Conference Session Evaluation 2022

Welcome to the session evaluation page for AGPA Virtual Connect 2022.
To evaluate your sessions and obtain your CE certificate, follow this process:

1. Fill out an evaluation for the session you attended.

2. If you're attending multiple events (Two-Day Institute, Special Institute and/or Conference), complete all evaluations before submitting your CE Form.

3. If this is the evaluation for the only or last Connect 2022 session you're attending, on the "thank you" page select the link for the online CE form

4. Complete the CE form only once and include all sessions you attended

C1 Learning Objectives:

The attendee will be able to:‎
‎1. Identify at least three features of adolescent development related to the self, peer relationships, and emotions.‎
‎2. Demonstrate sensitivity to adolescent cultures especially as it relates to the formation and development of group ‎and the group process.‎
‎3. Discuss the impact of transference and countertransference on the adolescent group.‎
‎4. Identify how diversity impacts the life of the adolescent both within and outside of the group.‎
‎5. Cite three new intervention techniques.‎

1a. Learning Objectives:
The attendee will be able to:‎
‎1. Identify emotional aliveness as a relational drive that is uncovered rather than artificially engineered.‎
‎2. Name 3 common blockages that hinder aliveness in group process.‎
‎3. Compare differing obstacles to aliveness between online and in-person groups.‎
‎4. Discuss 3 approaches leaders use to promote aliveness in groups.‎
‎5. Compare interventional strategies for addressing fear-based and anger-based resistances.‎

2a. Learning Objectives:
The attendee will be able to:‎
‎1. Define concepts of privilege, systemic oppression, microaggressions, white supremacy, sexism, cisnormativity, and ‎heteronormativity.‎
‎2. Identify implicit cultural norms embedded in traditional group therapy models.‎
‎3. Evaluate how cultural norms and systemic factors impact group process and safety for members of marginalized ‎groups.‎
‎4. Describe how group facilitators’ own identities impact navigation of oppressive norms and expectations.‎
‎5. Describe group strategies that allow individuals with various cultural identities and backgrounds to engage in group ‎in equitable ways.‎
‎6. Identify ways to navigate discussions related to multicultural identities and social justice in therapy groups.‎.‎

3a. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the use of the contract in the formation and the ongoing process of the group.‎
‎2. Define emotional communication and identify its use in the group process.‎
‎3. Demonstrate the skills of bridging, immediacy and intimacy in group practice.‎
‎4. Identify the many guises aggression takes in the group and specify how to use this for the benefit of the group.‎
‎5. Differentiate between self and object feelings.‎
‎6. Detect microaggressions in the group process.‎

4a. Learning Objectives:
The attendee will be able to:‎
‎1. Experience components of an Executive Leadership Training.‎
‎2. Diagnose defenses in self and that of the culture they are consulting.‎
‎3. Design appropriate interventions using a group development model. ‎
‎4. Differentiate between traditional group therapy, group development, and team building. ‎
‎5. Work through internal fears of authority and leadership.‎
‎6. Choose best practices in goal development and attainment.‎
‎7. Identify fee structures appropriate for the industry and trainer experience.‎

301. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the clinical advantages of combined treatment.‎
‎2. Describe the risks of combined treatment.‎
‎3. Distinguish between clients who do and do not benefit from combined treatment.‎
‎4. Identify how treatment in multiple settings can complicate the process of enactment.‎
‎5. Identify common counter-transference reactions that can occur in combined treatment.‎
‎6. Identify strategies to address client resistance to joining groups.‎
‎7. Learn how to start groups in private practice by working with your clients in individual therapy.‎

302. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the different types of ruptures in group therapy including microaggressions ‎
‎2. State the impact of rupture on the group members and group process/climate.‎
‎3. Explain the need for repair by group therapists.‎
‎4. Apply different theories to understanding rupture and repair in groups.‎
‎5. Identify ways to apply restorative justice concepts in situations of social rupture.‎

303. Learning Objectives:
The attendee will be able to:‎
‎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.

5. Learning Objectives:
The attendee will be able to:‎
‎1. Define the concept of resistance from a modern analytic perspective.‎
‎2. Describe the basic science of climate change, including impacts to humans.‎
‎3. Identify and analyze resistance to thoughts and feelings about climate change.‎
‎4. Predict how working with emotional resistance may help us move our communities towards addressing climate ‎change.‎

6. Learning Objectives:
‎1. List the essential ingredients of a comprehensive Professional Will.‎
‎2. Analyze when and whether it is appropriate to be self-disclosing regarding the leader's health, reasons for canceling ‎‎sessions and termination, factoring in differences in social-economic, power, privilege, racial, cultural differences, as ‎‎well as cultural differences in beliefs and attitudes toward death and dying that exist in their clinical practice.‎
‎3. List three common problems and complications created for group members when the leader cancels or is ill.‎
‎4. Describe your plan for minimizing the trauma caused to groups and group members when you need to cancel, ‎transfer or ‎terminate group earlier than expected.‎
‎5. List your countertransference challenges/concerns re cancelling sessions.‎ ‎

7 Learning Objectives:
The attendee will be able to:‎
‎1. Identify the ways in which the participant utilizes or avoids the support of other members’ words and bodies for ‎support and connection.‎
‎2. Describe the way that Laban’s effort theory can be applied to one’s bodily movement and verbal/sound ‎expressions. ‎
‎3. Experiment and practice supported ways of integrating bodily expression/movement and verbal expression.‎
‎4. Identify clinical applications and cultural variations in the use of one’s body and one’s words.‎

8. Learning Objectives:
The attendee will be able to:‎
‎1. The participants will explore the various modalities through self-process and group process.‎
‎2. Utilize creative art modality in a group to facilitate the expression and transformation of unprocessed material. ‎
‎3. The participants will create a personal creation in a group context, as a result of individual process. ‎
‎4. The group will communicate through their images and generate a group artistic creation that will represent their ‎group experience.‎

9. Learning Objectives:
The attendee will be able to:‎
‎1. List core treatment principles and interventions in psychodynamic group process.‎
‎2. Compare key elements of the Modern Analytic and Interpersonal/Relational approach to group psychotherapy. ‎
‎3. Identify the power of the here and now in process groups to catalyze understanding and increase the connections ‎between member to member and member to leader.‎

10. Learning Objectives:
The attendee will be able to:‎
‎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 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.‎

11. Learning Objectives:
The attendee will be able to:‎
‎1. Guide participants to identify trauma related-themes, PTSD symptoms, and distinguish trauma focused and non-‎trauma focused treatment approaches.‎
‎2. Encourage participation in experiential opportunities for applying and practicing present centered group therapy ‎‎(PCGT) techniques.‎
‎3. Assist with developing comprehensive understanding of PCGT protocol, including stages of treatment, common ‎challenges, and exclusion criteria for group selection.‎
‎4. Provide debriefing opportunity for integrating and administering PCGT in clinical settings.‎

12. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the similarities and differences between group therapy and consulting with individuals, groups, and ‎organizations.‎
‎2. Apply specific knowledge and techniques to adapt their clinical skills to consult with individuals, groups and ‎organizations.‎
‎3. Discuss how interpersonal neurobiology sets the stage for high performing teams.‎
‎4. Identify how self-awareness and effective self-regulation builds trust in organizations.‎
‎5. Demonstrate and describe a variety of self-regulations skills.‎
‎6. Discuss how self-regulation supports vulnerability and courage - two qualities critical to trust-building in ‎organizations.‎
‎7. Implement communication skill building techniques in groups.‎
‎8. Apply these lessons to a situation in your organization (family, relationship) to enhance team performance.‎

304. Learning Objectives:
The attendee will be able to:‎
‎1. Evaluate how intersecting identities and attachment styles of group members and coleaders affect the group ‎psychotherapy process.‎
‎2. Identify characteristics of the group coleader alliance that contribute to fostering a climate that facilitates an ‎exploration of multiple identities and empowers challenging conversations to occur.‎
‎3. Demonstrate the power of the here and now in process groups to catalyze understanding and explore the ‎connections between member to member and member to leader interactions.

305. Learning Objectives:
The attendee will be able to:‎
‎1. Identify at least two distinct differences with how group is taught and/or practiced within and outside the U.S. ‎
‎2. Define what language privilege means in the global context.‎
‎3. Identify three ways the clinical frame can be expanded from traditional therapy groups offered in college counseling ‎settings.‎

13. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the actual or potential negative impact of microaggressions.‎
‎2. List five examples of microaggressions (statements, actions, and/or inactions) in the context of group counseling ‎spaces.‎
‎3. Identify the role that increased awareness plays in reducing microaggressive behavior. ‎
‎4. Describe the ways in which the impact of microaggressions, rather than the intent, result in interpersonal harm.‎
‎5. Discuss the ways in which the intersection of member identity and group composition impact the felt experience of ‎microaggressions.‎

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

15. Learning Objectives:
The attendee will be able to:‎
‎1. Summarize ways in which using physical games and challenges can advance the goals of group therapy.‎
‎2. Apply programming that is appropriate to the needs of specific groups.‎
‎3. Identify that facilitating therapeutic activities is a learned skill.‎

16. Learning Objectives:
The attendee will be able to:‎
The attendee will be able to:‎
‎1. Provide a rationale for the use of writing as a therapeutic tool.‎
‎2. Demonstrate flexible methods for incorporation of writing in various settings.‎
‎3. In a therapy group, empower group members to create a narrative for themselves, especially under stress.‎
‎4. Support professional development through publication.‎

17. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the components of therapeutic here-and-now activation and illumination.‎
‎2. Select group leader interventions to both activate and illuminate the here-and-now.‎
‎3. Identify your own subjective experiences and explore those of other participants and the group-as-a-whole ‎experiences.‎

18. Learning Objectives:
The attendee will be able to:‎
‎1. Give three examples of treatment goals and leader roles that distinguish between traditional psychodynamic ‎psychotherapy groups and trauma groups.‎
‎2. Discuss four features of the current sociopolitical climate that have resulted in ongoing cumulative national trauma ‎that overshadows psychotherapy groups.‎
‎3. Exemplify the impact (Disruptive and Facilitative) of national trauma from pandemic to racial violence and political ‎division, etc. on leader, group, individual members and the process shared.‎
‎4. Identify at least four behaviors by a leader that reflect cultural competence, and the ability to address overt or ‎subtle racism, bias, minimization of trauma, or political disdain in a psychotherapy group.‎
‎5. Identify two recent empirical and theoretical developments that call for a reconceptualization of therapist role.‎
‎6. Give three examples of how a leader would optimize and integrate the benefits of the trauma group and ‎psychotherapy group model.‎

19. Learning Objectives:
The attendee will be able to:‎
‎1. Identify importance of both hope and action in coping with issues of health and aging
‎2. Appraise one’s personal feelings with respect to issues of aging and medical disability and its impact on working with ‎a population of seniors.‎
‎3. Identify three practices/techniques that facilitate the psychological healing process in older adults with medical ‎problems.‎
‎4. Define the existential concept of “being in the world” as it applies to the aging group therapist‎
‎5. Discuss the challenge associated with both the consideration of retirement and retirement itself.‎

20. Learning Objectives:
The attendee will be able to:‎
‎1. Identify three examples of how the ‎Parent Circle group-based approaches ‎can effectively address parental ‎‎reactivity. ‎
‎2. Connect one's own experiences, ‎personal and professional, with the ‎concepts and examples discussed. ‎
‎3. List and describe the key elements of ‎the Parent Circle model. ‎
‎4. Summarize a demonstrated method ‎for reducing the impact of an ‎individual's core issues on current levels ‎of ‎parental reactivity.‎

C2. Learning Objectives:
The attendee will be able to:‎
‎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.‎
‎3. Discuss the creation of norms.‎
‎4. Compare the stages of group development.‎
‎5. Discuss the role of the leader.‎
‎6. Discuss diversity impact on group dynamics and leadership.‎

21a. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the impact of the pandemic and the polarized social climate on our relationships. ‎
‎2. Identify personal countertransference themes intensified by our current social milieu and explain ‎how those responses might inhibit group intimacy. ‎
‎3. List three examples of personal barriers that members might use to sabotage intimacy in groups ‎
‎4. Identify the dynamics of difference and polarization and describe potential strategies to assist the ‎group in its desire to achieve mutuality and become a mature working group. ‎
‎5. Describe how group member fears can hold them back from reaching for connection in spite of their ‎stated desire to do so.‎

22a. Learning Objectives:
The attendee will be able to:‎
‎1. Differentiate racial identity factors relevant to clients of color in various age groups.‎
‎2. Describe ways to engage in ongoing awareness of one's own racial identity location.‎
‎3. Identify ways in which transference and counter-transference issues arise as racial dynamics are ‎explored in groups led by therapist of color.‎
‎4. Describe ways to engage in ongoing awareness of the racial identity location of group members.‎
‎5. Articulate the ways the experience of invisibility may impact leading groups with people of color.‎
‎6. Identify three interventions that can be utilized to prevent racial trauma within the group therapy ‎space.‎

23a. Learning Objectives:
The attendee will be able to:‎
‎1. Apply with confidence and assertiveness the group dynamics necessary to create a Strategic ‎Subgroup that supports conscientious behavior.‎
‎2. Discriminate between sociocentric and egocentric leadership on the part of the Task Leader.‎
‎3. Re-direct the scapegoating process and actively resist aggressive scapegoating both inside and ‎outside the group boundary.‎
‎4. Differentiate between the necessity for the Task Leader to stop aggressive scapegoating and the ‎requirement to help integrate the Scapegoat Leader into the group-as-a-whole.‎
‎5. Identify the group norms that facilitate collaborative leadership in the completion of a task of ethical ‎significance.‎
‎6. Enumerate the specific norms that drive group communication forward and those forces that ‎restrain group communication.‎

306. Learning Objectives:
The attendee will be able to:‎
‎1. Demonstrate an appreciation of the history and structure of restorative practices.‎
‎2. Distinguish between restorative practices and group psychotherapy practices.‎
‎3. Explain the spectrum of Restorative practices and the range of possible methods of engagement.‎
‎4. Identify at least three contexts where Restorative Justice can be implemented.‎

307. Learning Objectives:
The attendee will be able to:‎
‎1. Compare and contrast the American and the Dutch Practice Guidelines for group therapy.‎
‎2. Explain how diversity is managed in Dutch Group psychotherapy practice: regarding race, gender, ‎different ages, disorder specific groups (e.g. eating disorders).‎
‎3. Describe difficulties in applying a specific therapy method in a group format.‎
‎4. Describe the interaction between group dynamics and organizational dynamics in multidisciplinary ‎treatment organizations.‎
‎5. List the advantages of co-leadership in group treatment.‎
‎6. Describe the main possible negative effects of group treatment.‎

308. Learning Objectives:
The attendee will be able to:‎
‎1. Name two differences between the panel members’ intervention choices.‎
‎2. Explain how leaders' subjectivities impact their choice of interventions.‎
‎3. Appraise how leaders' social locations impacts their use of language.‎

25. Learning Objectives:
The attendee will be able to:‎
‎1. State the purpose of the Five Question approach.‎
‎2. List the Five Questions.‎
‎3. Cite common resistances to the Five Question process.‎

26. Learning Objectives:
The attendee will be able to:‎
‎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.‎

27. Learning Objectives:
The attendee will be able to:‎
‎1. Identify several ways one’s identities impact group leaders’ and members’ behavior.‎
‎2. Articulate several ways that psychoanalytic pluralism and postmodern movement intersect with ‎multicultural counseling theories. ‎
‎3. Identify when strategic self-disclosure may facilitate dialogue.‎

28. Learning Objectives:
The attendee will be able to:‎
‎1. Describe two issues that affect the interpreter/translator.‎
‎2. Describe two issues that affect the participants in groups where there is translation.‎
‎3. Identify two ways that language affects the group experience.‎
‎4. List two elements a leader must be cognizant of while leading a group for those whose speak a ‎different language.‎
‎5. Identify two issues a leader must be sensitive to regarding the interpreter/translator.‎

29. Learning Objectives:
The attendee will be able to:‎
‎1. Describe how functional subgrouping helps us recognize the similarities in our shared humanity.
2. Demonstrate two behaviors that support functional subgrouping.‎
3. Apply functional subgrouping to activate the observing system.‎
4. ‎Identify how using functional subgrouping helps the group explore instead of splitting off the ‎differences.

30. Learning Objectives:
The attendee will be able to:‎
‎1. Identify the central dynamic sequence of intensive short-term dynamic psychotherapy.‎
‎2. Describe how somatic experiences of anger and anxiety can be differentiated and why doing so is ‎important.‎
‎3. Describe how a modern analytic focus on emotional communication in group can be enhanced by ‎the methods of inviting feeling and observing its associated somatic manifestations and action ‎tendencies (impulses/urges).‎
‎4. Demonstrate how to detoxify phobic avoidance of painful affect through imagined portrayal of the ‎corresponding action tendency.‎

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

201. Learning Objectives:
The attendee will be able to:‎
‎1. Identify and describe how to introduce key terminology, concepts, and information pertinent to ‎understanding and working with marginalized, underrepresented, ethnic and racial minorities and ‎LGBGQ+ clients.‎
‎2. Describe multiple layers and approaches to identity and the power and privileges associated with ‎different identities.‎
‎3. Evaluate the effectiveness of consciousness raising exercises and interventions as a tool for self-‎reflective practice.‎

202. Learning Objectives:
The attendee will be able to:‎
‎1. Identify one potential harm of music experiences.‎
‎2. Distinguish two ways to help patients relate to each other when there is a bias due to the music.‎
‎3. Identify four kinds of music-based interventions for group setting when addressing clients in ‎addiction recovery.‎
‎4. Specify how to pick appropriate music for interventions in group therapy for addiction recovery.‎

203. Learning Objectives:
The attendee will be able to:‎
‎1. List three common struggles that therapists face (yet may be hesitant to reveal) as they enter a ‎group comprised of other therapists. ‎
‎2. Describe at least two of the unique challenges BIPOC clinicians in the US face when it comes to ‎burnout and compassion fatigue.‎
‎3. Articulate two of the benefits for therapists joining a group comprised of other therapists.‎

205-5. Learning Objectives:
The attendee will be able to:‎
‎1. Distinguish Moral Injury from PTSD and Complex PTSD.‎
‎2. Identify the key elements of Military Culture necessary to engage this population in treatment.‎
‎3. Evaluate the benefits of group psychotherapy for Military Moral Injury repair.‎
‎4. Describe the role of the horse herd in group psychotherapy.‎

206. Learning Objectives:
The attendee will be able to:‎
‎1. Describe utilization patterns of individual compared to group therapy under third party payment‎
‎2. Explain the relative contribution of health and behavior codes to group and individual therapy under ‎third party payment.‎
‎3. Describe how group therapy utilization relates to overall cost of group and individual services under ‎third party payment.‎

207. Learning Objectives:
The attendee will be able to:‎
‎1. Describe how to conduct a group therapy which combines meditation and mindfulness practices ‎geared towards racial healing and social justice.‎
‎2. Outline the steps to create a practice using mindful meditation group therapy.‎
‎3. Demonstrate how to sit in seated, focused, silent meditation.‎
‎4. Implement a compassion-based guided meditation focused on racial awareness and experience.‎
‎5. Practice and describe how to use compassion-based meditation for self and others, including ‎connecting interpersonally in a mindful atmosphere, and recognizing unique experiences of racial ‎harm and oppression.‎
‎6. Identify specific thoughts and emotions which emerge during meditation to help participants build ‎connections at micro/macro levels within their unique communities.‎

208. Learning Objectives:
The attendee will be able to:‎
‎1. State the history, trends and current status of group psychotherapy training in psychiatry residency ‎programs in the United States (US).‎
‎2. Compare different models with different resources allocated for group psychotherapy training in ‎psychiatry residency programs in the US.‎
‎3. Identify strengths and weaknesses across the different training models.‎

209-5. Learning Objectives:
The attendee will be able to:‎
‎1. Identify the basic components of Anxiety Toolbox.‎
‎2. Differentiate between a referral to anxiety management group therapy versus anxiety toolbox ‎workshop.‎
‎3. Explain the pros and cons of sequential versus non sequential delivery.‎
‎4. Describe ethical considerations of facilitating an in person versus online workshop.‎

210-5. Learning Objectives:
The attendee will be able to:‎
‎1. Evaluate the benefits and limitations of different group delivery methods.‎
‎2. Identify the ethical and legal risks for different group delivery methods.‎
‎3. Describe the necessary technology and equipment requirements for each delivery.‎

32-5. Learning Objectives:
The attendee will be able to:‎
‎1. Identify how we as group leaders can become deskilled in conflict.‎
‎2. Utilize a focused analysis of conflict as the building blocks of group development.‎
‎3. Practice integrating a martial art and their own developmental combat analogy into their group ‎leadership.‎

33-5. Learning Objectives:
The attendee will be able to:‎
‎1. List strategies or techniques for integrating students’ life experiences into teaching.‎
‎2. Describe the use of a T-group (Training Group) experience as a part of a course. ‎
‎3. Identify the components of a 70%-15%-15% group leadership teaching model.‎

34-5. Learning Objectives:
The attendee will be able to:‎
‎1. Identify three recommend areas of focus to benefit a therapist wanting to start a therapy group in a ‎private practice setting.‎
‎2. Differentiate the three main referral sources for acquiring new group members.‎
‎3. Identify three common emotions that arise when attempting to start a new therapy group.‎

35-5. Learning Objectives:
The attendee will be able to:‎
‎1. List challenges and opportunities presented by dual relationships in training groups.‎
‎2. Identify potential unique benefits and drawbacks of training group dual relationships for individuals ‎from marginalized populations.‎
‎3. Name three ways in which the presence of dual relationships in training group contribute to or ‎create resistance or transference disturbances or activate defenses or fantasy.‎

36-5. Learning Objectives:
The attendee will be able to:‎
‎1. State three basic elements of psychodrama and sociometry.‎
‎2. Identify two methods of action sociometry for group warm-ups.‎
‎3. List three psychodramatic techniques that can be utilized in training interns in group work.‎

37-5. Learning Objectives:
The attendee will be able to:‎
‎1. Identify the theoretical background and therapeutic benefits of Integrative Community Therapy ‎model. ‎
‎2. Describe the origins of Integrative Community Therapy.‎
‎3. Analyze ICT model and structure.‎
‎4. Identify challenges of ICT model.‎

38-5. Learning Objectives:
The attendee will be able to:‎
‎1. Identify three different adjustments that should be made to facilitate a successful online pre-‎screening of adolescents for group therapy.‎
‎2. List different protocols and adjustments recommended to facilitate increased active involvement of ‎adolescent group members in online group therapy.‎
‎3. Explain the unique advantages and difficulties that arise when conducting online therapy groups ‎with youth.‎

39-5. Learning Objectives:
The attendee will be able to:‎
‎1. Examine their own family of origin dynamics and understand more deeply how these dynamics ‎affect their clinical work.‎
‎2. Discuss about the importance of the developmental process of differentiation in the life of ‎professionals.‎
‎3. Identify self-imposed obstacles to professional success and the paradoxes involved in overcoming ‎them.‎
‎4. Apply the role of risk-taking in their professional development.‎

40-5. Learning Objectives:
The attendee will be able to:‎
‎1. Utilize the collective wisdom of their peers by sharing and learning from each other's mistakes. ‎
‎2. Identify any feelings of Imposter Syndrome in openly discussing difficulties they have experienced ‎as professionals. ‎
‎3. Apply a sustainable practice for identifying areas of growth for themselves around diversity issues ‎that they personally find challenging. This includes the practice of referring clients to other clinicians, ‎seeking individual supervision, engaging in peer supervision, and opportunities for personal education.‎

41-5. Learning Objectives:
The attendee will be able to:‎
‎1. Define challenges/stressors and consequences of stress during medical residency.‎
‎2. Identify benefits of mindfulness and stress management practices in managing residents’ stress.‎
‎3. Discuss the Stress Management and Resiliency Training for Residents (SMART-R) manualized group ‎intervention for medical residents.‎

42-5. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the benefit of a time-limited, psychoeducational group on the content of shame. ‎
‎2. Identify barriers to the perception of group safety with emotionally- and/or traumatically charged ‎content. ‎
‎3. Discuss opportunities for implementing similar groups within their own agencies and practices.‎

C3. Learning Objectives:
The attendee will be able to:‎
‎1. Review the confounding variables in treatment outcome research and the limitations of evidence-‎based treatments. ‎
‎2. Describe the differences and similarities of abstinence-based treatments, harm reduction, and ‎motivational interviewing in the group treatment of addiction. ‎
‎3. Review integrative approaches to the group treatment of addiction and other co-occurring ‎disorders. ‎
‎4. Explain the Interpersonal Psychodynamic Group Therapy Model for the treatment of addiction. ‎
‎5. Discuss the ACE study and the relationship between trauma, dissociation and addiction.‎

44a. Learning Objectives:
The attendee will be able to:‎
‎1. Discuss strategies for decentering whiteness in groups.‎
‎2. Demonstrate Culturally Responsive Listening & Reflection skills
‎3. Compare the impact and intent of communications.‎
‎4. Identify what is missing in sample vignettes.‎
‎5. Utilize Mindful Reflections & Inquiries in dyads and groups.‎

45a. Learning Objectives:
The attendee will be able to:‎
‎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.‎
‎4. Describe how birth order affects interpersonal relationship templates and the development of social ‎roles.‎
‎5. Identify the intersection of their own social identities and the role that this played in their sibling ‎relationships.‎

46a. Learning Objectives:
The attendee will be able to:‎
‎1. Detect the concept of "intromission" as it manifests in one's psychology (bodily and mentally).‎
‎2. Identity the dynamics of intromission as it occurs in the group setting between individuals, in the ‎demonstration groups, and in the whole group.‎
‎3. Appraise "inspiration": how the group leader exposes and addresses intromission.‎
‎4. Compare the concept to issues related to power and authority in psychotherapy and other political ‎settings.‎
‎5. Utilize the concept in the workshop and workshop and integrate it as part of one's emotional and ‎therapeutic repertoire.‎

47a. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the interpersonal circumplex and its two main axes.‎
‎2. Identify their own interpersonal style.‎
‎3. Describe how implicit assumptions about interpersonal style influence potential implicit biases ‎regarding diversity. ‎
‎4. Explain the impact of their own interpersonal style on group members.‎
‎5. Identify group dynamics based on interpersonal style.‎
‎6. Identify how transference and counter-transference operate within FBGT.‎

309. Learning Objectives:
The attendee will be able to:‎
‎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 racial and cultural backgrounds impact subjective countertransference and can lead to ‎countertransference resistance in women group leaders.‎
‎4. Distinguish between the traditional definition of "aggression" and the use of the term as it applies to ‎women group leaders in this open session.‎.‎

310. Learning Objectives:
The attendee will be able to:‎
‎1. Distinguish between techniques of group treatment and the art of group treatment.‎
‎2. Cite three major influences NOT from the psychotherapy culture that have influenced your work.‎
‎3. Describe some of the natural ways group therapists might use their life experience to formulate ‎interventions.‎

48. Learning Objectives:
The attendee will be able to:‎
‎1. Describe three ways affinity groups can help members.‎
‎2. Identify three potential pitfalls of affinity groups.‎
‎3. Describe the complexities of identifying as Asian American.‎

49. Learning Objectives:
The attendee will be able to:‎
‎1. Analyze how family/personal/social history of the group therapist plays a role in group dynamics and ‎experiences of termination.‎
‎2. Critically evaluate proposed differences between objective and subjective countertransference.‎
‎3. Identify how power dynamics and sociocultural identities may color therapist experiences of and ‎group member communications about termination.‎
‎4. Discuss the varied impact of termination on therapists and ways in which therapists’ relationship to ‎endings may interfere with their ability to help their group have "good goodbyes".‎

50. Learning Objectives:
The attendee will be able to:‎
‎1. Develop an awareness of suicide risk factors in clients.‎
‎2. Identify tools that can assist in assessing and managing suicide risk.‎
‎3. Apply evidence-based interventions to suicide prevention in the group setting.‎
‎4. Discuss clinician attitudes toward the topic of suicide.‎

51. Learning Objectives:
The attendee will be able to:‎
‎1. List the different characteristics of the traumatogenic object.‎
‎2. Compare the different etiological sources for traumatogenic objects.‎
‎3. Identify methods for locating the traumatogenic object within the leader and the group members.‎

52. Learning Objectives:
The attendee will be able to:‎
‎1. Identify four types of countertransference and their significance in group therapy.‎
‎2. Describe projective identification from a contemporary object relation theory and its connection to ‎countertransference.‎
‎3. State the definition of reverie from a Bionian perspective and differentiate it from ‎countertransference.‎
‎4. Apply different utilities of countertransference, projective identification, and reverie in group ‎psychotherapy.‎

53. Learning Objectives:
The attendee will be able to:‎
‎1. Identity five specific behaviors tied to modern “isms” and internalized oppression and will be able to ‎name examples of each behavior.‎
‎2. Name specific historically included and excluded identities tied to modern isms and internalized ‎oppression behaviors.‎
‎3. List alternative behaviors to modern "isms" and internalized oppression behaviors and options for ‎responding to these behaviors in a group context using the guidelines for effective cross-cultural ‎communication.‎

54. Learning Objectives:
The attendee will be able to:‎
‎1. Identify effects of vicarious and secondary trauma on frontline caregivers.‎
‎2. Differentiate vicarious trauma, compassion fatigue, and burnout.‎
‎3. Summarize relational patterns among teams and within the organizational system that emerge over ‎time due to trauma exposure.‎
‎4. Identify the challenges of facilitating groups in work settings in regard to trust and cohesion.‎
‎5. Highlight the benefit of leadership support in the group format for improving organizations exposed ‎to secondary trauma.‎
‎5. Highlight leadership education in working in organizational systems exposed to secondary trauma. ‎
‎6. List effective group work measures and guiding principles for responding and providing resources to ‎non-mental health providers.‎

55. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the benefits of Balint group participation for reducing provider burnout and compassion ‎fatigue.‎
‎2. Illustrate the distinct elements/stages of a Balint group process.‎
‎3. Distinguish the differences between group psychotherapy and Balint group work. ‎
‎4. Describe how to focus the groups attention on the provider's dilemma, the patient's dilemma, and ‎the provider-patient relationship.‎

311. Learning Objectives:
The attendee will be able to:‎
‎1. Define and utilize an understanding of intersectionality for themselves and clients. ‎
‎2. Contrast contemporary group theories related to multicultural counseling.‎
‎3. Summarize how the topics of power, privilege, and marginalization relate to group work.‎

312. Learning Objectives:
The attendee will be able to:‎
‎1. Describe five examples of institutional inequities, cracks, and walls as well as institutional neglect ‎and abuse associated with the coronavirus pandemic.‎
‎2. List 10 characteristics of healthy organizational culture in a health care institution and 10 ‎characteristics of an unhealthy organizational culture.‎
‎3. Identify five ways institutional barriers impact workplace physical and psychological safety.‎
‎4. Define moral injury and explain its association with the COVID-19 pandemic.‎
‎5. List five benefits of virtual and onsite support groups for professionals and health care workers as ‎cultures of resilience.‎
‎6. Illuminate the value of virtual support groups related to COVID-19 (including those sponsored by ‎AGPA) for mental health group leaders as cultures of resilience and ongoing antidote to ‎traumatization.‎
‎7. Explain the concept of "vicarious resilience" as it relates to the coronavirus pandemic. ‎
‎8. Identify five ways that mental health practitioners can creatively work inside and also outside ‎institutions to provide compassionate support to health care workers.‎

56. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the three core components of Dr. Nitsun’s theory of the anti-group.‎
‎2. Identify four indications of anti-group resistance.‎
‎3. List five determinants to anti-group resistance.‎
‎4. Describe five interventions promote creative outcomes in groups.‎

57. Learning Objectives:
The attendee will be able to:‎
‎1. Identify sticking and breaking points in anti-racist clinical practice and analyze underlying ‎resistance(s).‎
‎2. Practice navigating, minimizing, and/or resolving sticking/breaking points.‎
‎3. Develop strategies for recognizing additional and future sticking/breaking points and apply ‎demonstrated skills toward surmounting them.‎

58. Learning Objectives:
The attendee will be able to:‎
‎1. Deepen the leader's meditation, and leading others in meditational processes within the group.‎
‎2. Identify countertransference and transference issues amongst group members and the leader, as ‎well as intervening to resolve transferential and countertransferential issues with meditational ‎awareness in mind.‎
‎3. Develop and use meditational interventional techniques in the group process.‎

59. Learning Objectives:
The attendee will be able to:‎
‎1. Discuss the complexity of the group leader’s role and its interface with the individual’s psyche.‎
‎2. Identify micro and macro narcissistic injuries inherent in the development of a group therapist, ‎including those experienced during points of transition from trainee to supervisor.‎
‎3. Describe the interventions group therapists take to mitigate the emotional challenges presented by ‎the circumstance.‎
‎4. Identify ways to use countertransference to enhance group process.‎
‎5. Discuss the strength and frailty of our individual psyches as parts of the psychological organization of ‎the developing therapist with a particular focus on underrepresented therapists in training and early ‎career stages.‎
‎6. Propose strategies for increasing well-being during vulnerable times of professional evolution.‎

60. Learning Objectives:
The attendee will be able to:‎
‎1. Define the basic psychological needs ‎universal to human experience for ‎effective functioning.‎
‎2. Identify and analyze person or ‎group-specific ways of satisfying those ‎needs in a diverse and ‎inclusive approach. ‎
‎3. Comparing the wellbeing and ill-being outcomes of two different ‎motivational styles of leaders: ‎need ‎supportive versus frustrative leadership. ‎
‎4. Design creative intervention settings ‎with sociometry and psychodrama ‎techniques to match ‎therapy, training, ‎and consultancy goals.‎ ‎

61. Learning Objectives:
The attendee will be able to:‎
‎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.‎

62. Learning Objectives:
The attendee will be able to:‎
‎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 groups for patients with psychosis in the learner's own treatment setting.‎

63. Learning Objectives:
The attendee will be able to:‎
‎1. Describe how play is useful as a self-development and relationship building tool in group therapy in ‎the prison setting. ‎
‎2. Identify methods for increasing self-development and relationship building through group play in ‎the prison setting.‎
‎3 Apply specific themes and metaphors from group play to increase group member's self-‎development.‎
‎4. Utilize material from game play and conduct group discussion to increase self-development and ‎relationship building in group members.‎