COURSES
12-Hour Courses
Thursday, March
8 & Friday, March 9
Friday, March 9
& Saturday, March 10
All-Day Courses
Thursday, March 8
Friday, March 9
Saturday, March 10
All-Day Courses
Thursday, March 8
(10:00 am-12:30 pm & 2:30-5:00 pm)
C1. Experiencing a
Practice-Based Evidence Group: It’s Even Less Scary Than Before!
Presented in cooperation with the
International Board for Certification of Group Psychotherapists
Director:
Thomas Golightly, PhD, Assistant Clinical Professor,
Counseling and Career Center, Brigham Young University, Provo, Utah
Faculty:
Mark Beecher, PhD,
Associate
Clinical Professor, Counseling and Career Center, Brigham Young
University, Provo, Utah
Gary Burlingame, PhD, CGP, FAGPA,
Professor
of Psychology, Brigham Young University, Provo,
Utah
Robert Gleave, PhD, ABPP, CGP,
Clinical
Professor, Counseling and Career Center, Brigham Young
University, Provo, Utah
Dallas Jensen, PhD,
Assistant
Clinical Professor, Counseling and Career Center,
Brigham Young University,
Provo,
Utah
The goal
of the Group Questionnaire (GQ) is to provide recommendations
regarding psychometrically sound and empirically tested
instruments for therapists seeking to track the therapeutic
properties of their groups in a more parsimonious way. This
course will provide an overview of the GQ and also include
explanation of selection, process, and outcome measures. This
course will consist of a brief experiential group in which
participants will complete four measures which will then be used
to demonstrate how results can be beneficial to the members and
group leaders. Designed to help participants see these measures
in action, participants learn through observation, experience,
and measure-related didactic instruction.
Learning
Objectives:
The attendee will be able to:
1.
Identify major models of evidence-based treatment.
2. Articulate how the Group Questionnaire, Outcome Questionnaire,
Group Readiness Questionnaire and Process measure fits with
evidence-based models.
3.
Identify the evidence-based principles for selecting group
members and composing groups.
4.
Obtain knowledge of how to use practice-based measures to
identify group members that might benefit from the group format.
5.
Articulate the evidentiary base for group processes and dynamics
(alliance, cohesion & climate)
6.
Identify different approaches for assessing patient progress,
predicting treatment failure, and increasing overall outcomes.
7.
Improve patient outcomes as a method of working with members who
may be likely to drop out of group.
8.
Improve group leadership effectiveness by learning how to
capture practice-based evidence and use the information to
foster group process.
Course
References:
1. Assay, T.,
et al. (2002). Using patient focused research in evaluating
outcomes in private practice. Journal of Clinical
Psychology, 56, 1213-1225.
2.
Burlingame, G.
(2010). Small group treatments: Introduction to special section.
Psychotherapy Research, 20(1), 1-7.
3.
Krogel, J.,
Beecher, M., Presnell, J., Burlingame, G., & Simonsen. (2009).
The Group Selection Questionnaire: A qualitative analysis of
extreme scores. International Journal of Group Psychotherapy,
59(4), 352-362.
4.Burlingame,
G., Cox, J., Davies, D., Layne, C., & Gleave, R. (in press). The
Group Selection Questionnaire: Further refinements in group
member selection. Group Dynamics: Theory, Research and
Practice.
5.
Lambert, M., et
al. (1999). Outcome Questionnaire. In M. Maruish (Eds.),
The use of psychological testing for treatment planning and
outcomes assessment. LEA.
6.
Wells, G., et
al. (1996). Conceptualization & measurement of patient change
during psychotherapy. Psychotherapy, 33, 275-263.
C2.
Themes in the Study of the Social Unconscious: Beyond
Individuals and Groups
Presented under the auspices of the AGPA International Relations
SIG
Juan Tubert-Oklander, MD,
PhD, Private Practice, Mexico City, Mexico
Roundtable Participants:
Sue Einhorn,
BA, CQSW;
Marina Mojovic, MD, MA; Gila Ofer, PhD; Carla Penna, MA; Mohamed Taha, MD;
Haim Weinberg,
PhD, CGP, FAGPA
The social unconscious refers to the existence of and restraint
and constraints by social, cultural and communicational
arrangements of which people are ‘unaware’. The morning panel
will include an introduction and presentations, followed by
questions/answers and discussion. The afternoon roundtable/fishbowl
will address specific topics in the context of the morning
discussion, such as race, gender, class and social trauma, and
their clinical implications. Following a lead response, several
respondents will present their interests, opening out to a
discussion with the participants.
Learning
Objectives:
The
attendee will be able to:
1. Define the social unconscious.
2. Identify elements of the social unconscious in various
cultures.
3. Apply the theory of the social unconscious to clinical work.
Course
References:
1. Brown, D., &
Zinkin, L. (1994). The Psyche and the Social World. London: Routledge.
2. Hopper, E. (2003). The Social Unconscious: Selected Papers.
London: Jessica Kingsley Publishers.
3. Hopper, E., & Weinberg, H. (2011). The Social
Unconscious in Persons, Groups and Societies, I: Mainly
Theory. London: Karnac Books Ltd.
Friday, March 9
(10:00
am-12:30 pm & 2:30-5:00 pm)
Faculty:
Cindy Miller Aron, MSW, CGP,
Mental Health Specialist, Samaritan Mental Health, Corvallis,
Oregon
Razia Kosi, LCSW-C,
Cultural Proficiency Specialist, Howard County Public Schools,
Ellicott City, Maryland
Nina Thomas, PhD, ABPP, CGP,
Adjunct Clinical Associate Professor, NYU Post-Doctoral Program
in
Psychotherapy and Psychoanalysis, New York, New York
Data reflect unmistakable trends
of increased anti-Muslim bias. This course will allow
participants to examine processes that split societies, such as othering and cultural scapegoating. Film excerpts, didactics, experientials, role plays and group discussion will be utilized.
1. Kaur, V., & Raju, S. (Producers) and Raju, S. (Director).
(2006). Divided We Fall: Americans in the Aftermath [Motion
Picture]. New Moon Productions.
2. Shah, S.A. (manuscript). Psychosocial Countermeasures for
Backlash: Containing Perpetration and Supporting Victims.
3. Thomas, N. (2006). Efforts To Prevent Terrorism: Impact on
Immigrant Groups. In P.R. Kimmel & C.E. Stout (Eds.), Collateral
damage: The psychological consequences of America's war on
terrorism (pp. 131-144). Westport, CT: Praeger Publishers/Greenwood Publishing Group.
4. University of California,
Berkeley, Center for Race & Gender, Council on American-Islamic
Relations. (2011). Islamophobia and its impact on the United
States January 2009-December 2010 Report: Same hate, new target.
Retrieved August 25, 2011-
www.cair.com/Portals/0/pdf/islamophobiareport2009-2010.pdf
C4. Training in Group Psychotherapy
Supervision
Presented in cooperation with the
International Board for Certification of Group Psychotherapists
Directors:
Harold Bernard, PhD, ABPP, CGP, DLFAGPA,
Clinical
Associate Professor of Psychiatry,
New York University
School of Medicine, New York, New York
Henry Spitz, MD, CGP, DFAGPA,
Clinical
Professor of Psychiatry, Columbia University College of
Physicians
and Surgeons, New York, New York
This
course is designed to provide a basic understanding of the
principles and application of group
psychotherapy supervision. Supervision is the critical
ingredient in developing group psychotherapy skills. This
course will provide an overview of the supervision process
including elements to be included and
approaches. Special considerations will be reviewed
including ethical issues. (Participants are expected to bring a
copy of the Supervision manual or purchase one at the Conference
to attend this course.) The format
will be didactic, interactional, and demonstration.
Learning
Objectives:
The
attendee will be able to:
1. Describe
what skills are necessary to possess to provide high-quality
group supervision.
2. Enhance their skill set as a group supervisor by defining
specific areas in the conduct of therapy groups that will become
focal points
in group supervision.
3. Differentiate among the various kinds of group supervision
one can provide.
4. Identify their preferred style of providing group
psychotherapy supervision.
5. Describe the various levels of interaction that must be
attended to in group psychotherapy supervision.
6. Delineate the issues that are most prominent when supervising
people who are trying to establish a new group as well as those that are
most prominent for people running ongoing groups.
7. Delineate ethical, legal and other considerations that occur
in the course of conducting group psychotherapy and, consequently,
fall under the purview of group supervision.
8. Identify the many kinds of boundaries that must be attended
to in running a psychotherapy group.
Course
References:
1. Ogden, T.H.
(2005). On Psychoanalytic Supervision. International Journal
of Psychoanalysis,
86, 1265-80.
2. Moss, E.
(2008). The Holding/Containment Function in Supervision
Groups for Group Therapists. International Journal of
Group
Psychotherapy, 58, 185-202.
3. Rosenthal,
L. (1999). Group Supervision of Groups: A Modern
Analytic Perspective. International Journal of
Group
Psychotherapy,
49, 197-213.
4. Rosenthal, L. (1999). Group
supervision of groups: A modern analytic perspective.
International Journal of Group Psychotherapy, 49, 197-213.
5. Watkins, C.E. (Ed.). (1997). Handbook of Psychotherapy
Supervision. New York: Wiley.
C5. Integrative Cognitive-Behavioral Group Therapy
Presented in cooperation with
the International Board for Certification of Group
Psychotherapists
Director:
Greg Crosby,
MA, LPC, CGP, FAGPA,
Clinical Group Coordinator, Kaiser Permanent Mental Health, Portland, Oregon
The
course will explore cutting edge trends to converge CBT with
interpersonal therapy and interpersonal
neurobiology. Practical steps and skills for designing thematic
based CBT groups that attend to stages of
group development and cultivate a therapeutic group climate will
be addressed. The course delineates an
effective model of an integrated cognitive-behavioral group
therapy for adults with depression and anxiety
that can easily be generalized to many other clinical
populations.
Learning Objectives:
The attendee will be able to:
1. Describe core integrative
cognitive-behavioral methods in group therapy.
2. Delineate how to integrate group
process skills and stages of development within a CBT group.
3. Discuss understanding of how to
integrate interpersonal therapy, interpersonal neurobiology
perspectives within a CBT group.
4. Identify key behavioral skills in
CBT.
5. Examine sequential pacing of
cognitive skills in CBT.
6. Delineate the key concepts of
Interpersonal Neurobiology in the integrated CBT model.
7. Describe rituals to increase
inclusion of new members.
8. Reflect on the steps of maintaining
your gains and preventing relapse.
Course References:
1.
Bieling, P., Macabe, M., & Anthony, M. (Eds). (2006).
Cognitive-Behavioral Therapy in Groups. New York: Guilford
Press.
2. Kleinberg, J. (2011). Handbook of Group Psychotherapy. New
York: Wiley Press.
3, MacKensie, K.R. (1997). Time-Managed Group Psychotherapy:
Effective Clinical Applications. Washington, DC: American
Psychiatric Press.
4. Siegel, D. (2010). The Mindful Therapist. New York: Norton.
5. Weisman, N.M., Markowitz, J.C., & Klerman, G.L. (2000).
Comprehensive Guide to Interpersonal Psychotherapy. New York:
Basic Books.
Saturday,
March 10
(9:00-11:30
am & 1:30-4:00 pm)
The emergence of Modern Attachment
Theory reflects a conceptual revolution that has evolved over
the last ten years which synthesizes the best ideas of the
relational models of psychodynamic theory, the cognitive
sciences, child development, and neurobiology. Not only has
attachment theory helped shift psychoanalytic thinking from
classical drive or instinct theory to a relational approach, it
also furnishes an all encompassing theoretical formula for
understanding addiction and the difficulties that the typical
addict and alcoholic brings to treatment. This course will
demonstrate ways that Modern Attachment Theory and Affect
Regulation Theory provide an effective theoretical formula for
informing the delivery of group therapy, as well as the
treatment of addiction.
Learning
Objectives:
The attendee
will be able to:
1. Describe ways
that attachment theory and self psychology are applied to therapy,
especially with patients who suffer from character pathology,
and substance abuse.
2. Describe why early treatment strategies need to differ from
later stage treatment strategies.
3. Express different styles of attachment (Avoidant, Ambivalent,
Disorganized & Secure) and their relationship to treatment.
4. Identify the ways that secure base and exploration are
intricately connected.
5. Distinguish between different attachment styles and learn how
these attachment styles impact the therapeutic alliance and
treatment outcome.
6. Identify the differences between explicit and implicit
learning, memory and knowledge.
7. Review evidence from neuro-imaging studies indicating that
strong attachment bonds shape and influence the neurobiology and
the neuroplasticity of the brain.
8. State the importance of enriched environments that
promote optimal levels of emotional arousal for the promotion of
brain change.
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.
4. Mikulincer, M., & Shaver, P.R. (2007). Attachment in Adulthood:
Structure, Dynamics, & Change. New York: Guilford Press.
5. Cozolino, L. (2006). The neuroscience of human relationships:
Attachment and the developing brain. New York: Norton.
Saturday,
March 10
(9:00-11:30
am & 1:30-5:15 pm)
C7.
Principles of Group Psychotherapy (Part 2)
Director:
Diane Montgomery-Logan, MA, CGP,
Private Practice,
Winooski, Vermont
Faculty:
Eleanor Counselman, EdD, CGP, LFAGPA, Assistant
Professor, Harvard Medical School, Boston, Massachusetts
Travis Courville, LCSW, CGP, FAGPA, Private Practice,
Missouri City, Texas
Joshua Gross, PhD, ABPP, CGP, FAGPA, Psychologist and
Group Coordinator, University Counseling Center, Florida State University, Tallahassee, Florida
Karen Travis, MSW, LCSW, CGP, FAGPA, Private Practice,
Baton Rouge, Louisiana
This course provides the experiential component of the
Principles of Group Psychotherapy Course.
Participants must have completed the Part 1 teleconference. When
combined with Part 1, this course will meet the 12-hour didactic
requirement for CGP certification and is
designed to provide a basic understanding of the theory,
principles and application of group work. Volunteers (8-12
participants) will comprise a day-long model group with remaining
participants observing. There will be
extended intervals of discussion by all participants in the
course. Participants are expected to
bring a copy of Principles of Group Psychotherapy or purchase it
at the meeting.
Learning Objectives:
The attendee will be able to:
1.
Detect the impact of membership in a group on the understanding
of group dynamics.
2. Identify group dynamics, e.g. resistance, scapegoating and
sub-group formation, as they arise in the group session.
3. Discuss the creation of norms in therapy groups.
4. Compare the stages of group development.
5. Discuss the role of the leader in relation to the variety of
group dynamics.
6. Find at least 3 resources for continuing self-education about
group process.
7. Discuss the effect of group boundaries on the safety of group
participation.
8. Identify the therapeutic factors of group psychotherapy.
Course References:
1.
American Group Psychotherapy Association Inc. (2007). Practice
Guidelines for Group Psychotherapy.
www.agpa.org
2. Weber, R. (2006). Principles of Group Psychotherapy. New
York: American Group Psychotherapy Association Inc.
3. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of
Group Psychotherapy. New York: Basic Books.
4. Rutan, J.S., & Alonso, A. (1999). Reprise: Some guidelines
for group therapists. In J.R. Price, D.R. Hescheles, & A.R.
Price (Eds.), A guide to starting psychotherapy groups (pp.
71-79). San Diego, CA: Academic Press.
5. Rutan, J., Alonso, A., & Groves, J. (1998). Understanding
defenses in group psychotherapy. International Journal of Group
Psychotherapy, 38, 549-472.
Friday, March 9 (10:00
am-12:30 pm & 1:30-6:15 pm)
C8. A Model for Group
Leadership Training: NRCGP 2008 Award Winning Center for Group
Studies Weekend Program
Director:
Janet Resnick, MS, PhD,
Senior Faculty and Supervisor, Center for Group Studies, New
York, New York
Faculty:
Gail Brown, MA, CGP,
Director of Academic Training, Center for Group Studies, New
York, New York
Jacqueline Fish, LCSW, CASAC,
CGP, Faculty Chairperson, Center for Group Studies, New
York, New York
Sally Henry, LCSW, CGP,
Senior Faculty and Supervisor, Center for Group Studies, New
York, New York
Rhoda Shapiro, LCSW, CGP,
Faculty and
Supervisor, Center for Group Studies, New York, New York
Learning
Objectives:
The attendees
will be able to:
1.
Explain the use of the contract in the formation and ongoing
process of the group.
2. Describe the meaning and use of resistance as a necessary
defense mechanism.
3. Identify countertransference and use it to inform their
interventions.
4. Integrate the skills of bridging, immediacy and intimacy into
their group practices.
5. Describe the importance of the observing ego in emotional
engagement.
6. Recognize the many guises aggression takes in their groups
and develop techniques and approaches to direct the aggression
to the group’s benefit.
7. Distinguish between self and object feelings.
8. Appraise the effectiveness of the Modern Group Process.
Course
References:
*PLEASE NOTE: The
time schedule for two-day courses deviates slightly from regular
conference schedule.
*Friday,
March 9 (10:00 am-12:30 pm & 2:30-5:45 pm) and
Saturday, March 10 (9:00-11:30 am & 1:30-5:15 pm)
C9.
Trauma
Group Training across Time, Populations and Cultures
Presented in cooperation with the AGPA
Community Outreach Task Force
Directors:
Robert Klein, PhD, ABPP, CGP, DFAGPA,
Clinical Associate Professor of
Psychiatry, Yale University School of Medicine, New Haven,
Connecticut
Suzanne
Phillips, PsyD, ABPP, CGP, FAGPA,
Adjunct Clinical Professor, Long Island University, New York
Faculty:
Richard Beck, RCSW, BCD, CGP, FAGPA,
Adjunct Clinical Professor, Fordham University, New York,
New York
Alfred
Garwood, MB, ChB, LRCP, MRCS, MInstGA,
Honorary
Treasurer of the Group Analytic Society, London,
England
Dianne
Kane, DSW, LCSW,
CGP,
Assistant Director, Counseling Unit-FDNY, New York, New York
Maureen
Underwood, ACSW, CGP,
Clinical
Director, The Society for the Prevention of Teen
Suicide, Trenton, New Jersey
Fernando Valadez, MD,
Mental
Health Consultant and Advisor for NGO against Torture and and
Intercontinental University, Mexico City, Mexico
This two-day
course will consider how groups can be used for trauma
intervention as exemplified by AGPA’s
national and international disaster responses, training modules
and intervention protocols; suicide prevention and
intervention; trauma and combat stress on couples;
countertransference and cultural diversity in
the face of trauma.
Learning
Objectives:
The attendees
will be able to:
1. Distinguish
normal from pathological responses to trauma.
2. Apply population-specific protocols for group intervention
following trauma.
3. Explain general principles for conducting needs assessment
and formulating intervention strategies following trauma.
4. Identify risk factors for teen suicide.
5. Identify school interventions for healing in the aftermath of
suicide.
6. Identify the roles and group interventions that serve suicide
prevention.
7. Identify handling Postvention including "contagion" and re-traumatization.
8. Describe the impact of trauma on a couple in terms of
symptoms, feelings, behaviors and patterns.
9. Delineate at least three of the strategies for use
with and by couples in the aftermath of traumatic events.
10. Discuss how to intervene with couples to
normalize, make meaning of trauma’s impact and offer strategies
for reconnection
and recovery.
11. Identify common trauma group leader countertransference
reactions.
12. Recognize at least three cultural indices that bear on
trauma intervention.
Course
References:
1. Buchele, B.J., &
Spitz, H.I. (2004). Group interventions for treatment of
psychological trauma. New York: American Group Psychotherapy
Association.
2. Klein, R.H., & Phillips, S. (2008). Public mental health
service delivery protocols: Group interventions for disaster preparedness and
response. New York: American Group Psychotherapy Association.
3. Herman, J. (1997). Trauma and Recovery. New York: Basic Books.
4. Lubin, H., & Johnson, D. (2008). Trauma-Centered Group
Psychotherapy For Women: A Clinician’s Manual. New York and London: the
Haworth Press.
5. National Child Traumatic Stress Network and National Center for
PTSD, Psychological First Aid: Field Operations Guide, September, 2005.
6. Pearlman, L.A., & Saakvitne, K.W. (1995). Trauma and the
therapist: Countertransference and vicarious traumatization in psychotherapy with
incest survivors. New York: W.W. Norton.
*PLEASE NOTE: The
time schedule for two-day courses deviates slightly from regular
conference schedule.
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