi system in working with trauma and loss.
3. Apply some of the Qigong simple movements that helps grounding and mindfulness in groups or personal work.

Course References:
1. Chan, J.S.M., Ho, R.T.H., Wang, C.W., Yuen, L.P., Sham, J.S.T., & Chan, C.L.W. (2013). Effects of Qigong exercise on fatigue, anxiety, and depressive symptoms of patients with Chronic Fatigue Syndrome-like illness: A randomized controlled trial.
2. Emerson, D., & Hopper, H. (2011). Overcoming trauma through yoga. Berkeley, CA: North Atlantic Books.
3. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy. New York: Norton.
Evidence-Based Complementary and Alternative Medicine.4. Wang, C.L.W., Chan, C.L.W., Ho, R.T.H., Tsang, H.W.H., Chan, C.H.Y., & Ng, S.M. (2014). Effects of Qigong on depressive and anxiety symptoms: a systematic review and meta-analysis of randomized controlled trails.
5. van der Kolk, B. (2013). The body keeps the score. New York: Viking Penguin Press.

Colloquy 10
An Adaptation of DBT Skills Group in Working with Eating Disorders at a College Counseling Setting

Presented in cooperation with Virginia Tech’s Cook Counseling Center and under the auspices of the AGPA College Counseling & Other Educational Settings SIG

Presenters:
Krysta Webster Fink, PhD, Staff Psychologist, Virginia Tech’s Cook Counseling Center, Blacksburg, Virginia
Claire Yanping Wang Shen, PhD, Staff Psychologist, Virginia Tech’s Cook Counseling Center, Blacksburg, Virginia

DBT has been adapted in treating eating disorders. There is a scarcity of literature on the adaptation of DBT in working with eating disorders at a college counseling setting. This colloquy aims to share about the authors' work in adapting a DBT skills group in a short-term eating disorder focused group.

Learning Objectives:
The attendee will be able to:
1. Identify specific ways in which the adaptation of DBT skills group deviates from the standard DBT skills group.
2. Incorporate a selection of helpful DBT skills drawn from clients' input.
3. List potential challenges and future directions in adapting the DBT skills group in a short-term eating disorder focused group within a college counseling setting.

Course References:
1. Wisniewski, L., Safer, D., & Chen, E. (2007). Dialectical Behavior Therapy and Eating Disorders. In L.A. Dimeff & K. Koerner (Eds.), Dialectical Behavior Therapy in clinical practice: Applications across disorders and settings (pp. 174-221). New York: The Guilford Press.
2. Astrachan-Fletcher, E. & Maslar, M. (2009). The dialectical behavior therapy skills workbook for bulimia: Using DBT to break the cycle and regain control of your life. Oakland, CA: New Harbinger Publications.
3. Chugani, C.D. (2015). Dialectical Behavior Therapy in College Counseling Centers: Current Literature and Implications for Practice. Journal of College Student Psychotherapy, 29, 120-131.
4. Linehan, M. M. (2015). DBT skills training manual (2nd Ed.). New York: The Guilford Press.
5. Panepinto, A.R., Uschold, C.C., Olandese, M., & Linn, B.K. (2015). Beyond Borderline Personality Disorder: Dialectical Behavior Therapy in a College Counseling Center. Journal of College Student Psychotherapy, 29, 211-226.

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All-Day Course
9:00 – 11:30 A.M. & 2:00 – 4:30 P.M.

(Registration will only be accepted for both the morning and afternoon sessions.)

C5. Integrative Cognitive-Behavioral Group Therapy

Director:
Greg Crosby, MSW, LPC, CGP, FAGPA, Adjunct Faculty, Maryhurst University, Maryhurst, Oregon                 

The course will explore cutting edge trends to converge CBT with psychodynamic, interpersonal and interpersonal neurobiology.  Practical steps and skills for designing thematic based CBT groups that attend to stages of group development and cultivate a therapeutic group climate will be addressed. 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.

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. Examine sequential pacing of behavioral skills in CBT.
6. Delineate the key concepts of Interpersonal neurobiology in the Integrated CBT model.
7. Describe rituals to increase inclusion of new members.
8. Reflect on 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. (Eds.). (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 Counselors and Therapists: Integrating the Sciences of Mind and Brain. Los Angeles, CA: Sage Publishing.
5. MacKensie, K.R. (1997). Time Managed Group Psychotherapy: Effective Clinical Applications. Washington, DC: American Psychiatric Press.
6. Steiner, A. (2015). How to Create and Sustain Groups that Thrive: Therapist Workbook and Planning Guide (2nd Ed.). Los Angeles, CA: Plan Ahead Press.

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All-Day Workshops
9:00 – 11:30 A.M. & 2:00 – 4:30 P.M.

(Registration will only be accepted for both the morning and afternoon sessions.)

Workshop 81a
Developing Resilient Group Leadership

Chair:
Gail Brown, MA, CGP, Director of Academic Training, Center for Group Studies, New York, New York

Effective and successful group leaders are resilient and flexible in the face of intense feelings that naturally emerge during the group process. Through an experiential process, this workshop will examine and explore the integration from a modern analytic perspective of three factors that contribute to this resilience. These factors are: 1) fostering permeable insulation; 2) maintaining a healthy observing ego; and 3) identifying and using induced feelings to make interventions.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:   
1. Define emotional insulation.
2. Define observing ego.
3. Define induced feelings.
4. Describe three obstacles to staying emotionally present.
5. Utilize the observing ego to distinguish between historical and present feelings.
6. Formulate interventions based on the leaders understanding of induced feelings.

Course References:
1. Black, A.E. (in press). On attaching and being attacked in group psychotherapy. International Journal of Group Psychotherapy.
2. Levine, R. (2011). Progressing while regressing in relationships. International Journal of Group Psychotherapy, 61(4), 621-642.
3. Ormont, L. (1994). Developing Emotional Insulation. International Journal of Group Psychotherapy, 44(3), 361-375.
4. Ormont, L. (1980). Training group therapists through the study of countertransference. GROUP, 4(4).
5. Zeisel, E. (2009). Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 59(3), 421-432.

Workshop 82a
Bold Visions: Newer Understandings of the Unconscious in Contemporary Psychoanalysis and Groups

Chairs:
Richard Billow, PhD, ABPP, CGP, Director of Group Program, Derner Institute at Adelphi University, Garden City, New York
Victor Schermer, MA, LFAGPA, Private Practice, Philadelphia, Pennsylvania

Contemporary psychoanalysis has evolved new understandings of the unconscious mind which alter therapists’ position vis-a-vis patients and groups. The emotional truth of the group is expressed in “basic polarities.” We will explore and experience these implicit transformations in depth psychology and how they can enhance the effectiveness of group psychotherapy.
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:   
1. Compare and contrast classical Freudian, intersubjective-relational, trauma-based, and phenomenological/existential perspectives on the unconscious.
2. Discuss recent contributions of neuroscience to understanding of the unconscious and group dynamics.
3. Supplement and integrate awareness of transference and countertransference into an intersubjective-systems understanding of "co-transference" between the therapist and the group.
4. Compare and contrast relational-intersubjective perspectives on the unconscious with the historical understanding of the unconscious as a structure of the individual person.
5. Utilize the basic polarities to explain the dynamics and development of therapy groups.
6. Utilize resistance, rebellion, and refusal by the group members to facilitate maturation and development of the group-as-a-whole.

Course References:
1. Cozolino, L. (2002). The Neuroscience of Psychotherapy: Building and Rebuilding the Human Brain. New York: W.W. Norton.
2. Freud, S. (1915e). The unconscious. Standard Edition 14. London: Hogarth.
3. Gayle, R. (2009). Co-creating meaningful structures within long-term psychotherapy group culture. International Journal of Group Psychotherapy, 59(3), 311-334.
4. Schermer, V.L. (2014). Meaning, Mind, and Self-Transformation: Psychoanalytic Interpretation and the Interpretation of Psychoanalysis. London: Karnac Books.
5. Stone, W.N. (2005). The group-as-a-whole: Self-psychological perspective. GROUP, 29(2), 239-256.

Workshop 83a
Reflexive Group Supervision: An Affect Focused Model 

Chairs:
Robert Moore, DPsych, MMedSci, CGP, Private Practice, Newtonabbey, Country Antrim, Ireland
Kathleen Hubbs Ulman, PhD, CGP, FAGPA, Part-Time Assistant Professor in Psychiatry (Psychology), Harvard Medical School, Boston, Massachusetts

Group supervision, particularly with practitioners from a range of professions, can facilitate depth of self-awareness, breadth of theoretical understanding and focus of practical interventions. This workshop, for supervisors and supervisees, will present a process framework for Reflexive Supervision that gives participants an opportunity to enhance their emotional, cognitive and practical intelligence.
Demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Utilize their emotional intelligence to identify their own emotional responses to work with clients.
2. Differentiate three components of the emotional narrative - self-past/self-present/client-empathy.
3. Utilize the mirror neuron system to gain insight into client dilemmas.
4. Apply a philosophy of learning to their experience as supervisors/supervisees.
5. Apply their theory of practice to make meaning of the emotional narrative.
6. Draw on the wisdom a multi-disciplinary group to enhance reflexive learning.
7. Articulate the primary role of empathy in learning processes.
8. Demonstrate the 'slowing down' process in supervision to maximize learning.
9. Identify key supervisor tasks to facilitators of learning.
10. Apply the process framework to the context of their own work. 

Course References:
1. Brann, A. (2015). Neuroscience for Coaches: How to use the latest insights for the benefit of your clients. London: Kogan Page.
2. Carroll, M. (2014). Effective Supervision for the Helping Professions. London: Sage.
3. Decety, J., & Ickes, W. (Eds.). (2009). The Social Neuroscience of Empathy. London: Bradford Books.
4. Rothschild, B. (2006). Help for the Helper: A Psychophysiology of Compassion, Fatigue and Vicarious Trauma. London: Norton.
5. Moore, R. (2010). A Process Framework for Learning in a New Era of Supervision. In M. Benefiel & G. Holton (Eds.), The Soul of Supervision. New York: Morehouse Publishing.

Workshop 84a
Bringing Together Two Worlds: Psychodynamic Process Group and Psychodrama

Chairs:
Sue Barnum, MA, TEP, CGP, Private Practice, Houston, Texas
Jana Rosenbaum, LCSW, CGP, Volunteer Faculty, Baylor College of Medicine, Houston, Texas

This workshop will present why psychodrama works, an overview of interpersonal neurobiology, attachment theory, and mindfulness. After a brief history of group psychotherapy, we will explore the psychodramatic techniques used in process group (doubling, role-taking, role reversal, concretization, shareback), practice them, and then move into process group in the afternoon (integrating techniques).
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Review and discuss the scientific bases 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 shareback).
3. Discuss appropriate use of psychodramatic techniques in process group.
4. Utilize a mindfulness exercise as warm-up to process group.
5. Integrate the psychodramatic techniques into process group.
6. Discuss the efficacy of the use of psychodramatic techniques in process group.

Course References:
1. Hug, E., & Fleury, H. (2008). Moreno's co-unconscious: Contributions from neuroscience important for individual and group psychology. Psychodrama Classico, 10(1-2), 7-20.
2. Hug, E. (2007). A Neuroscience perspective on psychodrama. Advancing theories in psychodrama. London: Brunner/Routledge.
3. Gantt, S.P., & Badenoch, B. (2013). The interpersonal neurobiology of group psychotherapy and group process. New York: Karnac.
4. Lotze, E., & Barnum, S. (2013). The therapist's creativity handbook: Introducing action and play into process groups. Self-published.
5. 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.

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Morning Open Sessions
9:00 – 11:30 A.M.

Session 310
Louis R. Ormont Lecture- A Relational Approach to Evidence-Based Group Psychotherapy

Supported by the Louis R. Ormont Lecture Fund’s contributions to the Group Foundation Education Endowment

Chair:
Molyn Leszcz, MD, FRCPC, CGP, DFAGPA, Professor of Psychiatry, University of Toronto, Toronto, Ontario,  Canada  

Contemporary group psychotherapists are increasingly aware of the importance of practicing in an evidence-based fashion. This open session will identify key principles related to the ways in which group therapists can clinically operationalize empirical research through emphasis on the relational elements that contribute to therapeutic success and group therapist effectiveness.

Learning Objectives:
The attendee will be able to:
1. Illustrate and operationalize the core factors that contribute to group psychotherapist effectiveness.
2. Identify approaches that maximize therapeutic opportunities within the patient-therapist relationship and in the here and now of the interpersonal group therapy setting.
3. Articulate the principles of therapeutic metacommunication and processing within the therapeutic relationship.
4. Identify therapist use of self and judicious therapist transparency. 

Course References:
1. Burlingame, G.M., McClendon, D.T., & Alonso, J. (2011). Cohesion in Group Therapy. Psychotherapy 48(1), 34-42.
2. Hill, C.E., & Knox, S. (2009). Processing the therapeutic relationship. Psychotherapy Research 19(1), 13-29.
3. Ormont, L. (1990). The craft of bridging. International Journal of Group Psychotherapy, 40(1), 3-17.
4. Weiss J. (1993). How Psychotherapy Works: Process and Technique. New York: Guilford Press.
5. Yalom, I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th Ed.). New York: Basic Books. 

Session 311   
No Matter Which Way You Turn, Your A$$ is Hanging Out and on the Line: Risk and Responsibilities of Leadership (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Societies Assembly and the AGPA Organizational Development & Consultation SIG

Chair:
Farooq Mohyuddin, MD, CGP, Chair of Psychiatry Training, Saint Elizabeth’s Hospital, Washington, DC  

Presenters:
Maryetta Andrews-Sachs, LICSW, CGP, FAGPA, Faculty, National Group Psychotherapy Institute, Washington, DC
Seamus Bhatt-Mackin, MD, CGP, Staff Psychiatrist, Durham Veterans Affairs Medical Center, Durham, North Carolina

As trained group therapists, our understanding of group dynamics can help or hinder us in effectively leading organizations. The presenters will share experiences of leadership encountered in multiple organizational settings. Participants will be invited to share their own experiences in leadership roles to broaden and deepen our collective learning. 

Learning Objectives:
The attendee will be able to:
1. Evaluate the impact of personality style on leadership in organizations.
2. Describe risks inherent in leadership.
3. Identify their own leadership personality.
4. Describe the strengths and weaknesses of their personality style.
5. Review the advantages and disadvantages of leading from a vulnerable position. 

Course References:
1. Delong, T.J., & Delong, S. (2011). The Paradox of Excellence. Harvard Business Review, 89(6), 119-23, 139.
2. Forsyth, D.R. (2013). Group Dynamics (6th Ed.). Belmont, CA: Wadsworth Publishing.
3. Kanheman, D. (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.
4. Maccoby, M. (2003). The Productive Narcissist, the Promise and Peril of Visionary Leadership. New York: Broadway Books.
5. Maccoby, M. (2015). Strategic Intelligence: Conceptual Tools for Leading Change. Oxford: Oxford University Press. 

Session 312   
"Wild & Precious": A Performance and Discussion Exploring Sexuality, Gender, and the Movement from Shame-Filled Isolation to Connection

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

Chair:
Steve Cadwell, PhD, LICSW, CGP, Adjunct Faculty, Boston University School of Social Work, Boston, Massachusetts

Presenters:
Chera Finnis, PsyD, CGP, FAGPA, Private Practice, New York, New York
Elizabeth (Libby) Shapiro, PhD, CGP, Supervisor and Teacher, Cambridge Health Alliance, Cambridge, Massachusetts

This open session brings to life the shame and stigma resulting from the experience of gender and sexuality, and the potential movement from isolation to connection through belonging in groups.  Written, performed, and discussed by senior group therapists, this is psycho-educational performance art for group leaders of all levels of training.

Learning Objectives:
The attendees will be able to:
1. Identify gender role constriction and list ways it can undermine secure attachment.
2. List ways to ask, tell, and pursue questions about sexual orientation within group.
3. Identify measures to contain scapegoating in group.
4. List ways to promote diversity and attachment within group. 

Course References:
1. Cadwell, S. (2009). Shame, Gender and Sexuality in Gay Men's Psychotherapy Groups. GROUP, 33(3), 197-212.
2. Corbett, K. (2001). More Life, Centrality and Marginality in Human Development. New York: Analytic Press, Inc.
3. Cornett, C. (1997).  Claiming the Authentic Self: A Self Psychological Approach to Therapy with Gay Men. New York: Haworth Press.
4. Drescher, J. (1998). Psychoanalytic Therapy and The Gay Man. New York: Analytic Press, Inc.
5. Herman, J. (1992).  Trauma and Recovery. New York: Basic Books.
6. Lichtenberg, J. (2008). Sensuality and Sexuality Across the Divide of Shame. New York: Analytic Press, Inc.

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Morning Workshops
9:00 – 11:30 A.M.

Workshop 85
Rules are Made to be Broken:  The Theory and Practice of Effectively Dealing with Contractual Violations in Group

Chairs:
Britt Raphling, LCPC, CGP, Private Practice, Chicago, Illinois
Dave Kaplowitz, LMFT, CGP, Private Practice, Austin, Texas

This workshop will focus on the group contract with an emphasis on how leaders manage their countertransference reactions in order to respond to potential or actual contractual violations. Participants are encouraged to bring case material for the group to explore.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe the purpose of the group contract.
2. List the elements that go into a typical group agreement or contract.
3. Contrast the elements of contracts from Modern Analytic and Internal Family Systems.
4. Respond effectively to contract violations in the process group setting.
5. Specify and respond to leader countertransference reactions related to contract negotiations and violations.

Course References:
1. Cohen, P.F. (1996). Symbolic communication in modern group therapy. Modern Group, I(1), 19-30.
2. Fugeri, L.B. (2001). The technique of group treatment: The collected papers of Louis R. Ormont, PhD. Madison, CT: Psychosocial Press.
3. Rutan, J.S., Stone, W.N., & Shay, J.J. (2014). Psychodynamic Group Psychotherapy (5th Ed.). New York: The Guilford Press.
4. Schwartz, R. (2001). Introduction to the Internal Family Systems Model. New York: The Guilford Press.
5. Ormont, L. (1968). Group Resistance & the Therapeutic Contract. International Journal of Group Psychotherapy, 18(2), 147-154.

Workshop 86
Social Identities: Power and Privilege: The Importance of Difference in Fostering Group Cohesion

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

Chair:
Paul Gitterman, LICSW, MSc, CGP, Psychotherapist, Williams College, Williamstown, Massachusetts

This workshop will discuss and demonstrate techniques of working with diverse aspects of identity to facilitate group cohesion. These techniques provide leaders effective tools to facilitate a secure base from which to engage with potential misattunements and micro-aggressions that often occur around differences in social identities.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
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 minority identities experience their attachment to the group differently.
4. Explain how different experiences with one's social locations may impact group members' trust and transferential experiences in group.
5. List techniques that provide insulation for the group when systems of oppression are replicated.

Course References:
1. Ormont, L.R. (1992). The Group Therapy Experience. New York: St. Martin's Press.
2. Leary, K. (2012). Race as an adaptive challenge: Working with diversity in the clinical consulting room. Psychoanalytic Psychology, 29(3), 279-291.
3. Ormont, L.R. (2001). Meeting Maturational Needs in the Group Setting. International Journal of Group Psychotherapy, 51(3), 343-359.
4. Debiak, D. (2007). Attending to Diversity in Group Psychotherapy: An Ethical Imperative. International Journal of Group Psychotherapy, 57(1), 1-12.
5. Owen, J., Tao, K., & Rodolfa, E. (2010). Microaggressions and Women in Short Term Psychotherapy: Initial Evidence. The Counseling Psychologist, 38(7), 923-946.

Workshop 87
Silence is Golden: Appreciating and Working with Silence in Groups

Chair:
Sherry Breslau, PhD, CGP, Private Practice, New York, New York  

One often hears of the "deadliness" of silence in groups, yet the literature is also rich with references to the many possible meanings that silence may hold. This experiential workshop will explore how group therapists' approaches to silence can turn dread to curiosity, and deadliness to aliveness.
experiential/didactic/demonstration/sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State the paradox that often occurs around group therapist approaches to silence.
2. Cite at least five examples of possible meanings that silence may hold in a group.
3. Identify at least one emotional response the workshop participant typically has to silence.
4. Contrast helpful versus non-helpful techniques for working with silences in groups.
5. Compare personal experience of silence in this workshop with previous experiences.
6. Identify moments that the leader's approach to silence in the process portion moved the process to a different level.
7. State what he or she might do differently as a result of this workshop.

Course References:
1. Marchon, P. (2006). Beyond Transference, Countertransference, the Silences and the Opinion. International Journal of Psychoanalysis, 87(1), 63-81.
2. Meissner, W.W. (2000). On Analytic Listening. Psychoanalytic Quarterly, LXIX(2), 317-367.
3. Menninger, K. (1958). Theory of Psychoanalytic Technique. New York: Basic Books.
4. Ormont, L.R. (1992). The Group Therapy Experience: From Theory to Practice. New York: St. Martin’s.   
5. Racker, H.  (2007). The Meanings and Uses of Countertransference. Psychoanalytic Quarterly, LXXVI, 725-777.
6. Strean, H.S. (1993). Resolving Countertransferences in Psychotherapy. New York: Brunner/Mazel.

Workshop 88
Group Leadership: Coloring Outside the Lines

Chair:
Cheryl Kalter, PhD, LPC, CGP, Private Practice, San Antonio, Texas

As a group we will experience creative endeavors to provide a platform for exploration of the parallel between the creative process of the artist and the group leader's role.  Key elements of the artist's creative process will be discussed as part of the clinical application to transformation in group psychotherapy.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify relational elements that are key in the creative process of a group.
2. Define "standing in the spaces" from a leadership perspective.
3. Apply the artist's parallel experience of reverie, negative capability, loss of memory and desire, transitional spaces and boundaries to group psychotherapy.

Course References:
1. Bromberg, P.M. (1998). Standing in the Spaces: Essays on Clinical Process, Trauma and Dissociation. Hillsdale, NJ: Analytic Press.
2. Fosshage, J. (2005). The explicit and implicit domains in psychoanalytic change. Psychoanalytic Inquiry, 25(4), 516-139.
3. Ghent, M. (1990). Masochism, submission, surrender--Masochism as a prevention of surrender. Contemporary Psychoanalysis, 2, 108-136.
4. Grossmark, R. (2007). The edge of chaos:  Enactment, disruption and emergence in group psychotherapy. Psychoanalytic Dialogues, 17, 470-499.
5. Wright, F. (2000). The use of self in group leadership: A relational perspective. International Journal of Group Psychotherapy, 50(2), 181-198.

Master Workshop 89
The Embodied Self: Relational Movement Experience

Chair:
Nanine Ewing, PhD, BC-DMT, LMFT, CGP, FAGPA, Private Practice, Houston, Texas  

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

In this nonverbal experience using dance movement therapy as the medium, you will be invited to experience the intrapsychic world meeting the interpersonal connection of the group and the stages of growth development and their affects. Participants will be invited into a relationship with the body unconscious for the use of ritual and movement.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Appraise the affects that are congruent with each stage of group development.
2. Identify spontaneity and its use in the presence of immediacy.
3. Critique process at a nonverbal level.

Course References:
1. Decety, J. (2011). The Neuroevolution of Empathy. Annals of the New York Academy of Sciences, 1001, 253-261.
2. Hofmann, K. (2010). Embodied Concepts of Neurobiology in Dance Movement Therapy Practice. American Journal of Dance Therapy, 32(2).
3. Russo, et al. (2011). Mirroring in Dance /Movement Therapy: Potential mechanisms behind enhancement. The Arts in Psychotherapy, 38, 178-184.
4. Shore, A. (2009). Relational Trauma and the Developing Right Brain: The Neurobiology of Broken Attachment Bonds. In T. Baradon (Ed), Relational Trauma in Infancy (pp.19-47). New York: Routledge.

Workshop 90
Life Staging® - Supervision and Group Work in a Creative Format

Chair:
Elisabet Wollsen, MSc, Private Practice, Stockholm, Sweden  

Life Staging®, by the creative format and collaborate process, activates our evolutionary and personal knowledge and skills as humans, thus create meaningful connections, resonance and develops relational skills. Moreover, it also challenges the dominant taken-for-granted ideas on "what's there" that easily kidnap professionals into thin inscriptions of people and phenomena.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:   
1. Apply the creative techniques in own group work and supervision.
2. Evaluate the normative power in traditional language and settings.
3. Utilize creativity through interaction in the workshop.
4. Demonstrate oneself in a different language.

Course References:
1. Wollsen, E. (2000). It was not so remarkable. Narrative Research at The University of Oslo, Norway with financial support from The National Board of Health and Welfare in Sweden.
2. Josselson, R, & Lieblich, A. (1986). The Narrative Studies of Life, Vol 3. Thousand Oaks, CA: Sage.
3. Mishler, E.G. (1986). Research Interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
4. Riessman, C.K. (1993). Narrative Analysis. Newbury Park, CA: Sage.
5. White, M. (1995). Re-Authoring Lives: Interviews & Essays. Adelaide, South Australia: Dulwich Centre Publications.

Workshop 91
Two Arrows Meeting in Mid-Air: The Intersection of Buddhism and Group Psychotherapy

Chair:
Wayne Ayers, PhD, Supervising Psychologist, Brooklyn Veterans Hospital, Brooklyn, New York

Group psychotherapy and Buddhism attempt to deconstruct the self. Both use community/otherness to reflect the unseen parts of ourselves, speak what is silenced, and manifest our differences. Both traditions reveal their truths in the present moment. What can they teach us about being together, both fully alive yet painfully human?
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Identify the commonalities & differences of Buddhism and psychodynamic group psychotherapy.
2. State different ways that others are able to teach us about ourselves.
3. Identify how their concentric circles of community influence, shape and give meaning to their lives.
4. State the limitations of interpersonal processes in coming to understand the vicissitudes of the "self."
5. Described differences within oneself which cause discomfort.

Course References:
1. Jennings, P. (2010). Mixing Minds: The Power of Relationship in Psychoanalysis and Buddhism. Boston, MA: Wisdom Publications.
2. Young-Eisendrath, P., & Muramoto, S. (2002). Awakening and Insight: Zen Buddhism and Psychotherapy. New York: Brunner-Routledge.
3. Thich Nhat Hanh (January 1, 1998). The Need to Love. Dharma Talk in Plum Village, France.
4. Ulanov, A. (2007). The Unshuttered Heart: Opening Aliveness/Deadness in the Self. Nashville, TN: Abingdon Press.
5. Bobrow, J. (2003). Moments of Truth--Truths of Moment. In J. Safran (Ed.), Psychoanalysis and Buddhism. Boston, MA: Wisdom Publications.

Workshop 92
Group Therapy for Schizophrenic Patients

Chair:
Nick Kanas, MD, CGP-R, FAGPA, Professor Emeritus, University of California, San Francisco, California

This workshop will consider strategies of treating schizophrenic patients in group therapy using the leader's empirically-derived integrative model. A brief literature review, findings from the leader's research, and clinical vignettes and demonstrations will be utilized.  Participants will be encouraged to share experiences from their own clinical settings.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Discuss the effectiveness of group therapy for schizophrenic patients.
2. Describe clinical strategies for leading such groups.
3. Explain how to integrate such groups in the learner's own treatment setting.

Course References:
1. Pearson, M.J. & Burlingame, G.M. (2013). Interventions for schizophrenia: Integrative approaches to group therapy. International Journal of Group Psychotherapy, 63, 603-608.
2. Bechdolf, A., Knost, B., Nelson, B., Schneider, N., Veith, V., Yung, A.R., & Pukrop, R. (2010). Randomized comparison of group cognitive behavior therapy and group psychoeducation in acute patients with schizophrenia: Effects on subjective quality of life. Australian and New Zealand Journal of Psychiatry, 44, 144-150.
3. Dyck, D.G., Hendryx, M.S., Short, R.A., Voss, W.D., & McFarlane, W.R. (2002). Service use among patients with schizophrenia in psychoeducational multiple-family group treatment. Psychiatric Services, 53, 749-764.
4. Kanas, N. (1996). Group Therapy for Schizophrenic Patients. Washington, DC: American Psychiatric Press.
5. Stone, W. (1996). Group Psychotherapy for People with Chronic Mental Illness. New York: Guilford Press.

Workshop 93
Fully Present: Experiential and Mindful Eating Approaches for Eating Disorder Groups

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

Chairs:
Mark Beecher, PhD, CGP, Clinical Professor, Brigham Young University, Provo, Utah
Corinne Hannan, PhD, Part-Time Clinical Faculty, Brigham Young University, Provo, Utah
Anna Packard, PhD, Private Practice, Pleasant Grove, Utah

This workshop will explore how experiential group exercises help clients with eating disorders decrease emotional avoidance, increase insight and motivation, challenge underlying beliefs, and accelerate change. We will demonstrate various experiential exercises including a mindful eating exercise designed to promote intuitive relationships with food. We request that participants bring their own food items for the mindful eating exercise.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify the unique challenges of using experiential group exercises with the eating disorder population.
2. Utilize experiential and mindful eating activities with eating disorder groups.
3. Identify different stages of group psychotherapy with the eating disorder population and know which exercises to utilize with various stages.

Course References:
1. Chozen Bays, J. (2009). Mindful Eating: A Guide to Rediscovering a Healthy and Joyful Relationship with Food. Boston, MA: Shambhala Publications, Inc.
2. Pearson, A., Heffner, M., & Follette, V. (2010). Acceptance and commitment therapy for body image dissatisfaction: A practitioner’s guide to using mindfulness, acceptance, and values-based behavior change strategies. Oakland, CA: New Harbinger Publications, Inc.
3. Richards, S.P., Hardman, R.K., & Berret, M.E. (2006). Spiritual approaches in the treatment of women with eating disorders. New York: American Psychological Association.
4. 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.
5. Sandoz, E., Wilson, K., & DuFrene, T. (2010). Acceptance and commitment therapy for eating disorders: A process-focused guide to treating anorexia and bulimia. Oakland, CA: New Harbinger Publications, Inc.

Workshop 94
Expanding the Child/Adolescent Group Leader's Toolbox: Contemporary Approaches to Group Therapy

Presented under the auspices of the AGPA Children & Adolescents SIG

Chairs:
Seth Aronson, PsyD, CGP, FAGPA, Training and Supervising Analyst, William Alanson White Institute, New York, New York
Sean Grover, LCSW, Private Practice, New York, New York
Craig Haen, PhD, RDT, LCAT, CGP, FAGPA, Adjunct Faculty, New York University, New York, New York
Norka Malberg, MS, EdM, MsC, PsyD, Associate Clinical Professor, Yale Child Study Center, New Haven, Connecticut
Jennifer Shaw, PsyD, Founding Partner, Gil Institute for Trauma Recovery and Sexual Behavior Problems, Fairfax, Virginia

This workshop is designed to introduce child/adolescent group therapists to state-of-the-art approaches to expand their clinical skill set. Participants will learn how to incorporate expressive arts techniques to groups; utilize mentalization-based approaches to increase reflective functioning; an object relational approach for use with adolescents; and integrative play therapy approaches.
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe and apply three expressive arts techniques to their group work.
2. Identify two ways mentalization leads to reflective functioning.
3. Name four key elements to leadership of groups for adolescents.
4. Describe and apply three integrative play therapy approaches to their group work.

Course References:
1. Dean, M, & Landis, H. (2016), Creative arts based approaches with adolescent groups. In C. Haen, & S. Aronson (Eds.), Handbook of Child and Adolescent Group Therapy; A practitioner's reference. New York: Routledge.
2. Gil, E., & Shaw, J. (2016). Children with sexual behavior problems. In C. Haen, & S. Aronson (Eds.), Handbook of Child and Adolescent Group Therapy. New York: Routledge.
3. Grover, S. (2016). Depressed adolescents. In C. Haen, & S. Aronson (Eds.), Handbook of Child and Adolescent Group Therapy. New York: Routledge.
4. Malberg, M., & Midgley, N. (2016). A mentalization based approach to working with adolescents in groups. In C. Haen, & S. Aronson (Eds.), Handbook of Child and Adolescent Group Therapy. New York: Routledge.
5. Shechtman, Z. (2007). Group counseling and psychotherapy with children and adolescents. New York: Routledge.

Workshop 95
Women, Sex and Power: The Madonna, Whore and the Female Group Leader

Chairs:
Yoon Kane, LCSW, CGP, Private Practice, New York, New York
Laura Kasper, PhD, CGP, Private Practice, San Francisco, California

Group is a fertile ground for deepening connection. All group leaders will benefit from awareness, use of self and the science of sexuality in groups. Imbued with the power immediacy and mind body awareness, group therapy can become an exciting playground and safe therapeutic container to understand our sexual selves. This workshop is open to all therapists.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define the concept of immediacy and two interventions that facilitate.
2. List three group themes related to exploring female sexuality and power.
3. Interpret mind body awareness to regulate over-stimulation.

Course References:
1. Cohen, P. (1996). Symbolic Communication in Modern Group Therapy. Modern Group, I(1).
2. Mann, D. (Ed.). (2003). Erotic transference and countertransference. Hove, London: Brunner-Routledge.
3. Courville, T.J., & Keeper, C.S. (1984). The issue of sexuality in group psychotherapy. GROUP, 8(3), 35-42.
4. Nitsun, M. (2006). The Group as an Object of Desire: Exploring Sexuality in Group Therapy. London & NY: Routledge.
5. Maguire, M. (1995). Men, Women, Passion, and Power. Gender Issues in Psychotherapy. New York: Brunner-Routledge.

Workshop 96
From Louis C.K. to the Hole in the Middle of the Room: Working with Masculinities in Group Psychotherapy

Chair:
Jonathan Stillerman, PhD, CGP, Private Practice, Washington, DC  

Traditional masculine norms obscure men’s psychological complexity and jeopardize men’s health. By examining representations of masculinities in popular culture and group psychotherapy, this workshop will elucidate a nuanced view of the male psyche and build attendees’ capacity to explore and expand men’s internal worlds through group treatment. Open to all.
sharing of work experiences-experiential-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe two contemporary theories of male identity development.
2. Name three traits central to traditional masculinity ideology.
3. List three negative health consequences associated with traditional masculinity ideology.
4. Recognize manifestations and impact of masculine norms and men's gender role conflict in group psychotherapy.
5. Identify effective methods for working with men and masculinity in group treatment.

Course References:
1. Corbett, K. (2009). Boyhoods: Rethinking Masculinities. New Haven, CT: Yale University Press.
2. Courtenay, W.H. (2011). Dying to be Men: Psychosocial, Environmental & Biobehavioral Directions in Promoting the Health of Men and Boys. New York: Routledge.
3. Diamond, M.J. (2009). Masculinity and its discontents: Making room for the "mother" inside the male: An essential achievement for healthy male gender identity. In B. Reis & R. Grossmark (Eds.), Heterosexual Masculinities: Contemporary Perspectives from Psychoanalytic Gender Theory (pp. 231-259). New York/London: Routledge.
4. Elise, D. (2001). Unlawful Entry: Male Fears of Psychic Penetration. Psychoanalytic Dialogues, 88, 111-113.
5. Moss, D. (2012). Thirteen Ways of Looking at a Man: Psychoanalysis and Masculinity. New York: Routledge.
6. Van Wagoner, S. (2007). Men, masculinity, and competition: Whither the new man? In L. Navarro & S.L. Schwartzberg (Eds.), Envy, Competition and Gender: Theory, Clinical Applications and Group Work (pp. 33-57). East Sussex: Routledge.

Workshop 97
Dancing with Disability: Affirming Group Experiences for Clients and Therapists with Disabilities and Chronic Health Conditions

Presented under the auspices of the AGPA College Counseling & Other Educational Settings SIG; the AGPA Health & Medical Issues SIG; and the AGPA Issues of Aging SIG

Chairs:
Wendy Freedman, PhD, CGP, Director of Psychological Services, Vassar College Counseling Service, Poughkeepsie, New York

Individuals with disabilities and chronic health conditions comprise the largest and most diverse minority group in the United States. In this workshop, we frame disability through a multicultural lens and demonstrate affirming group work with this population. Attendees will explore the role of disability in their professional and personal lives.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain how to conceptualize disability and health status as multicultural experiences.
2. List common psychological struggles of individuals with disabilities or chronic health conditions.
3. Identify common microaggressions directed toward people with disabilities and chronic health conditions.
4. Name culturally-affirmative accommodations to make when working with clients with disabilities and chronic health conditions.
5. Describe how to develop effective protocols for running therapy groups for clients with disabilities and chronic health conditions.

Course References:
1. American Psychological Association. (2012). Guidelines for assessment of and intervention with persons with disabilities. American Psychologist, 67, 43-62.
2. Chen, E.C., Kakkad, D., & Balzano, J. (2008). Multicultural Competence and Evidence-Based Practice in Group Therapy. Journal of Clinical Psychology: In Session, 64(11), 1261-1278.
3. Keller, R.M., & Galgay, C.E. (2010).  Microaggressive experiences of people with disabilities. In D.W. Sue (Ed.), Microaggressions and marginality: manifestation, dynamics, and impact (pp. 241-267). Hoboken, NJ: John Wiley & Sons.
4. Nettles, R., & Balter, R. (2012). Multiple minority identities. New York: Springer Publishing Company.
5. Olkin, R. (1999). What psychotherapists should know about disability. New York: Guilford Press.

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Group Foundation for Advancing Mental Health Luncheon and Performance
11:45 A.M. – 1:45 P.M.

Sandy (“Phantom of the HMO”) Hutton Presents: Still Grouping After All These Years!
A Musical Comedy Tribute to AGPA on its 75th Anniversary

A Fabulous Potpourri of Songs, Sketches, and Standup Comedy!
Featuring Some of AGPA’s Most Gifted Performers:
“The Barely-Off-Broadway AGPA Players!"

Psychologist/Comedian Dr. Sandy Hutton is back again, with an all-new stage show written for and about AGPA — its past, present, and future.  Sandy’s been a practicing psychologist since 1975, and a part-time professional comedian since 1990, when she was voted Best Comedian in Atlanta, in the “Atlanta Funny Bone’s Summer Laff-Off.”  Her performing experience has ranged from opening for comedians Drew Carey, Christopher Titus, and Robert Wuhl in comedy clubs to presenting numerous keynote speeches and workshops to professional groups on the subject of humor in psychotherapy. This will be Sandra’s third performance for us including members from AGPA, her previous shows include Phantom of the HMO (2000) and Way Off Broadway (2005). Join us for what promises to be an extraordinary performance.

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

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Afternoon Open Session
2:00 – 4:30 P.M.

Session 313
The Large Group

This session is also being held on Thursday and Friday (1:00-2:15 pm). Participants should try to attend all sessions.

Co-Leaders:
Anne Lindhardt, MD, Psychiatry Consultant, Treatment Center for Traumatized Refugees, Copenhagen, Denmark
Gerda Winther, MA, Private Practice, Copenhagen, Denmark

Consultant:
Macario Giraldo, PhD, CGP, FAGPA, Private Practice, Arlington, Virigina

The group analytic large group is an experiential setting in which the conference participants' thoughts, feelings, fantasies and dreams can be explored in an open atmosphere through free associations. It is a meeting place for all participants. The large group will reflect the conference on a social organizational level as well as what is going on in the world around, thus it will form a microcosmos.    
 
Learning Objectives:
The attendee will be able to:
1. Demonstrate the process of the free floating discussion.
2. Explore the impact of regressive processes on your personal experience.
3. Analyze defense mechanisms characteristic of the large group.
4. Identify possible anti group phenomena.
5. Compare the processes in the large group with your experience from small experimental groups.
6. Identify stages of the large group.

Course References:
1. Wilke, G. (2003). The Large Group and its Conductor. In R.M. Lipgar R.M. & M. Pinis (Eds.), Building on Bion-Branches. London: Jessica Kingsley.
2. Schneider, S., & Weinberg, H. (2003). The large group revisited. London: Jessica Kingsley.
3. de Mara, P., et al. (1991). Koinonina. London: Karnac.
4. Behr, H. & Hearst, L. (2005). Group analytic psychotherapy: A meeting of the minds. London: Whurr Publishers.
5. Main, T, & Johns, J. (1989). The ailment and other psychoanalytic essays. London: Free Association Books.
6. Kreeger, L. (Ed.). (1994). The large group: Dynamics and therapy. London: Karnac.
7. Nitsun, M. (1996). The Anti-Group: Destructive Forces in the Group and Their Creative Potential. London: Routledge.

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Afternoon Workshops
2:00 – 4:30 P.M. 

Workshop 98
Endings: The Pain and the Joy

Chairs:
Jeffrey Mendell, MD, CGP, Medical Director, Allegany County Health Department Outpatient Behavioral Health Center, Cumberland, Maryland
Marsha Vannicelli, PhD, CGP, LFAGPA, Associate Clinical Professor, Harvard Medical School, Cambridge, Massachusetts

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

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 gets done, (as well as resistance) as individuals are faced with the task of saying goodbye.
4. List ways that they can help their patients more effectively do the work of termination and break through defenses.

Course References:
1. Lothstein, L. (l993). Termination processes in group psychotherapy. In H. Kaplan & B. Sadock (Eds.), Comprehensive Group Psychotherapy (pp 115-124). Philadelphia, PA: Williams and Wilkins.
2. 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.
3. Rutan, S., Stone, W., & Shay, J. (2007). Psychodynamic Group Psychotherapy (4th Ed.). New York: Guilford Press.
4. Schermer, V.L., & Klein, R. (l996). Termination in Group Psychotherapy from the perspectives of contemporary object relations theory and self-psychology. International Journal of Group Psychotherapy, 46(1), 99-115.
5. Vannicelli, M. (1992). Removing the Roadblocks: Group Psychotherapy with Substance Abusers and Family Members. New York: Guilford Press.

Master Workshop 99
Yearning for Connection: Hesitations on the Edge of Intimacy

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

Chairs:
Allan Sheps, MSW, RSW, Private Practice, Thornhill, Ontario, Canada
Joan-Dianne Smith, MSW, RSW, Private Practice, Winnipeg, Manitoba, Canada

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

We all yearn for belonging and intimacy, and yet we individually and collectively create barriers to the very goal we seek. In this workshop, through the application of theory and experiential exercises, participants will have the opportunity to heighten their self-awareness, lower their personal barriers to intimacy, and consider how these barriers might impact the group as a whole.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. List three examples of verbal and attitudinal barriers that members might use to sabotage intimacy in groups.
2. List their personal countertransference themes, which might inhibit the group's attaining intimacy.
3. Describe the necessary leadership functions for the group to achieve mutuality and become a mature working group.
4. Describe the interaction between the drive for intimacy and the quest for group cohesion.

Course References:
1. Alperin, R.M. (2001). Barriers to Intimacy: An Object Relations Perspective. Psychoanalytic Psychology, 18, 137-156.
2. Berman, A., & Weinberg, H. (1998). The Advanced Stage Therapy Group. International Journal of Group Psychotherapy, 48(4), 499-518.
3. Kron, T., & Yungman, R. (1987). The Dynamics of Intimacy in Group Therapy. International Journal of Group Psychotherapy, 37(4), 529-548.
4. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38(1), 29-46.

Workshop 100
Group Dynamics and the New Heroism: Creating a Group Context that Supports Courageous Nonviolent Action

Chairs:
Bill Roller, MA, LFAGPA, Private Practice, Berkeley, California
Xu Yong, MD, CGP, Vice Director, Department of Education and Training at the Shanghai Mental Health Center, Shanghai, China                               

What group dynamics allow individuals to obey their conscience? New research by Philip Zimbardo and Bill Roller has investigated the context that allows people to take nonviolent action in defense of ethical principles or people in need, even at personal risk. Participants will replicate the group dynamics of this experiment.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Apply the methods necessary to create a strategic Subgroup in support of conscientious behavior.
2. Distinguish between sociocentric and egocentric leadership.
3. State the group norms that facilitate collaborative leadership.

Course References:
1. Zimbardo, P. (2007). The Lucifer Effect: Understanding How Good People Turn Evil. New York: Random House.
2. Roller, B. (2008). Quiet Rage: The Stanford Prison Experiment. International Journal of Group Psychotherapy, 58(3), 431-434.
3. Milgram, S. (1975). Obedience to Authority: An Experimental View. New York: Harper.
4. Miller, A.G. (1986). The Obedience Experiments: A Case Study of Controversy in Social Science. New York: Praeger.
5. Agazarian, Y. (1992). Contemporary Theories of Group Psychotherapy: A Systems Approach to the Group-as-a-Whole. International Journal of Group Psychotherapy, 42(2), 177-205.
6. Beck, A.P. (1981). The Study of Group Phase Development and Emergent Leadership. GROUP, 5, 48-54.

Workshop 101
Theories of Change for the New Therapist via Narcissistic Injury and the Use of Countertransference

Chairs:
Cynthia Miller Aron, MSW, CGP, FAGPA, Director of Group Programs, Samaritan Mental Health, Corvallis, Oregon
Blaine King, DO, Resident, Good Samaritan Regional Medical Center, Corvallis, Oregon

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

The challenges new group therapists face in training and/or as new professionals create a degree of uncharted psychological disorganization that bears attention. The inevitable narcissistic assault on one's idealized professional self is explored through the use of countertransference. This workshop will teach participants how to utilize this material to further develop and enhance their role as a group therapist and to reorganize their professional self.
sharing of work experiences-didactic-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. State the complexity of the group leader's role and its interface with the individual's psyche.
2. Evaluate the micro and macro narcissistic injury inherent in the group training and new group professional process.
3. Apply the interventions group therapists take to mitigate the emotional challenges presented by the circumstance.
4. State ways to use counter transference to enhance group process.
5. Interpret the strength and frailty of our individual psyches as parts of the psychological organization of the developing therapist.

Course References:
1. Brightman, B. (1984). Narcissistic Issues in the Training Experience of the Psychotherapist. International Journal of Psychoanalytic Psychotherapy, 10, 293-317.
2. Halewood, A., & Tribe, R. (2003). What is the prevalence of narcissistic injury among trainee counseling psychologists? Psychology and Psychotherapy, 76(1), 87-102.
3. Hill, C.E., et al. (2007). Becoming Psychotherapists: Experiences of the novice therapists in a beginning graduate class. Psychotherapy: Theory, Research, Practice and Training, 44, 434-449.
4. Racker, H. (2007). The Meaning and Uses of Counter Transference. Psychoanalytic Quarterly, 725-776.

Workshop 102
F*@king Real Intervention: Witnessing the Advantages and Pitfalls of Being Provocative

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

Chairs:
Elizabeth Olson, PsyD, LCSW, Psychologist, Collective for Psychological Wellness, Boulder, Colorado
Tevya Zukor, PhD, CGP, Director, University of Mary Washington Talley Center for Counseling Services, Fredericksburg, Virginia

Group members often want their group leader to be professional, but with an ability to understand the day-to-day realities of life. Choosing to intentionally engage the group from a provocative stance can increase therapeutic alliance and group cohesion, yet it also has the power to cause harm and disruption. The benefits of being provocative must always be balanced with the potential pitfalls. Through a didactic presentation, active discussion and participation in a demonstration group, opportunities for provocation will be explored.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Identify characteristics of provocative interventions.
2. Identify the advantages of being a provocative group facilitator.
3. Identify potential dangers of being too provocative.
4. Adjust facilitative style to enhance group effectiveness.

Course References:
1. Nitsun, M. (2014). The anti-group: Destructive forces in the group and their creative potential. New York: Routledge.
2. Smokowski, P.R., Rose, S.D., & Bacallao, M.L. (2001). Damaging Experiences in Therapeutic Groups How Vulnerable Consumers Become Group Casualties. Small Group Research, 32(2), 223-251.
3. Norcross, J.C. (2002). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. New York: Oxford University Press.
4. Sheldon, D.R. (1998). Group therapy with troubled youth: A cognitive-behavioral interactive approach. Thousand Oaks, CA: Sage.
5. Strean, H.S. (1994). The use of humor in psychotherapy. New York: Jason Aronson.

Workshop 103
Whose Face Is It Anyway?: Exploring the Social, Cultural, and Familial Influences that Go into the Making of the Different Faces We Wear and Why We Wear Them Through Group and Creative Arts Processes 

Chair:
Lena Friedman, MPS, ATR-BC, LCAT, CGP replacing Nancy Fawcett, MFT, CGP

The faces we wear are the product of our backgrounds and experiences. Sometimes we wear one face and hide another. In our workshop we will explore how, through the incorporation of photography, art and group process, we can reveal to others the familial, cultural and societal influences that went into the making of the faces we wear and why we chose to wear them. 
experiential-demonstration-didactic- sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Recognize the role; culture, ethnicity, family and societal influences play in the development of self-image.
2. Work together to create a climate that is welcoming and collaborative.
3. Use various art mediums including polaroid photographs to create an inner and outer representation of the face they show and the face that is unexposed.

Course References:
TBD

Workshop 104
Redecision Group Therapy: Working with the Emotional Brain

Chair:
Vann Joines, PhD, CGP, LFAGPA, President and Director, Southeast Institute for Group and Family Therapy, Chapel Hill, North Carolina  

Redecision Therapy is an in-depth, psychodynamic, short tern treatment model that works with the emotional brain to help clients make lasting change. It is an integration of Transactional Analysis Theory with Gestalt Therapy techniques that was originated by Robert Goulding, MD and Mary Goulding, MSW. The goal is to help clients achieve autonomy which is defined as awareness, spontaneity, and the capacity for intimacy.  
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe the importance of therapeutic contracts.
2. Explain how to get to an early scene.
3. Demonstrate how to close an escape hatch.
4. List examples of first cons.
5. Describe a redecision.

Course References:
1. Boholst, F.A. (2003, October). Effects of Transactional Analysis Group Therapy on Ego States and Ego State Perception. Transactional Analysis Journal, 33(3), 254-261.
2. Mathe, C. (2005). Redecision Approach to Transformative Change. Cold River, CA: Authentic Leadership Center.
3. Raisi, S.J., Aryan, S., & Farrokhi, N. (2012). Investigating the efficacy of redecision therapy training on adjustment and divorce cancellation. Annals of Biological Research, 3(7), 3513-3517.
4. Joines, V. (1997). Accessing the natural child as the key to redecision therapy. In C. Lennox (Ed.), Redecision Therapy: A Brief Action-Oriented. Northside, NJ: Jason Anderson.
5. Kerfoot, E. (1997). Using redecision therapy in groups. In C. Lennox (Ed.), Redecision Therapy: A Brief Action-Oriented. Northside, NJ: Jason Anderson.

Workshop 105
Swimming Below the Surface: Deepening Group Therapy Skills in Child and Parenting Groups

Chairs:
Cathi Cohen, LCSW, CGP, Clinical Director and Owner, In Step, Fairfax, Virginia
Mary Shuffleton, MS, LPC, CGP, Clinical Therapist, In Step, Fairfax, Virginia

Effective simultaneous parent/child therapy groups must strike a balance between the didactic and the interactional, the process and the content, and behavior management and skill building. The Stepping Stones Social IQ development program offers an evidence-based method for helping children and their parents develop interpersonal skills.  In this workshop, attendees will develop an understanding of the Stepping Stones model of parent/child group therapy while playing with new ways to engage and deepen interactions in group.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Demonstrate an understanding of the basic structure and method of a simultaneous group therapy model for children and parents.
2. Verbalize obstacles and find ways to strike a balance between the didactic and the interactional.
3. Demonstrate the linking formula to build cohesion in groups.
4. Demonstrate here-and-now interventions and questions in mock child/parent groups.
5. Demonstrate use of the S.O.A.R. method in group to develop group cohesiveness and mutual problem solving in child and parent groups.
6. Review and troubleshoot solutions to common issues in parent and child groups.

Course References:
1. Mikami, A.Y. (2010). The Importance of Friendship for Youth with Attention Deficit/Hyperactivity Disorder. Clinical Child and Family Psychology Review, 13(2), 181-198.
2. Nangle, D., Erdley, C., Newman, J., Mason, C., & Carpenter, E. (2003). Popularity, friendship quantity, and friendship quality: interactive influences on children's loneliness and depression. Journal of Clinical Child and Adolescent Psychology, 32(4), 546-555.
3. Spence, S. (2003). Social Skills Training with Children and Young People: Theory, Evidence and Practice. Child and Adolescent Mental Health, 8(2), 84-96.
4. Cohen, C. (2000). Raise Your Child's Social IQ - Stepping Stones to People Skills for Kids. Altamonte Springs, FL: Advantage Books.
5. Cohen, C. (2006). Outnumbered, Not Outsmarted: An A-Z Guide for Working with Kids and Teens in Groups. Altamonte Springs, FL: Advantage Books.

Workshop 106
"Who Are You and What Are You Doing Here?": Exploring Existentialism in the Median Group

Chair:
Joseph Tarantolo, MD, CGP, Private Practice, Washington, DC  

The Median Group as described by Patrick de Mare' emphasizes deepening dialog over interpretation toward the goal of Koinonia, a fellowship with openness, generosity and honesty. In this setting the workshop will explore the 4 Pillars of Existential Psychotherapy: Mortality, Meaning/lessness, the Will, and Isolation. The goal is "outsight" over "insight."
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Contrast the purpose of median group with small and large group dynamics.
2. Distinguish between intrapsychic insight and social insight.
3. Analyze the conflicts that are inherent in the givens of existence.

Course References:
1. Lenn, R., & Stefano, K. (Ed.). (2012). Small, Large, and Median Groups: The Work of Patrick de' Mare. New International Library of Group Analysis.
2. Yalom, I. (1980). Existential Psychotherapy. New York: Basic Books.
3. Breibart, W., et al. (2010). Meaning-Centered Group Psychotherapy for Patients with Advanced Cancer: A Pilot Randomized Controlled Trial. Psycho-Oncology, 19, 21-28.
4. Freud, S. (1930). Civilization and Its Discontent. New York: W.W. Norton & Co.
5. Patterson, S.J. (2014). The Lost Way: How Two Forgotten Gospels are Rewriting the Story of Christian Origins. New York: Harper Collins.

Workshop 107
Seven Keys to Purposeful Recovery: The Intersection between Positive Psychology and Second-Stage Recovery

Presented under the auspices of the AGPA Addiction & Recovery SIG

Chair:
Andrew Susskind, LCSW, SEP, CGP, Private Practice, Los Angeles, California  

As a result of this interactive, experiential workshop, participants will learn ways to utilize practical, user-friendly tools with their addiction recovery clients.  Experiential exercises will include a demonstration of values clarification, the Life Focus Satisfaction Scale, and supporting recovery through healthier attachments.  There will also be an opportunity to explore the similarities and differences among psychotherapy, coaching and sponsorship.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Demonstrate the use of the Life Focus Satisfaction Scale within a psychoeducational group approach.
2. Apply recent positive psychology research into a structured coach-oriented group experience.
3. Compare and contrast psychotherapy groups, psychoeducational/coaching groups and 12-step programs.  

Course References:
1. Auerbach, J. (2001). Personal and Executive Coaching: The Complete Guide for Mental Health Professionals. Pismo Beach, CA: Executive Press.
2. Branden, N. (1994). The Six Pillars of Self-Esteem. New York: Bantam Books.
3. Campbell, C. (2002). The Wealthy Spirit. Naperville, IL: Sourcebooks.
4. Luskin, F. (2002). Forgive for Good. New York: Harper Collins.
5. Susskind, A. (2014). From Now On: Seven Keys to Purposeful Recovery. League City, TX: America's Press.

Workshop 108
Swimming in the Flood: Growth After Trauma Professionally and Personally

Presented under the auspices of the AGPA Community Outreach Task Force

Chair:
Seamus Bhatt-Mackin, MD, CGP, Staff Psychiatrist, Durham Veterans Affairs Medical Center, Durham, North Carolina

Rupture and repair can sometimes make us stronger. "Posttraumatic Growth" is an area of conceptual and empirical work in psychotherapy which does not assume that trauma inevitably leads to deficits. This workshop will present a lively review of the literature, case examples and make application to work in psychotherapy groups.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe the phenomenon of "natural recovery" and the major findings in the epidemiology of traumatic reactions.
2. State three conceptual differences between resilience and growth.
3. Apply the post-traumatic growth approach to case material.

Course References:
1. Calhoun, L., & Tedeschi, R. (2013). Post-Traumatic Growth in Clinical Practice. New York: Routledge.
2. Janoff-Bulman, R. (1992). Shattered Assumptions. New York: Free Press.
3. Schermer, V. (2005). Introduction to the Special Issue on Group Therapist Countertransference to Trauma and Traumatogenic Situations. International Journal of Group Psychotherapy, 55(1), 1-29.
4. Hopper, E. (2012). Trauma and Organizations. New York: Karnac Books.
5. Weiss, T., & Berger, R. (2010). Post-Traumatic Growth and Culturally Competent Practice. New York: Wiley.

Workshop 109
Acceptance and Commitment Therapy (ACT) Focused Sexual Trauma Group in a University Counseling Center

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

Chairs:
Melissa Goates Jones, PhD, Assistant Professor, Brigham Young University, Provo, Utah
Jennie Bingham, PhD, Assistant Professor, Brigham Young University, Provo, Utah

This workshop demonstrates how control can work in positive ways to improve our lives but it can also work in ways that cause pain and suffering through emotional avoidance. Specific principles of Acceptance and Commitment Therapy used in a group format to help college women who are survivors of sexual assault be willing to observe and accept thoughts and emotions without judgment.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe how specifically tailored experiential exercises serve to treat emotional avoidance in women with a history of sexual trauma.
2. Articulate how the use of ACT metaphors in group therapy can allow group members to see their problem in a new way.
3. Identify and use various experiential exercises at different stages of group therapy with women with a history of sexual trauma.

Course References:
1. Raja, S. (2012). Overcoming trauma and PTSD. Oakland, CA: New Harbinger Publications, Inc.
2. Hayes, S.C., Strosahl, K., & Wilson, K.G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford Press.
3. Roemer, L., & Orsillo, S.M. (2009). Mindfulness- and acceptance-based behavioral therapies in practice. New York: Guilford Press.
4. Hayes, S.C. (2005). Get out of your mind and into your life: The new acceptance and commitment therapy. Oakland, CA: New Harbinger Publications.
5. Walser. R.D. & Westrup, D. (2007). Acceptance & Commitment Therapy for the Treatment of Post-Traumatic Stress Disorder & Trauma Related Problems: A Practitioner’s Guide to Using Mindfulness & Acceptance Strategies. Oakland, CA: New Harbinger Publications, Inc.

Workshop 110
Fear-Based Brain Reactions Impacting Group Members and Leaders: Group Therapy Interventions and Neuroimaging for Early Developmental Trauma

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

Chair:
Leonardo Leiderman, PsyD, ABPP, CGP, FAGPA, Director, Neurofeedback & Psychological Services, Purchase, New York  

This didactic-process workshop will enhance understanding of how unformulated traumatic symptoms impact group members and leaders. Strategies to address traumatic reenactments by members and countertransference by leaders will be reviewed. Neuroimaging provides empirical validation for the field's evidenced based practices while identifying brain structures and networks impacted by trauma.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify at least three ways developmental trauma impacts group members and the associated brain based reactions.
2. Utilize at least three group therapy interventions geared at addressing trauma related symptoms: loss of sense of self, emotional dis-regulation and somatic issues.
3. Review state of the art neuroimaging to empirically validate the effectiveness of group therapy by measuring the brain functioning in group members with developmental trauma.
4. State countertransference reenactments and develop a greater understanding for its role in group leadership while treating members with developmental trauma.
5. Apply at least three strategies to resolve resistances, impasses with trauma based responses as they occur with members.
6. Discuss the applicability of incorporating neurofeedback, neuroimaging into their practices and research possibilities to strengthen the field's evidenced based practices.

Course References:
1. Adams, K.A. (2006). Falling forever: The price of chronic shock. International Journal of Group Psychotherapy, 56(2), 127-172.
2. Fisher, S.F. (2014). Neurofeedback in the treatment of developmental trauma: Calming the fear-driven brain. New York: Norton.
3. Leiderman, L.M., & Smith, M.L. (Jan. 2017). Neuroimaging measures to assess the effectiveness of a two-day marathon group of individuals with early developmental trauma: A pilot study. International Journal of Group Psychotherapy, 67(1).
4. Van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York: Penguin Random House.
5. Wattenberg, M.S., Unger, W.S., Foy, D.W., & Glynn, S.M. (2006). Present-Centered Supportive Group Therapy for Trauma Survivors. In L.A. Schein, H.I. Spitz, G.M. Burlingame, P.R. Muskin, & S. Vargo (Eds.), Psychological Effects of Catastrophic Disasters: Group Approaches to Treatment (pp. 505-580). New York: Haworth Press.

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Thursday, March 9:

• Overview of Thursday Sessions

• Event Descriptions for Thursday
  
  

Friday, March 10: