Courses:
12-Hour Courses
Thursday, March 8
& Friday, March 9
Friday, March 9 & Saturday, March 10
6-Hour Courses
Thursday, March 8
Friday, March 9
Saturday, March 10
Trauma and
disaster come in many forms, both natural and man-made. Since
resilience and recovery takes place in communities, groups may be
especially well-suited for trauma intervention intended to help
survivors share and explore their experiences, begin to reconnect
with others and reestablish a sense of trust, and learn to cope
effectively going forward.
Course
participants will have an opportunity to learn about the multiple
emotional impacts of trauma, as well as a series of group
intervention strategies and protocols designed to address the needs
of particular populations, e.g., adults, children, organizations.
Emphasis will be placed on applying what participants learn to their
back home situations.
Learning Objectives:
The
attendee will be able to:
1. Learn to distinguish normal from pathological responses to
trauma.
2. Learn
population-specific protocols for group intervention following
trauma.
3. Learn general
principles for conducting needs assessment and formulating
intervention strategies following trauma
Course References:
1. Buchele, BJ &
Spitz, HI (Eds.)(2004). Group interventions for treatment of
psychological trauma. New York: American Group Psychotherapy
Association.
2. Klein, RH &
Phillips, S (Eds.). Public mental health service delivery protocols:
Group interventions for disaster preparedness and response. New
York: American Group Psychotherapy Association (in press).
3. Klein, RH & Schermer, VL (Eds.) (2000) Group
psychotherapy for psychological trauma. New York: Guilford Press.
6-Hour Courses
Thursday,
March 8
10:00 A.M. –
6:00 P.M.
C3. How Do You
Know Your Groups are Working? A Toolkit for the Evidence-Based Group
Therapist
Today's mental health climate has been called the age of
accountability (Lambert & Ogles, 2004). Most clinicians are faced
with the expectation that the effectiveness of the mental health
treatment they provide will be documented by objectives, measures,
and outcomes. In short, reliable measures of patient change must be
implemented to demonstrate that treatments are working. This
expectation is driven by several forces include regulatory bodies,
public and private funding sources, and professional
associations. The goal of the CORE-R is to provide clinicians with
recommendations regarding psychometrically sound and empirically
tested outcomes and process instruments that have been shown to be
of value in the group literature. This course will provide an
overview of the CORE-R. (Participants are expected to bring a copy
of the CORE-R or purchase one at the conference to this course.)
Learning
Objectives:
The
attendee will be able to:
1. Identify the major models of
evidence-based treatment proffered today and articulate how the CORE
fits in with each.
2. Identify the evidence-based principles for selecting members and
composing groups as well at promising instruments used to identify
group member that might respond best in a group format
3. Articulate the evidentiary base for core group processes and
dynamics (therapeutic alliance, cohesion, group climate, therapeutic
factors), CORE measures tapping these dimensions and how one might
use these to empirically guide a group.
4. Identify different approaches to assessing patient progress and
how to use the patient-centered approach to identify potential
treatment failures and increase the aggregate outcomes of group
members.
5. Master one method for using patient improvement or lack thereof
as a method of feedback in working with members who may be likely to
drop out of group treatment.
Course References:
Learning
Objectives:
The
attendee will be able to:
1. Enhance the professional skill set
of the group supervisor by defining specific areas in the conduct of
therapy groups that will become focal points in group supervision.
2. Delineate ethical, legal and
other considerations that occur in the course of conducting group
psychotherapy and, consequently, fall under the purview of group
supervision.
Course References:
1. Clinical Supervision (3rd ed.).
Boston, MA: Pearson.
2. Dies, R. (1980). Group psychotherapy: Training and supervision.
In Hess, A. (Ed.). Psychotherapy Supervision Theory, Research &
Practice. New York: Wiley.
3. Trachtman, R. (1985). Addressing the therapist’s
characterological problems in supervision. Issues in Ego Psychology,
8, 63-66.
4. Watkins, C.E. (Ed.). (1997). Handbook of Psychotherapy
Supervision. New York: Wiley.
5. Weber, R., Costikyan, N., Fales, H. & Morgan, S. (1995). An
observation of group dynamics model for teaching psychoanalytic
psychotherapy. Academic Psychiatry, 19(1), 12-20.
Friday, March 9
10:00 A.M. –
6:00 P.M.
Learning
Objectives:
The attendee will
be able to:
1. Describe core
cognitive-behavioral methods in group work.
2. Delineate how
to integrate group process skills and stages of development within a
CBT group.
3. Discuss
understanding of how to integrate interpersonal and psycho dynamic
models within a CBT group.
Course References:
1. MacKenzie,
K.(1997). Time Managed Group Psychotherapy: Effective Clinical
Applications. Wash. DC.: American Psychiatric Press.
2. Weisman, M.,
Markowitz, J.C., Klerman, G.(2000). Comprehensive Guide to
Interpersonal Psychotherapy. New York: Basic Books.
3. White, J. Freeman, A. , (editors).(2000).
Cognitive-Behavioral Therapy: For Specific Problems and Populations.
Wash. DC. American Psychological Pres
Saturday,
March 10
10:00 A.M. -
6:00 P.M.
C6.
Integrated
Couples Therapy: Combined Approach of Inter-Analytic Couples Therapy
Learning Objectives:
1. To learn about Inter-analytic
Couples therapy (I-ACT).
2. To learn about Attachment Theory and Treatment (AT&T).
3. To learn about IS-TDP.
4. To integrate I-ACT with AT&T and IS-TDP.
Course
References:
To be provided. |
