49th ANNUAL INSTITUTE

One-Day Special Institute Presentations
Monday, March 7, 9:15 A.M. – 6:00 P.M.
Registration Form

The Social Dreaming Matrix as a Crucible for Transforming Thinking

Instructor: W. Gordon Lawrence, MA (Aberd), Dr rer oec

This special institute combines didactic and experiential portions providing participants with an understanding of Social Dreaming. Dreams reflect the social context of the dreamer which is embedded in the unconscious. Through participants’ associations and thinking new ideas emerge about our social world and our inner worlds, thereby expanding our knowledge of the contextual influence upon our existence,

Social Dreaming takes place in a common shared ground: the Matrix (anything between 6 and 60 participants). This collective mobilizes the matrix of the unconscious mind, which is the source of all creativity The dreaming is what is important, not the relationships between the dreamers.

Free association and amplification allows a ‘multiverse’ of meanings to emerge, initiating the transformation of thinking. Transference issues relate to the dream and not the individual dreamer. Truth is always in a state of becoming in a SDM for there are no absolutes.
 

Dr. Lawrence is a Managing Director of Social Dreaming, London. Currently, he is a Visiting Professor at the University of Northumberland at Newcastle and the New Bulgarian University, Sofia. He is a Fellow of the Australian Institute of Socio-Analysis; on the Editorial Board of Free Associations (UK), Free Association (Germany) and Organizational and Social Dynamics (UK); and a Board member of the International Society for the Psychoanalytic Study of Organizations.

Dr. Lawrence has written throughout his professional life and has published over 40 articles as well as a number of books including Social Dreaming @ Work and Tongued with Fire: Groups in Experience.

Working in Depth with Families and Couples: An Experiential Approach to New and Old Paradigms 

 

Instructors: David Scharff, M.D. and Jill Savege Scharff, M.D.

This special institute on couple and family therapy features experiential learning and group study. Most of the day will be spent following a family interview on videotape. Participants will watch a family session without sound, then use group discussion to generate a picture of the family’s unconscious and affective organization. Then participants see the same segment with sound, and the group synthesizes a new picture. We proceed through the interview, alternating non-verbal and verbal segments with discussion. Interspersed lectures describe new findings from neuroscience, attachment, trauma and chaos theories.

 

Dr. David Scharff is Co-Director of the International Psychotherapy Institute in Chevy Chase, Maryland, and Clinical Professor of Psychiatry at Georgetown University and the Uniformed Services University of the Health Sciences, a Teaching Analyst at the Washington Psychoanalytic Institute, and former President of the American Association of Sex Educators, Counselors and Therapists.

 

Dr. Jill Savege Scharff is Co-Director of the International Psychotherapy Institute in Chevy Chase, Maryland, Clinical Professor of Psychiatry at Georgetown University, and a Teaching Analyst at the Washington Psychoanalytic Institute. 

 

The Scharffs are authors and editors of 20 books and numerous articles on family and couple therapy, training in psychodynamic therapy, and the work of Fairbairn and Sutherland. Among their books are Object Relations Family Therapy, Object Relations Couple Therapy, Object Relations Individual Therapy, Instrument: The Affective Learning of Psychotherapy, Self-Hatred in Psychoanalysis (Jill Scharff and Stanley Tsigounis), The Primer of Object Relations Therapy (New Revised Edition, 2005) and the Legacy of Fairbairn and Sutherland (2005).

Continuing Education for Special Institute Presentation: 7.0 credits/.7 units

Two-Day Institute Sections
Tuesday & Wednesday , March 8 & 9
Registration Form

INSTITUTE OPENING SESSION
Tuesday, March 8, 9:00 – 9:45 A.M.

Reflections and Observations: A Personal Journey in AGPA

 

Norman Neiberg, Ph.D., CGP, DFAGPA

This presentation will focus on the therapists use of his life history and its influence on the the nature of interpretations and interventions made in the course of the therapeutic process. Many of the internal questions that one asks oneself before intervening will be elucidated. The answers to these are rooted in both professional training and personal history. An attempt will be made to sharpen focus on these points as an aspect of the Institute experience. Finally, observations on 40 years of Institute participation will be discussed.

Dr. Neiberg is a Distinguished Fellow of AGPA. He has served AGPA in a variety of capacities for more than 35 years, including the Presidency from 1982-84. Dr. Neiberg has also at various times served on the faculties of Boston College, Harvard University and Boston University, and as a consultant to Simmons College, Jewish Family and Children's Services, Family Counseling and Guidance centers. For over 20 years he developed a program of clinics within state correctional facilities. In the Northeastern Society of Group Psychotherapy he was experience group leader for more than 25 years. In addition to the above he continues to maintain a private practice.  

The Institute is scheduled over two full days: Tuesday, March 8, 10:00 A.M. - 6:00 P.M. and Wednesday, March 9, 8:30 A.M. - 5:15 P.M. Registration will only be accepted for the full two-days and registrants will be expected to attend both days for the entire time. Continuing Education credit will not be awarded for partial attendance. Devoted to small group teaching, these two-day groups are led by experienced instructors and are formed according to participants' levels of experience. The Institute consists of two sections:

  • Process Group Experience (PGE) Sections:  
    These small groups provide participants with an environment to obtain, expand and retain their skills in conducting group therapy. The PGE sections are divided into three levels, giving participants an opportunity to work with peers who have similar levels of experience. The PGE sections are conducted by many of the country's outstanding group therapists. The group psychotherapy skills gained are important in conducting any group, regardless of its theoretical orientation, time parameter or population. PGE sections are essential training for all professionals who work with groups. A maximum of twelve registrants will be accepted per group.
  • Specific Interest Sections:  
    Intensive learning that explores a variety of theories and methods in group treatment is offered in these limited registration groups. Registrants will pursue current interests in greater depth or learn ways of integrating new approaches and methods into their private practice, clinic or agency work. Registration maximum has been set by each instructor. 

Continuing Education for Two-Day Institute Sections: 14.0 credits/1.4 units 

PROCESS GROUP EXPERIENCE (PGE) SECTIONS

I-A. GENERAL PROCESS GROUP EXPERIENCE

Entry Level
0-4 years of group psychotherapy experience

Instructors:

  1. John Caffaro, Ph.D., Professor, California School of Professional Psychology, Los Angeles, California
  2. Irene Harwood, M.S.W., Ph.D., Psy.D., CGP, FAGPA, Assistant Clinical Professor, UCLA School of Medicine, Los Angeles, California
  3. Rosemary Segalla, Ph.D., CGP, Faculty, Group Training Program, Washington School of Psychiatry, Washington, D.C.
  4. Barry Wepman, Ph.D., CGP, Clinical Associate Professor, Department of Psychiatry, Georgetown University School of Medicine, Washington, D.C.

Intermediate Level
4-9 years of group psychotherapy experience

Instructors: 

  1. Cindy Miller Aron, M.S.W., CGP, Mental Health Specialist, Samaritan Mental Health, Corvallis, Oregon

  2. Barbara Keezell, LICSW, BCP, CGP, Consultant in Group Therapy, Beth Israel Hospital, Boston, Massachusetts
  3. Marty Livingston, Ph.D., CGP, Director, Group Department, Postgraduate Center for Mental Health, New York, New York
  4. Robert Schulte, M.S.W., LCSW-C, CGP, Psychotherapist, Licensed Clinical Social Worker, Alexandria Counseling Center Associates, Alexandria, Virginia

Advanced Level
10+ years of group psychotherapy experience

Instructors:

 

    9.  Paul Kaye, Ph.D., CGP, Private Practice, Huntington Woods, Michigan

  10.  Joseph Kobos, Ph.D., ABPP, CGP, FAGPA, Director, Counseling Service, University

        of Texas Health Science Center, San Antonio, Texas

  11.  Kathleen Hubbs Ulman, Ph.D., CGP, FAGPA, Assistant Professor of Psychology,

        Harvard Medical School, Boston, Massachusetts       

  12.  Robert Unger, M.S.W., Ph.D., CGP, FAGPA, Faculty, Naropa University, Boulder,

        Colorado

 

I-B. PROCESS GROUP EXPERIENCE SECTION FOR SENIOR THERAPISTS

Limited to prior AGPA Institute instructors or registrants who have participated in six or more AGPA Institutes.

Instructors:

  1. John Dluhy, M.D., CGP, FAGPA, Clinical Professor of Psychiatry, George Washington University, Washington, D.C.
  2. Priscilla Kauff, Ph.D., CGP, DFAGPA, Clinical Associate Professor, Weill Medical College, Cornell University, New York, New York

I-C. TWO-YEAR CONTINUOUS SECTION

Registration for this section assumes attendance at two consecutive Annual Meetings. 

Instructors:

  1. Anne Alonso, Ph.D., CGP, DFAGPA, Clinical Professor of Psychology, Harvard Medical School, Massachusetts General Hospital, Boston, Massachusetts (This is the 2nd year of this group; new participants will not be accepted)

  2. David Hawkins, M.D., CGP, DFAGPA, Private Practice, Chapel Hill, North Carolina (This is the 1st year of this group.)

I-D. THREE-YEAR CONTINUOUS SECTION

Registration for this section assumes attendance at three consecutive Annual Meetings.

Instructors:

  1. Bonnie Buchele, Ph.D., ABPP, CGP, DFAGPA, Private Practice, Kansas City, Missouri (This is the 1st year of this 3 year group.)
  2. Elaine Jean Cooper, M.S.W., Ph.D., CGP, FAGPA, Clinical Professor, University of California School of Medicine, San Francisco, California (This is the 3rd year of this 3 year group; new participants will not be accepted.)

I-E. AFFILIATE SOCIETY INSTRUCTOR-DESIGNATE SECTION

Registration for this section is by invitation only.

Instructor:

Marianne Robinson, M.S.W., CGP, Training and Supervising Psychoanalyst, Northwestern Psychoanalytic Society, Seattle, Washington

 

Process Group Experience Sections – Course References:

  • Aveline, M.O. (1993), Principles of Leadership in Brief Training Groups for Mental Health Care Professionals. International Joun.1 of Group Psychotherapy, 43:107-129.


  • Gans, J.S. and Alonso, A. (1998), Difficult Patients: Their Construction in Group Psychotherapy. International Journal of Group Psychotherapy, 48:311-326.

  • Ganzarain, R. (1989), The Group as a Training Base. In R. Ganzarain Object Relations and Group Psychotherapy. (pp. 217-337). New York: International Universities Press.

  • Horwitz, L. (1977), A Group Centered Approach to Group Psychotherapy. International Journal of Group Psychotherapy, 27:423-439.

  • Kauff, P.F. (1979), Diversity in Analytic Group Psychotherapy: The Relationship between Theoretical Concepts and Technique. International Journal of Group Psychotherapy, 29:51-56.

  • Kibel, H.D. and Stein, A. (1981), The Group-as-a-Whole Approach: An Appraisal. International Journal of Group Psychotherapy, 31:409-427.

  • MacKenzie, K.R., Dies, R.R., Coche, E., Rutan, J.S., and Stone, W.N. (1987), An Analysis of AGPA Institute Groups. International Journal of Group Psychotherapy, 37:55-74.

  • Pines, M. (1981), The Frame of Reference of Group Psychotherapy. International Journal of Group Psychotherapy, 31:275 285.

  • Rutan, J.S., Alonso, A., and Groves, J.E. (1988), Understanding Defenses in Group Psychotherapy. International Journal of Group Psychotherapy, 38:459-472.

  • Rutan, J.S. and Stone, W.N. (1984), Psychodynamic Group Psychotherapy. New York: MacMillan., Press.

  • Swiller, H.I., Lang, E.A., & Halperin, D.A. (1993), Process Groups for Training Psychiatric Residents. In A, Alonso & H.I. Swiller (Eds.). Group Therapy in Clinical Practice. (pp. 533-545). Washington D.C.: American Psychiatric Press.

  • Wong, N. (1983), Fundamental Psychoanalytic Concepts: Past and Present Understanding of Their Applicability to Group Psychotherapy. International Journal of Group Psychotherapy, 33:171-191.

  • Yalom, I.D. and Lieberman, M.A. (1971), A Study of Encounter Group Casualties. Archives of General Psychiatry. 25:16-30.
    •  

SPECIFIC INTEREST SECTIONS

Section II

Attachment Theory and Group Psychotherapy

Instructor:

 

Philip J. Flores, Ph.D., CGP, FAGPA, Clinical Group Supervisor, Emory

University, Atlanta, Georgia

This section will demonstrate experientially the ways that attachment theory furnishes an effective theoretical formula for informing the delivery of group treatment. Recent evidence from a number of scientific disciplines will be discussed briefly to help illustrate the ways that group psychotherapy and attachment theory compliment each other.

Course Learning Objectives

The attendee will be able to:

1. Describe the ways that attachment theory can be applied to group therapy.

2. Discuss the role that the newer relational models in psychodynamic theory and attachment theory have in helping shift the focus from an emphasis on intra-psychic functions to an exploration of interpersonal difficulties or styles.

3. Define different styles of attachment (Avoidant, Ambivalent, & Secure) and their relationship to group.

 

Course References:

1. Lewis, T., Amini, F., & Landon, R. (2000). A general theory of love. New York: Random House.

2. Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2002). Affect regulation, mentalization and the development of the self. New York: Other Press.

3. Flores, P. (2003). Addiction as an Attachment Disorder. Northvale, NJ: Jason Aronson.

Section III 

Competition for Intimacy: Envy, Jealousy or Enjoyment?

Instructors:          

 

             Leyla Navaro, M.A., Faculty, Nirengi Psychological Counseling and Personal

          Growth Center, Istanbul, Turkey

          Steven Van Wagoner, Ph.D., CGP, Psychologist - Private Practice,

          Washington, D.C.

 

This section will illustrate how men and women struggle for intimacy in groups,

through competition, avoidance, or mutual sharing and enjoyment. Issues of

inclusion, exclusion, rejection and consequent vulnerabilities will be worked on in the

group. Competing for intimacy with its potentially destructive by-products like envy

and jealousy will be highlighted through mutual feedback during the group process.

 

Course Learning Objectives

The attendee will be able to:

1) Critically evaluate how men and women differ in the struggle for intimacy if at all, as well as how they are similar.

2) Identify one's own pattern of approaching and avoiding intimacy in group, including competitive aspects of striving for intimacy.

3) Identify the impact of boundary shifts on competition and intimacy.

4) Distinguish between healthy and destructive aspects of competition in groups.

5) Identify how co-leaders are not immune to competition, and discuss how they might enact the competitive struggles of the group.

6) Construct ways in which to illuminate and work with gender differences in competition.

 

Course References:

1. Bernardez, T. (1996). Conflicts with Anger & Power in Women's Groups, Women & Group Psychotherapy:

Theory & Practice, ed., B. DeChant. New York: The Guilford Press.

2. Doherty, P. et al. (1996). Competition in Women: From Prohibition to Triumph in Women and Group

    Psychotherapy, ed., B. DeChant. New York: The Guilford Press.

3. Dubner, M.A.P. (1998). Envy in the Group-Therapy Process. International Journal of Group Psychotherapy,  

    48(4), 519-531.

Section IV 

Experiencing Modern Group Analysis

Instructor:

Lena Furgeri, ACSW, Ed.D., CGP, FAGPA, Faculty Supervisor, Center   for Advancement of Group Studies, New York, New York

This section enables us to learn experientially about a system of intervention designed to deal with group resistances. Topics include understanding the use of the analytic contract and using such techniques as bridging, joining, mirroring and progressive emotional communication all crucial to an interactive model and a well functioning group.

 

Course Learning Objectives

The attendee will be able to:

1. Understand how the group contract is used as a tool to study resistances.

2. Define bridging and progressive emotional communication and how they contribute to a well functioning group.

3. Observe and experience how the role of the leader contributes to an interactive model.

Course References:

1. Ormont, L. (1999). Establishing Transient Identification in the Group Setting. Modern Psychoanalysis, 24 (2), 143-156.

2. Ormont, L. (2002). Meeting Maturational Needs in Modern Group Analysis. Modern Psychoanalysis, 27 (1), 21-30.

3. Ormont, L. (2000). Where is Group Treatment Going in the 21st Century?" Group 24 (2/3) 185-192.
 

Section V

Fostering Regression: The 'Omnipotent Child' Takes Center Stage

Instructor:         

  

          Stewart Aledort, M.D., CGP, Clinical Faculty, Washington Psychoanalytic

          Society, Washington, D.C., Faculty of National Group Psychotherapy Institute

          of Washington School of Psychiatry

This section will demonstrate over time, the four major developmental phases of group psychoanalysis that the group, the leader and the group members must negotiate to organize around an effective durable analytic culture. The psycho-sexual developmental phase, along with its attendant narcissistic and object related conflicts will be experienced and examined. This model can be applied to once weekly groups.

Course Learning Objectives

The attendee will be able to:

1. Identify and understand the "Omnipotent Child".

2. Understand the rule of identity format through the passionate bad fit.

3. Identify the power of passion in the group.

 

Course References:

1. 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.

2. Aledort, S. (2003). Fleshing out the Omnipotent Child in Group Psychotherapy. Group, 27, 151-169.

3. Cohen, B. (2000). Intersubjectivity and Narcissism in Group Psychotherapy: How Feedback Works.  

    International Journal of Group Psychotherapy, 50, 163-181.

Section VI 

Functional Role-Taking: Beyond Survival to Developing and Thriving in Organizations

Instructor:       

    

Susan Gantt, Ph.D., ABPP, CGP, Director, Systems-Centered Training and

Research Institute, Atlanta, Georgia

 

Systems-centered training enables a shift from taking one's work roles personally to working them functionally in support of the goals of the context. This section will build a systems-centered context in which to explore the challenges of role-flexibility and functional role-taking.

 

Course Learning Objectives

The attendee will be able to:

1. Discriminate between functional organizational roles and the ongoing personal role suction to maladaptive roles. 

2. Apply systems-centered thinking to learn to locate oneself in role related to the goal of the context.

3. Identify how to increase one’s capacity for role flexibility.

 

Course References:

1. Agazarian, Y., & Philibossian, B., (1998). A Theory of Living Human Systems as an Approach to Leadership

    of the Future with Examples of How it Works. In E. Klein, F. Gabelnick & P. Herr (Eds.), The Psychodynamics of Leadership. Madison, CT: Psychosocial Press.
2. Agazarian, Y., & Gantt, S. (2000). Autobiography of a Theory. London: Jessica Kingsley.
3. Carter, F. (2000). Relationships as a Function of Context. In U. McCluskey and C. Hooper (Eds.),

    Psychodynamic Perspectives on Abuse: The Cost of Fear. London and Philadelphia: Jessica Kingsley.
 

Section VII 

Gender, Sexuality and Shame

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

Instructors:

 

Steve Cadwell, Ph.D., LICSW, CGP, Private Practice, Boston,

Massachusetts

James Fishman, M.S.W., LCSW, CGP, Private Practice, San Francisco,

California

"Splitting off" or disowning parts of ourselves often results in shaming and scapegoating. In this section, the power of group therapy will be harnessed to integrate polarities in gender role and sexual orientation. Clinicians' countertransference will be addressed through group process within the Institute. We'll also address issues of misogyny, the dilemma of "transcending" vs. "acknowledging" difference, and creating safety for non-normative desires.
Note: This section is open to participants of all genders and sexual orientations.

Course Learning Objectives

The attendee will be able to:

1)   Recognize the leaders’ crucial role in establishing safety in the group so the group can safely explore gender role and sexuality.

2)  Identify group dynamics concerning issues of gender role and sexuality

3) Identify resistance and  transference issues within the group process concerning issues of gender and sexuality; which can help them deal more effectively with their countertransference issues which arise in their work.

 

 Course References:

1. Benjamin, J. (1988). The Bonds of Love: Psychoanalysis, Feminism, and the Problem of Domination. New

    York: Pantheon Books.
2. Domenici, T. and Lesser, R. (1995). Disorienting Sexuality. London, Great Britain: Routledge Press.
 3. McWilliams, N. (1996). Therapy across the Sexual Orientation Boundary: Reflections of a Heterosexual  

    Female Analyst on Working with Lesbian, Gay, and Bisexual Patients. Gender and Psychoanalysis, 1, 203-

    221.
 

Section VIII 

The Group-as-a-Whole: A Self-Psychological Perspective

Instructor:

 

                     Walter Stone, M.D., CGP, DFAGPA, Professor Emeritus, University of

                 Cincinnati, Cincinnati, Ohio

This section will examine the impact of a consistent application of self psychological and intersubjectivity principles to group members' experience of the interpersonal and whole group processes. Discussion of members and therapist experience will link these theories to the change process.

Course Learning Objectives

The attendee will be able to:

1. Discuss the impact of an empathic stance on group development

2. Discuss the process of narcissistic injury,  personal solution, and resolution with

elements of a co-constructed group state

 

Course References:

1. Fonagy, P., Gergely, G, Jurist, E.L. & Target, M: (2002) Affect Regulation, Mentalization and the Development of the Self: New York: Other Press.
2. Livingston, M.S. (2003) Vulnerability, Affect and Depth in Group Psychotherapy. Psychoanalytic Inquiry, v.

    23, 646-677.

3. Stone, W.N. (2001) The Role of the Therapist's Affect in the Detection of Empathic Failures,

    Misunderstandings and Injury. Group 25, 3-14.
 

 

Section IX

Integrating Spirituality, Meditation and Group Therapy

Instructor:

 

Kenneth Porter, M.D., CGP, FAGPA, President-Elect, Association for

Spirituality and Psychotherapy, New York, New York

This section will demonstrate experientially spiritually oriented group psychotherapy, teaching an innovative paradigm with new models of therapeutic philosophy, self, healing process and therapeutic technique. Most time will be spent in spiritually oriented group process, with significant time also in meditation with instruction. There will also be a didactic theoretic section.

Course Learning Objectives

The attendee will be able to:

1. Engage in basic practice of mindfulness meditation

2. Understand the essentials of the paradigm of spiritually-oriented psychotherapy

3. Integrate mediation into his/her own clinical practice

 

Course References:

1. Porter, K. (2004). Who We Really Are: Buddhist Approaches to Psychotherapy and Group Psychotherapy. 

    Group, 28 (4).
 2. Schermer, V. (2003). Spirit and Psyche. London: Jessica Kingsley Publishers.
3. Welwood, J. (2000). Toward a Psychology of Awakening. Boston, MA: Shambhala Publications.
 

Section X 

Integrative Relational Group Therapy

Instructor:

 

Michael Stiers, Ph.D., CGP, Faculty, Washington School of Psychiatry,

Washington, D.C.

 

Contemporary group psychotherapy is informed by relational theories, including interpersonal, object relations and intersubjective approaches. This experiential section will use these theoretical approaches as interchangeable lenses to focus on the group's development. The feasibility of integrative approaches will be discussed by making use of the members' experience.
 

Course Learning Objectives

The attendee will be able to:

1.   Apply relational approaches to group therapy.

2.  Discuss the feasibility of considering different theoretical approaches as organizing lenses that can be used to facilitate the group at various stages of its development.

3. Compare the role of the relational group facilitator with the role of the leader-center facilitator. 

 

Course References:

1. Billow, R.M. (2003). Relational Group Therapy: From Basic Assumptions to Passion. London: Jessica

    Kingsley.
2. Green, Z. and Stiers, M.J. (2002). Multiculturalism and Group Therapy in the United States: A Social  

    Constructionist Perspective. Group, 26, 233-246.

3. Wright F. (2004). Being moved seen, disrupted and reconfigured: Group leadership from a relational

    perspective. International Journal of Group Psychotherapy, 54, 235-250.

Section XI

Keeping Hope Alive: Countertransference Repercussions of Working with Trauma in Groups

Instructor:

Nina Thomas, Ph.D., ABPP, CGP, FAGPA, Co-Chair and Supervisor, Relational Orientation, NYU Postdoctoral Program in Psychotherapy and Psychoanalysis, New York, New York

 

The group therapist is challenged to maintain his or her therapeutic skills by the multitude of traumas our patients survive, whether disaster, terrorism, war, sexual and physical traumas, racism, or discrimination of all sorts.  This Institute offers participants a forum within which to work with, on and through the trauma accumulated from the therapy groups they lead.  Using case supervision and experiential groups, we will highlight the countertransference issues involved in this work.  Group members are asked to share clinical experiences and cases for peer discussion and will be invited to create personally meaningful ways of managing the effects of their work with trauma.

 

Course Learning Objectives

The attendee will be able to:

1.  Recognize the manifestations of trauma’s impact on his/her life and work

2.  Develop personally meaningful ways of managing and containing these effects.

3.  Identify the threats to the therapist’s identity as a “helper” from exposure to trauma.

 

Course References:

1. Altfeld, D.A. and Bernard, H.S. (1999) “Experiential group psychotherapy supervision.” Group Psychotherapy, 49, 237-254.

2. Figley, C.R. (Ed.) (1995). Compassion Fatigue: Coping With Secondary Traumatic Stress Disorder in Those Who Treat the Traumatized. New York:  Bruner-Mazel.

3. Figley, C.R. (2002).  “Compassion fatigue: Psychotherapists’ chronic lack of self-care.” Journal of clinical psychology, 58 (11), 1433-1441.

Section XII

Keeping Our Passion Alive - Leading Groups and Enriching the Leader's Inner Life

Instructors:           

 

Martha Gilmore, Ph.D., CGP, Private Practice, Davis and Sacramento,

California

Haim Weinberg, M.A., Faculty member, Group Leader's Training Program,

Tel-Aviv University, Tel-Aviv, Israel

The process of the Institute will be used to examine how group leadership can heal the group and also to enrich the leader's inner life. Maintaining a therapeutic stance in group work helps the leader prevent burnout and vicarious traumatization and enhances self-care. Counter-transferential, gender, group and societal pressures will be addressed.

Course Learning Objectives

The attendee will be able to:

1. utilize methods of recognizing and preventing burnout and vicarious traumatization.

2. identify specific countertransference contributions to burnout and depletion.

3. apply a larger repertoire of self-care methods.

 

Course References:

1. American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American

    Psychologist, 57.

2. Cunningham, M. (2004). Avoiding vicarious traumatization: Social support, spirituality and self-care. In

    N.B. Webb (Ed.), Mass trauma and violence: Helping families and children cope. New York: Guilford. 

3. Dalenberg, C. J. (2000). Countertransference and treatment of trauma. Washington, D.C.: American

    Psychological Association.

Section XIII

Love and Desire in the Group Transference: A Lacanian View

Instructor:

       

           Macario Giraldo, Ph.D., CGP, Chair, National Group Psychotherapy

           Institute, Washington School of Psychotherapy, Washington, D.C.

Jacques Lacan's identified critical factor of maintaining desire while facing our primary loss will be explored in this section. Transference in current psychoanalytic theory will be compared with Lacan's view. The role of the therapist's desire in the development of the psychoanalytic group will be demonstrated in theory and practice.

Course Learning Objectives

The attendee will be able to:

1. Compare the understanding of transference in current psychoanalytic theories with Lacan's view

2. Utilize the concept of desire as a crucial tool in the management of the transference relationship

3. Identify the differences and similarities of psychotherapeutic love and romantic love

 

Course References:

1. Giraldo, M. (2001). Chaos and Desire: The Simple Truth of the Unconscious in the Psychoanalytic

Group. Group Analysis, 34:3;349-362.

2. Nehamas A. & Woodruff, P. Plato: Symposium. Hackett Publishing Co. Indianapolis and Cambridge 

1989.
 3. Verhaegue, P. (1999). Love in a Time of Loneliness: Three Essays on Drive and Desire. Other

Press, New York.

Section XIV 

The Meeting of Female Minds: Intersubjectivity in Women's Groups

Instructor:

 

Barbara Cohn, Ph.D., CGP, FAGPA, Associate Clinical Professor, Columbia

University, College of Physicians and Surgeons, New York, New York

 

For years theorists have described a blending of subjectivities as a fundamental part of the all-female group. How does such an experience contrast to what relational theorists call the co-creation of the intersubjective third? Are relational theorists re-inventing a wheel that has propelled women's groups for a long time? Participants in this section will explore these ideas as they emerge in the group dialogue and in discussions that follow a group process experience.

 

Course Learning Objectives

The attendee will be able to:

1. Have a greater understanding of intersubjectivity as theory and technique.

2. Have a greater understanding of the role of subjectivity and identification in women’s groups.

3. Increase understanding of how to incorporate intersubjective theory into technique.

Course References:

1. Billow, Richard M. (2003). Relational Group Psychotherapy. London/New York: Jessica Kingsley Publishers

    Ltd.

2. DeChant, B. (1996). Women and Group Psychotherapy. New York: Guilford Publications.

3. Mitchell, S. (2000). Relationality: From Attachment to Subjectivity:. London: The Analytic Press.

Section XV

A Men's Group

 

Instructor:           

 

Isaac Youcha, M.S.W., Private Practice, New York, New York

This experiential group will offer members (all men) the opportunity to examine what it means to be a man in today’s world. How has the image of men changed over the years and how has the women’s movements effected men. What are the pressures men live under and how do they effect men physically, emotionally and in their roles as fathers, sons, husbands and brothers.

Course Learning Objectives

The attendee will be able to:

1. Explore what are some of the pressures and stresses men are exposed to

2. Explore idealized images of men.  Historically & currently

3. Search for the father in our society

 

Course References:

1. Pruett, K. (1987). The Nurturing Father. Warner Books, Paperback.

2. Pruett, K. The Nurturing Fathers: Journey Toward the Complete Man. Warner Books.

3. Pruett, K. (2001). Fatherneeds: Why father care is as essesntial as mother care for your child. Broadway 

    Books.

 

Section XVI 

The Narcissistic Underpinnings of Group Therapy

Instructor:

 

Bennett Roth, Ph.D., CGP, FAGPA, Faculty, Adelphi University, Postdoctoral

Programs in Group Therapy, Garden City, New York

Analytic group therapy rests and interacts with an underpinning of narcissistic vanes. By paying attention to these elements, the nature of group interaction can be modified creating Narcissistic tensions in the group. Participants will share their experience and become working group members. Didactic presentations will follow each group session.

Course Learning Objectives

The attendee will be able to:

1. Understand Narcissistic relations in group

2. Understand Narcissistic regression in group

3. Understand Narcissistic power of the group leader

 

Course References:

1. Roth, B. (1982). Six types of borderline and narcissistic patients, International Journal of Group

    Psychotherapy.

2. Roth, B. (1995). Narcissistic Patients in Group Therapy: Disorders of Narcissism. APA Press Ronnigstam.

3. Roth, B. (1990). The group that would not relate to itself. The Difficult patient in Group in Group. AGPA 

    Monograph.

Section XVII

Overview of CBT for Non-CBT Group Therapists

Instructor:           

 

            Allen Fay, M.D., Associate Clinical Professor, Department of Psychiatry, Mount Sinai School of Medicine, New York, New York

 

Since its inception in the 1960s, modern behavior therapy has emerged as one of the

major modalities of intervention in psychological-psychiatric disorders, with relevance

to virtually the entire spectrum of DSM and non-DSM problems. The section will

consist of a review of the contributions of major historical figures, a presentation of

the fundamental assumptions of CBT, the basic models of learning, the rich panoply

of techniques they have spawned and the application of these techniques to a wide

range of clinical problems. The format will include lectures, informal discussion, video

presentation, participants' cases (bring video if you wish) and an experiential

component. Although the vast majority of the CBT research has been done with

individual subjects and to some extent families and couples, many of the

interventions lend themselves to group approaches.

 

Course Learning Objectives

1.  Identify patients who are suitable for group CBT

2.  Describe the basic learing models

3.  Apply CBT techniques to individual and group treatment, particularly as applied to anxiety disorders, non-bipolar depression and relationship stress

 

Course References: