76th Annual Conference Sessions and Workshops
Saturday, March 2 (Details)

Early Bird Open Sessions
Early Morning Colloquies
All-Day Course

All-Day Workshops

Morning Open Sessions
Morning Workshops
Group Foundation Luncheon
Afternoon Open Session
Afternoon Workshops

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
7:45 – 8:45 A.M. 

Session 216
The Ethical and Clinical Dangers of Multiple Relationships at Group Training Institutes

Charlie Pohl, MSW, CGP,
 Boise VA Medical Center, Boise, Idaho

There are eight hazards of blurred boundaries: 1) Breaches of confidentiality; 2) The double bind; 3) Gaslighting;  4) Dumping; 5) The "Emperor's New Clothes;" 6) Overstimulation; 7) Looping; and 8) Scapegoating. The potential harm of interpreting as transference and resistance all group members' negative treatment reactions will be addressed.

Learning Objectives:
The attendee will be able to: 
1. List the eight dangers of blurred boundaries to patient/trainees in analytic group institutes.
2. Differentiate boundary crossings from boundary violations at these organizations.
3. Identify the iatrogenic treatment reactions of blurred boundaries in training organizations in which multiple relationships exist.

Course References:
1. Dorpat, T. (1996). Gaslighting, The Double Whammy, Interrogation and Other Methods of Covert Control in Psychotherapy and Analysis. Northvale, NJ: Jason Aronson.
2. Goffman, E. (1961). Asylums. New York, NY: Anchor Books.
3. Kirsner, D. (2000). Unfree Associations. London, UK: Process Press.
4. Pepper, R.S. (2014). Emotional incest in  group psychotherapy--A conspiracy of silence. Lanham, MD: Rowman & Littlefield.
5. Raubolt, R. (Ed.) (2006). Power games: Indoctrination, masquerading as training in psychotherapy. New York: Other Press.
6. Pepper, R.S. (2015). Is Group Psychotherapy Inherently Unethical? GROUP, 39(2), p. 159-161.
7. Pepper, R.S. (2018). The Need for Safety in Clinical Supervision. GROUP, 42(1), in press.

Social JusticeSession 217 
Queer & Transgender Clinicians on the Issue of Self-Disclosure

RP Whitmore-Bard, MA, 
Group Facilitator, Queer Asterisk, Boulder, Colorado

Sorin Thomas, MA, LPC, LAC, Founder, Queer Asterisk Therapeutic Services, Boulder, Colorado
Sarah Tyerman, MA, PGDipGA, MInstGA, Private Practice, City Road Therapy, London, United Kingdom

In this panel, queer and transgender clinicians will discuss their differing perspectives on issues pertaining to method, including the question of therapist self-disclosure. Open to group therapists of all levels, from all backgrounds, this panel will seek to address the question: What can non-queer group therapists learn from their queer colleagues? The moderator will take questions from the audience, and highlight diverse theoretical stances among the panelists themselves.

Learning Objectives:
The attendee will be able to: 
1. Compare risks and therapeutic benefits associated with therapist self-disclosure of gender identity and sexual orientation, when working with LGBTQ clients.
2. List the most common non-normative gender pronouns.
3. Identify the connection between social justice counseling and group leadership.

Course References:
1. Moon, L. (2007). Feeling Queer or Queer Feelings? Radical Approaches to Counselling Sex, Sexualities and Genders. London, UK: Routledge
2. Coolhart, D. (2005). Out of the Closet and into the Therapy Room: Therapist Self-Disclosure of Sexual Identity. Guidance & Counselling, 21, 3-13.
3. Cole, G., & Drescher, J. (2006). Do Tell: Queer Perspectives on Therapist Self-Disclosure. Journal of Gay & Lesbian Psychotherapy, 10, 1-6.
4. Benson, K. (2013). Seeking Support: Transgender Client Experiences with Mental Health Services. Journal of Feminist Family Therapy, 25, 17-40.
5. Heins, N. (2012). Queer predicaments: Dual relationships in sexual minority and gender variant clinicians who practice within their communities. The Wright Institute, ProQuest Dissertations Publishing.

Session 218
Addressing Workplace Stress: Time-Limited Groups for Non-Health Care Workers in a Busy Health Care System

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

Brenda Boatswain, PhD, CGP, Wellbeing Coordinator, Montefiore Health System, Bronx, New York

The APA's annual Stress in America Survey found 65% of Americans cited work as a top source of stress, while 37% reported they were doing an excellent or very good job managing stress. Workplace stress contributes to poor work performance, turnover, and absenteeism. This session presents strategies for addressing stressful issues identified by workers (e.g., sleep & relationship difficulty) incorporating mindfulness and psychoeducation in time-limited small groups with non-healthcare workers working in a busy health care system.

Learning Objectives:
The attendee will be able to: 
1. Define signs and consequences of workplace stress.
2. Identify benefits of mindfulness practices in managing workplace stress.
3. Implement mindfulness meditations and psychoeducation in a health care setting.

Course References:
1. American Psychological Association. (2012). Coping with stress at work. Retrieved from: http://www.apa.org/helpcenter/work-stress.
2. Gilmartin, H., Goyal, A., Hamati, M.C., Mann, J., Saint, S., & Chopra, V. (2017 ). Brief mindfulness practices for healthcare providers – A systematic literature review. The American Journal of Medicine, 130. Retrieved from: https://www.amjmed.com/article/S0002-9343(17)30633-2/pd.
3. Irving, J.A., Park-Saltzman, J., Fitzpatrick, M., et al. (2014). Experiences of health care professionals enrolled in mindfulness-based medical practice: A grounded theory model. Mindfulness, 5(1), pp.60-71. https://doi.org/10.1007/s12671-012-0147-9
4. Marine, A., Ruotsalainen, J., Serra, C., & Verbeek, J. (2006). Preventing occupational stress in healthcare workers. Cochrane Database of Systematic Reviews, (4). doi: 10.1002/14651858.CD002892.pub2
5. Moore, P.J. (2008). Introducing mindfulness to clinical psychologists in training: An experiential course of brief exercises. Journal of Clinical Psychology in Medical Settings, 15(4), p.331-337.


Early Morning Colloquies
7:45  –  8:45 A.M.

Colloquy 6
Integrative Group Facilitation: Bridging Models to Cultivate Expressiveness, Curiosity, and Connection
Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG


Matthew Tomatz, MA LPC, LAC, CGP,
University of Colorado, Boulder, Counseling and Psychological Services, Boulder, Colorado

Inspired by a vision to bring out clients’ best, a model is presented that orients toward increasing trust and expressiveness in the space of vulnerability that is inherent to groups. This blended approach, inclusive of performance studies, mindfulness, metaphor, and psychodynamic theory, provides a path for examining integration. Learn elements important to integrating methods to quilt together group experiences that foster connection, creativity, and healing.
Learning Objectives:
The attendee will be able to:
1. Identify elements that are important to an integrative model.
2. Identify a group facilitation skill that is helpful to meet the challenges of an integrative model.
3. Describe how performance studies and performance psychology can inform a dynamic group therapy experience and be emblematic of how to develop an integrative model.
4. Articulate and participate in a group exercise helpful to developing curiosity and clinical growth.

Course References:
1. Komitee, S. A student’s guide to performance studies. Retrieved from https://writingproject.fas.harvard.edu/files/hwp/files/peformance_studies.pdf
2. Morris, J. (2003). A metamodel of theories of psychotherapy: A guide to their analysis, comparison, integration and use. Clinical Psychology and Psychotherapy, 10, 1-18.
3. O’Reilly-Knapp, M. (2016). Integrative psychotherapy ‘revisited.’ International Journal of Integrative Psychotherapy, 7, 49-59.
4. Wachtel, P.L. (2017). Pathways to progress for integrative psychotherapy: Perspectives on practice and research. Journal of Psychotherapy Integration, Advance online publication. Retrieved from http://dx.doi.org/10.1037/int0000089
5. Zarbo,  C., Tasca, G.A., Cattafi, F., & Compare, A. (2016). Integrative psychotherapy works. Frontiers in Psychology. Retrieved from https://doi.org/10.3389/fpsyg.2015.02021

Colloquy 7
Group Therapy and the Classroom: Using the Basics of Group to Enhance Teaching
Emily Brown, BA, MFT,
Research Assistant, Azusa Pacific University, Azusa, California
William Whitney, PhD, MFT, MST, Associate Professor of Psychology, Azusa Pacific University, Azusa, California

Group therapy techniques have the potential to enhance the classroom and more informal learning environments. This session identifies multiple aspects of group therapy that are applicable to a learning environment and helps group therapists of any level to implement specific group therapy techniques that will enhance teaching and learning.
Learning Objectives:
The attendee will be able to:
1. Identify similarities and differences between a learning environment and a process group.
2. Describe three concepts from group therapy that clarify the socio-emotional dynamics of the classroom.
3. Utilize three group therapy techniques that enhance student small group/team-based learning.
Course References:
1. Bernard, H., Burlingame, G., Flores, P., Greene, L., Joyce, A., Kobos, J., Leszcz, M., Macnair Semands, R., Piper, W.E., Slocum Mceneaney, A.M., Feirman, D. (2008). Clincial practice guidelines for group psychotherapy. International Journal of Group Psychotherapy, 58 (4), 455-542.
2. Billow, Richard. (2010). Models of Therapeutic Engagement Part II: Sincerity and Authenticity. International Journal of Group Psychotherapy, 60 (1), 29-58.
3. Mayer, J.D., Salovey, P, & Caruso, D.R. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(5), 197-215.
4. Prati, M.L., Douglas, C., Ferris, G.R., Ammeter, A.P., Buckley, M.R. (2003). Emotional intelligence, leadership effectiveness, and team outcomes. The International Journal of Organizational Analysis, 41(1), 21-40.
5. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535-548.
6. Channon, S.B., Davis, R.C., Goode, N.T., & May, S.A. (2017). What makes a "Good Group?" Exploring the characteristics and performance of undergraduate student groups. Advances in Health Sciences Education, 22(1), 17-41.
7. Parrish, D.R. (2015). The Relevance of Emotional Intelligence for Leadership in a Higher Education Context. Studies in Higher Education, 40(5), 535-548.


All-Day Course
:00 – 11:30 A.M. & 2:00 – 4:30 P.M.

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

C4. Integrative Cognitive Behavioral Group
Presented in cooperation with the International Board for Certification of Group Psychotherapists

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

The course  will explore cutting edge trends to converge CBT with interpersonal neurobiology. The course delineates an effective model of  an integrated cognitive-behavioral group therapy for adults with depression and anxiety that can easily be generalized to many other clinical populations. The workshop will delineate bio/psycho/social behavioral skills and integrate mindfulness/grounding skills/thinking and learning styles and demonstrate how to make the automatic thought record into a structured gestalt. Maintenance planning/relapse prevention will be addressed.
Learning Objectives:
The attendee will be able to:
1.Describe core integrative cognitive-behavioral methods in group therapy.
2. Delineate how to integrate group process skills and stages of development within a CBT group.
3.Discuss how to integrate interpersonal therapy and interpersonal neurobiology models within a CBT group.
4. Identify key behavioral skills in CBT.
5. Examine sequential pacing of behavioral skills in CBT.
6. Delineate the key concepts of Interpersonal neurobiology in the Integrated CBT model.
7. Describe rituals to increase inclusion of new members.
8. Reflect on steps of maintaining your gains and preventing relapse.
Course References:
1. Altman, A. (2014). The mindfulness toolbox: 50 practical tips, tools & handouts. Eau Claire, WI:PESI  Publishing.
2. Bieling, P., McCabe, R., Anthony, M. (2006). Cognitive-behavioral therapy in Groups. New York: Guilford Press.
3. Crosby, G., & Altman, D. (2012). Integrative cognitive-behavioral group therapy. In J. Kleinberg, Handbook of group psychotherapy. Malden, MA: Wiley Press.
4. Luke, C. (2016). Neuroscience for counselor’s and therapists: Integrating the sciences of mind and brain. Los Angeles, CA: Sage Publishing.
5. MacKenzie, K.R. (1997). Time managed group psychotherapy: Effective clinical applications. Washington, DC.: American Psychiatric Press.
6. Steiner, A. (2015). How to create and sustain groups that thrive: Therapist workbook and planning guide. Second edition. Plan Ahead Press.


All-Day Workshops
9:00 – 11:30 A.M. & 2:00 – 4:30 P.M.

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

Master Workshop 73a
Yearning for Connection: Hesitations on the Edge of Intimacy

Presented under the auspices of AGPA Private Practice SIG

Joan-Dianne Smith, MSW, RSW, 
Private Practice, Winnipeg, Manitoba, Canada
Allan Sheps, MSW, RSW, Private Practice, Thornhill, Ontario, Canada

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

We all yearn for intimacy; yet we individually and collectively create barriers to the very goal we seek. Groups serve as powerful vehicles to identify, explore, and work through barriers including intrapsychic, interpersonal and systemic. This work can deepen once the group becomes cohesive with leaders attuned to their own issues. In this workshop, through theory and experiential exercises, participants will heighten self-awareness, lower personal barriers, and consider how these issues impact the group.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:   
1. List three examples of verbal and attitudinal barriers that members might use to sabotage intimacy in groups.
2. List their personal countertransference themes which might inhibit the group intimacy.
3. Describe the necessary leadership functions for the group to achieve mutuality and become a mature working group.
4. Describe how members' fears can hold them back from reaching for connection, despite their stated desire to do so.
5. Describe how issues of systemic oppression are often at play in our groups.

Course References:
1. Alpert, R.M. (2001). Barriers to Intimacy: An Object Relations Perspective. Psychoanalytic Psychology, 18:137-156.
2. Bartholomew, K., & Horowitz, L.M. (1991). Attachment Styles among Young Adults: A Test of a Four Category Model. Journal of Personality and Social Psychology, 61 (2) 226-224.
3. Berman, A., & Weinberg, H. (1998). The Advance Stage Therapy Group. International Journal of Group Psychotherapy, 48 (4), 499-518.
4. Kron, T., & Yungman, R. (1987). The Dynamics of Intimacy in Group Therapy. International Journal of Group Psychotherapy, 37 (4) 529-548.
5. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38 (1) 29-46.

Workshop 74a
Narcissism in Group:  We Leaders Are Not Immune!

David Kaplowitz, LMFT, CGP,
Private Practice, Austin, Texas
Britt Raphling, LCPC, CGP, Private Practice, Chicago, Illinois

Narcissism is a term often used pejoratively rather than empathically. Leaders especially need to understand how our narcissistic responses affect what happens in group. This workshop examines how to recognize and respond to both our healthy and unhealthy narcissism, so we can remain emotionally engaged and therapeutically effective leaders.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:   
1. Compare pathological narcissism, as defined in ICD-10, with healthy narcissism and self-absorption.
2. List three ways that the leader’s self-absorption can get in the way of effective leadership.
3. List three ways that the leader’s healthy narcissism can promote engaged leadership.
4. Define countertransference resistance and describe how to recognize it in our work as group leaders.
5. Define the narcissistic defense and describe how to recognize it in our work as group leaders.

Course References:
1.  Black, A. (2017). On Attacking and Being Attacked in Group Psychotherapy. International Journal of Group Psychotherapy, 67: 291-313.
2.  Kohut, H. (1972). Thoughts on Narcissism and Narcissistic Rage. Psychoanal. St. Child, 27:360-400.
3.  Horwitz, L. (2000). Narcissistic Leadership in Psychotherapy Groups, International Journal of Group Psychotherapy, 50:2, 219-235.
4.  Rosenthal, L. (1987). Countertransference and Counterresistance. Resolving resistance in Group Therapy (pp. 195-201). New York: Jason Aronson. 
5.  Spotnitz, H. (1967). Techniques for the resolution of the narcissistic defense. In B.D Wolman (Ed.) Psychoanalytic techniques, (pp. 273-289). New York: Basic Books.

Workshop 75a
Decoding Body Language in Group Psychotherapy: Accessing the Core Blueprints for Immediacy

Chap Attwell, MD, MPH,
Clinical Director, Medical Student Mental Health, NYU School of Medicine, New York, New York
Liz Stewart, BCSI, Private Practice, Boulder, Colorado

If 85% of communication is non-verbal and 85% of mental life is unconscious, then paying keen attention to overtly visible body language in group work can provide a bridge to decode non-verbal, unconscious communication between members in real time. Whether through strengthening attachment bonds or heightening the group’s sense of immediacy, our work attempts to construct new avenues for interpersonal connection.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Demonstrate the utility of working with the superficial layer of the group connective tissue via the creation of a mutually agreed-upon framework for the workshop.
2. Identify the core ingredients of working with body language in the group setting.
3. Define the two working models--the neurobiology of body language and the anatomy of connective tissue--which we propose integrating in direct application to decoding body language in group work.
4. Model finding verbal language that might accompany bodily communications in the anatomical layer known as superficial fascia with in the larger inter-personal group process.
5. Relate directly observable body language in others to matching body language correlations in ourselves.
6. Expand the didactic model of our group process to create a model of the mind and its take-away applications for our participants' personal and professional lives.

Course References:
I. Berger, M.M. (1958). Nonverbal Communication in Group Psychotherapy. International Journal of Group Psychotherapy, 8, 161-178.
2. Matsumoto, D., Frank, M., & Hwang, H.S. (2013). Non-verbal Communication: Science and Applications. New York: Sage Publications.
3. Navarro, J. (2008). What Every Body Is Saying. An Ex-FBI Agent 's Guide to Speed Reading People. New York: William Morrow Paperbacks.
4. Rolf, I. (1991). Rolfmgand Physical Rea/iry. Rochester, VT: Healing Arts Press.
5. Lesondak, D. (2017). Fascia: What it is and Why it Matters. East Lothian, Scotland, UK: Handspring Publishing Limited.
6. Guimberteau, J.C. (2015 ). Architecture of Human living Fascia: The Extracellular Matrix and Cells Revealed through Endoscopy. East Lothian, Scotland, UK: Handspring Publishing Limited.
7. Larkarn, E. (2017). Fascia in Motion: Fascia focused Movement/or Pilates. East Lothian, Scotland, UK: Handspring Publishing Limited.
8. Keams, L. (2017). Somarics in Action: A Mindful and Physical Conditioning Tool/or Movers. East Lothian, Scotland, UK: Handspring Publishing Limited.

Workshop 76a
Psychodrama: The Magic of Growth and Change

Shelley Firestone, MD, CGP, FAGPA,
Medical Director, Psychiatrist and Psychotherapist, Chicago Psychotherapy and Psychiatry, Chicago, Illinois

Psychodrama is a powerful and effective tool for creating growth and change. This workshop presents an introduction to the history, theory and technique of psychodrama and the use of action techniques in individual, family, couple, and group psychotherapy. The participants of this workshop will have the opportunity to experience the magic of growth and change, while gaining training and expertise in basic psychodrama techniques.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain basic psychodrama theory and practice.
2. Distinguish between the use of the therapy session for a report of “there-and-then” events vs. creating experiences in the “here-and-now.” 
3. Describe the power and effectiveness of selected psychodrama action techniques, and explain spontaneity, role taking, role reversal, doubling, and surplus reality.  
4. Explain how to use selective psychodrama techniques as effective interventions in individual, couple, family, and group psychotherapy.
5. Describe the use of selective psychodrama techniques for building connection and cohesion in families, couples, and groups.

Course References:
1. Blatner, A. (2000). Foundations of Psychodrama: History, Theory and Practice, 4th ed. New York, NY: Springer Publishing.
2. Dayton, T. (2014). Emotional and developmental repair through psychodrama. The Journal of Psychodrama, Sociometry and Group Psychotherapy, 62(1), 9-27.
3. Firestone (nee Korshak), S., & Blatner, A. (2016). The Flexible Group Therapist: Combining Group Psychotherapy and Psychodrama Action Techniques. Journal of Psychodrama, Sociometry, and Group Psychotherapy, 64(1).
4. Holmes, P., Farrall, M., & Kirk, K. (2014). Empowering practice: Integrating psychodrama with other therapies. Philadelphia, PA: Jessica Kingsley.
5. Howie, P.C. (2012). Philosophy of life: J.L. Moreno’s revolutionary philosophical underpinnings of psychodrama and group psychotherapy. Group: The Journal of the Eastern Group Psychotherapy Society, 36(2), 135-146.

Workshop 77a
Dissociation and Complex Trauma in Members and Leaders: Psychodynamic Theory and Group Interventions

Presented in cooperation with the International Board for Certification of Group Psychotherapists and under the auspices of the AGPA Groups in Private Practice SIG

Leonardo Leiderman, PsyD, ABPP, CGP, FAGPA,
Director, Neurofeedback & Psychological Services, PC, Purchase, New York

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

This program enhances understanding of how complex trauma and dissociative reenactments impact group members and leaders. A psychodynamic perspective of the traumatizing parent, poor intersubjective relatedness, loss and grief is provided.  Strategies to address reenactments by members and countertransference by leaders will be reviewed. Demo - experiential groups are incorporated throughout workshop.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Utilize psychodynamic trauma theory regarding family dynamics, dissociation, traumatic loss and grief, and minimal capacity for intersubjective relatedness.
2. Explain a greater recognition of the continuum of dissociative reenactments in group members and leaders.
3. Discuss the application of at least three interventions to address complex trauma and dissociative reactions in group members and leaders.
4. Apply at least three strategies to work through reenactments in group members and group-as-a-whole.
5. Identify negative transference and interventions to deal with its occurrence.
6. State countertransference reenactments and develop a greater awareness for its role in group leadership while treating members with complex trauma.
7. Participate and/or observe process, demo groups to enhance more understanding, validation, and acceptance of the impact of complex trauma with group members and leaders.

Course References:
1. Bromberg, P.M. (1993). Shadow and substance: A relational perspective on clinical process. Psychoanalytic Psychology, 10 (2), 147-168.
2. Fisher, S.F. (2014). Neurofeedback in the treatment of developmental trauma: Calming the fear-driven brain. New York, NY: Norton.
3. Ford, J.D., & Courtois, C.A. (2014). Complex PTSD, affect dysregulation, and borderline personality disorder. Borderline Personality Disorder and Emotional Dysregulation, 1 (9), 1-17. doi:10.1186/2051-6673-1-9
4. Howell, E.F., & Itzkowitz, S. (2016). The dissociative mind in psychoanalysis: Understanding and working with trauma. New York, NY: Routledge.
5. Klein, R.H., & Schermer, V.L. (2000). Introduction and Overview: Creating a Healing Matrix. In R.H. Klein & V.L. Schermer (Eds.), Group psychotherapy for psychological trauma (pp.3-46). New York, NY: Guilford Press.
6. Leiderman, L.M., & Smith, M.L. (2017). Neuroimaging measures to assess the effectiveness of a two-day marathon group of individuals with early developmental trauma: A pilot study. International Journal of Group Psychotherapy, 67 (1). doi: 10.1080/00207284.2016.1203568
7. Shaw, D. (2014). Traumatic narcissism. Relational systems of subjugation. New York, NY: Routledge, Taylor & Francis
8. Ziegler, M., & McEvoy, M. (2000). Hazardous Terrain: Countertransference Reactions in Trauma.

Morning Open Sessions
9:00 – 11:30 A.M.

Session 310
Louis R. Ormont Lecture- Reparative Countertransference: The Therapist's Need to Repeat the Past 

Supported by the Louis R. Ormont Lecture Fund’s contributions to the Group Foundation Education Endowment

Karen J. Maroda, PhD, ABPP, Assistant Professor of Psychiatry, Medical College of Wisconsin, Milwaukee, Wisconsin

This presentation bridges the gap between individual and group therapy, with a focus on Ormont’s seminal contributions. His ideas about the observing ego, subjective countertransference, and generative communication will be revisited in light of current notions of affective communication, use of self-disclosure and enactment.

Learning Objectives:
The attendee will be able to:
1. Illustrate how Ormont’s ideas are both congruent and incongruent with current psychoanalytic theory and practice, particularly his ideas about the observing ego.
2. Identify the distinction between Ormont's “subjective” and “objective” countertransference versus the “totalist” position more commonly used today.
3. Delineate how Ormont’s conception of “generative communication” overlaps considerably with and pre-dates the idea of “generative enactment.”

Course References:
1. Aron, L., & Atlas, G. (2015). Generative enactment: Memories from the future. Psychoanalytic Dialogues, 25: 309-324.
2. Grossmark, R. (2018). The unobtrusive relational group analyst and the work of the narrative. Psychoanalytic Inquiry, 38:246-255.
3. Livingston, M.S. (2003). Vulnerability, affect, and depth in group psychotherapy. Psychoanalytic Inquiry, 23: 646-677.
4. Maroda, K. (2010). Psychoanalytic Techniques: Working with emotion in the therapeutic relationship. New York: Guilford.
5. Mills, J. (2017). Challenging relational psychoanalysis: A critique of postmodernism and analyst self-disclosure. Psychoanalytic Perspectives, 14: 313-335.
6.  Smolar, A. (2018). Enhancing the dyad. The benefits of combining group therapy with psychoanalytic treatment. Psychoanalytic Inquiry, 38:256-269.
7. Ormont, L. (1997). Bridging in Group Analysis. Modern Psychoanalysis, 22:59-77.
8. Ormont, L. (1992). Subjective countertransference in the group setting: The modern analytic experience.
9. 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.


Session 311  
The Experiment: Group Therapy Pioneers, Foulkes and Bion, are Resurrected for Heated Discussion
Dominick Grundy, PhD, CGP, FAGPA,
Private Practice, New York, New York
Shayne Vitemb, MA, LMFT, Private Practice, El Segundo, California

Robert Grossmark, PhD, Adjunct Clinical Professor of Psychology, New York University, New York, New York
John Schlapobersky, BA, MSC, CGP, Research Fellow, Birkbeck, University of London, London, United Kingdom 
Rena Pollak, LMFT, CGP, Private Practice, Encino, California
Nina Thomas, PhD, ABPP, CGP,
Assistant Clinical Professor, NYU Postdoctoral Program in Psychotherapy and Psychoanalysis, New York, New York
Greg Wright, MA, AMFT, Private Practice, Los Angeles, California

Attendees will experience a play by Dominick Grundy that brings a piece of group therapy history to life and relates it to our groups today. After reading the play, the characters—current leaders in the field --will break character and become themselves. Attendees will get to interact with them and ask questions in a session which opens a world of learning from the early origins of group theory to the present.

Learning Objectives:
The attendee will be able to:
1. Differentiate models of psychodynamic group therapy and trace differences to their originators.
2. Summarize influence of historical setting on development of psychodynamic group psychotherapy.
3. Discuss group therapy as a creative response to social trauma.
4. Compare early ideas/uses of group therapy with those of today.

Course References:
1. Bion, W.R. (1961/1989). Experiences in groups and other papers. London, UK: Routledge.
2. Bion, W.R. (1997). War memoirs, 1917-19. London, UK: Karnac
3. Foulkes, S.H., & Anthony, E.J. (1957/1965). Group psychotherapy: The psychoanalytic approach. London, UK: Penguin. Reissued London: Karnac.
4. Grossmark, R. (2018). The unobtrusive relational analyst: Explorations in psychoanalytic companioning. New York, NY: Routledge.
5. Schlapobersky, J.R. (2016). From the couch to the circle: Group-Analytic psychotherapy in practice. New York, NY: Routledge.
6. Ormay, T. (2013). 37th Annual S.H. Foulkes Lecture: One Person is No Person. Group Analysis, 46(4), pp. 344-368.
7. Mawson, C. (Ed.) (2010). Bion Today. New Library of Psychoanalysis. New York, NY: Routledge.
8. Brown, R. (2012). Foulkes in America: Some thoughts about groups and culture. GROUP, 36(1), pp. 51-63.
9. Roth, B. (2017). Wildred R. Bion: War memoirs 1917-1919, 2nd. ed. [Book Review]. GROUP, 41.1, pp. 77-79.

Social JusticeSession 312    
Strengthening Your Affiliate's "Footprint" in the Community to Fight Social Injustice, Disasters and Other Demons (AGPA Leadership Track)

Jana Rosenbaum, LCSW, CGP, FAGPA, Private Practice, Houston, Texas


Richard Beck, LCSW, BCD, CGP, FAGPA, Private Practice, New York, New York
Katie Griffin, MA, LPC, CGP, FAGPA, Private Practice, Austin, Texas
Marcus Hummings, PsyD, Private Practice, Metropolitan Center for Psychological Services, Washington, DC

How can we as therapists have greater impact on the larger community issues of social justice, community trauma, and disaster relief? This session will explore how to lead local affiliates in developing community outreach to strengthen the impact of group psychotherapy on these critical issues by enhancing their membership’s diversity, providing diversity training, and preparing therapists for trauma and disaster relief.

Learning Objectives:
The attendees will be able to:
1. Identify best practices for community outreach after disasters and traumatic events.
2. Identify ways in which affiliates may be social justice advocates concerning gender and sexual identity.
3. Identify strategies and action steps to take discussions of race and culture and apply them to the community.
4. Describe ways community outreach can be used to benefit the individual member, the local affiliate, and the community at large.
5. Explain how community outreach can be used to impact the use of group therapy on disaster relief, community trauma, and social justice.

Course References:
1. Beck, R. (2005). AGPA Trauma Treatment Module: The Unique Benefit of  Group Treatment of  Trauma. New York, NY: AGPA 
2. Beck, R. (2008). AGPA Trauma Protocol, Group Treatment of  Survivors, Witnesses and Family Members of  Traumatic Events. New York, NY: AGPA.
3. Burns, T., & Finn, M. (2017). Outreach in Community Mental Health Care. Oxford, UK: Oxford University Press.
4. Kellerman, S. (2017). A Guide to Gender (2nd Ed.): The Social Justice Warrior’s Handbook. Austin, TX: Impetus Books.
5. Mio, J. (2003). Culturally Diverse Mental Health: The Challenge of Research and Resistance. New York, NY: Brunner Routledge.

Morning Workshops
9:00 – 11:30 A.M.

Workshop 78
To Hell with the Polar Bears: The Psychodynamics of Climate Change and Leveraging Group Process to Save the Planet

Benjamin White, MSW, LCSW, CGP,
Private Practice, Lafayette, Colorado
"We are hampered in our meeting of the environmental crisis by a severe and pervasive apathy which is based largely on attitudes of which we are unconscious." -Harold Searles, 1972
This training group on climate change and psychodynamics will employ group process and weave didactic teaching to empower members to work more fluidly with the unconscious dynamics that underlie the dilemma of climate change and our ongoing relationship with "mother earth."

experiential-demonstration-sharing of work experiencesdidactic
Learning Objectives:
The attendee will be able to:
1. Describe feelings that are commonly induced by the subject of climate change.
2. Identify common group dynamics and processes that are induced in groups working on climate change.
3. Demonstrate creative interpersonal interventions for working with the primitive nature of this issue in a group context.
4. Summarize psychodynamic theories that are relevant to a cognitive understanding of climate psychology.
5. Drawing from the creativity of the group, discuss novel 'interventions' on this issue based in a more robust understanding of the topic.

Course References:
1. Bernstein, J. (2012). Living in the borderland: The evolution of consciousness and the challenge of healing trauma. New York, NY: Routledge.
2. Davenport, L. (2017).  Emotional resiliency in the era of climate change. London, UK: Jessica Kingsley Publishers.
3. Dodds, J. (2011). Psychoanalysis and ecology at the edge of chaos: Deleuze, Guattari and psychoanalysis for a climate in crisis. New York, NY: Routledge.
4. Jordan, M. (2009). Nature and self—an ambivalent attachment? Ecopsychology, 1, 26–31.
5. Lertzman, R. (2015). Environmental Melancholia: Psychoanalytic dimensions of engagement. Abingdon, UK: Routledge.
6. Nicholsen, S.W. (2002). The love of nature and the end of the world: The unspoken dimensions of environmental concern. Cambridge, MA: MIT Press.
7. Norgaard, K.M. (2011). Living in Denial: Climate Change, Emotions, Everyday Life. Cambridge, MA: MIT Press.
8. White, B. (2015). States of Emergency: Trauma and Climate Change. Ecopsychology, (7) 4.

Workshop 79
Practicing What We Preach: Exploring the Differences Between Our Theoretical Approaches and Our Actual Practice

Andrew Eig, PhD, ABPP
, Assistant Clinical Professor, Derner Institute for Advanced Psychology, New York, New York

We will explore the relationships that we have to our theory and to our mentors, and the ways we, wittingly and unwittingly, break with tradition to create our own ever-growing leadership style. An opportunity will be provided for participants from varied perspectives and levels of experience to share this commonly private struggle.
sharing of work experiences-didactic-demonstration-experiential

Learning Objectives:

The attendee will be able to:
1. Analyze our relationships to our clinical theory.
2. Review our relationships with our mentors.
3. Highlight interventions that fit our own therapeutic style and voice.
Course References:
1. Billow, R.M. (2003). Relational group psychotherapy: From basic assumptions to passion. London, UK, and New York, NY: Jessica Kingsley.
2. Corbett, K. (2014). The Analyst’s Private Space: Spontaneity, Ritual, Psychotherapeutic Action, and Self-Care. Psychoanalytic Dialogues, 24, 637-647.
3. Gerson, B. (1996). The Therapist as a Person: Life Crises, Life Chocies, Life Experiences and their Effects on Treatment. New York, NY: Analytic Press.
4. Grossmark, R., & Wright, F. (2015). The One and The Many: Relational Approaches to Group Psychotherapy. New York, NY: Routledge, Taylor and Francis Group.
5. Haynal, A., & Haynal, V. (2015). Ferenczi's Attitude, in Harris Adrienne, Steven Kuchuck (Eds.), The Legacy of Sŕndor Ferenczi: From Ghost to Ancestor. London and New York, Routledge, pp. 52-74.

Workshop 80
Deepening Connection in the Here-and-Now: Integrating Contemporary Models to Catalyze Healing in Groups

Annie Weiss, LICSW, CGP, FAGPA,
Private Practice, Newton, Massachusetts 

This workshop will integrate concepts and strategies from contemporary, neurobiologically informed models including IFS, AEDP, and Polyvagal Theory to promote affective connection in the here-and-now, catalyze cohesion, bypass intellectualized defenses, deepen insight, and activate personal and group development.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify active leadership strategies to promote connection and affective resonance in the here-and-now.
2. Describe the process of helping group members to "unblend" and "speak for parts" in order to soften defenses and promote group cohesion.
3. List group interventions that activate the Social Engagement System and foster attachment.
4. Describe methods to help group members to explore what they don't know instead of explaining what they do know.
Course References:
1. Flores, P.J. (2010). Group psychotherapy & neuroplasticity: An attachment theory perspective. International Journal of Group Psychotherapy,60 (4) p/ 546-570.
2. Fosha, D. (2000). Meta-therapeutic processes and the affects of transformation: Affirmation and the healing affects. Journal of Psychotherapy Integration, 10, 71-97.
3. Lescz, M. (2017). How understanding attachment enhances group therapy effectiveness. International Journal of Group Psychotherapy, 67, p.80-87.
4. Schwartz, R.C. (2013). Moving from acceptance toward transformation with internal family systems therapy (ifs). Journal of Clinical Psychology: In Session, 69(8), 805-816.
5.  Weiss, A.C. (2018). Finding each other in a crowded room: Internal family systems in group psychotherapy. In Lord, S. (Ed). Moments of Meeting in Psychoanalysis: Interaction and Change in the Therapeutic Encounter. New York, NY: Routledge.

Workshop 81
Expanding the Repertoire: Creative Exercises to Enhance Group Process
Corinne Hannan, PhD, CGP,
Clinical Faculty, Brigham Young University, Provo, Utah
Anna Packard, PhD, CGP, Psychologist, Pleasant Grove, Utah

This workshop explores how experiential group exercises facilitate process, increase insight, and deepen connection. Specifically tailored activities can be utilized at various stages to accelerate individual and group development. Workshop members will be invited to participate in a general process group experience demonstrating these experiential activities.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify the benefits of using experiential group exercises with a process group.
2. Describe group activities that deepen individual emotional experiencing and insight.
3. Demonstrate group activities to enhance group cohesion and connection.
4. Demonstrate how group exercises can increase motivation to change and increase the ability to receive and understand feedback from others in group.
5. Select different experiential exercises facilitate different stages of group.

Course References:
1. Dayton, T., & Moreno Z. (2004). The living stage: A step-by-step guide to psychodrama, sociometry and group psychotherapy. Deerfield Beach, FL: Health Communications Inc.
2. Hayes, S. & Smith, S. (2005). Get out of your mind and into your life: The new acceptance and commitment therapy. Oakland, CA: New Harbinger Publications, Inc.
3. Hayes, S., Stroshal, K.D., & Wilson, K.G. (2016). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change. New York, NY: The Guilford Press.
4. Wilson, K.G. (2008). Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy. Oakland, CA: New Harbinger.
5. Yalom, I.D., & Leszcz, M. (2005). Theory and Practice of Group Psychotherapy, 5th ed. Cambridge, MA: Basic Books.
6. Carnabucci, K., & Ciotola, L. (2013). Healing Eating Disorders with Psychodrama and Other Action Methods: Beyond the Silence and the Fury. Philadelphia, PA: Jessica Kingsley Publishers.
7. Haynos, A.F., Forman, E.M., Butryn, M.L., & Lillis, J. (2016). Mindfulness and Acceptance for Treating Eating Disorders and Weight Concerns: Evidence-Based Interventions. Oakland, CA: Context Press.

Workshop 82
Indecent Exposure?: The Pitfalls and Potential of Group Therapist Self-Disclosure

Jonathan Stillerman, PhD, CGP,
Private Practice, Washington, DC

We’ve come a long way from the abstinent, anonymous therapist as an ideal. Yet, therapist self-disclosure remains controversial. This workshop will expand that debate to group treatment by exploring the complexity of using and revealing ourselves in our groups and evaluating the impact of doing so.
sharing of work experiences-didactic-experiential-demonstration
Learning Objectives:
The attendee will be able to:
1. Differentiate between classical and modern views of countertransference and therapist self-disclosure.
2. Identify differences between therapist self-disclosure in group vs. individual therapy.
3. Describe three different types of group therapist self-disclosure.
4. Discuss potential risks and benefits of group therapist self-disclosure.
5. Clarify one’s own boundaries as a group therapist with regard to self-disclosure.
6. Evaluate the impact of therapist self-disclosure on a therapy group.
Course References:
1. Davis, J.T. (2002). Countertransference Temptation and the Use of Self-Disclosure by Psychotherapists in Training: A Discussion for Beginning Psychotherapists and Their Supervisors. Psychoanalytic Psychotherapy, 19:3, 435-454.
2. Dies, R.R. (1977). Group Therapist Transparency: A Critique of Theory and Research. International Journal of Group Psychotherapy, 27:2, 177-200.
3. Maroda, K.J. (2009). Less is More: An Argument for the Judicious Use of Self-Disclosure. In A. Bloomgarden & R.G. Menutti (Eds.), Psychotherapist Revealed (pp. 17-30). New York, NY: Routledge.
4. Paparella, L.R. (2004). Group Psychotherapy and Parkinson’s Disease: When members and therapist share the diagnosis. International Journal of Group Psychotherapy, 54:3, 401-409.
5. Sternbach, J. (2003). Self-Disclosure With All-Male Groups. International Journal of Group Psychotherapy, 53:1, 61-81.
6. Wright, F. (2004). Being Seen, Moved, Disrupted and Reconfigured: Group Leadership from a Relational Perspective. International Journal of Group Psychotherapy, 54:2, 235-250.
7. Zeisel, E. (2012). The Leader’s Use of Self: A Modern Analytic Approach to Working in the Intra-psychic and Interpersonal Realm, The Louis Ormont Lecture, American Group Psychotherapy Association Annual Meeting, New York, NY.

Workshop 83
Who, What, When, Where, Why, and I: The Group Leader Role and Running Process Groups for Training Experiences (AGPA Leadership Track)

Karen Eberwein, PsyD, CGP,
 Private Practice, Washington, DC

Open to participants with more than four years of group psychotherapy experience
This workshop will explore the similarities and differences between conducting a process group for a training experience and leading a psychotherapy group. In addition to didactic instruction, some attendees will have the opportunity to lead process group experiences. There will be three demonstration process groups lead by workshop participant volunteers.  Leaders will have an opportunity to ask questions, discuss the choices made, and, hear feedback about how their interventions impacted process group members.
demonstration-experiential- didactic-sharing of work experiences
Learning Objectives:
The attendee will be able to:   
1. Discuss the reasons it is important to have training specific to a process group experience.
2. Distinguish major differences between a process group experience and a therapy group.
3. Identify important choice points for the process group experience leader.
4. Enumerate personal and professional leadership challenges.
5. List important considerations relevant to a process group experience leader.
Course References:
1.  Alonso, A., & Swiller, H.I. (Eds). (1993). Group therapy in clinical practice. Washington, D.C.: American Psychiatric Press.
2.  Aveline, M.O. (1993). Principles of leadership in brief training groups for mental health care professionals.  International Journal of Group Psychotherapy, 43, 107-129.
3.  Gans, J.S. (2002). The demonstration group: A tool for observing group process and leadership style.  International Journal of Group Psychotherapy, 52, 233-252.
4.  Kauff, P. (1979). Diversity in analytic group psychotherapy: The relationship between theoretical concepts and techniques. International Journal of Group Psychotherapy, 29, 51-64.
5.  Sunderji, M.D., Marlat, M.D., & Leszcz, M.D. (2013). Group Day: Experiential learning about group psychotherapy for psychiatry residents at University of Toronto. Academic Psychiatry, 37, 352-354.

Workshop 84
Enriching Psychoeduational Groups with Process: Expand their Potential

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

The use of psychoeducational groups is increasing as we become more aware of their potential for helping.  These groups are used for medical, emotional disturbances, life transitions, and other important issues, conditions, and situations that humans encounter. Psychoeducational groups are usually brief, focused and can be enriching for group members. This workshop will focus on for using group process to enrich the experience for group members.
didactic-demonstration-sharing of work experiences-experiential
Learning Objectives:
The attendee will be able to:
1. Define and describe the variety of possible psychoeducational groups.
2. Discuss the role of group process and process illumination.
3. State the main elements of planning psychoeducational groups.
4. List an advantage and a disadvantage of psychoeducational groups.
Course References:
1. Brown, N. (2017). Psychoeducational Groups (4th edition). New York, NY: Routledge.
2. Brown, N. (2003). Conceptualizing process. International Journal of Group Psychotherapy,53, 2, 225 – 243.
3. Cousion, M., & Hazen, R. (2013). Parent stress among caregivers of children with chronic illness: A systematic review. Journal of Pediatric Psychology, 38, 8, 809 – 828.
4. Ducharme, F. (2014). Psychoeducational interventions for family caregivers of seniors across the trajectory: An evidence-based research program to inform clinical practice. Advances in Geriatrics, Article ID 316023.
5. Tasca, G., Francis, K., & Balfour, L. (2014). Group psychotherapy levels of intervention: A clinical process commentary. Psychotherapy, 51, 1, 25 – 29.
6. Yalom, I., & Lesczc, M. (2005). The Theory and Practice of Group Psychotherapy. New York, NY: Basic Books.

Workshop 85
Analytic Autogenetic Training with Guided Views (AATGV): Theory and Technique in Psychosomatic Medicine

Domenico Agresta, MA,
President, Center for the Study of Psychology and Psychosomatic Medicine, Pescara, Italy
Fausto Agresta, Scientific Board Member, Italian Society of Psychosomatic Medicine, Italy
Alessio Bianconi, MPsych, Associate Member, Center for the Study of Psychology and Psychosomatic Medicine, Pescara, Italy
Giuseppina Marolla, MPsych, Associate Member, Center for the Study of Psychology and Psychosomatic Medicine, Pescara, Italy
Antonio Minervino, MD, President, Italian Society of Psychosomatic Medicine, Italy

The work through the Analytic Autogenetic Training with Guided Views (AATGV) allows a renewed contact between the real body and the thought processes (cognitive, relational, and metacognitive) and this mainly passes on the construction of images. The workshop takes place and is based on the "Psychosomatic and Dynamic Model" (Agresta, F.), therefore the guided visualization is the true fulcrum. This is an evolution of Schultz's studies with Michael Sapir's technique called "Relaxation." An experiential group session starts from basic exercises (Weight, Heat, Heart, Breath, Warm Belly) and then through guided views. Groups share at the same time the body experience with the imaginary induction that is built on culturally and socially recognized and recognizable symbols (places and forms) through an iconic representation and a narrative of the images (Menarini, R.). After any session, group will share the perception of real body and the mentalization process thanks to the group work and its dynamic dimension.
experiential-didactic-demonstration-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Explain the Methodology (Psychosomatic and Dynamic Model).
2. Explain mind-body integration.
3. Develop symbolism and the memory of dreams.
4. Recognize the gradual creation of imagery as a mentalization process.
5. Analyze and distinguish between alexithymic aspects and somatizations (verbal and nonverbal communication).
6. Identify the principle methods and the applications in psychosomatic field.
Course References:
1. Agresta F. (2010). Body language in psychotherapy. Alpes, Roma.
2. Menarini R., & Marra F. (2015). The child in the "mirror room." Borla, Roma.
3. Widmann C. (2015). Immaginative psychotherapies. Magi Edizioni, Bologna.
4. Sapir, M. (1979). La Relaxation, son approche psychanalytique, Broché Editeur.
5. Agresta, D. (2009). The symbolic and therapeutic meaning of Guided Views in the Autogenetic Training. Rivista Nuove Prospective in Psicologia, 1 (Maggio 2009 (Fasc. n. 41), Pescara, Italy.

Workshop 86
To Use or Not to Use? Being Vulnerable with Substance Use: Running Integrative Harm-Reduction Psychotherapy Groups


Adam Frankel, PhD, CGP, 
The Center for Optimal Living, Private Practice, New York, New York
This workshop will focus on learning core principles of Integrative Harm Reduction Psychotherapy and how to apply these principles and intervention techniques in a group psychotherapy framework with individuals dealing with substance misuse challenges. Role-plays using a mock harm reduction group in the workshop will be used to teach Integrative Harm-Reduction Psychotherapy group intervention technique and highlight this therapeutic model as a theoretical and clinical paradigm shift from more traditional models of treatment.
demonstration-didactic-experiential-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Identify three core principles of Integrative Harm-Reduction Psychotherapy (IHRP).
2. Identify and utilize three practical skills-based interventions from an IRHP group framework that can be used in a group setting to help individuals identify and move towards positive change goals.
3. Identify and contrast two ways in which IHRP is different from AA or abstinent only treatment models.
Course References:
1. Kellogg, S.H., & Tatarsky, A. (2012). Re-envisioning Addiction Treatment: A Six-Point Plan. Alcoholism Treatment Quarterly, 30(1), 109–128.
2. Kellogg S.H., Tatarsky, A. (2009). Harm reduction psychotherapy. In G.L. Fisher, & N.A. Roget (Eds.), Encyclopedia of substance abuse prevention, treatment, and recovery. Thousand Oaks, CA: Sage Publications.
3. Tatarsky, A. (2003). Harm reduction psychotherapy: Extending the reach of traditional substance use treatment. Journal of Substance Abuse Treatment, 25 (4), 249 - 256.
4. Tatarsky, A. (1998). An integrative approach to harm reduction psycho-therapy: A case of problem drinking secondary to depression. In Session: Psychotherapy in Practice, 4, 9–24.
5. Tatarsky A., & Kellogg S. (2010). Integrative harm reduction psychotherapy: A case of substance use, multiple trauma, and suicidality. Journal of Clinical Psychology: In Session, 66:123–135.
6. Denning, P., & Little, J. (2017). Over the Influence: The Harm-Reduction Guide to Controlling Your Drug and Alcohol Use. New York, London: Guilford Press.

Social JusticeWorkshop 87
Whither Masculinity? Deconstructing Toxic Models & Identifying Others


Wayne Ayers, PhD, 
Clinical Psychologist, Veterans Affairs Medical Center, Brooklyn, New York
Toxic masculinity is rampant in our culture. All persons suffer its ill effects. We’ll examine the role masculinity plays in our lives and in our clinical work. How might we disrupt and free ourselves from traditional views of masculinity? And what of it, if anything, might be redeemed?
experiential-didactic-sharing of work experiences-demonstration
Learning Objectives:
The attendee will be able to:
1. Define toxic masculinity.
2. List characteristics of toxic masculinity.
3. State how certain models of masculinity operate invisibly in our culture/society.
4. Identify positive characteristics of behaving that are often not associated with masculinity.
5. Describe different models of personal identity from 'fixed' to 'fluid.'
6. Discuss how identity is a combination of choice and sociological determinants.
Course References:
1. Vincent, N. (2006). Self-Made Man. New York, NY. Penguin Books.
2. Chen, C.K., & Dognin, J.S. (2017). Addressing the influence of hegemonic masculinity on veterans through brief dynamic interpersonal therapy. Psychology of Men & Masculinity, 18 (3), 238-242.
3. Connell, R.W. (2002). Understanding men: Gender sociology and the new international research on masculinities. Social Thought & Research, 24, 13–31.
4. Courtenay, W.H. (2000). Constructions of masculinity and their influence on men’s well-being: A theory of gender and health. Social Science & Medicine, 50, 1385–1401.
5. Jewkes, R., Morrell, R., Hearn, J., Lundqvist, E., Blackbeard, D., Lin- degger, G., . . . & Gottzén, L. (2015). Hegemonic masculinity: Combining theory and practice in gender interventions. Culture, Health, & Sexuality, 17(Suppl. 2), 96–111.
6. Newsom, J.S., Congdon, J., Anthony, J., Scully, R.K., Ehrmann, J., Kimmel, M.S., Heldman, C., ... Representation Project (Organization). (2015). The mask you live in. San Francisco, CA: Kanopy Streaming.

Workshop 88
Sex, Drugs, and Technology:  Ethically Informed Group Therapy with Adolescents

Presented under the auspices of the AGPA Children and Adolescents SIG
Thomas Hurster, MSS, LCSW, CGP, FAGPA, 
Adjunct Professor of Clinical Social Work, Bryn Mawr College Graduate School of Social Work and Social Research, Bryn Mawr, Pennsylvania

This workshop will focus on some of the common clinical challenges encountered in group therapy with adolescents, viewed through the lens of ethical and legal issues, with an emphasis on the “new media”.  An ethical framework, based on a developmental model of psychotherapy, will be used to guide the discussion, highlighting difficult situations encountered in working with troubled youth, followed by small group problem-solving exercises and a question/discussion period to expand upon the issues presented.
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Distinguish between ethical principles, professional codes, and state regulations and how they apply to work with adolescents.
2. Discuss the limits of confidentiality in psychotherapy with youth, and the merits of signed informed consent forms with both adolescents and their families.
3. Identify methods of working clinically with difficult and potentially destructive behaviors and decisions of adolescent therapy participants.
4. Recognize the impact of the ever-changing technological world on the clinical realities of working with youth.
Course References:
1. Boyd, D. (2014). It’s Complicated- the social lives of networked teens. New Haven, CT: Yale University Press.
2. Hurster, T. (2016). Ethically informed group practice. In C. Haen & S. Aronson (Eds.), Handbook of Child and Adolescent Group Therapy: A Practioner's Reference. New York, NY:  Routledge.
3. James, C., et. al. (2008). Young people, ethics, and the new digital media: A synthesis from the good play project. Online monograph: GoodWork Project Report Series, No. 54, Project Zero, Harvard Graduate School of Education.
4. MacNair-Semands, R. (2005). Ethics in group psychotherapy. New York, NY: AGPA.
5. Phelan, J.R. (1974). Parent, teacher, or analyst: The adolescent-group therapist's trilemma. International Journal of Group Psychotherapy, 24(2), 238-44.

Workshop 89
The Secret Agent Society- A Multi-Media, Evidence-Based Group Social Skills Program for Children
Renae Beaumont, PhD,
Weill Cornell Medical College, New York, New York
Barbara Flye, PhD, Weill Cornell Medical College, New York, New York
Jo Hariton, PhD, LCSW, CGP, Weill Cornell Medical College, New York, New York
Mina Yadegar, PsyD, University of California, Los Angeles; Boston Child Study Center- Los Angeles; Behavioral Associates Los Angeles, Los Angeles, California

This workshop aims to inform and upskill participants in how to deliver social skills training to children in an effective, fun and efficient manner via the Secret Agent Society (SAS) Program. SAS is an evidence-based program originally developed to improve the emotion regulation and social skills of 8-12-year old children on the Autism Spectrum. More recent research has shown the program also holds promise for other pediatric psychiatric conditions, including Anxiety Disorders and ADHD.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Apply creative, evidence-based tools for teaching emotion regulation and social skills to children.
2. Practice techniques for promoting children’s social-emotional skill generalization to daily life.
3. Describe strategies for helping parents and teachers to support children's social-emotional skill application at home and at school.
4. Develop greater skills and confidence in trouble-shooting common process issues when delivering social skills training to children, including preventing and managing disengagement, anxiety and anger in session.

Course References:
1. Beaumont, R. (2015). The Secret Agent Society Social-Emotional Skills Training Program for Children with Autism Spectrum Disorders. The Australian Clinical Psychologist, 1(2), 27-29.
2. Beaumont, R., Rotolone, C., & Sofronoff, K. (2015). The Secret Agent Society social skills program for children with a high-functioning autism spectrum disorders: A comparison of two brief versions for schools. Psychology in the Schools, 52(4), 290-402, DOI: 10.1002/pits.21831
3. Einfeld, S., Beaumont, R., Clark, T., Clarke, K., Costley, D., Gray, K.M., Horstead, S.K., Antoinette Redoblado Hodge, M., Roberts, J., Sofronoff, K., Taffe, J.R., & Howlin, P. (2017). School-based Social Skills Training for Young People with Autism Spectrum Disorders. Journal of Intellectual and Developmenta Disability, 43(1), 29-39.
4. Sofronoff, K., Silva, J., & Beaumont, R. (2015). Parent delivery of the Secret Agent Society social-emotional skills training program for children with High-Functioning Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 1-16. DOI: 10.1177/1088357615583467
5. Weiss, J.A., Thomson, K., Burnham Rosa, P., Albaum, C., Chan, V., Maughan, A., Tablon, P., & Black, K. (2018). A randomized wait-list controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism. Journal of Child Psychology and Psychiatry. doi:10.1111/jcpp.12915

 Group Foundation for Advancing Mental Health Luncheon
11:45 A.M. – 1:45 P.M.

How our Life Shapes our Life's Work

Irvin Yalom, MD, DLFAGPA interviewed by Molyn Leszcz, MD, FRCPC, CGP, DFAGPA

Dr. Irvin Yalom will be interviewed by Dr. Molyn Leszcz, his co-author of the 5th and 6th editions of The Theory and Practice of Group Psychotherapy about several themes discussed in Dr. Yalom’s most recent book, a personal memoir, Becoming Myself.  These include Dr. Yalom’s career as a group therapist, researcher, and educator, the important influences in his professional development, and his transition into a creative writer using narrative as a teaching modality.    

This event is included with the five-day Institute and Conference package or the three-day Conference registration.

Afternoon Open Session
2:00 – 4:30 P.M.

Session 313
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.

Sessions are also offered Thursday and Friday (1:00-2:15pm)

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: 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: 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: Karnac.

 Afternoon Workshops
2:00  4:30 P.M. 

Workshop 90

Faring Well Through Farewell

Jeffrey Mendell, MD, CGP,
Medical Director (Retired), Outpatient Behavioral Health Center, Allegany County Health Department, Cumberland, Maryland
Marsha Vannicelli, PhD, CGP, LFAGPA,
 Associate Clinical Professor of Psychology, Department of Psychiatry, Harvard Medical School, Cambridge, Massachusetts      
Salient aspects of termination, and resistance to experiencing the attendant sadness, regret and disappointment, will be illuminated. A structured experiential format will help participants explore the meaning of endings in their own lives, and in the groups that they lead, as they say good-bye at the end of the conference.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:

The attendee will be able to:
1. Describe salient aspects of termination, grieving and loss as it relates to participants own personal experience.
2. Enumerate the kinds of endings that people face and the complicated feelings associated with endings.
3. Describe the work that gets done, (as well as resistance) as individuals are faced with the task of saying goodbye.
4. List ways that therapists can help their patients more effectively do the work of termination and break through defenses.
Course References:
1. Rutan, J.S., Stone, W.N., & Shay, J.J. (2014). Termination in Group Psychotherapy, Psychodynamic Group Psychotherapy (5th Edition). chapter 16, pp. 376-399. New York, NY: Guilford.
2. Brown N.W. (2014). Is there an afterlife. In L. Motherwell & J. Shay (Eds.), Complex Dilemmas in Group therapy,  215 -222. New York, NY: Routledge.
3. Behnke, S. (2009). Stephen Termination and abandonment: A key ethical distinction. Monitor on Psychology, 40 (8).
4. Vannicelli,  M. (2005). Commentary on Therapist Initiated Termination. International Journal of Group Psychotherapy, 55: 311-15.
5. Mangione, L., Forti, R., & Jacuzzi, C. (2007). Ethics and endings in group psychotherapy: Saying goodbye and saying it well. International Journal of Group Psychotherapy, 57(11), 25-40.
6. Nof, A., Leibovich, L., & Zilcha-Mano, S., (2017). Supportive-expressive interventions in working through treatment termination. Psychotherapy, 54 (1), 29-36.

Social JusticeWorkshop 91
Responding to Bias and Microaggressions in Group Psychotherapy

Presented in cooperation with the International Board for Certification of Group Psychotherapists and under the auspices of the AGPA Racial and Ethnic Diversity SIG and the Group Training and Supervision SIG

Stephanie McLaughlin, PhD, CGP, 
Licensed Psychologist, Group Psychotherapy Coordinator, Nevada Department of Health and Human Services, Division of Public and Behavioral Health, Rawson Neal Hospital, Las Vegas, Nevada
Melissa Jones, PhD, Brigham Young University, Provo, Utah
Noelle Lefforge, PhD, MHA, CGP,
Assistant Professor-in-Residence, The Practice: A UNLV Community Mental Health Training Clinic, University of Las Vegas, Nevada
Claudia Mejia, PsyD, 
Clinical Psychologist/Behavioral Health Program Manager, Volunteers in Medicine in Southern Nevada, Las Vegas, Nevada        

A collaborative learning environment will be created to address therapist response to bias and microaggressions in group psychotherapy. Within a supportive setting, participants will have the opportunity to practice responding to microaggressions that occur within a therapy group. The group will pause to allow in vivo discussion and feedback. Large group debriefing will review therapist responses and reflect on ways to promote cultural humility and multicultural competence in group training and supervision.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain the scientific and theoretical background of bias and microaggressions.
2. Describe how implicit bias and discriminatory behavior might arise in a group.
3. Describe common emotional responses of group participants when microaggressions occur and are discussed.
4. Practice ways to respond to microaggressions that arise in group while gaining awareness of how response (or lack thereof) effects the experience of various group members.
5. Appraise potential supervision and training approaches for microaggressions in group psychotherapy.
Course References:
1. Nelson, T.D. (2016). Handbook of prejudice, stereotyping, and discrimination., 2nd ed. New York, NY: Psychology Press.
2. Smith, L.C., & Shin, R.Q. (2008). Social privilege, social justice, and group counseling: An inquiry. Journal for Specialists in Group Work, 33(4), 351-366. doi:10.1080/01933920802424415
3. Stevens, F., & Abernethy, A. (2017). Neuroscience and racism: The power of groups for overcoming implicit bias. International Journal of Group Psychotherapy, 00, 1-25. doi: 10.1080/00207284.2017.1315583
4. Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.B., Nadal, K.L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286. doi:10.1037/0003-066X.62.4.271
5. Wong, G., Derthick, A.O., David, E.R., Saw, A., & Okazaki, S. (2014). The what, the why, and the how: A review of racial microaggressions research in psychology. Race And Social Problems, 6(2), 181-200. doi:10.1007/s12552-013-9107-9

Workshop 92
Deciphering Connection, Moving from Personal Awareness to Interpersonal Engagement

Presented under the auspices of the AGPA Groups in Private Practice SIG

Carlos Canales, PsyD, CGP, FAGPA,
Private Practice, West Des Moines, Iowa

It is well known that the therapeutic alliance is the most important variable across all individual therapies and cohesion is its correspondence in group therapy. Technique does not compete with the personal and inter-personal trust crafted and negotiated among therapist and group members. This workshop seeks to uncover the most fundamental experiences of building this trust informed by the normative pendulation between connection and disconnection.
experiential-sharing of work experiences-demonstration-didactic
Learning Objectives:
The attendee will be able to:
1. Describe two ways of identifying connection internally and interpersonally in group therapy.
2. List three entry points to approximate the subjective experience of clients.
3. Articulate on the use of emotion as a form of holding connection among group members.
4. Identify and explain two personal strengths when building connection with the group or between members of the group.
Course References:
1. Billow, R.M. (2003). Bonding in group: The therapist’s contribution. International Journal of Group Psychotherapy, (53), 83–110.
2. Flores, P. (2017). Attachment theory and group psychotherapy. International Journal of Group Psychotherapy, (67), 50–59.
3. Flores, P., & Porges, S. (2017). Group psychotherapy as a neural exercise: Bridging polyvagal theory and attachment theory. International Journal of Group Psychotherapy, (67), 202–222s.
4. Fonagy, P., Campbell, C., Bateman, A. (2017). Mentalizing, attachment, and epistemic trust in group therapy. International Journal of Group Psychotherapy, (67), 176–201.
5. Frew, J.E. (1990). Analysis of transference in gestalt group psychotherapy. International Journal of Group Psychotherapy, (40), 189–202.

Workshop 93
When a Group Shares a Dream: Deepening Emotional Experiencing and Enhancing Interpersonal Connection

Karen Shore, PhD, CGP, 
Private Practice, Santa Monica, California
In the dream-sharing experience using Montague Ullman's Dream Appreciation format, all members can deeply engage with the dream as they take on the offered dream as if it were their own. In the safe environment the format provides, the many feelings and associations generated, "enriches emotional experiencing," and creates bonds between group members. Attendees are encouraged to share their most recent dream, and the group will work together with one of the shared dreams.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe how to provide safety for group members as they work together using a shared dream.
2. Describe the process of maximizing emotional experiencing during group work with dreams.
3. Describe the basics of Dream Appreciation Group format developed by Montague Ullman.
4. Describe one way attendees might apply the Ullman format in their own therapy groups.
Course References:
1. Blechner, M.J. (2011).  Group dream interpretation. Contemporary Psychoanalysis, 47(3), 406–418.
2. Blechner, M.J. (2013). New ways of conceptualizing and working with dreams. Contemporary Psychoanalysis, 49(2), 259-275.
3. Fromm, E. (1957). The forgotten language: An introduction to the understanding of dreams, fairy tales, and myths. New York, NY: Grove Press.
4. Stimson, W.R. (2013). Montague Ullman’s dream appreciation. The Humanistic Psychologist, 41(2), 178–198.
5. Ullman, M. (1996). Appreciating Dreams: A group approach. Thousand Oaks, CA: Sage Publications.

Workshop 94
Preventing Therapist Burnout Through the Science and Practice of Self-Compassion

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

Albert Khait, MD,
Assistant Professor of Pediatrics, Loma Linda University, Loma Linda, California
Francis Stevens, PhD, Psychologist, Reliant Medical Center, Worcester, Massachusetts

The goal of this presentation is to help healthcare professionals understand and cope with the burnout that results from the emotional overload of seeing multiple patients in need.  Empathy has been considered an important component in caring for those in need. However, research demonstrates that high levels of empathy can also lead to increased burnout. Research indicates that compassion can provide an antidote to the increased emotional fatigue of having high levels of empathy.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Summarize how empathy may not always be a helpful emotion. 
2. Discuss the affective neuroscience behind emotional empathy, cognitive empathy, and self-compassion.
3. Apply skills to reduce incidences of burnout through self-compassion training.
4. Explain how emotional empathy, cognitive empathy, and compassion work together in helping patients.
5. Analzye the most recent research of burnout/caregiver fatigue.
6. Explain how self-care through self-compassion training can lead to better patient outcomes.
7. Learn how teach future groups leaders self-care.
Course References:
1. Fan, Y., Duncan, N.W., de Greck, M., & Northoff, G. (2011). Is there a core neural network in empathy? An fMRI based quantitative meta-analysis. Neuroscience & Biobehavioral Reviews, 35(3), 903-911.
2. Goetz, J.L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136(3), 351.
3. Kemeny, M.E., Foltz, C., Cavanagh, J.F., Cullen, M., Giese-Davis, J., Jennings, P., ... &  Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338.
4. Khait, A., Lokos, H., Walters, I., Vercio, C., & Jenkins, M. (2018) Mitigating Burnout in Residents via a Clinical Practice Tool. Full course developer packet currently in peer review, MedEdPORTAL.
5. Loma Linda University Center for Spiritual Life and Wholeness. (2018). CLEAR whole person care model. https://wholeness.llu.edu/sites/wholeness.llu.edu/files/docs/clear-wpc-brochure-2.pdf. Updated 2017. Accessed January 19, 2018.
6. Luberto, C.M., Shinday, N., Song, R., Philpotts, L.L., Park, E.R., Fricchione, G.L., & Yeh, G.Y. (2017). A Systematic Review and Meta-analysis of the Effects of Meditation on Empathy, Compassion, and Prosocial Behaviors. Mindfulness, 1-17.

Workshop 95
Experiencing the Power of Mentalizing to Build Bridges in Group Therapy

Valorie George, LCSW, CGP,
Private Practice, Houston, Texas
Jennifer Markey, PhD, CGP, Private Practice, Houston, Texas

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

This workshop will review concepts of mentalizing, explore why mentalizing is effective for building relational functioning, and highlight the usefulness of bringing mentalizing to life in group. Participants will engage in creative activities to practice mentalizing and to explore how mentalizing and non-mentalizing stances create or collapse connection in group.
experiential-demonstration-didactic- sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Differentiate mentalizing from non-mentalizing stances as they appear in group interactions.
2. List three mentalizing activities to use in group psychotherapy.
3. Describe the usefulness of implicit and explicit mentalizing in group psychotherapy.
Course References:
1. Allen, J. (2013). Mentalizing in the Development and Treatment of Attachment Trauma. London, UK: Karnac.
2. Bateman, A., & Fonagy, P. (2016). Mentalization-based treatment for personality disorder. Oxford, UK: Oxford Press.
3. Bo, S., Sharp, C., Beck, E., Pedersen, J., Gondan, M., & Simonsen, E. (2017). First Empirical Evaluation of Outcomes for Mentalization-based Group Therapy for Adolescents with Borderline Personality Disorders. Theory, Research, and Treatment, 8(4), 396-401.
4. Edel, M.A., Raaff, V., Dimaggio, G., Buchheim, A., & Brüne, M. (2017). Exploring the effectiveness of combined mentalization‐based group therapy and dialectical behaviour therapy for inpatients with borderline personality disorder–A pilot study. British Journal of Clinical Psychology, 56(1), 1-15.
5. Fonagy, P., Campbell, C., & Bateman, A. (2017). Mentalizing, Attachment, and Epistemic Trust in Group Therapy. International Journal of Group Psychotherapy, 67(2), 176-201.
6. Kalleklev, J., & Ktilarterud, S. (2018). A comparative study of a mentalization-based versus a psychodynamic group therapy session. Group Analysis, 51(1), 44-60.

Master Workshop 96
The Unobtrusive Relational Group Analyst: Enactment and Narration in Group Psychotherapy

Robert Grossmark, PhD, ABPP, Adjunct Clinical Faculty, New York University Postdoctoral Program in Psychoanalysis and Psychotherapy, New York, New York

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

The focus is on the enacted dimension and foregrounds emerging narratives between the group members, the leader and the group-as-a-whole. The group analyst unobtrusively companions the group in the flow of enactive engagement and in the emergent narratives of trauma and transformative states. Healing accrues when the members co-narrate their unspeakable trauma and neglect in emergent enactments.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify group enactments of trauma and neglect.
2. Compare and distinguish therapist unobtrusiveness with therapist neutrality and abstinence. 
3. Identify emergent narratives between group members and withhold interventions that would intrude on that process.

Course References:
1. Grossmark, R., & Wright, F. (2015). The One and The Many: Relational Approaches to Group Psychotherapy, Co-Editor. New York, NY: Routledge, Taylor and Francis Group.
2. Stern, D.B. (1997). Unformulated Experience: From Dissociation to Imagination in Psychoanalysis. Hillsdale, NJ: The Analytic Press.
3. Wright, F. (2000). The Use of the Self in Group Leadership: A Relational Perspective. International Journal of Group Psychotherapy, 50, 181-198.
4. Wotton, L. (2012). Between the notes: A musical understanding of change in group psychotherapy. Group Analysis, 46 (1) 48-60.
5. Berman, A. (2015). Resonance among members and its therapeutic value in group psychotherapy. In J.L. Kleinberg (Ed.), The Wiley Blackwell Handbook of Group Psychotherapy. Oxford, UK: Blackwell Publishers
6. Grossmark, R. (2012). The Unobtrusive Relational Analyst. Psychoanalytic Dialogues, 22, 629-646.
7. Grossmark, R. (2018). The Unobtrusive Relational Group Analyst and the work of the narrative. Psychoanalytic Inquiry, 38 (4), 246-255.

Workshop 97
Riding the Third Wave: Acceptance and Commitment Therapy Metaphors and Mindfulness in Groups

Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG
Michael Buxton, PhD,
Brigham Young University, Provo, Utah
Derek Griner, PhD, ABPP, CGP, Brigham Young University, Provo, Utah
Kristina Hansen, PhD, CGP, Brigham Young University, Provo, Utah

Participants will process together on Acceptance and Commitment Therapy (ACT) metaphors and mindfulness meditations which can be utilized to help group therapy members work through shame, over-control, resistance, emotional avoidance, and work toward values-based behavior. The goal of this ACT group therapy is to facilitate psychological flexibility in the face of challenging compulsions.
experiential-demonstration-sharing of work experiences-didactic
Learning Objectives:
The attendee will be able to:
1. Identify how behavioral compulsion/addiction problems are related to over-control and experiential and emotional avoidance.
2. Appraise group members' shame and build early group cohesion.
3. Utilize three Acceptance and Commitment Therapy (ACT) metaphors which can be used to assist clients to shift from a control and outcome-based change agenda toward an acceptance and process-based orientation to their problems.
4. Contrast two kinds of brief, guided meditations to facilitate slowing-down and tuning-in to body and mind awareness.
5. Demonstrate two ACT metaphors which can be used to assist clients to defuse repetitive thoughts and emotions associated with sexually compulsive behavior.
6. Analyze one ACT metaphor which can be implemented to help clients connect with personal values and feel greater motivation to practice these values in the face of compulsive urges.

Course References:
1. Dixon, M.R., Wilson, A.N., & Habib, R. (2016). Neurological evidence of acceptance and commitment therapy effectiveness in college-age gamblers. Journal of Contextual Behavioral Science, 5, 80-88.
2. Godfrey, K.M., Gallo, L.C., & Afari, N. (2015). Mindfulness-based interventions for binge eating: A systematic review and meta-analysis. Journal of Behavioral Medicine, 38, 348-362.
3. Lee, E.B., An, W., Levin, M.E., & Twohig, M.P. (2015). An initial meta-analysis of Acceptance and Commitment Therapy for treating substance use disorders. Drug and Alcohol Dependence, 155, 1-7
4. Rohani, F., Rasouli-Azad, M., Twohig, M.P., Ghoreishi, F.S., Lee, E.B., & Akbari, H. (2018). Preliminary test of group acceptance and commitment therapy on obsessive-compulsive disorder for patients on optimal dose of selective serotonin reuptake inhibitors. Journal of Obsessive-Compulsive and Related Disorders, 16, 8-13.
5. Twohig, M.P., & Levin, M.E. (2017). Acceptance and Commitment Therapy as a Treatment for Anxiety and Depression: A Review. Psychiatric Clinics of North America,  40, 751.
6. Twohig, M.P., & Crosby, J.M. (2010). Acceptance and Commitment Therapy as a Treatment for Problematic Internet Pornography Viewing. Behavior Therapy, 41, 285-295.
7. Twohig, M.P., Hayes, S.C., & Masuda, A. (2006). Increasing willingness to experience obsessions: Acceptance and commitment therapy as a treatment for obsessive-compulsive disorder. Behavior Therapy, 37, 3-13.

Social JusticeWorkshop 98
The Fear of Power + The Power to Fear: The Female Voice in Group Therapy

Yoon Kane, LCSW, CGP, Private Practice, New York, New York
Saralyn Masselink, LCSW, CGP, Private Practice, Los Angeles, California and Phoenix, Arizona

"What are the words you do not yet have? What do you need to say?" -Audre Lorde. This workshop explores cultural expectations as a ‘passionate bad fit’ for women and ways they are unconsciously repeated in group. What does the fear of having power say about women’s early relationships with caregivers and authority figures? How can group counter dysfunctional cultural norms and embolden women to step into their power?
experiential-demonstration-didactic-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Prepare to facilitate a culture of open and progressive communication between group members.
2. Identify and learn techniques to work with negative feelings and avoidance to vulnerability.
3. Create comfort and exploration of themes of power, healthy entitlement and shame in your work with clients.
4. Develop skills to create healthy discourse, vitality and aliveness in group.
5. Distinguish ways women embody power differently than men, and struggle uniquely to find powerful voices in group.
Course References:
1. Aledort, S.L. (2014). Excitement in Shame: The Price We Pay. International Journal of Group Psychotherapy, 64:1, 90-103.
2. Brown, B. (2007). I Thought It Was Just Me (but it isn't): Making the Journey from "What Will People Think?" to "I Am Enough?". New York, NY: Penguin/Gotham.
3. Goldberg, J. (2014). Aggression and the female therapist. Modern Psychoanalysis, 4, pp. 209-222.
4. Lorde, A. (2017). Your Silence Will Not Protect You: Essays and Poems. London, UK: Silver Press.
5. Rosenthal, L. (1993). Resistance and working through in group therapy. Comprehensive group psychotherapy, 3rd Ed. pp.115-155. Kaplan and Sadock (Eds.).
6. Gitterman, P. (2018). Social Identities, Power, and Privilege: The Importance of Difference in Establishing Early Group Cohesion. International Journal of Group Psychotherapy, doi: 10.1080/00207284.2018.1484665

Workshop 99
Group Therapy for Patients with Schizophrenia

Nick Kanas, MD, FAGPA, CGP-R, FAGPA,
 Professor Emeritus (Psychiatry), University of California, San Francisco, San Francisco, California

This workshop will consider strategies of treating schizophrenic patients in group therapy using the leader's empirically derived integrative model. A newly updated literature review, findings from the leader's research, and descriptions of clinical vignettes and demonstrations will be utilized.  Participants will be encouraged to share experiences from their own clinical settings.
didactic-sharing of work experiences-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Explain the effectiveness of group therapy for schizophrenic patients.
2. Describe clinical strategies for leading such groups.
3. Explain how to integrate such groups in the learner's own treatment setting.
Course References:
1. Orfanos, S., Banks, C., & Priebe, S. (2015). Are group psychotherapeutic treatments effective for patients with schizophrenia? A systematic review and meta-analysis. Psychotherapy and Psychosomatics, 84, 241-249.
2. Peters, T., & Kanas, N. (2014). Cognitive-behavioral group therapy in the acute care inpatient setting. International Journal of Group Psychotherapy, 64, 272-276.
3. Burlingame, G., Strauss, B., & Joyce, A. (2013). Change mechanisms and effectiveness of small group treatments. In M. J. Lambert (Ed.), Bergin & Garfield’s Handbook of psychotherapy and behavior change, 6th Ed. New York, NY: Wiley & Sons.
4.  Pearson, M.J., & Burlingame, G.M.  (2013). Interventions for Schizophrenia: Integrative approaches to group therapy.  International Journal of Group Psychotherapy, 63, 603-608.
5. Kanas, N. (1996). Group Therapy for Schizophrenic Patients. Washington, DC: American Psychiatric Press.
6.  Bechdolf, A., Knost, B., Nelson, B., Schneider, N., Veith, V., Yung, A.R., & Pukrop, R. (2010). Randomized comparison of group cognitive behavior therapy and group psychoeducation in acute patients with schizophrenia: Effects on subjective quality of life. Australian and New Zealand Journal of Psychiatry, 44, 144-150.
7.  Dyck, D.G., Hendryx, M.S., Short, R.A., Voss, W.D., & McFarlane, W.R. (2002). Service use among patients with schizophrenia in psychoeducational multiple-family group treatment.  Psychiatric Services, 53, 749-764.


Workshop 100
Bridging Connections Between Intimate Partners using Couples and Individual Group Psychotherapy

Presented in cooperation with the International Board for Certification of Group Psychotherapists
Judith Cochè, PhD, ABPP, CGP, LFAGPA,
 Clinical Professor, Perelman Medical School of the University of Pennsylvania, Philadelphia, Pennsylvania

Building Bridges between unhappy Intimate Partners  requires integrating group psychotherapy for individuals and couples with workbook training and psychoeducational workshops. Join us as we review major theoretical approaches to enhancing human intimacy through group psychotherapy. Join Dr. Coche as she teaches the Power of Couples Groups. Experience a mock couples group in action! Bring home expertise in treating human intimacy using group psychotherapy.
didactic-demonstration-experiential-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Apply group dynamics and group psychotherapy principles to work with coupled adults in couples group psychotherapy and individual group psychotherapy.
2. Discuss attendees' concerns about leading group psychotherapy for individuals and coupled adults.
3. Practice mastery of key concepts in group psychotherapy for individuals and couples.
4. Demonstrate clinical options in group psychotherapy for individuals and couples.
Course References:
1. Furrow, J., Johnson, S., & Bradley, B. (2011). The emotionally focused casebook. New York, NY: Brunner/Routledge. 
2. Coche, J. (2010). Couples group psychotherapy: A clinical treatment model (2nd ed). New York, NY:  Brunner/Routledge.
3.  Greene, L.R. (2016). Group psychotherapy research studies that therapists might actually read: My top 10 list. International Journal of Group Psychotherapy, 67 (1), 1-26.
4. Coche, J. (2015). Couples group psychotherapy: A quarter of a century retrospective. In J. Kleinberg (Ed.), The Wiley-Blackwell handbook of group psychotherapy (1st ed) (pages 431-456). New York, NY: Wiley Blackwell.
5.  Hewison, D. (2017). The importance of adult couple relationships in primary care. Primary Health Care Research and Development, 18 (5), 405-410.

Workshop 101
Loving and Hating the Adolescent in Group Psychotherapy: The Therapeutic Use of Countertransference

Presented under the auspices of the AGPA Children & Adolescents SIG
Andrew Pojman, EdD, CGP, FAGPA, 
Private Practice, Walnut Creek, California

Adolescents are a difficulty and "tricky" population. They can be frightening in their passion, inhibition, and acting out; they can also be touching in their vulnerability, sensitivity, and emotional tenderness. This workshop will explore the countertransference (CT) that can be evoked in group leaders, using didactic presentation, sharing of work experiences, and discussion.  Participants will be encouraged to identify their own area of CT vulnerability as well as learn specific tools to manage CT.
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. State a working definition of countertransference (CT).
2. Identify three diagnostic clues provided by attunement to CT.
3. List three common CT in working with teens.
4. State three potentioal pitfall in the use of CT.
5. List three criteria for the judicious use of self-disclosure in group.
6. Identify a personal area of CT vulnerability.

Course References:
1. Aronson, S., & Haen, C. (Eds.) (2017). Handbook of child and adolescent group therapy: A practitioner's reference. New York, NY: Routledge.
2. Ferenczi, S. (1949). Confusion of the tongues. International Journal of Psycho-Analysis, 30: 225-330.
3. Hurster, T. (2017). Ethically Informed Group Practice. In S. Aronson & C. Haen (Eds), Handbook of child and adolescent group therapy: A practitioner's reference (pp. 66-77), New York, NY: Routledge.
4. Malekoff, A. (2014). Group work with adolescents: Principles and practice (3rd ed.) New York, NY: Guilford.
5. Pojman, A. (2009). Adolescent Group Psychotherapy: Method, Madness, and the Basics. New York, NY: AGPA.
6. Rachman, A., & Ceccoli, V. (1995). Analyst self-disclosure in adolescent groups. In P. Kymissis & Halperin (Eds.), Group Therapy with Children and Adolescents (pp. 155-167), Washington, D.C.: American Psychiatric Press.
7. Winnicott, D.W. (1949). Hate in the Counter-Transference. Journal of Psychotherapy Practice & Research, 1994 Fall; 3(4): 348-356.

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