These groups offer intensive learning about specific theories and approaches in group treatment.  Registrants can pursue current interests in greater depth or learn ways of integrating new approaches and methods into their private practice, clinic or agency work. Most of the Specific Interest Sections have extensive experiential components.  Registration maximum (up to 20 registrants) has been set by each instructor.

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

Section II
Acknowledging the Diamond Years: The Trials and Rewards of the Senior Group Therapist 

Patricia Barth, PhD, CGP, DLFAGPA,
Private Practice, Houston, Texas
Robert White MD, CGP, LFAGPA,
Private Practice, Houston, Texas         

Senior group therapists experience rewards and trials in their work with patients. On the one hand, they have years of life experiences from which to draw. Conversely, multiple factors associated with aging can impact their work.  Health issues, cognitive decline, the desire to spend more time with family and friends and ambivalence about retirement are a few of the many factors that the therapist must deal with. This institute is structured as a process group to explore, identify and clarify these experiences.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify one's concerns about aging and practice.
2. Identify possibilities for continuing to work as a therapist.
3. Discuss rewards and difficulties of practicing as a senior therapist.
4. Identify the narcissistic wounds of the aging process.
5. Identify the transference issues that emerge in patients.
6. Identify the countertransference issues seen in the clinician.
7. Discuss end of practice and aging issues.
8. Discuss the role of loss and grief in the aging therapist.
9. Identify and discuss the impact of physical changes in the therapeutic process.
10. Discuss the limitations that time and aging have on the therapeutic process.

Course References:
1. Messner, E., Groves, J., & Schwartz, J.H. (Eds.). (1989). What Therapists Learn About Themselves & How They Learn It: Autognosis. Lanham, MD: Jason Aronson, Inc.
2. Gray, J.D. (1987). The Personal Life of the Psychotherapist. Hoboken, NJ: Wiley-Interscience.
3. Becker, E. (1973). The Denial of Death. New York: The Free Press.
4. Gold, J.H. (1993). Beyond Transference: When the Therapist's Real Life Intrudes. Washington, DC: American Psychiatric Pub.
5. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. New York: Basic Books.
6. Yalom, I. (2005). The Schopenhauer Cure. New York: HarperCollins Publishers.

Section III
Becoming Who We Are In Groups - A Jungian Approach to Group Psychotherapy

Justin Hecht, PhD, CGP, FAGPA,
Clinical Instructor, Department of Psychiatry at the University of California San Francisco, San Francisco, California        

This institute will approach group from a Jungian perspective.  The leader will use a symbolic approach to facilitate appreciation of the dynamic unconscious and the influence of archetypes in our stories.  We will attend to paradox, transference, individuation, and the problem of the opposites.  A didactic presentation will conclude the institute.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Apply a Jungian orientation to group psychotherapy interventions.
2. Identify archetypal material in personal stories.
3. Describe the characteristics of complexes.
4. Utilize a Jungian approach to the transference to facilitate individuation.
5. Characterize Jung's Approach to the unconscious.
6. Define individuation, and encourage it in groups.

Course References:
1. Greene, T. (1982). Group Therapy and Analysis. In M. Stein (Ed.), Jungian Analysis (pp. 219-231). London: Open Court Publishing.
2. Hecht, J.B. (2011). Becoming who we are in groups. GROUP.
3. Whitmont, E.C. (1964). Group therapy and analytical psychology. Journal of Analytical Psychology.
4. Willeford, W. (1967). Group psychotherapy and symbol formation. Journal of Analytical Psychology, 12, 137-160.
5. Zinkin, L. (1989). The group's search for wholeness: A Jungian perspective. GROUP, 13, 252-264.

Section IV
Beyond Binaries: Gender, Sexual Identity and Sexuality in Group

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

Joseph Acosta, LPC, CGP, FAGPA,
Private Practice, Austin, Texas    
Katie Griffin, LPC, CGP, FAGPA, Private Practice, Austin, Texas     

Each person has gender and sexuality identities by which they understand themselves. Often these identities are limited by society to binary and static categorization. We see group members, and experience ourselves, as more complex and fluid. We will demonstrate an expansive style to allow movement and breadth of identity.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
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 to the discussion of gender and sexuality in group.
4. Identify their own potential countertransference issues related to gender and sexuality.
5. Describe ways in which their own groups may be limited by binary and static perspectives.
6. Formulate new interventions to expand the conversation of gender and sexuality in group.

Course References:
1. Rodriguez-Rust, P.C. (Ed.). (2000). Bisexuality in the United States, A Social Science Reader. New York: Columbia University Press.
2. Rankin, S. (2006). LGBTQA students on campus: Is higher education making the grade? Journal of Gay and Lesbian Issues in Education, 3(2/3), 111-117.
3. Gozlan, O. (2008). The accident of gender. Psychoanalytic Review, 95(4), 541-570.
4. Navaro, L., & Schwartzberg, S. (2007). Envy, Competition and Gender: Theory, Clinical Applications and Group Work. London: Routledge.
5. Nitsun, M. (2006). The Group as an Object of Desire: Exploring Sexuality in Group Psychotherapy. New York: Routledge.

Section V
Bringing Life to Group Process: The Leader's Use of Self

Nimer Said, MA, CGP,
Private Practice, Haifa, Israel
Elliot Zeisel, PhD, LCSW, CGP, DFAGPA, Faculty, Center for Group Studies, New York, New York

This institute focuses on the use of two theoretical models of leadership. Nimer Said works from a Group Analytic perspective while Elliot Zeisel employs a Modern Analytic method. The Group Analytic method focuses on the group-as-a-whole, while the Modern Analytic orientation addresses resistance to interpersonal connection. Attention will be paid to how group members move towards and away from emerging emotional bonds.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify personal emotions in the moment to increase effectiveness of leadership.
2. Use your understanding of the patients’ feelings to help formulate interventions.
3. Explain the difference between self and object feelings to enhance your interpersonal relationships.
4. State the steps in building the culture of the group.
5. State three kinds of patterns of resistance.
6. Distinguish between group-as-a-whole and Modern Analytic interventions.

Course References:
1. Zeisel, E.M. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Analysis. International Journal of Group Psychotherapy, 59(3).
2. Zeisel, E.M. (2012). The Leader’s Use of Self: A Modern Analytic Approach to Working in the Intra-psychic and Interpersonal Realm. Modern Psychoanalysis, 37(2).
3. Ormont, L. (1992). The Group Therapy Experience. New York: St. Martin’s Press.
4. Furgeri, L.B. (Ed.).  (2001). The Technique of Group Treatment: The Collected Papers of Louis. R. Ormont.  Madison, CT: Psychosocial Press.
5. Rosenthal, L. (1987). Resolving Resistances in Group Psychotherapy. Northvale, NJ: Jason Aronson.

Section VI
Coming Alive in Group: Mourning Loss by Connecting with Your Tribe

Mary Sussillo, LCSW, BCD, CGP, FAGPA,
Adjunct Faculty and Supervisor, National Institute for the Psychotherapies, New York, New York               

While mourning is a very private and reflective experience, the individual mourner also needs the attunement, validation and witness of others to process and integrate the loss into ongoing life. A group of like-minded peers is a sustaining and vital force when navigating the shoals of grief.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Cite and discuss the newer understandings of the mourning process.
2. Discuss the role of healthy continuing bonds with the dead.
3. Identify the tasks of the mourning process.
4. Describe the dual process of mourning.
5. Discuss the role of anxiety in early acute grief.
6. Discuss treatment interventions in grief group.

Course References:
1. Boss, P. (2006). Loss, Trauma and Resilience. New York: W.W. Norton.
2. Harris, D. (Ed.). (2011). Counting Our Losses. New York: Taylor and Francis.
3. Klass, D., Silverman, P., & Nickman, S. (Eds.). (1996). Continuing Bonds: New Understandings of Grief. New York: Taylor and Francis.
4. Neimeyer, R. (2006). Lessons of Loss: A Guide to Coping. Memphis, TN: Center for the Study of Loss and Transition.
5. Sussillo, M. (2005). Beyond the grave - adolescent parental loss: "letting go" and "holding on". Psychoanalytic Dialogues, 15(4), 499-527. 

Section VII
Cultivating the Internal Secure Base: Aligning Psychodynamic Technique with Attachment Theory in Group Therapy

Aaron Black, PhD, CGP,
Private Practice, Rochester, New York               

Developmentally, secure attachment promotes flexible, robust internal working models of relationships characterized by the effective mentalization of emotional experience.  This institute explores a clinical approach whereby secure attachment is cultivated by resolving intrapsychic, interpersonal, and group resistances to emotional immediacy and communication.  Essential concepts will be demonstrated experientially and didactically.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define the concept of the secure base in attachment theory, as both an external and internal entity.
2. Describe the mechanisms by which the secure base facilitates emotional self-regulation.
3. Distinguish between secure vs. insecure self-states.
4. Provide an example of how resistance facilitates emotional self-regulation in group therapy.
5. 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 References:
1. Black, A.E. (2014). Externalizing the wish for the secure base in the Modern Analytic Group.  Modern Psychoanalysis, 39, 70-102.
2. Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
3. Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2004). Affect regulation, mentalization, and the development of the self. New York: Other Press.
4. Ormont, L. (1993). Resolving resistances to immediacy in the group setting. International Journal of Group Psychotherapy, 43(4), 399-418.
5. Spotnitz, H. (1985). Modern psychoanalysis of the schizophrenic patient. New York: Human Sciences Press.

Section VIII
Developing the Whole Performer: A Group Therapy Model for Cultivating Expressiveness, Vulnerability and Connection

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

Matthew Tomatz, MA, LPC, LAC, CGP,
Interim Manager and Counselor & Substance Abuse Program Coordinator, Counseling and Psychiatric Services at the University of Colorado, Boulder, Colorado

Being a musician, artist, or performer is a demanding process fraught with inherent challenges. Explore a potent group therapy model for supporting artistic expression while facing what inhibits excellence. Integrates mindfulness practices, performance exercises, and group process to assist artists in achieving peak performance. (Applicable to musicians, performers, and creative souls. Instruments and creative means are welcome.)
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Articulate how a group process can mirror a performance setting.
2. Describe how group therapy provides performers experiences of accepting vulnerability as an avenue toward expressiveness.
3. Distinguish between performance anxiety and performance excitement.
4. Explain how group therapy can help participants connect with and express the creative voice.
5. Identify factors that inhibit artistic growth and performance ability.
6. Describe how to achieve balance among the many tasks of this group model while maintaining a dynamic group process.
7. Identify the rational for using mindfulness exercises in working with performers and a method for employing them in a group process.
8. Articulate two exercises helpful to developing peak performance.

Course References:
1. Beilock, S. (2010). Choke: What the secrets of the brain reveal about getting it right when you have to. New York: Free Press.
2. Gardner, F.L., & Moore, Z.E. (2007). The psychology of enhancing human performance: The mindfulness-acceptance-commitment (MAC) approach. New York: Springer.
3. Green, B. (2003). The mastery of music: Ten pathways to true artistry. New York: Broadway Books.
4. Kenny, D.T. (2004). A systematic review of treatments for music performance anxiety. Anxiety, Stress, and Coping, 18(3), 183-208.
5. Moore, B. (2010). Playing your best when it counts: Mental skills for musicians. Norman, OK: Moore Performance Consulting. 

Section IX
Discovering the Unconscious through Parallel Process Group Supervision/Consultation

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

Sherrie Smith, LCSW-R, CGP, FAGPA,
Director of Group Therapy Services, Strong Behavioral Health, Rochester, New York 

Using an experiential format, this institute will demonstrate a parallel process group supervision model. Parallel processes are unconscious and cannot be recognized or understood in advance.  Each participant will present a current group they are facilitating and the supervision group's process will be used to uncover and inform the consultation question. This event is approved to meet 12 of the supervisory hours required for group certification.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify how problems, impasses, feelings, and difficulties occurring in two simultaneous relations can be utilized to understand the group impasse.
2. Examine how the affective problems that the supervisee experiences in both the supervision and the group therapy relationship can increase competence.
3. Explain how parallel processes occurring between client and supervisee is transmitted to the supervision session.
4. Discuss why parallel processes are unconscious and cannot be recognized or understood in advance.
5. Explain why supervision enhances clinical outcomes when working with clients.
6. Identify supervisory techniques for identifying parallel process.

Course References:
1. Bernard, H.S., & Spitz, H. (2006). Training in Group Psychotherapy Supervision. New York: American Group Psychotherapy Association.
2. Cajvert, L. (2011). A model for dealing with parallel processes in supervision. Journal of Social Intervention: Theory and Practice, 20(1), 41-56.
3. McNeil, B., & Worthen, V. (1989). The parallel process in psychotherapy supervision. Professional Psychology: Research and Practice, 20(5), 329-333.
4. Searles, H.F. (1955). The Informational Value of Supervisor's Emotional Experiences. Psychiatry, 18, 135-146.
5. Tracey, T.J.G., Bludworth, J., & Glidden-Tracey, C.E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49(3), 330-343.

Section X
Excitement and Shame in Group Psychotherapy

Stewart Aledort, MD, CGP, FAGPA,
Clinical Assistant Professor of Psychiatry, George Washington University Medical Center, Washington, DC

This institute will demonstrate the power of the Omnipotent Child, the Passionate Bad Fit and its function to stabilize identity and serve as a template for intimacy.  Excitement and shame as powerful affects will be explored.  The role and function of hidden excitement will be looked at in relationship to the origins of shame.  The interplay of excitement and shame will be worked with the group members and the therapist.  The role of the therapist will be highlighted.
(85% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify and list the characteristics of The Omnipotent Child.
2. Identify the power of the passion in the group.
3. Describe the leader's techniques at the beginning of the group process.
4. Describe how the group develops in this leader centered process.
5. Identify the hidden excitement in shame.
6. Describe the developmental stages that the group goes through.

Course References:
1. Aledort, S. (2014). Excitement in Shame: The Price we PAY. International Journal of Group Psychotherapy, 64, 91-103.
2. Aledort, S. (2002). The Omnipotent Child Syndrome: The role of passionately held bad fits in the formation of identity. International Journal of Group Psychotherapy, 52, 67-89.
3. Aledort, S. (2009). Excitement: Crucial markers in Group Psychotherapy. Group, 33(1), 45-62.
4. Morrison, A. (1989). Shame, the Underside of Narcissism. New York and London: Routledge, Taylor and Francis Group.
5. Mahler, M. (1968). On Human Symbiosis and the Vicissitudes of Individuation. New York: International University Press.

Section XI
Expanding the Emotional Range in Group: The Leader's Emotional Receptivity

Jeffrey Hudson, MEd, LPC, CGP, FAGPA,
Private Practice, Austin, Texas

This institute will help participants examine the impact of the leader's emotional receptivity on groups.  Of special significance is the leader's openness to all the emotions experienced as countertransference, including love, hate, liking, and disliking our clients.  We will explore ways of encouraging a wide range of feelings in our groups.  This includes learning to welcome and explore positive and negative transferences with interest and freedom.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
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 References:
1. Bernstein, A. (2001). The Fear of Compassion. CMPS/Modern Psychoanalysis, 26(2), 200-219.
2. Flores, P.J. (2010). Group Psychotherapy and Neuro-Plasticity: An Attachment Theory Perspective. International Journal of Group Psychotherapy, 60(4), 546-570.
3. Maroda, K.J. (2010). Psychodynamic Techniques: Working with Emotion in the Therapeutic Relationship. New York: The Guilford Press.
4. Ormont, L.R. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38(1), 29-45.
5. Zeisel, E.M. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Psychoanalysis. International Journal of Group Psychotherapy, 59(3), 421-432.

Section XII
Experiencing Relational Group Psychotherapy: What Does it Mean to be Relational?

Haim Weinberg, PhD, CGP, FAGPA,
Dean of International Programs, Professional School of Psychology, Sacramento, California   

Relational approaches suggest that in every meeting there are two subjective experiences that meet. Applying it to groups emphasizes enactment instead of interpretation and co-construction instead of transference/countertransference. We will explore the participants' experience and difficulty acknowledging other members' different experiences, the therapist's limitations and their impact on the group, enactments and reparation in the group.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Recognize their own and the other members' subjective experience.
2. Focus on relational issues in group psychotherapy.
3. Use relational/intersubjectively-informed interventions in groups.
4. Work with enactments and reparations in group therapy.
5. Accept and utilize their limitations as group therapists.
6. Learn about the group therapist limitations.
7. Understand the meaning of being relational.

Course References:
1. Aron, L. (1996). A meeting of minds. Hillsdale, NJ: Analytic Press.
2. Wright F. (2004). Being seen, moved, disrupted, and reconfigured: Group leadership from a relational perspective. International Journal of Group Psychotherapy, 54, 235-251.
3. Grossmark, R. (2007). The edge of chaos: Enactment, disruption, and emergence in group psychotherapy. Psychoanalytic Dialogues, 17(4), 479-499.
4. Billow, M.R. (2003). Relational group psychotherapy: From basic assumptions to passion. London: Jessica Kingsley Publishers.
5. Gans, S.J., & Alonso, A. (1998). Difficult patients: Their construction in group therapy. International Journal of Group Psychotherapy, 48(3), 311-326.
6. Weinberg, H. (2015). The Group as an Inevitable Relational Field, Especially in Times of Conflict. In R. Grossmark, & F. Wright (Eds.), The One and the Many: Relational Approaches to Group Psychotherapy (pp. 38-56). New York: Routledge.

Section XIII
Lacan, Desire and Dread in Group Psychotherapy

Timothy Scott Conkright, PsyD, CGP,
Private Practice, Atlanta, Georgia             

This institute includes didactic and experiential components as a means of understanding unconscious narratives of desire and shame, and how they can be utilized to both create and inhibit change in groups. An emphasis will be placed on how desire and shame manifest themselves in the here-and-now of group process.
(60% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Understand and become familiar with Lacan's theories of desire.
2. Compare Lacan's theories and their own personal experience.
3. Compare Lacan's theories with other prominent theorists.
4. Incorporate risk-taking around expressing desire and shame.
5. Articulate the essential features of Lacan's theory of jouissance.
6. Identity the essential aspects of Lacan's ideas around our being a split subject.
7. Discuss the Lacanian Registers.

Course References:
1. Conkright, S. (2009). Reflections on Lacan, Music, Attachment Theory and Group Psychotherapy. GROUP, 33(2), 149-162.
2. Conkright, S. (2010). Lacan, Jouissance and Group Psychotherapy. GROUP, 34(2), 113-128.
3. Evans, D. (1996). An Introductory Dictionary of Lacanian Psychoanalyisis. London: Routledge.
4. Fink, B. (1995). The Lacanian Subject: Between Language and Jouissance. Princeton, NJ: Princeton University Press.
5. Fink, B. (1997). A Clinical Introduction to Lacanian Psychoanalysis: Theory and Technique. Cambridge, MA: Harvard University Press.

Section XIV
Less Lonely at the Top: Strengthening Ties and Group Leadership Skills (AGPA Leadership Track)        

Presented under the auspices of the AGPA Affiliate Societies Assembly

Lise Motherwell, PhD, PsyD, CGP-R, FAGPA,
Private Practice, Cambridge, Massachusetts              

Effective leaders monitor themselves and are invested in the growth of others.  They harness the power of groups through self-awareness, social awareness, and self-management and build lasting and meaningful relationships with co-workers.  Examining our own leadership strengths and challenges through interactive exercises and a process group, we will focus on skills such as affiliation, influence, authority, and building effective teams.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Name four styles of influence.
2. Name the four quadrants of Emotional Intelligence.
3. Differentiate group therapy leadership skills from organizational leadership skills.
4. Use self-management skills.
5. Observe group dynamics with regard to authority.
6. Assess personal leadership challenges and develop strategies for dealing with them.

Course References:
1. Boyatzis, R., & McKee, A. (2005). Resonant Leadership: Renewing yourself and connecting with others through mindfulness, hope and compassion. Boston, MA: HBR Press.
2. Dent, F., & Brent, M. (2006). Influencing: Skills and techniques for business success. New York: Palgrave MacMillan.
3. Kegan, R., & Lahey, L. (2009). Immunity to Change: How to overcome it and unlock the potential in yourself and your organization. Cambridge, MA: Harvard Business School Press.
4. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: Realizing the power of emotional intelligence. Boston, MA: HBR Press.
5. Duhigg, C. (2016). What Google learned from its quest to build the perfect team. Feb 25, New York Times Magazine.  New York: NY Times.  Viewed on 4-4-16 at http://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team.html

Section XV
Making Contact: The Relational Therapist in the Group

Diane Montgomery-Logan, MA, CGP, FAGPA,
Private Practice, Winooski, Vermont              

This institute will focus on the therapist's tools for inviting group members into deepening contact with each other in group. The leader will demonstrate how these tools can create a bridge by which group members are supported in moving from thought to a felt emotional experience of the relational group process.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Invite vulnerability among group members.
2. Utilize strategies to help group members increase contact with each other.
3. Distinguish between non-active and active leader presence in the group.
4. Shift focus from the intellectual to the emotional.
5. Guide the group process toward awareness of the felt experience of the members.
6. Identify potentially helpful relational group interventions by the leader.

Course References:
1. Billow, R.M. (2012). It's all about "me" (Behold the leader). International Journal of Group Psychotherapy, 62, 531-556.
2. DeYoung, P.A. (2015). Relational psychotherapy: A primer. New York: Brunner- Routledge.
3. Mangione, L., & Nelson, D. (2003). The 1996 Mount Everest tragedy: Contemplation on group and group dynamics. International Journal of Group Psychotherapy, 53, 353-373.
4. Rubenfeld, S. (2005). Relational perspectives regarding countertransference in group and trauma. International Journal of Group Psychotherapy, 55, 115-135.
5. Wright, F. (2004). Being seen, moved, disrupted, and reconfigured: Group leadership from a relational perspective. International Journal of Group Psychotherapy, 54, 235-250.

Section XVI
Modern Gestalt Group Therapy: A Relational Approach to Healing and Growth

Peter Cole, LCSW, CGP,
Assistant Clinical Professor of Psychiatry, University of California Davis School of Medicine, Sacramento, California
Daisy Reese, LCSW, CGP, Co-Director, Northern California Group Psychotherapy Society, Sacramento, California           

Modern Gestalt Group Therapy is a relational approach integrating insights from Gestalt theory, intersubjective psychoanalysis and "group-as-a-whole" understandings and approaches.  In this experiential institute, participants will be provided a safe, contained experience in which they will have an opportunity to explore and better understand themselves and their relationship to others.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Name the three elements of Dialogue.
2. Define “here-and-now” as it is used in Gestalt Group Therapy (GGT).
3. Summarize how a greater understanding of shame has affected the practice of GGT and moved it out of the old “Hot Seat Model” and into an interactive process model.
4. State the relevance of Affective Process to GGT.
5. Specify the role of identifying and working with polarities in the group process.
6. Summarize the “paradoxical theory of change” as it is applied in GGT.
7. Describe “The Shadow of the Leader” and its relevance to group development.
8. Discuss Gestalt therapy’s egalitarian tradition: its limitations and promise.
9. Discuss the Primacy of Relationality in both GGT and in human health.
10. Summarize how the Cycle of Experience is applied in GGT.

Course References:
1. Cole, P., & Reese, D. (2013). Relational Development in Gestalt Group Therapy. GROUP, 37(3), 185-218.
2. Cole, P. (2013). In the Shadow of the Leader: Power Reflection and Dialogue in Gestalt Group Therapy. Gestalt Review, 17(2), 178-188.
3. Feder, B. (Ed.). (2008). Beyond the Hot Seat, Revisited: Gestalt Approaches to Group. Metairie/New Orleans, LA: Gestalt Institute Press.
4. Hycner, R., & Jacobs, L. (1995). The Healing Relationship in Gestalt Therapy. New York: Gestalt Journal Press.
5. Woldt, A., & Toman, S. (Eds.), (2005). Gestalt Therapy: History, Theory and Practice. Thousand Oaks, CA and London: Sage.

Section XVII
Moving Past Reactivity to Embodied Relationship: Group Therapy Informed by the Principles of Somatic Experiencing®

Presented in cooperation with the Somatic Experiencing® Trauma Institute

Roger Saint-Laurent, PsyD, SEP, CGP,
Private Practice, New York and Briarcliff Manor, New York
Peter J. Taylor, PhD, SEP, CGP, FAGPA, Private Practice, New York and Briarcliff Manor, New York               

Somatic Experiencing® is a therapeutic approach that facilitates re-establishing one's natural capacity to regulate activation, settling, and social engagement.  We will explore how group members and leaders can deepen a felt sense of safety and authentic relationship through attention to heart, mind, and body, informed by the concepts of Somatic Experiencing®.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Apply basic concepts of Somatic Experiencing® to group psychotherapy.
2. Judge the usefulness of tuning in to deeply felt internal states to make subsequent interpersonal interactions with group members and colleagues more effective.
3. Trace the development of group members' individual and collective self-regulation.
4. Utilize the interplay of gentle cycles of sympathetic and parasympathetic stimulation to facilitate the re-regulation of the autonomic nervous system.
5. Use titrated activation to maintain group members and the group-as-a-whole within a range of resiliency.
6. List the three specific defensive or protective survival responses of “fight, flight, and freeze” and offer examples of how these responses can manifest in group dynamics.
7. Utilize techniques for the containment and management of client activation, including maintaining group leaders own settled nervous system; having group members notice indicators of safety in the room; taking time to invite a group members attention to go where it wants in the environment; inviting social engagement, which typically leads members back to more PNS-dominated state; developing strategies for grounding, orienting, and stabilizing prior to working with states of higher activation; and having group members learn to notice somatic signs of activation in self and others as that activation arises, before it becomes overwhelming.

Course References:
1. Cohen, S.L. (2011). Coming to our senses:  The application of somatic psychology to group psychotherapy. International Journal of Group Psychotherapy, 61(3), 397-413.
2. Heller, D.P., & Heller, L. (2001). Crash course: A self-healing guide to auto accident trauma & recovery. Berkeley, CA: North Atlantic Books.
3. Levine, P.A. (2010). In an unspoken voice: How the body releases trauma and restores goodness. Berkeley, CA: North Atlantic Books.
4. Payne P., Levine, P.A., & Crane-Godreau, M.A. (2015). Somatic experiencing: Using interoception and proprioception as core elements of trauma therapy. Frontiers in Psychology: Consciousness Research, 6(93).
5. Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. New York: W.W. Norton.
6. Taylor, P.J., & Saint-Laurent, R. (In press).  SE-informed group psychotherapy: Moving beyond trauma to embodied relationship. International Journal of Group Psychotherapy, 67.

Section XVIII
Restoration versus Revenge: Narrating and Integrating Trauma in Group

Presented under the auspices of the AGPA Community Outreach Task Force

Suzanne Phillips, PsyD, ABPP, CGP, FAGPA, Adjunct Full Clinical Professor, Psychology Doctoral Program at Long Island University Post, Brookville, New York               

Inherent to the impact of traumatic events is the experience of vulnerability and violation. Thoughts of revenge are a common attempt to re-instate self-respect. Acting with revenge is identification with violation and hate. It precludes the narration, grieving, integration and connection that heals trauma. Group facilitates restoration versus revenge.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define the physical, social, psychological and neurophysiological impact of trauma on sense of self.
2. Explain how traumatic events involve violation and vulnerability.
3. Define revenge and explain how it serves as a defense against vulnerability, helplessness, loss and grieving.
4. Explain that violence to another always involves a vertical relationship of dominance be it in early relational trauma, domestic violence, assault, betrayal etc. and that revenge perpetuates that dynamic as the violated one becomes the perpetrator.
5. Consider examples of revenge in everyday life that perpetuate depression, family rifts, historical grudges, and more violence.
6. Explain three important processes that move a trauma survivor from violation and vulnerability and thoughts of revenge to regulation and constructive integration of the traumatic event(s).
7. Describe four ways that the group process facilitates the movement from revenge to restoration.

Course References:
1. Bohm T., & Kaplan, S. (2011). Revenge: On the Dynamics of a Frightening Urge and Its Taming. London: Karnac.
2. Herman, J. (1997). Trauma and Recovery. New York: Basic Books.
3. Phillips, S.B. (2015). The Dangerous Role of Silence in the Relationship between Trauma and Violence: A Group Response. International Journal of Group Psychotherapy January, 65(1), 64-87.
4. Klein, R.H., & Schermer, V.L. (Eds.). (2000). Group Psychotherapy for Psychological Trauma. New York: The Guilford Press.
5. Boulanger, G. (2009). Wounded by Reality: Understanding and Treating Adult Onset Trauma. New York: Psychological Press.

Section XIX
Systems-Centered's Functional Subgrouping and its Neurobiology

Presented in cooperation with the Systems-Centered Training and Research Institute

Susan Gantt, PhD, ABPP, CGP, DFAGPA,
Director, Systems-Centered Training and Research Institute, Atlanta, Georgia  

Functional subgrouping allows for differences to be more easily integrated instead of scapegoated. This institute will explore how functional subgrouping creates mindful group systems by lowering reactivity and increasing emotional containment, neural integration, and exploration of novelty in each of the phases of group development.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Differentiate between explaining which activates top down invariant experience and exploring which orients to bottom up or spontaneous experience.
2. Apply functional subgrouping to develop the group system and potentiate greater neural integration.
3. Identify the experiential conditions that promote neural development.
4. Describe how to use functional subgrouping for lowering reactivity to difference.
5. Describe how to use functional subgrouping for increasing social engagement system.
6. Describe how to use functional subgrouping for increasing group's capacity for exploring novelty.
7. Summarize the interpersonal neurobiological research most relevant to group psychotherapy.

Course References:
1. Gantt, S.P., & Agazarian, Y.M. (2010). Developing the group mind through functional subgrouping: Linking systems-centered training (SCT) and interpersonal neurobiology. International Journal of Group Psychotherapy, 60(4), 515-544.
2. Siegel, D.J. (2012). The developing mind, second edition. New York: Guilford Press.
3. Moreno, J.K. (2006). Scapegoating in group psychotherapy. International Journal of Group Psychotherapy, 57(1), 93-105.
4. Agazarian, Y.M. (1997). Systems-centered therapy for groups. New York: Guilford Press.
5. Brabender, V. (1997). Chaos and order in the psychotherapy group. In F. Masterpasqua, & P.A. Perna (Eds.), The psychological meaning of chaos (pp. 225-252). Washington, DC: American Psychological Association.

Section XX
Under the Influence of Giants: Finding our Voices and Humanizing our Group Supervisors, Mentors, and Co-Therapists

Jerome Gans, MD, CGP, DLFAGPA,
Part-Time Associate Clinical Professor, Harvard Medical School, Boston, Massachusetts   
Joseph Wise, MD, CGP, Psychiatrist, Walter Reed National Military Center, Bethesda, Maryland    

This institute uncovers tensions and strengths that exist between leaders with markedly different levels of clinical and life experience, as well as the way these phenomena may impact group process both positively and negatively.  Themes of power, performance anxiety, idealization and denigration, specialness, competition and collaboration, envy, admiration, mourning and loss will be explored. This institute is especially relevant to senior and junior group therapists who collaborate in training group therapists and leading therapy groups (i.e., supervisors, supervisees, consultants, co-therapists.). (Note: While this institute is co-led it is NOT about co-therapy per se).
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify the role of family of origin dynamics in their professional lives.
2. Discuss opportunities and challenges inherent in collaborating with their senior supervisors/mentors.
3. Describe and discuss their relationship with power.
4. Grasp viscerally the effect of being chosen or not.
5. Describe the relationship between idealization and denigration.
6. Contrast the developmental challenges for both the neophyte therapist and experienced supervisor working together for the first time.
7. Discuss how aging and loss may impact the behavior of the senior supervisor.

Course References:
1. Alonso, A., & Rutan, J.S. (1986). Separation and individuation in the group leader. International Journal of Group Psychotherapy, 46, 149-162.
2. Altfeld, D.A. (1999).  An experiential group model for group supervision. International Journal of Group Psychotherapy, 49, 237-254.
3. Dubner, M.A. (1998). Envy in the group therapy process. International Journal of Group Psychotherapy, 48, 519-531.
4. Gans, J.S. (2008). My abiding therapeutic core: Its emergence over time.  Voices, Winter, 14-29.
5. Lanza, M.L. (2007). Modeling conflict resolution in group psychotherapy. Journal of Group Psychotherapy, Psychodrama, and Sociometry, 59, 147-158.

Section XXI
Using Group Process in the Personal Exploration of Generational Trauma and Healing

Elaine Jean Cooper, LCSW, PhD, CGP, DFAGPA,
Clinical Professor, University of California School of Medicine at San Francisco, San Francisco, California 

Humans in large groups can create war, oppression and other man-made disasters that not only affect survivors but future generations as well. Within the context of a supportive institute group, participants will explore their personal history of inherited trauma and healing. The didactic portion will cover the literature on unconscious transmission, including the epigenome.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define and differentiate: "social unconscious," "culture," "social legacy."
2. Practice techniques to explore inherited trauma in themselves and their patients.
3. Discuss the literature on unconscious transmission of trauma.
4. Describe examples of inherited trauma in future generations.
5. Identify positives of surviving social trauma.
6. Formulate Stages of Group Development. 

Course References:
1. Degruy, J. (2005). Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury and Healing. Portland, OR: Joy Degruy Publications.
2. Denali, Y. (Ed). (1998). International Handbook of Multigenerational Legacies of Trauma. New York: Plenum Press.
3. Schutzenberger, A.A. (1998). The Ancestor Syndrome: Transgenerational Psychotherapy and the Hidden Links in the Family Tree. Translated by Anne Trager. London: Routledge.
4. Volkas, A. (2014). Drama Therapy in the Repair of Collective Trauma. In N. Sajnani & D.R. Johnson (Eds.), Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities (pp. 41-68). Springfield, IL: Charles C. Thomas.
5. Cooper, E.J. (2015). Let's All Hold Hands and Drop Dead: Three Generations - One Story. New York: Morgan James Publishing.

Section XXII
Wise Intimacy: How Close is Too Near? How Far is Too Distant?  How Soon is Too Fast?

James Fishman, MSW, LCSW, CGP,
Private Practice, San Francisco, California
Linda Rose, LCSW, BC-DMT, CGP, Private Practice, Eugene, Oregon               

Integrating developmental phases of group theory and attachment theory, we will look multi-dimensionally at closeness and distance, and how these themes emerge comprehensively in a group context through the lens of each individual's attachment style as well as the co-leaders' attachment styles and the group-as-a-whole.   
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Describe how developmental phases impact levels of interventions.
2. Identify the first five stages of a group’s development.
3. Identify the four emergent “leader roles” of members.
4. Name the four main attachment styles.
5. Predict how members’ attachment styles manifest at various phases.
6. Demonstrate how to integrate attachment and group-as-a-whole levels of thinking.

Course References:
1. Beck, A.P. (1981). Developmental characteristics of the system forming process. In Durkin (Ed.), Living groups (pp. 316-332). New York: Brunner and Mazell.
2. Beck, A.P., & Dugo, J.M. (1984). A Therapist’s Guide to Issues of Intimacy and Hostility Viewed as Group Level Phenomenon. International Journal of Group Psychotherapy, 34(1), 25-45.
3.  Bromberg, P.M. (2011). The Shadow of the Tsunami: and the Growth of the Relational Mind. New York: Routledge, Taylor & Francis Group.
4.  Fishman, J., & Rose, L.G. (2011). Navigating the Co-Leadership Relationship through Dreams. AGPA Group Circle, Summer.
5. Marmarosh, C.L., Markin, R.D., & Spiegel, E.B. (2013). Attachment in Group Psychotherapy. Washington, DC: American Psychological Association.
6. Wallin, D.J. (2007). Attachment in Psychotherapy. New York: Guilford Press.

Section XXIII
Working with Love and Hate in Groups: Bringing Passion into Group Therapy

Ronnie Levine, PhD, ABPP, CGP, FAGPA,
Faculty, Center for Group Studies, New York, New York               

This institute is designed to help therapists understand and work more comfortably with loving and angry feelings in groups and in themselves. This institute will help participants to identify the indicators of disguised feelings, to control destructive aggression, and to transform anger into its creative potential for creative growth.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify the leader's fears that interfere with addressing loving and angry feelings in group.
2. Identify individual and group manifestations of love and hate.
3. Formulate interventions that address emotional needs of the group members.
4. Develop the technique of joining as an emotional intervention in group for individuals, subgroups and group.
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 the group's capacity to tolerate and regulate affect.

Course References:
1. Levine, R. (2007). Treating idealized hope and hopelessness. International Journal of Group Psychotherapy, 57(3), 297-315.
2. Ormont, L. (1984). The leader's role in dealing with aggression in groups. International Journal of Group Psychotherapy, 34(4), 353-372.
3. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38(1), 29-45.

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