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53rd
ANNUAL INSTITUTE
Two Special
Institute Presentations
Monday,
February 16, 9:00 A.M.-5:00 P.M.
SI-1. The Group
Psychology of Political Behavior
Instructor:
Jerrold M. Post, M.D.
This presentation is
designed for mental health practitioners interested in
applications of group psychology to the psychology of politics.
Major attention will be given to the psychological basis of
charismatic leader/follower relationships, “groupthink”, the group
psychology of terrorism, the need for enemies, and the psychology
of genocide and mass violence.
Dr. Jerrold Post is Professor of Psychiatry, Political Psychology
and International Affairs and Director of the Political Psychology
Program at the George Washington University. Dr. Post has devoted
his entire career to the field of political psychology. He came to
GW after a 21-year career with the Central Intelligence Agency where
he was the founding director of the Center for the Analysis of
Personality and Political Behavior, an interdisciplinary behavioral
science unit which provided assessments of foreign leadership and
decision making for the President and other senior officials to
prepare for Summit meetings and other high level negotiations and
for use in crisis situations. He took the lead in the Camp David
profiles of Menachem Begin and Anwar Sadat for President Jimmy
Carter. Dr. Post was awarded the Intelligence Medal of Merit in
1979 and the Neville Sanford Award for Distinguished Professional
Contributions to Political Psychology in 2004. Dr. Post has
published widely on crisis decision-making, leadership, on the
psychology of political violence and terrorism, with special
reference to terrorist group dynamics. He is author/editor of ten
books, of which the most recent are Leaders
and Their Followers in a Dangerous World: The Psychology of
Political Behavior,
Cornell Univ. Press, 2004, and The Mind of the Terrorist:
The Psychology of Terrorists from the IRA to Al Qaeda, Palgrave
Macmillan, 2007.
SI-2.
The Development of the Interpersonal Ego in Group Treatment
Instructor:
Elliot M. Zeisel, Ph.D., LCSW, CGP,
FAGPA
In keeping with
the theme of this year's Annual Meeting, “Strong Group Foundations:
Building Lasting Communities,” this Special Institute presentation will focus on
the development of the emotional skills that are needed to form and
maintain relationships. Group treatment is a micro community that
can equip its members to live more effectively in the larger world.
Group is an excellent venue for learning how to relate in the moment
by developing knowledge of feelings, a skill that is crucial to
effective interpersonal functioning and group leadership. Through
didactic and experiential learning, we will explore the development
of the Interpersonal Ego in the group leader and in
patients. Focus will also be on the art of crafting effective
interventions in the process of resolving resistance to human
connection. Attention will be paid to examining methods for
enhancing the leader's ability to use induced feelings or
countertransference reactions in resolving obstacles to progress in
himself and in group members.
Dr. Elliot Zeisel is a graduate of the Philadelphia
School of Psychoanalysis and is a licensed and certified
psychoanalyst. He holds an M.S.W. from Yeshiva University and a
Ph.D. from Union Institute. Dr. Zeisel is a Fellow of the American
Group Psychotherapy Association and serves as Vice-Chair of the
Board for the Group Psychotherapy Foundation.
He has served as a member of
the National Registry of Certified Group Psychotherapists
Board, the AGPA Board and the Annual Meeting Committee as Co-Chair
of Open Sessions. He is a Founder of the Center
for Group Studies. Dr. Zeisel is also a faculty member and training
analyst at the Center for Modern Psychoanalytic Studies
and is the Director of the Institute’s Group
Department. He has lectured on various aspects of analytic group
therapy both nationally and abroad. Dr. Zeisel maintains a private
practice for individual and group treatment in New York City.
Continuing Education for Special Institute Presentations:
6.0 credits/.6 units
Two-Day Institute Sections
Tuesday &
Wednesday, February 17-18
INSTITUTE OPENING SESSION
Tuesday,
February 17, 8:30-9:15 A.M.
What's Going on
Inside?
Instructor:
Priscilla Kauff
Learning to be a group leader starts with being a
group member. How does it feel? What can you learn about yourself,
about other people and about the amazing power of groups? Participating in
the Institute is a great privilege because it gives you a chance, in a safe
place and at a leisurely pace, to have this experience, to think about it, to
share it with your colleagues, and to bring the whole package home.
Exploring what is going on inside is how we grow as people and as clinicians.
This is the gift you can take for yourself in the next two days.
Dr.
Priscilla Kauff is a Clinical Associate Professor of Psychology in
Psychiatry at the Weill Medical School of Cornell University and
Associate Attending Psychologist in Psychiatry at New York
Presbyterian Hospital. A Distinguished Fellow of the American
Group Psychotherapy Association, Dr. Kauff has served AGPA in a
variety of capacities including Treasurer, a member of the Board
of Directors, Conference Committee Co-Chair, Institute faculty and
a well received faculty member of the AGPA Annual Meeting.
Currently a Board member of the Group Psychotherapy Foundation,
Dr. Kauff is serving her third term. Described as a “prolific
writer” whose work is “exemplar of clarity and sophistication,”
Dr. Kauff has published on many subjects in analytic group therapy
including transference and regression in group treatment, the
unique contribution of analytic group therapy to the treatment of
pre-Oedipal character pathology as well as on the termination
process. Dr. Kauff is sought after as a teacher, presenter, and
supervisor and serves as a member of the Editorial Boards of
Group and the International Journal of Group
Psychotherapy.
Dr.
Kauff is in private practice (Individual and Group Psychotherapy,
Psychoanalysis and Supervision) in New York City.
The Institute
is primarily designed for clinical professionals who meet the
requirements of a Master’s degree in a mental health profession
and who have clinical psychotherapy experience. Many sections of
the Institute welcome psychiatric residents, graduate students in
mental health degree programs and mental health workers who work
in a range of human service settings. Please register for a
section consistent with your experience.
The Institute
is scheduled over two full days: Tuesday, February 17, 9:30 A.M. –
5:45 P.M. and Wednesday, February 18, 8:30 A.M. - 5:00 P.M.
Registration will only be accepted for the full two-days and
registrants will be expected to attend both days, including the
Institute Opening Session. 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 secure environment of these small groups allows for
rich cognitive and emotional learning about group processes and
oneself as well as an opportunity for personal and professional
refreshment. 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 and in one of the groups to work with professionals
with a range 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 and benefits
the participants, both personally and professionally. 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 or
particular themes 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. Most of the Specific
Interest Sections have experiential components.
Registration maximum (up to 20 registrants) has been set by each
instructor.
Continuing Education for Two-Day Institute Sections:
13.0 credits/1.3 units
EVALUATION, RESEARCH AND OBSERVATION:
Institute sections will be observed by Institute
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
Less than 4 years of group psychotherapy experience
- Instructors:
-
1.
Hank Fallon
Ph.D., CGP, FAGPA,
Private
Practice, Lawrenceville, Georgia
-
2. Anne
M. Slocum McEneaney, Ph.D., CGP,
Clinical Team
Leader, New York University Health Services, New York, New York
-
3. Joan Medway, Ph.D., LCSW, BCD, CGP,
FAGPA,
Private Practice,
Potomac, Maryland
-
4. Joseph
Shay, Ph.D., CGP, FAGPA,
Faculty,
McLean Hospital/Massachusetts General Hospital, Cambridge,
Massachusetts
- 5.
Melvin
J. Stern, M.D., CGP, FAGPA,
Clinical
Professor of Psychiatry, George Washington School of Medicine,
Washington, DC
- 6.
Esther
G. Stone, M.S.S.W., CGP, FAGPA,
Private
Practice, San Francisco, California
-
- Intermediate
Level
4-9 years of group psychotherapy experience
-
- Instructors:
-
7.
Richard
Beck, LCSW, BCD, CGP, FAGPA,
Private
Practice, New York, New York
-
8. Shoshana
Ben-Noam, Psy. D., CGP, FAGPA,
Private
Practice, New York, New York
-
9. Shelley
J. Korshak, M.D., CGP, Adjunct Faculty, University of
Chicago, Chicago, Illinois
-
10.
Lawrence
A. Viers, Ph.D., CGP,
Private
Practice, Valparaiso, Indiana
Advanced Level
10+ years of group psychotherapy experience
Instructors:
11.
John Caffaro, Ph.D.,
Professor,
California School of Professional Psychology, Los Angeles,
California
12.
Molly
Walsh Donovan, Ph.D., CGP, Private
Practice, Washington, DC
13.
Bernard Frankel, Ph.D., LCSW, ABPP, BCD, LFAGPA,
Clinical
Professor, Adelphi University Derner Institute Post Doctoral
Training Institutes Individual, Group, and Couple Programs, Garden
City, New York
14.
David
M. Hawkins, M.D., CGP, DLFAGPA,
Private
Practice, Chapel Hill, North Carolina
15.
Marianne
Robinson, Ph.D., CGP,
Private Practice,
Seattle, Washington and Anchorage, Alaska
16.
Robert Evans Schulte, M.S.W., CGP,
Private
Practice, Alexandria, Virginia
17.
Carol A. Vaughan, LCSW, CGP, FAGPA,
Associate
Clinical Professor, Baylor College of Medicine, Houston, Texas
I-B.
PROCESS GROUP EXPERIENCE SECTION WITH MIXED LEVELS OF EXPERIENCE
Instructors:
1.
Elaine Jean Cooper, LCSW, Ph.D., CGP, FAGPA, Clinical
Professor, University of California School of Medicine at San
Francisco, San
Francisco, California
2. Norman
A. Neiberg,
Ph.D., CGP, DLFAGPA,
Private Practice,
Newton Centre, 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.
Instructor:
Walter E. Smith,
LMFT, M.Div., CGP, FAGPA,
Private Practice, Atlanta, Georgia
I-D. TWO-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at two consecutive Annual Meetings.
Instructors:
I-F. THREE-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at three consecutive Annual Meetings.
Instructors:
1. Sara
J. Emerson, M.S.W., LICSW, CGP, FAGPA, Private Practice, Cambridge,
Massachusetts (This is the final year of this 3-year group;
new participants will not be accepted.)
2. Lena
Furgeri, LCSW, Ed.D., CGP, FAGPA, Private Practice, New
York, New York (This is the second year of this group; new participants
will not be accepted.)
3. Jerome S.
Gans, M.D., CGP, DLFAPA, FAGPA, Associate Clinical
Professor of Psychiatry, Harvard Medical School, Boston,
Massachusetts (This is the first year of this group.)
SPECIFIC
INTEREST SECTIONS
Section II
Accepting Our Flaws as
Leaders: Can This Also be Our Strength?
Instructor:
Gregory MacColl,
LCSW, CGP, Private Practice,
Manhattan/Forest Hills, New York
Recognition of
one's shortcomings as a group therapist prepares the leader for
potential conflicts. Awareness of one's flaws frees the leader to
identify induced feelings! We will explore, examine and become
sensitized to our "Achilles' heel," helping us to be more open to
the induced reactions and thus strengthen to react!
Learning
Objectives:
The attendee will be able to:
1. Identify
shortcomings in one's ability to lead and handle difficulty in
groups.
2. Analyze the
induced feelings of the members and determine how to react.
3. Demonstrate how
a leader can be accepting of one's flaws helping the members respond
accordingly.
Course References:
1. Ormont, L.
(1993). Resolving Resistances to Immediacy in Group Settings.
International Journal of Group Psychotherapy, 43, 399-418.
2. Gans, J.S. &
Alonso, A. (1998). Difficult Patients: Their Construction in Group
Psychotherapy. International Journal of Group Psychotherapy, 48,
311-326.
3. MacColl,
Gregory. (2007). A 9/11 Parent Support Group. International Journal
of Group Psychotherapy, 57, 347-366.
Section III
Advances in Self Psychology
Instructor:
Walter N.
Stone, M.D., CGP, DFAGPA, Professor
Emeritus, University of Cincinnati, Mill Valley, Ohio
This experiential
section will examine advances in Intersubjectivity and Self
Psychology, including empathy, selfobject, groupself, narcissistic
injury and repair, self, self-with-other regulation, reflective
function, and mentalization. Experiential portions will be
integrated with cognitive review to enhance learning.
Learning
Objectives:
The attendee will be able to:
1. Identify the
self’s need for differing types of selfobject response.
2. Identify self
and self-with-other self-stabilizing responses.
3. Explain leading
and trailing edge phenomenon.
4. Appreciate the
impact of the leader’s empathic stance on the process.
5. Identify
markers of change in the group process.
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. Tolpin, M.
(2002). Doing Psychoanalysis of Normal Development: Forward Edge
Transferences. In A. Goldberg (Ed.),
Postmodern Self Psychology: Progress in Self Psychology.
Hillsdale, NJ: The Analytic Press, 18, 167-190.
3. Rutan, J.S.,
Stone, W.N., & Shay J. (2007).
Psychodynamic Group Psychotherapy, 4th ed. New York: Guilford
Press.
4. Lichtenberg, J.D. (2005).
Craft
and Spirit: A Guide to the Exploratory Psychotherapies.
Hillsdale, NJ: The Analytic Press.
Section IV
Attachment Theory and Group
Psychotherapy
Instructor:
Philip J.
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. Describe the
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. (2000).
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.L. & Target, M. (2002).
Affect Regulation, Mentalization and the Development of the Self.
New York: Other Press.
Section V
Building a Therapeutic Culture
in the Group: The Art and the Journey
Instructors:
Frederick
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
promoting 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.R.
(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.D. & Leszcz, M. (2005).
The Theory and Practice of Group Psychotherapy. 5th ed. New
York: Basic Books.
Section
VI
Countertransference and
Projective Identification
Instructor:
Barbara Keezell,
LICSW, BCD, CGP, Private Practice,
Brookline, Massachusetts
This experiential
group will explore the power of projective identification and how
best to understand and utilize it in the group process. We will also
examine its interplay with countertransference and how the two can
inform the leader and thereby promote the work of the group.
Learning
Objectives:
The attendee will be able to:
1. Define the
process of projective identification.
2. Identify and
utilize the process of projective identification in their groups.
3. Identify their
own countertransference reactions.
4. Detect the
interplay of projective identification processes and
countertransference.
Course References:
1. Motherwell, L.,
& Shay, J.J. (Eds.). (2005).
Complex Dilemmas in Group Therapy. New York: Brunner-Routledge.
2. Ogden, T.H.,
(1982).
Projective Identification and Psychotherapeutic Technique. New
York: Jason Aronson, Inc.
3. Rutan, J.S., &
Stone, W.N. (2001).
Psychodynamic Group Psychotherapy. New York: Guilford Press.
Section
VII
Down the Rabbit Hole:
Creativity and Play(fulness) in Group Therapy
Instructor:
Lise
Motherwell, Ph.D., Psy.D., FAGPA, Faculty,
Center for Psychoanalytic Studies, Massachusetts General Hospital, Boston,
Massachusetts
Winnicott reminds
us that it is only in playing that we can be creative and only
through being creative we find our true selves. Current research
shows that the capacity to play is important in emotional regulation
and social relations. Since play involves the capacity to pretend,
and to shift attention and roles, it provides a natural setting in
which therapeutic experience and change may take place. In this
Institute we will co-create a space where we can explore the
therapeutic aspects of creativity and playfulness.
Learning
Objectives:
The attendee will be able to:
1. Name three
important aspects of play for development.
2. Distinguish
play as healthy relationship and play as defense.
3. Create a
healthy play space in group therapy.
Course References:
1. Schmelzer, G. & Motherwell, L.
(2005). Women, Psychotherapy, and the Experience of Play.
In Mirkin, M., Okun, B. and Suyemoto, K. (Eds.).
Psychotherapy with Women: Exploring Diverse Contexts and Identities.
New York: Guilford Press.
2. Solnit, A.
(1993). From Play to Playfulness in Children and Adults. In A.
Solnit, D. Cohen, & P. Neubauer (Eds.).
The Many Meanings of Play: A Psychoanalytic Perspective, 29-43. New Haven, CT: Yale University Press.
3. Sanville, J.
(1991).
The Playground of Psychoanalytic Therapy. Hillsdale, NJ: The
Analytic Press.
4. Winnicott, D.W.
(1971).
Playing and Reality. London: Tavistock Publications.
Section
VIII
Establishing a Strong Group
Foundation: The Interplay Between Envy, Competition and Intimacy
Instructors:
Leyla Navaro,
M.A., Faculty, NIRENGI Personal Growth
& Psychological Counseling Center, Istanbul, Turkey
Steven L. Van
Wagoner, Ph.D., CGP, FAGPA,
Faculty, Washington School of Psychiatry,
Washington, DC
This Institute
section illustrates the struggle for intimacy in groups, through
competition, avoidance, and mutual sharing. Members cope with
vacillating experiences of inclusion/exclusion that arouse feelings
of attraction/identification, as well as frustration/envy which
threaten destruction. How these emotional experiences can be
contained and transformed into an enduring group culture is
explored.
Learning
Objectives:
The attendee will be able to:
1. Identify the
impact of passionately held feelings of envy and competitiveness on
group cohesion, especially those that go unexpressed verbally.
2. Identify the
effect of competition and envy on building intimacy and stronger
group foundations.
3. Distinguish
between healthy and destructive aspects of exercising or withholding
power.
4. Distinguish
between power-over issues vs. mutuality and power-with.
5. Identify ways in which jealousy and
envy emerge in competition as they elicit experiences of inclusion
and exclusion, and illustrate how to contain them and transform them
into intimate interactions.
Course References:
1. Jordan, J.V.
(1991). The Meaning of Mutuality in Women’s Growth in Connection,
(pp. 81-97.) New
York: The Guilford Press.
2. Navaro, L. and Schwartzberg, L.S. (2007).
Envy, Competition & Gender, Theory,
Clinical Applications and Group Work. London: Routledge
3. 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.
4. Van Wagoner, S.L. (2007). Men and Competition: Whither the New Man? In L. Navaro &
Schwartzberg, S. L. (Eds.), Contemporary Perspectives on Jealousy,
Envy, Competition, and Gender. London: Brunner/Routledge.
Section
IX
Fostering Regression and Excitement: The
Omnipotent Child Takes Center Stage
Instructor:
Stewart Aledort,
M.D., CGP, FAGPA,
Clinical
Associate Professor of Psychiatry, George Washington University
Hospital, Washington, DC
This section will
demonstrate, over time, the four major developmental phases that the
group and leader must negotiate to organize around an effective,
durable analytic culture. The role of excitement in the passionate
bad fits as organizers will be explored. The role of the leader
during these phases will be experienced.
Learning
Objectives:
The attendee will
be able to:
1. Identify and
list the characteristics of the omnipotent child.
2. Identify the
power and the role of excitement in the group process.
3. Identify the
techniques to flesh out the omnipotent child in the group members.
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 X
Functional Role-Taking: Beyond
Survival to Developing and Thriving in Organizations
Presented in
cooperation with the
by Systems-Centered Training and Research Institute
Instructor:
Susan P. Gantt,
Ph.D., ABPP, CGP, FAGPA, Director,
Systems-Centered Training and Research Institute, Atlanta, Georgia
Developing a
systems-centered perspective enables a shift from taking one's work
roles personally to working them functionally in support of the
goals of the context. This Institute will build a systems-centered
context in which to explore the challenges of role flexibility and
functional role-taking. Priority enrollment will be given to Affiliate Society Leaders.
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.,
& 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., &
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 XI
Individual Work in Group:
It's More Than You Think
Instructors:
Shari Porter
Jung, LCSW, LMFT, CGP, Private
Practice, Dallas, Texas
Marti B.
Kranzberg, Ph.D., ABPP, FAGPA, CGP,
Private Practice, Dallas, Texas
Participants will
experience one-on-one therapy, the function of the group and the
role of the therapist in the Redecision model. The power of
individual therapy in group and group in individual therapy combine
to create a cohesive group experience. The role of the therapist
will be discussed as creating a safe environment for exploration and
change.
Learning
Objectives:
The attendee will be able to:
1. Describe basic
Redecision theory.
2. Identify
process of individual therapy in group.
3. Identify the
function of group in Redecision therapy.
4. Distinguish
the role of therapist in Redecision therapy versus psychodynamic
group process.
Course References:
1. Gladfelter, J.
(1992). Redecision Therapy. International Journal of Group
Psychotherapy, 42, 319-334.
2. Goulding, M. M.
& Goulding, R. L. (1997).
Changing Lives Through Redecision Therapy.
(Revised ed.). New York: Grove Press.
3. Kranzberg, M.B.
(1999). Redecision Therapy: More Than Just Individual Therapy in a
Group. Journal of Redecision Therapy, 1 (2), 116-133.
Section
XII
Intergenerational Perspectives
in Group Psychotherapy
Presented under
the auspices of the AGPA Geriatric SIG
Instructors:
George Max
Saiger, M.D., CGP, FAGPA, Faculty, Group
Psychotherapy Training Program, Washington School of Psychiatry,
Washington, DC
Ira Saiger,
Ph.D.,
Visiting Assistant Professor, Yeshiva
University, New York, New York
Intergenerational
issues that emerge in group psychotherapy, eg., cultural shifts
between generations, unresolved childhood conflicts manifested in
midlife and later, multicultural factors,
transference and countertransference manifestations will be
examined. Central to this Institute is the extensive use of video materials
from television, motion pictures, and documentaries. This will
be supported by didactic presentation,
sharing of work experience, and, centrally, experiential learning
within the Institute.
Learning
Objectives:
The attendee will be able to:
1. Identify
important psychological issues in his/her patients, him/herself, and
in the therapy group that relate to intergenerational phenomena
(e.g. respect, envy, disdain, attachment, dependency, honor.)
2. Apply these
concepts to clinical material involving older and younger clients as
well as well as older and younger therapists.
3. Analyze how
these concepts impact larger social groups.
Course References:
1. Erikson, E.
(1994). The Life Cycle Completed.
New York: WW Norton & Company.
2. Obama, B.
(2007). Dreams from My Father: A Story of Race and Inheritance. Crown
Publishers.
3. Osherson, S.
(1986). Finding our Fathers. New York:
Fawcett Columbine.
4. Umberson, D.
(1992)
"Relationships Between Adult Children and their Parents:
Psychological Consequences for Both Generations."
Journal of
Marriage and the Family 54 (August 1992) 664-674.
Section XIII
A Men's Group: Making Strong
Connections
Instructor:
John M. Dluhy,
M.D., CGP, FAGPA, Clinical
Professor Psychiatry, George Washington University, Washington, DC
This Institute
will focus on the history, structure and operations of an all Men's
long-term insight-oriented psychotherapy Group. Opportunities for
experiential and didactic learning will be provided.
Learning
Objectives:
The attendee will be able to:
1. Enhance self
understanding, and identity in an all-Mens group.
2. Identify the unique role
of the leader in this specialized group format.
3. Interpret transference in
a long-term intensive men's group.
4. Determine
patient selection and group composition for a men's group.
Course References:
1. Andronico, M.
(2008). All-Male Groups. Group, 32(1), 45-56.
2. Bly, R. (1990).
Iron
John, A Book About Men. Reading: Addison-Wesley.
3. Goodwin, D.K.
(2008).
A Team of
Rivals. New York: Simon & Schuster.
Section XIV
Passion, Pain and Hope in
Professional Communities
Instructor:
Earl Hopper,
Ph.D., CGP, FAGPA, Private Practice,
London, England
It is necessary
and desirable for therapists to understand their social
psychological wounds in their professional organizations and private
practice, which have changed dramatically and traumatically. Envy,
jealousy, competition, rivalry, success, failure, envy pre-emption,
secrets, shame, guilt, disappointments...challenge us all.
Unresolved transference and countertransference processes need
continuing work.
Learning
Objectives:
The attendee will be able to:
1. Analyze the
ways in which they have contributed to their own frustrations and
disappointments in their professional lives.
2. Distinguish
between self-destructive and helpful forms of envy pre-emption.
3. Discuss the
transformation of 'innocence' and 'zeal' into mature hopefulness in
professional activities and clinical work.
4. Identify their
own senses of shame and guilt in connection with their imperfections
in clinical work and organizational citizenship.
Course References:
1. Brown, D.G.
(1998). Fair shares and mutual concern: the role of sibling
relationships, Group Analysis, 31, 3: 315-326. In
Resonance and
Reciprocity: Selected Papers by Dennis Brown edited by Jason Maratos.
London: Routledge.
2. Hopper, E. (2003).
Traumatic Experience in the Unconscious Life of
Groups. London: Jessica Kingsley Publishers.
3. Navaro, L. & Schwartzberg, S. (2007). (eds)
Envy, Competition
and Gender: Theory, Clinical Applications and Group Work. London: Routledge.
Section XV
A Playspace for Caregivers
Instructor:
Kathleen Hubbs
Ulman, Ph.D., CGP, FAGPA, Assistant
Professor Psychiatry (Psychology), Harvard Medical School, Boston,
Massachusetts
Psychotherapists
can be deeply affected by the stresses and traumas that they witness
in their work as helpers. This Institute will provide a place for
participants to explore the effects of their work on their
psychology and interpersonal relationships. Mutual sharing of
experiences will reduce feelings of isolation and shame.
Learning
Objectives:
The attendee will be able to:
1. Identify ways
in which the psychotherapeutic work affects his/her overall view of
life.
2. Identify the
ways in which the psychotherapeutic work affects his/her
interpersonal relationships.
3. Identify new
ways to reduce the stress and protect from secondary trauma
associated with psychotherapeutic work.
Course References:
1. Pearlman, L.
(1999). Self-Care for Trauma Therapists: Ameliorating Vicarious
Traumatization. In B. H. Stamm (Ed.),
Secondary Traumatic Stress:
Self-Care Issues for Clinicians, Researchers, and Educators (pp.
65-79). Lutherville, MD: Sidra Press.
2. Phillips, S.B.
(2004). Countertransference: Effects in the Group Therapist Working
with Trauma. In B. J. Buchele and H. I. Spitz (Eds.),
Group
Interventions
for Treatment of Psychological Trauma. (pp. 194-227). New York:
American Group Psychotherapy Association.
3. Ziegler, M. & McEvoy, M. (2000). Hazardous Terrain: Countertransference Reactions
in Trauma Groups. In R. Klein and V. Schermer (Eds.),
Group
Psychotherapy for Psychological Trauma (pp. 116-140) New York: The
Guilford Press.
Section
XVI
Psychodrama and Role Playing
Interventions
Instructor:
David A. Kipper,
Ph.D., ABPP, CGP, FAGPA, Research
Professor of Psychology, Roosevelt University, Chicago, Illinois
Many therapists
employ or would like to employ role playing in their therapy groups
and would like to increase their understanding of the principles
involved. This Institute is designed to demonstrate and explicate
such techniques through an experiential as well as didactic exposure
to psychodrama.
Learning
Objectives:
The attendee will be able to:
1. Feel more
comfortable using role playing
2. Combine action
techniques and verbal-base group therapy.
3. Create concrete
role playing scenes.
Course References:
1. Blatner, A.
(2000).
Foundation of
Psychodrama. New York: Springer.
2. Gershuni, J.
(Ed).
Psychodrama in the 21st
Century. New York: Springer.
3. Kipper, D.A.,
& Ritchie, T.D. (2003). The Effectiveness of Psychodrama: A
Meta-Analysis. Group Dynamics: Theory, Research, and Practice. 7,
13-25.
Section XVII
Redecision Therapy: Model
Short-Term Treatment Approach
Instructor:
Michael P.
Andronico, Ph.D., CGP, FAGPA,
Psychologist, 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 group
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 - and 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.
5. Apply the use
of contracts.
6. Apply the use
of one-to-one in a group setting.
Course References:
1.
Andronico, M.
(1984). The
Chronological Elevator: A Redecision Model for TA and non TA
Therapists. In L. Kadis. (ed.).
R.T. Expanded Perspective,
Watsonville, CA, Western Institute (60-65)
Redecision Therapy: Expanded Perspectives.
2. Gladfelter, J. Redecision
Therapy. International Journal of Group Psychotherapy, 42.
3. Goulding, M.
and Goulding, R. (1979).
Changing Lives Through Redecision Therapy.
New York: Grove Press.
Section XVIII
Shaken, Rattled, and Rolled:
Preserving the Emotional Health of the Group Leader
Instructor:
Janice M.
Morris, Ph.D., CGP,
Private Practice, Austin, Texas
As group leaders,
we are faced with the challenge of tolerating toxic and painful
feelings while functioning as competent therapists and maintaining
emotional health. This Modern Analytic group provides experiential
and didactic learning that: 1) promotes productive use of subjective
and objective countertransference in clinical work; 2) identifies
forms of countertransference resistance that inhibit the leader’s
effectiveness; and 3) provides a framework for reducing the
suffering and anxiety of the group leader.
Learning
Objectives:
The attendee will
be able to:
1. Distinguish
between objective and subjective countertransference.
2. Integrate
objective countertransference with effective group interventions.
3. Describe three
types of countertransference resistance.
4. Describe how
subjective countertransference can be supervised by the group.
5. Describe three
kinds of bridging techniques.
6. Name five
elements of the Modern Analytic contract.
Course References:
1. Epstein, L.
(1983). The Therapeutic Function of Hate in the Countertransference.
In L. Epstein and A. Feiner (Eds.),
Countertransference: The
Therapist’s Contribution to the Therapeutic Situation. 213-234. New
York: Jason Aronson.
2. Ormont, L.
(1991). The
Use of the Group in Resolving the Subjective Countertransference. In Furgeri, L. (Ed.)
The Technique of Group Treatment: The
Collected Papers of Louis R. Ormont, Ph.D., Ch. 13. Madison, CT:
Psychosocial Press, 2001.
3. Spotnitz, H. (1985). Countertransference: Resistance and Therapeutic Leverage. In Spotnitz, H.
Modern Psychoanalysis of the Schizophrenic Patient,
Second Edition, Ch. 9, New York: Human Sciences Press Inc.
Section
XIX
Strong Group Foundations:
Applying Combined Therapy
Instructor:
Haim Weinberg, Ph.D.,
CGP, FAGPA,
Private Practice, Carmichael, California
In this Institute,
we will explore the pros and cons of combined therapy with the same
therapist, its potential benefits and risks, specific countertransference themes, ethical questions and
counter-indications. The structure of the Institute involves
process group sessions interspersed with individual sessions with
volunteer group members in front of the group. This complicated
format and its consequences will be discussed as part of the group
process. A didactic portion at the end will highlight the intrapsychic and interpersonal understandings gained from this
method.
Learning
Objectives:
The attendee will be able to:
1. Specify the
pros and cons of combined therapy.
2. Identify
countertransference reactions in combined therapy.
3. Define when
combined therapy is not recommended.
Course References:
1. Alonso, A., &
Rutan, S.J. (1990). Common Dilemmas in Combined Individual and Group
Treatment. Group, 14(1), 5-12.
2. Caligor, J.,
Fieldsteel, N.D., & Brok, A.J. (1993).
Combining
Individual and
Group Therapy. Northvale, New Jersey: Jason Aronson.
3. Weinberg H. &
Ditroi A. (2007). Concurrent Therapy, Countertransference, and the
Analytic Third. Group, 31(1), 47- 62.
Section
XX
Symbol, Mind, and Psyche: A
Jungian Approach to Group Psychotherapy
Instructor:
Justin B.
Hecht, Ph.D., CGP,
Clinical Instructor, University of California, 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. We will attend to
paradox, transference, individuation, and the problem of the
opposites. A didactic presentation will conclude the Institute.
Learning
Objectives:
The attendee will be able to:
1. Apply a Jungian
orientation to group psychotherapy interventions
2. Identify
archetypal material in group settings
3. Utilize a
Jungian approach to the transference to facilitate individuation
Course References:
1. Whitmont,
Edward C. (1964). Group Therapy and Analytical Psychology. Journal
of Analytical Psychology.
2. Willeford,
William (1967). Group Psychotherapy and Symbol Formation. Journal of
Analytical Psychology, 12, 137-160.
3. Zinkin, Louis
(1989). The Group’s Search for Wholeness: a Jungian Perspective.
Group, 13, 252-264.
Section
XXI
A Systems-Centered Approach to
Groups: Discriminating and Integrating Differences
Presented in
cooperation with the Systems-Centered Training and Research
Institute
Instructor:
Yvonne M.
Agazarian, Ed.D., CGP, DLFAGPA,
Founder, Systems-Centered Training and
Research Institute, Philadelphia, Pennsylvania
In this Institute,
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 than
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. &
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
XXII
To Be or Not To Be--The
Question, the Fiction, the Truth and the Lie: The Vicissitudes of
Human Identity in the Psychoanalytic Group
Instructor:
Macario Giraldo,
Ph.D., CGP, Faculty, Washington School
of Psychiatry, Washington, DC
In this Institute,
participants will be exposed to important contributions from Lacanian psychoanalysis to the understanding of the
vicissitudes of
human identity in the work with the psychoanalytic group.
Shakespeare's Hamlet will be used as background in this experiential
and didactic learning.
Learning
Objectives:
The attendee will
be able to:
1. Identify key
concepts of Lacanian Psychoanalysis related to human identity in the
group.
2. Apply this
understanding in the case of Hamlet and how Shakespeare's tragedy
locates the human subject in the oedipal drama.
3.Demonstrate the
difference between the place of the ego and the unconscious in human
identity.
Course References:
1. Lacan, J.
(1977). Desire and the Interpretation of Desire in Hamlet. Yale
French Studies, No. 55/56, 11-52.
2. Soler, C.
(1995). The Subject and the Other (I). In R. Feldstein, B.
Fink, & M. Jaanus (Eds.),
Reading Seminar XI: Lacan's Four
Fundamental Concepts of Psychoanalysis. Albany, N.Y.: State University
of New York Press.
3. Winnicott, D.W.
(1971) The Use of an Object and Relating through Identifications. In
Playing and Reality. New York: Penguin Books.
Section
XXIII
Women’s Group: A New
Generation
Instructor:
Barbara R. Cohn,
Ph.D., ABPP, FAGPA,
Associate Professor of Medical Psychology, Columbia
University, College of Physicians & Surgeons, New York, New York
The rich history
of women’s groups includes promoting identity development,
sexuality, power and competition within the group process. Are
there new discoveries to be made in an all-female group space?
Through group process and various exercises we will identify
traditional themes and contrast them with new discoveries. And we
will weigh the relative merits of traditional versus innovative
group techniques.
Learning
Objectives:
The attendee will be able to:
1. Know the
history of women’s groups.
2. Understand the
value of the all female group as a sub-system of the larger system
of groups.
3. Experience how
the all female context engenders different group process, group
development and structure to reveal different aspects of the female
self.
Course References:
1. Cohn, B. (1996).
Narcissism in Women in Groups: The Emerging Female Self. In B. DeChant
(Ed.),
Women and Group Psychotherapy: Theory and Practice. (pp.
157-175). Guilford: New York.
2. Gilligan, C.
(2008).
Kyra: A Novel, New York: Random House.
3. Holmes,
L. (2008).
The Internal Triangle: New Theories of Female Development.
New York: Jason Aronson.
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