|
51st
ANNUAL INSTITUTE
Special
Institute Presentation
Monday,
March 5, 9:30 A.M.-5:00 P.M.
Registration Form
Who’s
Crazy Here?:
The Slippery Slope
in
the
Therapeutic Moment
Instructor:
Anne Alonso, Ph.D., CGP, DFAGPA
In the difficult work of
joining with and responding to our patients' distress we can
overlook our own vulnerabilities. Now that we have come to
understand that the co-created transferences in our groups are
influenced by personal neurotic conflicts as well as global
conflicts and the natural disasters we all live with, it is
incumbent to care for all the parties in the clinical moment. None
of us is immune to these stresses. Thus we may find ourselves with
"crazy" fantasies that can, if we are not careful, spill into the
work to the detriment of our patients.
The
goal of this Institute is to encourage a dialogue among the
participants relating to the clinical potential for “slipping and
sliding” that is always a challenge. To do this, we will view film
clips from popular films, such as What About Bob? and
Analyze This as stimuli for our conversation.
This session
will be presented two formats. In the morning, participants will be
seated in groups of 12 with a facilitator/scribe. Several film vignettes
will be shown as stimuli. After each clip, the small
groups, aided by talking points, will discuss the vignettes. After
each of two such, a member from each group will summarize the
conversation in his/her small group and then report back to the
Large group. In the afternoon, Dr. Alonso will conduct an observed
group with volunteers from the audience, leaving ample time for questions, reflections, and hopefully,
greater clarity about ways to find ourselves renewed and ready to
scale the slopes once again with greater equanimity!
Dr. Anne Alonso is a Clinical Professor in the Department of Psychiatry,
Harvard Medical School and Director of the Center for Psychoanalytic
Studies at Massachusetts General Hospital in Boston, Massachusetts.
She is a past president of the American Group Psychotherapy
Association and past chair of the Group Psychotherapy Foundation. Dr.
Alonso is also a Distinguished Fellow of the AGPA, a Fellow of the
American Psychological Association and recipient of the Best Group
Psychologist from that organization. She was awarded the prestigious
Clifford Barger award for Mentoring from Harvard Medical School. She
is professor emerita from the Fielding Graduate School of
Psychology. Dr. Alonso has published prolifically in the field on
dynamic theory and therapy, and serves on several editorial boards.
She has authored two books and over 50 refereed articles, chapters
and reviews.
Continuing Education for Special Institute Presentation:
5.5 credits/.55 units
Two-Day Institute Sections
Tuesday
& Wednesday, March 6-7
Registration Form
INSTITUTE OPENING SESSION
Tuesday,
March 6, 8:30-9:15 A.M.
Finding
Yourself in the Group
David
Hawkins, M.D., CGP, DFAGPA
We all live, work,
grow up and find/form our identities in groups. What better place
could there be than a group, then, in which to come to know
ourselves better? In an AGPA Institute Psychodynamic Process Group
we spend two days learning how a group goes through its
developmental trajectory. We watch the leader, or leaders, assist
the group in creating a safe environment and developing useful
working norms. We also have a remarkable opportunity to meet
unfamiliar parts of ourselves that are stirred in our internal
experience or are reflected to us by other group members.
Dr. David Hawkins, is a psychiatrist in private practice in Chapel Hill, North
Carolina. He conducts training groups in psychodynamic group
psychotherapy in Atlanta and Chapel Hill and lectures nationally on
group psychotherapy. He is a past president of the American Academy
of Psychotherapists and a past president and Distinguished Fellow of
the American Group Psychotherapy Association. His particular
interest is the ongoing exploration of the leader's self that is
stimulated by working with psychotherapy groups.
The Institute
is scheduled over two full days: Tuesday, March 6, 9:30 A.M. –
6:00 P.M. and Wednesday, March 7, 8:15 A.M. - 5:30 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 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 patient
population. PGE sections are essential training for all
professionals who work with groups. A portion of each PGE will be
didactic. 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. Many of the Specific
Interest Sections have experiential components.
Registration maximum has been set by each
instructor.
Continuing Education for Two-Day Institute Sections: 14.0 credits/1.4 units
EVALUATION, RESEARCH AND OBSERVATION:
Institute sections will be observed by Institute Subcommittee
members. Some events have been selected for research projects
approved and conducted under the auspices of the Association.
In addition all registrants will be asked to complete
questionnaires, designed to aid us in continuing to provide high
quality meetings, upon conclusion of their attendance at events.
The last few minutes of each event will be utilized for
completion of questionnaires.
PROCESS GROUP
EXPERIENCE (PGE) SECTIONS
I-A. GENERAL
PROCESS GROUP EXPERIENCE
Entry Level
0-4 years of group psychotherapy experience
- Instructors:
-
1.
Josephine Cunningham Tervalon, LCSW, CGP, FAGPA,
Private
Practice, Houston, Texas
-
2.
John Caffaro, Ph.D.,
Professor,
California School of Professional Psychology, Los
Angeles, California
-
3.
Joshua Gross, Ph.D., CGP, ABPP, FAGPA,
Psychologist and
Group Psychotherapy Coordinator, University Counseling Center, Florida
State University, Tallahassee, Florida
-
4.
Janice Morris, Ph.D., CGP,
Private Practice,
Austin, Texas
-
5.
Robert Evans Schulte, M.S.W., CGP,
Private Practice, Alexandria, Virginia
-
6.
Joan-Dianne Smith, M.S.W., RSW, FCGPA,
Private Practice,
Winnipeg, Manitoba,Canada
Intermediate
Level
4-9 years of group psychotherapy experience
Instructors:
7.
Russell Hopfenberg, Ph.D., CGP,
Private
Practice, Raleigh, North Carolina
8.
Saul Hopper, Ph.D., CGP,
Private Practice,
Fort Collins, Colorado
9.
Lise Motherwell, Psy.D., Ph.D., CGP, FAGPA,
Faculty, Center
for Psychoanalytic
Studies, Massachusetts General Hospital, Boston, Massachusetts
10. Judith
Schaer, LCSW, M.S.W., CGP,
Co-Director, Long
Island Center for Group Training, Long
Island, New York
Advanced Level
10+ years of group psychotherapy experience
Instructors:
11.
Arnold Cohen, Ph.D., CGP,
Associate in
Psychology, Department of Psychiatry, Harvard Medical School, Massachusetts General
Hospital, Boston, Massachusetts
12. Lena
Furgeri, Ed.D., LCSW, CGP, FAGPA,
Private Practice,
New York, New York
13. Dale
Godby, Ph.D., ABPP, CGP,
Dallas Group
Analytic Practice, Dallas, Texas
14. Joan
Medway, Ph.D., LCSW, BCD, CGP,
Private Practice,
Potomac, Maryland
15.
Joseph (Jev) Sikes, Ph.D., CGP,
Private Practice,
Austin, Texas
I-B.
PROCESS GROUP EXPERIENCE SECTION WITH MIXED LEVELS OF EXPERIENCE
Instructor:
Norman Neiberg, Ph.D., PC, CGP, DFAGPA,
Private Practice,
Newton, Massachusetts
I-C. PROCESS GROUP EXPERIENCE SECTION FOR SENIOR THERAPISTS
Limited to prior AGPA Institute instructors or registrants who have participated in
four or more AGPA Institutes.
Instructors:
1.
Jerome Gans, M.D., CGP, FAGPA,
Associate Clinical
Professor of Psychiatry, Harvard Medical School, Boston, Massachusetts
2.
Beatrice Liebenberg, M.S.W., CGP, DFAGPA,
Private
Practice, Washington, D.C.
I-D. TWO-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at two consecutive Annual Meetings.
Instructors:
1.
Bruce
Bernstein, Ph. D., ABPP, FAGPA, Private Practice, Great
Barrington,
I-E. THREE-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at three consecutive Annual Meetings.
Instructors:
Process Group Experience Sections – Course References:
SPECIFIC
INTEREST SECTIONS
Section II
The Art
of Culture-Building in the Group: An Experiential Journey
Instructors:
Frederic Ilfeld, Jr., M.D., CGP,
Clinical Professor
of Psychiatry, University of Nevada School of Medicine, Reno, Nevada
Barbara Squire-Ilfeld, M.S.N., RNCS, CGP,
Private Practice,
Olympic Valley, California
Utilizing the experiential group
process, didactic presentation, and open discussion, the leaders
will 1) clarify the concept and mechanism of the group's culture as
a paramount therapeutic factor, 2) highlight those cultural elements
(shared norms and values) that maximize therapeutic movement, and 3)
illustrate techniques for facilitating these therapeutic norms and
values.
Learning Objectives:
The attendee will be able to:
1. Describe the manner in which cultural norms and
values influence the group process.
2. Identify those specific norms and values that best
contribute to therapeutic change.
3. Utilize specific therapist techniques that help
therapeutic norms and values evolve, thereby contributing to
individual change within the group.
Course References:
1. Greene, L. (2003). The State
of Group Psychotherapy Process Research. International Journal of
Group Psychotherapy, 53, 130-134.
2 .Leszcz, M. (1992). The
Interpersonal Approach to Group Psychotherapy. International Journal
of Group Psychotherapy, 42, 37-62.
3. Yalom, I. and Leszcz, M.
(1995).
The Theory and Practice of Group Psychotherapy. (5th Edition).
New York: Basic Books.
Section III
Attachment Theory and Group
Psychotherapy
Instructor:
Philip Flores,
Ph.D., ABPP, CGP, FAGPA,
Private Practice,
Atlanta, Georgia
This section will
experientially demonstrate the ways that attachment theory furnishes
an effective theoretical formula for informing the delivery of group
treatment. Particular attention will be paid to the process of
attachment and the inevitable rupture, repair, and reunion that
occurs in all healthy, functional and authentic relationships.
Learning
Objectives:
The attendee will
be able to:
1. Demonstrate
ways that attachment theory can be applied to group psychotherapy.
2. Define the
different styles of attachment (Avoidant, Ambivalent, Disorganized,
& Secure) and their relationship to group.
3. Identify the
ways that secure base and exploration are intricately connected.
Course References:
1. Lewis, T.,
Amini, F., & Landon, R. (2001).
A General Theory of Love. New York: Random House.
2. Flores, P. J.
(2004).
Addiction as an Attachment Disorder. Northvale, NJ: Jason
Aronson Press.
3. Fonagy,
P., Gergely, G., Jurist, E. & Target, M., (2002).
Affect Regulation, Mentalization and the Development of the Self.
New York: Other Press.
Section IV
Competition for Intimacy: Envy,
Jealousy and Enjoyment
Instructors:
Leyla Navaro,
M.A.,
Private Practice, Istanbul, Turkey
Steven Van
Wagoner, Ph.D., CGP,
Private Practice,
Washington, D.C.
This section will
illustrate how men and women struggle for intimacy in groups,
including through competition, avoidance, or mutual sharing and
enjoyment. Issues of inclusion, exclusion, rejection and consequent
vulnerabilities will be worked out. Participants will analyze the
various ways of constructing and holding intimacy, attitudes and
gender differences in closeness and mutuality, as well as in
self-inclusion/exclusion. Competing for intimacy with its
potentially destructive by-products like envy and jealousy will be
highlighted through mutual feedback during the group process.
Learning
Objectives:
The attendee will
be able to:
1. Distinguish
between healthy and destructive aspects of competition in groups.
2. Identify the
impact of boundary shifts on competition and intimacy.
3. Identify one's
own pattern of approaching and avoiding intimacy in group, including
competitive aspects of striving for intimacy.
4. Critically
evaluate how men and women differ in the struggle for intimacy, as
well as how they are similar.
Course References:
1. Doherty, P. et
al. (1996).
Competition in Women: From Prohibition to Triumph in Women and Group
Psychotherapy: Theory and Practice (ed). B. DeChant. New York:
The Guilford Press
2. Jordan, J.
(1991). The Meaning of Mutuality in Women’s Growth in Connection,
81-97. New York: The Guilford Press.
3. Maguire, M.
(1987). Separation and Intimacy: Crucial practice issues in working
with women in therapy. Living with the Sphinx: Papers from the women
therapy center. London: Women’s Press.
4. 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
Section V
Exploring Gender Issues in Group:
Contrasting Female/Male and Combined Experiences
Instructors:
Hylene Dublin,
M.S.W., LCSW, BCD, CGP, FAGPA,
Private Practice,
Winnetka, Illinois
Darryl Pure,
Ph.D., ABPP, CGP, FAGPA,
Associate in
Clinical Psychiatry, Feinberg School of Medicine, Northwestern
University, Chicago, Illinois
Men and women
often approach issues from differing perspectives. This section
will expose participants to a model of single gender groups with the
opportunity to experience and examine the dissimilarities between
genders. Subsequently, the groups will be combined providing an
opportunity to experience the impact and the capacity for bridging
differences.
Learning
Objectives:
The attendee will
be able to:
1. Learn about
research and theory regarding men’s and women’s behavior in
single-gendered groups.
2. Learn about
research and theory regarding men’s and women’s behavior in combined
gender groups.
3. Observe
similarities and differences in the functioning of men and women in
single-gendered groups.
4. Observe the
impact on group participation of combining men and women in groups.
Course References:
1. Andronico, M.
(Ed.) (1996)
Men in Groups: Insights, Interventions, and Psychoeducational Work.
Washington, DC: American Psychological Association.
2. Alonso, A. and
Rutan, J. (1979). Women in Group Therapy. International
Journal of Group Psychotherapy, 29: 187.
3.Dublin, H. (in
press). The evolution of the female self: Attachment,
identification, competition, collaboration, and mentoring. In
Navaro, L. & Schwartzberg, S. (Eds.) Contemporary perspectives on
jealousy, envy, competition, and gender. London: Brunner-Routledge.
4.
Reed, B.G. (1983). Women leaders in small groups:
Social-psychological, Psychodynamic and Interactional perspectives.
In Reed, B.G. and Darvin, C.D. (eds.),
Social Work with Groups, GroupWork with Women, GroupWork with Men:
An overview of gender issues in social group work practice, p.
153.
Section VI
Fire and Ice: The Fate of Love
and the Erotic in Group Psychotherapy
Instructor:
Allan Elfant,
Ph.D., ABPP, CGP, FAGPA,
Private Practice,
State College, Pennsylvania
The inevitable and
enlivening occurrence of love, passion, and sexuality in our
psychotherapy groups creates possibilities for personal
transformation. However, the experiences of these charged themes
also pose risks and dilemmas for the group, its members, and group
leaders. Through an experiential format, we will explore these
delicate and sensitive issues.
Learning
Objectives:
The attendee will
be able to:
1. Discuss the
complicated group tensions that occur when issues of love and the
erotic are engaged.
2. Appraise the
risks and benefits of experiencing and expressing desire and love in
group psychotherapy.
3.
Identify and explain the constructive as well as harmful impact of
group leader countertransference issues that arise when love and
erotic feelings are voiced in our groups.
Course References:
1. Benjamin, J.
(1995).
Like Subjects, Love Objects: Essays on Recognition and Sexual
Difference. New Haven, CT: Yale University Press.
2.
Mann, D. (1999).
Psychotherapy: An Erotic Relationship: Transference and
countertransference passions. New York: Penguin Books.
3.
Person, E. (1988).
Dreams of Loving and Faithful Encounters: The power of romantic
passion. New York: Penguin Books
Section
VII
Fostering Regression: The
Omnipotent Child Takes Center Stage
Instructor:
Stewart Aledort,
M.D., CGP,
Clinical Faculty, Washington Psychoanalytic
Society,
Washington, D.C.
This institute
section will demonstrate, over time, the four major developmental
phases of group psychoanalysis that the group and leader must
negotiate to organize around an effective, durable analytic culture.
The psycho-sexual phase, along with its narcissistic and object
related conflicts will be experienced. This model can be applied to
once weekly groups.
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. Identify the
organization through the passion of the bad fit.
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.
Mahler, M. (1968).
On Human Symbiosis and the Vicissitudes of Individuation. New
York: International University Press.
Section
VIII
Functional Role-Taking: Beyond
Survival to Developing and Thriving in Organizations
Presented in
cooperation with the Systems-Centered
Training and
Research Institute
Instructor:
Susan Gantt,
Ph.D., ABPP, CGP,
Assistant
Professor in Psychiatry, Emory University School of Medicine,
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.
Learning
Objectives:
The attendee will
be able to:
1. Discriminate
between functional organizational roles and the ongoing personal
role suction to nonfunctional 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.,
and 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.
Gantt, S. and Agazarian, Y. (2006).
SCT in Action. London: Karnac.
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 IX
Gender, Sexuality and Shame
Instructor:
Steve Cadwell,
Ph.D., CGP,
Private Practice,
Boston, Massachusetts
-
This is an
Institute section is for ALL GENDERS and SEXUAL ORIENTATIONS. Often
our earliest experience within our families and peers polarizes
gender and sexuality into simplistic dichotomies:
masculine/feminine, gay/straight. We feel shame rather than healthy
affirmation of our diverse experience. This section will affirm our
diverse experience of sexuality and gender. Affirmation of diversity
in group affirms our internal personal complexity as well.
-
-
Learning
Objectives:
-
The attendee will
be able to:
-
1. Model the
leader's crucial role in establishing safety in the group so the
group can explore gender role and sexuality. Tone will be of
Affirmative Action: “Do ask. Do tell. Do pursue.” The importance
of being SEEN and RECOGNIZED will be understood and experienced.
-
2. Identify
resistance and transference to issues of gender role and sexuality:
The Closet of split-off and polarized difference, Joining versus
Closeting, The closet as safety in trauma, closeting through the
objectification of the Other by scapegoating or Outing, Boundary
management: Secrets versus Privacy, Coming out to affirmation and
pride in our unruly complexity.
-
3. Recognize their
own countertransference: our shame, our own polarities, our
splitting, scapegoating, dread of being the scapegoat, and more.
Course References:
1. Domenici, T.
and Lesser, R. (1995).
Disorienting Sexuality. London, Great Britain: Routledge Press.
2.
Benjamin, J.
(1988)
The Bonds of Love: Psychoanalysis, Feminism, and the Problem of
Domination. New York: Pantheon Books.
3.
Morrison, A.
(1998).
The Culture of Shame. New Jersey: Jason Aronson.
4.
Journal of
American Psychoanalytic Association: whole issue on Examining Gender
and Sexuality Fall/ 20O1. See especially: Friedman,
“Psychoanalysis and Human Sexuality”, Phillips “The Over Stimulation
of Everyday Life “ and Moss “ Racism, Homophobia, Misogyny”
Section
X
Group Development from a Self
Psychological and Intersubjectivity Perspective
Instructor:
Walter Stone,
M.D., CGP, DFAGPA,
Professor
Emeritus, University of Cincinnati, Cincinnati, Ohio
This section will
examine the impact of consistent application of Self Psychological
and Intersubjectivity principles to members’ experience of group
developmental phases. The impact of focusing on forward and trailing
edge transferences will be explored as applied to developmental
phases and to the selfobject needs of the participants.
Learning
Objectives:
The attendee will
be able to:
1. Appreciate the
impact on an empathic stance on group developmental phases.
2. Identify the
need for types of selfobject response linked to the phases
3. Distinguish
traditional and self psychological views of
anger/aggression/assertion
4. Describe the
impact of the leader’s “stance” of understanding and explaining
5. Assess the
impact of a focus on leading and trailing edge phenomenon
Course References:
1. Stone, W.
(2001). The Role of the Therapist’s Affect in the Detection of
Empathic Failures, Misunderstandings and Injury. Group, 25, 3-14.
2.
Livingston, M.
(2003). Vulnerability, Affect and Depth in Group Psychotherapy.
Psychoanalytic Inquiry, 23, 646-677.
3.
Tolpin, M. (2002).
Doing Psychoanalysis of Normal Development: Forward Edge
Transferences. In: A. Goldberg (Ed).
Postmodern Self Psychology: Progress in Self Psychology, 18,
167-190.
Section XI
The Influence of Gender in
Culture: A Lacanian View of the Interaction Between Individual and
Society
Instructor:
Macario Giraldo,
Ph.D., CGP,
Faculty, Washington School of Psychiatry, Washington,
D.C.
According to Lacan
there is no firm basis for harmony between man and woman. This basic
lack of rapport between the sexes brings profound implications for
how cultures develop. In this section participants will explore how
gender roles interrelate with the individual and the culture. The
place of the object in bringing out the reality of gender will be
demonstrated.
Learning
Objectives:
The attendee will
be able to:
1. Define the
concept of sexuation as it relates to gender and its derivatives.
2. Differentiate
the categories of Real, Imaginary and Symbolic and how they relate
to gender.
3. Contrast the
concept of object as understood in object relations from Lacan’s
concept of the object.
4. Apply the
definition of the object to the object of desire and its function in
gender development.
Course References:
1. Verhaegue, P.
(1999).
Love in a Time of Loneliness: Three essays on drive and desire.
New York: Other Press.
2.
Giraldo, M.
(2001). Chaos and Desire: The simple truth of the unconscious in the
psychoanalytic Group. Group Analysis, 34:3, 349-362
3.
Ragland, E.
(2000). How The Fact That There is No Sexual Relation Leads to
Culture. In: The Subject of Lacan. A Lacanian reader for
psychologists, 14, 251-263, State University of New York Press.
Section XII
Know Thyself
Instructor:
Nina Fieldsteel,
Ph.D., ABPP, FAGPA,
Faculty,
Massachusetts General Hospital, Harvard Medical School, Cambridge,
Massachusetts
The recent and
increasing interest in the therapist's use of self as an important
element in the therapy forces a focus on how we define "self." Is
the definition limited to "self" as therapist or does it include
multiple aspects of the total person? What are the effects of the
definition used on the therapeutic work and on the patient-therapist
relationship in particular? This institute section will also
consider the questions of boundaries and ethics in this therapeutic
approach.
Learning
Objectives:
The attendee will
be able to:
1. Choose how
he/she defines "self."
2. Understand how
that definition may effect therapeutic work.
3. Make decisions
about boundaries in therapist transparency.
4. Determine when
such approaches are helpful to patients and when they might not be
as useful.
Course References:
1. Rubenfeld, S.
(2005). Relational Perspectives Regarding Countertransference in
Group and Trauma. International Journal of Group Psychotherapy, 55,
(1), 115-136.
2.
Pine, F. (2006).
If I Knew Then What I Know Now. Psychoanalytic Psychology, 23 (1),
1-7.
3.
Aron, L. (1996).
A
Meeting of Minds. Chapters 3 & 8. Hillside, NJ: The Analytic Press.
Section
XIII
A Modern Analytic Approach to
Working with Immediacy
Instructor:
Elliot Zeisel,
Ph.D., LCSW, CGP, FAGPA,
Training Analyst,
Supervisor, Center for
Modern
Psychoanalytic Studies, New York, New York
Working in the
Here & Now provides us with a picture of interpersonal experience
and a window into the patient's and leader's intrapsychic process.
We will explore use of various interventions in the resolution of
resistance and examine methods for enhancing the leader's ability to
use countertransference reactions to overcome obstacles in himself
and in group members.
Learning
Objectives:
The attendee will
be able to:
1. Define the
value of working in the Here & Now.
2. Distinguish
between thoughts and feelings.
3. Utilize
countertransference reactions in formulating interventions.
Course References:
1. Ormont, L.
(1991). Use of Group in Resolving Subjective Countertransference.
International Journal of Group Psychotherapy, 41: 433-448.
2.
Maroda, K. (1991).
The Power of Countertransference. Ch. 2 "Motivations for Treatment:
The Pursuit of Transformation." England: John Wiley & Sons, Ltd.
3.
Spotnitz, H.
(1976).
Psychotherapy of Preoedipal Conditions. Ch. 31. "Training in
the Use of Feelings" New York: Jason Aronson
Section XIV
Moral Corruption and Ethical
Dilemmas in Professional Life
Presented under
the auspices of the AGPA
Large and Median Group and
Group Analysis SIG
Instructors:
Earl Hopper,
Ph.D., CGP, FAGPA,
Private Practice,
London England
Meg Sharpe, BA
Hons, M. Inst. GA,
Private Practice,
London, England
The section will
begin with two lectures about trauma in organizations, with special
reference to violations of ethical codes, focusing on patterns of
aggression, loneliness and personal suffering. We will invite
participants to share their own experiences and dilemmas in these
areas of professional life, and may role-play scenarios from our
consultancy experience. The ideas of Bion and Foulkes will inform
our thinking.
Learning
Objectives:
The attendee will
be able to:
1. Distinguish
victimized ‘objects’ trapped in politicized loyalties to colleagues
and feelings of hopeless despair, from responsible ‘subjects’ able
and willing to exercise the rights and obligations of organizational
citizenship.
2. Identify
processes of ‘equivalence’ in terms of events, feelings and
fantasies that occur in the foundation, dynamic/groups and personal
matrices within an organization.
3. Analyze the
effects of the personalities of leaders and central persons on the
life of organizations, and vice versa, for example, with respect to
valence, role suction, personification, on the one hand, and
reparative and malignant narcissism on the other, with special
reference to the development and maintenance of an ethical culture.
4. Think clearly
about the cross-pressures involved in making decisions about ethical
obligations in professional organizations.
Course References:
1. Hopper, E.
(2003).
Traumatic Experience in the Unconscious Life of Groups.
London: Jessica Kingsley Publishers.
2. Gabbard, G.,
and Lester, P. (1995).
Boundaries and Boundary Violations in
Psychoanalysis. New York: Basic Books.
3.
Kernberg, O.
(1991). The Moral Dimensions of Leadership in S. Tuttman (Ed).
Psychoanalytic Group Theory and Therapy. Madison, CT: International
Universities Press.
Section
XV
Redecision Therapy: Model
Short-Term Treatment Approach
Instructor:
Michael Andronico,
Ph.D., CGP, FAGPA,
Private Practice, Somerset, New Jersey
Redecision Therapy
is an integration of Gestalt, Transactional Analysis, imagery and
behavior modification. This approach enables the therapist to meet
the needs of individuals who benefit from long-term therapy while at
the same time allowing individuals with limited time and economic
resources to do significant work in the group. This institute
section will demonstrate how these approaches can be blended with
regressive work in a short-term experiential group process setting.
Learning
Objectives:
The attendee will
be able to:
1. Identify
background of Redecision Therapy.
2. Utilize issues
of group process vs. individual therapy in a group.
3. Utilize the
Chronological Elevator - an explanatory concept of regression and
how to apply it in a group setting.
4. Apply
anchoring and how to use it in ending a piece of work.
Course References:
1. Goulding, M.
and Goulding, R. (1979).
Changing Lives Through Redecision Therapy.
New York. Grove Press.
2.
Gladfelter, J. "Redecision
Therapy", International Journal of Group Psychotherapy, 42(4).
3.
Andronico, M. "The
Chronological Elevator: A Redecision Model for TA and non TA
Therapists", In
Redecision Therapy: Expanded Perspectives,
L. Kadis. (Ed.). 1985, Western Institute for Group and Family Therapy.
Section XVI
Story, Symbol & Psyche: A Jungian
Approach to Group Psychotherapy
Instructor:
Justin Hecht,
Ph.D.,
Clinical Instructor, University of California at San
Francisco, San Francisco, California
This experiential
group psychotherapy institute section will be conducted using a
Jungian Analytic Psychology perspective. The leader and
participants work with the archetypes of the dynamic unconscious as
they emerge in the group process. Eclectic techniques will be
integrated to foster individuation and interpersonal process.
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.
Course References:
1. Whitmont, C.
Group Therapy and Analytical Psychology. Journal of Analytical
Psychology. (1964).
2.
Willeford, W.
Group Psychotherapy and Symbol Formation. Journal of Analytical
Psychology, 12, 137-160.
3.
Zinkin, L. (1989).
The Group’s Search for Wholeness: a Jungian Perspective. Group, 13,
252-264.
Section
XVII
A Systems-Centered Approach to
Groups: Discriminating and Integrating Differences
Instructor:
Yvonne Agazarian,
Ed.D., CGP, DFAGPA,
Founder,
Systems-Centered
Training
Institute, Philadelphia, Pennsylvania
In this section,
experiential work and review will focus on developing a
systems-centered (SCT) group with emphasis on promoting functional
subgrouping. This systems-centered technique will enable group
members to discriminate and integrate differences rather that
stereotyping or scapegoating them.
Learning
Objectives:
The attendee will
be able to:
1. Apply the
theory of discriminating and integrating differences through
functional subgrouping.
2. Differentiate
between experience generated by defenses and primary experience.
3. Select
behaviors that contribute to functional subgrouping.
Course References:
1. Agazarian, Y.
(1997).
Systems-Centered Therapy for Groups. New York: Guilford.
2.
Bennis, W. and Shepard, H. (1957). A Theory of Group Development. Human Relations,
9(4), 415-437.
3.
Brabender, V.
(1997). Chaos and Order in the Psychotherapy Group. In F.
Masterpasqua and P. Perna (Eds.).
The Psychological Meaning of Chaos, Washington: APA.
Section
XVIII
Under the Microscope: A
Continuous Observation Experience
Instructors:
Gil Spielberg,
M.S.W., Ph.D., CGP, FAGPA,
Training and
Supervising Analyst, Institute for Contemporary Analysis, Los
Angeles, California
Robert Unger,
M.S.W., Ph.D., CGP, FAGPA,
Faculty, Program Team Leadership, Naropa University/Masters
Contemplative Psychotherapy Program, Boulder, Colorado
It is well
established that points of change, culture building, stages of
development and affective regulation take place often un-noticed
within the quickly moving and evanescent atmosphere of the therapy
group. This Institute section will take advantage of alternating
leadership and observation throughout the course of the event, which
will allow participants opportunities for concentrated observation
and study of these developmental moments.
Learning
Objectives:
The attendee will
be able to:
1. Identify
significant points of change in the group process.
2. Note
significant decision points for the group leader.
3. Identify
characteristic ways members influence the group culture.
4. Assist other
participants in recognizing critical moments of change.
5. Spot forces
that regulate the climate of the group.
Course References:
1. Ormont, L.
(2000).The Technique of Group Treatment. Furgeri, L. (ed.)
Psychosocial Books.
2.
Stone, W. and
Spielberg, G. (in preparation). Group Development from a
Self-Psychological Perspective,
3. Yalom, I. and Leszcz, M. (1985).
The Theory and Practice of Group Psychotherapy, Basic Books.
3rd. ed.
Section
XIX | 
