76th Annual Conference Sessions and Workshops
Friday, March 1 (Detail)

Early Bird Open Sessions
Early Bird Colloquies
Anne and Ramon Alonso Presidential Plenary Address
All-Day Course
All-Day Workshops
Morning Open Sessions
Morning Workshops
Lunch-Time Open Session

Cinema Presentation
Afternoon Open Sessions (2:30-4:00 pm)
Afternoon Workshops (2:30-4:00 pm)
Afternoon Open Sessions (4:30-6:00 pm)
Afternoon Workshops (4:30-6:00 pm)
Group Foundation Dance Party

For more information on those presenters who have the CGP credential, please click on their names to view their CGP profiles.

Early Bird Open Sessions
7:15 – 8:15 A.M.

Session 206
Contemporary Group Psychotherapy Research

Presented under the auspices of the AGPA Research SIG

Cheri Marmarosh, PhD,
Professor, George Washington University, Washington, DC

This is the Research SIG's annual paper session presenting current research in group psychotherapy.

Session also on Friday (7:15-8:15 am)

Title: Compassion-Focused Group Therapy: A Test of Moderators to Explain Differential Outcomes
Authors: Gary Burlingame, PhD, CGP, FAGPA; Kara Cattani, PhD; Jennifer Jensen, JD; Harold Svien, BS

This is a paper session in which panelists present new, clinically relevant research findings, with time for discussion and questions from the audience.

Learning Objectives:
The attendee will be able to:
1. Summarize current research in group psychotherapy.
2. Integrate current group therapy research into clinical practice.
3. Match current research findings to areas of group practice and interest.
4. Discuss important principles related to developing and conducting effective group therapies.

Social JusticeSession 207   
Cultural Considerations in Offering Mindfulness-Based Groups

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG

Kate Czar, PhD,
 Licensed Psychologist and Group Services Coordinator, University of Texas at Austin, Austin, Texas

Kimberly Burdine, PhD, MS, Licensed Psychologist and Diversity Coordinator, University of Texas at Austin, Austin, Texas

Mindfulness has become an increasingly mainstream buzzword and form of self-care. This session will address the cultural implications of this construct’s popularity in mental health treatment settings, weighed against its benefits, particularly in the context of mindfulness-based groups in a college counseling setting. Themes will include cultural appropriation, privilege, access, and facilitator and member identities. The session will include experiential practice, self-reflection, and discussion of concrete next steps for mindfulness practice and group work.
Learning Objectives:
The attendee will be able to:
1. Articulate a basic understanding of mindfulness.
2. Describe examples of mindfulness-based groups in outpatient settings.
3. Identify cultural considerations relevant to the incorporation of mindfulness into group-based clinical services.  
4. Identify insights gained through self-reflection around personal identities influencing own understanding of mindfulness as well as positionality as a facilitator of a mindfulness-based group.
5. Specify action steps for establishing a more culturally informed clinical practice of mindfulness with diverse populations.

Course References:
1. Brown, C.G. (2017). Ethics, transparency, and diversity in mindfulness programs. In L.M. Monteiro, J.F. Compson, F. Musten, L.M. Monteiro, J.F. Compson, F. Musten (Eds.), Practitioner's guide to ethics and mindfulness-based interventions (pp. 45-85). Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-64924-5_3
2. Kamradt, Jaclyn M. (2017). Integrating yoga into psychotherapy: The ethics of moving from the mind to the mat. Complementary Therapies in Clinical Practice, 27, 27-30.  doi:  10.1016/j.ctcp.2017.01.003
3. Proulx, J., Croff, R., Oken, B., Aldwin, C.M., Fleming, C., Bergen-Cico, D., & ... Noorani, M. (2017). Considerations for research and development of culturally relevant mindfulness interventions in american minority communities. Mindfulness. doi:10.1007/s12671-017-0785-z
4. Shallcross, A.J., & Spruill, T.M. (2017). The protective role of mindfulness in the relationship between perceived discrimination and depression. Mindfulness. doi:10.1007/s12671-017-0845-4
5. Watson, N.N., Black, A.R., & Hunter, C.D. (2016). African American women’s perceptions of mindfulness meditation training and gendered race-related stress. Mindfulness, 7(5), 1034-1043. doi:10.1007/s12671-016-0539-3

Session 208 
Drop-in Medication Groups and Other Creative Ideas for Psychiatrist Led Group Therapy

Presented under the auspices of the AGPA Psychiatry SIG

Juliana Fort, MD, 
Associate Professor of Clinical Psychiatry, UTSW, Dallas, Texas

Shunda McGahee, MD, Attending Psychiatrist, Massachusetts Mental Health Center, Boston, Massachusetts

This presentation on Drop-in Medication Management groups in the treatment of the severely mentally ill is designed to help psychiatrists understand how to incorporate this modality into their practice and allows exploration of how psychiatrists can use creative ideas within group to help patients to engage. By sharing and discussing barriers, obstacles and opportunities to bring more medication based group treatments into their psychiatric practice and by discussing the impact of these groups in their practice and on their own well-being, psychiatrists will have the knowledge and support they need to consider offering the modality of Drop-in Medication Management groups to their severely mentally ill patients.

Learning Objectives:
The attendee will be able to:
1. Define drop-in medication management groups.
2. Discuss the patient population that they treat, and will evaluate whether or not adding drop-in medication management groups to their practice may be beneficial to their patient population.
3. Cite barriers and obstacles as well as opportunities that are common to drop-in medication management groups.
4. Compare different models of group psychopharmacology appointments.
5. Identify best practices for group psychopharmacology appointments.
6. Develop strategies and skills to effectively lead group psychopharmacology appointments.
7. Discuss how they have used creativity to adapt group methods to their own psychiatric practice and will be able to analyze new ideas that they have heard from other psychiatrists during the session to discuss whether or not these ideas could be applied to their own practice.

Course References:
1. Alegría, M., Ora, N., & NeMoyer, A. (2018). Increasing equity in access to mental health care: a critical first step in improving service quality. World Psychiatry, 17(1), 43–44.
2. Barrett, M.S., Chua, W., Crits-Christoph, P., Gibbons, M.B., Casiano, D., & Thompson, D. (2008). Early withdrawal from mental health treatment: Implications for psychotherapy practice. Psychotherapy, 45, 247–267.
3. Beck, A., Scott, J., Williams, P., Robertson, B., Jackson, D., Gade, G., Cowan, P. (1997). A randomized trial of group outpatient visits for chronically ill older HMO members: The Cooperative Health Care Clinic. Journal of the American Geriatric Society, 45(5):543-9.
4. Borras, L., Boucherie, M., Mohr, S., Lecomte, T., Perroud, N., & Huguelet, P. (2009). Increasing self-esteem: Efficacy of a group intervention for individuals with severe mental disorders. European Psychiatry, 24(5), 307–316.
5. Chang, D.F., & Berk, A. (2009). Making cross-racial therapy work: A phenomenological study of clients’ experiences of cross-racial therapy. Journal of Counseling Psychology, 56(4):521-536. doi:10.1037/a0016905. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2855964/.
6. de Jong, K., Timman, R., Hakkaart-Van Roijen, L., Vermeulen, P., Kooiman, K., Passchier, J., & Van Busschbach, J. (2014). The effect of outcome monitoring feedback to clinicians and patients in short and long-term psychotherapy: A randomized controlled trial. Psychotherapy Research, 24, 629–639.

7. Gise, L.H., & Crocker, B. (2012). Psychiatrist-Led Outpatient Groups: Putting Our Minds Together. In H.L. McQuistion et al. (Eds.), Handbook of Community Psychiatry. Berlin, Germany: Springer Science+Business Media, 233-245.
8. Hayes, R.C. (1976). Developing a group program for the treatment of outpatients on lithium carbonate. Hospital & Community Psychiatry, 27, 391-392
9. Jensen, H.H., Mortensen, E.L., & Lotz, M. (2010). Effectiveness of short-term psychodynamic group therapy in a public outpatient psychotherapy unit. Nordic Journal of Psychiatry, 64(2), 106–114.
10. Kaidar-Person, O., et al. (2006). Shared medical appointments: New concept for high-volume follow up for bariatric patients. Surgery for Obesity Related Disorders. Sept-Oct; 2(5),509-12.
11. Kanas, N. (1996). Group therapy for schizophrenic patients. Washington, DC: APA Press.
12. Kirsh, S.R., Aron, D.C., Johnson, K.D., Santurri, L.E., Stevenson, L.D., Jones, K.R., Jagosh, J. (2017). A realist review of shared medical appointments: How, for whom, and under what circumstances do they work?.  BMC Health Services Research, 17: 113.
13. Eisenstat, S., Siegel, A., Lipps Carlson, K., & Ulman, K. (2012). Putting Group Visits Into Practice: A Practical Overview to Preparation, Implementation, and Maintenance of Group Visits at Massachusetts General Hospital.  Boston, MA: Women’s Health Associates, The John D. Stoeckle Center for Primary Care Innovation Massachusetts General Hospital. Retrieved from http://www.massgeneral.org/stoecklecenter/assets/pdf/group_visit_guide.pdf.
14. Roll, D., Spottwood, M., Huang, H. (2015). Using Shared Medical Appointments to Increase Access to Buprenorphine Treatment. Journal of the American Board of Family Medicine, 28 (5), 676-677.                                  
15. Billings, D. (2011). The Impact of Race and Racism on Mental Health Clients, Practitioners, Organizations, and Delivery Systems. Mental Health News, 13(1). Retrieved from  http://www.mhnews.org/back_issues/MHN-Winter2011.pdf
16. Yalom, I.D. (1970). The theory and practice of group psychotherapy. New York, NY: Basic Books.

Session 209   
The Two Pillars of Recovery: A Way to Understand and Cope with Addiction

Presented under the auspices of the AGPA Addiction & Recovery SIG

Geoffrey Kane, MD, MPH,
Chief of Addiction Services, Brattleboro Retreat, Brattleboro, Vermont

Help patients with addiction understand what they're up against: Addiction changes the brain--people act on self-defeating impulses without choice. Positive interpersonal relationships change the brain--people become less self-defeating. The Two Pillars of Recovery ("Keep your distance!" and "Ask for help!") explain addiction and guide recovery.

Learning Objectives:

The attendee will be able to: 
1. Name the Two Pillars of Recovery and describe how each relates to the neurobiology of addiction and recovery.
2. Identify the neurotransmitter thought to mediate addictive behaviors following exposure to an environmental cue or consuming "just one."
3. Describe how shame inhibits taking action on the second pillar of recovery ("Ask for help!").
4. Explain the impact of asking for help on shame, self-esteem, and resilience.

Course References: 
1. Kane, G. (2014). The Two Pillars of Recovery Workbook. Brattleboro, VT: Howard Printing.
2. Koob, G.F., & Volkow, N.D. (2016). Neurobiology of addiction: A neurocircuitry analysis. Lancet Psychiatry, 8, 760-773.
3. Brown, B. (2012). Daring Greatly. New York, NY: Gotham Books.
4. Cozolino, L. (2017). The Neuroscience of Psychotherapy: Healing the Social Brain (Third Edition). New York, NY: W.W. Norton.
5. Ginot, E. (2015). The Neuropsychology of the Unconscious: Integrating Brain and Mind in Psychotherapy. New York, NY: W.W. Norton.

Early Morning Colloquies
7:15 8:15 A.M.

Colloquy 3 
The Rite of Passage of San Silvestro in Troina (Italy): Case Study with a Social Dreaming Matrix and Dream Icons

Presented in cooperation with the Center Study of Psychology and Psychosomatic Medicine and the Gordon Lawrence Foundation

Domenico Agresta, MA,
President, Center Study of Psychology and Psychosomatic Medicine, Pescara, Italy
Alessio Bianconi, MPsych, Private Practice, Termoli, Italy
Giuseppina Marolla, MPsych,
Private Practice, Termoli, Italy

The colloquy describes and presents a psychosocial and analytic research with the Social Dreaming Matrix applied in a Religious Rite to observe the connections between the process of a specific Community in a traumatic events (Rural Mafia) and their tradition with the Territory and their roots. The study of the "dreams icons" helps the observation of the Foundation Myth of a Culture. The case study is focus on the Ego-Identity and the function the Group.

Learning Objectives:
The attendee will be able to:
1. Connect trauma elements with specific historic events through dreams to co-construct the underlying common cultural matrix.
2. Identify connections between social rights in community and unconscious conflicts with Social Dreaming Matrix.
3. Use a specific research methodology ("Anthropopoies of Dreams") to analyzing the Matrix.
4. Detect Dreams Icons from the Matrix, predict and propose application with local Institutions.
5. Demonstrate the connection between social rights or rights of passage as a social symptom (case study: rural mafia).
6. Utilize dreams as a semantic space in social structure.

Course References:
1. Agresta, D. (2016). The anthropopoietic question of the mind: considerations on dreams, rites, and history within the unconscious. The Mlawa Battle in the Social Dreaming Matrix, Mlawa Edition.
2. Agresta, F. (2005). Il corpo e i sogni in psicoterapia psicoanalitica individuale e in gruppi di rilassamento analitico con pazienti psicosomatici, Med. Psicosom. 50 (1): 41 – 49;
3. De Martino, E. (2002). La fine del mondo. Contributo all’analisi delle apocalissi culturali, a cura di Gallini C., Torino, Einaudi.
4. Menarini, R., & Montefiori, V. (2013). Nuovi orizzonti della psicologia del sogno e dell’immaginario collettivo, Studium, Roma.
5. Remotti, F. (2013). Fare umanità. I drammi dell’antropo – poiesi, Laterza, Bari.
6. Turner, V. (1995). The Ritual Process: Structure and Anti-Structure (1995), Aldine De Gruyter; Lewis Henry Morgan Lectures.

Colloquy 4
PR 101- Building Your "Elevator Speech" for Groups (AGPA Leadership Track)

Jenna Noah, MA, 
Private Practice, Boulder, Colorado

Why do you do groups when so many of your colleagues do not? Is group therapy on a decline? Come learn how to promote group therapy to therapists, patients, and the community-at-large.
In this session you will develop an "elevator speech" for one of the following:
1. to young therapists
2. to experienced therapists
3. to patients
4. to everyone else - your neighbors, friends and family, etc.

Learning Objectives:
The attendees will be able to:
1. Review PR factors that can promote group therapy.
2. Craft an "elevator speech" for therapists, patients, and the broader community.
3. Deliver your pitch.

Course References:
1. Green, J. (2013). How to create an elevator pitch. Forbes magazine (https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/sites/chicceo/2013/02/05/how-to-create-an-elevator-pitch/&refURL=https://www.google.com/&referrer=https://www.google.com/)
2. Pincus, A. (2007). The perfect elevator speech. Bloomberg Business Week (http://www.mrgriffin.org/FHSWEB/ENT/articles/ThePerfectElevatorPitch.pdf)
3. Simpson, M. (2017). How to create a killer elevator pitch. The Interview Guys. (https://theinterviewguys.com/write-elevator-pitch/)
4. Sjodin, T.L. (2012). Small message, big impact: The elevator speech effect. New York: Portfolio/Penguin.
5. Usdin, B.T. (2015). The art of the elevator pitch. Proceedings of Balisage: The Markup Conference. doi:10.4242/balisagevol15.usdin01

Colloquy 5
The Risks and Rewards of Group Surf Therapy

Markus Rogan, PsyD, LMFT, 
Performance Psychologist, Mercedes Benz Formula 1, Beverly Hills, California

Participants will learn about the structure, risks, logistics, and clinical techniques needed to create an impactful surf therapy experience.

Learning Objectives:
The attendees will be able to:
1. Structure and integrate a physical/athletic experience into the group therapeutic process.
2. Classify and prepare for the risks involved in inviting clients to engage in a physical/athletic experience.
3. Evaluate the clinical risks and rewards of physical/athletic elements of group therapy.

Course References:
1. Caddick, N., Smith, B., & Phoenix, C. (2015). The effects of surfing and the natural environment on the well-being of combat veterans. Qualitative Health Research, 25(1), 76-86.
2. Ashbullby, K.J., Pahl, S., Webley, P., & White, M.P. (2013). The beach as a setting for families’ health promotion: A qualitative study with parents and children living in coastal regions in Southwest England. Health & Place, 23, 138-147.
3. Papathanasopoulou, E., White, M.P., Hattam, C., Lannin, A., Harvey, A., & Spencer, A. (2016). Valuing the health benefits of physical activities in the marine environment and their importance for marine spatial planning. Marine Policy, 63, 144-152.
4. Haskell, W.L., Lee, I.M., Pate, R.R., Powell, K.E., Blair, S.N., Franklin, B.A., ... & Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116(9), 1081.
5. Armitano, C.N., Clapham, E.D., Lamont, L.S., & Audette, J.G. (2015). Benefits of surfing for children with disabilities: A pilot study. Digital Commons@URI.
6. Washington, O. (1999). Effects of cognitive and experiential group therapy on self-efficacy and perceptions of employability of chemically dependent women. Issues in Mental Health Nursing, 20(3), 181-198.

Anne and Ramon Alonso Plenary Address
8:30 – 9:45 A.M.

Trying Not to Look Ahead 

Featured Speaker: Joyce Slochower, PhD, ABPP, Professor Emerita of Psychology, Hunter College & the Graduate Center, CUNY, New York, New York

We therapists think a great deal about the impact of early loss, trauma, and conflict on patient and analyst's experience in the present.  We’re accustomed to making these links and helping people unpack and move beyond their personal ghosts.  But there’s a future ghost that most of us evade.  It’s the ghost of who we will become—of our own aging and the changes it portends. How will we manage the impending diminishment of capacity that comes with aging?  How will we help our patients confront it in us and in themselves? After considering the impact—personal and theoretical—of aging on us as therapists, Dr. Slochower explores how aging may inform our relationship to the work we do.

Dr. Joyce Slochower is Professor Emerita of Psychology at Hunter College & the Graduate Center, CUNY.  Dr. Slochower is faculty and supervisor at the NYU Postdoctoral Program, Steven Mitchell Center, National Training Program of NIP (all in New York), Philadelphia Center for Relational Studies in Philadelphia and the PINC in San Francisco.  She is on the Editorial Boards of Psychoanalytic Dialogues, Ricerca Psicoanalitica and Perspectives in Psychoanalysis and is on the Board of the IARPP. Dr. Slochower has published over 80 articles on various aspects of psychoanalytic theory and technique. Second Editions of her two books, Holding and Psychoanalysis: A Relational Perspective (1996) and Psychoanalytic Collisions (2006), were released in 2014 by Routledge. She is Co-Editor, with Lew Aron and Sue Grand, of De-idealizing Relational Theory: a Critique from Within and Decentering Relational Theory: A Comparative Critique (2017). She is in private practice in New York City where she sees individuals and couples, runs supervision and study groups. 

All-Day Course
10:00 A.M.  12:30 P.M. & 2:30 5:00 P.M.

(Registration will only be accepted for both the morning and afternoon sessions.)

C3. Group Structure, Process and Content: Key Constructs in Therapeutic Applications of Group Analysis

Presented in cooperation with the Group Analytic Society International and the Institute of Group Analysis, London

John Schlapobersky, BA, MSc, Training Analyst, Institute of Group Analysis, Finchley, London, United Kingdom

Group-analytic psychotherapy is widely used. The presenter, author of From the Couch to the Circle - Group-Analytic Psychotherapy in Practice, offers key teaching topics - structure, process and content – allowing the therapist to work with the group's own language from monologue through dialogue to discourse. In the dynamic present attention is given to who is speaking, to whom, about what, focusing on what is not being said - secrets, failed disclosures, and dissociation.

Learning Objectives:
The attendee will be able to:
1. Discuss on the convening role of the therapist in working with the concept of structure and attend to group membership, formation and composition.
2. Explain how to work with structural dynamics in dynamic administration. 
3. Describe the use of process dynamics to attend, therapeutically, to group's mirroring, resonance, valency, amplification, condensation, reciprocity.
4. Describe the use of process dynamics described in #3 (above) to explore projections and dynamics of transference and countertransference.
5. Outline how to work with group to equip members to share task of content analysis in tracking thematic progression in addressing key questions:  who is speaking, to whom, about what, and what is not being said?
6. Cite the progression in group-as-a-whole from relational, through reflective to reparative dynamics.

Course References:
1. Behr, H., & Hearst, L. (2005). Group Analytic Psychotherapy: A Meeting of Minds. London, UK: Whurr.
2. Barwick, N., & Weegmann, M. (2017). Group Therapy: A Group-Analytic Approach. London, UK: Routledge. 
3. Brown, D. (2006). Resonance And Reciprocity: Selected Papers of Dennis Brown. J. Maratos (Ed.). London, UK: Routledge.
4. Foulkes, S.H., & Anthony, E.J. (1957, reissued 1965, 1984). Group Psychotherapy: The Psychoanalytic Approach. London, UK: Karnac.
5. Friedman, R., & Doron, Y. (2017). Group Analysis In the Land of Milk and Honey. London, UK: Routledge.
6. Lorentzen, S. (2014). Group Analytic Psychotherapy: Working with Affective, Anxiety and Personality Disorders. London, UK: Routledge.
7. Schlapobersky, J. (2016). From the Couch to the Circle: Group-Analytic Psychotherapy In Practice. London, UK: Routledge.
8. Wotton, L. (2012). Between the Notes: A Musical Understanding of Change in Group Analysis. Group Analysis, 46 (1): 48 – 60.

All-Day Workshops

10:00 A.M. 12:30 P.M. & 2:30 5:00 P.M.

(Registration will only be accepted for both the morning and afternoon sessions.)

Workshop 31a
Living Out Loud: Attuning the Leader's Voice

Dennis Foley, PsyD,
Private Practice, Rochester, New York

An attuned therapeutic voice allows the group leader to respond spontaneously and therapeutically to members’ emotional communications and to offer corrective, emotionally maturational interventions. The leader’s personal history however, often interferes with the development of, and access to, a spontaneous, authentic, and therapeutic voice. This workshop will explore methods for exploring and resolving group leader and therapist obstacles to meaningful, potent emotional communication with members.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define emotional communication and its significance in group.
2. Name the relationship between emotional receptivity, attunement, and the group leader’s voice.
3. Define the role of immediacy in illuminating participants’ histories and resistances.
4. Describe the difference between induced and subjective countertransference.
5. Describe how countertransference feelings are used to resolve resistances.
6. Identify three sources or signs indicative of group leader resistance.

Course References:
1. Black, A.E. (2017). On attacking and being attacked in group psychotherapy. International Journal of Group Psychotherapy, 67(1), 291-313.
2. Geltner, P. (2013.) Emotional Communication: Countertransference Analysis and the Use of Feeling in Psychoanalytic Technique. New York, NY: Routledge.
3. Levine, R. (2017). A modern analytic perspective of group therapy. International Journal of Group Psychotherapy, 67S(1), 109S-120S.                                                                                                    
4. Maroda, K.J. (2013). The Power of Countertransference: Innovations in Analytic Technique. New York, NY: Routledge.
5. Zeisel, E.M. (2009.) Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 59, 421-432.

Workshop 32a
Enhancing Empathy and Attachment in Process Groups Using Mindfulness and Psychodramatic Techniques

Sue Barnum, MA, TEP, CGP, 
Private Practice, Santa Fe, New Mexico
Jana Rosenbaum, LCSW, CGP, FAGPA, Private Practice, Houston, Texas

This workshop will present why psychodrama works utilizing an overview of interpersonal neurobiology (IPNB), attachment theory, and mindfulness. We will explore the psychodramatic techniques used in process groups (doubling, role-taking, role reversal, concretization, and shareback) as well as when and when not to use them. We will practice the techniques, then move into process group in the afternoon.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the scientific bases of psychodrama (attachment theory, mindfulness and interpersonal neurobiology): why psychodrama works.
2. Demonstrate and practice each of the psychodramatic techniques used in process groups (doubling, role-taking, role reversal, concretization, and shareback).
3. Discuss appropriate use of psychodramatic techniques in process group.
4. Utilize a mindfulness exercise to begin process group.
5. Integrate one or more of the psychodramatic techniques into their own process groups.
6. Discuss the efficacy of the use of psychodramatic techniques in process group.

Course References:
1. Hug, E., & Fleury, H. (2008). Moreno's co-unconscious: Contributions from neuroscience important for Individual and group psychology. Psychodrama Classico, 10 (1-2), 7-20.
2. Hug, E. (2007). A Neuroscience Perspective on Psychodrama: Advancing Theories in Psychodrama. London, UK: Brunner/Routledge.
3. Gantt, S.P., & Badenoch, B. (2013). The Interpersonal Neurobiology of Group Psychotherapy and Group Process. London, UK: Karnac.
4. Lotze, E., & Barnum, S. (2013). The Therapist's Creativity Handbook: Introducing Action and Play into Process Groups. Self-published.
5. Siegel, D.J. (2008). The Neurobiology of "We": How Relationships, the Mind, and the Brain Interact to Shape Who We Are. Sounds True Audio Learning Course.

Master Workshop 33a
Modes of Engagement: The Therapeutic Self, the Others, and the other Other (the Unconscious)

Presented in cooperation with the American Board of Professional Psychology

Richard Billow, PhD, ABPP, CGP,
 Director, Group Program, Derner Institute, Adelphi University, Great Neck, New York

Open to participants with more than ten years of group psychotherapy experience

“Relational” includes the links groups make with their individual and collective ideas, and the emotions and behaviors attached to these ideas. The workshop focuses on the ideas that develop, reflect, and come to influence group process. We broach concepts of intersubjectivity and the role of the leader, social embeddedness and individual emergence, basic affects and vitality, resistance, rebellion, and refusal, and nuclear ideas.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Discuss relational theory and technique, and compare and contrast to other approaches.
2. Expand their repertoire of skills and range of possible group interventions. 
3. Access and utilize subjective experience to foster group cohesion and coherence.
4. Observe and participate  in experiential learning.

Course References:
1. Billow, R.M. (2016). Developing Nuclear Ideas: Relational Group Psychotherapy.  London, UK: Karnac.
2. Bion, W.R. (1963). Elements of Psychoanalysis.  London: Heinemann.
3. Ezquerro, A. (2010). Cohesion and coherency in group analysis. Group Analysis, 43, 496-504. 
4. Goffman, E. (1959). The Presentation of Self in Everyday Life. New York, NY: Doubleday Anchor Books.  
5.Racker, H. (1968). Transference and Countertransference. Madison, CT: International Universities Press.

Workshop 34a
Introduction to Modern Group Process

Alice Brown, PsyD, CGP,
Faculty and Supervisor, Center for Group Studies, New York, New York

Christopher Dolin, LCSW-R, Private Practice, New York, New York

Open to participants with more than four years of group psychotherapy experience.

Using a didactic and experiential model we will present Modern Group Process as it is taught at the Center for Group Studies. We will combine process group(s), didactic presentations involving the whole group, and supervision. Contracting, emotional communication, developing emotional insulation and observing ego, use of bridging techniques and working with aggression will be emphasized.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the use of the contract and its importance in forming and maintaining a group.
2. Describe the meaning and use of resistance as a necessary defense mechanism and a means of communication.
3. Integrate the skills of bridging, immediacy, and fostering early intimacy into group practice.
4. Recognize and explore ways of utilizing the aggression in a group to further group process.
5. Identify examples of emotional communications, versus more insight-oriented communications.

Course References:
1.  Kirman, J. (1995).  Working with anger in groups:  A modern psychoanalytic approach. International Journal of Group Psychotherapy, 45(3), (pp. 303-329).
2.  Levine, R. (2017).  A modern psychoanalytic perspective on group therapy. International Journal of Group Psychotherapy, 67. (pp. S100-S120).
3.  Ormont, L. (1994). Developing emotional insulation. International Journal of Group Psychotherapy, 44(3), (pp. 361-375).
4.  Ormont, L. (1997). Bridging in group analysis. Modern Psychoanalysis, 22(1), (pp. 59-77).
5.  Rosenthal, L. (1987). Resistance in group psychotherapy. Resolving Resistance in Group Psychotherapy (pp. 83-103).  New York:  Jason Aronson.
6.  Spotnitz, H. (1976).  Dealing with aggression in groups. Psychotherapy of Preoedipal Conditions. (pp. 69-75).  New Jersey: Jason Aronson.
7. MacColl, Gregory J. (2016). The art of bridging revistited. International Journal of Group Psychotherapy, 66:3, 443-454.
8. Snyder, J. (2015). Modern Psychoanalysis. Modern Psychoanalysis, 40 (2), 119-154.

Workshop 35a
Leadership Development: Transferring Group Therapy Skills to Business Culture

Presented under the auspices of the AGPA Organizational Consulting SIG

Rick Tivers, LCSW, CGP,
Private Practice/Adjunct Faculty, The Chicago School of Professional Psychology, Evanston, Illinois

This active-oriented workshop will explore the parallel between Group Therapists and Organizational Consultants/Trainers. Participants will experience a mini Executive Leadership Training and will learn how to transfer therapeutic skills to the corporate world. Authority, power, control, fear, and uses of defenses will be a major part of the process to assist participants in understanding beliefs and misperceptions about corporate culture. Interventions and language usage will be a major part of the training.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Diagnose defense in self and corporate culture.
2. Design appropriate treatment interventions using business language.
3. Differentiate between traditional group therapy and group development in business.
4. Work through fear of internal power and authority.
5. Choose best practices in goal attainment.
6. Identify fee structures for starting trainers versus experienced ones.

Course References:
1. Noe, R. (2017). Employee Training and Development. New York, NY: McGraw Hill.
2. Morrison, T., & Conway, W. (2006). Kiss, Bow or Shake Hands. Avon, MA: Adams Media.
3. Craig, R. (1996). The ASTC Training and Development Handbook. New York, NY: McGraw Hill.
4. Hughes, M., Patterson, L.B., & Terrell, J.B. (2005). Emotional Intelligence in Action. San Francisco, CA: Pfeiffer.
5. Handshaw, Dick. (2014). Training That Delivers Results. New York, NY: American Management Association.

Morning Open Sessions
10:00 A.M. 12:30 P.M.

Social JusticeSession 307
Being a Group Therapist in Times of Political and Social Upheaval: This is Difficult!

Lorraine Wodiska, PhD, ABPP, CGP, FAGPA, 
Private Practice, Arlington, Virginia

Bonnie Buchele, PhD, ABPP, CGP, DFAGPA,
Training and Supervising Psychoanalyst, Greater Kansas City Psychoanalytic Institute, Kansas City, Missouri
Earl Hopper, PhD, CGP, DFAGPA, Private Practice, London, United Kingdom
Karen Travis, LCSW, BCD, CGP, FAGPA, Private Practice, Baton Rouge, Louisiana

Since the 2016 election, the country has been in the midst of difficult and chaotic personal, political and professional times. This open session will offer three panelists who will address these issues from very different perspectives: personal leadership, social unconscious of the larger group, and trauma experienced by group therapists.

Learning Objectives:
The attendee will be able to:
1. Describe three elements that have created the current chaotic environment.
2. Identify what compels one to seek leadership positions.
3. Define the fourth basic assumption of, Incohesion: Aggregation/Massification.
4. Explain how the larger group social issues come into group therapy sessions.
5. List three ways in which the demonstration group has been impacted by trauma that they and the therapist have attempted to manage during this period.

Course References:
1. Goffee, R., & Jones, G. (2017). Managing authenticity: The paradox of great leadership. Harvard Business Review, Spring 2017, 57-64.
2. Yalom, I., & Leszcz, M. (2005). The theory and practice of group psychotherapy. New York, NY: Basic Books.
3. Lee, B. (2017). The dangerous case of Donald Trump. New York, NY: Thomas Dunne Books.
4. Allen, J., & Fonazy, P. (2015). Trauma. In P. Luyten, L. Mayes, P. Fonagy, M. Target, & S. Blatt (Eds.), Handbook of psychodynamic approaches to psychopathology.  pp. 165-198. New York, NY: The Guilford Press.
5. Hopper, E., & Weinberg, H. (Eds.) (2017). The Social Unconscious in Persons, Groups and Societies: Volume 3: The Foundation Matrix Extended and Re-Configured. London, UK: Karnac.

Session 308
From the Couch to the Screen: Internet Delivered (Group) Therapy

Presented under the auspices of the AGPA Internet, Technology, and Social Media SIG

Haim Weinberg, PhD, CGP, FAGPA,
 Sacramento Center for Psychology, Sacramento, California

Bonnie Goldstein, LSSW, PhD,
Professor, University of Southern California, Los Angeles, California
Rakefet Keret-Karavani, MA, Senior Member, Israeli Organizational Consultants Association, Givtayim, Israel

Telehealth is already here and group therapy is moving quickly online. Internet therapy delivered through video might look similar to face-to-face therapy, however there are subtle but significant differences. In this open session we will explore these issues that any online therapist should know about. We will discuss the impact of the disembodied environment, the question of presence of the (group) therapist, creating online trust, loss of privacy, and the need for a new theory and specific training. A demonstration group will be part of the session. If you want to move online or become familiar with online groups, come to learn what to pay attention to and how to do it.

Learning Objectives:
The attendee will be able to:
1. State the impact of the lack of the body on Internet delivered therapy.
2. Explain the need for specific training for online (group) therapists.
3. Apply ethical considerations to leading online groups.
4. Compare online and face-to-face therapy.
5. Identify ways to develop trust and presence online.

Course References:
1. Weinberg, H. (2014). The paradox of Internet Groups: Alone in the presence of virtual others. London, UK: Karnac.
2. Russell, G.I. (2015). Screen relations. London, UK: Karnac.
3. Baron, S. (2012). To Friend or Not to Friend: Boundary and Ethical Issues in the Use of Online Communication With Clients. Group: The Journal of the Eastern Group Psychotherapy Society, 36(3) 181-195.
4. American Psychological Association. (2013). Guidelines for the Practice of Telepsychology. Retrieved from http://www.apapracticecentral.org/ce/guidelines/telepsychology-guidelines.pdf.
5. Scharff, J.S. (2012). Clinical Issues in Analyses over the Telephone and the Internet. International Journal of Psychoanalysis, 93:81-95.
6. Turkle, S. (2011). Alone Together: Why we expect more from technology and less from each other. New York, NY: Basic Books.

Session 309   
Neuroscience of Systems-Centered’s Functional Subgrouping: Beyond Stereotyping (Us vs. Them) to Exploring Differences (We)

Presented in cooperation with the Systems-Centered Training and Research Institute

Katie Steele, PhD, CGP, FAGPA,
Group Practice, Wellness Associates, PC, South Bend, Indiana

Susan Gantt, PhD, ABPP, CGP, DFAGPA,
Director, Systems-Centered Training and Research Institute, Atlanta, Georgia
Dorothy Gibbons, MSS, LCSW, CGP, Private Practice, Philadelphia, Pennsylvania
Robert Hartford, LICSW, CGP, Private Practice, Washington, DC 

We will demonstrate SCT’s functional subgrouping in a small and large group. Our brain functions better with others, yet our reactivity to differences in our flight/fight/freeze responses results in encapsulating differences, electing “identified-patients” or “scapegoats.” Drawing from neuroscience research, functional subgrouping enables exploring differences rather than encapsulating them in group roles.

Learning Objectives:
The attendee will be able to: 
1. Define and describe SCT's method of functional subgrouping.
2. Summarize the neuroscience relevant to reacting to differences.
3. Discuss how neuroception of safety is established using functional subgrouping.

Course References:
1. Badenoch, B. (2017). The heart of trauma: Healing the embodied brain in the context of relationships. New York, NY: Norton.
2. Gantt, S.P., & Agazarian, Y.M. (2013). Developing the group mind through functional subgrouping: Linking systems-centered training (SCT) and interpersonal neurobiology. In Gantt, S.P., & Badenoch, B. (Eds.), The interpersonal neurobiology of group psychotherapy and group process (pp. 73-102). London, UK: Karnac Books.
3. Siegel, D.J. (2012). The developing mind: How relationships and the brain interact to shape who we are (2nd ed.). New York, NY: Guilford Press.
4. Agazarian, Y.M. (1997). Systems-centered therapy for groups. New York, NY: Guilford Press. Re-printed paperback (2004). London, UK: Karnac Books.
5. Gantt, S.P., & Badenoch, B. (in press). Systems-centered group psychotherapy: Developing a group mind that supports right brain function and right-left-right hemispheric integration. In R. Tweedy (Ed.) The divided therapist: Hemispheric difference and contemporary psychotherapy. London, UK: Karnac Books.
6. Gantt, S.P., & Agazarian, Y.M. (2017). Systems-centered group therapy. International Journal of Group Psychotherapy, 67(sup1), S60-S70. doi: 10.1080/00207284.2016.1218768
7. Moreno, J.K. (2007). Scapegoating in Group Psychotherapy. International Journal of Group Psychotherapy, 57 (1), 93-104. doi: 10.1521/ijgp.2007.57.1.93

Morning Workshops
10:00 A.M. 12:30 P.M.

Workshop 36
To Group or Not To Group: Assessment and Preparation of Potential Group Members

David Heilman, PsyD, Private Practice, Washington, DC
Liz Marsh, MSW, Private Practice, Washington, DC
Jen McLish, MSW, Private Practice, Alexandria, Virginia
Rob Williams, MSW, CGP, Clinical Instructor in Psychiatry and Behavioral Sciences, George Washington University Medical Faculty Associates, Washington, DC

Open to participants with less than four years of group psychotherapy experience

This workshop explores a process for answering three basic questions: Is a client suitable for long-term, open-ended, psychodynamically oriented group therapy? If yes, is the client suitable for the specific group I have in mind? If yes, are they ready to join the group now? Tools for 1) identifying potential group members, 2) assessing readiness for group, and 3) preparing new members for group entry will be demonstrated.
sharing of work experiences-demonstration-experiential-didactic

Learning Objectives:
The attendee will be able to:
1. Evaluate potential group members' suitability for long-term, open-ended, psychodynamically oriented group therapy.
2. Prepare exclusion and inclusion criteria.
3. Conduct a clinical interview for pre-screening.
4. Identify items required for preparation prior to group entry.

Course References:
1. American Group Psychotherapy Association (2007). Practice Guidelines for Group Psychotherapy. New York, NY: AGPA.
2. Billow, R.M. (2001). The Therapist’s Anxiety and Resistance to Group Therapy. International Journal of Group Psychotherapy, 51:2, 225-242.
3. Gans, J.S., & Counselman, E.F. (2010). Patient Selection for Psychodynamic Group Psychotherapy: Practical and Dynamic Considerations. International Journal of Group Psychotherapy, 60:2, 197-220.
4. Rutan, J.S., Stone, W.N., & Shay, J.J. (2014). Psychodynamic Group Psychotherapy (5th ed.). New York, NY: Guilford.
5. Yalom, I.D., & Leszcz, M. (2008). The Theory and Practice of Group Psychotherapy (5th Ed.). New York, NY: Basic Books.

Social JusticeWorkshop 37
Our Diversities/Ourselves: The Impact of our Diverse Cultural Identities on our Work with Groups

Marti Kranzberg, PhD, ABPP, CGP, FAGPA,
Clinical Psychology Faculty, Fielding Graduate University, Santa Barbara, California
Reginald Nettles, PhD, CGP, Chair, Center for the Study of Race, Ethnicity, and Culture, Washington School of Psychiatry, Washington, DC 

We are all influenced by a variety of cultural factors that inform how we experience ourselves and are experienced by others. How we view the world and interact with others inevitably impacts what occurs in our groups. In this workshop, participants will explore their own, known & unknown, cultural identities & share how those identities affect their work as group therapists.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Explore and identify their cultural identities.
2. Practice listening fully to others’ experiences.
3. Identify how their own identities impact their work as group therapists.

Course References:
1. Adams, D.M. (2015). The unbearable lightness of being white. Women & Therapy, 38 (3-4) 327-340. http://dx.doi.org.fgul.idm.  oclc.org/10 .1080/02703149.2015.1059215
2.Case, K.A. (2015). White Practitioners in Therapeutic Alliance: An lntersectional Privilege Awareness Training Model. Women & Therapy, 38 (3-4) 263-278. doi: 1080/02703149.2015.1059209
3. Nettles, R. (2012). Multiple minority identities in group psychotherapy: Within and Between. In R. Nettles & R. Balter (Eds.), Multiple minority identities: Applications for practice, research, and training. New York, NY: Springer Publishing Company.
4. Parent, M.C., Deblaere, C., & Moradi, B. (2013). Approaches to research on intersectionality: Perspectives on gender, LGBT, and Racial/Ethnic identities. Sex Roles, 68(11-12), 639-645. doi:http://dx.doi.org.fgul.idm.oclc.org/10. 1007/sl 1199-013-0283-2
5.  Sue, D.W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.). Hoboken, NJ:  John Wiley & Sons.

Workshop 38
The Healing Power of Mirrors and Mirroring in Group Therapy

Sima Ariam, PhD, CGP,
Private Practice, New York, New York

Open to participants with more than four years of group psychotherapy experience

This workshop demonstrates the use of actual mirrors to diminish defensive rigidity, relax the membrane between self and others, and rebuild connectedness. The technique echoes a crucial developmental milestone- mirroring- and births a healthier more creative self amidst the “hall of mirrors” of the group process.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe ways of utilizing mirrors and mirroring in a group.
2. Describe the power of the use of the actual mirrors within the group to enhance self awareness and awareness of others.
3. Identify and discuss the way the use of the mirrors, the role of the leader and the wisdom of the group can facilitate the participant's new awareness and growth.
4. Use actual mirrors to experience the change of ones perception of oneself and others.
5. Discuss what you learn from the actual mirror experience about the mirroring experience in the group process.

Course References:
1. Ariam, S. (2014). Through the Looking Glass: Introducing the use of Actual Mirrors in the Group process. GROUP, 38 (3).
2. Pines, M. (1984). Reflection on mirroring. International Review of Psychoanalysis,11, 27-42.
3. Foulkes, S.H. (1964). Therapeutic group analysis. London, UK: George Allen & Unwin.
4. Iacoboni, M. (2008). Mirroring People: The new science of how we connect with others. New York and London: Farrar, Straus and Giroux.
5. Ramachanran, V.S. (2000). Mirror neurons and imitation learning as the driving force behind "The great leap forward" in Human evolution. Edge. Retrieved  from http://www..edg.org/3rd_culture/ramachandran/ramachandran_pl.html..
6. Ramachandrran, V.S. (2011). The Tell Tale brain. New York, London: Norton & Company.
7. Pederson, S.H., Poulsen, S., & Lunn, S. (2014). Affect Regulation: Holding, Containing and Mirroring. International Journal of Psychoanalysis, 95(5): 843-864.
8. Smith, J.D. (2104). Focusing on Reflections: Mentalization and Mirroring in Brief Dynamic Therapy. British Journal of Psychotherapy, 30(2): 212-228.

Workshop 39
Authenticity in Leadership: Uses of Self in Group Work

Presented under the auspices of the AGPA Mental Health Agency and Institutional Settings SIG

Elizabeth Terry Dietrich, MSW,
Private Practice, Palo Alto, California
Kurt White, LICSW, LADC, CGP, FAGPA, Adjunct Associate Professor, Smith College School for Social Work, Northampton, Massachusetts

This workshop will explore the often complex role of authenticity in group leadership, and the hoped-for benefits of the same in promoting group connection and authenticity in the members' experiences. Spontaneity, humor, disclosure of in- and out-of-the room experiences, etc. can have tremendous power and bring significant risks.  This workshop explores how to remain client-centered as you become more genuine and authentic in groups. A co-led demonstration group will illustrate the material discussed.
didactic-demonstration-sharing of work experiences-experiential

Learning Objectives:
The attendee will be able to:
1. Name three ways group members benefit when their leader is more human and accessible.
2. Describe three group leader behaviors that demonstrate authenticity and increase connection.
3. Describe two options for responding when a group member is angry at you.

Course References:
1. Aran, L.W. (2016). The Conductor’s Self-disclosure of Negative Countertransference in Group Analytic Psychotherapy. Group Analysis, 49(4): 385–397. doi: 10.1177/0533316416668429
2. Billow, R.M. (2002). Passion in group: Thinking about loving, hating, and knowing. International Journal of Group Psychotherapy, 52(3), 355372. doi:10.1521/ijgp.52.3.355.45517
3. Gans, J.S. (2005). A plea for greater recognition and appreciation of our group members' courage. International Journal of Group Psychotherapy, 55(4), 575-593. doi:10.1521/ijgp.2005.55.4.575
4. Good, R. (2013). Journey to the Use of Self, With Contributions from Group Psychotherapy. Group, 37(2), 109–118. http://doi.org/10.13186/group.37.2.0109
5. Milgrom, H., Hait, T., & Vogel T. (2016) Intricate Interplays in Women's Groups: Vulnerability and Strength Meet in the Second Half of Life. Women & Therapy, 39:3-4, 260-279, doi:10.1080/02703149.2016.1116860
6. Rutan, J.S. (2014). Things I have learned: 45+ years of group psychotherapy. International Journal Of Group Psychotherapy, 64(4), 555-566. doi:10.1521/ijgp.2014.64.4.555
7. Shapiro, E.L., & Gans, J.S. (2008). The courage of the group therapist. International Journal Of Group Psychotherapy, 58(3), 345-361. doi:10.1521/ijgp.2008.58.3.345

Master Workshop 40
Effective and Efficient Supervision: Doing It in Group

Arthur Gray, PhD,
 Instructor, Supervisor, Coordinating Committee Member, Institute for Psychoanalytic Study of Subjectivity, New York, New York

Open to participants with more than ten years of group psychotherapy experience

This six-step group supervision model is distinct from group therapy. It provides focused attention to the needs of the individual presenter, while maintaining full participation and supervision of all other members. This non-judgemental model is responsive to the unique level of experience and theoretical orientation of each participant.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State the difference between group supervision and group therapy.
2. List the six steps of this group supervision model.
3. Elaborate on the details of each of the six steps of the model.
4. Describe how a group supervisor knows when to move from one step to another.
5. Demonstrate and facilitate the application of the supervisory model.

Course References:
1. Doehrman, M.J. (1976). Parallel process in supervision and psychotherapy. Bulletin of the Menninger Clinic, 40(1), 9-104.
2. Ekstein, R., & Wallerstein, R.S. (1972). The teaching and learning of psychotherapy. New York, NY: International University Press.
3. Gray, A.A. (2006). Effective and efficient supervision: Doing it in group. In R. Raubolt (Ed.), Power games: Influence, persuasion, and indoctrination in psychotherapy training (pp. 273-296). New York, NY: Other Press.
4. Strømme, H. (2014). A bad and a better supervison process: Actualized relational scenarios in trainees: A Longitudinal study of nondisclosure in psychodynamic supervision. Psychoanalytic Inquiry, 34(6), 584-605.
5. Moga, D.E., & Cabaniss, D.L. (2014).  Learning Objectives for Supervision: Benefits for Candidates and Beyond. Psychoanalytic Inquiry, 34(6), 528-537.

Workshop 41
Together in Song: The Power of Communal Singing to Elevate Mood and Increase Group Cohesion

Geraldine Alpert, PhD, CGP, LFAGPA,
Associate Clinical Professor of Psychiatry, University of California Medical School, San Francisco, California

This workshop/self study group will explore the evolutionary, sociological, and neurobiological impact of communal singing, with particular emphasis on creating feelings of connection and improved mood. Since participants will experiment with expressing feelings via communal singing of old familiar songs, some knowledge of "Oldies but Goodies" (camp fire songs, peace songs, folk songs, etc.) is recommended.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain the evolutionary role of Communal Singing, as a replacement for group grooming in lower primates.
2. Explain changes in the brain that occur during communal singing which effect both mood and the sense of connection.
3. Personally experience the impact of communal singing on group cohesion and mood, and using data from simple objective scales, evaluate the magnitude of this impact, both for themselves and for the group-as-a-whole.
4. Identify types of groups, clinical populations, and clinical situations most likely to benefit from adjunctive use of communal singing.

Course References:
1. Mithin, S. (2005). The Singing Neanderthals: The Origins of Music, Language, Mind and Body. London, UK:  Wedenfeld and Nicholson Ltd.
2. Unwin, M., Kenny, D., & Davis, J.  (2002). The effect of Group Singing on mood. Psychology of Music, 30:2 p.175-185
3.  Insel, T.R., & Young L.J. (2001). The Neurobiology of Attachment. Nature Reviews Neuroscience, 2, 129-136.
4.  Kincheloe, J.L. (1985). The use of music to engender emotion and control behavior in church, politics and school. The Creative Child and Adult Quarterly, 10 (3), 187-196.
5.  Dunbar, R. (2004).The Human Story: A New History of Mankind's Evolution. London, UK: Faber & Faber.
6. Yalom, I. (1985). The Theory and Practice of Group Psychotherapy. New York, NY: Basic Books.

Workshop 42
The Sound & Color of Silence:  A Glance to Silence in Group

Daniella Bassis, MA,
Private Practice, Hofit, Israel

The workshop will integrate theoretical background of expressive therapy and the analaytical approach to silence. The group activities will combine the participants' artistic expression of images that present their silence experience. The group will communicate through their images and generate a group artistic creation that  will represent their group experience.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:  
1. Analyze the state of silence as a non-verbal form of communication.
2. Differentiate between the various meanings and roots of silence.
3. Utilize creative art modalities in groups to facilitate the expression and transformation of unprocessed material.
4.  Demonstrate the benefits of expressive therapy when used as a tool to enhance self expression and communication in slow open groups.

Course References:
1. Brown, N.W. (2008). Troubling Silences in Therapy Groups. Journal of Contemporary Psychotherapy, 38(2), 81-85.
2. Barnes, C. (2015). Speaking with Silence. An Exploration of Silence and Its Relationship to Speech in Analytic Groups. Group Analysis, 48(1), 12-30.
3. Gans, J., & Couselman, E.F. (2000). Silence in Group Psychotherapy: A Powerful Communication.  International Journal of Group Psycotherapy, 50(1), 71-86.
4. Levin, S.K., & Levine, E.G. (Eds.) (1998). Foundations of Expressive Arts Therapy Theoretical and Clinical Perspective. London, UK: Jessica Kingsley Publishers.
5. Sabbadini, A. (1991). Listening to Silence. British Journal of Psychotherapy, 7(4).
6. Cain, S. (2012). Quiet. New York, NY: Broadway Books.
7. Kagge, E. (2016). Silence in the age of noise. New York, NY: Pantheon Books.

Workshop 43
Core Integrative CBT Skills for Adult ADHD Groups

Presented in cooperation with the International Board for Certification of Group Psychotherapists

Greg Crosby, MA, LPC, CGP, FAGPA,
Private Practice, Lake Oswego, Oregon

Adult ADHD is not just attention deficit in low interest activities, it is also over focusing in high interest activities.This workshop will delineate core integrative behavioral and cognitive communication skills to better regulate attention and emotional regulation. The workshop will also illustrate how one's natural learning styles to increase attention can be used to shift under focusing to attentiveness. ADHD will be examined through an interpersonal neurobiology lens.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Delineate over and under focusing in ADHD.
2. Identify key behavioral, cognitive and communication tools.
3. Delineate how learning styles  can impact attention.

Course References:
1. Armstrong, T. (2010). Neurodiversity. Boston, MA: Da Capo Life Long Learning Books.
2. Barkley, R. (2010). Taking charge of adult ADD. New York, NY: Guilford.
3. Brown, T. (2013). Attention deficit disorder: The unfocused mind in children and adult. New Haven, CT: Yale University Press.
4. Crosby, G., & Lippert, T. (2017). Transforming ADHD: Simple, effective & action regulation to help you focus & succeed. Oakland, CA: New Harbinger Press.
5. Kolberg, J., & Nadeau, K. (2012). Organize your mind: Organize your life. New York, NY: Psychology Press.
6. Danker, Y., et al. (2017). Corigendum: Prestimulus Inhibition of Saccades in Adults without Attention- Deficit/Hyperactivity Disorders: An Index of Temporal Expectations. Psychological Science, 28 (9), pp. 1369-1370.
7. Driessche, C.V., Bastian, M., Peyre, H., Stordeur, C., Acquaviva, E., & Bahadori, S. (2017). Attentional Lapses in Attention-Deficit/Hyperactivity Disorder: Blank Rather than Wandering Thoughts. Psychological Science, 28 (10), 1375-1386.
8. Kane, M.J., Gross, G., M., Chun, C.A., Smeekens, B.A., Meier, M.E., Silvia, P.J., & Kwapil, T.R. (2017). For Whom the Mind Wanders, and When, Varies across laboratory and Daily Life Settings. Psychological Science, 28(9) 1271-1289.

Workshop 44
Addressing Existential Issues in a Buddhist Mental Health Support Group

Bethany Phoenix, PhD, MS, RN, 
Clinical Professor, UCSF School of Nursing, San Mateo, California

This workshop will describe an innovative Buddhist mental health support group and demonstrate a group session that utilizes Buddhist concepts to frame discussion of existential issues. A brief didactic presentation will review Buddhist concepts that will be used in the experiential group simulation, identify parallels between ideas in Nichiren Buddhism and those in cognitive and humanistic psychotherapies, and discuss research on mental health benefits of Buddhist practice.
experiential-didactic-demonstration-sharing of work experiences
Learning Objectives:
The attendee will be able to:  
1. Examine research on the mental health benefits of Buddhist practice.
2. Identify parallels between relevant concepts in Nichiren Buddhism and cognitive and humanistic psychotherapies.
3. Analyze common existential themes expressed by Buddhist mental health group participants.
4. Discuss how components of this support group format could be adapted to meet the needs of practitioners of other faith traditions.

Course References:
1. Chida, Y., Schrempft, S., & Steptoe, A. (2016). A novel religious/spiritual group psychotherapy reduces depressive symptoms in a randomized clinical trial. Journal of Religion and Health, 55, 1495–1506. http://doi.org/10.1007/s10943-015-0113-7
2. Dockett, K.H. (1993). Resources for stress resistance: Parallels in psychology and Buddhism. Santa Monica, CA: Soka Gakkai International-USA.
3. Pearce, M.J., Koenig, H.G., Robins, C.J., Nelson, B., Shaw, S.F., Cohen, H.J., & King, M.B. (2015). Religiously Integrated Cognitive Behavioral Therapy: A new method of treatment for major depression in patients with chronic medical illness. Psychotherapy, 52(1), 56–66. http://doi.org/10.1037/a0036448
4. Phoenix, B. (2014). Promoting resilience and recovery in a Buddhist mental health support group. Issues in Mental Health Nursing, 35, 257-264.
5. Rungreangkulkij, S., Wongtakee, W., & Thongyot, S. (2011). Buddhist group therapy for diabetes patients with depressive symptoms. Archives of Psychiatric Nursing, 25(3), 195-205.
6. Wallace, B.A., & Shapiro, S.L. (2006). Mental balance and well-being: Building bridges between Buddhism and Western psychology. American Psychologist, 61(7), 690–701.

Workshop 45
You Can See Me Lost, You Can See Me Found: Addiction, Trauma, and Resilience

Presented under the auspices of the AGPA Addiction & Recovery SIG and the Groups in Private Practice SIG
Marcia Nickow, PsyD, CADC, CGP,
Private Practice, Chicago, Illinois
Deborah Schwartz, MD, CGP, FAGPA,
Psychiatrist, Private Practice, Vancouver, British Columbia

People with addictions--alcohol, drugs, food, sex, love, technology, work, money--transform by "attaching" to a culture of recovery. Building on attachment, group relations and family systems theory and integrating 12-step principles, this workshop targets healing from addictive disorders, underlying developmental wounds, trauma and intergenerational trauma. Themes of betrayal, fear, terror, rage, loneliness and self-abandonment will be explored. Challenges and rewards of personal recovery for clinicians will be illuminated.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Understand addiction as a dynamic disease with multiple manifestations such as substance abuse, eating disorders and process addictions (e.g., gambling, sex and relationships, internet, work, compulsive spending). 
2. Define "cultures of resilience" in the context of addiction and recovery.
3. Explain how the Group Relations-Informed Addiction Treatment model (GRAT), detailed in the July 2015 issue of the International Journal of Group Psychotherapy, departs from traditional addiction treatment models. 
4. Discuss how the GRAT model's emphasis on "progressive recovery" promotes long-term healing and interrupts chronic relapse patterns.
5. Specify how treatment models that downplay histories of abuse, neglect, and exposure to conflict and rage contribute to high relapse rates.
6. Demonstrate how treatment applications that identify and address co-occurring addictions can minimize relapse risk.
7. Explore how clinicians' personal and family histories may enhance treatment effectiveness when countertransference reactions are worked through in clinical supervision groups.
8. Explain how transparency in group around specific addictive behaviors and patterns helps promote abstinence from those behaviors.
9. Cite examples of common themes relevant to the conscious and unconscious transmission of trauma.
10. Describe intergenerational and transgenerational themes impacting addiction and recovery across cultures.
11. Summarize the benefits of process oriented psychotherapy groups for people active in 12-Step recovery and other self help programs.
12. Articulate how the GRAT model may increase recovery success rates even for people resistant to 12-step recovery.
13. Challenge commonly held beliefs in academia that addicted populations do not  benefit from long-term therapy or psychodynamic interventions.

Course References:
1. Korshak, S.J., Nickow, M.S., & Straus, B. (2014). A group therapist's guide to process addictions. New York, NY: AGPA.
2. Flores, P.J. (2007). Group psychotherapy with addicted populations. 3rd ed. Binghamton, NY: Haworth.
3. Khantzian, E.J., & Albanese, M.J. (2008). Understanding addiction as self medication: Finding hope behind the pain. Lanham, MD: Roman & Littlefield.
4. Nickow, M.S. (2005). From the backstreets to the high road: A portrait of black survival and resilience. Unpublished doctoral dissertation, Chicago School of Professional Psychology.
5. Schwartz, D.C., Nickow, M.S., et al. (2015). A substance called food: Long-term psychodynamic group treatment for compulsive overeating. International Journal of Group Psychotherapy, 65 (3).

Workshop 46
Exploring the Language Barrier in Group: The Sound of Emotions in Spanish (Conducted in Spanish)

Joan Coll, MD,
 Psychotherapist/Group Analyst, Palma, Spain

In an all-English speaking environment, but in a city where Spanish is the second most spoken language, we aim to find a space of dialogue between the two cultures. Spanish-speaking and bilingual participants are welcome, but also monolingual English speakers willing to immerse themselves in the sounds of a community that is both familiar and alien to them. The workshop will be conducted in Spanish and in English whenever necessary.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:  
1. Experience the joy (and/or the challenge) of using an unusual working language.
2. Revise preconceptions and prejudices.
3. Trust the emotions beyond the words.
4. Detect the resistances to progressive emotional communication in the here-and-now, regardless of (or because of) the language used.
5. Feel part of a larger community.
6. Distinguish between a language-discordant and language-concordant clinician.
7. Gain thought flexibility and relational competence.
8. Manage integrative complexity.

Course References:
1. Guilman, S.R. (2015). Beyond interpretation: The need for English-Spanish bilingual psychotherapists in counseling centers. James Madison Undergraduate Research Journal, 2(1), 26-30.
2. Guttfreund, D.G. (1990). Effects of language usage on the emotional experience of Spanish-English and English-Spanish bilinguals. Journal of Consulting and Clinical Psychology, 58(5), 604-607.
3. Wierzbicka, A. (1994). Emotion, language, and cultural scripts. In S. Kitayama & H.R. Markus (Eds.), Emotion and Culture (pp. 133-196). Washington, DC: American Psychological Association.
4. Ormont, L.R. (1999). Progressive emotional communication in the group setting: Criteria for a well-functioning group. Group Analysis, 32, 139-150.
5. Sunyer Martín, J.M. (2008). Psicoterapia de Grupo Grupoanalítica. Madrid, Spain. Editorial Biblioteca Nueva, S.L.
6. Price, J. (2017). Into the wild: Working with preverbal experiences in a group. International Journal of Group Psychotherapy. doi: 10.1080/00207284.2017.1338522.
7. Zeisel, E. (2016). Plenary Address to the AGPA Institute: Undaunted Courage. International Journal of Group Psychotherapy, 66:4, 624-635.
8. Kapasi, Z., & Melluish, S. (2015). Language switching by bilingual therapists and its impact on the therapeutic alliance within psychological therapy with bilingual clients: A systematic review. International Journal of Culture and Mental Health, 8: 4. 458-477. doi: 10.1080/17542863.2015.1041994

Workshop 47

The Good Enough Child & Adolescent Group Therapist: Integrating our Failures in Groups

Presented under the auspices of the AGPA Children & Adolescents SIG

Tony Sheppard, PsyD, CGP, FAGPA,
Founder & Director, Groupworks, Louisville, Kentucky
Zachary Thieneman, PsyD, CGP,
Assistant Director, Groupworks, Louisville, Kentucky

Failure is a natural part of group leadership, yet often we either ignore these or internalize them. This workshop will focus on our need to integrate these experiences as a way of developing as group therapists. We will discuss the role of shame, denial, and guilt related to these moments. Often, this contributes to our broader countertransference reactions to our groups and the individuals in them.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:  
1. Identify our therapeutic failures in a group setting.
2. Integrate these experiences into our self-understanding.
3. Apply new insights gained to future work.

Course References:
1. Bishop, M.J., Bybee, T.S., Lambert, M.J., Burlingame, G.M., Wells, M.G., & Poppleton, L.E. (2005). Accuracy of a Rationally Derived Method for Identifying Treatment Failure in Children and Adolescents. Journal of Child & Family Studies, 14(2), 207-222. doi:10.1007/s10826-005-5049-1
2. Haen, C., & Aronson, S. (Eds.) (2017). Handbook of child and adolescent group therapy: A practitioner’s reference. New York, NY: Routledge.
3. Rasic, D. (2010). Countertransference in Child and Adolescent Psychiatry- A Forgotten Concept?. Journal of the Canadian Academy Of Child & Adolescent Psychiatry, 19(4), 249-254.
4. Sheppard, T.L. (2008). Group psychotherapy with children. New York, NY: AGPA.
5. Ulberg, R., Aardal Falkenberg, A., Buran Nerdal, T., Johanessen, H., Olsen, J.E., Klokseth Eide, T., & ... Johnsen Dahl, H. (2013). Countertransference Feelings when Treating Teenagers. A Psychometric Evaluation of the Feeling Word Checklist-24. American Journal of Psychotherapy, 67(4), 347-358.
6. Tishby, O., & Wiseman, H. (2014). Types of countertransference dynamics: An exploration of their impact on the client-therapist relationship. Psychotherapy Research, 24(3), 360-375. doi: 10.1080/10503307.2014.893068
7. Levy-Warren, M.H. (2014). A knot in the gut: Transference/countertransference and issues of race, ethnicity, and class in an adolescent treatment. Journal of Infant, Child & Adolescent Psychotherapy, 13 (2), 133-141. doi: 10.1080/15289168.2014.905340
8. Hoffman, L. (2015). Mentalization, Emotion Regulation, Countertransference. Journal of Infant, Child & Adolescent Psychotherapy, 14(3), 258-271. doi: 10.1080/15289168.2015.1064258

Social JusticeMaster Workshop 48
Build a Bridge to Your Aging Self: Think and Communicate Successfully

Presented under the auspices of the AGPA Issues of Aging SIG

Annie Ziff, LMFT, CGP,
 Private Practice, New York, New York

Open to participants with more than ten years of group psychotherapy experience

Aging is one of the most difficult, least understood and discussed life stages. We'll explore the value of recognizing and breaking silences around our end-of-life matters: why, when, and how to communicate them effectively. Communication's benefits include speaking AND listening as roles and beliefs are explored. Stories, writing exercises, and group or dyadic conversations form the workshop experience. We'll conclude by considering adopting Winnicott's goal to "live until I die."
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:  
1. Contrast the roles of Initiator and Listener and select the one you are more comfortable in at this point in your life.
2. Identify words or phrases relating to the aging experience that are uncomfortable for you.
3. Predict two primary obstacles to building a bridge to your own aging self, and, with group support and your own insights, become aware of how you could successfully overcome each obstacle.

Course References:
1. Collins, Gail. (2014). This is What 80 Looks Like. New York Times, Sunday Review, March 22, 2014.
2. Chast, Roz. (2016). Can't We Talk about Something More Pleasant?: A Memoir. New York, NY: Bloomsbury USA.
3. Gawande, Atul. (2014). Being Mortal: Medicine and What Matters in the End. New York, NY: Metropolitan Books.
4. Leland, John. (2018). Happiness is a  Choice You Make: Lessons from a year among the oldest old. New York, NY: Sarah Crichton Books. Farrar, Straus and Giroux.
5. Ziff, A. (2018). Your End of Life Matters: How to Talk with Family and Friends. Lanham, MD: Rowman & Littlefield.
6. Ziff, A. (2016). Leading Groups in a Senior Center. GROUP: The Journal of the Eastern Group Psychotherapy Society, 40 (4), 343-356.
7. Ziff, A. (2018). Couple Therapy: An Unusual Wedding present. GROUP: The Journal of the Eastern Group Psychotherapy Society, 42(2), 173-175.

Workshop 49
Building Healthy Affiliates, Revitalizing the Struggling Board (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Society Assembly

Paul Berkelhammer, MA, LMHC, CP, CGP,
Private Practice, Seattle, Washington
Randall Dunagan, MS, MFT, Private Practice, Crestview Hills, Kentucky
Catherine Reedy, LCSW, LMFT, LCADC, CGP, Private Practice, New York, New York

The challenges in building leadership and nurturing an affiliate board are daunting. Leaders are faced with many questions: How to grow membership? How to deal with difficult board members? How to interest members in taking on tasks? Through small group process and didactic presentation, we will focus on the challenges that you face with board development and working together to develop strategies for moving your affiliate leadership towards successful functioning.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:  
1. Identify interpersonal challenges in the development of organizations and groups.
2. Identify strategies for repair and growth in affiliate boards and membership.
3. Utilize basic organizational tools for successfully resolving resistance to development: role definition, succession planning, bylaws, and delegation.

Course References:
1. Kanter, B. (2016). The Happy, Healthy Nonprofit: Strategies for Impact without Burnout. Hoboken, NJ: John Wiley & Sons, Inc.
2. Kegan, R., & Lahey, L.L. (2016). An Everyone Culture: Becoming a Deliberately Developmental Organization. Boston, MA: Harvard Business School Publishing.
3. Goleman, D., & Boyatzis, R.E. (2013). Primal Leadership: Unleashing the Power of Emotional Intelligence. Boston, MA: Harvard Business School Publishing.
4. Trebesch, S.G. (2015). Made to Flourish: Beyond Quick Fixes to a Thriving Organization. Downers Grove, IL: InterVarsity Press.
5. Coyle, D. (2018). The Culture Code: The Secrets of Highly Successful Groups. New York, NY: Bantam Books.


Lunch-Time Open Session
1:00 – 2:15 P.M.

LG-2: The Large Group 
Consultants are faculty members of the National Group Psychotherapy Institute of the Washington School of Psychiatry.

Active Consultants: 
Mary Dluhy, MSW, CGP, FAGPA
Leon Paparella, MSW, CGP
Robert Schulte, MSW, CGP, FAGPA
Rosemary Segalla, PhD, ABPP, CGP, FAGPA

Ayana Watkins-Northern, PhD

Observer Consultants: 
Kavita Avula, PsyD
Reginald Nettles, PhD, CGP

The Large Group will be an opportunity to explore unconscious group processes and pursue authentic self expression and constructive communication among members and subgroups. The aim is to better comprehend the motivations, concerns, and aspirations within AGPA, the conference-as-a-whole, and the community of group therapists. Members may deepen their understanding of how sociocultural factors influence all group life, including a psychotherapy group. A consultant team will model a relational approach to conducting the large group.

This session is also offered on Thursday (1:00-2:15 pm) and Saturday (2:00-4:30 pm)
Participants are encouraged to attend all sessions.

Learning Objectives:
The attendee will be able to:
1. Locate and give voice to one's experience within the complexity of the large group.
2. Identify covert and overt barriers to communication.
3. Think and relate as citizen selves with greater capacity for authenticity and mutual regard.
Course References:
1. Green, Z. & Steirs, M. (2002). Multiculturalism and group therapy in the United States: A Social constructionist perspective. Group, 4, 233-246.
2. Schneider, S., & Weinberg, H. (Editors). (2003). The Large Group Re-Visited. London, UK: Jessica Kingsley Publishers Ltd.
3. Segalla, R. (2014). Relational experiences in large group: A Therapeutic and training challenge. In R. Grossmark and F. Wright (Eds.), The One and the Many: Relational Approaches to Group Psychotherapy, p. 242-262. London, UK: Routledge.
4. Sells, Bill. (2005). Mindfulness in the large group. Group, 32, 261-274.
5. Volkan, V. (2014). Psychoanalysis, International Relations, and Diplomacy: A Sourcebook on Large Group Psychology. London, UK: Karnac.

Cinema Presentation
2:30 – 4:30 P.M.

CP-1: An Examination of Jennifer Fox’s THE TALE:  The Power of Outreach and Group Process to Educate, Inspire, and Bring Change  

Jennifer Fox, Award-Winning Documentarian and Filmmaker
SaraKay Smullens, MSW, LCSW, BCD, CFLE, CGP, Private Practice, Philadelphia, Pennsylvania

This presentation addresses awareness of child sexual abuse that Jennifer Fox’s film, The Tale, is bringing worldwide. Emphasis is on the invisible patterns of emotional abuse, common to sexual and physical abuse, and self-care strategies to address burnout. Film segments will be viewed and group therapy implications will be discussed.  

Learning Objectives:
The attendee will be able to:
1. Examine the unique community awareness approach introduced by filmmaker, Jennifer Fox.
2. Describe implications of her worldwide outreach effort.
3. Apply the film's truths to patterns of abuse and self-care strategies.
4. Discuss the importance of film-making to group awareness and societal change.
5. Illustrate far-reaching use of group process outside of the treatment room.
6. Inspire use of group process in activism.


Course References:
1. Abernethy, A., Allen, D., & Carroll, M. (2018). Adapting Group Therapy to Address Real World Problems: Insights Offered in the Bahamas. International Journal of Group Psychotherapy, 68.
2. Freudenberger, H.J. (1974). Staff burn-out. Journal of Social Issues.
3. Smullens, S. (2002). Setting yourself free: Breaking the cycle of emotional abuse in family, friendship, love and work. Far Hills, NJ: New Horizon Press.
4. Smullens, S. (2010). The Codification and Treatment of Emotional Abuse in Structured Group Therapy, International Journal of Group Psychotherapy, 60(1), 111-130.
5. Smullens, S. (2015). Burnout and Self-Care in Social Work: A Guidebook for Students and Those in Mental Health and Related Professions. Washington, DC: NASW Press.
6. Smullens, S. (2018). Jennifer Fox’s The Tale: A Portrayal of Child Sexual Violation, The Complexity of Memory, and Family Vulnerability. The New Social Worker.


Afternoon Open Sessions
2:30 - 4:00 P.M.

Social JusticeSession 210-5
Teaching Group Across Borders: Culture, Context, and Adaptation

Presented under the auspices of the AGPA International Relations SIG

Anne McEneaney, PhD, ABPP, CGP, FAGPA,
 New York University, New York, New York

Mark E. Beecher, PhD, ABPP, CGP, 
Brigham Young University, Provo, Utah
Gaea Logan, LPC-S, CGP, FAGPA, 
Private Practice, Boulder, Colorado

The presenters have taught various group methodologies (process, psychoeducational, mindfulness) in countries around the world, both in person and/or via digital media.  We will present our views of the importance of bringing an understanding of the local context (who are our students working with, under what conditions, in how many languages) and culture (ours, trainees', their patients') to that training, Ongoing attention to this is imperative, and will be discussed with the full group.

Learning Objectives:
The attendee will be able to:
1. Identify the ways in which  culture and context may impact on training outside of one's country of origin.
2. Contrast two models for training clinicians working with refugees.
3. Describe the ways in which the ongoing impact of language can be monitored while teaching those whose first language is not your own.

Course References:
1. Lambert, J.E., & Alhassoon, O.M. (2015). Trauma-focused therapy for refugees: Meta-analytic findings. Journal of Counseling Psychology, 62(1), 28.
2. Griner, D., & Smith, T.B. (2006). Culturally adapted mental health intervention: A meta-analytic review. Psychotherapy: Theory, Research, Practice, Training, 43(4), 531.
3. Benish, S.G., Quintana, S., & Wampold, B.E. (2011). Culturally adapted psychotherapy and the legitimacy of myth: A direct-comparison meta-analysis. Journal of Counseling Psychology, 58(3), 279.
4. Schore, Allan N. (2003). Affect regulation and the repair of the self. New York, NY: WW Norton & Co. 

5. Siegel, D.J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantom Books.
6. Grepmair, L., Mitterlehner, F., Bachler, F., Rother, W., & Nickel, M. (2007). Promoting mindfulness in psychotherapists in training influences the retreat results of their patients. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17917468
7. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body. New York, NY: Norton.
8. Lutheran Community Services Northwest, Asian Counseling and Referral Service, Public Health Seattle & King County, & Hollifield, M. (2013). Pathways to Wellness: Integrating Refugee Health and Well-Being: Community Adjustment Support Group Training Manual and Curriculum. Seattle, WA: Pathways to Wellness.
9. Bilican, I.F., & McEneaney, A. (2016). Effects of a Group Psychotherapy Principles Training on Psychotherapists' Group Process Awareness. International Journal of Psychology, 51, 274.

Session 211-5
Training Residents in Affective Attunement and Emotional Process: Four Group Models

Presented under the auspices of the AGPA College Counseling & Other Educational Settings SIG and the AGPA Group Training and Supervision SIG

Pamela Menter, MA, ATR,
Adjunct Instructor, University of Hawaii, John A. Burns School of Medicine, Department of Psychiatry, Honolulu, Hawaii

Chap Attwell, MD, MPH,
Clinical Director of Medical Student Mental Health, NYU School of Medicine, New York, New York
Darryl Pure, PhD, ABPP, CGP, FAGPA,
Lecturer in Clinical Psychiatry, Coordinator of Group Psychotherapy, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
William Watson, PhD, CGP, Associate Professor of Psychology and Neurology, University of Rochester Medical Center, Rochester, New York

The use of experiential groups in the training of behavioral health professionals can significantly enhance attunement to emotional process in self and others. We present four models of "affect education" that facilitate trainees’ ability to interact with greater depth and efficacy in their professional work and all life experiences. In-depth Q&A and discussion with attendees will follow.

Learning Objectives:
The attendee will be able to:
1. Describe key features of how experiential training groups are utilized with participants in the training context, i.e., group population, recruitment, and barriers.
2. Review issues regarding administrative support.
3. Summarize the structure of the group experience itself, incorporating models, theories, and techniques.
4. Discuss participant response/outcome, i.e., what benefits are offered by this experience, and how they are determined.
5. Differentiate options for self-expression within the context of experiential groups.

Course References:
1. Gans, J.S., Rutan, J.S., & Wilcox, N. (1995). T-groups (Training groups) in psychiatric residency programs: Facts and possible implications. International Journal of Group Psychotherapy, 45(2), 169-183.
2. Hopper, E., & Weinberg, H. (Eds.) (2017). The Social Unconscious in Persons, Groups and Societies: Volume 3: The Foundation Matrix Extended and Reconfigured. London, UK: Karnac.
3. Raufman, R., & Weinberg, H. (2017). Fairy Tales and the Social Unconscious: The Hidden Language. London, UK: Karnac.
4. Swiller, H. (2011). Process groups. International Journal of Group Psychotherapy, 61(2), 263-273.
5. Yalom, I. (1998). The Yalom Reader. New York, NY: Basic Books.
6. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy, Fifth Edition.  New York, NY: Basic Books.
7. Zeisel, E. (2009). Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 59(3), 421-32.

Session 212-5
A Cultural Bridge for Leaders of Groups for Active and Former Military: Need for Training in Military Cultural Competency

Presented under the auspices of the AGPA Group Training and Supervision SIG

Nina Brown, EdD, LPC, NCC, FAGPA,
Professor and Eminent Scholar, Old Dominion University, Virginia Beach, Virginia

Christina La Croix, BA, Psychiatry Resident, Walter Reed National Medical Center, Bethesda, Maryland
Helene Satz, PsyD, ABPP, CGP, Faculty Member and Consultant, Tripler Army Medical Center, Department of Psychiatry, Honolulu, Hawaii
Joe Wise, MD, CGP, Psychiatrist, Walter Reed National Military Medical Center, Bethesda, Maryland

The session will focus on a frequently omitted or not well understood component for training group leaders working in a military or military related facility, such as the Veteran's Administration. The intangible military presence and cultural overlay for presenting problems will be explored as well as the environment, expectations and concerns that affect the group leader and group members. Included will be presentations on training and supervision needs, a demonstration group, and discussions.

Learning Objectives:
The attendee will be able to:  
1. Describe three ways that the military culture can impact group therapy with current and/or former military personnel.
2. List three significant training topics that will aid group leaders who work in settings, such as the Veteran's Administration, and will contribute to their military cultural competency.
3. Identify three or more strategies group leaders can use to establish a therapeutic relationship, address resistance, and promote participation for group members that recognizes the importance of the military culture.
4. Identify three important aspects of military culture competence that are not usually a part of training programs.


Course References:
1. Cogan, S. (2007). What military patients want civilian providers to know. Substance Abuse and Mental Health Services Administration News, 19, 4-6.
2. Cohen, A.B. (2009). Many forms of culture. American Psychologist, 64, 3, 194-204.
3. Danish, S., & Antonides, B. (2009). What counseling psychologists can do to help returning veterans. The Counseling Psychologist, 54, 3, 194-204.
4. Meyer, E., & Brim, W. (2016). The importance of military cultural competence. Current Psychiatry Reports, 18, 1-8.
5. Nedegaard, R., & Zwilling J. (2017). Promoting military cultural competence among civilian care providers: Learning through program development. Social Science, 6, 13.
6. Koblinsky, S., Leslie, L., & Cook, E. ( 2014). Treating behavioral health conditions of OEF/OIF veterans and their families: A state needs assessment of civilian providers. Military Behavioral Health, 162–172. Doi: 10. 1080/21635781.2014.890884.

Afternoon Workshops
2:30 - 4:00 P.M.

Social JusticeWorkshop 50-5
Differences that Make a Difference: Diversity, Group Leader and Co-Leader Relationships

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Sophia Chang-Caffaro, PsyD, Staff Psychologist, University of California, Santa Barbara, Santa Barbara, California

Group leaders have a specific call to recognize and address interpersonal dynamics related to diversity as part of group psychotherapy process. Co-leaders from diverse backgrounds face unique challenges when diversity related issues emerge within co-leader relationships. The purpose of this workshop is to provide an understanding of factors that contribute to group leaders fostering a climate that facilitates an exploration of cultural issues along with clinical demonstrations of interweaving multiculturalism/diversity into group process and co-leadership.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain approaches to addressing cultural issues in groups and co-leaderships.
2. Describe key tasks and characteristics of the group leader that contribute to fostering a climate that facilitates an exploration of diversity issues.
3. Identify elements of group leadership that maximize the effective resolution of co-created conflict and support change between members in diverse groups.
4. Demonstrate interweaving diversity-related issues with here-and-now group process.
5. Explain how the diversity influences the effectiveness of co-leadership in terms of how co-leaders gather, interpret, and use information in their relationships.
6. Utilize co-leadership diversity to facilitate the working through of group members' cross-cultural transference and monitor the co-leaders' counter-transference and reactions toward group members.
7. Identify the impact of diversity issues on co-leaderships and barriers of addressing power unbalance and micro-aggression in co-leader relationships.

Course References:
1. Burnes, T.R. & Ross, K.L. (2010). Applying Social Justice to Oppression and Marginalization in Group Process: Interventions and Strategies for Group Counselors. The Journal for Specialists in Group Work, 35: 2, 169 - 176 doi: 10.1080/01933921003706014.
2. Caffaro, J.V. (2015). Interpersonal Integrative Group Therapy. In E. Neukrug (Ed.), Encyclopedia of Theory in Counseling and Psychotherapy. Thousand Oaks, CA: SAGE.
3. Chang-Caffaro, S., & Caffaro, J.V. (in press). Differences that make a difference: Diversity and the Process Group Leader. International Journal of Group Psychotherapy.
4. Clark, P., Hinton, W.J., & Grames, H. A. (2016). Therapists’ Perspectives of the Cotherapy Experience in a Training Setting. Contemporary Family Therapy, 38:159–171.
5. Cohen, M.B., & DeLois, K. (2001). Training in tandem: Co-facilitation and role modeling in a group work course. Social Work with Groups, 24, 21–36.
6. Debiak, D. (2007). Attending to diversity in group psychotherapy: An ethical imperative. International Journal of Group Psychotherapy, 57(1), 1-12. doi:10.1521/ijgp.2007.57.1.1.
7. Eason, A.E. (2009). Diversity and Group Theory, Practice, and Research. International Journal of Group Psychotherapy, 59:4, 563-574.
8. Fall, K.A., & Wejnert, T.J. (2005). Co-leader stages of development: An application of Tuckman and Jensen. The Journal for Specialists in Group Work, 30, 309–327.
9. Goldberg, S., & Hoyt, W. (2015). Group as social microcosm: Within group interpersonal style is congruent with outside group relational tendencies. Psychotherapy Theory Research, Practice, and Training, 52(2):195-204.
10. MacNair-Semands, R. (2007). Attending to the spirit of social justice as an ethical approach in group therapy. International Journal of Group Psychotherapy, 57, 61-66.
11. Okech, J.E.A., & Kline, W.B. (2006). Competency concerns in group co-leader relationships. The Journal for Specialists in Group Work, 31, 165–180.
12. Okech, J.E.A. (2008). Reflective Practice in Group Co-Leadership. The Journal for Specialists in Group Work, 33:3, 236-252, DOI: 10.1080/01933920802196138
13. Okech, J.E.A., & Kline, W.B. (2005). A qualitative exploration of group co-leader relationships. The Journal for Specialists in Group Work, 30, 173–190.
14. Smith, L.C., & Shin, R.Q. (2008). Social privilege, social justice, and group counseling: An inquiry. The Journal for Specialists in Group Work, 33, 351-366. doi: 10.1080=01933920802424415.

Workshop 51-5
Everything You Ever Wanted to Know About Promoting Your Group Psychotherapy Practice but Were Afraid to Ask

Maria Gray, LMFT, CGP, 
Private Practice, Los Angeles, California

Open to participants with less than four years of group psychotherapy experience

This workshop offers clinicians the tools they need to effectively market a group or individual psychotherapy practice. The workshop covers: marketing, networking, fee-setting, money myths, and an introduction to using Social Media as a therapist.
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Name three measurable goals for building a profitable private practice.
2. List three steps to getting started with Social Media.
3. Identify at least one historic family “money myth” that is impacting his/her success.
4. Identify at least two new potential networking opportunities.

Course References:
1. Canfield, J., & Switzer, J. (2015). The success principles: How to get from where you are to where you want to be, 10th Edition. New York, NY: HarperCollins.
2. Campbell, C. (2002). The wealthy spirit-daily affirmations for financial stress reduction. Naperville, IL: Source Books.
3. Tessler, B. (2017). The art of money: A life-changing guide to financial happiness. Berkeley, CA: Parallax Press.
4. Stanny, B. (2014). Sacred Success: A course in financial miracles. Dallas, TX: BenBella Books Inc.
5. Gans, J. (1992). Money and Psychodynamic Group Psychotherapy. International Journal of Group Psychotherapy, 42:1, 133-152. doi: 10.1080/00207284.1992.11732584

Workshop 52-5
The Impact of Acupuncture on the Group Therapy Process

Lisa Powell, PhD, CGP,
 Private Practice, Santa Monica, California

This course describes the use of group therapy in combination with acupuncture.  Facilitators, who include a psychologist and an acupuncturist will present their experiences from multiple group settings: including 10-week trauma programs, 5-hour/one-day Group Intensives, and ongoing weekly groups.  We will discuss the participant experiences of having acupuncture prior to commencement of group therapy, and the preliminary promising outcomes.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Propose a new model for body/mind therapeutic integration
2. Explore the phenomenon of acupuncture fortifying the group process.
3. Compare and discuss the similarities in treatment paradigms between psychology and acupuncture.
4. Summarize the experiences of participants who have had acupuncture prior to group therapy.

Course References:
1. Aledort, S.L. (2015). Excitement in Shame: The Price We Pay. International Journal of Group Psychotherapy, 64(1), 90-103.
2. Flores, P., & Porges, S. (2017). Group Psychotherapy as a Neural Exercise Bridging Polyvagal Theory and Attachment Theory. International Journal of Group Psychotherapy, 67(2), 202-222.
3. Grossmark, R. (2017). Narrating the Unsayable: Enactment, Repair, and Creative Multiplicity in Group Psychotherapy. International Journal of Group Psychotherapy, 67(1), 90-103.
4. Levine, R. (2011). Progressing While Regressing in Relationships. International Journal of Group Psychotherapy, 61(4), 621-643.
5. Marmarosh, C.L., Markin, R.D., & Spiegel, E.B. (2013). Attachment in Group Psychotherapy. Washington, D.C.: American Psychological Association.
6. Price, J. (2018). Into the Wild: Working with Preverbal Experiences in a Group. International Journal of Group Psychotherapy, 68(1), 1-16.
7. Schore, A. (2000). Attachment and the regulation of the right brain. Attachment and Human Development, 2(1), 23-47.

Workshop 53-5
Assessing and Managing Suicide Risk in Group Therapy:  Ethical and Clinical Considerations

Erica Lennon, PsyD,
 Assistant Director, UNC Charlotte Counseling & Psychological Services, Charlotte, North Carolina
Rebecca MacNair-Semands, PhD, CGP, FAGPA, Senior Associate Director, UNC Charlotte Counseling & Psychological Services, Charlotte, North Carolina

Meeting the goals of non-suicidal members while attending to emerging suicide risk presents challenges. Strategies for conducting brief risk assessments both during and after group are presented. Considerations include maintaining group cohesiveness and member involvement, adhering to ethical principles, and including cultural competence. Suggested procedures for agencies are also explored.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:  
1. Identify common risk factors for suicide as they relate to ethical principles.
2. Compare options/models for responding to suicidal thoughts within the group related to risk and safety.
3. Identify several methods for including other members while assessing/managing risk of suicide.
4. Identify potential policies and procedures within a variety of settings that will promote thorough assessment and management of suicide risk.
Course References:
1. Chu, J.P., Poon, G., Kwok, K.K., Leino, A.E., Goldblum, P., & Bongar, B. (2017). An Assessment of Training in and Practice of Culturally Competent Suicide Assessment. Training and Education in Professional Psychology. Advance online publication. http://dx.doi.org/10.1037/tep0000147
2. Gottlieb, M.C., Handelsman, M.M., & Knapp, S. (2013). A model for integrated ethics consultation. Professional Psychology: Research and Practice, 44(5), 307-313.
3. MacNair-Semands, R.R. (2005). Ethics in group psychotherapy. New York, NY: AGPA.
4. Sommers-Flanagan, J., & Shaw, S.L. (2016). Suicide Risk Assessment: What Psychologists Should Know. Professional Psychology: Research and Practice. doi: 10.1037/pro0000106
5. Wendler, S., Matthews, D., & Morelli, P. (2012). Cultural competence in suicide risk assessment. In R.I. Simon & R.E. Hales (Eds.), The American psychiatric publishing textbook of suicide assessment and management, 2nd ed. Washington, DC: American Psychiatric Publishing.

Workshop 54-5
Applying Mindfulness for our Groups and Ourselves

Julie K. Garson, PsyD,
 Center for Counseling and Student Development, University of Delaware, Newark, Delaware
Mark Mason, PhD, Center for Provider Wellbeing, Christiana Hospital, Newark, Delaware

This workshop will offer a brief introduction to mindfulness theory and will quickly transition into experiential exercises that incorporate a range of mindfulness techniques. Practices will include mindfulness of sensory experiences, mindfulness of emotions, and interpersonal mindfulness. Time will be spent processing the experiences and discussing ways to incorporate mindfulness practices into participants' work in process and psycho-educational groups as well as into one's personal life.
experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:
The attendee will be able to:
1. Define mindfulness.
2. Identify and learn appropriate mindfulness practices for clients and therapists.
3. Describe the role of mindfulness in interpersonal/process and psychoeducational/structured groups.
4. Identify how mindfulness skills can assist in emotional attunement.

Course References:
1. Bamber, M.D., & Morpeth, E. (2018). Effects of mindfulness meditation on college student anxiety: A meta-analysis. Mindfulness. doi: 10.1007/s12671-018-0965-5
2. Brach, T. (2004). Radical acceptance: Embracing your life with the heart of a Buddha. New York, NY: Bantam Books.
3. Brach, T. (2010). True refuge: Finding peace and freedom in your own awakened heart. New York, NY: Bantam Books.
4. Dunn, R., Callahan, J.L., Swift, J.K., & Ivanovic, M. (2013). Effects of pre-session centering for therapists on session presence and effectiveness. Psychotherapy Research, 23, 78-85.
5. Germer, C.K., Siegel, R.D., & Fulton, P.R. (Eds.) (2013). Mindfulness and psychotherapy (2nd  ed). New York, NY: Guilford Press.
6. Keane, A. (2014). The influence of therapist mindfulness practice on psychotherapeutic work: A mixed-methods study. Mindfulness, 5: 689. doi:10.1007/s12671-013-0223-9
7. Lee, S., & Mason, M. (2018). Effectiveness of brief DBT-informed group therapy on psychological resilience: A preliminary naturalistic study. Journal of College Student Psychotherapy, doi: 10.1080/87568225.2018.1425646
8. Pollak, S., Pedulla, T., & Siegel, R.D. (2014). Sitting together: Essential skills for mindfulness-based psychotherapy. New York, NY: Guilford Press.
9. Siegel, D.J. (2010). The mindful therapist: A clinician's guide to mindsight and neural integration. New York, NY: Norton.
10. Wilson, K.G., & DuFrene, T. (2009). Mindfulness for two: An acceptance and commitment therapy approach to mindfulness in psychotherapy. Oakland, CA: New Harbinger.

Workshop 55-5
Integrated Wellbeing Model (IWM) for Group Psychotherapy and Coaching

Sunita Rai, PsyD,
Psychotherapist, Mindfulness and Wellbeing Coach, Holistic Ed-Venture, Singapore

Integrated Wellbeing Model (IWM) focuses on Five Selves of wellbeing by catering to all levels of human experience and by redefining the roles of a psychotherapist to focus on holistic wellbeing of clients. The Five Selves are: Eudaimonic, Intellectual, Emotional, Physical and Spatial. Our wellbeing can be enhanced by analyzing, redefining and redesigning our lives in each of the Five Selves individually or collectively.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Clearly define what contributed to their wellbeing.
2. Redesign their lives using the five selves.
3. Experiment with each of the five selves to improve their wellbeing.

Course References:
1. Jayasundar, R. (2013). Quantum Logic in Ayurveda. In A. Morandi & A.N.N. Nambi (Eds.), An Integrated View of Health and Well-being: Bridging Indian and Western Knowledge, (pp. 115-139). New York, NY: Springer.
2. Capaldi, C.A., Passmore, H.A., Nisbet, E., Zelenski, J.M., & Dopko, R.L. (2015). Flourishing in nature: A review of the benefits of connecting with nature and its application as a wellbeing intervention. International Journal of Wellbeing, 5(4).
3. Dodge, R., Daly, A.P., Huyton, J., & Sanders, L.D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235.
4. Sundriyal, R., & Kumar, R. (2014). Happiness and wellbeing. The International Journal of Indian Psychology, 1(4), 19-27.
5. Tambyah, S.K., & Tan, S.J. (2012). Happiness and wellbeing: The Singaporean experience. USA: Routledge.

Workshop 56-5
Living Improv: Using Improvisation to Access the Group Here-and-Now

Elizabeth Ehrenberg, MSW, LCSW
Private Practice, Oakland, California

Living Improv is a therapeutic approach that pairs improvisational theater with a process group. Improv is an art form in which actors create scenes spontaneously. In this didactic and experiential workshop, participants will learn how the principles of improv can be used to complement the goals of therapy.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain how improv principles complement the goals of group therapy and may help improve mental health outcomes.
2. Identify how to integrate experiential learning and a traditional talk therapy format.
3. Describe at least one improv game that can be integrated into current groups.

Course References:
1. Sheesley, A., Pfeffer, M., & Barish, B. (2016). Comedic Improv Therapy for the Treatment of Social Anxiety Disorder. Journal of Creativity in Mental Health, 11 (2), pp.157-169.
2. Ayers, W. (2016). The Play's the Thing: Improvisation in Group Psychotherapy. International Journal of Group Psychotherapy, 66 (1) pp. 102­119.
3. Weiner, D.J. (1994). Rehearsals for growth: Theater improvisation for psychotherapists. New York, NY: Norton.
4. Ormont, L. (1996). Bringing life into the group experience: The power of immediacy. Group, 20 (3), (pp.207­221).
5. Kimmell, A., & Gockel, A. (2017). Embodied Connections: Engaging the body in group work. Qualitative Social Work, Jan 9, 2017 (pp.1-18).

Workshop 57-5
Fostering Authentic Personal Intimacy Through Mixed-Media Journaling and Group Process

Annie Danberg, LMFT,
 Private Practice, San Rafael, California
Shira Marin, PhD, Private Practice, San Rafael, California

Creative expression in a group context enhances affect regulation that supports personal and interpersonal intimacy through mutual witnessing and sharing of both creative expression and discussion of inner experience. The overarching goal of this workshop is to offer participants the opportunity to experience a right-brained, non-verbal, expressive modality that encourages self-soothing, deepened personal awareness, and greater willingness/openness to risk self-disclosure that furthers personal and group development.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Apply their direct learning experience to support a transformative learning process with their own group members.
2. Explain how the use of expressive arts in a group context reduces anxiety, enhances self-expression, promotes self-acceptance that leads to a sense of group intimacy and cohesion.
3. Identify facilitative elements that create an environment to support members’ vulnerability arising from witnessing and relating to one another’s creative expression.
4. Describe the ways that personal and interpersonal relating are enhanced through mutual witnessing and sharing of both creative expression and discussion of inner experience.
5. Demonstrate compassionate listening and conversation generated by mutual sharing of the art product and its impact on the maker and group members.
6. Utilize creative expression to reduce anxiety and enhance affect regulation.

Course References:
1. Cappachionne, L. (2015). The Creative Journal. Athens, OH: Ohio University Press.
2. Chapman, L. (2014). Neurobiologically Informed Trauma Therapy with Children and Adolescents: Understanding Mechanisms of Change. New York: W. W. Norton & Company.
3. Ellis Nutt, A. (2011). Shadows Bright as Glass. New York, NY: Free Press, A Division of Simon & Schuster.
4. Gombert, D., Jelinek, R., Eckhaus, R., Kuehn, D., Hodlund-Nelson, M., & Lee, C. (2017). The Ripple Effect in the Expressive Therapies: A Theory of Change Explored Through Case Studies. Reflections: Narratives of Professional Helping. 23 (4), 20-40.
5. Körlin, D., Nybäck, H., & Goldberg, F.S. (2000). Creative arts groups in psychiatric care development and evaluation of a therapeutic alternative. Nordic Journal Of Psychiatry, 54(5), 333-340.
6. London, P. (1989). No more secondhand art: Awakening the artist within. Boulder, CO: Shambhala Publications.
7. Liebmann, M. (1986). Art Therapy for Groups. Cambridge, MA: Brookline Books
8. Phelps, D. (Date not listed). Therapeutic Use of Expressive Arts with Children. Social Work Today, Web Exclusive. Retrieved from http://www.socialworktoday.com/archive/exc_020712.shtml
9. Scotti, V., & Aicher, A.L. (2016). Veiling and Unveiling. Qualitative Inquiry, 22 (3), 192-197. doi: 10.1177/1077800415605055
10. Shore, A. (2000). Attachment and the Regulation of the Right Brain. Attachment and Human Development, 2(1). 23-47.
11. Sommers-Flanagan, J. (2007). The Development and Evolution of Person-Centered Expressive Art Therapy: A Conversation with Natalie Rogers. Journal of Counseling & Development. 85(1), 120-125.
12. Veach, L.J., & Gladding, S.T. (2007). Using Creative Group Techniques in High Schools. Journal for Specialists in Group Work, 32(1), 71-81. doi: 10.1080/01933920600978570

Workshop 58-5
Connecting the Unforgotten: Integrative Approach for Creative Reminiscences

Noha Sabry, MD, CGP,
 Professor of Psychiatry, Faculty of Medicine, Cairo University, Cairo, Egypt

Elderly people with cognitive and sensory deficits confront the threat of losing and being lost. Communicating with active meaningful parts of people's inner world requires empathic tuning through many approaches. Connecting to the embedded personhood through physical, cognitive, emotional approaches in group therapy helps to construct bridges to elderly people's creative reminiscences. Participants will explore this through didactic as well as an experiential experience of cognitive games and an integrative approach.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Demonstrate how you can overcome elderly's difficulties to communicate in group.
2. Get to know motivational technique through focusing on the elderly strength rather than difficulties.
3. Utilize different approaches to revive the unforgotten parts of the elderly in safe atmosphere.
4. Create connecting dialogue using verbal and nonverbal approaches between the elderly patients.

Course References:
1. Joosteen - Weyn, et. al. (2011). Group therapy for patients with mild cognitive impairment and their significant others: Results waiting-list controlled trial. Gerontology. 57(5) 444-45.
2. Adlers, A. (2012 ). The Effect of  Art Therapy on Cognitive Performance Among Ethnically Diverse Older Adults. Tallahassee, FL: Florida State University Libraries.
3. Kim, H. (2015). Psychotherapy and older adults: Resource Guide. American Psychological Association. Effects of Experience- based group therapy  on cognitive and physical functions and psychological symptoms of elderly people with mid dementia. Journal of Physical Therapy Science, 27 (7): 2069-2071.
4. Mahendran, R., et al. (2017). Art therapy and music reminiscence activity in the prevention of cognitive decline: Study protocol for randomized controlled trial. PMC, 18: 324.
5. Gregory, M.A.,  et al. (2016). Group based exercise and cognitive - physical training in older adults with self reported cognitive complaints: The multiple- Modalities. Mind Motor M4 study protocol. BMC Geriateric, 16: 17.

Workshop 59-5
Utilizing Tools from Expressive Arts Therapies for Groups with the Medically Ill

Presented under the auspices of the AGPA Health and Medical Issues SIG

Juliana Fort, MD,
Associate Professor of Clinical Psychiatry, University of Texas Southwestern, Dallas, Texas
Clyde Knox,
Psychology Student, University of Texas at Dallas, Dallas, Texas
Eleanore Knox, MD, Psychiatric Resident, University of Texas Southwestern, Dallas, Texas

Medically ill patients can benefit from tools taken from the expressive arts therapies to help give expression and lend voice to their pain. Giving expression and voice to the emotions they are dealing with through the use of art, movement, sounds or music or dramatic recreation can help with the creative experiencing and visualization of new coping resources through a shared process in group.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Identify expressive arts therapy modalities and define basic techniques of the expressive arts therapies such as distancing and aesthetics.
2. Experience and Utilize expressive arts therapy tools that incorporate visualizations, sound, movement, or dramatic expression to engage clients in creating an expression of themselves and new narratives of their story.
3. Use creative expression to help group members come up with resources and ideas that may help them to cope with their problems.
4. Explore and develop a strategy for using expressive art as a therapist for self-exploration and self-care.

Course References:
1. Attard, A., & Larken, M. (2016). Art therapy for people with psychosis: A narrative review of the literature. The Lancet Psychiatry, 3 (11), 1067-78. doi: 10.1016/S2215-0366(16)30146-8
2. Chancellor, B., Duncan, A., & Chatterjee, A. (2014). Art Therapy for Alzheimer's Disease and Other Dimentias. Journal of Alzheimer's Disease, 39(1), 1-11. doi: 10.3233/JAD-131295
3. Martin, L., Oepen, R., Bauer, K., Nottensteiner, A., Mergheim, K., Gruber, H., & Koch, S. (2018). Creative Art Interventions for Stress Management and Prevention: A systematic review. Behavioral Sciences, 8(2), 28. doi: 10.3390/bs8020028
4. Nelson, B. (2017). The Art of Caring: In health care settings, the arts and creative arts therapies help patients and their caregivers express themselves and find relief from pain, anxiety, and depression. Cancer Cytopathol, 125(9), 665-666. doi: 10.1002/cncy.21912
5. Puetz, T., Morley, C., Herring, M. (2013). Effects of Creative Arts Therapies on Psychological Symptoms and Quality of Life in Patients with Cancer. JAMA Internal Medicine, 173(11), 960-69. doi: 10.1001/jamainternmed.2013.836
6. Rentz, C. (2002). Memories in the Making: Outcome-based evaluation of an art program for individuals with dementing illnesses. American Journal of Alzheimer's Disease & Other Dementias, 17(3), 175-81. doi: 10.1177/153331750201700310

Workshop 60-5
Context and the Interpretive Act: Developing the Language of the Matrix for Consulting Work with Organizations

Presented under the auspices of the AGPA Organizational Consulting SIG

Christine Oliver, PhD, 
Specialist Psychotherapies Lead for Psychodynamic Psychotherapies, Consultant Family Therapist and Group Analyst, City & Hackney Specialist Psychotherapy Services, London, United Kingdom

Open to participants with more than four years of group psychotherapy experience

Taking the Batesonian notion that there is no meaning without context, the presenter offers a contextual framework for group analytic practice in organizations, emphasizing the unique acts of interpretation we make in communication and linking them to emotion, action and contextual storylines.  The workshop links the framework to a consultancy process with a community of Anglican monks. Participants will explore their own organizational dilemmas making use of the framework, developing meaning making and leverage for action.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Apply a contextual framework to meaning making in relation to organizational dilemmas.
2. Utilize a contextual framework for guiding action.
3. Evaluate ones own part in organizational challenges.

Course References:
1. Oliver, C. (2018). Context and the interpretive act: Developing the language of the matrix for working in and with organizations. In C. Thornton (Ed.), The art and science of working together: Practicing group analysis in organizations. London, UK: Karnac.
2. Schlapobersky, J.R. (2016). From the couch to the circle: Group analytic psychotherapy in practice. London, UK: Routledge.
3. Bushe, G.R., & Marshak, R.J. (2015). Dialogic Organization Development: The theory and practice of transformational change. Oakland, CA: Berret-Koehler.
4. Oliver, C., & Miksits, M. (2016). Leadership: Putting our systemic sensibilities to work. Context, December (148).
5. Oliver, C., & Fitzgerald, S. (2013). How to explore meaning making patterns in dialogic OD and coaching. Journal of the Organizational Development Network, 45(1).
6. Littlejohn, S.W., & McNamee, S. (2012). The coordinated management of meaning: A festschrift in honor of W. Barnett Pearce. Madison, NJ: Fairleigh Dickenson University Press.
7. Campbell, D. (2008). Organizations connected: A handbook of systemic consultation. London, UK: Karnac.

Workshop 61-5
Overcoming Obstacles as Group Coordinator: Inspiring Thriving Group Programs in UCCs and Other Settings

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG and the Group Training and Supervision SIG

Shemika Brooks, PsyD,
Staff Psychologist/Group Coordinator, Johns Hopkins University Counseling Center, Baltimore, Maryland
Katherine Isaza, PsyD, Staff Psychologist, Counseling and Psychological Services, University of Nevada, Las Vegas, Nevada
Niki Keating, PhD, 
Assistant Director of Counseling and Psychological Services, Colgate University, Hamilton, New York

This workshop will explore the role of the group coordinator and the inherent challenges in supporting group therapy programs and group therapy training in various settings. Presenters will share their experiences and observations as group coordinators, inspire the audience to reflect on organizational strengths and barriers in coordinating groups and training within their organization, and together, share ideas and strategies to build and sustain thriving group therapy programs and training opportunities.
didactic-sharing of work experiences-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. List five variables that contribute to the development of a thriving group therapy program and group training environment.
2. Identify three unique issues inherent in coordinating group therapy programs in various settings.
3. Recognize and describe obstacles and barriers to creating a thriving groups culture/program and providing training and supervision in group therapy.
4. Discuss strategies to capitalize on organizational strengths and barriers as opportunities for group program growth.
5. Compile shared ideas regarding ways to utilize the group coordinator position to inspire organizational change.

Course References:
1. Birky, I. (2013). Group psychotherapy and the tenets of our faith. Journal of College Student Psychotherapy, 27(4), 273-276.
2. Brunner, J.L., Wallace, D.L., Reymann, L.S., Sellers, J.J., & McCabe, A.G. (2014). College counseling today: Contemporary students and how counseling centers meet their needs. Journal of College Student Psychotherapy, 28(4), 257-324.
3. Denton, L., Gross, J., & Wojcik, C. (2016). Group counseling in the college setting: An international survey of center directors. International Journal of Group Psychotherapy, 1-25.
4. Ribeiro, M.D., Gross, J.M., & Turner, M.M. (2018). The college counselors guide to group psychotherapy. New York, NY: Routledge.
5. Whittingham, M. (2013). Group work in college and university counseling centers.  In J. Delucia-Waack., & M. Riva (Eds), The Handbook of Group Counseling and Psychotherapy (2nd Edition). Washington DC: Sage Books.

Afternoon Open Sessions
4:30 – 6:00 P.M.

Social JusticeSession 213-5
When Microaggressions Make a Large Impact on a Small Group

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Shemika Brooks, PsyD,
Staff Psychologist/Group Coordinator, Johns Hopkins University Counseling Center, Baltimore, Maryland
Nathasha Cole Hahn, PhD,
University Psychologist, Florida International University, Miami, Florida

This presentation will identify ways that microaggressions can impact the cohesion of the small group where the members and/or facilitators align with diverse identity variables. This forum will cover how to identify microaggressions, ways to intervene after a microaggression occurs, and how to re-establish the safety of connection for the group. This session will also include methods to manage the effect of the microagression on the facilitator.

Learning Objectives:
The attendee will be able to:
1. Define three types of microaggressions.
2. Identify interventions that can be used after a microaggression occurs in a group.
3. Discuss three methods to re-establish the safety in the group for all participants.
4. Describe approaches to manage the effect of the microaggression on the group facilitator.

Course References:
1. Davis, D.E., DeBlaere, C., Brubaker, K., Owen, J., Jordan, T.A., Hook, J.N., & Van Tongeren, D.R. (2016). Microaggressions and perceptions of cultural humility in counseling. Journal of Counseling & Development, 94(4), 483-493.
2. Gearity, B.T., & Metzger, L.H. (2017). Intersectionality, microaggressions, and microafirmations: Toward a cultural praxis of sport coaching. Sociology of Sport Journal, 34(2), 160-175.
3. Hook, J.N., Farrell, J.E., Davis, D.E., DeBlaere, C., Van Tongeren, D.R., & Utsey, S.O. (2016). Cultural humility and racial microaggressions in counseling. Journal of Counseling Psychology, 63(3), 269-277.
4. Owen, J., Drinane, J.M., Tao, K.W., DasGupta, D.R., Zhang, Y., & Adelson, J. (2018). An experimental test of microaggression detection in psychotherapy: Therapist multicultural orientation. Professional Psychology: Research and Practice, 49(1), 9-21.
5. Owen, J., Tao, K., Imel, Z.E., Wampold, B.E., & Rodolfa, E. (2014). Addressing racial and ethnic microaggressions in therapy. Professional Psychology: Research and Practice, 45(4), 283-290.
6. Sanchez, D., Adams, W.N., Arango, S.C., & Flannigan, A.E. (2018). Racial-ethnic microaggressions, coping strategies, and mental health in Asian American and Latinx American college students: A mediation model. Journal of Counseling Psychology, 65(2), 214-225.
7. Sue, D.W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, NJ: Wiley.

Session 214-5
Group Training and Supervision in University Counseling Centers: Attending to Multiple Aspects of Supervisor and Supervisee Experiences

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG and the Group Training and Supervision SIG

Joeleen Cooper-Bhatia, PhD,
Licensed Psychologist/Group Coordinator, Student Counseling Services, Auburn University, Auburn, Alabama

Vinny Dehili, PhD,
Licensed Psychologist/Interim Group Coordinator, University of South Florida Counseling Center, Tampa, Florida
Shenette Scille, PsyD, Staff Therapist, Vassar College Counseling Service, Poughkeepsie, New York
Marcée Turner, PhD,
Clinician, University Counseling Center, Florida State University, Tallahassee, Florida
Kseniya Zhuzha, PhD,
Postdoctoral Fellow, University of Nevada-Reno Counseling Services, Reno, Nevada

This open session will address, via panel discussion, various topics associated with supervisor and supervisee experiences in group therapy supervision and training. Issues discussed will include: developmental level and training needs; supervisee shame, anxiety, and resistance; transference and countertransference; cultural differences in the supervisory relationship; and the effects of power differential.

Learning Objectives:
The attendee will be able to:
1. Discuss methods for group training and useful adaptations based on developmental level.
2. Classify three ways to respond to a supervisee’s feelings of anxiety, shame, and resistance.
3. Review the challenges of transference and countertransference in supervision and state ways these issues can be addressed.
4. Describe an aspect of the complexity of a cross-racial supervisory dyad consisting of a Supervisor of Color and White Supervisee.
5. Identify techniques that may help minimize negative effects of power differential in supervision of group therapy.

Course References:
1. DeStefano, J., Hutman, H., & Gazzola, N. (2017). Putting on the face: A qualitative study of power dynamics in clinical supervision. The Clinical Supervisor, 36(2), 223-240. Doi:10.1080/07325223.2017.1295893
2. DiMino, J.L., & Risler, R. (2014). The intern’s experience as supervisor: Managing resistance, identification, and countertransference while feeling insecure. Journal of College Student Psychotherapy, 28:2, doi: 10.1080/87568225.2014.883889
3. Inman, A. G., & Ladany, N. (2014). Multicultural competencies in psychotherapy supervision. In F.T.L. Leong, L. Comas-Díaz, G.C. Nagayama Hall, V.C. McLoyd, & J.E. Trimble (Eds.), APA handbooks in psychology. APA handbook of multicultural psychology, Vol. 2. Applications and training (pp. 643-658). Washington, DC: American Psychological Association.
4. Watkins, E.C. (2015). Extrapolatng Gelso’s tripartite model of the psychotherapy relationship to the psychotherapy supervision relationships: A potential common factors perspective. Journal of Psychotherapy Integration, 25(2), 143-157.
5. Weiss, A.C., & Rutan, J.S. (2016). The benefits of group therapy observation for therapists-in-training. International Journal of Group Psychotherapy, 66(2), 246-260. Doi:10.1080/00207284.2015.1111083.
6. Wilson, H.M.N., Davies, J.S., & Weatherhead, S. (2016). Trainee therapists’ experiences of supervision during training: A meta-synthesis. Clinical Psychology & Psychotherapy, 23 (4), 340-351. Doi:10.1002/cpp.1957
7. Zukor, T. (2018). Trainee development in group psychotherapy. In M.D. Ribeiro, J.M. Gross, & M.M. Turner (Eds.), The College Counselor’s Guide to Group Psychotherapy (pp. 101-113). New York, NY: Routledge.

Session 215-5
Forming and Maintaining the Modern Analytic Practitioner

Elliot Zeisel, PhD, LCSW, CGP, DFAGPA,
Founder, Center for Group Studies, New York, New York

Patricia Florence, LCSW, CGP,
Private Practice, Austin, Texas
Allen Lambert, LCSW, Private Practice, Austin, Texas
Teresa Snell, MSW, Private Practice, Rochester, New York

Three members of the AGPA and Modern Analytic communities will deliver a twenty minute account of an issue they are contending with in their personal and practice life. The issues touched on reflect their development and ongoing work as people engaged in psychodynamic treatment.

Learning Objectives:
The attendee will be able to:
1. Describe the importance of on-going supervisions and training in the life of the group leader.
2. Explain how resistance in treatment can be seen as an opportunity for understanding patients.
3. Highlight the role of countertransference will be highlighted in crafting interventions.

Course References:
1. Furgeri, L. (Ed.) (2003). The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D.  Madison, CT: International Universities Press.
2. Zeisel, E.M. (2009). Modern Group Theory and Practice in the Wit and Wisdom of Louis Ormont. Group, 33.2, .
3. Zeisel, E.M. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Analysis. International Journal of Group Psychotherapy, 59 (3).
4. Zeisel, E.M. (2012). The Leader’s Use of Self: A Modern Analytic Approach to Working in the Intra-psychic and Interpersonal Realm. Modern Psychoanalysis, 37 (2).
5. Zeisel, E.M. (2012). Meeting Maturational Needs in Modern Group Analysis: A Schema for Personality Integration and Interpersonal Effectiveness. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy,  pp. 217 - 229. Hoboken, NJ: John Wiley & Sons, Ltd

Afternoon Workshops
4:30 – 6:00 P.M.


Workshop 62-5
Money Issues in Group Psychotherapy

Art Raisman, PhD, CGP,
Private Practice, San Rafael, California

Money issues are universal. For clients, money matters create both internal conflict as well as conflicts with others. Likewise, therapists also face financial challenges, both personally and professionally. In this experiential workshop, we will explore our own relationship to money and how it affects our well being and our work.
experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. List factors in their own life experience that affect their attitudes and feelings about dealing with money issues.
2. Describe ways to foster open discussion of a client's financial history and current money-related issues.
3. Explain how group therapy can assist clients with their money issues.
4. Formulate policies regarding therapy-related money issues (e.g., fees, insurance, cancellations) that are congruent with both their needs and treatment values.

Course References:
1. Barth D.F. (2001). Money as a tool for negotiating separateness and connectedness in the therapeutic relationship. Clinical Social Work Journal, 29 (1), 79-93.
2. Doyle, K. (1992). Toward a psychology of money. American Behavior Scientist, 2. 708-724.
3. Gans, J.S. (1992). Money and psychodynamic group psychotherapy. International Journal of Group Psychotherapy, 42(1), 133-152.
4. Motherwell, L. (2002). Women, money, and psychodynamic group psychotherapy. International Journal of Group Psychotherapy, 52(1), 49-66.
5. Shapiro, E.L., & Ginzberg, R. (2006). Buried treasure: Money, ethics, and countertransference in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 477-494.

Social JusticeWorkshop 63-5
One Less Hurdle: Peer Group Consultation for Clinicians of Color by Clinicians of Color

Presented under the auspices of the AGPA Group Training and Supervision SIG and the Racial and Ethnic Diversity SIG

Brenda Boatswain, PhD, CGP,
 Montefiore Health System, Medical Facility, Bronx, New York

A peer consultation group involves case consultations, mentoring, and professional development and is distinct from the hierarchical and gatekeeper nature of a peer supervision group. For clinicians of color, finding a group that supports excellence in practice while feeling empowered and part of the majority and not the minority is often difficult. This workshop discusses the benefits and challenges of such a group and offers ways of maintaining cohesion and professional development.
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. Define the boundaries of peer group consultation versus peer group supervision.
2. Identify the benefits and challenges of peer consultation groups.
3. Identify ways of fostering cohesion and professional development in the peer consultation group.

Course References:
1. Barnes, R.R. (2011). Racial microaggressions, racial identity, and working alliance in cross-racial counseling supervision relationships between black supervisors and white supervisees. (Unpublished Doctoral Dissertation).
The University of North Carolina at Greensboro. Retrieved from: https://libres.uncg.edu/ir/uncg/f/Barnes_uncg_0154D_10835.pdf.
2. Bernard, J.M., & Goodyear, R. (2014). Fundamentals of Clinical Supervision (5th Edition). Boston, MA: Allen & Bacon.
3. Estrada D., Frame, M.W., & Williams, C.B. (2004). Cross cultural supervision: Guiding the conversation toward race and ethnicity. Journal of Multicultural Counseling and Development, 32, 307-391. Retrieved from: http://www.wyomingcounselingassociation.com/wp-content/uploads/Estrada-et-al-2004-Cross-Sultural-Supervision.pdf.
4. Fong, M.L. (1994). Multicultural issues in supervision. Eric Digest. Retrieved from:
5. Newman, D.S., Nebbergall, A.J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational and Psychological Consultation, 23, 200-216. doi: 10.1080/10474412.2013.814305
6. Pritche –Johnson, B.L. (2011). African American Experiences of Race Relations in the Supervision Dyad (Unpublished doctoral dissertation). Western Michigan University. Retrieved from: https://scholarworks.wmich.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1454&context=dissertations
7. Sukumaran, N. (2016). Racial microaggressions and its impact on supervisees of color in cross-racial counseling supervision. (Unpublished doctoral dissertation). University of Missouri-Kansas City. Retrieved from:
8. Wade, J.C., & Jones, J.E. (2015). Beyond Competency: Expertise and lifelong learning. Strength-based clinical supervision: A positive psychology approach to clinical training. New York, NY: Springer Publishing Co.

Workshop 64-5
Life Staging® – Using Group Sculpting for Creative Supervision and Group Work

Presented under the auspices of the AGPA Group Training and Supervision SIG

Elisabet Wollsén, MSc Psych, Private Practice, Stockholm, Sweden

Creative Supervision offers an alternative language and transformative process in activating knowledge and skills that were always there - but often silenced. The group sculpting and collaboration process brings forth our evolutionary and personal knowledge and skills as humans, thus creating meaningful connections, trust and resonance. The aim is to vitalize, liberate, and wake up to challenge the dominant taken-for-granted ideas on "what's there" that easily kidnaps professionals into thin inscriptions of people and phenomena.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Apply the creative techniques in own group work and supervision.
2. Reflect on the normative power in traditional language and settings.
3. Utilize own creativity through interaction in the workshop.
4. Challenge oneself in a different language and setting.

Course References:
1. Wollsén, E. (2000). It was not so remarkable. Narrative Research at The University of Oslo, Norway with financial support from The National Board of Health and Welfare in Sweden.
2. Josselson, R., & Lieblich, A. (1986). The Narrative Studies of Life, Vol 3. Thousand Oaks, CA: Sage.
3. Mishler, E.G. (1986). Research Interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
4. Riessman, C.K. (1993). Narrative Analysis. Newbury Park, CA: Sage.
5. White, M. (1995). Re-Authoring Lives: Interviews & Essays. Adelaide, South Australia: Dulwich Centre Publications.
6. Bateson, N. (2016). Small Arcs of Larger Circles. Dorset, UK: Triarchy Press.
7. Kahneman, D. (2011). Thinking fast and slow. New York, NY: Brockman Inc.

Workshop 65-5
"I'm More Than What You See": The Digital Self and Group Psychotherapy

Presented under the auspices of the AGPA Internet, Social Media, and Technology SIG

David Songco, MA, PsyD, CGP,
 Assistant Professor, The Wisconsin School of Professional Psychology, Milwaukee, Wisconsin
Lindsey Randol, PsychD, Assistant Professor, Naropa University, Boulder, Colorado

Facebook. Instagram. Tinder. Bumble. Twitter. Snapchat. Social media platforms have offered ways to connect to others yet research suggests an increase in loneliness among the generations of active users of these platforms. Participants in this workshop will navigate a fishbowl experience of being seen and known first “online” and then “with” each other. Participants will discuss group dynamics, identities, projections, and clinical implications.
experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:
The attendee will be able to:
1. Describe the concepts and implications of online/digital bias and projections in the process of forming relationships.
2. List generational differences in creating and forming connection.
3. Describe social media effects on connection, loneliness, and relationships.
4. Describe processes of digital representation and self formation.

Course References:
1. Caplan, S.E. (2006). Relations among loneliness, social anxiety, and problematic Internet use. CyberPsychology & Behavior, 10(2), 234-242.
2. Kolmes, K. (2012). Social media in the future of professional psychology. Professional  Psychology: Research and Practice, 43, 606–612. doi: 10.1037/a0028678
3. Lemma, A. (2017). The digital age on the couch: Psychoanalytic practice and new media. London, UK: Routledge.
4. Pittman, M., & Reich, B. (2016). Social media and loneliness: Why an Instagram picture may be worth more than a thousand Twitter words. Computers in Human Behavior, 62, 155-167. doi:10.1016/j.chb.2016.03.084
5. Shaw, L.H., & Gant, L.M. (2002). In Defense of the Internet: The Relationship between Internet Communication and Depression, Loneliness, Self-Esteem, and Perceived Social Support. CyberPsychology & Behavior, 5(2), 157-171. doi:10.1089/109493102753770552
6. Weinberg, H. (2014). The paradox of Internet groups: Alone in the presence of virtual others. London, UK: Karnac.

Workshop 66-5
Slaying the Dragon: Using Role-Playing Games to Facilitate Social Skills Development

Christopher Chapman, PhD,
 Director of Wellness, Utah State University, Logan, Utah

Role-playing games ("RPGs"-such as Dungeons and Dragons) provide a scaffolding that provides participants a "safe" environment to engage socially, creatively explore aspects of their identity, and develop new skills. In the presentation, we explore a model of using this RPGs in a therapeutic setting (a college counseling center) to aid in interpersonal skill-building, social engagement, and identity exploration.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Define the merits and applications of role-playing games (RPGs) within the therapeutic setting.
2. Describe how to fuse interpersonal process, skill building, and personal exploration within the framework of the RPG.
3. Identify screening methods to determine populations for which RPGs may provide the most benefit.
4. Provide a model for implementing a "Dungeons and Dragons"-based therapeutic RPG.
5. Access possible tools for measuring progress in a therapeutic role-playing group.
6. Explain the necessary competencies and logistical considerations for implementing a therapeutic RPG.

Course References:
1. Adams, A.S. (2013). Needs met through role-playing games: A fantasy theme analysis of Dungeons & Dragons. Kaleidoscope: A Graduate Journal of Qualitative Communication Research, 12.
2. Blackmon, W.D. (1994). Dungeons and Dragons: The use of a fantasy game in the psychotherapeutic treatment of a young adult. American Journal of Psychotherapy, 48(4), 624.
3. Gutierrez, Raul. (2017). Therapy & Dragons: A look into the Possible Applications of Table Top Role Playing Games in Therapy with Adolescents. Electronic Theses, Projects, and Dissertations. 527. http://scholarworks.lib.csusb.edu/etd/527
4. Flashman, Sarah H. (2015). Exploration into pre-clinicians' views of the use of role-play games in group therapy with adolescents. Theses, Dissertations, and Projects. 656. https://scholarworks.smith.edu/theses/656
5. Rosselet, J.G., & Stauffer, S.D. (2013). Using group role-playing games with gifted children and adolescents: A psychosocial intervention model. International Journal of Play Therapy, 22(4), 173.
6. Hawkes-Robinson, W.A. (2011). Role-playing Games Used as Educational and Therapeutic Tools for Youth and Adults. Rpgresearch.com.
7. Kriss, Alexander. (2016). The Player and the Game: Compulsion, Space, and Potential Space in Video Games. Psychoanalytic Psychology, 33(4), 571-584.

Workshop 67-5
Using Adventure-Based Counseling Methods with Interpersonal Therapy Groups

Barney Straus, MSW, MA, CGP, FAGPA,  Part Time Faculty, Loyola University Chicago, Chicago, Illinois

This workshop will begin with a theoretical basis for Adventure-Based Counseling. This will be followed by clinical vignettes and a demonstration group during which a variety of activities will be used. Participants will use widely available materials such as pieces of paper and tin cans, to engage in physical problem-solving challenges. Metaphorical application of the activities to group members' treatment goals will be emphasized.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain how to effectively incorporate novel activities into process-oriented groups.
2. Describe how to use metaphoric transfer of learning to heighten therapeutic impact of the group.
3. Select specific activities based on the stage of development and primary purpose of a particular group.

Course References:
1. Brown, S. (2009). Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. London, UK: Penguin Books.
2. Gass, M., Gillis, H.L., Russell, K. (2012). Adventure Therapy: Theory, Research, and Practice. New York, NY: Routledge.
3. LeFevre, D. (2002).  Best New Games. Champaign, IL: Human Kinetics.
4. Straus, B. (2018). Healing in Action: Adventure-Based Counseling with Therapy Groups. New York, NY: Rowman and Littlefield.
5. Yalom, Y., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy, 5th Ed. New York, NY: Basic Books.

Workshop 68-5
Freedom and Responsibility: The Role of Choice in Existential Group Psychotherapy

Christen Cummins, MSW, LCSW,
Clinical Social Worker, LSU Mental Health Service, Baton Rouge, Louisiana

Open to participants with four or more years of group psychotherapy experience

This workshop will provide a brief overview of existential psychotherapy and the theoretical underpinnings of the approach with a more specific focus on choices/decision-making in relationships and life transitions. Decisions will be approached within the existential frame of freedom and responsibility. There will be a set of dyads, a fishbowl group, and a large group discussion/debrief to synthesize ideas, review specific interventions, and address how this aligns with, enhances, and differs from traditional group psychotherapy.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:   
1. Describe the ways in which existential group psychotherapy differs from traditional group work.
2. List the types of clients for whom this approach is and is not suitable.
3. Summarize at least one intervention specific to existential group psychotherapy.

Course References:
1. Frankl, V. (1967). Psychotherapy and Existentialism. New York, NY: Simon and Schuster.
2. Gabriel, Guiomar. (2013). Roads of Freedom: An Existential/Phenomenological Approach to a Psychotherapy Journey. Existential Analysis, 24 (1), 261-276.
3. Georganda, Evgenia. (2016). Thrownness, Freedom, and the Will for Authenticity: An Existential/Developmental Approach to Psychotherapy. Existential Analysis, 27(2), 95-105.
4. May, R., & Yalom, I. (1995). Existential psychotherapy. In J.C. Corsini, & D. Wedding (Eds.), Current Psychotherapies, 5th ed., pp. 262-292. Itasca, IL: F.E. Peacock.
5. Oliveira, A., Sousa, D., & Pines, A.P. (2012). Significant Events in Existential Psychotherapy: The Client's Perspective. Existential Analysis, 23(2).
6. Smith, V.J., et al. (2016). Philosophy and Identity: The Relationship Between Choice of Existential Orientation and Therapist’s Sense of Self. Existential Analysis, 27 (2), 287-302.
7. Temple, M., & Gall, T. (2018). Working Through Existential Anxiety Toward Authenticity: A Spiritual Journey of Meaning Making. Journal of Humanistic Psychology, 58 (2), 168-193.
8. Yalom, I.D. (1980). Existential Psychotherapy. New York, NY: Basic Books.

Workshop 69-5
Mind, Body, Being: A Group that Uses Yoga and Meditation to Address Negative Body Image

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG

Carissa Ruf, MPH,
Health Promotion Specialist, Montclair State University, Montclair, New Jersey
Jude Uy, PhD, Staff Psychologist/Suicide Prevention Coordinator, Montclair State University, Montclair, New Jersey
Lisa Westreich, LCSW,
Referral Coordinator/Case Manager, Montclair State University, Montclair, New Jersey

This workshop will provide an overview of a seven-week group program offered through Montclair State University's Counseling Center that encourages students to support one another in overcoming struggles with body image and food. The program combines yoga, meditation and community building with the goal of developing a more compassionate relationship with food, body, and self. Students also learn important skills for relaxation, connecting with one's body and attending to its need for nourishment.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify the goals of the group: building community, practicing mindful self compassion, and developing a healthier relationship with one's body using yoga.
2. Employ specific techniques/exercises to develop awareness of and challenge critical self-talk.
3. Acquire specific yoga poses/concepts that can facilitate positive body image/group cohesion.
4. Acquire techniques for using mindful self-compassion.
5. Experience actual activities used in the MBB group.

Course References:
1. Kabat-Zinn, J. (1990). Full Catastrophe Living: Using the wisdom of your body and mind to face stress, pain and illness. New York, NY: Bantam Dell.
2. Haynos, A., Forman, E., Butryn, M., & Lillis, J. (Eds.)(2016). Mindfulness and Acceptance for Treating Eating Disorders and Weight Concerns. Oakland, CA: Context Press.
3. Neff, K. (2011). Self-compassion: The proven power of being kind to yourself. New York, NY: William Morrow.
4. Yalom, I. (1995). The Theory and Practice of Group Psychotherapy. New York, NY: Basic Books.
5. Anodea, J. (2003). Chakra Balancing Workbook. Boulder, CO: Judith Anodea.
6. Breines, J., Toole, A., Tu., C., & Chen, S. (2104). Self-compassion, body image, and self-reported disordered eating. Self and Identity, 13, pp. 432-448.
7. Cox, A., Ulrich-French, S., Howe, H., & Cole, A. (2017). A pilot yoga physical education curriculum to promote positive body image. Body Image, 23, pp. 1-8.
8. Mahlo, L., & Tiggemann, M. (2016). Yoga and positive body image: A test to the embodiment model. Body Image, 18, pp. 135-142.
9. Neumark-Sztainer, D., MacLehose, R., Watts, A., Pacanowski, C., & Eisenberg, M. (2018). Yoga and body image: Findings from a large population based study of young adults. Body Image, 24, pp. 69-75.
10. Tihanyi, B., Boor, P., Emanuelson, L., & Koteles, F. (2016). Mediators between yoga practice and psychological well-being. European Journal of Mental Health, 11, pp. 112-127.
11. Tylka, T., & Wood-Barcalow, N. (2015). What is and what is not positive body image? Conceptual foundations and construct definitions. Body Image, 14, pp. 118-129.

Workshop 70-5
Integrative CBT Job Readiness Groups for Offenders

Carolyn Waterfall, MS,
Instructor, Clackamas Community College, Oregon City, Oregon

This highly experiential and entertaining workshop will explore a biopsychosocial model of Cognitive Behavior Therapy in groups to support job-readiness and to help offenders and others develop self-awareness, self-regulation and empathy.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:  
1. Describe an evidence-based psychoeducational curriculum that enhances self-awareness, self-regulation, empathy, and job-readiness in offenders.
2. Describe Integrative Cognitive Behavior Therapy and how it underpins the curriculum.
3. Describe how the curriculum is sensitive to inmate culture and works to increase self-awareness, self-regulation, empathy, and job-readiness in offenders.
4. Identify and use specific techniques to enhance self-awareness, self-regulation, empathy, and job-readiness in offenders and others.

Course References:
1. Cozolino, L. (2010). The Neuroscience of Psychotherapy: Healing the Social Brain. New York, NY: Norton.
2. Crosby, G., Altman, D. (2012). Integrative Cognitive-Behavioral Group Therapy. In J. Kleinberg (Ed.), Handbook of group psychotherapy, pp. 89-112. Medford, MA: Wiley.
3. Hofmann, S., Asnaani, A., Vonk, I., Sawyer, A., & Fang, A. (2013). The Efficacy of Cognitive Behavioural Therapy: A Review of Meta-analyses. PMC Cognitive Therapy Research, 36(5).  doi: 10.1007/s10608-012-9476-1
4. Mehl-Madrona, L. (2010). Healing the Mind through the Power of Story. Rochester, NY: Bear & Co.
5. Siegel, D., & Hartzell, M. (2006). Parenting From the Inside Out. New York, NY: Penguin.
6. Cook, P.J., Kang, S., Braga, A.A., Ludwig, J., & O'Brien, M.E. (2015). An experiential evaluation of a comprehensive employment-oriented prisoner re-entry program. Journal of Quantitative Criminology, 31 (3), 355-382.

Workshop 71-5
Clay Therapy Group – Working Alone Together as a Way to Access Emotional Expression

Presented under the auspices of the AGPA Addiction & Recovery SIG, the Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG, and the Issues of Aging SIG

Elizabeth (Liz) Rosenblatt, PsyD,
Private Practice, Los Angeles, California

Participants will be given a brief overview of the therapeutic benefits of working with clay. Clay provides a medium of expression for those uncomfortable with verbal expression. This workshop has application with a variety of populations. There will be a brief undirected experience with clay, a demonstration of three basic ways to build with clay by hand, opportunity to work individually and/or collaboratively and an opportunity to share experiences. Based upon their interests, participants will be guided to create their own unique pottery pieces or to join or collaborate with others
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. List basic hand-building skills that can be used with patients in individual and group settings.
2. Discuss how clay work may provide clinicians with opportunities for exploring preverbal and/or traumatic experiences.
3. Explain how clay work could be incorporated into participants’ practices.

Course References:
1. Sholt, M., & Gavron, T. (2006). Therapeutic Qualities of Clay-work in Art Therapy and Psychotherapy: A Review. Art Therapy: Journal of the American Art Therapy Association, 23(2) pp. 66-72.
2. Rappaport, L. (1998). Focusing and Art Therapy: Tools for Working Through Post Traumatic Stress Disorder. Focusing folio, 17.
3. Lesser, C. (2017). Creating Ceramics Can Help Combat Depression. Artsy.net, url: artsy.net/article/artsy-editorial-creating-ceramics-help-combat-depression.
4. Mechling, L. (2017). Pottery Is the New Yoga! Here's to the Mind-Clearing Benefits of Clay. Vogue, url: vogue.com/article/ceramics-pottery-therapeutic-benefits-mindfulness-meditation.
5. Sherwood, P. (2004). The Healing Art of Clay Therapy. Melbourne, Australia: ACER Press.
6. Morais, A.H., Roecker, S., Salvagioni, D.A.J., Eler G.J. (2014). Significance of clay art therapy for psychiatric patients admitted in a day hospital. Investigación y Educación en Enfermería, 32(1): 128-138.
7. McGarry, J., & Bowden, D. (2014). Unlocking stories: Older women's experiences of intimate partner violence told through creative expression. Journal of Psychiatric Mental Health Nursing, 24(8): 629-637.
8. Joshua, K.M., & Rainbow T.H. (2017). Effects of clay art therapy on adults outpatients with major depressive disorder: A randomized controlled trial. Journal of Affective Disorders, 217: 237-245.

Workshop 72-5
Utilizing Attachment Theory in Multifamily Groups in an Adolescent Residential Treatment Center

Presented under the auspices of the AGPA Children and Adolescents SIG

Oliver Drakeford, MA, LMFT,
Lead Group and Family Therapist, Paradigm Treatment Center, Malibu, California
Evan Perlo, AMFT, Family Therapist, Paradigm Treatment Center, Malibu, California
Cindy Weathers, MA, LMFT, CGP, Parent Coordinator, Paradigm Treatment Center, Malibu, California

Showcasing group psychotherapy experiential exercises and highlighting the need for effective emotional communication, this largely experiential workshop presents our syllabus for the multifamily groups we run for adolescents and their families in residential treatment. We explain the need for vulnerability between both group and family members in order to treat addiction, depression, and family dysfunction. We demonstrate our engaging interventions that elicit change and explain how we increase connection to bring about healthy relationship functioning.
experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:
The attendee will be able to:  
1. Describe how multifamily groups can be used to provide psycho-education and increase connection between family members and group members.
2. Create worksheets for the multifamily group process and complete a form.
3. Explain the difference between metaphor and simile and summarize why it is useful in working with teens.
4. Identify how moments of connection are created through vulnerable interactions stemming from written exercise.

Course References:
1. Schwartz, D., Nickow, M., Arseneau, R., & Gisslow, M. (2015). A Substance Called Food: Long-Term Psychodynamic Group Treatment for Compulsive Overeating. International Journal of Group Psychotherapy, 65(3), 386–409. doi:10.1521/ijgp.2015.65.3.386
2. Donner, J., & Gamson, A. (1968). A. Experience with multifamily time limited out-patient group at a community psychiatric clinic. Psychiatry, 31(2), 126–137.
3. Keiley, M. (2007). Multiple Family Group Intervention for Incarcerated Adolescents and their Families: A Pilot Project. Journal of Marital and Family Therapy, 33(1), 106–124. doi:10.1111/j.1752-0606.2007.00009.x
4. Ormont, L. (1999). Progressive emotional communication: Criteria for a well-functioning group. Group Analysis. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/05333169922076455
5. Flores, P. (2017). Attachment Theory and Group Psychotherapy. International Journal of Group Psychotherapy, 67(sup1), S50–S59. doi:10.1080/00207284.2016.1218766
6. Mason, M. (1987). Wilderness family therapy: Experiential dimensions. Contemporary Family Therapy, 9(1-2), 90–105. doi:10.1007/BF0089026
7. Marmarosh, C., & Magenheimer, M. (2018). Applications of Attachment Research: Evidence You Can Apply to Your Group, International Journal of Group Psychotherapy, 68:3, 459-464. doi: 10.1080/00207284.2018.1456801

Memorial Session

6:15-7:30 PM

A time to commemorate members of the AGPA family we have lost this past year.


Group Foundation Evening Dance Party
9:00 P.M.

This year’s party will feature music played by DJ Jon Brown. He is a New York native who has been entertaining the masses for 20 years and began as a professional break-dancer. He quickly expanded his skill-set and became one of New York’s most sought after DJs. Moving to Los Angeles in 2003, Jon took his stellar reputation from the East Coast and built a massive following on the West Coast, mixing music of all genres. We hope that you will be partying with us into the wee hours of the morning as we dance to the latest and greatest hits of our time. This event is included with the five-day Institute and Conference package or the three-day Conference registration.

 Thursday, February 28:    

Saturday, March 2:

 Click here to register now!

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