These groups offer intensive learning about specific theories and approaches in group treatment.  Registrants can pursue current interests in greater depth or learn ways of integrating new approaches and methods into their private practice, clinic or agency work. Most of the Specific Interest Sections have extensive experiential components.  Registration maximum (up to 20 registrants) has been set by each instructor.

For more information on the presenter, please click on the presenter name to view their CGP profile. 


Section II
Bringing Life to Group: The Leader's Use of Self

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

Focus will be on the development of the emotional skills in the leader that are needed to form and maintain relationships.  Learning to live in the moment with knowledge of the feelings you’re experiencing about yourself and toward the person you’re interacting with is crucial to interpersonal functioning. Through didactic and experiential learning, we will explore how the leader uses her/his/their self-knowledge to craft interventions and respond to life as it unfolds in group process.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Build a group contract and culture that supports exploration of resistance.
2. Explain resistance analysis.
3. Demonstrate how the leader's use of self in crafting interventions is used.

Course References:

1. Zeisel, E. (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Analysis. International Journal of Group Psychotherapy, 59 (3).
2. Zeisel, E. (2012). The Leader’s Use of Self: A Modern Analytic Approach to Working in the Intra-psychic and Interpersonal Realm. Modern Psychoanalysis, 37 (2).
3. Zeisel, E. (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. Oxford, UK: John Wiley & Sons, Ltd., Chapter pp. 217 - 229.
4. Ormont, L. R., & Furgeri, L. M. B. (2001). The Technique of Group Treatment: The Collected Papers of Louis R. Ormont, Ph.D. Madison, CT: Psychosocial Press.
5. Rosenthal, L. (1987). Resolving Resistances in Group Psychotherapy. Northvale, N.J: Jason Aronson.


Section III
Building a Systems-Centered™ Group

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

Robert Hartford, LICSW, CGP,
Licensed Systems-Centered® Practitioner, ICEEFT Certified Therapist, Private Practice, Solutions & Results, Washington, DC 
Dorothy Gibbons, MSS, LCSW, Private Practice, Philadelphia, Pennsylvania


Building a Systems-Centered Group is a foundation level training for anyone interested in learning the basics of building a systems-centered system.  It is open to those with experience and those with no experience in Systems-Centered training. You will learn the basic skills that develop a systems-centered group.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. State the connection between a Theory of Living Human Systems and SCT.
2. Describe the difference between a stereotypical subgroup and a functional subgroup.
3. Discriminate between communications that help a system to develop from simple to complex communications that inhibit a system from developing from simple to complex.
4. Practice the method of functional subgrouping to explore rather than split off differences in the group culture.
5. Name one type of behavior that is characteristic of the Flight Phase of group.
6. Discriminate between feelings coming from thoughts vs. feelings coming from the here-and-now direct experience.
7. Describe how a system's ability to make boundaries "appropriately permeable" is a driving force towards its development.
8. Practice undoing distractions and vectoring energy across the boundary into the here-and-now group.
9. Demonstrate how to use a force field to identify driving and restraining forces towards a group’s explicit goal.
10. Demonstrate how to use restraining forces to help vector the group’s energy towards its explicit goal.
11. Identify at least two sources of anxiety; describe the functionality of anxiety, and at least one SCT technique for undoing anxiety.
12. Identify the three major Phases of Group Development.

Course References:
1. Agazarian, Y.M. (1997). Systems-centered therapy for groups. New York, NY: Guilford Press.
2. Gantt, S.P., & Badenoch, B. (2017). 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.
3. 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
4. Gantt, S.P., & Agazarian, Y.M. (2010). Developing the group mind through functional subgrouping: Linking systems - centered training (SCT) and interpersonal neurobiology. International Journal of Group Psychotherapy, 60(4), pp. 514 - 545.
5. Richard M. O'Neill, William B. Reynolds, Terry Ruth Culbertson, and Robin Y. Franklin, (2013). Systems-Centered® Training's Functional Subgrouping: A Path to Koinonia in Pastoral Care Chaplaincy Today, 28 (1).
6. Gantt, S.P. (2011). Functional subgrouping and the systems-centered approach to group therapy. In J. Kleinberg (Ed.), The Wiley-Blackwell handbook of group psychotherapy (pp. 113-138). Oxford, UK: Wiley.

Section IV
Connection, Loss, Existential Angst, How Does One Bear This?

Maryetta Andrews-Sachs, MA, LICSW, CGP, FAGPA,
Private Practice, Washington, DC
Farooq Mohyuddin, MD, CGP, FAGPA, Chair of Psychiatry Training and Education, Director of Psychiatry Residency, Saint Elizabeths Hospital, Washington, DC 

Existential issues weave throughout all of our work in group therapy.  This Institute is focused on the vital role that having choices, finding purpose, feeling connected, and confronting our losses  plays in human lives.  In order to be fully alive, we must move past our defenses, risk vulnerability, and confront "the givens of existence."  In this Institute, we will combine didactic and experiential experiences to explore these issues together.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify existential issues as they weave throughout all of our work in group therapy.
2. Evaluate the vitality in a group by accessing choices and examining the meaning of purpose in the lives of group members.
3. State the role isolation plays in the lives of group members.
4. Analyze the denial in our culture around issues of termination, death, and other losses.
5. Summarize how aging impacts group members.
6. Teach group members to create goals for living life without accumulating regret.
7. Describe the effectiveness of an approach that focuses on existential issues.

Course References:

1. Batthyany, A., & Russo-Netzer, P. (Eds.).  (2014).  Meaning in Positive and Existential  Psychology.  New York, NY:  Springer-Verlag.
2. Iacovou, S., & Weixel-Dixon, K.  (2015).  Existential Therapy: 100 Key Points and Techniques.  London, England & New York, NY: Routledge/Taylor & Francis Group.
3. Deurzen, E.  van & Adams, M. (2016).  Skills in Existential Counseling & Psychotherapy (2nd ed., Skills in Existential Counseling and Psychotherapy Series). London, England:  Sage.
4. Yalom, I.D. (2017).  Becoming Myself:  A Psychiatrist's Memoir.  New York, NY: Hachette.
5. Grossmark, R., & Wright, F. (Eds.). (2015). Personal Reflections on Hugh Mullan:  Existential Group Therapist, The One and the Many - Relational Approaches to Group Psychotherapy. Abingdon, England:  Routledge.
6. Rutan, J. S., Stone, W. N., & Shay, J.  (2014).  Termination in Group Psychotherapy: Chapter 16. Psychodynamic Group Psychotherapy (5th ed.) New York, NY: Guilford Press.
7. Schneider, Kirk J. (2017).  The Spirituality of Awe: Challenges to the Robotic Revolution.  Buffalo, NY: Waterfront Press.


Section V
Countertransference and the Defenses of the Group Therapist

Nanine Ewing, PhD, BC-DMT, CGP, FAGPA,
Private Practice, Houston, Texas

This Institute will focus on the therapist’s defenses used in the conscious and unconscious countertransference.  Examination of the intersubjective space that is alive versus dead in relation to reverie, dreams and energetic levels of progress and engagement.  A discussion of existential defenses of avoidance, protection and delineating types of countertransferences.
(50% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Identify difference in subjective and objective countertransference.
2.  Assess difference of id, ego and superego countertransference.
3.  Describe countertransference and three defenses.
4.  Identify overwhelment and abandonment as adaption to trauma.
5.  Assess narcissistic withdrawal versus detachment.
6.  Assess deadness versus aliveness in alliance.
7.  Analyze reverie and dreams in the countertransference.

Course References:
1. Ormont, L. (1991). The use of the group to resolve the subjective countertransference. International Journal of  Group Psychotherapy, 41: 433-447.
2. Winnicott, D.W. (1949). Hate in the Counter-Transference.  International Journal of Psycho-Analysis,  30: 69-74.
3. Kernberg, O.F. (1995). Omnipotence in the transference and in the countertransference. Scandinavian Psychoanaltic Review, 18: 2-21.
4. Kernberg, O. (1965). Notes on Countertransference. Journal of the American Psychoanalytic Association, 13: 38-56.
5. Margolis, B. (1979). Narcissistic Transference:  The Product of Overlapping Self and Object Fields.  Modern Psychoanalysis, 4 (2), 131-140.

Section VI
Cultivating the Internal Secure Base: Aligning Psychodynamic Technique with Attachment Theory in Group Therapy

Aaron Black, PhD, CGP,
Private Practice, Rochester, New York

Developmentally, secure attachment promotes flexible, robust internal working models of relationships characterized by the capacity to mentalize.  This Institute explores a clinical approach whereby secure attachment is cultivated by resolving intrapsychic, interpersonal, and group resistances to emotional immediacy and communication.  Essential concepts will be demonstrated experientially and didactically.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Define the concept of the secure base in attachment theory, as both an external and internal entity.
2.  Describe the mechanisms by which the secure base facilitates emotional self-regulation.
3.  Distinguish between secure vs. insecure self-states.
5.  Provide an example of how resistance facilitates emotional self-regulation in group therapy. 
5.  Name three interventions for engaging and resolving resistance in group treatment.
6.  Define parallels between the development of attachment in childhood and the treatment process in group therapy.

Course References:
1. Black, A. E. (2014). Externalizing the wish for the secure base in the Modern Analytic group.  Modern Psychoanalysis, 39, 70-102.
2. Fonagy, P., Campbell, C. & Bateman, A. (2017). Mentalizing, attachment, and epistemic trust in group therapy. International Journal of Group Psychotherapy, 67(2), 176-201.
3. Fonagy, P., Gergely, G.,  Jurist, E., & Target, M. (2004). Affect regulation, mentalization, and the development of the self. New York: Other Press.
4. Leszcz, M. (2017). How Understanding Attachment Enhances Group Therapist Effectiveness. International Journal of Group Psychotherapy, 67(2), 280-287.
5. Ormont, L. (1993). Resolving resistances to immediacy in the group setting. International Journal of Group Psychotherapy, 43(4), 399-418.


Section VII
Developing Resilient Group Leadership

Gail Brown, MA, CGP,
Director of Academic Training, Center for Group Studies, New York, New York

Effective and successful group leaders are resilient and flexible in the face of intense feelings that naturally emerge during the group process. Through an experiential process, this Institute will examine and explore the integration of three factors that contribute to this resilience: 1) fostering a permeable insulation; 2) maintaining a healthy observing ego; and 3) identifying and using induced feelings to make maturational interventions.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define Emotional Insulation.
2. Define Observing Ego.
3. Define Induced Feelings.
4. Describe three obstacles to staying emotionally present.
5. Explain utilization of the observing ego to distinguish between historical and present feelings.
6. Formulate interventions based on the leaders understanding of induced feelings.
7. Differentiate subjective from objective feelings.

Course References:

1. Black, A. E. (2017).  On attacking and being attacked in group psychotherapy. International Journal of Group Psychotherapy, 68, 1-23.
2. Levine, R. (2017) A modern psychoanalytic perspective on group therapy, International Journal of Group Psychotherapy, 67:sup1, S109-S120.
3. MacColl, G.J. (2016) The art of bridging revisited,  International Journal of Group Psychotherapy, 66:3, 443-454
4. Ormont, L. (1994). Developing emotional insulation. International Journal of Group Psychotherapy, 44(3),361-375.
5. Zeisel, E. (2012, March). The leaders use of self: A modern analytic approach to working in the intra-psychic and interpersonal realm. The Ormont Lecture. American Group Psychotherapy Association Annual Conference. New York, NY.

Section VIII
Early Longing, Emotional Engagement and Sexual Desire: Being Fully Ourselves in Relationship

Joseph Acosta, MA, LPC, CGP, FAGPA,
Faculty, Center for Group Studies, New York, New York
Katie Griffin, MA, LPC, CGP, FAGPA,
Private Practice, Austin, Texas

Each person has internal templates which dictate and restrict the expression of longing, emotional connection and sexual desire. These templates are further limited by external societal expectations. The result of these restrictive forces can be  static categorization. We see group members and experience ourselves as much more complex and fluid. We will demonstrate an expansive style to allow movement and breadth of identities.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Compare binary and static understanding of gender and sexuality with more complex and fluid understanding.
2. Describe the limitations of psychotherapy groups due to binary approaches and the advantages of a more complex and fluid approach.
3. Identify group leader fears related the discussion of gender, desire and sexuality in group.
4. Identify their own potential countertransference issues about these topics.
5. Describe ways their own groups may be limited by static perspectives.
6. Formulate new interventions to expand the conversation of longing, gender and sexuality.

Course References:
1.  Navarro, L., & Schwartzberg, S. (2007). Envy, Competition and Gender: Theory, Clinical Applications and Group Work. London: Routledge.
2. Nitsun, M. (2006). The Group as an Object of Desire: Exploring Sexuality in Group Psychotherapy. New York: Routledge.
3. Perel, E. (2006). Mating in Captivity: Unlocking Erotic Intelligence. New York: Harper.
4. Reis, B., & Grossmark, R. (2009). Heterosexual Masculinities: Contemporary Perspectives from Psychoanalytic Gender Theory. Philadelphia: Routledge.
5. Rodriguez-Rust, P.C. (Ed.) (2000). Bisexuality in the United States, A Social Science Reader. New York: Columbia University Press.


Section IX
Excitement and Shame in Group Psychotherapy

Stewart Aledort, MD, CGP, FAGPA,
Clinical Associate Professor of Psychiatry, George Washington University School of Medicine, Washington, DC

The Institute will demonstrate the Omnipotent Child and its function to stabilize identity and serve as a template for intimacy.  Excitement and Shame will be explored. The function of  hidden excitement will be explored in relationship to the origins of Shame. The role of the therapist is highlighted.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify and list the characteristics of the Omnipotent Child.
2. Identify the power of the passion in the group.
3. Describe the leader's techniques at the start of the group process.
4. Describe how the group develops as a group in this leader centered process.
5. Identify the hidden excitement in shame.
6. Describe the developmental stages the group traversed.

Course References:
1. Aledort, S. (2014). Excitement in Shame: The Price we pay. International Journal of Group Psychotherapy, 64, 91-103.
2. Aledort, S. (2002). The Omnipotent Child Syndrome: The role of passionately bad fits in the formation of identity. International Journal of Group Psychotherapy, 52, 67-89.
3. Aledort, S. (2009). Excitement: Crucial Markers in Group Psychotherapy. Group, 33(1) 45-62
4. Morrison, A. (1989). Shame. The Underside of Narcissism. New York and London: Routledge. Taylor and Francis Group.
5. Mahler, M. (1968). On human Symbiosis and the vicissitudes of individuation. New York: International University Press.

Section X
Expanding the Emotional Range in Group: The Leader's Emotional Receptivity

Jeffrey Hudson, MEd, LPC, CGP, FAGPA,
Private Practice, Austin, Texas

This Institute will help participants examine the impact of the leader’s emotional capacity and receptivity on groups.  Of special significance is the leader’s openness to all the emotions experienced as countertransference – including love, hate, liking, and disliking our clients.  We will explore ways of encouraging a wide range of feelings in our groups.  This includes learning to welcome and explore positive and negative transferences with interest and freedom.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Distinguish between objective and subjective countertransference reactions.
2. Define countertransference resistance and develop a greater appreciation for its role in group leadership.
3. List common sources of countertransference resistance.
4. Identify emotions that you may discourage in your groups.
5. Discuss the role of self-acceptance in effective group leadership.
6. Cite fears and concerns about emotional communication in group.
7. Identify ways a group therapist can develop emotional insulation.

Course References:
1. Black, A.E.  (2014).  Externalizing the Wish for the Secure Base in the Modern Analytic Group.  Modern Psychoanalysis, 39(1), 70-102.
2. Black, A.E. (2017).  On Attacking and Being Attacked in Group Psychotherapy. International Journal of Group Psychotherapy, 67(3), 291-313.
3. Geltner, P. (2012). Emotional Communication: Countertransference Analysis and the Use of Feeling in Psychoanalytic Technique. New York: Routledge.
4. Levine, R. (2017). A Modern Psychoanalytic Perspective on Group Therapy. International Journal of Group Psychotherapy, 67(Sup 1), S109-S120.
5. Zeisel, E.M. (2012).  The Leader’s Use of Self: A Modern Analytic Approach to Working in the Intrapsychic and Interpersonal Realm. Modern Psychoanalysis, 37(2), 43-58.

Section XI
From Disavowed to Allowed: Finding the Authentic Self in Group

Presented under the auspices of the AGPA Community Outreach Task Force

Suzanne Phillips, PsyD, ABPP, CGP, FAGPA,
Adjunct Full Professor of Clinical Psychology, APA Clinical Psychology Doctoral Program, LIU Post, Brookville, New York

In the wake of child abuse, racism, homophobia, sexual harassment, bullying, and violence, the self can become chronically disavowed or suddenly assaulted and seemingly lost. In the context of group, conscious and unconscious connection, containment, words, actions, and enactments foster the recovery and emergence of the authentic self.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define the authentic self and what is necessary for its early development.
2. Define the physical, social, psychological and neurophysiological impact of trauma on sense of self.
3. Discuss how racism, homophobia, sexual harassment and bullying disavow a person’s authentic sense of self from childhood to adulthood.
4. Define why and how dissociation becomes a necessary escape by the child sexual abuse victim at the cost of an integrated self.
5. Describe how “ Keeping Secrets” physically, psychologically and interpersonally jeopardizes development and functioning of self.
6. Define three ways that adult onset trauma assaults the sense of self.
7. Name five aspects of the Group Process that facilitate the restoration and emergence of the disavowed and assaulted self?

Course References:
1. Boulanger, G. (2009). Wounded by Reality: Understanding and Treating Adult Onset Trauma. New York: Psychological Press.
2. Klein, R. H., & Schermer,V.L. ( Eds.).(2000). Group Psychotherapy for Psychological Trauma. New York: The Guilford Press.
3. Phillips, S. B. (2015). The Dangerous Role of Silence in the Relationship Between Trauma and Violence: A Group Response. International Journal of Group Psychotherapy January, 65 (1), 64–87.
4. White, K. P. (2002). Surviving Hating and Being Hated: Some Personal Thoughts About Racism from a Psychoanalytic Perspective. Contemporary Psychoanalysis, 38(3): 401-422.
5. Phillips S. B. & Klein, R. ( 2012). Group Interventions Following Trauma and Disaster. In ( Ed.) Jeffrey Kleinberg, Handbook of Group Psychotherapy. Oxford, UK: John Wiley & Sons.

Section XII
Group as a Jazz Ensemble: The Marriage of Form and Spontaneity

Francis Kaklauskas, PsyD, CGP, FAGPA, 
Director- Group Psychotherapy Training Program, University of Colorado, Longmont, Colorado
Elizabeth Olson, PsyD, LCSW,
Private Practice, Boulder, Colorado

Similar to jazz, group psychotherapy builds upon various structural components that facilitate spontaneous exploration. Groups engage in melodic duets and cacophonous free improvisations, noetic feelings and new meanings, repetitions and experimentations. This experience draws from modern analytic and relational psychoanalytic theory, neuroscience, group process research, diversity, and post-modern perspectives.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify the common structural components of groups that set a safe container and boundaries for interpersonal explorations.
2. Contrast leadership intervention strategies of modern analytic and relational psychoanalytic approaches.
3. List the basic foundational criteria of productive group work from a neuroscience perspective.
4.  Compare and contrast models of group development from Tuckman's classification to contemporary perspectives.
5.  List common factors that are empirically supported that demonstrate group psychotherapy effectiveness across theories and approaches.
6. Identify the advantages of co-leadership of groups.

Course References:
1. Cooper, E. J., Hudson, J. S., Kranzberg, M. B., & Motherwell, L. (2017). Current and Future Challenges in Group Therapy. International Journal of Group Psychotherapy, 67(1), 219-S239.
2. Ginot, E. (2015). The Neuropsychology of the Unconscious: Integrating Brain and Mind in Psychotherapy (Norton Series on Interpersonal Neurobiology). WW Norton & Company.
3. Kivlighan III, D. M., & Chapman, N. A. (2018). Extending the multicultural orientation (MCO) framework to group psychotherapy: A clinical illustration. Psychotherapy, 55(1), 39.
4. Mills, J. (2017). Challenging relational psychoanalysis: A critique of postmodernism and analyst self-disclosure. Psychoanalytic Perspectives, 14(3), 313-335.
5. Wampold, B. E., & Imel, Z. E. (2015). The great psychotherapy debate: The evidence for what makes psychotherapy work. Routledge.


Section XIII
How Did I Get Here and Now What Do I Do?:  Challenges and Rewards of Being a Leader (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Societies Assembly

Sara Emerson, LICSW, MSW, CGP, FAGPA,
Private Practice, Cambridge, Massachusetts

Our early training as group therapists is often  “trial by fire”, as we are cast in the role with little or no training or experience.  Frequently the same is true moving into leadership positions. This two day Institute is designed to help group therapists develop confidence and the skills to effectively lead professional organizations.  The different  skills and responsibilities of being a group leader and an organizational leader will be explored and delineated.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. List various leadership styles.
2. List the strengths and limitations of various styles.
3. Identify and define the ways in which ones own character influences their leadership style.
4. Identify and describe their own unique qualities which contribute to their capabilities and strengths.
5. Develop strategies to build and sustain a vital organization.
6. List the types of interpersonal skills which are particular to a leadership position.
7. Distinguish between goals, process and decision making as leadership function.
8. Distinguish between the qualities of a therapy/process group leader and an organizational leader.

Course References:
1. Brent, M., & Dent, F. (2014).  The leaders guide to managing people. Financial Times Press:UK
2. Grosz, Stephen. (2013). The Examined Life. How W Lose and Find Ourselves. WW Norton& company.
3. Harvard Business Review (2015). HBR’s 10 Must Rds of Emotional Intelligence. Cambridge, MA: HBR and Amazon Digital Services.
4. Rutan, J. S, Stone, W. N., Shay, J.J. (2014). Guilford Press. NY and London.

Section XIV
If Not Now, When? Harness the Power of Immediacy for Vital Engagement

Mary Sussillo, LCSW, BCD, CGP, FAGPA, 
Adjunct Faculty and Supervisor, National Institute for the Psychotherapies, New York, New York

This Institute will focus on developing safety and cohesion in group therapy, This process offers the opportunity for members to become more vulnerable, and to connect with others more deeply, while holding on to a vital sense of self.  Interactive tools for the group therapist to engage members and to explore fears of engagement will be demonstrated.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Cite concepts of the "here-and-now" and "immediacy" in group therapy.
2. Demonstrate interventions to build safety and cohesion in the group.
3. Describe how to help group members express feelings towards others in a constructive and progressive way. 
4. Identify the group leader's task of redirecting the group's attention and focus to the present moment.
5. Explain how to use your feelings, as an essential instrument of the group leader, to further the group process.
6. Demonstrate the use of "bridging" to connect members to each other.
7. Formulate how to facilitate the development of an affective and enlivening group culture.

Course References:
1. Ehrenberg, D. (2012). Perspective on different kinds of therapeutic process and therapeutic action. Psychoanalytic Perspectives, 9(1): 31-40.
2. Leszez, M., & Malat, J. (2012). The interpersonal model of group psychotherapy. The Wiley and Blackwell Handbook of Group Psychotherapy, Ed., Jeffrey Kleinberg. West Surrey, UK: Wiley-Blackwell, 33-58.
3. Levine, R. (2017). A modern psychoanalytic perspective on group therapy. International Journal of Group Psychotherapy, 67(sup1): 109-120.
4. MacColl, G. (2016). The art of bridging revisited. International Journal of Group Psychotherapy, 66(3): 443-454.
5. Zeisel, E. (2012). Meeting maturational needs in modern group analysis: A schema for personality integration and interpersonal effectiveness. The Wiley and Blackwell Handbook of Group Psychotherapy, Ed. Jeffrey Kleinberg. West Surrey, UK: Wiley-Blackwell, 217-229.


Section XV
Individuation in Groups: A Jungian Approach to Group Psychotherapy

Justin Hecht, PhD, CGP, FAGPA,
 Adjunct Faculty, University of California, San Francisco, San Francisco, California

This Institute will approach group from a Jungian perspective. The leader will use a symbolic approach to facilitate appreciation of the dynamic unconscious and the influence of archetypes in our stories. We’ll attend to paradox, transference, individuation, and the problem of the opposites. A didactic presentation will conclude the Institute.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Apply a Jungian orientation to group psychotherapy interventions.
2. Identify archetypal material in personal stories.
3. Describe the characteristics of complexes.
4. Utilize a Jungian approach to the transference to facilitate individuation.
5. Describe Jung’s approach to the unconscious.
6. Define individuation, and encourage it in groups.

Course References:
1. Greene, T. (1982). Group Therapy and Analysis. in M. Stein (ed.), Jungian Analysis (pp 219-231). London: Open Court Publishing.
2. Hecht, Justin B. (2011). Becoming who we are in groups. GROUP.
3. Whitmont, Edward C. (1964). Group therapy and analytical psychology. Journal of Analytical Psychology
4. Willeford, William (1967). Group psychotherapy and symbol formation. Journal of Analytical Psychology, 12, 137-160
5. Zinkin, Louis (1989). The group’s search for wholeness: A Jungian perspective. Group, 13, 252-264

Section XVI
Longing for Home: Past Attachments and Reparative Re-Attachments in the Therapy Group

Myrna Frank, PhD, CGP,
Private Practice, Bethesda, Maryland

What makes us long for home? Do we all long for home? And what, after all, is “home”?  This workshop will explore the various aspects of longing for home, be it a real home (land) left behind, a symbolic space that houses our fantasized yearnings, or some mix of our early attachment to personal codes of smell, taste, and sounds. Can a therapy group provide a home which facilitates repair via meaningful connection?
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify similarities and differences in participants' respective experiences of notions of home.
2. Specify ethno-cultural features of home in self and other.   
3. Tease out the vicissitudes of nostalgia and longing, and the realization that one cannot go home.
4. Explore the institute group as a new home in which to heal. 
5. Report on the traumatic effects of home loss via war, financial ruin, or divorce.
6. Explore variations of migration, immigration, and emigration.
7. Demonstrate sensitivity to the impact of otherness.
8. Think about what makes us shift from a stranger group to a home group.
9. Internalize and apply the concept of longing for home--its presence, absence and vicissitudes—in their group work.

Course References:
1. Beltsiou, J. (Ed.) (2016). Immigration in Psychoanalysis: Locating Ourselves. 1st Edition, Routledge, NY.
2. Schlapobersky, J. (2015). On Making A Home Amongst Strangers: The Paradox of Group Psychotherapy, Foulkes Lecture, Group Analysis, 48(4).
3. Seiden, H.M. (2009). On the longing for home. Psychoanalytic Psychology, 26, 191-205.
4. Seiden, H.M. (2014). You can't go home again. In Willock, Curtis, Bohm (Ed.): Understanding and Coping with Failure: Psychoanalytic Perspectives. (pp 81-88). Routledge, NY.

Section XVII
Modern Gestalt Group Therapy: A Relational Approach to Healing and Growth

Peter Hays Cole, LCSW, CGP,
Assistant Clinical Professor of Psychiatry, UC Davis School of Medicine, Berkeley, California
Daisy Reese, LCSW, CGP,
 Private Practice, Berkeley, California

Modern Gestalt Group Therapy is a relational approach integrating insights from Gestalt theory, intersubjective psychoanalysis and "group-as-a-whole" understandings and approaches. In this Institute participants will be provided a safe, contained experience in which they will have an opportunity to explore and better understand themselves and their relationship to others.
(70% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define the concept of Dialogue.
2. Define the concept of Here-and-Now.
3. Explain Shame Theory from a GGT perspective.
4. Define Affective Process.
5. Explain the Paradoxical Theory of Change.
6. Explain the Shadow of the Leader.
7. Explain GGT’s Egalitarian Ethos.
8. Discuss the Primacy of Relationality for Emotional Well-Being.
9. Demonstrate the Cycle of Experience.

Course References:
1. Cole, P., & Reese, D. (2013). Relational Development in Gestalt Group Therapy. Group: The Journal of the Eastern Group Psychotherapy Society, 37(3), 185-218.
2. Cole, P. (2013). In the Shadow of the Leader: Power Reflection and Dialogue inGestalt Group Therapy. Gestalt Review, 17(2), 178-188.
3. Cole, P. & Reese, D. (2018). New Directions in Gestalt Group Therapy. NY: Routledge
4. Feder, B. (Ed.) (2008). Beyond the Hot Seat, Revisited: Gestalt Approaches to Group. Metairie/New Orleans: Gestalt Institute Press.
5. Hycner, R., & Jacobs, L. (1995). The Healing Relationship in Gestalt Therapy. Highland, NY: Gestalt Journal Press.
6. Woldt, A., & Toman, S. (Eds.) (2005). Gestalt Therapy: History, Theory and Practice. Thousand Oaks, CA and London: Sage.
7. Kepner, E. (1980). Gestalt group process. In B. Feder & R. Ronall (Eds.), Beyond the Hot Seat: Gestalt approaches to group. (pp. 5-24). New York: Brunner-Mazel.
8.  Feder, B. (2006). Gestalt group therapy: A practical guide. New Orleans: Gestalt Institute Press.

Section XVIII
Mother-Daughter Interaction Through The Group's 'Hall Of Mirrors'

Shoshana Ben-Noam, PsyD, CGP, LFAGPA,
Adjunct Professor, Pace University, New York, New York

This all-women institute will explore mother-daughter interactions through the group's "hall of mirrors" and didactic learning. It will examine how this relationship affects women's interactions in the 'here-and-now' in areas such as intimacy, competition or conflict and also how it impacts the development of the daughters' professional selves.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify the impact of mother-daughter interactions on daughters in areas of intimacy, competition or conflict.
2. Formulate the effects of "mother loving" and/or "mother blaming" on daughters' relationships with others.
3. Identify the impact of mother-daughter interactions on women's development of personal/professional selves.
4. Cite interventions for working through women's difficulties stemming from unresolved issues with their mothers.
5. Identify specific interpersonal relationship difficulties resulting from mother-daughter relationships.
6. Recognize how the all-women group offers a "Hall of Mirrors" for internalizing new models of identification.

Course References:

1. Ben-Noam, S. (2016). Mother-Daughter Interaction through the Group's 'Hall of Mirrors'. In S.S. Fehr (Ed), 101 Interventions in Group Therapy (2nd Edition). New York: The Haworth Press, Taylor Francis Group.
2. Bernardez, T. (1996). Conflicts with anger and power in women's groups. In DeCant, B. (Ed). Women and Group Psychotherapy. New York: The Guilford Press.
3. Brenner, J.R. (2002). Mothers and Daughters in Israel - Only Human: A Group Experience. In J.R. Brenner & I. Singer (Eds). Women in the Therapy Space. Jerusalem, Israel: The Counseling Center for Women.
4. Caplan, P.J. (2000). The New Don't Blame Mother: Mending the Mother-Daughter Relationship. New York: Routledge.
5. Fuller, C. & Plum, A. (2010). Mother-Daughter Duet. Colorado Springs, CO: Multnomah Books.


Section XIX
Overthrowing Grandiosity, Rising from Shame: Coupling Modern Analysis with Relational Life

Ginger Sullivan, MA, LPC, CGP, FAGPA,
Private Practice, Washington, DC

In this Institute, we will explore the odd-yet-winsome blend of modern analysis and Relational Life Therapy (RLT), a form of couple’s therapy which espouses full-respect living, with a heavy emphasis on truth telling. RLT sets the frame and tells the story.  Modern analysis rewrites the story.  We will identify our relational style and how it detracts from psychological maturation and satisfying connection.  Essential concepts, such as grandiosity and shame, will be demonstrated experientially and didactically.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Apply RLT (Relational Life Therapy) principles as a supplemental and beneficial frame to modern analytic work in group.
2. Cite the two self-skills necessary for full-respect living.
3. Describe the four relational patterns as derivatives from the center of health.
4. Contrast the use of leverage with the support of adaptive defense.
5. Apply active engagement in furthering maturational development.
6. List the four-stage process of relational maturity as detected in a modern analytic group.
7. Differentiate and utilize the wounded child, the adaptive child and the functioning adult as identified in the group process.

Course References:

1. Gunzburg, M. (1995). The use of combined individual, group, and marital therapy to resolve the narcissistic transference. International Journal of Group Psychotherapy, 45(2), 1995, (pp. 251-258).
2. Ormont, L. (1993). Resolving resistances to intimacy in the group setting. International Journal of Group Psychotherapy, 43(4), 1993, (pp. 399-418).
3. Real, T. (November/December 2012). Joining Through the Truth. Psychotherapy Networker, (pp. 36-43).
4. Real, T. (2007). The New Rules of Marriage. New York, New York: Random House, Inc.
5. Spotnitz, H. (1969). A Neurobiological Approach to Communication. In Modern Psychoanalysis of the Schizophrenic Patient, (pp. 78-111). New York: YBK Publishers, Inc.
6. Real, T. (May 10, 2016). The Power of Honesty in Couples Therapy. Psychotherapy Networker.
7. Levine, R. (2017). A Modern Psychoanalytic Perspective on Group Psychotherapy. International Journal of Group Psychotherapy, 67, (pp. S109 – S120).

Social JusticeSection XX
Racism's Cost of Disconnection: Can We Reconnect?

Presented under the auspices of the Racial and Ethnic Diversity SIG

Phillip Horner, LCSW, CGP,
Executive Director, Whole Connection, Boulder, Colorado
Marcée Turner, PhD, CGP, Clinician, University Counseling Center, Florida State University, Florida State University, Tallahassee, Florida

Race roles and dynamics influence our personal, professional and community group interactions. This Institute's interracial leadership will offer participants opportunities to examine internalized racial beliefs in cross ­racial interactions. Participants will reflect on internalized tensions and take risks as they honestly examine their own and others' narratives.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify racial power dynamics in group process.
2. Define internalized racial oppression, including inferiority and superiority.
3. Define aspects of one's racialized self.
4. State an empathic worldview about one's racialized self and others.
5. Explain the benefits of creating a brave space versus a safe space when learning from different positions of power.
6. Explain how a large group format aids the uncovering of repressed feelings about race.
7. Identify ways to lovingly interrupt racially offensive communications.
8. Explain how White guilt impedes open, honest discussions about racism.

Course References:
1. Bonilla­-Silva, E. (2013). Racism without racists: Color­-blind racism and the persistence of racial inequality in America (4th ed.). Lanham, Maryland: Rowman & Littlefield.         
2. Carter, R. T. (2007). Racism and psychological and emotional injury: Recognizing and assessing Race­-based traumatic stress. The Counseling Psychologist, 35(1). http://doi.org/10.117/001000006292033
3. DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54­ 70.         
4. Helms, J.E. (2008). A race is a nice thing to have: A guide to being a white person or understanding the white persons in your life (2nd ed.). Hannover, MA: Microtraining Associates.
5. Poteat, P.V., & Spanierman, L.B. (2008). Further validation of the Psychosocial costs of racism to whites scale among a sample of employed adults. The Counseling Psychologist, 36, 871-894.
6. Schmidt, C. (2018). Anatomy of racial micro-aggressions. International Journal of Group Psychotherapy. doi: 10.1080/00207284.2017.1421469


Social JusticeSection XXI
Social Identities, Power, and Privilege: How Difference is Essential for Group Cohesion

Presented under the auspices of the Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG, the Racial and Ethnic Diversity SIG, and the College Counseling and Other Educational Settings SIG

Paul Gitterman, LICSW, MSc, CGP,
Psychotherapist, Williams College Psychological Counseling Services, Williamstown, Massachusetts

This Institute will explore how difference in social locations and experiences of power and privilege provide foundations for group cohesion. In exploring difference, the group establishes protective norms and can therefore effectively negotiate mis-attunements and micro-aggressions.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Describe how difference is experienced from an early developmental perspective and how it can impact future representations of difference.
2. Describe how the group serves as an attachment function.
3. Explain how members of privileged and minority identities may experience their attachment to the group differently.
4. Explain how different experiences of the dominant culture may impact group members’ trust and transferential experiences in group.
5. Describe how to welcome difference as a way of building group cohesion.
6. Explain why the leader’s knowledge of their social identities is so important in group work.
7. Describe how ego supportive interventions are useful in addressing microaggressions in groups.
8. Explain how groups naturally want to join around homogeneity and fear difference.
9. Describe how disclosure of emotional vulnerability lessens the potential of replicating oppressive dynamics.
10. Describe how groups with strong cohesion can be curious about difference.

Course References:
1. Leary, K. (2012). Race as an adaptive challenge: Working with diversity in the clinical consulting room. Psychoanalytic Psychology, 29(3), 279-291.
2. Debiak, D. (2007). Attending to Diversity in Group Psychotherapy: An Ethical Imperative. International Journal of Group Psychotherapy, 57(1), 1-12.
3. Smith, L. C. & Shin, R. Q. (2008). Social Privilege, Social Justice, and Group Counseling: An Inquiry. The Journal for Specialists in Group Work, 33(4), 351-366.
4. Shah, S. A. & Kosi, R. (2011). Diversity in Groups: Culture, Ethnicity and Race, in The Wiley-Blackwell Handbook of Group Psychotherapy (ed J. L. Kleinberg). Chichester, UK: John Wiley & Sons, Ltd, 667-680, doi: 10.1002/9781119950882.ch33
5. Zeisel, E. (2011). Meeting Maturational Needs in Modern Group Analysis: A Schema for Personality Integration and Interpersonal Effectiveness, in The Wiley-Blackwell Handbook of Group Psychotherapy (ed J. L. Kleinberg), Chichester, UK : John Wiley & Sons, Ltd, ( doi: 10.1002/9781119950882.ch11


Section XXII
The Good, the Bad, the Ugly and the Vulnerable - Experiencing Different Self-States in the Context of Relational Group Psychotherapy

Sharon Sagi Berg, MA, CGP,
Psychotherapist & Trainer, Beer Yaacov Mental Hospital, Beer Yaacov, Israel
Haim Weinberg, PhD, CGP, FAGPA,
Sacramento Center for Psychotherapy, Sacramento, California

Relational approaches emphasize the emergence of multi self-states and the emergence of enactment in groups. The participants will experience the challenge concealed within enactments, explore the needed flexibility while moving between self-states, acknowledge the experience of the other and meet with the therapists' limitations and their impact on the group.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Address their own and the other members' subjective experience.
2. Focus on relational issues in group psychotherapy.
3. Describe use of relational/intersubjectively-informed interventions in groups.
4. Explain how to work with enactments and reparations in group therapy.
5. Explore and utilize their limitations as group therapists.
6. Work with different emerging self-states in the group.
7. Define the meaning of being relational.
10. Describe how groups with strong cohesion can be curious about difference.

Course References:
1. Atlas, G. & Aron, L. (2018) Dramatic Dialogue: Contemporary Clinical Practice. NY: Routledge.
2. Slochower, J. (2017) Going Too Far: Relational Heroines and Relational Excess. Psychoanalytic Dialogues, 27:3, 282-299
3. Grossmark, R. (2007). The edge of chaos: Enactment, disruption, and emergence in group psychotherapy. Psychoanalytic Dialogues, 17(4), 479-499.
4. Billow, M.R. (2003). Relational group psychotherapy: From basic assumptions to passion. London: Jessica Kingsley Publishers.
5. Grossmark, R. (2017). Narrating the Unsayable: Enactment, Repair, and Creative Multiplicity in Group Psychotherapy. International Journal of Group Psychotherapy, 67(1): 27-46.
6.   Weinberg, H. (2015). The Group as an Inevitable Relational Field, Especially in Times of Conflict. In R. Grossmark & F. Wright (Eds.), The One and the Many: Relational Approaches to Group Psychotherapy. (pp. 38-56). NY: Routledge.
7. Sagi Berg, S. (2018). 'Hall of Broken Mirrors' -Enactment in an Analytic Group of 'Difficult Patients,' International Journal of Group Psychotherapy, 68 (3).


Section XXIII
Using Group and Personal Process to Explore Generational Social Trauma

Elaine Jean Cooper, PhD, MSW, CGP, DFAGPA,
Clinical Professor of Psychiatry, University of California School of Medicine at San Francisco, San Francisco, California

War, oppression and other human-made disasters don't only affect the survivors; such trauma can be unconsciously transmitted to future generations.  This process group will include the opportunity to explore one's personal history of inherited social trauma and how it plays out in group interaction.  The didactic portion will cover literature and research on unconscious transmission.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Explore personal generational history.
2. Learn latest clinical and biological research on transmission of trauma.
3. Reflect on Institute Group process and development of cohesion.
4. Define differentiate "social Legacy" and "social Narrative."
5. List positives of surviving trauma.

Course References:
1. Cooper, Elaine Jean, (2015). Let’s All Hold Hands and Drop Dead: Three Generations – One Story. New York, NY: Morgan James.
2. Martin, Christina, et.al. (2018). Altered DNA Methylation Patterns Associated With Clinically Relevant Increases in PTSD Symptoms and PTSD Symptom Profiles in Military Personnel. Biological Research for Nursing, 1-7, Sage Publishing.
3. Rosenfield, Israel and Edward Ziff (2018). Epigenetics: The Evolution Revolution. New York Times Book Review, May 18.
4. Rots M.G., Jeltsch A. (2018), Editing the Epigenome: Overview, Open Questions, and Directions of Future Development.  Epigenome Editing, Methods in Molecular Biology, V. 1767.  New York: Humana Press.
5. Weihrauch-Bluher, S. Richter, M., and Staege, M.S. (2018). Body Weight Regulation, Socioeconomic Status and Epigenetic Alterations. Metabolism, March 8, In Press.
6. Yeshurun, S. and Hannan A.J. (2018). Transgenerational Epigenetic Influences of Paternal Environmental Exposures on Brain Function and Predisposition to Psychiatric Disorders. Mol Psychiatry, March 8, Nature Publishing Group.

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