Session Evaluation
Presenters: 1. Mark Drummond Davis, MSW 2. A.J. Metthe 3. Zachary Wigham, MSW
Course Objectives:
The attendee will be able to:
1. Explain how racism damages white people and systematically oppresses People of Color. 2. Compassionately explore and move through feelings of discomfort, fragility, and guilt surrounding white privilege. 3. Utilize group-as-a-whole and field theories to formulate the iatrogenic impact of white racial dynamics upon groups. 4. Develop strategies to effectively respond to racial microaggressions in a therapy group. 5. Describe everyday steps to advance racial justice in collaborative and accountable relationships with People of Color.
Presenters: 1. Cindy Aron, MSW, CGP, FAGPA 2. Paul Cox, MD, CGP
1. State the value of functional subgrouping.2. Present the advantage of competition in the service of personal and collective actualization.3. Apply here-and-now understanding to leadership considerations in or order to maintain cohesive group functioning.4. Summarize the merit of “emotional drafting’ in the service of the whole.5. Explain how cooperation and competition are foundational parts of autonomous functioning.
Presenters: 1. Angelo Ciliberti, MA, LPC, CGP 2. Jordan Price, LCSW, MSW, CGP
1. Identify primary psycho-developmental stations of early life as understood by affect regulation theory and complementary psychoanalytic theory. 2. Describe the maturational needs of these developmental periods and how group leaders can use themselves and the group to address them. 3. Examine how a group leader can use their full range of experiences, including physiological, emotional, sensory, and cognitive to understand where a group and its members may be functioning developmentally at a given moment. 4. Identify and develop techniques for group intervention at different developmental stations of early life. 5. Incorporate knowledge of developmental self-states through experiential learning.
Presenters: 1. Thomas Treadwell, EdD, TEP, CGP 2. Deborah Dartnell, MSOD, MA 3. Brittni Gettys, BA
1. Describe how the Cognitive Experiential Group Therapy (CEGT) model can be used to create a safe and secure environment where individuals can share their dilemma(s) without restraint.2. Complete and interpret the Automatic Thought Record (ATR).3. Identify automatic thoughts & focus on 'hot thoughts'.4. Explain and implement the major psycho-dramatic techniques: role-playing, interview in role reversal, protagonist, auxiliary ego, doubling, concretizing and the empty chair techniques.5. Explain the meaning of automatic thoughts as they relate to core-beliefs and/or schemas.
Presenters: 1. Bill Roller, MA, LFAGPA 2. Yong Xu, MD
1. Describe the methods necessary to create a strategic subgroup. 2. Distinguish between sociocentric and egocentric leadership. 3. Explain the contributions of the Scapegoat Leader and resist aggressive scapegoating. 4. Identify the phases of group development and leadership roles that enable the collaborative group process. 5. State the group norms that facilitate collaborative leadership.
Presenters: 1. Seth Aronson, PsyD, CGP, FAGPA 2. Craig Haen, PhD, LCAT, CGP, FAGPA 3. Kevin Hull, PhD 4. Shannon Jones, MSW 5. Qsheqilla Mitchell, PhD, MPH 6. Sam Steen, PhD
1. List three reasons why it is important to engage parents of children in group therapy. 2. Classify the special challenges that parents of autistic youth face. 3. Plan a group program for parents of children exhibiting aggressive behaviors. 4. Explain the importance of the culturally adaptive group therapist. 5. Identify two ways the group leader can be attentive to diversity issues.
Presenter: 1. Kavita Avula, PsyD 2. Sabrina Crawford, PsyD
1. Explain what a microaggression is including the often unconscious or unintentional component. 2. Identify when a microaggression is occurring in a dyad or group. 3. Differentiate between healthy curiosity and offensive statements when exploring cultural issues in the clinical context. 4. Demonstrate productive dialogue on a topic that is so often characterized by heated debate. 5. Compare the experience of privileged individuals and groups to those that lack privilege. 6. Create empathy for the experience of the Other.
1. Describe disordered and problematic money behaviors formed by early childhood trauma. 2. Identify personal disordered and problematic money behaviors in yourself that may harm the therapeutic relationship. 3. Access disordered and problematic money behaviors using real money in group exercises. 4. Use an exercise to help group members surface awareness of disordered and problematic money behaviors in the group setting.
1. List five defining features of natural dreamwork.2. Identify three therapeutic uses of dreams in groups.3. Describe the roles of group participants and facilitators in ‘5D’ Dream Enactment.
1. List differences between interacting by text and face-to-face.2. Describe how group members were different in text and face-to-face.3. Describe how group members were similar in text and face-to-face.
1. Describe the foundation of the Polyvagal Theory. 2. Describe how the Polyvagal Theory may demystify several features related to psychiatric disorders and behavioral problems. 3. Describe how deficits in the regulation of the Social Engagement System are expressed as core features of several psychiatric disorders. 4. Describe how group psychotherapy, conducted and guided by the principles of Polyvagal Theory, can promote the biobehavioral adjustments necessary for the recruitment of well-defined neural circuits that function as a “neural platform” essential for both attachment and affect regulation. 5. Explain how the neural process, neuroception, evaluates risk in the environment and triggers adaptive neural circuits, which promote either social interactions or defensive behaviors.
1. Identify some of the dynamics of co-leadership in group and organizations. 2. Discuss those dynamics with a special emphasis on the co-leader’s needs. 3. Distinguish between complementarity/integration and schism/opposition in co-leadership. 4. Specify some cues for a successful co-leadership. 5. Highlight the role of creativity in facilitating the understanding of our dynamics on personal, interpersonal and professional levels.
1. Describe the assumptions in Transpersonal work. 2. Describe the ways in which transpersonal group psychotherapy differs from traditional group work. 3. List the types of patients for whom this approach is and is not suitable. 4. Differentiate between spiritual events and psychopatholgy.
1. Explain how to conceptualize disability and health status as multicultural experiences. 2. List common psychological struggles of individuals with disabilities or health conditions. 3. Identify common microaggressions directed toward people with disabilities and health conditions. 4. Name culturally affirmative accommodations to make when working with clients with disabilities and health conditions. 5. Describe how to develop effective protocols for running therapy groups for clients with disabilities and health conditions.
Presenters: Stacy Nakell, LCSW, CGP
1. Define body-focused repetitive behaviors (BFRBs), trichotillomania and dermatillomania.2. Identify the strengths of the emotional regulation model in BFRB treatment.3. Name three ways group therapists can help clients with BFRBs emotionally regulate in groups.
Cancelled
Presenter: 1. Daniel Gross, MSW 2. Melissa Wattenberg, PhD
1. Identify Trauma Themes and re-experiencing embedded in individuals and the group process (including, but not limited to, DSM-V criteria).2. Compare Present-Centered Group Therapy with other trauma-informed approaches, in the context of trauma theory and consolidation of experience in the group and in the group members’ lives.3. Describe process of gaining access to new or forgotten 'mid-range' emotions that inform current everyday life.4. Define techniques for managing intense reactions to trauma triggers in group.5. Describe Present Centered Group Therapy stages and the role of consolidation and creation of experience within them, and concomitant skills and interventions.6. Describe the meaning of PCGT as an accessible intervention on the edge between evidence-based and process-driven practice.
Presenters: 1. George Saiger, MD, CGP, LFAGPA 2. Kenneth Schwartz, MD, FRCPC
1. Identify importance of hope and action in coping with health issues.
2. Appraise one's own personal feelings with respect to issues of aging and medical disability and its impact on the working with this population.
3. Identify three practices/techniques that facilitate the psychological healing process in older adults with medical problems.
4. Apply a series of questions emphasizing the value of understanding both ourselves and clients as it relates to our clinical work with a challenging population of older adults.
5. Classify the later stage of life as a time filled with potential for creativity based on one's lifelong experience.
Presenter: Ann Steiner, PhD, MFT, CGP, FAGPA
1. Describe the major differences between the different types of "group work." 2. Describe the different roles and tasks undertaken by leaders/ teachers of different types of groups. 3. Describe and Identify common countertransference issues, warning signs, use and management of the leader’s own issues. 4. Describe the essential ingredients for a healthy group. 5. Describe the advantages of written group agreements, termination agreements and the issues raised when blending private practice clients into one’s therapy groups.
Course Code: 20
Presenters: 1. Sophia Aguirre, PhD, CGP 2. Michele Ribeiro, PhD, CGP, FAGPA 3. Eri Suzuki Bentley, PhD, CGP 4. Susan Walker, PhD, CGP
1. Identify the different racial identity statuses for People of Color and White people. 2. Identify at least one way early socialization processes relate to attachment style. 3. Identify at least two ways racial categories help us feel a secure sense of identity and conversely constrict our sense of possibilities with others. 4. Use at least three interventions to assist groups in exploring racialized experiences.
Course Code: 21
Presenters: 1. Michelle Bohls, LMFT, IRT, CGP 2. William Watson, PhD, CGP
1. Define intuition and list the Nine Traits of An Intuitive Mind. 2. State how The Invalidation Wound happens, how it affects intuitive people, and why it leads to the cluster of systems typically seen in highly intuitive and creative people who present for treatment in our offices, , i.e. feeling emotionally overwhelmed, anxiety, self doubt, destructive behaviors, and fears of being exposed as a fraud. 3. List at least one risk and one advantage of sharing intuitive experiences in a group setting. 4. List three group leadership techniques that support and encourage a validating environment for intuitive disclosures. 5. Note at least one ethical aspect for a group leader to consider.
Course Code: 22
Presenter: Andrea Grunblatt, PhD, CGP, FAGPA
1. Describe how to integrate miniatures into group therapy. 2. Explain how to use miniatures to overcome group members’ resistances and vulnerabilities. 3. Describe the difference of utilizing miniatures in groups rather than pure talk therapy. 4. State how miniatures are used for projective identification by group members. 5. Explore the added kinesthetic approach to group therapy by using miniatures.
Course Code: 23
Presenter: Marc Azoulay, MA, LPC, LAC, CGP
1. Explain the key concepts of Personality Marketing (e.g., brand development, the marketing funnel, and the cookie trail of engagement) and clinical applications. 2. Create personalized marketing material specific to the workshop member's practice. 3. Identify personal barriers to successful marketing including the group therapist's fear of visibility, low self-esteem, and the anticipation of feeling overwhelmed. 4. Implement three marketing automation tools: Hootsuite, Crowdfire, and Social Jukebox.
Course Code: 24
Presenters: Suzanne Cohen, EdD, CGP, FAGPA
1. Compare body experiential and cognitive/verbal ways of knowing. 2. Articulate vocabulary and language of body sensations. 3. Define two ways the body manages loss and change in groups. 4. Name the four stages of change (rhythm of excitement). 5. Specify role of music in expressive movement in groups.
Course Code: 25
Presenter: George Bermudez, PhD
1. Describe two differences between the conventional approach to working with dreams and the social dreaming (SDM) paradigm. 2. Define two concepts out of the following related to the social dreaming matrix: group self or social state dream, forward edge of social dream, self-object function of communal home, and moral witnessing function of social dreams, cultural complex. 3. Identify two differences between Lawrence’s social dream matrix and Ullman’s group dream interpretation technique. 4. Identify two essential techniques for leadership/facilitation of Ullman’s Experiential Dream Group.
Course Code: 26
Presenter: Sarah Frank Jarvis, LMFT, ATR-BC, CGP
1. Define Art Therapy and how to ethically use therapeutic art processes in group if not an art therapist. 2. List three of Yalom's Therapeutic Factors of group that can be accessed through using art therapy in group. 3. Identify client populations that can benefit from therapeutic art making. 4. Explain what zines are and how they can be used in groups. 5. Create personal art in a group therapy setting. 6. Utilize zine-making to identify, process, and share personal experiences at AGPA Connect.
Course Code: 27
Presenter: Mitchel Adler, PsyD, CGP, FAGPA
1. Distinguish and address developmental roadblocks (e.g., relational trauma) to intimacy in the group. 2. Utilize physiological arousal of self and of group members as data to inform core needs and to promote authenticity and connection. 3. Foster a deepening of intimacy in the "here-and-now" through attunement to and interpretation of mindbody activation.
Course Code: 28
Presenter: 1. Sorin Thomas, MA, LPC, LAC 2. RP Whitmore-Bard, MA
1. Identify barriers to personal and professional development for the queer and transgender therapist. 2. List the unique group leadership traits that queer and transgender people posses. 3. Compare the effectiveness of queer-led group therapy, vs. traditional group therapy in which the leader does not self-disclose their gender identity or sexual orientation.
Course Code: 29
Presenters: 1. Jeffrey Roth, MD, CGP, FAGPA 2. Tamara Roth, CADC
1. Describe the use of boundaries in effective work with couples in group psychotherapy. 2. Describe the use of roles in effective work with couples in group psychotherapy. 3. Describe the use of authority in effective work with couples in group psychotherapy. 4. Describe the use of tasks in effective work with couples in group psychotherapy. 5. Describe the use of transference in effective work with couples in group psychotherapy. 6. Describe the use of resistance in effective work with couples in group psychotherapy.
Course Code: 30
Course Code: 31a
Presenter: Dennis Foley, PsyD
1. Define emotional communication and its significance in group. 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 sources or signs indicative of group leader resistance.
Course Code: 32a
Presenters: 1.Sue Barnum, MA, TEP, CGP 2. Jana Rosenbaum, LCSW, CGP
1. Explain 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 groups (doubling, role-taking, role reversal, concretization, and shareback). 3. Discuss appropriate use of psychodramatic techniques in process group. 4. Utilize a mindfulness exercise to begin process group. 5. Integrate one or more of the psychodramatic techniques into their own process groups. 6. Discuss the efficacy of the use of psychodramatic techniques in process group.
Course Code: 33a
Presenter: Richard Billow, PhD, ABPP, CGP
1. Discuss relational theory and technique, and compare and contrast to other approaches. 2. Expand their repertoire of skills and range of possible group interventions. 3. Access and utilize subjective experience to foster group cohesion and coherence. 4. Observe and participate in experiential learning.
Course Code: 34a
Presenters: 1. Alice Brown, PsyD, CGP 2. Christopher Dolin, LCSW-R
1. Explain the use of the contract and its importance in forming and maintaining a group. 2. Describe the meaning and use of resistance as a necessary defense mechanism and a means of communication. 3. Integrate the skills of bridging, immediacy, and fostering early intimacy into group practice. 4. Recognize and explore ways of utilizing the aggression in a group to further group process. 5. Identify examples of emotional communications, versus more insight-oriented communications.
Course Code: 35a
Presenters: Rick Tivers, LCSW, CGP
1. Diagnose defense in self and corporate culture. 2. Design appropriate treatment interventions using business language. 3. Differentiate between traditional group therapy and group development in business. 4. Work through fear of internal power and authority. 5. Choose best practices in goal attainment. 6. Identify fee structures for starting trainers versus experienced ones.
Course Code: 36
Presenters: 1. David Heilman, PsyD 2. Liz Marsh, MSW 3. Jen McLish, MSW 4. Rob Williams, MSW, CGP
1. Evaluate potential group members' suitability for long-term, open-ended, psychodynamically oriented group therapy. 2. Prepare exclusion and inclusion criteria. 3. Conduct a clinical interview for pre-screening. 4. Identify items required for preparation prior to group entry.
Course Code: 37
Presenters: 1. Marti Kranzberg, PhD, ABPP, CGP, FAGPA 2. Reginald Nettles, PhD, CGP
1. Explore and identify their cultural identities. 2. Practice listening fully to others’ experiences. 3. Identify how their own identities impact their work as group therapists.
Course Code: 38
Presenters: Sima Ariam, PhD, CGP
1. Describe ways of utilizing mirrors and mirroring in a group. 2. Describe the power of the use of the actual mirrors within the group to enhance self-awareness and awareness of others. 3. Identify and discuss the way the use of the mirrors, the role of the leader and the wisdom of the group can facilitate the participant's new awareness and growth. 4. Use actual mirrors to experience the change of ones perception of oneself and others. 5. Discuss what you learn from the actual mirror experience about the mirroring experience in the group process.
Course Code: 39
Presenters: 1. Elizabeth Terry Dietrich, MSW 2. Kurt White, LICSW, LADC, CGP, FAGPA
1. Name three ways group members benefit when their leader is more human and accessible. 2. Describe three group leader behaviors that demonstrate authenticity and increase connection. 3. Describe two options for responding when a group member is angry at you.
Course Code: 40
Presenter: Arthur Gray, PhD
1. State the difference between group supervision and group therapy. 2. List the six steps of this group supervision model. 3. Elaborate on the details of each of the six steps of the model. 4. Describe how a group supervisor knows when to move from one step to another. 5. Demonstrate and facilitate the application of the supervisory model.
Course Code: 41
Presenters: Geraldine Alpert, PhD, CGP, LFAGPA
1. Explain the evolutionary role of Communal Singing, as a replacement for group grooming in lower primates.
2. Explain changes in the brain that occur during communal singing which effect both mood and the sense of connection.
3. Personally experience the impact of communal singing on group cohesion and mood, and using data from simple objective scales, evaluate the magnitude of this impact, both for themselves and for the group-as-a-whole.
4. Identify types of groups, clinical populations, and clinical situations most likely to benefit from adjunctive use of communal singing.
Course Code: 42
Presenters: Daniella Bassis, MA
1. Analyze the state of silence as a non-verbal form of communication. 2. Differentiate between the various meanings and roots of silence. 3. Utilize creative art modalities in groups to facilitate the expression and transformation of unprocessed material. 4. Demonstrate the benefits of expressive therapy when used as a tool to enhance self expression and communication in slow open groups.
Course Code: 43
Presenter: Greg Crosby, MA, LPC, CGP, FAGPA
1. Delineate over and under focusing in ADHD. 2. Identify key behavioral, cognitive and communication tools. 3. Delineate how learning styles can impact attention.
Course Code: 44
Presenter: Bethany Phoenix, PhD, MS, RN
1. Examine research on the mental health benefits of Buddhist practice.
2. Identify parallels between relevant concepts in Nichiren Buddhism and cognitive and humanistic psychotherapies.
3. Analyze common existential themes expressed by Buddhist mental health group participants.
4. Discuss how components of this support group format could be adapted to meet the needs of practitioners of other faith traditions.
Course Code: 45
Presenters: 1. Marcia Nickow, PsyD, CADC, CGP 2. Deborah Schwartz, MD, CGP, FAGPA
1. Understand addiction as a dynamic disease with multiple manifestations such as substance abuse, eating disorders and process addictions (e.g., gambling, sex and relationships, internet, work, compulsive spending). 2. Define "cultures of resilience" in the context of addiction and recovery. 3. Explain how the Group Relations-Informed Addiction Treatment model (GRAT), detailed in the July 2015 issue of theInternational Journal of Group Psychotherapy, departs from traditional addiction treatment models. 4. Discuss how the GRAT model's emphasis on "progressive recovery" promotes long-term healing and interrupts chronic relapse patterns. 5. Specify how treatment models that downplay histories of abuse, neglect, and exposure to conflict and rage contribute to high relapse rates. 6. Demonstrate how treatment applications that identify and address co-occurring addictions can minimize relapse risk. 7. Explore how clinicians' personal and family histories may enhance treatment effectiveness when countertransference reactions are worked through in clinical supervision groups. 8. Explain how transparency in group around specific addictive behaviors and patterns helps promote abstinence from those behaviors. 9. Cite examples of common themes relevant to the conscious and unconscious transmission of trauma. 10. Describe intergenerational and transgenerational themes impacting addiction and recovery across cultures. 11. Summarize the benefits of process oriented psychotherapy groups for people active in 12-Step recovery and other self help programs. 12. Articulate how the GRAT model may increase recovery success rates even for people resistant to 12-step recovery. 13. Challenge commonly held beliefs in academia that addicted populations do not benefit from long-term therapy or psychodynamic interventions.
Course Code: 46
Presenter: Joan Coll, MD
1. Experience the joy (and/or the challenge) of using an unusual working language. 2. Revise preconceptions and prejudices. 3. Trust the emotions beyond the words. 4. Detect the resistances to progressive emotional communication in the here-and-now, regardless of (or because of) the language used. 5. Feel part of a larger community. 6. Distinguish between a language-discordant and language-concordant clinician. 7. Gain thought flexibility and relational competence. 8. Manage integrative complexity.
Course Code: 47
Presenters: 1. Tony Sheppard, PsyD, CGP, FAGPA 2. Zachary Thieneman, PsyD, CGP
1. Identify our therapeutic failures in a group setting.
2. Integrate these experiences into our self-understanding.
3. Apply new insights gained to future work.
Course Code: 48
Presenters: Annie Ziff, LMFT, CGP
1. Contrast the roles of Initiator and Listener and select the one you are more comfortable in at this point in your life. 2. Identify words or phrases relating to the aging experience that are uncomfortable for you. 3. Predict two primary obstacles to building a bridge to your own aging self, and, with group support and your own insights, become aware of how you could successfully overcome each obstacle.
Course Code: 49
Presenters: 1. Paul Berkelhammer, MA, LMHC, CP, CGP 2. Randall Dunagan, MS, MFT 3. Catherine Reedy, LCSW, LMFT, LCADC, CGP
1. Identify interpersonal challenges in the development of organizations and groups.
2. Identify strategies for repair and growth in affiliate boards and membership.
3. Utilize basic organizational tools for successfully resolving resistance to development: role definition, succession planning, bylaws, and delegation.
Course Code: 50-5
Presenter: Sophia Chang-Caffaro, PsyD
1. Explain approaches to addressing cultural issues in groups and co-leaderships. 2. Describe key tasks and characteristics of the group leader that contribute to fostering a climate that facilitates an exploration of diversity issues. 3. Identify elements of group leadership that maximize the effective resolution of co-created conflict and support change between members in diverse groups. 4. Demonstrate interweaving diversity-related issues with here-and-now group process. 5. Explain how the diversity influences the effectiveness of co-leadership in terms of how co-leaders gather, interpret, and use information in their relationships. 6. Utilize co-leadership diversity to facilitate the working through of group members' cross-cultural transference and monitor the co-leaders' counter-transference and reactions toward group members. 7. Identify the impact of diversity issues on co-leaderships and barriers of addressing power unbalance and micro-aggression in co-leader relationships.
Course Code: 51-5
Presenter: Maria Gray, LMFT, CGP
1. Name three measurable goals for building a profitable private practice. 2. List three steps to getting started with Social Media. 3. Identify at least one historic family “money myth” that is impacting his/her success. 4. Identify at least two new potential networking opportunities.
Course Code: 52-5
Presenters: 1. Trace Albrecht, LAC, MTOM 2. Lisa Powell, PhD, CGP
1. Propose a new model for body/mind therapeutic integration 2. Explore the phenomenon of acupuncture fortifying the group process. 3. Compare and discuss the similarities in treatment paradigms between psychology and acupuncture. 4. Summarize the experiences of participants who have had acupuncture prior to group therapy.
Course Code: 53-5
Presenters: 1. Erica Lennon, PsyD 2. Rebecca MacNair-Semands, PhD, CGP, FAGPA
1. Identify common risk factors for suicide as they relate to ethical principles. 2. Compare options/models for responding to suicidal thoughts within the group related to risk and safety. 3. Identify several methods for including other members while assessing/managing risk of suicide. 4. Identify potential policies and procedures within a variety of settings that will promote thorough assessment and management of suicide risk.
Course Code: 54-5
Presenters: 1. Julie K. Garson, PsyD 2. Mark Mason, PhD
1. Define mindfulness. 2. Identify and learn appropriate mindfulness practices for clients and therapists. 3. Describe the role of mindfulness in interpersonal/process and psychoeducational/structured groups. 4. Identify how mindfulness skills can assist in emotional attunement.
Course Code: 55-5
Presenters: Sunita Rai, PsyD
1. Clearly define what contributed to their wellbeing. 2. Redesign their lives using the five selves. 3. Experiment with each of the five selves to improve their wellbeing.
Course Code: 56-5
Presenter: Elizabeth Ehrenberg, MSW, LCSW
1. Explain how improv principles complement the goals of group therapy and may help improve mental health outcomes.
2. Identify how to integrate experiential learning and a traditional talk therapy format.
3. Describe at least one improv game that can be integrated into current groups.
Course Code: 57-5
Presenters: 1. Annie Danberg, LMFT 2. Shira Marin, PhD
1. Apply their direct learning experience to support a transformative learning process with their own group members. 2. Explain how the use of expressive arts in a group context reduces anxiety, enhances self-expression, promotes self-acceptance that leads to a sense of group intimacy and cohesion. 3. Identify facilitative elements that create an environment to support members’ vulnerability arising from witnessing and relating to one another’s creative expression. 4. Describe the ways that personal and interpersonal relating are enhanced through mutual witnessing and sharing of both creative expression and discussion of inner experience. 5. Demonstrate compassionate listening and conversation generated by mutual sharing of the art product and its impact on the maker and group members. 6. Utilize creative expression to reduce anxiety and enhance affect regulation.
Course Code: 58-5
Presenters: Noha Sabry, MD, CGP
1. Demonstrate how you can overcome elderly's difficulties to communicate in group. 2. Get to know motivational technique through focusing on the elderly strength rather than difficulties. 3. Utilize different approaches to revive the unforgotten parts of the elderly in safe atmosphere. 4. Create connecting dialogue using verbal and nonverbal approaches between the elderly patients.
Course Code: 59-5
Presenters: 1. Juliana Fort, MD 2. Clyde Knox 3. Eleanore Knox, MD
1. Identify expressive arts therapy modalities and define basic techniques of the expressive arts therapies such as distancing and aesthetics.
2. Experience and Utilize expressive arts therapy tools that incorporate visualizations, sound, movement, or dramatic expression to engage clients in creating an expression of themselves and new narratives of their story.
3. Use creative expression to help group members come up with resources and ideas that may help them to cope with their problems.
4. Explore and develop a strategy for using expressive art as a therapist for self-exploration and self-care.
Course Code: 60-5
Presenter: Christine Oliver, PhD
1. Apply a contextual framework to meaning making in relation to organizational dilemmas. 2. Utilize a contextual framework for guiding action. 3. Evaluate ones own part in organizational challenges.
Course Code: 61-5
Presenters: 1. Shemika Brooks, PsyD 2. Katherina Isaza, PsyD 3. Niki Keating, PhD
1. List five variables that contribute to the development of a thriving group therapy program and group training environment. 2. Identify three unique issues inherent in coordinating group therapy programs in various settings. 3. Recognize and describe obstacles and barriers to creating a thriving groups culture/program and providing training and supervision in group therapy. 4. Discuss strategies to capitalize on organizational strengths and barriers as opportunities for group program growth. 5. Compile shared ideas regarding ways to utilize the group coordinator position to inspire organizational change.
Course Code: 62-5
Presenter: Art Raisman, PhD, CGP
1. List factors in their own life experience that affect their attitudes and feelings about dealing with money issues.
2. Describe ways to foster open discussion of a client's financial history and current money-related issues.
3. Explain how group therapy can assist clients with their money issues.
4. Formulate policies regarding therapy-related money issues (e.g., fees, insurance, cancellations) that are congruent with both their needs and treatment values.
Course Code: 63-5
Presenter: Brenda Boatswain, PhD, CGP
1. Define the boundaries of peer group consultation versus peer group supervision. 2. Identify the benefits and challenges of peer consultation groups. 3. Identify ways of fostering cohesion and professional development in the peer consultation group.
Course Code: 64-5
Presenter: Elisabet Wollsén, MSc Psych
1. Apply the creative techniques in own group work and supervision. 2. Reflect on the normative power in traditional language and settings. 3. Utilize own creativity through interaction in the workshop. 4. Challenge oneself in a different language and setting.
Course Code: 65-5
Presenters: 1. David Songco, MA, PsyD, CGP 2. Lindsey Randol, PsychD
1. Describe the concepts and implications of online/digital bias and projections in the process of forming relationships. 2. List generational differences in creating and forming connection. 3. Describe social media effects on connection, loneliness, and relationships. 4. Describe processes of digital representation and self formation.
Course Code: 66-5
Presenters: Christopher Chapman, PhD
1. Define the merits and applications of role-playing games (RPGs) within the therapeutic setting.
2. Describe how to fuse interpersonal process, skill building, and personal exploration within the framework of the RPG.
3. Identify screening methods to determine populations for which RPGs may provide the most benefit.
4. Provide a model for implementing a "Dungeons and Dragons"-based therapeutic RPG.
5. Access possible tools for measuring progress in a therapeutic role-playing group.
6. Explain the necessary competencies and logistical considerations for implementing a therapeutic RPG.
Course Code: 67-5
Presenter: Barney Strauss, MSW, MA, CGP, FAGPA
1. Explain how to effectively incorporate novel activities into process-oriented groups. 2. Describe how to use metaphoric transfer of learning to heighten therapeutic impact of the group. 3. Select specific activities based on the stage of development and primary purpose of a particular group.
Course Code: 68-5
Presenters: Christen Cummins, MSW, LCSW
1. Describe the ways in which existential group psychotherapy differs from traditional group work. 2. List the types of clients for whom this approach is and is not suitable. 3. Summarize at least one intervention specific to existential group psychotherapy.
Course Code: 69-5
Presenters: 1. Carissa Ruf, MPH 2. Jude Uy, PhD 3. Lisa Westreich, LCSW
1. Identify the goals of the group: building community, practicing mindful self compassion, and developing a healthier relationship with one's body using yoga. 2. Employ specific techniques/exercises to develop awareness of and challenge critical self-talk. 3. Acquire specific yoga poses/concepts that can facilitate positive body image/group cohesion. 4. Acquire techniques for using mindful self-compassion. 5. Experience actual activities used in the MBB group.
Course Code: 70-5
Presenters: Carolyn Waterfall, MS
1. Describe an evidence-based psychoeducational curriculum that enhances self-awareness, self-regulation, empathy, and job-readiness in offenders. 2. Describe Integrative Cognitive Behavior Therapy and how it underpins the curriculum. 3. Describe how the curriculum is sensitive to inmate culture and works to increase self-awareness, self-regulation, empathy, and job-readiness in offenders. 4. Identify and use specific techniques to enhance self-awareness, self-regulation, empathy, and job-readiness in offenders and others.
Course Code: 71-5
Presenter: Elizabeth (Liz) Rosenblatt, PsyD
1. List basic hand-building skills that can be used with patients in individual and group settings. 2. Discuss how clay work may provide clinicians with opportunities for exploring preverbal and/or traumatic experiences. 3. Explain how clay work could be incorporated into participants’ practices.
Course Code: 72-5
Presenters: 1. Oliver Drakeford, MA, LMFT 2. Evan Perlo, AMFT 3. Cindy Weathers, MA, LMFT, CGP
1. Describe how multifamily groups can be used to provide psycho-education and increase connection between family members and group members. 2. Create worksheets for the multifamily group process and complete a form. 3. Explain the difference between metaphor and simile and summarize why it is useful in working with teens. 4. Identify how moments of connection are created through vulnerable interactions stemming from written exercise.
Course Code: 73a
Presenters: 1. Joan-Dianne Smith, MSW, RSW 2. Allan Sheps, MSW, RSW
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 intimacy. 3. Describe the necessary leadership functions for the group to achieve mutuality and become a mature working group. 4. Describe how members' fears can hold them back from reaching for connection, despite their stated desire to do so. 5. Describe how issues of systemic oppression are often at play in our groups.
Course Code: 74a
Presenters: 1. David Kaplowitz, LMFT, CGP 2. Britt Raphling, LCPC, CGP
1. Compare pathological narcissism, as defined in ICD-10, with healthy narcissism and self-absorption. 2. List three ways that the leader’s self-absorption can get in the way of effective leadership. 3. List three ways that the leader’s healthy narcissism can promote engaged leadership. 4. Define countertransference resistance and describe how to recognize it in our work as group leaders. 5. Define the narcissistic defense and describe how to recognize it in our work as group leaders.
Course Code: 75a
Presenters: 1. Chap Attwell, MD, MPH 2. Liz Stewart, BCSI
1. Demonstrate the utility of working with the superficial layer of the group connective tissue via the creation of a mutually agreed-upon framework for the workshop. 2. Identify the core ingredients of working with body language in the group setting. 3. Define the two working models--the neurobiology of body language and the anatomy of connective tissue--which we propose integrating in direct application to decoding body language in group work. 4. Model finding verbal language that might accompany bodily communications in the anatomical layer known as superficial fascia with in the larger inter-personal group process. 5. Relate directly observable body language in others to matching body language correlations in ourselves. 6. Expand the didactic model of our group process to create a model of the mind and its take-away applications for our participants' personal and professional lives.
Course Code: 76a
Presenter: Shelley Firestone, MD, CGP, FAGPA
1. Explain basic psychodrama theory and practice. 2. Distinguish between the use of the therapy session for a report of “there-and-then” events vs. creating experiences in the “here-and-now.” 3. Describe the power and effectiveness of selected psychodrama action techniques, and explain spontaneity, role taking, role reversal, doubling, and surplus reality. 4. Explain how to use selective psychodrama techniques as effective interventions in individual, couple, family, and group psychotherapy. 5. Describe the use of selective psychodrama techniques for building connection and cohesion in families, couples, and groups.
Course Code: 77a
Presenter: Leonardo Leiderman, PsyD, ABPP, CGP, FAGP
1. Utilize psychodynamic trauma theory regarding family dynamics, dissociation, traumatic loss and grief, and minimal capacity for intersubjective relatedness. 2. Explain a greater recognition of the continuum of dissociative reenactments in group members and leaders. 3. Discuss the application of at least three interventions to address complex trauma and dissociative reactions in group members and leaders. 4. Apply at least three strategies to work through reenactments in group members and group-as-a-whole. 5. Identify negative transference and interventions to deal with its occurrence. 6. State countertransference reenactments and develop a greater awareness for its role in group leadership while treating members with complex trauma. 7. Participate and/or observe process, demo groups to enhance more understanding, validation, and acceptance of the impact of complex trauma with group members and leaders.
Course Code: 78
Presenters: Benjamin White, MSW, LCSW, CGP
1. Describe feelings that are commonly induced by the subject of climate change. 2. Identify common group dynamics and processes that are induced in groups working on climate change. 3. Demonstrate creative interpersonal interventions for working with the primitive nature of this issue in a group context. 4. Summarize psychodynamic theories that are relevant to a cognitive understanding of climate psychology. 5. Drawing from the creativity of the group, discuss novel 'interventions' on this issue based in a more robust understanding of the topic.
Course Code: 79
Presenters: Andrew Eig, PhD, ABPP
1. Analyze our relationships to our clinical theory. 2. Review our relationships with our mentors. 3. Highlight interventions that fit our own therapeutic style and voice.
Course Code: 80
Presenter: Annie Weiss, LICSW, CGP, FAGPA
1. Identify active leadership strategies to promote connection and affective resonance in the here-and-now. 2. Describe the process of helping group members to "unblend" and "speak for parts" in order to soften defenses and promote group cohesion. 3. List group interventions that activate the Social Engagement System and foster attachment. 4. Describe methods to help group members to explore what they don't know instead of explaining what they do know.
Course Code: 81
Presenters: 1. Corinne Hannan, PhD, CGP 2. Anna Packard, PhD, CGP
1. Identify the benefits of using experiential group exercises with a process group. 2. Describe group activities that deepen individual emotional experiencing and insight. 3. Demonstrate group activities to enhance group cohesion and connection. 4. Demonstrate how group exercises can increase motivation to change and increase the ability to receive and understand feedback from others in group. 5. Select different experiential exercises facilitate different stages of group.
Course Code: 82
Presenter: Jonathan Stillerman, PhD, CGP
1. Differentiate between classical and modern views of countertransference and therapist self-disclosure. 2. Identify differences between therapist self-disclosure in group vs. individual therapy. 3. Describe three different types of group therapist self-disclosure. 4. Discuss potential risks and benefits of group therapist self-disclosure. 5. Clarify one’s own boundaries as a group therapist with regard to self-disclosure. 6. Evaluate the impact of therapist self-disclosure on a therapy group.
Course Code: 83
Presenter: Karen Eberwein, PsyD, CGP
1. Discuss the reasons it is important to have training specific to a process group experience. 2. Distinguish major differences between a process group experience and a therapy group. 3. Identify important choice points for the process group experience leader. 4. Enumerate personal and professional leadership challenges. 5. List important considerations relevant to a process group experience leader.
Course Code: 84
Presenters: Nina Brown, EdD, LPC, NCC, FAGPA
1. Define and describe the variety of possible psychoeducational groups. 2. Discuss the role of group process and process illumination. 3. State the main elements of planning psychoeducational groups. 4. List an advantage and a disadvantage of psychoeducational groups.
Course Code: 85
Presenters: 1. Domenico Agresta, MA 2. Fausto Agresta 3. Alessio Bianconi, MPsych 4. Marolla, MPsych 5. Antonio Minervino, MD
1. Explain the Methodology (Psychosomatic and Dynamic Model). 2. Explain mind-body integration. 3. Develop symbolism and the memory of dreams. 4. Recognize the gradual creation of imagery as a mentalization process. 5. Analyze and distinguish between alexithymic aspects and somatizations (verbal and nonverbal communication). 6. Identify the principle methods and the applications in psychosomatic field.
Course Code: 86
Presenter: Adam Frankel, PhD, CGP
1. Identify three core principles of Integrative Harm-Reduction Psychotherapy (IHRP). 2. Identify and utilize three practical skills-based interventions from an IRHP group framework that can be used in a group setting to help individuals identify and move towards positive change goals. 3. Identify and contrast two ways in which IHRP is different from AA or abstinent only treatment models.
Course Code: 87
Presenter: Wayne Ayers, PhD
1. Define toxic masculinity. 2. List characteristics of toxic masculinity. 3. State how certain models of masculinity operate invisibly in our culture/society. 4. Identify positive characteristics of behaving that are often not associated with masculinity. 5. Describe different models of personal identity from 'fixed' to 'fluid.' 6. Discuss how identity is a combination of choice and sociological determinants.
Course Code: 88
Presenter: Thomas Hurster, MSS, LCSW, CGP, FAGPA
1. Distinguish between ethical principles, professional codes, and state regulations and how they apply to work with adolescents.
2. Discuss the limits of confidentiality in psychotherapy with youth, and the merits of signed informed consent forms with both adolescents and their families.
3. Identify methods of working clinically with difficult and potentially destructive behaviors and decisions of adolescent therapy participants.
4. Recognize the impact of the ever-changing technological world on the clinical realities of working with youth.
Course Code: 89
Presenters: 1. Renae Beaumont, PhD 2. Barbara Flye, PhD 3. Jo Hariton, PhD, LCSW, CGP 4. Mina Yadegar, PsyD
1. Apply creative, evidence-based tools for teaching emotion regulation and social skills to children. 2. Practice techniques for promoting children’s social-emotional skill generalization to daily life. 3. Describe strategies for helping parents and teachers to support children's social-emotional skill application at home and at school. 4. Develop greater skills and confidence in trouble-shooting common process issues when delivering social skills training to children, including preventing and managing disengagement, anxiety and anger in session.
Course Code: 90
Presenters: 1. Jeffrey Mendell, MD 2. Marsha Vannicelli, PhD, CGP, LFAGPA
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 therapists can help their patients more effectively do the work of termination and break through defenses.
Course Code: 91
Presenters: 1. Stephanie McLaughlin, PhD, CGP 2. Melissa Jones, PhD 3. Noelle Lefforge, PhD, MHA, CGP 4. Claudia Mejia, PsyD
1. Explain the scientific and theoretical background of bias and microaggressions. 2. Describe how implicit bias and discriminatory behavior might arise in a group. 3. Describe common emotional responses of group participants when microaggressions occur and are discussed. 4. Practice ways to respond to microaggressions that arise in group while gaining awareness of how response (or lack thereof) effects the experience of various group members. 5. Appraise potential supervision and training approaches for microaggressions in group psychotherapy.
Course Code: 92
Presenter: Carlos Canales, PsyD, CGP, FAGPA
1. Describe two ways of identifying connection internally and interpersonally in group therapy. 2. List three entry points to approximate the subjective experience of clients. 3. Articulate on the use of emotion as a form of holding connection among group members. 4. Identify and explain two personal strengths when building connection with the group or between members of the group.
Course Code: 93
Presenters: Karen Shore, PhD, CGP
1. Describe how to provide safety for group members as they work together using a shared dream. 2. Describe the process of maximizing emotional experiencing during group work with dreams. 3. Describe the basics of Dream Appreciation Group format developed by Montague Ullman. 4. Describe one way attendees might apply the Ullman format in their own therapy groups.
Course Code: 94
Presenters: 1. Albert Khait, MD 2. Francis Stevens, PhD
1. Summarize how empathy may not always be a helpful emotion. 2. Discuss the affective neuroscience behind emotional empathy, cognitive empathy, and self-compassion. 3. Apply skills to reduce incidences of burnout through self-compassion training. 4. Explain how emotional empathy, cognitive empathy, and compassion work together in helping patients. 5. Analzye the most recent research of burnout/caregiver fatigue. 6. Explain how self-care through self-compassion training can lead to better patient outcomes. 7. Learn how teach future groups leaders self-care.
Course Code: 95
Presenters: 1. Valorie George, LCSW, CGP 2. Jennifer Markey, PhD, CGP
1. Differentiate mentalizing from non-mentalizing stances as they appear in group interactions. 2. List three mentalizing activities to use in group psychotherapy. 3. Describe the usefulness of implicit and explicit mentalizing in group psychotherapy.
Course Code: 96
Presenter: Robert Grossmark, PhD, ABPP
1. Identify group enactments of trauma and neglect.
2. Compare and distinguish therapist unobtrusiveness with therapist neutrality and abstinence.
3. Identify emergent narratives between group members and withhold interventions that would intrude on that process.
Course Code: 97
Presenters: 1. Michael Buxton, PhD 2. Derek Griner, PhD, ABPP, CGP 3. Kristina Hansen, PhD, CGP
1. Identify how behavioral compulsion/addiction problems are related to over-control and experiential and emotional avoidance. 2. Appraise group members' shame and build early group cohesion. 3. Utilize three Acceptance and Commitment Therapy (ACT) metaphors which can be used to assist clients to shift from a control and outcome-based change agenda toward an acceptance and process-based orientation to their problems. 4. Contrast two kinds of brief, guided meditations to facilitate slowing-down and tuning-in to body and mind awareness. 5. Demonstrate two ACT metaphors which can be used to assist clients to defuse repetitive thoughts and emotions associated with sexually compulsive behavior. 6. Analyze one ACT metaphor which can be implemented to help clients connect with personal values and feel greater motivation to practice these values in the face of compulsive urges.
Course Code: 98
Presenters: 1. Yoon Kane, LCSW, CGP 2. Saralyn Masselink, LCSW, CGP
1. Prepare to facilitate a culture of open and progressive communication between group members. 2. Identify and learn techniques to work with negative feelings and avoidance to vulnerability. 3. Create comfort and exploration of themes of power, healthy entitlement and shame in your work with clients. 4. Develop skills to create healthy discourse, vitality and aliveness in group. 5. Distinguish ways women embody power differently than men, and struggle uniquely to find powerful voices in group.
Course Code: 99
Presenter: Nick Kanas, MD, FAGPA, CGP-R, FAGPA
1. Explain 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 Code: 100
Presenter: Judith Cochè, PhD, ABPP, CGP, LFAGPA
1. Apply group dynamics and group psychotherapy principles to work with coupled adults in couples group psychotherapy and individual group psychotherapy. 2. Discuss attendees' concerns about leading group psychotherapy for individuals and coupled adults. 3. Practice mastery of key concepts in group psychotherapy for individuals and couples. 4. Demonstrate clinical options in group psychotherapy for individuals and couples.
Course Code: 101
Presenters: Andrew Pojman, EdD, CGP, FAGPA
1. State a working definition of countertransference (CT). 2. Identify three diagnostic clues provided by attunement to CT. 3. List three common CT in working with teens. 4. State three potentioal pitfall in the use of CT. 5. List three criteria for the judicious use of self-disclosure in group. 6. Identify a personal area of CT vulnerability.
Course Code: C1
Presenters: 1. Misha Bogomaz, PsyD, CGP, ABPP 2. Jennifer Martin, PhD, CGP 3. Karen Cone-Uemura, PhD, CGP 4. Annie Weiss, LICSW, CGP, FAGPA 5. Tevya Zukor, PhD, CGP
1. Detect the impact of membership in a group on the understanding of group dynamics. 2. Identify group dynamics, e.g., resistance, scapegoating and subgroup formation, as they arise in the group session. 3. Discuss the creation of norms in therapy groups. 4. Compare the stages of group development. 5. Discuss the role of the leader in relation to the variety of group dynamics. 6. List at least three resources for continuing self-education about group process.
Course Code: C2
Presenters: 1. Shelley Firestone, MD, CGP, FAGPA 2. Marcia Nickow, PsyD, CADC, CGP 3. Barney Straus, MSW, MA, CGP, FAGPA
1. Promote honest self-disclosure from patients in individual, couples, family and group psychotherapy work. 2. Explain how trauma promotes a preference for attachment to addictive substances and processes over attachments to people. 3. Explain the importance of trust and belonging in the recovery process to replace the addiction as the “go to” in rough times. 4. Apply the concept of addictions as an attachment disorder to the recovery and treatment process, acknowledging the importance of connection with others for healing, growth and transformation. 5. Use selective experiential methodology to help patients connect with others.
Course Code: C3
Presenter: John Schlapobersky, BA, MSc, CGP
1. Discuss on the convening role of the therapist in working with the concept of structure and attend to group membership, formation and composition. 2. Explain how to work with structural dynamics in dynamic administration. 3. Describe the use of process dynamics to attend, therapeutically, to group's mirroring, resonance, valency, amplification, condensation, reciprocity. 4. Describe the use of process dynamics described in #3 (above) to explore projections and dynamics of transference and countertransference. 5. Outline how to work with group to equip members to share task of content analysis in tracking thematic progression in addressing key questions: who is speaking, to whom, about what, and what is not being said? 6. Cite the progression in group-as-a-whole from relational, through reflective to reparative dynamics.
Course Code: C4
Presenters: Greg Crosby, MA, LPC, CGP, FAGPA
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 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 Code: 201
Chairs: 1. Cheri Marmarosh, PhD 2. Rainer Weber, PhD 3. Zipora Shechtman, PhD, DFAGPA
Title: Comparison of Individual and Group Treatment in Physiotherapy for Low Back PainAuthor: Zipora Shechtman, PhD, DFAGPA, Professor Emeritus, Haifa, Israel
Title: Group Treatment with Patients with Somatic Disorders - Current State and Research Needs Author: Zipora Schechtman, PhD, DFAGPA, Professor Emeritus, Haifa University, Haifa, Isreal
Course Code: 202
Presenter: Amy Matias, PhD
Attendee will be able to:
1. Define the type and focus of the group they want to start.
2. Evaluate how to identify and connect with referral sources and promote your group.
3. Identify the important elements of forming a group.
4. Conduct member interviews to select and prepare members.
5. Discuss challenges that may arise in terms of membership and setting.
6. Plan how to launch a group.
Course Code: 203
Presenter: Claudia Arlo, MSW, LCSW-R, ICADC, CGP, FAGPA
1. Discuss the value of integrating theories to group practice
-A brief history of integration and its rationale will be offered.
2. Describe the tenets of DBT and Modern Group Analysis
-Skills training, biosocial theory and role of group in DBT
3. Explain how the content can be applied to the treatment of pre-oedipal/borderline clients.
4. Discuss how this integration can be utilized in attendees' practice.
Course Code: 204
Presenters: 1. Elaine Leader, PhD, CGP, LFAGPA 2. Stella Cuomo, MSW 3. Cheryl Eskin, MA, LMFT
1. Describe the therapeutic value of adolescent group participation.
2. Identify the skills developed by participation in an adolescent training group.
3. State the qualities important in an adolescent group facilitator.
Course Code: 205
Presenters: 1. David Songco, PsyD, CGP 2. Lauren Kurten, BA
Course Objectives: The attendee will be able to:
Course Code: COL-1
Presenter: Nelly Katsnelson, MD, CGP
1. Identify the role of group therapy in psychiatric education.
2. Identify at least three challenges in dealing and preventing physician burnout from psychodynamic group perspective.
3. Describe the group supervision model used in dealing and preventing physician burnout.
Course Code: COL-2
Presenter: William Hemphill, MDiv, LAPC, NCC, MMHC
1. Explain the attachment process and the disruptive attachment process in child parent relationships. 2. Describe how secondary trauma affects couple and parent child relationships. 3. Name some of the challenges, expectations, and disappointments of foster care and adoptive parents. 4. Within a group, process the information along with personal experiences, and ways to care for the caregiver.
Course Code: 301
Presenters: 1. Joseph Shay, PhD, CGP, LFAGPA 2. Stewart Aledort, MD, CGP, FAGPA 3. Molyn Leszcz, MD, FRCPC, CGP, DFAGPA 4. Ronnie, Levine, PhD, ABPP, CGP, FAGPA 5. Oona Metz, LICSW, CGP, FAGPA
1. Identify different expressions of anger and aggression in group therapy, from micro- to macro.
2. Recognize situations that may be headed in a destructive direction.
3. Identify different countertransference responses to anger.
4. Describe therapist interventions in the presence of anger in the group.
Course Code: 302
Presenters: 1. Sally Barlow, PhD, ABPP, ABGP, CGP 2. Les Greene, PhD, CGP, LFAGPA 3. Francis Kaklauskas, PsyD, CGP, FAGPA
1. Acquire clinical wisdom and research knowledge into their clinical practices with competence. 2. Cite current research that informs interventions at the level of group formation, creating safety, developing norms. 3. Cite current research that informs interventions at the level of the potentially disruptive process of scapegoating. 4. Cite current research that informs interventions at the level of the potentially dangerous process of rupture with ways to repair.
Course Code: 303
Presenters: 1. Mary Krueger, MSEd, LCPC, CGP, FAGPA 2. Catherine Brennan, MD 3. Paige LaCava, MA, LCPC, CGP 4. Shira Marin, PhD
1. Define three levels of trauma. 2. Identify two major challenges potentially faced by clinicians who work with trauma and loss. 3. Identify three self-care skills that the group therapist may utilize to attenuate the impact of exposure to traumatic stories.
Course Code: LG-1
Presenters: Active Consultants: 1. Mary Dluhy, MSW, CGP, FAGPA; 2. Ayana Watkins-Northern, PhD; 3. Leon Paparella, MSW, CGP; 4. Rosemary Segalla, PhD, ABPP, CGP, FAGPA
Observer Consultants: 5. Kavita Avula, PsyD, 6. Reginald Nettles, PhD, CGP
1. Locate and give voice to one's experience within the complexity of the large group. 2. Identify covert and overt barriers to communication. 3. Think and relate as citizen selves with greater capacity for authenticity and mutual regard.
Course Code: 304
Presenters: 1. Noelle Lefforge, PhD, MHA, CGP 2. Stephanie McLaughlin, PhD, CGP 3. Joshua Gross, PhD, ABPP, CGP, FAGPA, FAAGP 4. Jeffrey Kleinberg, PhD, MPH, CGP, DFAGPA
1. State suggested competencies of group psychotherapists. 2. List common challenges supervisors of group psychotherapy face. 3. Generate several suggestions for enhancing group supervisors’ ability to address challenges.
Course Code: 305
Presenters: 1. Jeanne Bunker, CSW, CGP; 2. Janice Moore Morris, PhD, ABPP, CGP, FAGPA; 3. Lisa Means, MA, LPC, CGP 4. Patty Olwell, MA, LPC 5. Lavanya Shankar, PhD
1. Distinguish types of direct and indirect aggressive expression common in women group leaders. 2. Identify and describe at least three factors affecting subjective countertransference in women group leaders as they work with aggression in themselves and in their groups. 3. Describe how subjective countertransference can lead to countertransference resistance in women group leaders. 4. Describe the factors that help women become better able to use their aggression effectively in group treatment.
Course Code: 306
Presenters: 1. Andrew Eig, PhD, ABPP 2. Richard Billow, PhD, ABPP, CGP 3. Sara Emerson, LICSW, MSW, CGP, FAGPA 4. Suzanne Phillips, PsyD, ABPP, CGP, FAGPA
1. Compare developmental models of curiosity. 2. Identify at least three types of disordered curiosity. 3. Detect productive and unproductive types of curiosity in group. 4. Design methods for stimulating curiosity group.
Course Code: 206
Chairs: 1. Cheri Marmarosh, PhD 2. Rainer Weberm PhD
Title: Compassion-Focused Group Therapy: A Test of Moderators to Explain Differential Outcomes
Authors: 3. Gary Burlingame, PhD, CGP, FAGPA 4. Kara Cattani, PhD 5. Jennifer Jensen, JD 6. Harold Svien, BS
1. Summarize current research in group psychotherapy. 2. Integrate current group therapy research into clinical practice. 3. Match current research findings to areas of group practice and interest. 4. Discuss important principles related to developing and conducting effective group therapies.
Course Code: 207
Presenters: 1. Kate Czar, PhD 2. Kimberly Burdine, PhD, MS
1. Articulate a basic understanding of mindfulness. 2. Describe examples of mindfulness-based groups in outpatient settings. 3. Identify cultural considerations relevant to the incorporation of mindfulness into group-based clinical services. 4. Identify insights gained through self-reflection around personal identities influencing own understanding of mindfulness as well as positionality as a facilitator of a mindfulness-based group. 5. Specify action steps for establishing a more culturally informed clinical practice of mindfulness with diverse populations.
Course Code: 208
Presenters: 1. Juliana Fort, MD 2. Shunda McGahee, MD
1. Define drop-in medication management groups. 2. Discuss the patient population that they treat, and will evaluate whether or not adding drop-in medication management groups to their practice may be beneficial to their patient population. 3. Cite barriers and obstacles as well as opportunities that are common to drop-in medication management groups. 4. Compare different models of group psychopharmacology appointments. 5. Identify best practices for group psychopharmacology appointments. 6. Develop strategies and skills to effectively lead group psychopharmacology appointments. 7. Discuss how they have used creativity to adapt group methods to their own psychiatric practice and will be able to analyze new ideas that they have heard from other psychiatrists during the session to discuss whether or not these ideas could be applied to their own practice.
Course Code: 209
Presenter: Geoffrey Kane, MD, MPH
1. Name the Two Pillars of Recovery and describe how each relates to the neurobiology of addiction and recovery. 2. Identify the neurotransmitter thought to mediate addictive behaviors following exposure to an environmental cue or consuming "just one." 3. Describe how shame inhibits taking action on the second pillar of recovery ("Ask for help!"). 4. Explain the impact of asking for help on shame, self-esteem, and resilience.
Course Code: 210-5
Presenters: 1. Anne McEneaney, PhD, ABPP, CGP, FAGPA 2. Mark Beecher, PhD, ABPP, CGP 3. Gaea Logan, LPC-S, CGP, FAGPA
1. Identify the ways in which culture and context may impact on training outside of one's country of origin. 2. Contrast two models for training clinicians working with refugees. 3. Describe the ways in which the ongoing impact of language can be monitored while teaching those whose first language is not your own.
Course Code: 211-5
Presenters: 1. Pamela Menter, MA, ATR 2. Chap Attwell, MD, MPH 3. Darryl Pure, PhD, ABPP, CGP, FAGPA 4. William Watson, PhD, CGP
1. Describe key features of how experiential training groups are utilized with participants in the training context, i.e., group population, recruitment, and barriers. 2. Review issues regarding administrative support. 3. Summarize the structure of the group experience itself, incorporating models, theories, and techniques. 4. Discuss participant response/outcome, i.e., what benefits are offered by this experience, and how they are determined. 5. Differentiate options for self-expression within the context of experiential groups.
Course Code: COL-3
Presenters: 1. Domenico Agresta, MA 2. Alessio Bianconi, MPsych 3. Giuseppina Marolla, MPsych
1. Connect trauma elements with specific historic events through dreams to co-construct the underlying common cultural matrix. 2. Identify connections between social rights in community and unconscious conflicts with Social Dreaming Matrix. 3. Use a specific research methodology ("Anthropopoies of Dreams") to analyzing the Matrix. 4. Detect Dreams Icons from the Matrix, predict and propose application with local Institutions. 5. Demonstrate the connection between social rights or rights of passage as a social symptom (case study: rural mafia). 6. Utilize dreams as a semantic space in social structure.
Course Code: COL-4
Presenter: Jenna Noah, MA
1. Review PR factors that can promote group therapy. 2. Craft an "elevator speech" for therapists, patients, and the broader community. 3. Deliver your pitch.
Course Code: 307
Presenters: 1. Lorraine Wodiska, PhD, ABPP, CGP, FAGPA 2. Bonnie Buchele, PhD, ABPP, CGP, DFAGPA 3. Earl Hopper, PhD, CGP, DFAGPA 4. Karen Travis, LCSW, BCD, CGP, FAGPA
1. Describe three elements that have created the current chaotic environment. 2. Identify what compels one to seek leadership positions. 3. Define the fourth basic assumption of, Incohesion: Aggregation/Massification. 4. Explain how the larger group social issues come into group therapy sessions. 5. List three ways in which the demonstration group has been impacted by trauma that they and the therapist have attempted to manage during this period.
Course Code: 308
Presenters: 1. Haim Weinberg, PhD, CGP, FAGPA, 2. Bonnie Goldstein, LSSW, PhD 3. Rakefet Keret-Karavani, MA
1. State the impact of the lack of the body on Internet delivered therapy. 2. Explain the need for specific training for online (group) therapists. 3. Apply ethical considerations to leading online groups. 4. Compare online and face-to-face therapy. 5. Identify ways to develop trust and presence online.
Course Code: 309
Presenters: 1. Katie Steele, PhD, CGP, FAGPA 2. Susan Gantt, PhD, ABPP, CGP, DFAGPA 3. Dorothy Gibbons, MSS, LCSW, CGP 4. Robert Hartford, LICSW, CGP
1. Define and describe SCT's method of functional subgrouping. 2. Summarize the neuroscience relevant to reacting to differences. 3. Discuss how neuroception of safety is established using functional subgrouping.
Course Code: 310
Presenters: Karen J. Maroda, PhD, ABPP
1. Illustrate how Ormont’s ideas are both congruent and incongruent with current psychoanalytic theory and practice, particularly his ideas about the observing ego. 2. Identify the distinction between Ormont's “subjective” and “objective” countertransference versus the “totalist” position more commonly used today. 3. Delineate how Ormont’s conception of “generative communication” overlaps considerably with and pre-dates the idea of “generative enactment.”
Course Code: LG-2
1. Locate and give voice to one's experience within the complexity of the large group.2. Identify covert and overt barriers to communication.3. Think and relate as citizen selves with greater capacity for authenticity and mutual regard.
Course Code: CP-1
Presenters: 1. Jennifer Fox 2. SaraKay Smullens, MSW, LCSW, BCD, CFLE, CGP
1. Examine the unique community awareness approach introduced by filmmaker, Jennifer Fox. 2. Describe implications of her worldwide outreach effort. 3. Apply the film's truths to patterns of abuse and self-care strategies. 4. Discuss the importance of film-making to group awareness and societal change. 5. Illustrate far-reaching use of group process outside of the treatment room. 6. Inspire use of group process in activism.
Course Code: 212-5
Presenters: 1. Nina Brown, EdD, LPC, NCC, FAGPA 2. Christina La Croix, BA 3. Helene Satz, PsyD, ABPP, CGP 4. Joe Wise, MD, CGP
1. Describe three ways that the military culture can impact group therapy with current and/or former military personnel. 2. List three significant training topics that will aid group leaders who work in settings, such as the Veteran's Administration, and will contribute to their military cultural competency. 3. Identify three or more strategies group leaders can use to establish a therapeutic relationship, address resistance, and promote participation for group members that recognizes the importance of the military culture. 4. Identify three important aspects of military culture competence that are not usually a part of training programs.
Course Code: 213-5
Presenters: 1. Shemika Brooks, PsyD 2. Nathasha Cole Hahn, PhD
1. Define three types of microaggressions.
2. Identify interventions that can be used after a microaggression occurs in a group.
3. Discuss three methods to re-establish the safety in the group for all participants.
4. Describe approaches to manage the effect of the microaggression on the group facilitator.
Course Code: 214-5
Presenters: 1. Joeleen Cooper-Bhatia, PhD 2. Vinny Dehili, PhD 3. Shenette Scille, PsyD 4. Marcée Turner, PhD, CGP 5. Kseniya Zhuzha, PhD
1. Discuss methods for group training and useful adaptations based on developmental level. 2. Classify three ways to respond to a supervisee’s feelings of anxiety, shame, and resistance. 3. Review the challenges of transference and countertransference in supervision and state ways these issues can be addressed. 4. Describe an aspect of the complexity of a cross-racial supervisory dyad consisting of a Supervisor of Color and White Supervisee. 5. Identify techniques that may help minimize negative effects of power differential in supervision of group therapy.
Course Code: 215-5
Presenters: 1. Elliot Zeisel, PhD, LCSW, CGP, DFAGPA 2. Patricia Florence, LCSW, CGP 3. Allen Lambert, LCSW 4. Teresa Snell, MSW
1. Describe the importance of on-going supervisions and training in the life of the group leader. 2. Explain how resistance in treatment can be seen as an opportunity for understanding patients. 3. Highlight the role of countertransference will be highlighted in crafting interventions.
Course Code: 216
Presenters: Charles Pohl, MSW, CGP
1. List the eight dangers of blurred boundaries to patient/trainees in analytic group institutes.
2. Differentiate boundary crossings from boundary violations at these organizations.
3. Identify the iatrogenic treatment reactions of blurred boundaries in training organizations in which multiple relationships exist.
Course Code: 217
Presenters: 1. RP Whitmore-Bard, MA 2. Grace Ballard, MA 3. Sorin Thomas, MA, LPC, LAC 4. Sarah Tyerman, MA, PGDipGA, MInstGA
1. Compare risks and therapeutic benefits associated with therapist self-disclosure of gender identity and sexual orientation, when working with LGBTQ clients.
2. List the most common non-normative gender pronouns.
3. Identify the connection between social justice counseling and group leadership.
Course Code: 218
Presenters: Brenda Boatswain, PhD, CGP
1. Define signs and consequences of workplace stress. 2. Identify benefits of mindfulness practices in managing workplace stress. 3. Implement mindfulness meditations and psychoeducation in a health care setting.
Course Code: COL-5
Presenter: Markus Rogan, PsyD, LMFT
1. Structure and integrate a physical/athletic experience into the group therapeutic process. 2. Classify and prepare for the risks involved in inviting clients to engage in a physical/athletic experience. 3. Evaluate the clinical risks and rewards of physical/athletic elements of group therapy.
Course Code: COL-6
Presenters: Matthew Tomatz, MA, LPC, LAC, CGP
1. Identify elements that are important to an integrative model. 2. Identify a group facilitation skill that is helpful to meet the challenges of an integrative model. 3. Describe how performance studies and performance psychology can inform a dynamic group therapy experience and be emblematic of how to develop an integrative model. 4. Articulate and participate in a group exercise helpful to developing curiosity and clinical growth.
Course Code: COL-7
Presenters: 1. Emily Brown, BA, MFT 2. William Whitney, PhD, MFT, MST
1. Identify similarities and differences between a learning environment and a process group.
2. Describe three concepts from group therapy that clarify the socio-emotional dynamics of the classroom.
3. Utilize three group therapy techniques that enhance student small group/team-based learning.
Course Code: 311
Presenters: 1. Dominick Grundy, PhD, CGP, FAGPA 2. Shayne Vitemb, MA, LMFT 3. Robert Grossmark, PhD 4. John Schlapobersky, BA, MSc, CGP 5. Nina Thomas, PhD, ABPP, CGP
1. Differentiate models of psychodynamic group therapy and trace differences to their originators. 2. Summarize influence of historical setting on development of psychodynamic group psychotherapy. 3. Discuss group therapy as a creative response to social trauma. 4. Compare early ideas/uses of group therapy with those of today.
Course Code: 312
Presenters: 1. Jana Rosenbaum, LCSW, CGP, FAGPA 2. Richard Beck, LCSW, BCD, CGP, FAGPA 3. Katie Griffin, MA, LPC, CGP, FAGPA 4. Marcus Hummings, PsyD
1. Identify best practices for community outreach after disasters and traumatic events. 2. Identify ways in which affiliates may be social justice advocates concerning gender and sexual identity. 3. Identify strategies and action steps to take discussions of race and culture and apply them to the community. 4. Describe ways community outreach can be used to benefit the individual member, the local affiliate, and the community at large. 5. Explain how community outreach can be used to impact the use of group therapy on disaster relief, community trauma, and social justice.
Course Code: 313
Presenters: 1. Mary Dluhy, MSW, CGP, FAGPA 2. Leon Paparella, MSW, CGP 3. Robert Schulte, MSW, CGP, FAGPA 4. Rosemary Segalla, PhD, ABPP, CGP, FAGPA 5. Ayana Watkins-Northern, PhD 6. Kavita Avula, PsyD 7. Reginald Nettles, PhD, CGP
Course Code: IA-1
Presenter: Claudia Arlo, MSW, LCSW-R, CASAC, CGP
Course Code: IA-2
Presenter: Robert Berley, PhD, CGP, LFAGPA
Course Code: IA-3
Presenter: Barbara Finn, PhD, ABPP, CGP, FAGPA
Course Code: IA-4
Presenter: Karis Klassen, MA, MBT, CGP
Course Code: IA-5
Presenter: Jamie Moran, MSW, LCSW, CGP
Course Code: IA-6
Presenter: Charlene Pratt, MA, LCPC, CGP
Course Code: IA-7
Presenter: Jeffrey Price, MA, LPC, LAC, CGP, FAGPA
Course Code: IA-8
Presenter: Carol Vaughan, LCSW, CGP, LFAGPA
Course Code: IA-9
Presenter: Bruce Aaron, LCSW, MSW, CGP
Course Code: IA-10
Presenter: Barbara Ilfeld, MSN, RNCS, CGP, FAGPA
Course Code: IA-11
Presenter: Alyson Stone, PhD, CGP
Course Code: IA-12
Presenter: Lorraine Wodiska, ABPP, CGP, FAGPA
Course Code: IA-13
Presenter: John Caffaro, PhD, CGP, FAGPA
Course Code: IA-14
Presenter: Michael Frank, MA, LMFT, CGP, LFAGPA
Course Code: IA-15
Presenter: Janice Morris, PhD, ABPP, CGP, FAGPA
Course Code: IA-16
Presenter: Judith Schaer, LCSW, CGP, FAGPA
Course Code: IB-1
Presenter: Jeanne Bunker, MSSW, CGP, FAGPA
Course Code: IB-2
Presenter: Helen Chong, LCSW, CGP
Course Code: IB-3
Presenter: Patricia Kyle Dennis, PhD, LCSW, CGP
Course Code: IB-4
Presenter: Linda Eisenberg, MA, MEd, CGP
Course Code: IB-5
Presenter: Robin Good, PhD, CGP, FAGPA
Course Code: IB-6
Presenter: Keith Rand, LMFT, CGP, FAGPA
Course Code: IB-7
Presenter: Darryl Pure, PhD, ABPP,CGP,FAGPA
Course Code: IB-8
Presenter: Shari Baron, MSN,CNS,CGP,FAGPA
Course Code: IC
Presenter: Sharan Schwartzberg, EdD, OTR/L, FAOTA, CGP, FAGPA
Course Code: ID-1
Presenter: Chera Finnis, PsyD, CGP, FAGPA
Course Code: ID-2
Presenter: Paul Kaye, PhD, CGP, FAGPA
Course Code: IE
Presenters: 1. Gil Spielberg, MSW, PhD, ABPP, CGP, FAGPA 2. Robert Unger, MSW, PhD, CGP, FAGPA
Learning Objectives:
1. Identify phases of group development and the leader’s role in each phase.
2. Recognize one's role in the group and those of others.
3. Define and apply such concepts as transference, resistance, content versus process and termination.
Course Code: II
Presenter: Elliot Zeisel, PhD, LCSW, CGP, DFAGPA
Learning Objectives
1. Build a group contract and culture that supports exploration of resistance.
2. Explain resistance analysis.
Course Code: III
Presenters: 1. Robert Hartford, LICSW, CGP 2. Dorothy Gibbons, MSS, LCSW, CGP
1. State the connection between a Theory of Living Human Systems and SCT. 2. Describe the difference between a stereotypical subgroup and a functional subgroup. 3. Discriminate between communications that help a system to develop from simple to complex communications that inhibit a system from developing from simple to complex. 4. Practice the method of functional subgrouping to explore rather than split off differences in the group culture. 5. Name one type of behavior that is characteristic of the Flight Phase of group. 6. Discriminate between feelings coming from thoughts vs. feelings coming from the here-and-now direct experience. 7. Describe how a system's ability to make boundaries "appropriately permeable" is a driving force towards its development. 8. Practice undoing distractions and vectoring energy across the boundary into the here-and-now group. 9. Demonstrate how to use a force field to identify driving and restraining forces towards a group’s explicit goal. 10. Demonstrate how to use restraining forces to help vector the group’s energy towards its explicit goal. 11. Identify at least two sources of anxiety; describe the functionality of anxiety, and at least one SCT technique for undoing anxiety. 12. Identify the three major Phases of Group Development.
Course Code: IV
Presenters: 1. Maryetta Andrews-Sachs, MA, LICSW, CGP, FAGPA 2. Farooq Mohyuddin, MD, CGP, FAGPA
1. Identify existential issues as they weave throughout all of our work in group therapy. 2. Evaluate the vitality in a group by accessing choices and examining the meaning of purpose in the lives of group members. 3. State the role isolation plays in the lives of group members. 4. Analyze the denial in our culture around issues of termination, death, and other losses. 5. Summarize how aging impacts group members. 6. Teach group members to create goals for living life without accumulating regret. 7. Describe the effectiveness of an approach that focuses on existential issues.
Course Code: V
Presenter: Nanine Ewing, PhD, BC-DMT, CGP, FAGPA
1. Identify difference in subjective and objective countertransference.
2. Assess difference of id, ego and superego countertransference.
3. Describe countertransference and three defenses.
4. Identify overwhelment and abandonment as adaption to trauma.
5. Assess narcissistic withdrawal versus detachment.
6. Assess deadness versus aliveness in alliance.
7. Analyze reverie and dreams in the countertransference.
Course Code: VI
Presenter: Aaron Black, PhD, CGP
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. 5. Provide an example of how resistance facilitates emotional self-regulation in group therapy. 5. Name three interventions for engaging and resolving resistance in group treatment. 6. Define parallels between the development of attachment in childhood and the treatment process in group therapy.
Course Code: VII
Presenters: Gail Brown, MA, CGP
1. Define Emotional Insulation.
2. Define Observing Ego.
3. Define Induced Feelings.
4. Describe three obstacles to staying emotionally present.
5. Explain utilization of the observing ego to distinguish between historical and present feelings.
6. Formulate interventions based on the leaders understanding of induced feelings.
7. Differentiate subjective from objective feelings.
Course Code: VIII
Presenters: 1. Joseph Acosta, MA, LPC, CGP, FAGPA 2. Katie Griffin, MA, LPC, CGP, FAGPA
1. Compare binary and static understanding of gender and sexuality with more complex and fluid understanding. 2. Describe the limitations of psychotherapy groups due to binary approaches and the advantages of a more complex and fluid approach. 3. Identify group leader fears related the discussion of gender, desire and sexuality in group. 4. Identify their own potential countertransference issues about these topics. 5. Describe ways their own groups may be limited by static perspectives. 6. Formulate new interventions to expand the conversation of longing, gender and sexuality.
Course Code: IX
Presenter: Stewart Aledort, MD, CGP, FAGPA
1. Identify and list the characteristics of the Omnipotent Child.
2. Identify the power of the passion in the group.
3. Describe the leader's techniques at the start of the group process.
4. Describe how the group develops as a group in this leader centered process.
5. Identify the hidden excitement in shame.
6. Describe the developmental stages the group traversed.
Course Code: X
Presenters: Jeff Hudson, MEd, LPC, CGP, FAGPA
1. Distinguish between objective and subjective countertransference reactions.
2. Define countertransference resistance and develop a greater appreciation for its role in group leadership.
3. List common sources of countertransference resistance.
4. Identify emotions that you may discourage in your groups.
5. Discuss the role of self-acceptance in effective group leadership.
6. Cite fears and concerns about emotional communication in group.
7. Identify ways a group therapist can develop emotional insulation.
Course Code: XI
Presenters: Suzanne Phillips, PsyD, ABPP, CGP, FAGPA
1. Define the authentic self and what is necessary for its early development.
2. Define the physical, social, psychological and neurophysiological impact of trauma on sense of self.
3. Discuss how racism, homophobia, sexual harassment and bullying disavow a person’s authentic sense of self from childhood to adulthood.
4. Define why and how dissociation becomes a necessary escape by the child sexual abuse victim at the cost of an integrated self.
5. Describe how “Keeping Secrets” physically, psychologically and interpersonally jeopardizes development and functioning of self.
6. Define three ways that adult onset trauma assaults the sense of self.
7. Name five aspects of the Group Process that facilitate the restoration and emergence of the disavowed and assaulted self?
Course Code: XII
Presenters: 1. Francis Kaklauskas, PsyD, CGP, FAGPA 2. Elizabeth Olson, PsyD, LCSW
1. Identify the common structural components of groups that set a safe container and boundaries for interpersonal explorations. 2. Contrast leadership intervention strategies of modern analytic and relational psychoanalytic approaches. 3. List the basic foundational criteria of productive group work from a neuroscience perspective. 4. Compare and contrast models of group development from Tuckman's classification to contemporary perspectives. 5. List common factors that are empirically supported that demonstrate group psychotherapy effectiveness across theories and approaches. 6. Identify the advantages of co-leadership of groups.
Course Code: XIII
Presenter: Sara Emerson, LICSW, MSW, CGP, FAGPA
1. List various leadership styles. 2. List the strengths and limitations of various styles. 3. Identify and define the ways in which ones own character influences their leadership style. 4. Identify and describe their own unique qualities which contribute to their capabilities and strengths. 5. Develop strategies to build and sustain a vital organization. 6. List the types of interpersonal skills which are particular to a leadership position. 7. Distinguish between goals, process and decision making as leadership function. 8. Distinguish between the qualities of a therapy/process group leader and an organizational leader.
Course Code: XIV
Presenter: Mary Sussillo, LCSW, BCD, CGP, FAGPA
1. Cite concepts of the "here-and-now" and "immediacy" in group therapy. 2. Demonstrate interventions to build safety and cohesion in the group. 3. Describe how to help group members express feelings towards others in a constructive and progressive way. 4. Identify the group leader's task of redirecting the group's attention and focus to the present moment. 5. Explain how to use your feelings, as an essential instrument of the group leader, to further the group process. 6. Demonstrate the use of "bridging" to connect members to each other. 7. Formulate how to facilitate the development of an affective and enlivening group culture.
Course Code: XV
Presenter: Justin Hecht, PhD, CGP, FAGPA
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. Describe Jung’s approach to the unconscious.
6. Define individuation, and encourage it in groups.
Course Code: XVI
Presenters: Myrna Frank, PhD, CGP
1. Identify similarities and differences in participants' respective experiences of notions of home.
2. Specify ethno-cultural features of home in self and other.
3. Tease out the vicissitudes of nostalgia and longing, and the realization that one cannot go home.
4. Explore the institute group as a new home in which to heal.
5. Report on the traumatic effects of home loss via war, financial ruin, or divorce.
6. Explore variations of migration, immigration, and emigration.
7. Demonstrate sensitivity to the impact of otherness.
8. Think about what makes us shift from a stranger group to a home group.
9. Internalize and apply the concept of longing for home--its presence, absence and vicissitudes—in their group work.
Course Code: XVII
Presenters: 1. Peter Hays Cole, LCSW, CGP 2. Daisy Reese, LCSW, CGP
1. Define the concept of Dialogue.
2. Define the concept of Here-and-Now.
3. Explain Shame Theory from a GGT perspective.
4. Define Affective Process.
5. Explain the Paradoxical Theory of Change.
6. Explain the Shadow of the Leader.
7. Explain GGT’s Egalitarian Ethos.
8. Discuss the Primacy of Relationality for Emotional Well-Being.
9. Demonstrate the Cycle of Experience.
Course Code: XVIII
Presenter: Shoshana Ben-Noam, PsyD, CGP, LFAGPA
1. Identify the impact of mother-daughter interactions on daughters in areas of intimacy, competition or conflict.
2. Formulate the effects of "mother loving" and/or "mother blaming" on daughters' relationships with others.
3. Identify the impact of mother-daughter interactions on women's development of personal/professional selves.
4. Cite interventions for working through women's difficulties stemming from unresolved issues with their mothers.
5. Identify specific interpersonal relationship difficulties resulting from mother-daughter relationships.
6. Recognize how the all-women group offers a "Hall of Mirrors" for internalizing new models of identification.
Course Code: XIX
Presenters: Ginger Sullivan, MA, LPC, CGP, FAGPA
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 four-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.
Course Code: XX
Presenters: 1. Phillip Horner, LCSW, CGP 2. Marcée Turner, PhD, CGP
1. Identify racial power dynamics in group process.
2. Define internalized racial oppression, including inferiority and superiority.
3. Define aspects of one's racialized self.
4. State an empathic worldview about one's racialized self and others.
5. Explain the benefits of creating a brave space versus a safe space when learning from different positions of power.
6. Explain how a large group format aids the uncovering of repressed feelings about race.
7. Identify ways to lovingly interrupt racially offensive communications.
8. Explain how White guilt impedes open, honest discussions about racism.
Course Code: XXI
Presenter: Paul Gitterman, LICSW, MSc, CGP
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 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.
Course Code: XXII
Presenters: 1. Sharon Sagi Berg, MA, CGP 2. Haim Weinberg, PhD, CGP, FAGPA
1. Address their own and the other members' subjective experience.
2. Focus on relational issues in group psychotherapy.
3. Describe use of relational/intersubjectively-informed interventions in groups.
4. Explain how to work with enactments and reparations in group therapy.
5. Explore and utilize their limitations as group therapists.
6. Work with different emerging self-states in the group.
7. Define the meaning of being relational.
Course Code: XXIII
Presenter: Elaine Jean Cooper, PhD, MSW, CGP, DFAGPA
1. Explore personal generational history.
2. Learn latest clinical and biological research on transmission of trauma.
3. Reflect on Institute Group process and development of cohesion.
4. Define differentiate "social Legacy" and "social Narrative."
5. List positives of surviving trauma.
Course Code: COG
Presenters: 1. Robert Hsiung, MD; 2. Jeffrey Roth, MD, CGP, FAGPA; 3. Vincenzo Sinisi, MA, CGP
1. Describe the experience of being a member of an online group.
2. Describe the effects of communicating in writing rather than by speaking.
3. Describe the effects of having a transcript available.
4. Describe the effects of interacting asynchronously rather than in "real" time.
5. Describe the dynamics of an online group.
6. List ways a continuous online group is like a large group.
7. List ways a continuous online group is like a small group.
Course Code: SI-1
Presenters:
1. Cheri Marmarosh, PhD2. Martyn Whittingham, PhD, CGP, FAGPA
Objectives:
1. Describe attachment anxiety and avoidance in group members.
2. State the different behaviors on the interpersonal circumplex that can be used to prepare group members.
3. Describe how leaders can use attachment theory to prepare anxious and avoidant members for group therapy.
4. Describe how interpersonal theory can be used to inoculate challenging group members before group starts.
5. Apply interpersonal and attachment theory to interventions that may facilitate the group process and prevent dropout.
Course Code: SI-2
Presenter: William Doherty, PhD
1. Identify “mixed agenda” couple where one is leaning out of the relationship and the other is leaning in.
2. Discuss strategies for helping group therapy clients who are leaning in or out of their couple relationship.
3. Describe key group processes for working with politically polarized groups in communities.
Course Code: I-P: Institute Opening PlenaryPresenter: Susan Gantt, PhD, ABPP, CGP, FAGPAObjectives:N/A
Course Code: P-E: Mitchell Hochberg Public Education Event
Presenter: Marco Iacoboni, MD, PhD
1. Describe neural systems for empathy in humans.
2. Describe functional mechanisms for empathy in humans.
Course Code: P-TH: Conference Opening Plenary
Presenters: 1. Katherine L. Steele, PhD, CGP, FAGPA 2. Allan Schore, PhD
1. Describe right brain-to-right brain emotional communications in group psychotherapy.
2. Discuss working with defenses of dissociation and repression.
3. Utilize interpersonal neurobiology to offer a model of the change processes in group psychotherapy.
Course Code: P-FR: Anne and Ramon Alonso Presidential Plenary Address
Presenters: 1. Alexis D. Abernethy, PhD, CGP, FAGPA 2. Joyce Slochower, PhD, ABPP
N/A
