Session Evaluation
Chairs:
Course Objectives:
1. Detect when transference is occurring in group.2. Name three techniques to work with transference in group.3. Identify three challenges to working effectively with anger in group.4. Explain how working with love and idealization can enhance growth in group members and the group as a whole.5. List three ways of effectively working with eroticism in group.
Chair: Dominick Grundy, PhD, CGP, FAGPA
1. Tease apart factors influencing leaders’ spontaneous decision-making when there is no time to reflect while leading a group.2. Distinguish in practice the roles of theory and intuition (rational vs. emotional) in clinical decision-making during the communicative flow of group therapy.3. Evaluate whether/how non-verbal reactions to the group population, setting, emotional climate, etc., influence leaders to favor one intervention over another.
Chair: Ann Steiner, PhD, MFT, CGP, FAGPA
1. Describe and understand 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 two common countertransference issues and warning signs.4. List 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.
The attendee will be able to:
1. Define their own internal conflicts when demonstrating empathy towards group members.
2. Effectively state manifestations of implicit bias in the group.
3. Effectively diagnose co-leaders’ implicit bias.
4. Name the impact of implicit bias on group cohesion.
5. Demonstrate action by calling in and speaking out 15 min, Obinternali.
Chair: Barney Straus, 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.
Chair: Karen Eberwein, PsyD, CGP
1. Discuss the reasons it is important to have training specific to process group experiences.2. Distinguish major differences between a process group experience and a psychotherapy group.3. Identify important choice points for the leader during a process group experience.4. Enumerate personal and professional leadership challenges that arise when leading a process group experience.5. List important considerations relevant to a process group experience leader.
Chair: Suzanne Cohen, EdD, CGP, FAGPA
1. Compare implicit and explicit ways of knowing.2. Name 4 stages of change of STrozzi-Heckler.3. Define sensation.4. Develop Vocabulary of Sensory Experience.3. Specify role of music in expressive movement.
Chair: Shelley Firestone, MD, CGP, FAGPA
1. Describe basic psychodrama practice.
2. Distinguish between the use of the therapy session for a report of events vs. creating experiences in the “here and now” of the session.
3. Appreciate the power and effectiveness of psychodrama action concepts and techniques, and explain Interviewing, Soliloquy, Doubling, Role Taking and Role Reversal.
4. Use selective psychodrama techniques for effective problem solving, even with resistant patients, in individual, couple, family and group psychotherapy.
5. Use selective psychodrama techniques for building connection and cohesion in families, couples and groups.
1. Describe mentalizing in patient-friendly terms.2. List and describe three mentalizing activities to use in group settings with a variety of client populations.3. Describe 3 pre-mentalizing states (pretend mode, teleological stance, psychic equivalence).
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 within the larger inter-personal group process.5. Correlate directly observable body language in others to matching body language correlations in ourselves.6. Illustrate 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.
1. Understand and apply creative, evidence-based tools for teaching emotion regulation and social skills to children.2. Name and practice techniques for promoting children's social-emotional skill generalization to daily life.3. Apply strategies to help parents and teachers support children's social-emotional skill application at home and school.4. Develop skills and confidence in trouble shooting common process issues when delivering social skills training to children.
1. Explain how to conceptualize disability and health status as multicultural experiences2. 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.
Chair: Sorin Thomas, MA, LPC, LAC
1. Deconstruct the dominant narrative and conceptualize with a "queer" lens.2. Identify clinical themes that arise when working consciously with intersecting identities.3. Develop better practice guidelines for working with intersectionality i.e. queering therapy.
1. Cite one reason why a Transgenerational perspective is important in American psychotherapy.2. Identify at least two “ways of knowing”, about trauma. 3. Define the Unthought Known. 4. Create a basic Traumagram describing their past two generations. 5. Describe how the current political climate exacerbates existing personal and intergenerational trauma in group therapy. 6. Describe two basic strategies to address the convergence of current political and past collective trauma.
Course Code: 20
Chair: Kenneth Pollock, PhD, CGP
1. List at least five unique properties of groups that differ markedly from individual psychotherapy. 2. Describe and explain strategic intervention(as contrasted with tactical), approaches associated with each unique property of groups. 3. Describe at least threel interventions that reflect strategic expressions for each of the identified unique properties of groups listed in #1.4. Explain the difference between implicit and explicit processes.5. Employ interventions which promote interaction between members by demonstrating capacity to cite actual wording of at least three interventions.6. Be able to describe the difference between group-as-a-whole interventions and those at other levels with at least two examples that are pertinent to the unique properties of groups.
Course Code: 21
1. Describe how their personal sibling dynamics have impacted their sense of self and their choice of roles as members of groups.2. Name how their personal sibling dynamics have impacted their work as individual and/or group clinicians.3. Classify different types of sibling dynamics through participation in the here-and-now of the experiential process group.
Course Code: 22
1. Contrast loneliness from being alone.2. Identify the risk factors for loneliness, across the life-span, with a specific focus on the increasing vulnerability due to aging.3. Evaluate whether group is inevitably a mirror of societal issues (the digital age, social justice, economic divide, immigration) that promote loneliness.4. Describe unique ways that expose therapists to the negative effects of social isolation.5. Identify group interventions that can prevent or minimize the risks of loneliness.
Course Code: 23
1. Describe the basics of Carol Gilligan's theory of moral development;2. Describe the basics of Terror Management Theory;3. Name and describe the importance of non-complementary response and other factors in maintaining a therapeutic attitude;4. Recognize the shared humanity of the group leader and all the members.
Course Code: 24
Chair: 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: 25
Chair: Martha Gilmore, PhD, CGP, FAGPA
1. Identify and manage transference phenomena unique to groups for trauma survivors.2. Define specific vicarious traumatization and countertransference reactions in trauma groups, decreasing the risk of creating adverse group dynamics.3. Utilize methods of preventing vicarious traumatization so participants can continue to work with this population.
Course Code: 26
Chair:
1. Describe the concepts and implications of online/digital bias and projections in the process of forming relationships.2. Analyze their digital identities.3. Describe social media effects on connection, loneliness, and relationships.4. Describe processes of digital representation and self-formation.
Course Code: 27
Chair: Leah Slivko, LICSW, PsychA
1. Identify stages of attachment.2. Create a group culture that allows for openness and sharing.3. Compare and contrast between group engagement and disengagement.
Course Code: 28
1. Differentiate between the various modalities through an inner process.2. Utilize creative art modality in a group to facilitate the expression and transformation of unprocessed material.3. Create a personal creation in a group context, as a result of individual process.4. Communicate through their images and generate a group artistic creation that will represent their group experience.
Course Code: 29
Chair: Phillip Flores, PhD, ABPP, CGP, LFAGPA
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.
Course Code: 30 & 48
Chair: Nanine Ewing, PhD, BC-DMT, CGP, FAGPA
1. Appraise the affects that come from universal group stages.2. Identify movement that has interest and draws intention versus movements that take us into past or future.3. To contrast movement of spontaneity and authenticity versus performance.
Course Code: 31
1. State several changes seen in people's lives after mid-life, especially in the realms of spirituality, religion, and finding meaning. 2. State at least two frameworks for learning about and incorporating spirituality and religion in one's clinical work 3. Identify some of their own areas of discomfort or challenge around addressing spirituality, religion, and existential issues. 4. List some specific ways in which spirituality, religion, existential issues, and growth in these realms can be addressed in groups.
Course Code: 32
1. Apply sexual health principles to the assessment and treatment of sexual behavior problems and out of control sexual behavior (OCSB)2. Apply a non-pathological conceptualization of OCSB in treatment planning.3. Apply here-and-now interventions to illustrate sexual health conversation skills in treating OCSB.4. Utilize group treatment frame to illustrate the use of accountability in OCSB treatment.
Course Code: 33
1. Identify importance of both hope and action in coping with health issues.2. Appraise one's own feelings with respect to issues of aging and medical illness and its impact on working with this population.3. Apply a series of questions emphasizing the value of understanding of how one's own aging affects us in our clinical work with an aging population.4. Identify the later stage of life as also a time filled with potential for creativity based on one's previous life experience.5. Learn various practices and techniques that facilitate the emotional and psychological coping in older adults with medical challenges and illness.
Course Code: 34
1. Compare risks and therapeutic benefits associated with therapist self-disclosure of gender identity and sexual orientation, when working with LGBTQ and non-LGLBTQ clients.2. Identify the role of the group leader in developing group norms that achieve equity for marginalised groups and individuals.3. Understand and use the language that enables social justice (eg non-normative pronouns).4. Identify resources for increasing their competence as gender-affirming therapists.
Course Code: 35
Chair: Kasra Khorasani, MD
1. List the core four steps in “LEGO® Group Therapy."2. Describe the three exercises utilized in the 75 min Group Session.3. Describe the Neuroscience, Psychotherapy and Group Theories that “LEGO® Group Therapy” is based on.
Course Code: 36a
Chair: Macario Giraldo, PhD, CGP, FAGPA
1. Identify the role of drive and desire in the origin of affects.
2. Demonstrate the application of these affects in the small treatment group..
3. Differentiate these affects in the structures of neurosis and perversion.
4. Compare the manifestations of these affects in the internet culture vs. the more traditional culture.
5. Specify the role of these affects in the transference.
Course Code: 37a
Chair: Richard Billow, PhD, ABPP, CGP
1. Appraise how the therapist's utilizes his experience in the context of transference-countertransference and the here and now group.2. Work with transference configurations among members, including those involving the leader..3. Describe interventions that increase safety and decrease defensiveness and resistance4. Expand repertoire of skills and range of possible group interventions. 5. Provide opportunity for observing and participating in experiential learning.6. Compare and contrast relational group techniques to other approaches.
Course Code: 38a
1. Describe how Blended Experiential model can be used to create a safe and secure environment where individuals can share their dilemma(s) without restraint.
2. Complete & interpret the Automatic Thought Record (ATR).
3. Identify automatic thoughts & focus on 'hot thoughts'. Discuss the meaning of automatic thoughts as they relate to core-beliefs and/or schemas.
4. Explain and implement the major psycho-dramtic techniques; role-playing, interview in role reversal, protagonist, auxiliary ego, doubling, concretizing and the empty chair techniques.
5. Identify Yalom's primary therapeutic factors of group therapy.
Course Code: 39a
Chair: Leonardo Leiderman, PsyD, ABPP, CGP, FAGPA
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 dissociative 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: 40
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. Describe recommendations regarding responding to microaggressions.5. Practice ways to respond to microaggressions while gaining awareness of how response (or lack thereof) effects the experience and safety of various group members and facilitators.6. Appraise potential supervision and training approaches for microaggressions in group psychotherapy.
Course Code: 41
Chair: Joseph Shay, PhD, CGP, LFAGPA
1. Define projective identification.2. Compare the different definitions of projective identification.3. Identify ways to intervene more successfully when projective identification is present.4. Differentiate common countertransference reactions in the presence of projective identification.
Course Code: 42
Chair: Anna Graybeal, PhD, CGP
1. Define the concept of resistance from a modern analytic perspective.2. Describe the basic science of climate change, including impacts to our communities.3. Identify and interpret resistance to thoughts and feelings about climate change.4. Predict how working with emotional resistance can help move our communities towards addressing climate change.
Course Code: 43
Chair: Andrew Eig, PhD, ABPP
1. Analyze our relationships to our clinical theory.2. Review our relationship with our mentors.3. Apply interventions that fit with our own authentic therapeutic style and voice.
Course Code: 44
1. Practice one movement-based, mindfulness exercise to apply to personal and client work to increase their present moment orientation.2. Identify three therapeutic factors in which group process can elicit thoughts and feelings that have been hidden and unknown within themselves.3. Describe two forms of resistence in their own life which inhibit their professional growth as professionals through the utilization of phototherapy.4. Identify three ways in which group therapy increases a sense of belonging and decreases isolation.5. Demonstrate three ways in which phototherapy can be an effective tool in increasing their clients' sense of empowerment.
Course Code: 45
Chair: Annie Weiss, LICSW, CGP, FAGPA
1. Explain the rationale for choosing group interactions that foster neuorplasticity2. Identify active leadership strategies to foster neuroplasticity, connection and affective resonance in the here-and-now.3. List group interventions that relax defenses and activate the Social Engagement System.4. Describe methods to help group members to "explore what they don't know instead of explaining what they do know."
Course Code: 46
1. Evaluate their clients from a different psychological perspective.2. Examine a new clinical approach in relation to their own clinical practice.3. Integrate their own theoretical and clinical experiences in a new practical format.
Course Code: 47
1. Define induced feelings.2. Identify and utilize the observing ego to distinguish between historical and present feelings.3. Formulate interventions based on the leaders understanding of induced feelings.4. Differentiate objective from subjective feelings.5. Identify emotions that they may discourage in their groups.
Course Code: 48
Course Code: 49
1. Prepare to facilitate a culture of open and progressive communication between group members.2. Identify and learn techniques to work with polarizing experiences of gender.3. Learn strategies to regulate the group leader’s nervous system to facilitate safety in group.4. Develop skills to create immediacy in group around difficult topics that lead to healthy discourse, vitality and aliveness in group.5. Distinguish ways gender identity influences experiences of power and privilege in group.
Course Code: 51
Chair: Ingrid Sochting, PhD, RPsych, CGP
1. Describe the cognitive model of OCD as part of offering psycho-education.2. Explain the principles of systematic desensitization within an inhibitory learning paradigm.3. Support group members in developing individual exposure plans.4. Conduct groups integrating individual work while capitalizing on the support of the group.
Course Code: 52-5
Chair: Michele Ribeiro, EdD, CGP, FAGPA
1. Identify the phases of white identity development.
2. Define privilege, power, dominance, collusion and other definitions related to whiteness
3. Identify how attendee’s personal processes regarding race/domination dynamics play out in daily life.
4. Identify specific types of distancing behaviors and detours that can be experienced as microaggressions.
5. Identify uncomfortable thoughts and feelings related to White identity and internalized dominance within a group.
6. Identify at least two micro-interventions/corrective justice practices.
Course Code: 53-5
Chair: Adrian Lory, LPC
1. Describe in what ways the political scene and society in general can be usefully understood as a group.2. Identify by name seven “members” (political orientations) in this group.3. Identify which of these orientations the participant finds most personally challenging and begin to describe personal associationsstimulated in this area.4. State the basic history and goals of each orientation, according to the material presented.
Course Code: 54-5
1. State the three most common ethical pitfalls as related to group psychotherapy.2. State five practices for staying ahead of ethical quandaries that present in group.3. Identify three steps to develop and maintain an ethical support network.4. List three benefits and limitations of counseling regulatory boards.
Course Code: 55-5
Chair: Brenda Boatswain, PhD, CGP
1. Define the boundaries of a peer consultation group versus peer supervision group.2. Understand the benefits and challenges of peer consultation groups.3. Learn ways of fostering cohesion, growth and professional development in the peer consultation group.
Course Code: 56-5
1. Define the multiple roles held by group coordinators within UCCs or other settings.2. Identify five of the ten core competencies of leadership and be able to define authentic leadership.3. Participate in a values exercise and identify connections between their values and their unique, authentic leadership style.4. Identify at least three specific leadership strategies to increase their effectiveness as a leader within their organization.
Course Code: 57-5
Chair: Erica Lennon, PsyD
Course Code: 58-5
Chair: Carolyn Waterfall, MS
1. Discuss how interpersonal neurobiology sets the stage for high performing teams.
2. Describe how self-awareness and effective self-regulation builds trust in organizations.
3. Practice and teach two self-regulation skills
4. Describe and explore some of the unconscious biases you have that prevent bravery
4. Describe how self-regulation supports vulnerability and courage - two qualities critical to trust building.
5. Apply these lessons to a situation in your organization (family, relationship) to enhance team performance.
Course Code: 59-5
Chair: Elizabeth (Liz) Rosenblatt, PsyD
1. Discuss how the sensorimotor experience of clay work, provides opportunities to verbalize preverbal traumatic experiences.2. Name three ways clay work may be beneficial in working with a wide variety of clinical diagnostic issues.3. Discuss clay work treatment model benefits in a weekly group practice setting.4. List basic hand-building skills that can be used with patients in individual or group settings.5. Discuss how clay work may provide clinicians with opportunities for exploring preverbal and/or traumatic experiences.6. Explain how clay work could be incorporated into participants' practices.
Course Code: 60-5
Chair: Shayne Ann Vitemb, MA, LMFT, CGP
1. Identify at least three existential concepts that may affect a person as they age.2. Name three philosophers or psychologists who influenced existentialism in group therapy.3. Identify at least one way in which isolation affects the aging population.
Course Code: 61-5
Chair: Natalie Haziza, MA
1. Apply the materials and ideas presented in the workshop (i.e. use of memoir or music) to groups that they are currently leading.2. Discuss how personal narratives can normalize the experience of severely-mentally ill patients and combat stigma.3. Apply and adapt the ideas presented in the workshop to diverse populations.
Course Code: 62-5
Chair: Anne Miller-Uueda, MSS, LCSW
1. Describe how empowerment self-defense instruction can be an impactful tool in healing from trauma. 2. Identify the steps needed to implement an empowerment self-defense trauma-processing group.3. Summarize the ways that this integrated group can renew self-efficacy and grow boundary setting skills.
Course Code: 63-5
1. Identify cultural norms set forth by group facilitators and group participants.2. Enhance reflective process on cultural norms set in group therapy spaces.3. Describe group processes that allow individuals from multiple cultural identities and backgrounds to use space in equitable ways.4. Identify ways to include discussion around multicultural identities and relationship dynamics in therapy groups.
Course Code: 64-5
1. Differentiate the impact of familial patterns and cultural memes on the organizational power dynamic.2. Develop strategies, as a leader, to analyze, cope with, and then act on negative transference.3. Regulate one's own feelings of disappointment, betrayal, and shame as a leader.4. Utilize the Leadership Skills of Transparency, Feedback, and Decorum to work with Negative Authority Transference.
Course Code: 65-5
Chair: Einar Gudmundsson, MD
1. Classify types of Transference in Groups and Organisations.2. Identify transferences in Groups and Organisations.3. Analyze and utilize the different types of transferences occurring in Groups and Organisations.4. Utilize knowledge of sibling heirarchy in understanding leadership styles.
Course Code: 66-5
1. Describe the complexity of the group leader’s role and its interface with the individual’s psyche.2. Examine the micro and macro narcissistic injury inherent in the group training and new group professional process.3. Observe and discuss the interventions group therapists take to mitigate the emotional challenges presented by the circumstance.4. State ways to use countertransference to enhance group process.5. Examine the strength and frailty of our individual psyches as parts of the psychological organization of the developing therapist.6. Describe the impact of narcissistic injury on wellness and learn strategies for increasing well-being during training.
Course Code: 67-5
Chair: Karin Bustamante, LPC, CGP
1. Describe a somatic intervention.2. Identify when a somatic intervention is appropriate.3. Plan how to deliver a somatic intervention that acknowledges differences, such as gender identity, age, mobility and other cultural norms.
Course Code: 68-5
1. Identify group dynamics from the position of a team observer.2. Demonstrate how to employ live feedback in a group context.3. Explore the parallel process between group and team.4. Explain how trainees improve their own leadership skills by observing and discussing group dynamics.5. Describe how to set up a “Live Group” program.
Course Code: 69-5
Chair: Russell Hopfenberg, PhD, CGP, FAGPA
1. Describe response generalization (induction) and its relevance to group psychotherapy.2. Summarize “cultural behavior” and its relevance to resistance in group psychotherapy.3. Explain the connection between Pavlovian conditioning and emotional difficulties and their amelioration in psychodynamic group psychotherapy.
Course Code: 70-5
Chair: Renae Mendez, LCSW
1. State how an experiential group can compliment other types of trauma treatment.2. Identify how participating in an experiential group can build trust among group members.3. Describe how utilizing diverse culturally based activities can engage group members.
Course Code: 71-5
Chair: Noha Sabry, MD, CGP
1. Demonstrate how you can overcome elderly's difficulties to communicate in group.2. Designing integrative group sessions help in engaging the elderly there strength rather than focusing on 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: 72-5
Presenters:
1. Discuss the effectiveness of group therapy for patients with psychosis.
2. Describe clinical strategies for leading groups for patients with psychosis.
3. Explain how to apply such groups in the learner's own treatment setting.
Course Code: 73-5
Chair: Deborah Sharp, LCSW, CGP
1. Identify six behavioral factors that have a relationship to mood and what their influence is.
2. Identify three specific recommendations for effective Habit Change.
3. Describe an overall Health Promotion strategy that includes three different levels of intervention.
4. Identify four different Rubin tendencies and identify which tendency is true for the individual participant.
5. Describe the role of a process component in resolving resistance to change.
Course Code: 74-5
1. Describe three ways that the military culture can impact group therapy (with current and/or former military personnel and/or dependents) that are important for group leaders to know.2. List three significant training topics that will aid mental health professionals who work in settings, such as the VA, that provide therapy for current and/or former military personnel and/or their dependents.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 usually a part of training programs.
Course Code: 75a
1. Articulate the importance/reasons/benefits for increasing self-awareness as a group facilitator.2. Name newly discovered identity statuses of self along with ways in which the status confers power, holds privilege or is oppressed;3. Express uncomfortable thoughts and feelings related to power, privilege and oppression in appropriate, respectful ways.4. Identify factors that promote an environment conducive to fruitful interpersonal process.5. Describe ways attendee can remain open to learning of own growth areas in regards to self-awareness and identity development.6. Engage in mindfulness-based self-care activities.
Course Code: 76a
1. Identify the elements of the contract and its importance in forming and maintaining a group.2. Utilize the skills of bridging, joining, and working in the here and now with a group..3. Demonstrate an understanding of the meaning of resistance both as a necessary defense mechanism and as a means of communication.4. Recognize and explore ways of utilizing the aggression in a group to further emotional communication.5. Discuss varying interventions related to contracting, emotional communication, immediacy, and working with resistances and aggression.6. Identify basic countertransference reactions and how they inform interventions in groups.
Course Code: 77a
Chair: Rick Tivers, LCSW, CGP
1. Diagnose defenses in self and that of the culture they are consulting.2. Design appropriate interventions using a group development model.3. Differentiate between traditional group therapy, group development, and team building.4. Work through internal fears of authority.5. Choose best practices in goal development and attainment.6. Identify fee structures appropriate for the industry and trainer experience.
Course Code: 78
1. Describe one limitation of psychotherapy groups due to white fragility and the advantages of a more complex and fluid approach.2. Identify two fears related to the discussion of racism, racial inequality, white privilege, and white fragility in their own groups.3. Identify one potential countertransference issues about racism, racial inequality, white privilege, and white fragility.4. List two benefits of examining the impact of racism on ourselves as individuals, mental health providers, group leaders, and group members.5. Formulate one intervention to expand the conversation on racism, racial inequality, white privilege, and white fragility.
Course Code: 79
Chair: Francis Kaklauskas, PsyD, FAGPA
1. Articulate Derald’s Sue Tripartite Multicultural models.2. Identify their varied identities present in their work and personal lives.3. List skills to help group members to be allies to one another in the group.4. Identify challenges and rewards for group members participating in difficulty dialogues around difference.
Course Code: 80
1. Identify existential issues as they weave throughout all of our work in group therapy.2. State the role isolation plays in the lives of group members.3. Analyze the denial in our culture around issues of termination, death, and other losses.4. Teach group members how to create goals for living life without accumulating regret.5..Describe the effectiveness of an approach that focuses on existential issues.
Course Code: 81
1. State challenges, practical aspects, and solutions to develop a supervision group within your respective setting to meet CGP supervision training requirements.2. Identify the structure, model, contract, transference/countertransference of your group Supervisory Relationship.3. State common ethical challenges in group training and supervision. 4. Identify strategies for training group leaders to develop cultural humility in group leadership.
Course Code: 82
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.
Course Code: 83
Chair: Michelle Bohls, LMFT, IRT, CGP
1. Define intuition and list the Nine Traits of An Intuitive Mind.2. State how an "Invalidation Wound" happens, how it affects intuitive people, and how it can lead 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. Create an environment that encourages members to share all forms of their moment-to-moment experiences including images, body sensations, and "irrational" emotions.4. List the risks and advantages for members to share their intuitive experiences in a group setting.
Course Code: 84
1. Practice with confidence and assertiveness the group dynamics necessary to create a Strategic Subgroup that supports conscientious behavior.2. State the group norms that facilitate collaborative leadership in the completion of tasks of ethical significance.3. Defend the contributions of the Scapegoat Leader by actively resisting aggressive scapegoating both inside and outside the group boundary.4. Distinguish between sociocentric and egocentric leadership.5. Practice how to encourage fellow participants to imagine and pursue a course of action with political and social consequences.
Course Code: 85
1. Describe the three flows of compassion (toward self, toward others, from others).2. Explain the concept of the tricky brain and the three emotion systems (drive, threat, soothing).3. Identify ways to regulate body systems using soothing rhythm breathing, imagery, and other mindfulness activities.4. Practice implementing compassion building exercises commonly used in a CFT group.
Course Code: 86
Chair: Susan Beren, PhD
1. Describe one empathic skills acquired by shifting the focus of our challenges with our patients from “out there” to within ourselves.2. Describe what it means to see the psychotherapy context as a system.3. Describe the difference between explaining and exploring.
Course Code: 87
Chair: 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: 88
Chair: Andrew Susskind, LCSW, SEP, CGP
1. Describe the correlation between trauma, addiction and attachment.2. Explain how group members with a history of addiction develop more secure attachments through a group experience.3. List three examples of emotional sobriety.
Course Code: 89
Chair: Sabrina Crawford, PsyD
1. Describe one's own culture and upbringing and examine its impact on his or her outlook and cultural assumptions.2. Identify well-meant comments that have the potential to offend.3. Attendees will be able to distinguish between helpful generalizations and stereotypes that we use to categorize people, being able to use the first, and avoid the latter.4. Explain what a microaggression is including the often unconscious or unintentional component.5. Demonstrate productive dialogue on a topic that is so often characterized by heated debate.
Course Code: 90
1. Describe and identify disordered and problematic money behaviors formed by early childhood trauma.2. Identify personal disordered money and problematic money behaviors in yourself that may harm the therapeutic relationship.3. Experience accessing your disordered and problematic money behaviors using real money in group exercises.4. Compare and contrast several real money exercises to help group members surface awareness of disordered money behaviors in the group setting.5. Identify your most influential money scripts and money type.
Course Code: 91
1. Explore who/what is the “Other,” and where it may be located.2. Recognize and identify signs that “Othering” is occurring.3. Identify 6 leadership skills to address “Othering.”4. Define qualities of healthy “Othering.”5. Practice tolerating experiences that may be uncomfortable in clinical work.
Course Code: 92
1. Describe salient aspects of termination, grieving and loss as it relets to participants own personal experience.2.Enumerate the kinds of endings that people face and the complicated feelings associated with endings.3. Describe the work that get done, (as well as resistance) as individuals are faced with the task of saying goodbye.4. List ways that they can help their patients more effectively do the work of termination and break through defenses.
Course Code: 93
1. Name three ways group members benefit when their leader is more human and accessible.2. Describe three group leader behaviors that demonstrate spontaneity and increase connection.3. Describe two options for responding when a group member is angry at you.
Course Code: 94
1. Assess how aging has impacted their professional lives in ways that enhance and diminish their capabilities.2. Identify fears and concerns they have as they face the complexities of aging. In particular, they will identify areas that may require change and/or accommodation.3. List the factors to consider when they are ready to close or limit their practice of psychotherapy. This will include discussion of a professional will, termination and communication with current and former patients.4. State the ethical factors related to aging, retirement, and cognitive capacity.
Course Code: 95
1. Identify the primary goals of Acceptance and Commitment Therapy and Compassion-Focused Therapy.2. Define experiential avoidance and describe how it may impact behavior in and out of group.3. List and describe experiential interventions that can be utilized in group to develop compassion toward self and others.4. List and describe experiential interventions that can be utilized in group to deepen psychological flexibility.5. Describe ways ACT and CFT interventions are utilized in College/University Counseling Center groups.
Course Code: 96
Chair: Ido Peleg, MD
1. Discuss theoretical aspects of the concept of 'hope' and their relevance to group therapy.2. Explain the relation between hope, forms of vitality and the subjective experience of time.3. Explain the concept of 'Ego training in action'.4. Identify enactments of future possibilities in a group process.5. Identify how the leader and the group co-construct feelings of aliveness and hope in the group.6. Apply the concepts presented to his groups.
Course Code: 97
Chair: Lee Kassan, MA, CGP, LFAGPA
1. State the rules for emotionally intimate conversation.2. Utilize these rules to improve communication in the group.3. Identify resistances that block intimate self-disclosure.
Course Code: 98
Chair: Greg Crosby, MA, LPC, CGP, FAGPA
1. Delineate over and under focusing in ADHD and examine group leader facilitation skills in this area2. Identify key behavioral, cognitive and communication tools and how to sequence and pace them in group.3. Delineate how learning styles can impact attention and illustrate group leader skills to identify learning styles.
Course Code: 99
1. Identify DSM-5 diagnostic criteria for PTSD and symptoms that relate to group therapy. 2. Describe the rationale for Present Centered Group Therapy for PTSD. 3. Identify components of Wellness promotion and goal setting. 4. Discuss methods for managing intense reactions to trauma triggers in group therapy settings.
Course Code: C1
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. Discuss the impact of culture and diversity on group dynamics.
Course Code: C2
Director:
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 understanding of how to integrate interpersonal therapy and interpersonal neurobiology models within a CBT group.4. Identify key behavioral skills in CBT.5. Examine sequential pacing of behavioral skills in CBT.6. Delineate the key cognitive skills and sequential skill pacing concepts in CBT groups.7. Describe rituals to increase inclusion of new members.8. Reflect on steps of maintaining your gains and preventing relapse.
Course Code: C3
Nina Brown, EdD, LPC, NCC, FAGPA
1. Define and describe the variety of possible uses for psychoeducational groups.2. Discuss and illustrate the role of group process and process illumination.3. State the main elements for planning psychoeducational groups.4. Identify ethical considerations for using activities in psychoeducational groups.5. Define and describe the phases for use of group activities.
Course Code: C4
Directors:
1. Identify the key elements of a transdiagnostic approach to case formulation.
2. State the four components of the cyclical maladaptive interpersonal pattern model.
3. Identify a defense mechanism and integrate this knowledge into a case formulation.
4. Indicate where on an interpersonal circle a patient's behavior may be situated.
5. State which complementary therapist responses are elicited by specific client interpersonal behaviors.
6. Identify valid methods of assessing attachment style and interpersonal problems.
7. Use the case formulation approach to predict client behavior in groups.
8. Identify the best time during a group when one can most effectively interpret cyclical maladaptive patterns.
9. Define most useful interventions for specific attachment styles (e.g., attachment avoidance or attachment anxiety).
10. List some of the evidence for efficacy and effectiveness of the group treatment method.
Course Code: C5
John Schlapobersky, BA, MSc, CGP
1. Appreciate the management (convening) role of the therapist and use structural concepts when making decisions about group membership, composition and formation.2. Apply principles of dynamic administration to structural dynamics in the life of the group, focussing on membership questions about inclusion/exclusion, authority, involvement and engagement. 3. Apply process dynamics to subjective questions about members’ resonance mirroring, valency, amplification, condensation, reciprocity.4. Explore members’ projections and the dynamics of transference and countertransference in group as a whole.5. Address key questions about group’s content: who is speaking, to whom, about what, and what is not being said?6. Equip members to share task of content analysis, uncovering secrets and failed disclosures by tracking thematic progression.7. Foster progression in group as a whole from relational, through reflective to reparative dynamics.
Course Code: C6
1. Identify at least three features of adolescent development related to the self, peer relationships, and emotions.2. Demonstrate sensitivity to the adolescent culture especially as it relates to the formation and development of group and the group process.3. Know the different stages of group and how it impacts the group process.4. Develop an understanding of the power of leadership and effect on the group process. 5. Discuss the impact of trauma and shame on the adolescent group.6. Identify how social media colors the life of the adolescent both within and outside of the group.7. Cite three intervention techniques.
Course Code: C7
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 f2f therapy.5. Identify ways to develop presence online6. State some research finding about online therapy groups.
Course Code: C8
Martyn Whittingham, PhD, CGP, FAGPA
1. Discuss the role of the interpersonal circumplex in Focused Brief Group Therapy (FBGT).2. Explain the role of screening and pre-group preparation in formation of the working alliance.3. Evaluate which interpersonal styles are predictive of self-sabotage and premature dropout from group.4. Evaluate how interpersonal styles create a functional or dysfunctional group dynamic.5. Describe the role of inoculation in preventing premature termination.
Course Code: 203
Presenter:
Mendel Horowitz, MS
1. Recognize the characteristics of loneliness in a homogeneous group.
2. Differentiate between positive and negative features of communal identity.
3. Identify means of facilitating culturally-sensitive dialogue with isolated group members.
Course Code: 204
Attendee will be able to:
1. Describe and apply creative interventions to support children in learning to problem solve and clarify confusing issues such as divided loyalty and self-blame.
2. Model and teach children feeling identification and adjustment to mixed emotions regarding parental separation and divorce.
3. Demonstrate and practice techniques to teach children coping strategies, emotional regulation skills and interpersonal perspective taking to address worry and distress.
4. Identify strategies to support parental emotional well-being and effective communication skills between parents and children and between divorcing parents.
Course Code: 205
Nick Kanas, MD, CGP-R, FAGPA
Course Objectives: The attendee will be able to:
1. Define the various psychosocial factors affecting isolated and confined individuals working in space.2. Compare these factors with similar factors present in therapy groups.3. Discuss how this knowledge can influence the treatment of patients.
Course Code: COL-1
1. Communicate more deeply through a new perspective in dealing with their emotions.
2. Give themselves the right to be happy and feel that they worth it, and to tach their clients so.
3. Know the difference between need, want, right and decision in a therapeutic context and in their daily life.
Course Code: COL-2
Bennett Roth, PhD
1. List the ways that violent groups behave and describe the group dynamics that allow and foster violence.2. Define Bion’s concept of “Hallucinosis” and describe the mind’s capacity to turn perception into useful elements.3. List the kinds of group formations the elicit responses that range from exalted to violent.4. Describe two hypotheses about group development and how it can lead to a defensive preoccupation with identifying with victims over generations and let to violence.5. Describe how Bion’s theory of Hallucinosis informs the formation of predator and prey groups based on psycho-biology and the decryption thereof. 6. List the rewards for violent group behavior that are both criminal and neurological.
Course Code: 301
1. Describe examples of leaders' growth and its impact on their groups.
2. Contrast leaders' approaches to learning from their groups.
3. Name obstacles to learning and changes of mind in group.
Course Code: 302
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: 303
1. List two ways that military indoctrination contributes to dehumanization and post-traumatic stress.
3. Identify two ways that the performance of Shakespeare by veterans can support trauma processing and reintegration into life after war.
Course Code: LG-1
1. Apply functional subgrouping in a large group context.
2. Identify how functional subgrouping enables groups to develop by integrating differences rather than splitting and polarizing.
3. Describe the similarities and differences between the inner-person where we feel like ourselves, the inter-person where we are related with others toward a common goal, and the whole-system context and its norms.
4. Differentiate between what the large group is open to in each phase and what it is closed to.
5. Discuss how the large group is nested in the context of the AGPA conference which is nested in the context of AGPA and how the large group functions is isomorphic with its larger context both within AGPA and at all system levels.
6. Differentiate between explaining which reiterates the known and exploring which takes us to the unknown and opens to emergence.
Course Code: LG-2
Course Code: 304
1. The importance of on-going supervisions and training in the life of the group leader will be emphasized.
2. Resistance in treatment will be seen as an opportunity for understanding patients.
3. The role of countertransference will be highlighted in crafting interventions.
Course Code: 305
1. Demonstrate an understanding of the dimensions of gender dysphoria as it presents in adolescence and young adulthood.2. State the obstacles that occur when working with trans youth in group therapy in conservative religious communities.3. Identify the important components of gender affirming medical care for trans and gender nonconforming youth.4. Compare the options available for unstably housed gender nonconforming youth.5. Describe how creative arts techniques can enhance group treatment with trans and gender nonconforming youth.6. Discuss the pros and cons of homogeneous vs. heterogeneous groups with trans, gender nonconforming youth, and gender conforming youth.
Course Code: 306
1. Define primary traumatization, secondary traumatization and vicarious traumatization.2. Identify two major challenges potentially faced by clinicians who work with trauma.3. Identify at least two skills that the Group Therapist may utilize to attenuate the impact of exposure to traumatic material.
Course Code: 206
Cheri Marmarosh, PhD
Title: Time-Limited Process Groups Based on Focused Brief Group Therapy in Singapore: A Pilot and Feasibility StudyAuthors: Martyn Whittingham, PhD, CGP, FAGPA; Shi Min Liew, MA
Title: Re-Appraisal as a Method to Reduce Child Aggression in GroupAuthor: Zipora Shechtman, PhD, DFAGPA
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
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: 208
Michael Buxton, PhD, MFT
1. Orient clients who are new to meditation; Sit for seated, focused, silent meditation.
2. Meditate in silence as a group, twice: once for 15 minutes and once for 10 minutes.
3. Practice a brief self-compassion guided meditation.
4. Describe mindfulness and meditation group goals and practices.
5. Mindfully share thoughts and emotions that emerge during meditation.
a. Cultivate mindfulness norms in group therapy.
b. Connect interpersonally in a mindful atmosphere.
c. Participate in the group openly and silently during verbal sharing.
Course Code: 209
1. Define the merits and applications of role-playing games (RPGs) within the therapeutic setting.2. Learn 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. Review 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: 210
Lawrence Shweky, LCSW
1. Identify issues important to queer youth.2. Apply this knowledge to treatment of queer youth.3. Describe how young people relate to groups in a variety of contexts.
Course Code: 211
Aylon Slater, MA
1. List the most relevant therapeutic factors for ChemSex Groups, as well as their application.2. Compare various projective methods used in the ChemSex, and choose the one that is more appropriate.3. Identify typical enactments and parallel processes, and use them for individual / group development.
Course Code: COL-3
Abby Bradecich, PsyD
1. Describe how support or lack of support from family, partner, and campus can impact a student-parent and their ability to succeed as a student.
2. Identify different methods of reaching out to student-parents on college campuses.
3. Discuss a model for a support group for college student-parents, including in-person and online components.
Course Code: COL-4
The attendee will be able to:1. Gain greater understanding of online groups and learn keys on how to conduct one on the internet. 2. Select patients that are suitable for online group therapy.3. State the level of evidence there is that online group therapy is effective.
Course Code: 307
1. Identify the systemic aspects of teaching and learning Western group psychotherapy in an Eastern culture.
2. Describe the modifications of approach to group therapy engendered by Chinese culture.
3. Contrast the construction of authority in China, in the West and in group therapy.
Course Code: 308
1. Increase understanding of the Group Psychology Training Taxonomy that underlies the APA accreditation of group psychology and group psychotherapy.2. Facilitate understanding that most MA, Ph.D., Psy.D. and Ed.D. graduate programs in psychology offer very few courses in group psychology and group psychotherapy.3. Increase understanding that many of our training programs do not provide adequate specialty supervision and training of group psychology despite their being accredited training sites4. Promote active discussion and problem solving about how we may be able to impact the current training environment to be more in line with our training guidelines and accreditation standards5. Learn about how they can participate in making these changes occur in their training sites across the country.
Course Code: 309
1. Explain the epigenome.2. Discuss treatment options for transmission of generational trauma.3. Assign literature on treatment options.
Course Code: 310
Morris Nitsun, PhD
1. Describe the coming together of the presenter’s two main professional journeys.2. Assess the significance of dolls in children’s development.3. Differentiate the range of responses to the doll paintings.4. Evaluate the influence of gender on relationship to dolls and responses in the exhibition.5. Propose ways in which visual images could be used to encourage exploration in a group.6. Suggest advantages to bridging two professional activities such as psychotherapy and art.7. Assess the influence of social constructs on human development.
Course Code: 212-5
1. Acquire clinical wisdom and research knowledge into their clinical practices with increased competence2. Read, critically appraise, and integrate research findings into one’s clinical work.3. Cite current relevant research that informs interventions at the level of group formation, creating safety and developing norms.4. Cite current relevant research that informs interventions at the level of the potentially disruptive processes of scapegoating.5. Cite current relevant research that informs interventions at the level of the potentially dangerous process of rupture with ways to repair.
Course Code: 213-5
Course Code: 214-5
Claudia Arlo, LCSW-R, CGP, FAGPA
1. Discuss the value of integrating theories to group practice.
2. Describe the tenets of DBT and Modern Group Analysis.
3. Apply the content discussed to the treatment of pre-oedipal/borderline clients.
4. Discuss how this integration can be utilized in attendees' practice.
Course Code: 215-5
1. Define and demonstrate the rationale for applying psychodynamic understanding of psychosis in clinical practice.
2. Describe the process of composition, development and leadership of the psychodynamic group of young patients with psychosis.
3. State and describe the effects of the long term group process of psychotic patients on their psychosocial functioning with clinical vignettes and examples.
Course Code: 216-5
1. Identify three culturally distinct mental health concerns experienced by Black women in the US.2. State how the "invincible Black women" syndrome and "strong Black woman" schema may impact mental health and help seeking behaviors of black women.3. Differentiate between the application of interpersonal process and soft skills based group interventions for Black women.4. Describe the impact of cultural identity based group therapy for Black women.5. Discuss cultural considerations and implications for Black women’s support groups.
Course Code: 217-5
Christine Schmidt, LCSW, CGP,
1. Explain how white allyship can support people with oppressed racial identities.2. Describe the difference between speaking up supportively and speaking up to control.3. Contrast when a white person’s silence is a destructive action or is a healing action.
Course Code: 218-5
1. Name the challenges of supervision over electronic media, and ways to manage them.2. Identify what makes a "Third Culture Kid" and how that may impact with other social identities.3. Describe the challenges and opportunities of working with Third Culture Kids.
Course Code: 220
Title: From Workshop to Published Manuscript: Tips from the Editors of the International Journalof Group PsychotherapyAuthors: Jill Paquin, PhD and Joe Miles, PhD
Title: Cognitive-Behavioral Group Therapy for Psychosis: A Follow-up Meta-Analysis and SynthesisAuthors: Gary Burlingame, PhD, CGP, DFAGPA
Course Code: 221
John Asuncion, LMHC, CASAC, CT
1. Identify compassion satisfaction, vicarious resiliency, and post-traumatic growth as potential positive effects of our work with clients.
2. List protective principles and practices they may incorporate their in self-care efforts.
3. State the benefits of affordable and accessible group therapy for mental health professionals.
Course Code: 222
Markus Rogan, PsyD, LMFT
1. Recognize when financial dynamics enter the therapeutic encounter.2. Interpret the importance of financial dynamics to their respective clients.3. Execute various techniques and strategies to engage clients in a therapeutically beneficial conversation about money.facilitate groups in which Lust, Money and Rage surface.4. Categorize, critique and diagnose, when appropriate, how their clients' relationship to money impacts their mental health.
Course Code: 223
Kevin Hull, PhD
1. Describe the lack of self-awareness and joint attention in ASD individuals.2. Identify methods for increasing self-awareness and joint attention in group game play using video/tablet games.3 Apply specific themes and metaphors from group game play to increase group member's self-awareness and joint attention.4. Utilize material from game play and conduct group discussion to increase joint attention and self-awareness in group members.
Course Code: COL-5
Joana Kyei, PsyDHenry Nsubuga, MA
The attendees will be able to:
1. Discuss culture specific belief systems that influence clinical work in international settings.2. Design programs to destigmatize mental health services.3. Demonstrate ways of engaging stakeholders in under-served settings.
Course Code: COL-6
1. Describe the approach the NVGP has taken in developing the Dutch Practice Guidelines.2. Describe the basic assumptions that form the basis of the guidelines and the goals of the Dutch Practice Guidelines, with a focus on the similarities and differences between the American and Dutch guidelines and discuss future topics that need to be addressed advancing practice based evidence in Group psychotherapy.3. Summarize the chapters on co-therapy, combining interpersonal group psychotherapy with specific group therapy modalities such as SFT and MBT, and Group therapy in a multidisciplinary treatment setting that form an important addition to the American Practice guidelines.
Course Code: COL-7
Annalee Sweet, LCSW, CGP
1. Compare the role of the parent to the role of the therapist.2. Identify how personal parenting experiences can augment or impede clinical work.3. Utilize attachment theory to better understand one’s own impact as a parental and therapeutic attachment figure.
Course Code: COL-8
Geoffrey Kane, MD, MPH
1. Describe three methods for teaching about addiction and recovery that engage far more of learners' brains than just the areas that serve language.2. Explain how figures of speech (simile, metaphor) contribute to communication and learning.3. Utilize an anecdote / story / parable to illustrate a basic principle of recovery management ("relapse prevention").
Course Code: COL-9
1. Describe the Wise Crows Liberating Structure2. Explain how the Wise Crowds structure facilitates the peer consultation process.3. Apply the model to peer consultation and other group supervision contexts.
Course Code: COL-11
1. Identify three challenges faced by group psychotherapists leading groups embedded within vocational programs.2. Describe common adaptations to the group frame and model made when adjoining group psychotherapy to vocational programs.3. Describe tensions faced by the facilitator between vocational program-milieu discussion and “here-and-now” discussion when leading process groups within this setting.
Course Code: 311
1. Analyze the current migrant crisis and how group therapists can be of help.2. Identify the needs and challenges faced by immigrants and those who wish to help.3. Describe the immigration and asylum laws that govern this crisis and how they affect migrants, families and helpers.4. Differentiate paths to fulfillment for immigrants and obstacles to their success and what group therapists can offer.5. Appraise what group interventions have proven helpful and apply lessons learned going forward.
Course Code: 312
1. Participants will be able to identify at least two reasons it is important to consider identity factors in group treatment with children and adolescents.
2. Participants will be able to reflect on the intersections of their identity and consider ways it impacts their treatment with diverse youth.
3. Participants will discuss identities and intersectionality within their group treatment of children and adolescents.
Course Code: 313
Course Code: IA-1
Presenter: Shari Baron, MSN, CNS, CGP, FAGPA
Course Code: IA-2
Presenter: Robert Berley, PhD, CGP, LFAGPA
Course Code: IA-3
Presenter: John Caffaro, PhD, CGP, FAGPA
Course Code: IA-4
Presenter: Linda Eisenberg, MA, MEd, CGP
Course Code: IA-5
Presenter: Michael Frank, Ma, LMFT, CGP, LFAGPA
Course Code: IA-6
Presenter: Barbara Ilfeld, MSN, RNCS, CGP-R, FAGPA
Course Code: IA-7
Presenter: Gregory MacColl, LCSW, CGP, FAGPA
Course Code: IA-8
Presenter: Jan Morris, PhD, ABPP, CGP, FAGPA
Course Code: IA-9
Presenter: Catherine Reedy, LCSW, LMFT, LCADC, CGP
Course Code: IA-10
Presenter: Neal Spivack, PhD, CGP, FAGPA
Course Code: IA-11
Presenter: Julie Anderson, PhD, CGP
Course Code: IA-12
Presenter: Arthur Gray, PhD, CGP
Course Code: IA-13
Presenter: Molly Donovan
Course Code: IA-14
Presenter: Mary Krueger, MSEd, LCPC, CGP, FAGPA
Course Code: IA-15
Presenter: Karsten Kueppenbender, MD, CGP
Course Code: IA-16
Presenter: Delinda Spain, LCSW, CGP
Course Code: IA-17
Presenter: Claudia Arlo, LCSW-R, CGP, FAGPA
Course Code: IA-18
Presenter: Cindy Miller Aron, LCSW, CGP, FAGPA
Course Code: IA-19
Presenter: Elaine Jean Cooper, MSW, PhD, CGP, DFAGPA
Course Code: IA-20
Presenter: Judith Schaer, LCSW, CGP, FAGPA
Course Code: IB-1
Presenter: Helen Chong, LCSW, CGP
Course Code: IB-2
Presenter: Robin Good, PhD, CGP, FAGPA
Course Code: IB-3
Presenter: Oona Metz, LICSW, CGP, FAGPA
Course Code: IB-4
Presenter: Jamie Moran, MSW, LCSW, CGP
Course Code: IB-5
Presenter: Charlene Pratt, LCPC, CGP
Course Code: IB-7
Presenter: Matthew Tomatz, MA, LPC, LAC, CGP
Course Code: IB-6
Presenter: Jeffrey Price, MA, LPC, LAC, CGP, FAGPA
Course Code: IC-1
Presenter: Patricia Barth, PhD, CGP, DLFAGPA
Course Code: IC-2
Presenter: Esther Stone, MSSW, CGP, DLFAGPA
Course Code: ID-2
Presenter: Chera Finnis, PsyD, CGP, FAGPA
Course Code: ID-1
Presenter: 1. Paul Kaye, PhD, CGP, FAGPA 2. Gaea Logan, LPC-S, CGP, FAGPA
Course Code: IE
Presenters: 1. Gil Spielberg, MSW, PhD, ABPP, CGP, FAGPA 2. Robert Unger, MSW, PhD, CGP, FAGPA
Course Code: IF
Presenters: Darryl Pure, PhD, ABPP, 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
Presenter: Aaron Black, PhD, CGP, FAGPA
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: V
Presenter: Gail Brown, MA, CGP
1. Define and identify Emotional Insulation.
2. Define and identify Observing Ego.
3. Define and identify Induced Feelings.
4. Define progressive communication.
5. Define ‘here-and-now’ and its relationship to progressive communication.
6. Describe three obstacles to staying emotionally present.
7. Utilize the observing ego to distinguish between historical and present feelings.
8. Formulate interventions based on the leaders understanding of induced feelings.
9. Differentiate subjective from objective feelings.
10. List three ways to develop a healthy observing ego.
Course Code: VI
Presenter: Elizabeth Olson, PsyD, LCSW, CGP
1. Define procedural patterns within a neuropsychological framework.
2. Utilize modern psychoanalytic techniques to help clients work through automatic, troublesome repetition compulsions.
3. Identify default reactions in themselves and other group members.
4. Utilize progressive communications for group clients that rewire brain pathways.
5. Describe how the brain changes with specific modern psychoanalytic group techniques.
6. Explain how resistances manifest in the brain.
7. Identify interventions that work through resistances effectively and change neuropsychological pathways.
8. Identify the brain processes that occur as repetition compulsions and procedural patterns are worked through.
Course Code: VIII
Presenters: Bruce Aaron, MSW, CGP
1. Identify when inviting clients to utilize “encounter statements” might be helpful.
2. Name the four components of “encounter” statements.
3. Explain the connection between awareness and responsibility in the context of Encounter.
4. Describe a difference in their own experience when hearing a fellow participant make an encounter statement to them versus a less explicit communication.
5. Come up with situations in which Encounter might not be recommended.
6. Explain how making an Encounter statement supports the speaker’s sense of integration and wholeness.
7. Explain how being encountered helps clarify the speaker’s phenomenological position relative to the listener.
Course Code: VII
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
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: XXI
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: XXIII
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: Hilary Levine, PhD, CGP
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: XVII
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: XVIII
Presenters: Ronnie Levine, PhD, ABPP, CGP, FAGPA
1. Identify the leader's fears that interfere with addressing loving and angry feelings in group. 2. Identify individual and group manifestations of love and hate. 3. Formulate interventions that address emotional needs of group members. 4. Develop the technique of joining as an emotional intervention in group for individuals, subgroups and groups. 5. Develop the techniques of bridging to promote ego support, feedback, subgroup and group cohesion. 6. Identify the group member's fear of expressing feelings. 7. Examine the interpersonal adaptations to fear and desire that are being expressed in the group. 8. Develop emotional interventions that take in to account the individual and groups' capacity to tolerate and regulate affect.
Course Code: XVI
Presenters: Marie Sergent, PhD, CGP
1. Define emotional communication and its significance in group psychotherapy.
2. Name the relationship between emotional receptivity, attunement, and the group leader’s voice.
3. Define the role of immediacy in illuminating participants’ histories and resistances.
4. Describe the difference between induced and subjective countertransference.
5. Describe how countertransference feelings are used to resolve resistances.
6. Identify three sources or signs indicative of group leader resistance.
Course Code: XII
Presenter: Shoshana Ben-Noam, PsyD, CGP, LFAGPA
1. Cite the origins and development of compliant and authentic characteristics. 2. Recognize the development of 'relational templates'. 3. Identify the impact of compliance on one's self-assertion and connections to others. 4. Identify the effect of an authentic-self on one's assertive behavior and relationships with others. 5. Formulate the impact of both compliance and authenticity on a person's professional and personal lives. 6. Cite interventions for reducing compliance and enhancing authenticity.
Course Code: X
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: XI
Presenters: Jeanne Bunker, LCSW, CGP, FAGPA
1. Define need, desire & aggression.
2. Compare common understanding of aggression with analytic understanding of aggression (objective countertransference).
3. Identify destructive aggression.
4. Identify healthy aggression.
5. Identify subjective factors (subjective countertransference) in destructive aggression.
6. Identify subjective factors (subjective countertransference) in healthy aggression.
7. Define observing ego.
8. Define progressive emotional communication.
9. Utilize progressive emotional communication.
10. Use observing ego to inform intentional, progressive emotional communication.
11. Identify personal bias that impedes progressive, emotional communication.
12. Utilize somatic awareness for affect regulation.
Course Code: XIX
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: XX
Presenter: David Dumais, LCSW, CGP
1. List three ways that gender socialization inhibits male intimacy.
2. Identify and explore two experiences from participants' own masculine development that reinforce or inhibit connection.
3. Identify two ways that processing present-moment experiences of connection can inform clinical practice.
4. Describe two ways of adapting the therapy frame to work more effectively with male-identified clients.
5. Name two ways that meta-processing can resolve moments of impasse between group members and foster increased intimacy.
6. Describe four ways that the group process facilitates the movement from disconnection to connection.
7. Distinguish adult male intimacy from defensive forms of self-reliance.
8. Identify the impact of gender roles on their professional lives.
Course Code: XXII
Presenters: 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: XXIV
Presenter: Kavita Avula, PsyD, CGP
1. Explain the process for addressing race-based trauma.
2. Utilize the terms Agent and Target to move beyond simplified ways of thinking about Rank dynamics.
3. Prepare group members to work through internalized oppression.
4. Apply Leticia Nieto’s Target Skill Model of Survival, Confusion, Empowerment, Strategy, and Recentering.
5. Detect attributional ambiguity, which can deplete BIPOC’s psychological energy to interpret meaning of Agent's actions.
6. Appraise who is staying awakened to their own internalized biases, including power imbalances between and among BIPOC group members.
7. Analyze whether repair of micro-aggressions is effective or ineffective.
8. Detect the moral Third, a space of embodied witnessing that can be created when therapists recognize the inevitability of hurting others.
9. Describe Resmaa Menakem’s cultural somatic approach and delineation of clean pain versus dirty pain.
10. Distinguish Menakem's white body trauma, black body trauma and police body trauma.
11. Define Robyn D'Angelo's concept of white fragility.
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
Presenter: Robert Grossmark, PhD, ABPP
Objectives:
1. Identify group enactments of the narratives of trauma and neglect.
2. Compare therapist unobtrusiveness with therapist neutrality and abstinence.
3. Define the elements of group leadership when one unobtrusively companions the group in enactments of emergent narrative.
Course Code: SI-2
Presenter: Stan Tatkin, PsyD, MFT
1 Name the three critical developmental periods for the three domains of PACT.
2. Differentiate secure attachments from secure functioning relationships.
3. Cite at least three tools for discovering attachment organization within and between partners or group members.
4. Describe at least three techniques for therapist self-regulation.
5. Explain at least three interview techniques.
6. Describe at least three interventions for promoting secure functioning.
7. Identify at least three behavioral markers that point to deception.
Course Code: I-P: Institute Opening Plenary
Alexis D. Abernethy, PhD, CGP, FAGPA
Featured Speaker:
Jerome S. Gans, MD, CGP, DLFAGPA
Objectives:N/A
Course Code: P-E: Mitchell Hochberg Public Education Event
Chair: Karen S. Travis, LCSW, BCD, CGP, FAGPA
Course Code: P-TH: Conference Opening Plenary
1. Identify how social media influences social and political life.
2. Articulate key background factors that have contributed to the mental health Gen Z crisis.
3. Describe mental health consequences for heavy users of social media.
4. List the specific ways that social media has affected Gen Z.
5. Illustrate how social media may be used in healthy ways.
Course Code: P-FR: Anne and Ramon Alonso Presidential Plenary Address
N/A
