77th Annual Conference Sessions and Workshops
Friday, March 6 (Detail)

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

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

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

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

Session 206
Contemporary Group Psychotherapy Research

Presented under the auspices of the AGPA Research SIG

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

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

Sessions also on Friday (7:15-8:15 am) and Saturday (7:45-8:45 am)

Title: Time-Limited Process Groups Based on Focused Brief Group Therapy in Singapore: A Pilot and Feasibility Study
Authors: Martyn Whittingham, PhD, CGP, FAGPA; Shi Min Liew, MA

Title: Re-Appraisal as a Method to Reduce Child Aggression in Group
Author: Zipora Shechtman, PhD, DFAGPA

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

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

Session 207   
Physician Self-Care: Challenges of Keeping Group Process Training Alive in Residency Training as a Way of Preventing Professional Burnout (Psychiatry SIG Meeting)

Presented under the auspices of the AGPA Psychiatry SIG

Nelly Katsnelson, MD, CGP, 
Assistant Clinical Professor, Montefiore Medical Center/Aecom, Bronx, New York

A supervision process group for young psychiatrists can serve to reinforce not only therapeutic but also self-growth skills. Due to the changing demands of training of modern day psychiatrists the young professionals are much more vulnerable to professional burnout. Professional burnout develops when something disrupts the physician's sense of identity. Through vignettes and discussion we will look at supervision model from both supervisor’s and supervisee’s perspective-especially in its parallel healing potential.
Learning Objectives:
The attendee will be able to:
1. Identify the role of group therapy in psychiatric education.
2. Identify at least three challenges in dealing and preventing physician burnout from psychodynamic group perspective.
3. Describe the group supervision model used in dealing and preventing physician burnout.

Course References:
1. Smullens, S. (2015). Burnout and Self-Care in Social Work. Washington, DC: NASW Press.
2. Kumar, S. (2007). Burnout in psychiatrists. World Psychiatry, 6(3): 186–189.
3. Bernard, H., & Spitz, H. (2006). Training in Group Psychotherapy Supervision. AGPA. ACFME Guidelines for Psychiatry Residency Training.
4. Fuhriman, A., & Burlingame, G. (2001). Group Psychotherapy Training and Effectiveness. International Journal of Group Psychotherapy, 51(2).
5. Rollman l, Mead LA, Wang N, et al. (1997). Medical specialty and the incidence of divorce. New England Journal of Medicine, 336(11):800-3.

Session 208 
A Mindfulness Meditation Group Therapy Model:  Building Internal Stability and Self-Compassion Through Sitting, Sharing, and Community

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

Michael Buxton, PhD, MFT
Associate Clinical Professor, Counseling and Psychological Services, Brigham Young University, Provo, Utah

This mindfulness meditation group therapy session will parallel the one offered by the group leader in a university counseling center.   This will include purposefully minimal instruction in seated, focused, silent group meditation and mindfulness practice, with some guided meditation.  Group will be bookended with 15 minute and 10 minute silent meditations, with instruction for sharing and silence between.

Learning Objectives:
The attendee will be able to:
1. Orient clients who are new to meditation; Sit for seated, focused, silent meditation.
2. Meditate in silence as a group, twice: once for 15 minutes and once for 10 minutes.
3. Practice a brief self-compassion guided meditation.
4. Describe mindfulness and meditation group goals and practices.
5. Mindfully share thoughts and emotions that emerge during meditation.
 a. Cultivate mindfulness norms in group therapy.
 b. Connect interpersonally in a mindful atmosphere.
 c. Participate in the group openly and silently during verbal sharing.

Course References:
1. Chen, K.W., Berger, C.C., Manheimer, E. (2012). Meditative therapies for reducing anxiety: A systematic review and meta-analysis of randomized controlled trials. Depression and Anxiety, 29(7):545–562.
2. Dakwar, E., & Levin, F.R. (2009). The emerging role of meditation in addressing psychiatric illness, with a focus on substance use disorders. Harvard Review of Psychiatry, 17(4):254–26.
3. Epstein, M. (1995). Thoughts without a thinker: Buddhism and psychoanalysis. Psychoanalytic Review, 82(4), 391-406.
4. Goyal, M., Singh, S., Sibinga, E.M., et al. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3):357–368.
5. Lomas, T., Etcoff, N., Van Gordon, W., & Shonin, E. (2017). Zen and the art of living mindfully: The health-enhancing potential of Zen aesthetics. Journal of Religion and Health, 56 (5), 1720-1739.

Session 209   
Role-Playing Therapy Groups: A New Approach to Using Games to Connect, Overcome Anxiety, and Learn Skills

Christopher Chapman, PhD,
Director of Wellness, Utah State University, Salt Lake City, Utah
Vincent Dehili, PhD,
Group Coordinator, University of South Florida, Tampa, Florida

Role-playing games ("RPGs"-such as Dungeons and Dragons) provide a scaffolding that provides participants a "safe" environment to engage socially, creatively explore aspects of their identity, and develop new skills.  In our presentation we explore a model of using this RPGs in a therapeutic setting (a college counseling center) to aid in interpersonal skill-building, social engagement, and identity exploration.  We will also present data from initial pilot studies examining the impact of the group on members.

Learning Objectives:

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

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

Social JusticeSession 210    
Queer Youth Panel: What is it Like to be Young and Queer in 2020?

Presented under the auspices of the AGPA Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG and the Children and Adolescents SIG

Lawrence Shweky, LCSW,
Private Practice, Davis, California

A panel of 4-6 queer young adults (ages 18-21) will share their past and present experiences at school, home, work and society. After brief introductions and structured questions, panelists will answer questions from the audience about what their lives are like, the things they think about, the people they spend time with, the issues they struggle with, and their dreams, disappointments and triumphs.  We will also specifically explore participants’ relationships to groups.

Learning Objectives:

The attendee will be able to: 
1. Identify issues important to queer youth.
2. Apply this knowledge to treatment of queer youth.
3. Describe how young people relate to groups in a variety of contexts.

Course References: 

1. Bernfeld, G., Clark, L. & Parker, G. (1984). The Process of Adolescent Group Psychotherapy. International Journal of Group Psychotherapy, 34:1, 111-126, DOI: 10.1080/00207284.1984.11491365
2. Haen, C., & Aronson, S. (2017). Handbook of Child and Adolescent Group Therapy: A Practitioner’s Reference. New York, NY: Routledge.
3. McCabe, M. (2018). A Psychodynamic Group of Inner-City Adolescent Girls: Mentalizing Cultural Identities. International Journal of Group Psychotherapy, 68:4, 521-537, DOI: 10.1080/00207284.2018.1470461
4. Pingitore, F., & Ferszt, G. (2017). The “Voice” and Perspectives of Adolescents Participating in a Short-Term Psychotherapy Group. International Journal of Group Psychotherapy, 67:3, 360-382, DOI: 10.1080/00207284.2016.1260460
5. Shechtman, Z., Freidman, Y., Kashti, Y. & Sharabany, R. (2002). Group Counseling to Enhance Adolescents’ Close Friendships. International Journal of Group Psychotherapy, 52:4, 537-553, DOI: 10.1521/ijgp.52.4.537.45519
6. Wood, N. (2015). Group Counseling With Adolescents: A Multicultural Approach. International Journal of Group Psychotherapy, 65:2, 327-331, DOI: 10.1521/ijgp.2015.65.2.327

Session 211    
Getting High, Falling Low, and Climbing High Again: Leading a ChemSex Support Group

Aylon Slater, MA,
Faculty Member, Group Leadership Program, Tel Aviv University, Tel Aviv, Israel

The course will review the learning gained from creating and leading Israel's first ChemSex support group for MSMs (Men who have Sex with Men). Due to their lifestyle of substance abuse and dangerous sexual practices, participants displayed complex physical and emotional symptoms. I will discuss various events, such as an unacknowledged suicide attempt, and the work done to transform such events into growth and personal/group development.

Learning Objectives:

The attendee will be able to: 
1. List the most relevant therapeutic factors for ChemSex Groups, as well as their application.
2. Compare various projective methods used in the ChemSex, and choose the one that is more appropriate.
3. Identify typical enactments and parallel processes, and use them for individual / group development.

Course References: 

1. Bartholomew, K. (1990). Avoidance of intimacy: an attachment perspective. Journal of the Society for Personal Relations, 7, 147-178.
2. Bourne, A., & Weatherburn, P. (2017). Substance use among men who have sex with men: Patterns, motivations, impacts and intervention development need. Sex Transm Infect, 93, 342–346.
3. Crocker, M. M. (2015). Out-of-control sexual behavior as a symptom of insecure attachment in men. Journal of Social Work Practice in the Addictions, 15, 373–393.
3. Degenhardt, L., Glantz, M., et al (2017). Estimating treatment coverage for people with substance use disorders: an analysis of data from the World Mental Health Surveys. World Psychiatry, 16(3), 299-307.
4. Khantzian, E. J. (2012). Reflections on Treating Addictive Disorders:A Psychodynamic Perspective. The American Journal on Addictions, 21: 274–279.
5. Weatherburn, P., Hickson, F., Reid, D., Torres-Rueda, S., & Bourne, A. (2017). Motivations and values associated with combining sex and illicit drugs ('chemsex') among gay men in South London: Findings from a qualitative study. Sex Transm Infect, 93, 203–206.
6. Yalom, I. D., & Leszcz, M. (Collaborator). (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY, US: Basic Books.

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

Social JusticeColloquy 5 
Mental Health Brewed in the African Pot:  Practice Perspectives from Ghana and Uganda

Joana Kyei, PsyD,
Head of Counseling, Ghana Institute of Management and Public Administration, Accra, Ghana
Henry Nsubuga, MA, Head of Counseling ,Makerere University, Uganda

This session will present an overview of clinical work in Eastern (Uganda) and Western (Ghana) Africa, and highlight the similarities and differences in practice in these contexts. The challenges and adaptations to group practice in these contexts will also be explored.

Learning Objectives:
The attendee will be able to:
1. Discuss culture specific belief systems that influence clinical work in international settings.
2. Design programs to destigmatize mental health services.
3. Demonstrate ways of engaging stakeholders in under-served settings.

Course References:
1. Kyei, J. J., Dueck, A., Indart, M. J., & Nyarko, N. Y. (2014). Supernatural belief systems, mental health and perceptions of mental disorders in Ghana. International Journal of Culture and Mental Health, 7(2), 137-151.
2. Ofori-Atta, A., Canavan, M., Osei-Akoto, I., Udry, C., & Bradley, E. H. (2013). Poor mental health in Ghana: Who is at risk? Public Health, 13, 288- 297.
3. Omar, M. A., Green, A. T., Bird, P. K., Mirzoev, T., Flisher, A. J., Kigozi, F., ... & Ofori-Atta, A. L. (2010). Mental health policy process: A comparative study of Ghana, South Africa, Uganda and Zambia. International Journal of Mental Health Systems, 4(1), 24.
4. Read, U. M., & Doku, V. C. K. (2012). Mental health research in Ghana: A literature review. Ghana Medical Journal, 46(2), 29-38.
5. Skeen, S., Lund, C., Kleintjes, S., Flisher, A., & MHaPP Research Programme Consortium. (2010). Meeting the Millennium Development Goals in sub-Saharan Africa: What about mental health?. International Review of Psychiatry, 22(6), 624-631.

Colloquy 6
Dutch Design: The Dutch Practice Guidelines for Group Therapy

Pepijn Steures, MD, 
Senior Psychotherapist, NVGP, Solutalks Utrecht, Netherlands

Anne-Marie Claassen, Psychotherapist, NVGP, Utrecht, Netherlands
Willem de Haas, Clinical Psychologist, Private Practice, Utrecht, Netherlands
Rob Koks,
Psychotherapist, NVGP, Utrecht, Netherlands
Sylvia Pol, Clinical Psychologist/Psychotherapist, NVGP, Utrecht, Netherlands
Niels Tinga, 
Psychiatrist, NVGP, Utrecht, Netherlands

In this colloquy a distinguished party form the Dutch Association for Group Psychotherapy discuss contemporary Dutch group therapy by illustrating the Dutch Practice Guidelines that were published  in 2019. We give an introduction in the development of the Guidelines, the fundamental assumptions that form the basis of the Dutch Practice Guidelines and focus on the similarities and differences between the American and Dutch guidelines.

Learning Objectives:
The attendee will be able to:
1. Describe the approach the NVGP has taken in developing the Dutch Practice Guidelines.
2. Describe the basic assumptions that form the basis of the guidelines and the goals of the Dutch Practice Guidelines, with a focus on the similarities and differences between the American and Dutch guidelines and discuss future topics that need to be addressed advancing practice based evidence in Group psychotherapy.
3. Summarize the chapters on co-therapy, combining interpersonal group psychotherapy with specific group therapy modalities such as SFT and MBT, and Group therapy in a multidisciplinary treatment setting, that form an important addition to the American Practice guidelines.

Course References:
1. Mikulincer M., & Shafer, P.  (2007). Attachment, Group-Related Processes and Psychotherapy. International Journal of Group Psychotherapy, 57 (2)
2. Postmes, T. & Jetten, J. (2010). Individuality and the Group. Sage, Los Angeles
3. American Group Psychotherapy Association (2007). Practice Guidelines for Group Psychotherapy. Science to Service Task Force.
4. Burlingame G.M., Strauss B. & Joyce A.S. (2013). Change Mechanisms and effectiviness of small-group treatments. In Lambert M.J. (ed.),  Bergin and Garfield’s Handbook of Psychotherapy and Behavior Change. 6th ed. . 640-689 . New York: Wiley.
5. Burlingame, G.M., & Jensen J.L. (2017): Small Group Process and Outcome Research Highlights: A 25-Year Perspective. International Journal of Group Psychotherapy,  67(sup.1), 194-218
6. Karterud, S. (2015). Mentalization-based Group Therapy (MBT-G), a theoretical, clinical and research manual. Oxford: University Press.
7. Koks, R.W. & Steures, P. (2017). Praktijkrichtlijnen Groepsbehandeling. Groepen, tijdschrift voor groepsdynamica en groepspsychotherapie, 12(4) 7-14.
8. Bateman, A & Fonagy, P. (2016).  Mentalisation-Based Treatment for Personality Disorders, a practical guide. Oxford: Oxford University Press. chapter 12: Mentalizing group therapy.
9. Karterud, S. (2015). Mentalisation Based group Therapy (MBT-G): A theoretical, clinical, and research manual. Oxford: Oxford University Press.
10. Leszcz, M. (2014).The effective grouptherapist, Groepen. Tijdschrift voor groepsdynamica en groepspsychotherapie, 9 (2), pp. 9-20.)

Colloquy 7
For Better or Worse?: How Parenting Experiences Impact Clinical Work

Annalee Sweet, LCSW, CGP, 
Private Practice, New York, New York

Therapists and parents often find themselves flexing the same internal “muscles”—mirroring, attuning, containing, teaching, etc. For therapists who are also parents, our children may teach us clinically useful skills and information. However, our parenting experiences can also entrench assumptions that impede us from receiving our patients’ unique experience. How are our own children “in the room” with us as we practice—for better, or worse?

Learning Objectives:
The attendees will be able to:
1. Compare the role of the parent to the role of the therapist.
2. Identify how personal parenting experiences can augment or impede clinical work.
3. Utilize attachment theory to better understand one’s own impact as a parental and therapeutic attachment figure.

Course References:
1. Adelman, A. J. (Ed.). (2018). Psychoanalytic Reflections on Parenting Teens and Young Adults (1st ed.). New York, NY: Routledge.
2. Gerson, B. (2013). The Therapist as a Person Life Crises, Life Choices, Life Experiences, and Their Effects on Treatment. Florence: Taylor and Francis.
3. Karen, R. (1998). Becoming attached: First relationships and how they shape our capacity to love. New York: Oxford University Press.
4. Tuber, S. (2016). Parenting. Lanham, Maryland: Rowman & Littlefield.
5. Winnicott, D.W. (1971). Playing and Reality. London: Tavistock.

Colloquy 8
Addiction and Recovery Education That Lasts: Use of Stories, Images, and More

Presented under the auspices of the AGPA Addiction and Recovery SIG

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

Individuals seeking addiction recovery promote their own success by changing routines and engaging in healthy relationships.  Formal addiction treatment that sought to foster such growth with knowledge-focused education and insight-oriented persuasion produced disappointing results.  Experiences that broadly engage patients' brains, including respectful interpersonal relationships, stories, and images, can produce lasting benefits.  This session will explore why the experiential methods are more effective and will model use of these methods with participants.

Learning Objectives:
The attendees will be able to:
1.  Describe three methods for teaching about addiction and recovery that engage far more of learners' brains than just the areas that serve language.
2.  Explain how figures of speech (simile, metaphor) contribute to communication and learning.
3.  Utilize an anecdote / story / parable to illustrate a basic principle of recovery management ("relapse prevention").

Course References:
1. Cozolino, L. (2017). The Neuroscience of Psychotherapy: Healing the Social Brain (Third Edition). New York: W.W. Norton.
2. Kane, G.P. (2019). The Two Pillars of Recovery Workbook: What People with Addiction Need to Know and Do for Lasting Sobriety (Second Edition). Brattleboro, VT: Meetinghouse Solutions, LLC.
3. Koob, G.F. and Volkow, N.D. (2016).  Neurobiology of addiction: Aneurocircuitry analysis. Lancet Psychiatry, 8, 760-773.
4. McAdams, D.P., Josselson, R., & Lieblich, A., editors (2006). Identity and Story: Creating Self in Narrative.  Washington, DC: American Psychological Association.
5. Tyng, C.M., Amin, H.U., Saad, M.N.M., & Malik, A.S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454 (published online 24 Aug 2017).

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

All I Really Need to Know, I Learned in Group

Featured Speaker: Molyn Leszcz, MD, FRCPC, CGP, DFAGPA, Professor, Department of Psychiatry, University of Toronto

This presentation will focus on the essential contributions our understanding of group therapy, group process and group principles make in every aspect of our professional lives. Beyond the powerful role of group therapy in the delivery of meaningful and effective mental health care, thinking like a group therapist can shape how we work organizationally in AGPA, and what we can bring to the healing of the fractures in our society. I believe our expertise and understanding has never been more needed in the world.

Dr. Molyn Leszcz is a Professor in the Department of Psychiatry at the University of Toronto where he served as Clinical Vice Chair (2010-2017) and as Psychiatrist-in-Chief at Sinai Health System (2006-2017). In addition to more than 100 peer-reviewed papers and chapters, he co-authored with Irvin Yalom, the Theory and Practice of Group Psychotherapy, 5th ed. (2005). The 6th edition will be published in 2020. A co-authored book, Achieving Psychotherapy Effectiveness was published in 2015. Dr. Leszcz was awarded the Alonso Award for Outstanding Contributions to Psychodynamic Group Therapy and is a Distinguished Fellow of AGPA. Dr. Leszcz has been the recipient of a number of postgraduate education awards at the University of Toronto.

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

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

C4. Group Psychodynamic-Interpersonal Psychotherapy: An Evidence-Based Approach

GIorgio Tasca, PhD, Associate Professor, University of Ottawa, Ontario, Canada
Paul Hewitt, PhD, Professor, University of British Columbia, Vancouver, British Columbia
Samuel Mikhail, PhD, Adjunct Faculty, University of Waterloo, Waterloo, Ontario, Canada

The goal of the workshop is to provide a hands-on training experience for an evidence-based time-limited psychodynamic-interpersonal group therapy that is applicable to a broad spectrum of complaints. The presenters will provide the theoretical context for this transdiagnostic approach, research evidence, assessment methods, and therapist tasks at various stages of group development. The workshop will include video examples with commentary, and an experiential component to demonstrate the method.

Learning Objectives:
The attendee will be able to:
1. Identify the key elements of a transdiagnostic approach to case formulation.
2. State the four components of the cyclical maladaptive interpersonal pattern model.
3. Identify a defense mechanism and integrate this knowledge into a case formulation.
4. Indicate where on an interpersonal circle a patient's behavior may be situated.
5. State which complementary therapist responses are elicited by specific client interpersonal behaviors.
6. Identify valid methods of assessing attachment style and interpersonal problems.
7. Use the case formulation approach to predict client behavior in groups.
8. Identify the best time during a group when one can most effectively interpret cyclical maladaptive patterns.
9. Define most useful interventions for specific attachment styles (e.g., attachment avoidance or attachment anxiety).
10. List some of the evidence for efficacy and effectiveness of the group treatment method.

Course References:
1. Hewitt, P. L., Mikail, S. F., Flett, G. L., Tasca, G. A., Flynn, C. A., Deng, X., . . . Chen, C. (2015). Psychodynamic/interpersonal group psychotherapy for perfectionism: Evaluating the effectiveness of a short-term treatment. Psychotherapy, 52(2), 205-217.
2. Hewitt, P.L., Qiu, T., Flynn, C., Flett, G., Wiebe, S., Tasca, G.A., Mikail, S.F. (in press). Dynamic-relational group treatment for perfectionism: Informant ratings of patient change. Psychotherapy. doi: 10.1037/pst0000229. [Epub ahead of print)]
3. Maxwell, H., Tasca, G.A., *Grenon, R., Faye, M., Ritchie, K., Bissada, H., & Balfour, L. (2018). Change in attachment dimensions in women with binge-eating disorder following group psychodynamic interpersonal psychotherapy. Psychotherapy Research, 28, 997-901.
4. Tasca, G., Ritchie, K., Conrad, G., Balfour, L., Gayton, J., Daigle, V., & Bissada, H. (2006). Attachment scales predict outcome in a randomized controlled trial of two group therapies for binge eating disorder: An aptitude by treatment interaction. Psychotherapy Research, 16, 106-121.
5. Tasca, G.A., Koszycki, D., Brugnera, A., Chyurlia, L., Hammond, N., Francis, K., et al. (2019). Testing a stepped care model for binge-eating disorder: A two-step randomized controlled trial. Psychological Medicine, 49, 598-606.
6. Strupp, H.H. & Binder, J.L. (1984). Psychotherapy In A New Key: A Guide To Time-limited Dynamic Psychotherapy. New York: Basic Books.
7. McCullough, L. (Ed.). (2003). Treating affect phobia: A manual for short-term dynamic psychotherapy. Guilford Press.
8. Tasca, G.A., Mikail, S.F., Hewitt, P.L. (2020). Group psychodynamic-interpersonal psychotherapy: A transdiagnostic approach. Washington: American Psychological Association Press.

C5. Group Structure, Process and Content: Key Constructs in Therapeutic Applications of Group Analysis

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

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

From The Couch To The Circle uses established topics, structure, process and content, in new ways focusing on a group’s language - monologue through dialogue to discourse - attending to who is speaking, to whom and about what, working in the dynamic present to explore silence, secrets, failed disclosures, dissociation.

Learning Objectives:
The attendee will be able to:
1. Appreciate the management (convening) role of the therapist and use structural concepts when making decisions about group membership, composition and formation.
2. Apply principles of dynamic administration to structural dynamics in the life of the group, focussing on membership questions about inclusion/exclusion, authority, involvement and engagement. 
3. Apply process dynamics to subjective questions about members’ resonance mirroring, valency, amplification, condensation, reciprocity.
4. Explore members’ projections and the dynamics of transference and countertransference in group as a whole.
5. Address key questions about group’s content:  who is speaking, to whom, about what, and what is not being said?
6. Equip members to share task of content analysis, uncovering secrets and failed disclosures by tracking thematic progression.
7. Foster progression in group as a whole from relational, through reflective to reparative dynamics.

Course References:
1. Barwick, N. and Weegmann, M. (2018). Group Therapy: A Group-Analytic Approach. London: Routledge.  ISBN: 978-1-88971-2
2. Foulkes, S.H., & Anthony, E.J. (1957, reissued 1965, 1984). Group Psychotherapy: The Psychoanalytic Approach. London, UK: Karnac. ISBN: 0-946439-10-9
3. Friedman, R., & Doron, Y. (2017). Group Analysis In the Land of Milk and Honey. London, UK: Routledge. ISBN: 9781782203568

4. Kleinberg, J. (ed.) (2012). The Wiley-Blackwell Handbook of Group Psychotherapy. Chichester UK. chapters by Berger, Berman, Friedman, Nitsun. ISBN: 978-1-119-05031-5
5. Schlapobersky, J. (2016). From The Couch To The Circle: Group-Analytic Psychotherapy In Practice. London: Routledge. ISBN: 978-0-415-67220-7
6. Wotton, L. (2012). Between the Notes: A Musical Understanding of Change in Group Analysis. Group Analysis, 46 (1): 48 – 60.

C6. Contemporary Adolescent Group Psychotherapy: Method, Madness, and the Fun

Seth Aronson, PsyD, CGP, FAGPA, Private Practice, New York, New York

Thomas Hurster, MSS, LCSW, CGP, FAGPA,
Private Practice, Bryn Mawr, Pennsylvania
Andrew Pojman, EdD, CGP, FAGPA,
Private Practice, Walnut Creek, California

Group work with adolescents can be challenging, stimulating, and overwhelming. This course will increase the participants' understanding of the “basics” of adolescent group psychotherapy. Opportunities will be provided to learn new interventions, better understand ethical issues, and gain insights into group work with this demanding and exciting population.

Learning Objectives:
The attendee will be able to:
1.  Identify at least three features of adolescent development related to the self, peer relationships, and emotions.
2.  Demonstrate sensitivity to the adolescent culture especially as it relates to the formation and development of group and the group process.
3.  Know the different stages of group and how it impacts the group process.
4.  Develop an understanding of the power of leadership and effect on the group process. 
5.  Discuss the impact of trauma and shame on the adolescent group.
6.  Identify how social media colors the life of the adolescent both within and outside of the group.
7.  Cite three intervention techniques.

Course References:
1. Haen, C., & Aronson, S. (Eds.). (2017). Handbook of child and adolescent group psychotherapy: A practitioner’s reference. New York, NY: Routledge.
2. Hurster, T. (2017). Ethically informed group practice. In C. Haen & S. Aronson (Eds.), Handbook of child and adolescent group psychotherapy: A practitioner’s reference (pp.66-79). New York, NY: Routledge.
3. Malekoff, A. (2014). Group work with adolescents: Principles and practice (3rd ed.).  New York, NY: Guilford.
4. Pojman, A. (2009). Adolescent Group Psychotherapy: Method, Madness, and the Basics. New York, NY: American Group Psychotherapy Association.
5. 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.

6. Steen, S., Vannatta, R., Liu, X. (2017). Cultural considerations in group work: Implications for school and clinical mental health settings.  In C. Haen &  S. Aronson (eds.), Handbook of child and adolescent group psychotherapy: A practitioner’s reference (pp. 255-265). New York, NY: Routledge.
7. Shechtman, Z. (2007). Group Counseling and Psychotherapy with Children and Adolescents: Theory, Research, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

All-Day Workshops

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

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

Workshop 36a
DO YOU LOVE ME? Love and Hate in the Small Group and in Today's Culture

This workshop is open to participants with more than four years of group psychotherapy experience

Macario Giraldo, PhD, CGP, FAGPA,
Faculty, Washington School of Psychiatry, Washington, DC

The affects of love and hate are present in the conduct of treatment. In today's culture these affects are undergoing substantial change in how they appear in the social link. In this workshop I will address some aspects of these changes and the challenges for the therapist. I bring the contributions from important thinkers in the fields of philosophy, sociology and psychoanalysis.
Didactic/ Experiential/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Identify the role of drive and desire in the origin of affects.
2. Demonstrate the application of these affects in the small treatment group..
3. Differentiate these affects in the structures of neurosis and perversion.
4. Compare the manifestations of these affects in the internet culture vs. the more traditional culture.
5. Specify the role of these affects in the transference.

Course References:
1. Badiou, A. (2012). In Praise of Love. New York: The New Press.
2. Bauman, Z. (2003). Liquid Love: On the Frailty of Human Bonds. Polity Press y Blackwell Publishers Ltd.
3. Freud, S. (1915 a). Observations on Transference Love. SE XII, 160
4. Giraldo, M. (2012).  Ch. V in: The Dialogues IN/OF the Group: Lacanian Perspectives on the Psychoanalytic Group. London. Karnac Books Ltd.
5. Lacan, J.  (1964a)  Book XI. The Four Fundamental Concepts of Psychoanalysis, trans. Alan Sheridan, London: Hogarth Press and the Institute of Psychoanalysis.

Workshop 37a
Working with Group Therapists in Group Therapy

Presented in cooperation with the American Board of Professional Psychology

Richard Billow, PhD, ABPP, CGP, 
Director, Group Program, Derner Institute, Adelphi University, Garden City, New York

Workshop brings experiential attention to a particular class of difficult group patients:  us.   An entourage of entrenched defenses make themselves known in the group setting that, while not unique, and typical, easy to recognize and address, are difficult to modify.  I attribute some of our difficulties to the very the influence of training: inclining us to indoctrinated mental sets, premeditated interaction styles, and a loyalist, clichéd vocabulary.
experiential/ demonstration/ didactic/ sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Appraise how the therapist's utilizes his experience in the context of transference-countertransference and the here and now group.
2. Work with transference configurations among members, including those involving the leader..
3. Describe interventions that increase safety and decrease defensiveness and resistance
4. Expand repertoire of skills and range of possible group interventions.   
5. Provide opportunity for observing and participating in experiential learning.
6. Compare and contrast relational group techniques to other approaches.

Course References:
1. Bass, A. (2015)  The dialogue of unconsciouses, mutual analysis and the uses of self in contemporary relational psychoanalysis.  Psychoanalytic Dialogues, 25, 2-17.
2. Billow, R.M. (2001). The therapist's anxiety and resistance to group. International Journal of Group Psychotherapy, 51, 225-242.
3. Billow, R.M. (2020). Changing our Minds: Selected Writings of R.M. Billow. [Tzachi Slonim, Ed.] London & New York: Taylor & Francis.
4. Gans, J.S. and Alonso, A. (1998). Difficult patients: Their construction in group therapy. International Journal of Group Psychotherapy, 48, 311-326.
5. Lyon, K. B., Berley, R., & Klassen.  (2012) Unbearable sates of mind in group psychotherapy:  Dissociation, metallization, and the clinician’s stance.  Group, 36.4, 267-282.

Workshop 38a
Cognitive Behavioral, Psychodrama, and Process Group Therapy: A Blended Experiential Model

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

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

Thomas Treadwell, EdD, TEP, CGP,
Psychologist, West Chester University of Pennsylvania, West Chester, Pennsylvania
Deborah Dartnell, MSOD, MA,
Adjunct Professor of Psychology, West Chester University of Pennsylvania, West Chester, Pennsylvania

Blending Cognitive Behavioral, Psychodrama & Process Group therapy offers an opportunity to increase knowledge fostering effective interaction skills for problematic human interactions. This workshop examines implications of these three intersecting similarities: the use of groups to achieve therapeutic change.  This process assimilates Yalom's four primary therapeutic factors of group therapy.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Describe how Blended Experiential model can be used to create a safe and secure environment where individuals can share their dilemma(s) without restraint.
2. Complete & interpret the Automatic Thought Record (ATR).
3. Identify automatic thoughts & focus on 'hot thoughts'. Discuss the meaning of automatic thoughts as they relate to core-beliefs and/or schemas.
4. Explain and implement the major psycho-dramtic techniques; role-playing, interview in role reversal, protagonist, auxiliary ego, doubling, concretizing and the empty chair techniques.
5. Identify Yalom's primary therapeutic factors of group therapy.

Course References:
1. Baim, C. (2007). A cognitive psychodramtaist: Reflections of the links between cognitive therapy and psychodrama. British Journal of Psychodrama and Sociodrama, 22 (2) 23-31.
2. Joyce, A. S., MacNair-Semands, R., Tasca, G. A., & Ogrodniczuk, J. S. (2011). Factor Structure and Validity of the Therapeutic Factors Inventory–Short Form. Group Dynamics: Theory, Research, and Practice. Advance online publication. doi: 10.1037/a0024677
3. Treadwell, T. & Gettys, B. (2018). Cognitive experiential group therapy approach. In Scott Simon Fehr (Ed.), 101 Interventions in Group Therapy, 3rd Edtion. New York: Taylor & Francis/Routledge.
4. Treadwell, T. Dartnell, D., Travaglini L., Staats, M., & Devinney, K. (2016). Group therapy workbook: Integrating cognitive behavioral therapy with psychodramatic theory and practice. Parker, CO: Outskirts Press Publishing.
5. Treadwell, T. Dartnell, D., Stenroos, A., & Gettys, B. (2017). Cognitive experiential group therapy: A model for a variety of clinical and college counseling settings. The Group Psychologist, 27, 3.
6. Treadwell, T., & Dartnell, D. (2017). Cognitive Psychodrama Group Therapy. International Journal of Group Psychotherapy, 67, 1-13.
7. Treadwell, T., & Dartnell, D. (2019). The teen thought record. Advances in Cognitive Therapy, 20, (1) pp 4-8.
8. Wilson, J. (2012). Dancing in the sun: The creative combination of Cognitive Behavioral Therapy (CBT) and psychodrama. Australian and Aotearoa New Zealand Psychodrama Association Journal, (21).

Master Workshop 39a
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

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

Open to participants with more than ten 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 dissociative 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 dissociative 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: 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: 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. Schore, A.N. (2019). Right brain psychotherapy. New York: WW Norton & Co.
8. Shaw, D. (2014). Traumatic narcissism. Relational systems of subjugation. New York: Routledge, Taylor & Francis.

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

Social JusticeSession 307
Group Therapy East and West: What We Have Learned from One Another

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

Ruthellen Josselson, PhD, 
Professor, Fielding Graduate University, Baltimore, Maryland

Mao Ding, MD,
Private Practice, Shanghai, China

Diana Edwards, Dip., Bsc, Private Practice, Shanghai, China
Winnie Fei, PhD, CEO, Tavistock China Institute, Qingdao, China
Shuai Li, BA, Private Practice, Beijing, China
Xiaofeng Sun, 
School Counselor, Beijing No. 4 High School, Beijing, China

This open-session symposium will bring together a Western teacher and three of her now fully certified group therapy students from China who will reflect  together on how their Eastern and Western worldviews have enriched each other  - or clashed with each other - over the course of ten years intensive work together. They will consider the individual, interpersonal and systemic aspects of developing group psychotherapy in China using examples from their training program experiences.

Learning Objectives:
The attendee will be able to:
1 . Identify the systemic aspects of teaching and learning Western group psychotherapy in an Eastern culture.
2.  Describe the modifications of approach to group therapy engendered by Chinese culture.
3. Contrast the construction of authority in China, in the West and in group therapy.

Course References:
1. Bollas, C. (2012). China on the Mind. Routledge.
2. Ortner, S. B. (2005). Subjectivity and cultural critique. Anthropological Theory, 5(1), 31-52.
3. Cheah, C. S., Leung, C. Y., Tahseen, M., & Schultz, D. (2009). Authoritative parenting among immigrant Chinese mothers of preschoolers. Journal of Family Psychology, 23(3), 311.
4. Scharff, D. E., & Varvin, S. (Eds.). (2014). Psychoanalysis in China. Karnac Books.
5. Kleinman, A., Yan, Y., Jun, J., Lee, S., & Zhang, E. (2011). Deep China: The moral life of the person. University of California Press.

Session 308
Growth and Renewal:  Building Our Group Training Programs from the Bottom Up

Presented in cooperation with the International Board for Certification of Group Psychotherapists Practice Development Committee and under the auspices of the AGPA Group Training and Supervision SIG

Joshua Gross, PhD, ABPP, CGP, FAGPA,
 Director of Group Programs, The University Counseling Center at Florida State University, Tallahassee, Florida

Misha Bogomaz, PsyD, ABPP, CGP,
Licensed Psychologist and Director of Training, University Counseling Center at University of North Florida, Jacksonville, Florida

Nina Brown, EdD, LPC, NCC, FAGPA, Professor and Eminent Scholar, Old Dominion University, Norfolk, Virginia
Lisa Denton, PhD, Assistant Professor of Psychology, New York State University at Fredonia, Fredonia, New York
Noelle Lefforge, PhD, MHA, CGP,
Associate Professor-in-Residence and Assistant Director of Clinical Services and Research, UNLV, Las Vegas, Nevada

Provides heuristic discussion about psychology training programs in group psychology by exploring results of two separate surveys that explore the International Association of Counseling Centers and American Psychological Association accredited counseling centers in North America with regard to structure and staffing of group programming.  Discussants are members of Group Specialty Council charged with maintaining the APA accreditation of group psychology.  Program goal is to develop active discussion of the variance between training aspirations and actual real world programming.

Learning Objectives:
The attendee will be able to:
1. Increase understanding of  the Group Psychology Training Taxonomy that underlies the APA accreditation of group psychology and group psychotherapy.
2. Facilitate understanding  that most MA, Ph.D., Psy.D. and Ed.D. graduate programs in psychology offer very few courses in group psychology and group psychotherapy.
3. Increase understanding that many of our training programs do not provide adequate specialty supervision and training of group psychology despite their being accredited training sites
4. Promote active discussion and problem solving about how we may be able to impact the current training environment to be more in line with our training guidelines and accreditation standards
5. Learn about how they can participate in making these changes occur in their training sites across the country.

Course References:
1. Postdoctoral Residency Competencies.  (2018)  Group Specialty Council.  Retrieved from https://www.apadivisions.org/division-49/leadership/committees/group-specialty 4-17-19
2. Postdoctoral Residency Model Program.  (2018)  Group Specialty Council.  Retrieved from https://www.apadivisions.org/division-49/leadership/committees/group-specialty 4-17-19
3. Taxonomy for Group Training Programs (2018)  Group Specialty Council.  Retrieved from https://www.apadivisions.org/division-49/leadership/committees/group-specialty 4-17-19
4. Education and Training Guidelines (2018)  Group Specialty Council.  Retrieved from https://www.apadivisions.org/division-49/leadership/committees/group-specialty 4-17-19
5. Draft Practice Guidelines (2018)  Group Specialty Council.  Retrieved from https://www.apadivisions.org/division-49/leadership/committees/group-specialty 4-17-19
6. Denton, L.,  Gross, J., & Wojcik, C. (2017). Group counseling in the college setting:  An international study of center directors.  International Journal of Group Psychohterapy.  67(4),540-564
7. Denton, L.,  & Gross, J. (2019). Factors Contributing to Successful Group Programming at Psychology Internship Sites.  Unpublished manuscript in pre-submission preparation.

Session 309   
Treatment Options for Transmission of Generational SOCIAL Trauma

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

Paul Cox, MD, CGP,
Private Practice, Community Psychiatry, Davis, California

Marie Rothschild, LCSW, CGP, Private Practice, New York City and Rockville Centre, New York
Charlotte Kahn, EdD, Assistant Professor, Icahn School of Medicine and Private Practice, New York, New York

The literature includes clinical and biological research on unconscious transmission of generational social trauma; i.e. from war, poverty, famine, immigration, etc. There is scant literature on treatment.  Creative practitioners and researchers have experimented with a number of treatment models: e.g. psychodrama, spiritual, theatre, psychodynamic, support and large group.  Presenters will present biological and psychological treatment options including their own personal experiences.

Learning Objectives:
The attendee will be able to: 
1. Explain the epigenome.
2. Discuss treatment options for transmission of generational trauma.
3. Assign literature on treatment options.

Course References:
1. Martin, C., 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.

2. Phillips, P. (2015). Moral Injury, Post Traumatic Stress and Spiritual Issues: How Can We Support our Vets.   Parliament of Religions,  Workshop, Salt Lake City.
3. 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.
4. Volkas, A. (2014). Drama Therapy in the Repair of Collective Trauma. Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities, edited by Nisha Sajnani and David Read Johnson, 41–68. Springfield, IL: Charles C. Thomas.
5. Western Folklife Center (2014).  DVD: Healing the Warrior’s Heart.

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

Social JusticeWorkshop 40
Responding to Bias and Microaggressions in Group Psychotherapy

Presented in cooperation with the International Board for Certification of Group Psychotherapists (IBCGP) Practice Development Committee and under the auspices of the AGPA Group Supervision and Training SIG and the Racial and Ethnic Diversity SIG
Shemika Brooks, PsyD, CGP,
 Private Practice, Baltimore, Maryland
Nathasha Cole Hahn, PhD, Group Therapy Program Coordinator, Florida International University Counseling and Psychological Services, Miami, Florida
Melissa Goates-Jones, PhD, Assistant Professor, Brigham Young University, Provo, Utah
Corinne Hannan, PhD, Clinical Faculty, Brigham Young University, Provo, Utah
Louise Wheeler, PhD, Assistant Clinical Faculty, Brigham Yong University Counseling and Psychological Services, Provo, Utah

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

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. Describe recommendations regarding responding to microaggressions.
5. Practice ways to respond to microaggressions while gaining awareness of how response (or lack thereof) effects the experience and safety of various group members and facilitators.
6. 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: 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 41
Projective Identification Goes to the Movies

Joseph Shay, PhD, CGP, LFAGPA,
Private Practice, Cambridge, Massachusetts

We will examine the complicated concept of projective identification through use of movie and TV clips.  Included are segments from Good Will Hunting, The Simpsons, Modern Family, Breakfast Club, In Treatment, and others.  Objectives include sharpening the definition of projective identification, recognizing its presence in group therapy, and learning to intervene more effectively when it exists. (Rated R)
Didactic/ Sharing of Experiences/ Demonstration/ Experiential

Learning Objectives:
The attendee will be able to:
1. Define projective identification.
2. Compare the different definitions of projective identification.
3. Identify ways to intervene more successfully when projective identification is present.
4. Differentiate common countertransference reactions in the presence of projective identification.

Course References:
1. Aguayo, J. (2008). On projective identification: Back to the beginning. International Journal of Psychoanalysis, 89, 423-425.
2. Klein, M. (1946). Notes on some schizoid mechanisms. International Journal of Psychoanalysis, 27, 99-110.
3. Meissner, W.W. (2009). Toward a neuropsychological reconstruction of projective identification. Journal of American Psychoanalytic Association, 57, 95-129.
4. Shay, J.J. (2011). Projective identification simplified: Recruiting your shadow. International Journal of Group Psychotherapy, 61, 239-261.
5. Weber, R. (2014). Unraveling projective identification and enactment. In L. Motherwell & J. Shay (Eds.), Complex dilemmas in group therapy: Pathways to resolution (2nd Ed., pp. 71-83). New York: Routledge.

Workshop 42
I’d Rather Go Out for Tacos: Our Emotional Resistance to Climate Change

Anna Graybeal, PhD, CGP,
Private Practice, Austin, Texas

Climate change poses an imminent and dire threat, and yet most of us resist having our thoughts and feelings about it. This resistance makes sense according to modern analytic theory: when feelings are challenging, it is natural to find ways to avoid them. In this workshop we will learn about resistance from a modern analytic perspective and use that information to begin working through our own resistance to our thoughts and feelings about climate change.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Define the concept of resistance from a modern analytic perspective.
2. Describe the basic science of climate change, including impacts to our communities.
3. Identify and interpret resistance to thoughts and feelings about climate change.
4. Predict how working with emotional resistance can help move our communities towards addressing climate change.

Course References:
1. Masson-Delmotte, V., et al. (2018). Global Warming of 1.5°C. An IPCC Special Report on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty. Retrieved from Intergovernmental Panel on Climate Change (IPCC) website: http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml.
2. Ormont, Louis R. (2001). The technique of group treatment: The collected papers of Louis R. Ormont. Edited by Lena Blanco Furgeri. Madison, CT: Psychosocial Press.

3. Spotnitz, H. (2004). Modern psychoanalysis of the schizophrenic patient: Theory of the technique. New York, NY: YBK Publishers, Inc.
4. Stoknes, P. E. (2015). What we think about when we try not to think about global warming: Toward a new psychology of climate action. Hartford, VT: Chelsea Green Publishing.
5. Wells, D. W. (2019). The uninhabitable Earth: Life after warming. New York, NY: Tim Duggan Books.

Workshop 43
Practicing What We Preach: Exploring The Differences Between Our Theoretical Approaches and Our Actual Practice

Andrew Eig, PhD, ABPP,
Private Practice, Palo Alto, California

We will explore the relationships that we have to our theory and to our mentors and the ways that we break with tradition to create our own ever-evolving leadership style. An opportunity will be provided for participation from varied perspectives and levels of experience to share this commonly private struggle.
Sharing of work experiences/ Experiential/ Didactic/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Analyze our relationships to our clinical theory.
2. Review our relationship with our mentors.
3. Apply interventions that fit with our own authentic therapeutic style and voice.

Course References:
1. Billow, R.M. (2003). Relational group psychotherapy: From basic assumptions to passion. London, U.K. and New York, NY: Jessica Kingsley.
2. Corbett, K. (2014). The Analyst's Private Space: Spontaneity, Ritual, Psychotherapeutic Action, Self-Care. Psychoanalytic Dialogues, 24, 637-647.
3. Gerson, B. (1996). The Therapist as a Person: Life Crises, Life Choices, 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: Routledge, Taylor and Francis Group.
5. Haynal, A., & Haynal, V.  (2015). Ferenzi's Attitude. in Harris and Kuchick (Eds), The Legacy of Sandor Ferenzi. London, Routledge. pp. 52-74.

Workshop 44
Polaroids, Phototherapy, and Group Process to Promote Personal Empowerment

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

Caitlin Burke, LCAT, ATR-BC,
Private Practice, Brooklyn, New York
Lena Friedman, MPS, ATR-BC, LCAT, CGP, 
Creative Arts Therapist, Bellevue Hospital, New York, New York

Developing deeper insights about one's personal empowerment using the support of group process with phototherapy. Participants will utilze a safe environment to authenticlaly explore empowered and disempowered aspects of self, which is applicable to their treatment with clients who are coping with many different issues. This experiential will ask particpants to visually depict their own stories through phototherapy and the group process will support the exploration of these different aspects of self.
Experiential/ Didactic/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Practice one movement-based, mindfulness exercise to apply to personal and client work to increase their present moment orientation.
2. Identify three therapeutic factors in which group process can elicit thoughts and feelings that have been hidden and unknown within themselves.
3. Describe two forms of resistence in their own life which inhibit their professional growth as professionals through the utilization of phototherapy.
4. Identify three ways in which group therapy increases a sense of belonging and decreases isolation.
5. Demonstrate three ways in which phototherapy can be an effective tool in increasing their clients' sense of empowerment.

Course References:
1. Corbitt, I.E., & Fryear, J.L. (1992). Photo Art Therapy: A Jungian Perspective. Springfield, IL: Charles C. Thomas.
2. Killick, K., & Schaverien, J. (1997). Art, Psychotherapy, and Psychosis. New York: Routledge.
3. Schaverien, J. (1992). The Revealing Image: Analytical Art Psychotherapy in Theory and Practice. New York: Routedge.
4. Waller, D. (2015). Group Interactive Art Therapy (Second Edition). New York: Routledge.
5. Weiser, J. (1993). Photo Therapy Techniques: Explorimg the Secrets of Personal Snapshots and Family Albums. New York: Josey/Bass.

Workshop 45
Deepening Connection in the Here-And-Now: Integrating Contemporary Models to Catalyze Healing in Groups

Annie Weiss, LICSW, CGP, FAGPA,
Group Seminar Leader, McLean Hospital, Newton, Massachusetts

This workshop integrates concepts and strategies from contemporary, neurobiologically-informed models of psychotherapy including IFS (Internal Family Systems), Polyvagal Theory and AEDP (Accelerated Experiential Dynamic Psychotherapy) to promote affective connection in the here-and-now, catalyze cohesion, relax 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. Explain the rationale for choosing group interactions that foster neuorplasticity
2. Identify active leadership strategies to foster neuroplasticity, connection and affective resonance in the here-and-now.
3. List group interventions that relax defenses and activate the Social Engagement System.
4. Describe methods to help group members to "explore what they don't know instead of explaining what they do know."

Course References:
1. Badenoch, B., & Cox, P. (2010). Integrating interpersonal neurobiology with group psychotherapy. International Journal of Group Psychotherapy, 60:4, 462-481,
2. Flores, P.J. (2010). Group psychotherapy & neuroplasticity: An attachment theory perspective. International Journal of Group Psychotherapy, 60 (4).
3. Flores, P.J. & Porges, S.W. (2017). Group psychotherapy as a neural Exercise: Bridging polyvagal theory and attachment theory. International Journal of Group Psychotherapy, 67: 202–222.
4. 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.
5. Lescz, M. (2017). How understanding attachment enhances group therapy. International Journal of Group Psychotherapy, 67, p.80-87.

Workshop 46
The Journey of Change from Needs to Decisions: A Four-Step Model Group Experience

Mohamed Ayman Abd-El-Hameed, MD, PhD,
Professor of Psychiatry, Faculty of Medicine, Minia University, Minia, Egypt
Refaat Mahfouz Mahmoud, MD, PhD,
Professor of Psychiatry, Faculty of Medicine, Minia University, Minia, Egypt
Mohamed Taha Siddik Mohamed, MD, PhD, CGP,
Assistant Professor of Psychiatry, Faculty of Medicine, Minia University, Minia, Egypt

Based on many years of clinical experience, the conductor and his team could develop and integrate various theoretical and clinical elements into what they call "The four-step Integrative Model for Group Psychotherapy. Through targeting clients's' needs, wants, rights and decisions, they could define a certain hierarchy for working through mental and emotional difficulties. Theoretical and technical elements of the approach will be outlined, with detailed clinical examples. Attendee will examine the approach themselves.
experiential/ didactic/ demonstration/ sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Evaluate their clients from a different psychological perspective.
2. Examine a new clinical approach in relation to their own clinical practice.
3. Integrate their own theoretical and clinical experiences in a new practical format.

Course References:
1. Taha, M., & Mahfouz, R (2008). Psychotherapy as a Creative Process: Theoretical and Clinical Perspectives. VDM Verlag: Germany.

2. Taha, M., Mahfouz, R., & Arafa, M. (2008). Socio-Cultural Influence on Group Therapy Leadership Style. Group Analysis, 41(4): 391-406. London, UK: SAGE Publications.
3. Taha, M., Abd-El-Hameed, M.A., Kamal, A., Hasan, M.A., & Mahfouz, R. (2010). Power of Love and Love of Power in Group Psychotherapy. Group Analysis, 43(2): 155-169. London, UK: SAGE Publications.

4. Taha, M., & Mahfouz, R. (2011). The Four Levels Therapeutic Game: A New Approach for Facilitating Therapeutic Change. In: D. Bloom & P. Brownell (Eds.) Continuity and change: Gestalt therapy now. Newcastle, UK: Cambridge Scholars Publishing.
5. Mahfouz, R., Taha, M., & Ishak, W.W. (2015). The Four-step Integrative Model for Group Psychotherapy: Description, Development, and Application in Egyptian Culture. In H. Derrickson (Ed.), Group Therapy: Theory, Practices and Effectiveness (first edition, pp 1-18). New York: Nova Publishers.
6. Rakhawy, M., Taha, M., & Sabry N. (2015). Group psychotherapy in Egypt: Past, present and future. International Journal of Group Psychotherapy, 65(4), 595–605.
7- Ahlin, G. (2010). Activity versus Passivity in Conductor Styles: Further Reflections about Egyptian and Group-Analytic Conductor Styles in Group Psychotherapy. Group Analysis, 43(2): 185-189. London, UK: SAGE Publications.
8- Punter, J. (2010). Group Analysis as I do It: How I Work with the Social Unconscious. Group Analysis, 43(2): 170-180. London, UK: SAGE Publications.

Workshop 47
Whose Feeling is it Anyway? Working with Induction Through a Modern Analytic Frame

Heather Frank, PsyD, CGP,
Private Practice, Chicago, Illinois
James O'Hern, LCSW, CGP,
Psychotherapist, Kaiser Permanente, Portland, Oregon

This workshop is designed to help group therapists new to group work identify induced feelings and learn to develop emotional insulation in their groups. We will cover topics such as emotional insulation, transference and countertransference, subjective and objective feelings, and knowing how a therapist’s history influences group dynamics. Workshop will utilize both didactic and experiential learning to help participants become more aware of the range of feelings that can be induced by the group environment.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Define induced feelings.
2. Identify and utilize the observing ego to distinguish between historical and present feelings.
3. Formulate interventions based on the leaders understanding of induced feelings.
4. Differentiate objective from subjective feelings.
5. Identify emotions that they may discourage in their groups.

Course References:
1. Geitner, P. (2012). Emotional communication: Counter transference analysis and the use of feeling and psychoanalytic technique. New York: Routledge.
2. Levine, R. (2017). A modern analytic approach to group therapy. International Journal of Group Psychotherapy, 67 (sup 1), S109-S120.
3. Levine, R. (2011). Progressing while regressing in relationships. International Journal of Group Psychotherapy, 61(4).
4. Price, J. (2018). Into the wild: working with preverbal experiences in a group. International Journal of Group Psychotherapy, 68:1, 1-16.
5. Zeisel, E.M. (2017). The leader’s use of self: A modern analytic approach to working in the intrapsychic and interpersonal realm. Modern Psychoanalysis, 37(2), 43-58.

Master Workshop 48
The Body as Primary Access to the Self

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

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

In this non-verbal experience using dance movement and therapy as the medium, you will have the opportunity to experience the personal and collective unconscious in a group experience. Participants will be invited into a relationship with the body unconscious through the use of ritual and movement.
Experiential/ Didactic/ Demonstration/ Sharing of Work Experiences
Learning Objectives:
The attendee will be able to:  
1.  Appraise the affects that come from universal group stages.
2.  Identify movement that has interest and draws intention versus movements that take us into past or future.
3.  To contrast movement of spontaneity and authenticity versus performance.

Course References:
1. Bloom, K. (2006). The Embodied Self: Movement As Psychoanalysis. London & New York: Karnac.
2. Chodrow, J. (1991). Dance Therapy An Depth Psychology: The Moving Imagination. New York Press: Routledge.
3. Dosamantes-Beandry, I. (2007). American Journal of Dance Therapy, 29 (2), 73-91.
4. Rochester, J. A. (2002). Offering From The Conscious Body. The Discipline Of Authentic Movement. VT: Inner Traditions.
5. Schmais, C. (1999). Groups: A Door To Awareness. American Journal of Dance Therapy, 21, 5-18.

Workshop 49
The Gender Paradox: Evolution of the Integrated Group Leader
Yoon Im Kane, LCSW, CGP,
Private Practice, New York, New York
Saralyn Masselink, LCSW, CGP, Private Practice, Los Angeles, California

Culturally-sanctioned, unconscious beliefs are repeated in group dynamics. The integrated leader is
able to invite members to safely inhabit a multiplicity of feelings and experiences. We explore how group
leaders can regulate their own nervous systems to repair the ‘passionate bad fit’ of cultural expectations of gender. Participants learn to work with their defenses and habitual reactions while staying open-hearted and curious enough to navigate difficult relational moments. How can group provide reparative experiences that counter dysfunctional cultural norms?
Didactic/ Demonstration/  Sharing of Work Experiences/ Experiential

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 polarizing experiences of gender.
3. Learn strategies to regulate the group leader’s nervous system to facilitate safety in group.
4.. Develop skills to create immediacy in group around difficult topics that lead to healthy discourse, vitality and aliveness in group.
5. Distinguish ways gender identity influences experiences of power and privilege 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. 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
3. Lorde, A. (2017). Your Silence Will Not Protect You: Essays and Poem. London, UK: Silver Press.
4. Sweezy M., & Ziskind E.L. (Eds.). (2013). Internal Family Systems: New Dimensions. New York: Routledge.
5. Siegel, D. (2010). Mindsight. Random House, New York.
6. Annis, Barbara. (2016). Same Words, Different Language. Old Tappan, NJ: Pearson Education Inc.

Workshop 50

Workshop 51

OCD Groups: Integrating Exposure Therapy with Group Process

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

Ingrid Sochting, PhD, RPsych, CGP,
University of British Columbia, Department of Psychology, Vancouver, British Columbia

Obsessive-compulsive disorder (OCD) affects 2% of the population yet is often misdiagnosed and under-treated, even among mental health professionals. Specialized CBT is the first-line best practice intervention. Research also shows that a group format is as effective as individual.  However, to run a successful OCD group, leaders need to be competent in both exposure therapy and group process factors. This workshop will cover both competencies and participants receive a protocol for how-to implement.
Didactic/ Sharing of Work Experiences/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:  
1. Describe the cognitive model of OCD as part of offering psycho-education.
2. Explain the principles of systematic desensitization within an inhibitory learning paradigm.
3. Support group members in developing individual exposure plans.
4. Conduct groups integrating individual work while capitalizing on the support of the group.

Course References:
1. Burlingame, G.M., Strauss, B., & Joyce, A.S. (2013). Change mechanism and effectiveness of small group treatments. In M.J. Lambert, A.E., Bergen, & S.L.  Garfield, (Eds.), Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (6th ed., pp.640-89). New York: Wiley-Blackwell.
2. Öst, L.G., Havnen, A., Hansen, B.L., & Kvale, G. (2015). Cognitive behavioural treatments of obsessive compulsive disorder. A systematic review and meta-analysis of studies published 1993-2014.  Clinical Psychology Review, 40, 156-69.
3. Sookman, D. (2016). Specialized Cognitive-behavior Therapy for Obsessive Compulsive Disorder: An expert clinican guidebook. New York and London: Routledge. 
4. Arch, J.A., & Abramowitz, J.S. (2015). Exposure therapy for obsessive-compulsive disorder: An optimizing inhibitory learning approach. Journal of Obsessive-Compulsive and Related Disorders, 174-82..
5. Schwartz, C., Hilbert, S., Schubert, C., Schelgl, S., Freyer, T., Löwe, B., Osen, B., & Voderholzer, U. (2017). Change factors in the process of cognitive-behavioural therapy for obsessive-compulsive disorder. Clinical Psychology and Psychotherapy, 24, 785-92.

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

LG-2: The Large Group 
Presented in cooperation with the Systems-Centered Training and Research Institute

Susan Gantt, PhD, ABPP, CGP, DFAGPA
Claudia Byram, PhD, CGP
Frances Carter, MSS, LSW
Ray Haddock, MBChB, MMedSc, FRCPsych

Robi Friedman, PhD

Using systems-centered’s (SCT) method of functional subgrouping, this large group will explore the emergent system dynamics and conflicts we have as members, subgroups and as a large group-as-a-whole in each phase of system development. Functional subgrouping supports discriminating and integrating differences as the process by which all living human systems survive, develop and transform. Thinking systems facilitates us discovering how our large group functioning is isomorphic with the larger social contexts in which we are nested.

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

Learning Objectives:
The attendee will be able to:
1. Apply functional subgrouping in a large group context.
2. Identify how functional subgrouping enables groups to develop by integrating differences rather than splitting and polarizing.
3. Describe the similarities and differences between the inner-person where we feel like ourselves, the inter-person where we are related with others toward a common goal, and the whole-system context and its norms.
4. Differentiate between what the large group is open to in each phase and what it is closed to.
5. Discuss how the large group is nested in the context of the AGPA conference which is nested in the context of AGPA and how the large group functions is isomorphic with its larger context both within AGPA and at all system levels.
6. Differentiate between explaining which reiterates the known and exploring which takes us to the unknown and opens to emergence.

Course References:
1. Agazarian, Y.M., & Carter, F. (1993). The large group and systems-centered theory. GROUP: The Journal of the Eastern Group Psychotherapy Society, 17(4), 210-234.
2. Gantt, S.P., & Agazarian, Y.M. (2011). Highlights from ten years of a systems-centered large group: Work in progress. Voices: The Art and Science of Psychotherapy, 47(1), 40-50.
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. (2018). Developing groups that change our minds and transform our brains: Systems-centered’s functional subgrouping, its impact on our neurobiology, and its role in each phase of group development. Psychoanalytic Inquiry: Today’s Bridge Between Psychoanalysis and the Group World [Special Issue]. 38(4), 270-284.
5. O’Neill, R.M., & Mogle, J. (2015). Systems-centered functional subgrouping and large group outcome. GROUP: The Journal of the Eastern Group Psychotherapy Society, 39 (4), 303-317. doi: 10.13186/group.39.4.0303
6. Whitcomb, K.E., O’Neill, R.M., Burlingame, G.M., Mogle, J., Gantt, S.P., Cannon, J.A.N., & Roney, T. (2018). Measuring how systems-centered® members connect with group dynamics: FSQ-2 construct validity. International Journal of Group Psychotherapy, 68(2), 163-183. doi: 10.1080/00207284.2017.1381024

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

Session 212-5
How Group Therapists Can Relate to Psychotherapy Research Without Fear or Intimidation

Presented under the auspices of the AGPA Research SIG and Science-to-Service Task Force

Sally Barlow, PhD, ABPP, ABGP, CGP,
 Retired Professor, Brigham Young University, Provo, Utah

Les R. Greene, PhD, CGP, DLFAGPA, 
Psychologist, VA Connecticut Health System and Yale University, West Haven, Connecticut
Francis Kaklauskas, PsyD, FAGPA, 
Psychologist, Naropa University, Boulder, Colorado

Good enough group leaders (invoking the wisdom of Winnicott) routinely engage in such nuanced expertise in order to increase good outcomes for group members. Three group events in particular often cause some difficulty for group leaders: 1) Group formation, 2) Scapegoating, 3). Rupture & Repair.

Learning Objectives:
The attendee will be able to:
1. Acquire clinical wisdom and research knowledge into their clinical practices with increased competence
2. Read, critically appraise, and integrate research findings into one’s clinical work.
3. Cite current relevant research that informs interventions at the level of group formation, creating safety and developing norms.
4. Cite current relevant research that informs interventions at the level of the potentially disruptive processes of scapegoating.
5. Cite current relevant research that informs interventions at the level of the potentially dangerous process of rupture with ways to repair.

Course References:
1. Barlow, S., Burlingame, G., Greene, L., Joyce, A., Kaklauskas, F., Kinley, J., & Feirman, D. (2015). Evidence-based practice in group psychotherapy [American Group Psychotherapy Association Science to Practice Task Force web document]. Retrieved from http://www.agpa.org/home/practice-resources/evidence-based-practice-in-group-psychotherapy.
2. Barlow, S. (2012). Application of the Competency Model to Group Specialty Practice. Professional Psychology: Research and Practice, 43(5), 442-451.
3. Barlow, S. (2013). Group Specialty Practice. Oxford, England: University of Oxford Press.
4. Greene, L. (2012). Studying the why and how of therapeutic change; the increasingly prominent role of mediators in group psychotherapy research. International Journal of Group Psychotherapy, (62)2, 325-331.
4. Kaklauskas, F.J. & Greene, L.R. (Eds) (2020). Core principles of group psychotherapy: An integrated theory, research and practice training manual. New York:  Taylor & Francis.
5. Yalom, I. & Lescz, M. (2005). The theory and practice of group psychotherapy. New York: Basic Books.

Session 213-5
Developing and Maintaining the Co-Leader Relationship

Ryan Spencer, LMFT, CGP,
Private Practice, Austin, Texas

Keith Rand, MA, MFT, CGP, FAGPA, Private Practice, Los Angeles, California

Scott Phillips, LMFT, CGP, 
Private Practice, Austin, Texas
Donna Rich, LCSW, Private Practice, Austin, Texas
Deborah Sharp, LCSW, CGP, Private Practice, Austin, Texas

Alyson Stone, PhD, CGP, Private Practice, Austin, Texas
Pierre Choucroun, PhD, LPC-S, CGP, Private Practice, Austin, Texas

This open session is for those new to group co-leadership and for those who are beginning co-leaders. Participants will have the opportunity to ask questions and hear from a panel about ways to develop, support and maintain a co-leader relationship. Attendees will learn to identify and negotiate difficult dynamics between co-leaders.

Learning Objectives:
The attendee will be able to:
1. Name three benefits of co-led groups.
2. Identify two ways to maintain a healthy co-leader relationship.
3. Name two factors to help determine a good fit between co-leaders.
4. Identify three difficult dynamics that can emerge in a co-leader relationship.

Course References:
1. Burlingame, G. M., McClendon, D. T., & Yang, C. (2018). Cohesion in group therapy: A meta-analysis. Psychotherapy, 55(4), 384-398.
2. Fall, K.A., & Menendez, M. (2002). Seventy Years of Co-Leadership: Where Do We Go From Here?. TCA Journal, 30:2, 24-33.
3. Freedman, W., & Diederich, L. T. (2017). Group Co-Facilitation: Creating a Collaborative Partnership. The College Counselor’s Guide to Group Psychotherapy, 159–172.
4. Harwood, I. (2003). Creative Use of Gender While Addressing Early Attachment, Trauma, and Cross-Cultural Issues in a Cotherapy Group. Psychoanalytic Inquiry, 23(5), 697–712.
5. Heilfron, M. (1969). Co-Therapy: The Relationship between Therapists. International Journal of Group Psychotherapy, 19:3, 366-381.
6. Kivlighan, D. M., Jr., London, K., & Miles, J. R. (2012). Are two heads better than one? The relationship between number of group leaders and group members, and group climate and group member benefit from therapy. Group Dynamics: Theory, Research, and Practice, 16(1), 1-13.
7. Livingston, L. (2001). Transferences Toward the Co-Therapist Couple: Triadic Relationships and Selfobject Needs. Group, 25 (1/2), 59-73. Retrieved from http://www.jstor.org/stable/41718962
8. Luke, M., & Hackney, H. (2007). Group Coleadership: A Critical Review. Counselor Education and Supervision, 46(4), 280–293.
9. MacLennan, B. W. (1965). Co-Therapy. International Journal of Group Psychotherapy, 15:2, 154-166.
10. Rutan, J. S., Stone, W. N., & Shay, J. J. (2007). Psychodynamic group psychotherapy (4th ed.). New York, NY: Guilford Press.
11. Roller, B., Nelson, V. (1991). The art of co-therapy: How therapists work together. New York, NY: Guilford Press.

Session 214-5
DBT and Modern Group Analysis: An Integrative Lens

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

Claudia Arlo, LCSW-R, CGP, FAGPA,
Clinician Supervisor, Mount Sinai West, New York, New York

This session will address the use of aspects of Dialectical Behavior Therapy (DBT) and Modern Group Analysis in an integrative fashion. A brief description of DBT and Group Analysis will be offered to highlight common, complementary aspects and differences. Group discussion drawn from attendees’ practice will be discussed.

Learning Objectives:
The attendee will be able to:  
1. Discuss the value of integrating theories to group practice.
2. Describe the tenets of DBT and Modern Group Analysis.
3. Apply the content discussed to the treatment of pre-oedipal/borderline clients.
4. Discuss how this integration can be utilized in attendees' practice.

Course References:
1. Arlo, C. (2019). Integrated Group Psychotherapy Program [IGPP] for Multi-Diagnosed Clients. International Journal of Group Psychotherapy, 69:2, 149-171. Published online 2018 DOI: 10.1080/00207284.2018.1493931
2. Arlo, C. (2017). Group Therapy and Dialectical Behavior Therapy: Integrative Response to a Clinical Case. International Journal of Group Psychotherapy, 67 (Supplement 1).

3. Linehan, M. M. (1993). Cognitive-behavioral therapy for borderline personality disorder. New York, NY: Guilford Press.
4. Lyons, L. (2015). Working with dangerous behaviors: integrating relational psychoanalysis and dialectical behavior therapy with self-injuring patients. In J. Bresler & K. Starr (Eds.), Relational Psychoanalysis and Psychotherapy Integration: An evolving synergy. Taylor and Francis. Kindle Edition.
5. Ormont, L. (1995). A view of the rise of modern group analysis. Modern Psychoanalysis, XX(1), pp 31-42.

Session 215-5
Psychodynamic Group Psychotherapy in the Treatment of Patients with Psychosis

Ivan Urlić, MD, PhD,
Professor, Department of Psychiatry and Psychological Medicine, University of Split, Split, Croatia

Majda Grah, Psychiatrist, Head of the Ward, Sveti Ivan Psychiatric Hospital, Zagreb, Croatia
Branka Restek-Petrović, MD, PhD, Assistant Professor, Medical Faculty, Osijek University, Osijek, Croatia

The session will demonstrate the rationale for application of psychodynamic principles in treatment of patients with psychotic conditions. Different approaches in group psychotherapy will be described and also clinical examples provided. Specificities in technique for young patients in the early intervention program groups as well as for long term groups with more chronic psychotic patients will be described and outlined with clinical examples. The effects on long term psychosocial functioning will be also described.

Learning Objectives:
The attendee will be able to:  
1. Define and demonstrate the rationale for applying psychodynamic understanding of psychosis in clinical practice.
2. Describe the process of composition, development and leadership of the psychodynamic group of young patients with psychosis.
3. State and describe the effects of the long term group process of psychotic patients on their psychosocial functioning with clinical vignettes and examples.

Course References:
1. Alanen, Y. O., Gonzalez de Chavez, M., Silver, A. L. S., & Martindale, B. (2009). Psychotherapeutic  Approaches to Psychoses: Past, Present and Future. London & New York: Routledge.
2. Cañete, M., & Ezquerro, A. (1999). Group-Analytic Psychotherapy of  Psychosis. Group Analysis, 32, 507-514.
3. Foulkes, S. H. (1964). Therapeutic Group Analysis. London: Karnac Books.
4. Martindale,  B.V.  (2007).  Psychodynamic  Contributions  to  Early  Intervention  in Psychosis. Advances in Psychiatric Treatment, 13, 34-42.
5. Restek-Petrovic, B., Bogovic, A., Oreskovic-Krexler, N., Grah, M., Mihanovic, M., & Ivezic,  E. (2014). The  Perceived Importance of Yalom’s Therapeutic Factors in Psychodynamic Group Psychotherapy for Patients  with  Psychosis. Group Analysis, 47(4), 456-471.

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

Social JusticeWorkshop 52-5
A Deeper Look at Detours and Distancing Behaviors Within White Affinity Groups

Michele Ribeiro, EdD, CGP, FAGPA, 
Psychologist, Counseling and Psychological Services, Oregon State University, Corvallis, Oregon

This experiential learning workshop invites participants into small group work that identifies common detours and distancing that White people do to explain good intentions regarding race-related dynamics. The goal of the workshop will be to recognize these patterns and move towards proactive micro-intervention practices.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Identify the phases of white identity development.
2. Define privilege, power, dominance, collusion and other definitions related to whiteness
3. Identify how attendee’s personal processes regarding race/domination dynamics play out in daily life.
4. Identify specific types of distancing behaviors and detours that can be experienced as microaggressions.
5. Identify uncomfortable thoughts and feelings related to White identity and internalized dominance within a group. 
6. Identify at least two micro-interventions/corrective justice practices.

Course References:
1. Adams, M., et al. (Eds.). (2013). Readings for diversity and social justice (3rd Ed.). New York: Routledge.
2. DiAngelo, R.  (2017). Why it’s so hard to talk to White people about race. Huffington Post, Retrieved on 4/28/2019 at https://www.huffingtonpost.com/good-men-project/why-its-so-hard-to-talk-to-white-people-about-racism_b_7183710.html#

3. McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack from Working Paper 189. White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women's Studies. Wellesley, MA: Wellesley College Center for Research on Women.
4. Obear, K. (2011). Exploring dynamics of racism - Dismantling internalized dominance and developing white allies. Alliance for Change Consulting.
5. Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., & Calle, C. Z.  (2019).  Disarming racial microaggressions:  Microintervention strategies for targets, white allies, and bystanders. American Psychologist, 74 (1), 128-142.

Social JusticeWorkshop 53-5
A Group Approach to Political Culture: How to be a Therapist in a Politically Diverse World

Adrian Lory, LPC
Private Practice, Austin, Texas

The wisdom of group can help us approach political differences productively, in therapy and beyond. Treating the world like a group can help us transcend left and right, explore political differences in a more varied and holistic way, and serve as a stimulus to personal growth.
Experiential/ Didactic/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Describe in what ways the political scene and society in general can be usefully understood as a group.
2. Identify by name seven “members” (political orientations) in this group.
3. Identify which of these orientations the participant finds most personally challenging and begin to describe personal associations
stimulated in this area.
4. State the basic history and goals of each orientation, according to the material presented.

Course References:
1. American Counseling Association. (2014). Code of ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf
2. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code
3. Plakun, E. M., & Steele, T. E. (2017). Politics in the consulting room. Journal of Psychiatric Practice, 23(4), 281-283.
4. Spangler, P. T., Thompson, B. J., Vivino, B. L., & Wolf, J. A. (2017). Navigating the minefield of politics in the therapy session. Psychotherapy Bulletin, 52(4), 20-25.
5. Strickler, R. (2018). Deliberate with the enemy? Polarization, social identity, and attitudes toward disagreement. Political Research Quarterly, 71(1), 3-18.

Workshop 54-5
Ethics is a Team Sport!!

James Abrams, MA,
 Private Practice, Denver, Colorado
Madeline Stein, MA, Student, Saybrook University, Oakland, California

In this presentation we will seek to elucidate the framework for critical thinking in ethical dilemmas and seeking help, rather than trying to teach all relevant ethical edge cases, with the goal of realistically preparing people to confront ethics as they arise in their practice.
Didactic/ Sharing of Work Experiences/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. State the three most common ethical pitfalls as related to group psychotherapy.
2. State five practices for staying ahead of ethical quandaries that present in group.
3. Identify three steps to develop and maintain an ethical support network.
4. List three benefits and limitations of counseling regulatory boards.

Course References:
1. ACA Governing Council. (2014). 2014 ACA code of ethics: as approved by the ACA governing council. American Counseling Association. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf
2. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, Amended June 1, 2010 and January 1, 2017). Retrieved from http://www.apa.org/ethics/code/index.aspx
3. Even, T., & Robinson, C. (2013). The impact of CACREP accreditation: A multiway frequency analysis of ethics violations and sanctions, 91, 1, (26-34).
4. Forester-Miller, H., & Davis, T. E. (2016). Practitioner’s guide to ethical decision making (Rev. ed.). Retrieved from http://www.counseling.org/docs/default-source/ethics/practioner’s-guide-toethical-decision-making.pdf
5. Thomas, K., Weinrach S. (1993). The National Board for Certified Counselors: The Good, the Bad, and the Ugly. American Counseling Association, 72, 105-109.

Social JusticeWorkshop 55-5
Considerations in Supervision of Clinicians of Color: A Peer Consultation Group Model

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

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

A peer consultation group involves case consultations, mentoring, growth and professional development and is distinct from the hierarchical and gatekeeper nature of a peer supervision group. For clinicians of color, finding a group that supports excellence in practice while feeling empowered and part of the majority and not the minority is often difficult. This workshop for clinicians and supervisors discusses the benefits and challenges of such a group.
Didactic/ Sharing of Work Experiences/ Experiential/ Demonstration

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

Course References:
1. Bernard, J.M., & Goodyear. R (2014). Fundamental of clinical supervision (5th ed.). Boston: Allen & Bacon.
2. Hedin, J. (2018). The experience of microaggressions within cross-racial videoconferencing supervision: A case study. (Unpublished doctoral dissertation). Minnesota State University, Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/793

3. Newman, D.S., Nebbergall, A.J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational and Psychological Consultation, 23, 200-216. Doi:10.1080/10474412.2013.814305
4. Sukumaran, N. (2016). Racial microaggressions and its impact on supervisees of color in cross-racial counseling supervision. (Unpublished doctoral dissertation). University of Missouri-Kansas City. Retrieved from:

5. Wade, J.C., & Jones, J.E. (2015). Beyond competency: Expertise and lifelong learning. Strength-based clinical supervision: A positive psychology approach to clinical training. New York, NY: Springer Publishing Co.

Workshop 56-5
Leading Group Leaders: Leadership Skills for Group Coordinators in UCCs and Other Settings

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

Carrie Brown, PhD,
 Staff Therapist and Group Coordinator, Syracuse University Counseling Center, Syracuse, New York
Niki Keating, PhD, Associate Director of Counseling & Psychological Services, Colgate University, Hamilton, New York

Group coordinators face a variety of challenges in the oversight of a group therapy program, requiring strong leadership, perseverance, and passion for promoting group therapy. Inspired by the work of Brene Brown, participants will explore their authentic leadership style and identify strategies to enhance leadership skills in their role.
Didactic/ Sharing of Work Experiences/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Define the multiple roles held by group coordinators within UCCs or other settings.
2. Identify five of the ten core competencies of leadership and be able to define authentic leadership.
3. Participate in a values exercise and identify connections between their values and their unique, authentic leadership style.
4. Identify at least three specific leadership strategies to increase their effectiveness as a leader within their organization.

Course References:
1. Brown, B. (2018). Dare to lead: brave work, tough conversations, whole hearts. New York: Random House.
2. Bryman, A. (2007). Effective leadership in higher education: a literature review. Studies in Higher Education, 32, 693-710.
3. Holzweiss, P., Walker, D.W., & Conrey, M. (2018). Preparing new professionals for administrative leadership in higher education: identifying specific skills for training. Perspectives: Policy and Practice in Higher Education, 23, 54-60.
4. Ribeiro, M., Gross, J., & Turner, M. (2018). The College Counselor’s Guide to Group Psychotherapy. New York: Routledge. 
5. Santamaria, L.J. (2013). Critical change for the greater good: Multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50, 347-391.

Workshop 57-5
Assessing and Managing Suicide Risk in Group Therapy: Ethical and Clinical Considerations

Erica Lennon, PsyD,
Assistant Director for Clinical Services and Outreach, Center for Counseling and Psychology Services, University of North Carolina at Charlotte, Charlotte, North Carolina

Meeting the goals of non-suicidal members while attending to emerging suicide risk presents challenges. Strategies for conducting brief risk assessments both during and after group are presented. Considerations integrated include maintaining group cohesiveness and member involvement, adhering to ethical principles, and including cultural competence. Suggested procedures for agencies are also explored.
Didactic/ Sharing of Work Experiences/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Identify common risk factors for suicide as they relate to ethical principles.
2. Compare options/models for responding to suicidal thoughts within the group related to risk and safety.
3. Identify several methods for including other members while assessing/managing risk of suicide.
4. Identify potential policies and procedures within a variety of settings that will promote thorough assessment and management of suicide risk.

Course References:
1. Chu, J. P., Poon, G., Kwok, K. K., Leino, A. E., Goldblum, P., & Bongar, B. (2017). An Assessment of Training in and Practice of Culturally Competent Suicide Assessment. Training and Education in Professional Psychology. Advance online publication. http://dx.doi.org/10.1037/tep0000147
2. Gottlieb, M. C., Handelsman, M. M., & Knapp, S. (2013). A model for integrated ethics consultation. Professional Psychology: Research and Practice, 44(5), 307-313.
3. MacNair-Semands, R. R. (2005). Ethics in group psychotherapy. New York: American Group Psychotherapy Association.
4. Sommers-Flanagan, J., & Shaw, S. L. (2016). Suicide Risk Assessment: What Psychologists Should Know. Professional Psychology: Research and Practice. doi: 10.1037/pro0000106
5. Wendler, S., Matthews, D., & Morelli, P. (2012). Cultural competence in suicide risk assessment. In Simon, R.I. & Hales, R.E. (Eds.), The American psychiatric publishing textbook of suicide assessment and management, 2nd ed. Washington, DC: American Psychiatric Publishing.

Workshop 58-5
Interpersonal Neurobiology, Courage and High-Performing Teams

Presented under the auspices of the AGPA Organizational Consulting SIG

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

There is an important connection between our willingness to be brave and vulnerable and our ability to solve problems, be creative, manage conflict, engage others and work together effectively. This highly experiential and entertaining workshop will explore some evidence-based techniques you can use right away to increase your personal and team effectiveness and help create a high performing team.
Didactic/ Experiential/ Demonstration/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Discuss how interpersonal neurobiology sets the stage for high performing teams.
2. Describe how self-awareness and effective self-regulation builds trust in organizations.
3. Practice and teach two self-regulation skills
4. Describe and explore some of the unconscious biases you have that prevent bravery
4. Describe how self-regulation supports vulnerability and courage - two qualities critical to trust building.
5. Apply these lessons to a situation in your organization (family, relationship) to enhance team performance.

Course References:
1. Brown, B. (2018). Dare to lead: Brave work, tough conversations, whole hearts. New York: Random House.
2. Kogan, N. (2018). Happier Now: How to Stop Chasing Perfection And Embrace Everyday Moments. Boulder, CO: Sounds True.
3. Lauritsen, J. (2018). Unlocking High Performance. New York: Martin P. Hill Consulting.
4. Ross, H. (2018). Our search for belonging: How our need to connect is tearing us apart. Oakland, CA: Berrett-Koehler Publishers.
5. Siegel, D. (2011). Mindsight: The new science of personal transformation. New York: Bantam Books.

Workshop 59-5
CLAY THERAPY GROUP – How Clay Therapy Promotes Emotional Expression Individually and/or Alone Together

Presented under the auspices of the AGPA Addiction & Recovery SIG and the Issues of Aging SIG

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

Participants will be given: a brief overview of the therapeutic benefits of working with clay, a brief demonstration of ways to work with clay by hand. Modeling emotions with clay; finding words through your hands, based upon their interests, clients will be guided to create, alter their own unique pottery pieces.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Discuss how the sensorimotor experience of clay work, provides opportunities to verbalize preverbal traumatic experiences.
2. Name three ways clay work may be beneficial in working with a wide variety of clinical diagnostic issues.
3. Discuss clay work treatment model benefits in a weekly group practice setting.
4. List basic hand-building skills that can be used with patients in individual or group settings.
5. Discuss how clay work may provide clinicians with opportunities for exploring preverbal and/or traumatic experiences.
6. Explain how clay work could be incorporated into participants' practices.

Course References:
1. Sholt, M., & Gavron, T. (2006). Therapeutic Qualities of Clay-work in Art Therapy and Psychotherapy: A Review. Art Therapy: Journal of the American Art Therapy Association, 23(2) pp. 66-72.
2. Rappaport, L. (1998). Focusing and Art Therapy: Tools for Working Through Post Traumatic Stress Disorder. Focusing folio, 17.
3. Lesser, C. (2017). Creating Ceramics Can Help Combat Depression. Artsy.net, url: artsy.net/article/artsy-editorial-creating-ceramics-help-combat-depression
4. Mechling, L. (2017). Pottery Is the New Yoga! Here's to the Mind-Clearing Benefits of Clay. Vogue, url: vogue.com/article/ceramics-pottery-therapeutic-benefits-mindfulness-meditation
5. Sherwood, P. (2004). The Healing Art of Clay Therapy. Melbourne, Austrailia: ACER Press.

Workshop 60-5
Talkin' Bout My Generation: Existentialism and Issues of the Newly Aging (50+) in Group Therapy

Presented under the auspices of the AGPA Issues of Aging SIG

Shayne Ann Vitemb, MA, LMFT, CGP,
Private Practice, El Segundo, California

What does it mean to "be" in the world now that I am older? In this workshop we will explore  existential ideas for the “newly aging” among  our groups and ourselves as we  enter a new phase of  our lives. We will delve into themes such as  anxiety, relationships, “thrownness”, and life's meaning. The session  will include a short didactic piece as well as a whole group process. All age groups are welcome to attend.
Experiential/ Didactic/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Identify at least three existential concepts that may affect a person as they age.
2. Name three philosophers or psychologists who influenced existentialism in group therapy.
3. Identify at least one way in which isolation affects the aging population.

Course References:
1. Boss, P. (1999). Ambiguous loss. Learning to live with unresolved grief. Cambridge, MA: Harvard Press.
2. Poland, W. (2018). Intimacy and separateness in psychoanalysis. In W.F. Cornell (Ed.), Slouching towards mortality. Thoughts in time and death (pp.165). New York, NT: Taylor and Francis Group.
3. Schramm, M.G. (2018). A paradox which comforts while it mocks: Introduction to special section, the group therapist and issues of aging. International Journal of Group Psychotherapy, 68 (3), 293-296. Published online.
4. Vitemb, S. (2018). Talkin' 'bout my generation: Existentialism, aging, and newly emerging issues in group therapy. International Journal of Group Psychotherapy, 68 (3), 337-351. Published online.
5. Yalom, I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th. ed.). New York, NY: Basic Books.

Workshop 61-5
The Use of Film, Memoirs, and Music in Groups with Patients with Psychosis

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

Natalie Haziza, MA, 
Predoctoral Intern, Harvard Medical School- Cambridge Health Alliance & City University of New York- The Graduate Center, New York, New York

This workshop will provide an overview of a group developed and led on an inpatient unit in the South Bronx, NYC. The Personal Journeys with Mental Illness group uses autobiography, memoir, film, music and poetry created by people with mental illness to facilitate discussion among patients. Using first person narratives encourages patients to speak about their experiences, normalizes the experience of mental illness and helps combat the stigma of serious mental illness.
Sharing of work experiences/ Experiential/ Didactic/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Apply the materials and ideas presented in the workshop (i.e. use of memoir or music) to groups that they are currently leading.
2. Discuss how personal narratives can normalize the experience of severely-mentally ill patients and combat stigma.
3. Apply and adapt the ideas presented in the workshop to diverse populations.

Course References:
1. Gonzáles de Chávez, M. (2009). Group psychotherapy and schizophrenia. In Y. O. Alanen, M. Gonzáles de Chávez, A. L. Silver, & B. Martindale (Eds.), Psychotherapeutic approaches to schizophrenia psychosis. ISPS series (pp. 251–266). London, UK: Routledge.

2. Kanas, N. (1991). Group Therapy with Schizophrenic Patients: A Short- Term, Homogeneous Approach. International Journal of Group Psychotherapy, 41:1, 33-48, DOI: 10.1080/00207284.1991.11490631
3. Ricks, L., Kitchens, S., Goodrich, T., & Hancock, E. (2014). My story: The use of narrative therapy in individual and group counseling. Journal of Creativity in Mental Health, 9(1), 99-110.

4. Sommer, R. (2003). The use of autobiography in psychotherapy. Journal of clinical psychology, 59(2), 197-205.
5. Urlić, I. (2011). Group Psychotherapy for Patients with Psychosis: A Psychodynamic (Group‐Analytic) Approach. The Wiley‐Blackwell Handbook of Group Psychotherapy, 547-569.
6. Yazici, E., Ulus, F., Selvitop, R., Yazici, A., & Aydin, N. (2014). Use of movies for group therapy of psychiatric inpatients: Theory and practice. International Journal of Group Psychotherapy, 64(2), 255–270. DOI:10.1521/ ijgp.2014.64.2.254

Workshop 62-5
“I Said NO”: Empowerment Self-Defense and Healing from Trauma

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

Anne Miller-Uueda, MSS, LCSW,
Counselor, WOAR Philadelphia Center Against Sexual Violence, Philadelphia, Pennsylvania

Combining didactic and experiential learning, this training overviews the integration of empowerment-based self-defense instruction, trauma processing, and psychoeducation into groups for survivors of sexual and domestic violence. Facilitators will provide the research basis for this integration, discuss data from groups run through a partnership between a Domestic Violence center and a Sexual Violence center, run an abbreviated group session, and discuss ways for participants to consider implementation of similar groups in their communities.
Experiential/ Didactic/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Describe how empowerment self-defense instruction can be an impactful tool in healing from trauma. 
2. Identify the steps needed to implement an empowerment self-defense trauma-processing group.
3. Summarize the ways that this integrated group can renew self-efficacy and grow boundary setting skills.

Course References:
1. Hollander, J. A. (2014). Does Self-Defense Training Prevent Sexual Violence Against Women?. Violence Against Women, 20(3), 252-269.
2. Hollander, J. A. (2018). Empowerment Self-Defense. In L. M. Orchowski & C. A. Gidycz (Eds.) Sexual Assault Risk Reduction and Resistance (221-224). London: Academic Press
3. Jones, A. L., & Mattingly, K. (2016). Empowerment, Social Justice, and Feminist Self-Defense. Affilia: Journal of Women and Social Work, 31(2), 263-270.
4. Munsey, R. A., Warren, A. S., & Wooten, H. R. (2015). Body-Centered Self Defense for Survivors of Sexual Assault. Journal of Professional Counseling: Practice, Theory, and Research, 42(2), 17-27.
5. Rosenblum, G. D., & Taska, L. S. (2014). Self-Defense Training as Clinical Intervention for Survivors of Trauma. Violence Against Women, 20(3), 293-308.
6. Van Der Kolk, B. (2015). The Body keeps the score brain, mind and body in the healing of trauma. New York, NY: Penguin Books.
7. Yalom, I. D., & Leszcz, M. (2008). The theory and practice of group psychotherapy. (5th ed.). New York: Basic Books.

Afternoon Open Sessions
4:30 – 6:00 P.M.
Social JusticeSession 216-5
Soul Siblings and Invincible Black Women: The Power of Black Women Groups at Predominantly White Institutions
Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG and the Racial and Ethnic Diversity SIG
Kimberly Burdine, PhD, MS, Assistant Director, Director of Community Engagement & Interim Training Director, The University of Texas at Dallas, Student Counseling Center, Richardson, Texas
Analesa Clarke, PhD, Clinical Assistant Professor, University of Florida Counseling and Wellness Center, Gainesville, Florida
The presenters will discuss the rationale, impact and implications for offering Black women’s groups at predominantly white institutions. This will include the  distinct mental health concerns Black women may experience, including the impact of the “invincible Black women” and “strong Black women” schema. The presenters will use their experiences and group feedback from the “Soul Siblings” and “Invincible Black Women” groups to illustrate cultural considerations when developing, recruiting and engaging students in Black women’s groups.


Learning Objectives:
The attendee will be able to:
1. Identify three culturally distinct mental health concerns experienced by Black women in the US.
2. State how the "invincible Black women" syndrome and "strong Black woman" schema may impact mental health and help seeking behaviors of black women.
3. Differentiate between the application of interpersonal process and soft skills based group interventions for Black women.
4. Describe the impact of cultural identity based group therapy for Black women.
5. Discuss cultural considerations and implications for Black women’s support groups.

Course References:
1. Awosan, C. I., Sandberg, J. G., & Hall, C. A.. (2011). Understanding the experience of Black clients in marriage and family therapy. Journal of Marital and Family Therapy, 37(2), 153-168.
2. Brondolo, E., Ng, W., Pierre, K. J., & Lane, R. (in press). Racism and mental health: Examining the link between racism and depression from a social cognitive perspective. In. A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), Contextualizing the cost of for people of color: Theory, research, and practice. Washington DC: American Psychological Association.
3. Bryant-Davis, T., & Ocampo, C. (2006). Theoretical perspectives: A therapeutic approach to the treatment of racist-incident-based trauma. Journal of Emotional Abuse, 6(4), 1-23.
4. Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(1241), 1241-1299.
5. Elliot, E. E., Bjelajac, P., Fallot, R. D., Markoff, L.S., & Reed, B.C.. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology, 33(4), 461-477.
6. Lee, D. L., & Ahn, S. (2013). The relation of racial identity, ethnic identity, and racial socialization to discrimination-distress: A meta-analysis of Black Americans. Journal of Counseling Psychology, 60, 1–14.
7. Martinque K. Jones & Brandi Pritchett-Johnson (2018): “Invincible Black Women”: Group Therapy for Black College Women. The Journal for Specialists in Group Work, DOI: 10.1080/01933922.2018.1484536
8. Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: A meta-analytic review. Psychological Bulletin, 140(4), 921–948. doi:10.1037/a0035754
9. Williams, D. R., & Mohammed, S. A. (2009). Discrimination and racial disparities in health: Evidence and needed research. Journal of Behavioral Medicine, 32, 2-47. doi:10.1007/s10865-008-9185-0

Social JusticeSession 217-5
White Voice: Too Loud or Too Silent? Navigating the Terrain of Allyship and Accompaniment in Groups and Organizations

Christine Schmidt, LCSW, CGP,
Private Practice, Brooklyn, New York

As white-identified people become aware of racial dynamics in groups and organizations, responsibility to act responsibly emerges. This open session acknowledges the importance of white allyship with people of color. We will examine the challenges to knowing when white voice is a support or when it reinforces racial domination. We will examine the healing and destructive impact of white silence in groups and organizations.

Learning Objectives:
The attendee will be able to:
1. Explain how white allyship can support people with oppressed racial identities.
2. Describe the difference between speaking up supportively and speaking up to control.
3. Contrast when a white person’s silence is a destructive action or is a healing action.

Course References:
1. DiAngelo, R. J. (2018). White fragility: Why it’s so hard to talk to white people about racism. Boston: Beacon Press.

2. Gorski, P., & Erakat, N. (2019). Racism, whiteness, and burnout in antiracism movements: How white racial justice activists elevate burnout in racial justice activists of color in the United States. Ethnicities. https://doi.org/DOI: 10.1177/1468796819833871
3. Mizock, L., & Page, K. (2016). Evaluating the Ally Role: Contributions, Limitations, and the Activist Position in Counseling and Psychology. Journal for Social Action in Counseling and Psychology, 8(1), 17–33.
4. Schmidt, C. (2018). Anatomy of Racial Micro-Aggressions. International Journal of Group Psychotherapy, 1–23. https://doi.org/10.1080/00207284.2017.1421469
5. Schmidt, Christine. (2018). Decentering Whiteness by Group. Group, 42(4), 311–330.

Social JusticeSession 218-5
Global Counseling and Supervision: Therapeutic Work with Third Culture Kids in a Global Network University

Anne McEneaney, PhD, ABPP, CGP, FAGPA,
Assistant Director, Global Clinical Services, Counseling and Wellness Services, Student Health Center, New York University, New York, New York

Maisie Chou Chaffin, PsyD,
Clinical Psychologist, Counseling and Wellness Services, Student Health Center, New York University, New York, New York
Neda Hajizadeh, PhD, Director of Counseling and Wellness Center, Marymount Manhattan College, New York, New York

This open session will present a Global Counseling model, as it function within a system with three 4 year portal campuses and 10 study-away sites, each in a different nation, and with students at each site from all over the world, many of whom are Third Culture Kids. This complex system functions by combining awareness of the impact of intersectional identity (as related to culture, as well as gender and other social identities) , sophisticated electronic means (a shared medical record worldwide) with regular group supervision both digital ( encrypted face-to-face communication in real time) and a yearly in-person week together. This serves the needs of our very global population of students, while allowing us to really work as a team.

Learning Objectives:
The attendee will be able to:
1. Name the challenges of supervision over electronic media, and ways to manage them.
2. Identify what makes a "Third Culture Kid" and how that may impact with other social identities.
3. Describe the challenges and opportunities of working with Third Culture Kids.

Course References:
1. Van Renken, R., Pollock, D., & Pollock, M. (2017). Third Culture Kids: The experience of growing up among worlds. Boston, MA. Nicholas Brealy Publishing
2. Fail, H. (2004). Belonging, identity and Third Culture Kids: Life histories of former international school students. Journal of Research in International Education, 3. 319-338.
3. Grimshaw, T., & Sears. C. (2008). ’Where am I from?’ ‘Where do I belong?’: The negotiation and maintenance of identity by international school students. Journal of Research in International Education, 7:259-278.
4. Bell-Villada, G.H., Sichel, N., & Orr, E.N. (2011). Writing Out of Limbo: International Childhoods, Global Nomads and Third Culture Kids. Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing.
5. Dillon, A., & Ali, T..  (2019). Global nomads, cultural chameleons, strange ones or immigrants? An exploration of Third Culture Kid terminology with reference to the United Arab Emirates. Journal of Research in International Education, 18 (1) 77-89.
6. Abe, J.A.A. (2018).  Personality, Well-Being, and Cognitive-Affective Styles: A Cross-Sectional Study of Adult Third Culture Kids. Journal of Cross-Cultural Psychology, 49(5), 811-830
7. Weinberg, H. (2014). The Paradox of Internet Groups: Alone in the Presence of Virtual Others. London, UK: Karnac Books.

Session 219-5
Thirty Years of Couples Group Psychotherapy: Forward, March!

Judith Cochè, PhD, ABPP, CGP, FAGPA,
Clinical Professor, Perelman Medical School of the University of Pennsylvania, Philadelphia, Pennsylvania

Trish Cleary, LCPC-MFT, CGP, LFAGPA,
Private Practice, Chevy Chase, Maryland
Katie Griffin, MA, LPC, CGP, FAGPA, Private Practice, Austin, Texas
Ginger Sullivan, MA, LPC, CGP, FAGPA, Private Practice, Washington, DC

AGPA has been teaching couples group psychotherapy for over thirty years! Join Dr Judith Coche and a team of experts as we discuss applying individual group expertise to the fascinating world of couples.  Discuss the struggles and triumphs in helping couples transform their marriages, their lives and their legacy for their children.  Join or observe a mock couples group. Absorb theoretical and research updates and clinical savvy from four clinicians in the know.

Learning Objectives:
The attendee will be able to:
1. State key clinical procedures in leading couples group psychotherapy.
2. Summarize central guidelines in leading couples group psychotherapy.
3. Evaluate credentialled and ethical couples group psychotherapists.
4. Apply working knowledge of couples group therapy to future career plans.
5. Cite examples of couples benefitting from couples group therapy.

Course References:
1. Abraham, L. (2011). The Husbands and Wives Club: A year in the life of a couples Therapy Group New York. New York: Simon and Schuster.
2. Coche, J. (2010). Couples: Group Psychotherapy. New York, New York: Taylor & Francis Group.
3. Coche, J. (2018). Couples Group Psychotherapy. In LeBow, J., Chambers, A., Brenlin, D. (Eds.), Encyclopedia of Couple and Family Therapy. New York: Springer Verlag.
4. Griffin, K.,(2009). "If it's Wednesday I must be gay" and other thoughts on Bisexual Identity Development. Group, 33, 245-256
5. Tillich, P. (1952). The Courage to Be. New Haven, CT: Yale University Press.

Afternoon Workshops
4:30 – 6:00 P.M.


Social JusticeWorkshop 63-5
Moving Towards More Equitable Practices: Challenging Hetero-White Western Norms in Group Therapy

Daniela Recabarren, PhD, MSEd,
 Staff Psychologist, University of North Carolina-Charlotte, Charlotte, North Carolina
Renita Sengupta, PsyD,
Staff Psychologist, University of North Carolina-Charlotte, Charlotte, North Carolina

Identify cultural assumptions embedded in norms and how they may impact safety and communication of individuals with minoritized and oppressed identities. Identify norms that are more just and equitable for people with non cis-hetero-white cultural identities. Promote discussion around multicultural identities and relationship dynamics in therapy groups.
Sharing of work experiences/ Didactic/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Identify cultural norms set forth by group facilitators and group participants.
2. Enhance reflective process on cultural norms set in group therapy spaces.
3. Describe group processes that allow individuals from multiple cultural identities and backgrounds to use space in equitable ways .
4. Identify ways to include discussion around multicultural identities and relationship dynamics in therapy groups.

Course References:
1. Anderson, D., (2007). Multicultural group work: A force for developing and healing. The Journal for Specialists in Group Work, 32, 224-244.
2. Bemak, F., & Chung, C. (2004). Teaching multicultural group counseling: Perspectives for a new era. The Journal for Specialists in Group Work, 29, 31-44.
3. Sue, D.W., & Sue, D. (2016). Counseling the Culturally Diverse: Theory and Practice. Hoboken, NJ: John Wiley & Sons, Inc.
4. Singh, A. A., Merchant, N., Skurdrzyk, B., & Ingene, D. (2012). Association for Specialists in Group Work: Multicultural and Social Justice Competence Principles for Group Workers. Journal for Specialists in Group Work, 37, 312-325.
5. Western States Center (n.d.). Dismantling Racism: A Resource Book for Social Change Groups, Anti-Racism Digital Library. Retrieved from https://sacred.omeka.net/items/show/221.

Workshop 64-5
The Mantle of Power: Working with Negative Authority Transference (AGPA Leadership Track)

Marc Azoulay, LPC, LAC, CGP, ACS,
 Addictions Counselor, Boulder, Colorado
Lauren Walther, LCSW, LCDC, Program Director, Driftwood Recovery, Austin, Texas

This workshop will cover the projections, transference, and power dynamics that can arise in organizations. Focusing mainly on the manager-employee relationship, we will discuss how old familial patterns and cultural memes influence the perception of leadership. This workshop is tailored for those who are leaders of organizations and agencies or who are public figures in their local communities.
Didactic/ Sharing of Work Experiences/ Demonstration/ Experiential

Learning Objectives:
The attendee will be able to:
1. Differentiate the impact of familial patterns and cultural memes on the organizational power dynamic.
2. Develop strategies, as a leader, to analyze, cope with, and then act on negative transference.
3. Regulate one's own feelings of disappointment, betrayal, and shame as a leader.
4. Utilize the Leadership Skills of Transparency, Feedback, and Decorum to work with Negative Authority Transference.

Course References:
1. Fromm, E. (1990). The sane society. New York: Henry Holt.
2. Gerber, M. E. (2012). The E-myth: Why most businesses don't work and what to do about it. New York: HarperCollins.
3. Gurri, M. (2018). The revolt of the public and the crisis of authority in the new millennium. San Francisco, CA: Stripe Press.
4. Heifetz, R. A., & Linsky, M. (2017). Leadership on the line: Staying alive through the dangers of change. Boston, MA: Harvard Business Review Press.
5. The Arbinger Institute. (2018). Leadership and self-deception: Getting out of the box. Oakland, CA: Berrett-Koehler.

Workshop 65-5
Sibling Issues in Groups and Organizations

Einar Gudmundsson, MD,
 Private Practice, Reykjavik, Iceland

This workshop will focus on Sibling Issues in Group Therapy and Organisations in general. Themes like Sibling Transference in Groups and Organisations, Sibling Rivalry, Sibling Leadership Styles will be discussed. Participants will be invited to explore their own sibling relationships as well as sibling issues from the therapy room.
Sharing of work experiences/ Didactic/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Classify types of Transference in Groups and Organisations.
2. Identify transferences in Groups and Organisations.
3. Analyze and utilize the different types of transferences occurring in Groups and Organisations.
4. Utilize knowledge of sibling heirarchy in understanding leadership styles.

Course References:
1. Gudmundsson E. (2013). Sibling Transference and Family Transference in Groups and Organisations. Forum. Journal of IAGP, 6/2013, 6(1).
2. Karterud S. (1999). Gruppe Analyse og Psykodynamisk Gruppepsykoterapi. Oslo: Pax forlag
3. Yalom I. D. (1985). The Theory and Practice of Group Psychotherapy, 3rd ed: Basic Books.
4. Ashuach S. (2012). Am I My Brother’s Keeper? The Analytic Group as a Space for Re-enacting and Treating Sibling Trauma. Group Analysis, 45 (2).
5. Kaplan, H.I., & Sadock, B. (1993). Comprehensive Group Psychotherapy 3rd ed. Williams & Wilkins.

Workshop 66-5
Theories of Change for the Newly Evolving Group Therapist via Narcissistic Injury and the Use of Countertransference

Presented under the auspices of the AGPA Psychiatry SIG

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

Sydney Harvey, DO,
 Consult-Liaison Psychiatry Fellow, Oregon Health & Science University, Portland, Oregon
Richard Jones, DO,
Resident, Good Samaritan Regional Medical Center, Corvallis, Oregon

The challenges new group therapists face in training and/or as new professionals create a degree of uncharted psychological disorganization that bears attention. The inevitable narcissistic assault on one’s idealized professional self is explored through the use of countertransference and a lens of wellness. This workshop will teach participants how to utilize this material to further develop and enhance their role as a group therapist and to reorganize their professional self.
Sharing of work experiences/ Didactic/ Experiential/ Demonstration

Learning Objectives:
The attendee will be able to:
1. Describe the complexity of the group leader’s role and its interface with the individual’s psyche.
2. Examine the micro and macro narcissistic injury inherent in the group training and new group professional process.
3. Observe and discuss the interventions group therapists take to mitigate the emotional challenges presented by the circumstance.
4. State ways to use countertransference to enhance group process.
5. Examine the strength and frailty of our individual psyches as parts of the psychological organization of the developing therapist.
6. Describe the impact of narcissistic injury on wellness and learn strategies for increasing well-being during training.

Course References:
1. Bhe, E. S., & Servis, M. E. (2018). Psychotherapist perspectives on resident wellness. Journal of Graduate Medical Education, 10(5), 494-496.
2. Brightman, B. K. (1984-1985). Narcissistic issues in the training experience of the psychotherapist. International Journal of Psychoanalytic Psychotherapy, 10, 293-317.
3. Halewood, A., & Tribe, R. (2003). What is the prevalence of narcissistic injury among trainee counseling psychologists? Psychology and Psychotherapy: Theory, Research, and Practice, 76(1), 87-102.
4. Hill, C.E., et al. (2007). Becoming psychotherapists: Experiences of the novice therapists in a beginning graduate class. Psychotherapy: Theory, Research, Practice, Training, 44(4), 434-449.
5. Racker, H. (2007). The meaning and uses of counter transference. Psychoanalytic Quarterly, 76(3), 725-777.

Workshop 67-5
Somatic Interventions for Groups

Presented under the auspices of the Racial and Ethnic Diversity SIG

Karin Bustamante, LPC, CGP, 
Private Practice, Littleton, Colorado

This workshop invites group leaders to learn and practice interacting with groups members via the body. Body centered somatic interventions can effectively and quickly help members calm the nervous system, thereby enhancing the possibility of establishing a therapeutic alliance and fostering group cohesion. Multicultural considerations will also be addressed.
Experiential/ Demonstration/ Didactic/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:  
1. Describe a somatic intervention.
2. Identify when a somatic intervention is appropriate.
3. Plan how to deliver a somatic intervention that acknowledges differences, such as gender identity, age, mobility and other cultural norms.

Course References:
1. Taylor, P. J., Saint-Laurent, R. (2017). Group Psychotherapy Informed by the Principles of Somatic Experiencing: Moving Beyond Trauma to Embodied Relationship. International Journal of Group Psychotherapy, 67(sup1), S171-S181.
2. Gene-Cos N., Fisher J., Ogden P., Cantrell A. (2016). Sensorimotor Psychotherapy Group Therapy in the Treatment of Complex PTSD. Annals of Psychiatry and Mental Health, 4(6): 1080. 1-7.
3. Gitterman, P. (2019). Social Identities, Power, and Privilege: The Importance of Difference in Establishing Early Group Cohesion. International Journal of Group Psychotherapy, 69:1, 99-125.
4. Van der Kolk, B. A. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Viking.
5. Schore, A. N. (2019). Right brain psychotherapy. New York, New York: W. W. Norton & Company.

Workshop 68-5
Training Group Therapists:  Live Supervision, Using a Treatment Team Approach

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

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

Pat Alford-Keating, PhD, ABPP, Coordinator of Training/Assistant Director, California State University, Northridge, Northridge, California
Sunil Obediah, PhD, Staff Counselor, California State University, Northridge, Northridge, California

This workshop will explore a unique method for teaching group therapy skills to student interns/trainees. This approach utilizes a treatment team (trainees and supervisor), live supervisory feedback, and team debriefings. Attendees will learn the many benefits of allowing trainees to co-lead groups, under the observation of a team who analyzes group dynamics as they unfold and suggests “in vivo” interventions. This workshop will include demonstrations, experiential activities and didactic explanations.
Didactic/ Experiential/ Demonstration/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:
1. Identify group dynamics from the position of a team observer.
2. Demonstrate how to employ live feedback in a group context.
3. Explore the parallel process between group and team.
4. Explain how trainees improve their own leadership skills by observing and discussing group dynamics.
5. Describe how to set up a “Live Group” program.

Course References:
1. Dumais, D. (2018). 2018 EGPS Training Program in Group Psychotherapy Graduation Address: Learning How to Make Mistakes. Group, 42(3), 271-275. http://dx.doi.org/10.13186/group.42.3.0271
2. Goicoechea, J., & Kessler, L.E.  (2018). Competency-based training in interpersonal, process-oriented group therapy: An innovative university partnership. Training and Education in Professional Psychology, 12, 46-53.
3. Gold, P.B., Patton, M.P., & Kivlighan Jr., D.M. (2013). Accounting for session- level dependencies in longitudinal associations of group climate and therapeutic factors in interpersonally focused counselor-training groups. Group Dynamics: Theory, Research, and Practice, 17, 81-94.
4. Janis, R. A., Burlingame, G. M., & Olsen, J. A. (2018). Developing a Therapeutic Relationship Monitoring System for Group Treatment. Psychotherapy, 55(2), 105-115. http://dx.doi.org/10.1037/pst0000139
5. Kivlighan, D.M. Jr., & Kivlighan, D.M. III, (2009). Trainingrelated changes in the ways that group trainees structure their knowledge of group counseling leader interventions. Group Dynamics: Theory, Research, and Practice, 13, 190-204.
6. Kiweewa, J., Gilbride, D., Luke, M., & Seward, D. (2013). Endorsement of growth factors in experiential training groups. The Journal for Specialists in Group Work, 38, 68-93.
7. Marmarosh, C. L. (2018). Introduction to Special Issue:  Feedback in Group Pyschotherapy. Psychotherapy, 55(2), 101-104. http://dx.doi.org/10.1037/pst0000178

Workshop 69-5
The Link Between Behaviorism and Psychodynamic Group Psychotherapy

Russell Hopfenberg, PhD, CGP, FAGPA,
Faculty, Duke University Medical Center, Durham, North Carolina

This workshop will connect psychodynamic group psychotherapeutic practice with general findings from the experimental analysis of behavior. Clinical interventions, the change process and the amelioration of emotional difficulties will be explained from the perspective of radical behaviorism.
Didactic/ Experiential/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:   
1. Describe response generalization (induction) and its relevance to group psychotherapy.
2. Summarize “cultural behavior” and its relevance to resistance in group psychotherapy.
3. Explain the connection between Pavlovian conditioning and emotional difficulties and their amelioration in psychodynamic group psychotherapy.

Course References:
1. Gans, J.S. (1996). The Leader's Use of Indirect Communication in Group Therapy. International Journal of Group Psychotherapy, 46(2), 209-228.
2. Hopfenberg, R. (2015). Psychodynamic Group Psychotherapy: A Behavior Science Perspective. International Journal of Group Psychotherapy, 65(3), 329-356.
3. Rutan, J.S., Stone, W.N., & Shay, J.J. (2007). Psychodynamic Group Psychotherapy (4th Ed.). New York: Guilford.
4. Rutan, J.S., & Alonso, A. (1994). Some guidelines for group therapists. Group, 18, 56-63.
5. Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.

Workshop 70-5
Developing Post-Traumatic Growth and Resilience Through Experiential Groups

Renae Mendez, LCSW,
Clinical Social Worker, Tripler army Medical Center, Honolulu, Hawaii

Engagement in trauma focused experiential activities in a group format has the ability to positively improve functional impairment. Experiential trauma groups provide social connectedness and community engagement while challenging avoidance and hyper-arousal symptoms. As trust is developed within a group, the group can utilize that support to engage in activities that would have previously caused a high level of physiological reactivity. Group members develop an ability to challenge beliefs based on experiential symptom reduction.
Didactic/ Experiential/ Sharing of Work Experiences/ Demonstration

Learning Objectives:
The attendee will be able to:
1. State how an experiential group can compliment other types of trauma treatment.
2. Identify how participating in an experiential group can build trust among group members.
3. Describe how utilizing diverse culturally based activities can engage group members.

Course References:
1. Berman, N., & Davis-Berman, J., & Berman, D. (2015). Treating Posttraumatic Stress Disorder with Outdoor Pursuits. The American Institute of Stress: Combat Stress, 4.
2 .Kintzle, S., Barr, N., Corletto, G., & Castro, C. A. (2018). PTSD in U.S. Veterans: The Role of Social Connectedness, Combat Experience and Discharge. Healthcare (Basel, Switzerland), 6(3), 102.
3. Rodriguez, P., Holowka, D., & Marx, B. (2012). Assessment of posttraumatic stress disorder-related functional impairment: A review. Journal of Rehabilitation Research & Development, 49 (5).

4. Spira, J.,Pyne, J., Wiederhold, B., et al. (2006). Virtual Reality and Other Experiential Therapies for Combat-Related Posttraumatic Stress Disorder. Clinical Focus Primary Psychiatry, (13) 3.
5. Sippel, L., Watkins, L., Pietrzak, R., & Harpaz-Rotem, I. (2018). The Unique Roles of Emotional Numbing and Arousal Symptoms in Relation to Social Connectedness among Military Veterans in Residential Treatment for PTSD. Psychiatry, Interpersonal and Biological Processes, 81 (3).

Workshop 71-5
Connecting with the Unforgotten: Integrative Approach for Creative Reminiscence for the Elderly

Noha Sabry, MD, CGP,
Professor, Cairo University, Cairo, Egypt

Elderly with cognitive and sensory deficits confront the threat of losing and being lost. Communicating with active meaningful parts of elderly’s people’s inner world requires empathic tuning through many approaches. Connecting to the embedded personhood through physical, cognitive, emotional approaches in group therapy help to construct bridges to elderly people’s creative reminisces. Participants will explore this through didactic as well as an experiential experience of cognitive games and an integrative creative approach.
Experiential/ Didactic/ Sharing of Work Experiences/ Demonstration

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

Course References:
1. Joosteen - Weyn, et.al (2011). Group therapy for patients with mild cognitive impairment and their significant others: Results waiting -list controlled trial. Gerontology, 57(5) 444-45

2. Adlers, A. (2012). The Effect of Art Therapy on Cognitive Performance Among Ethnically Divers Older Adults. Florida State University Libraries
3. Kim, H. (2015). Psychotherapy and older adults: Resource Guide. American Psychological association. Effects of Experience- based group therapy on cognitive and physical functions and psychological symptoms of elderly people with mid dementia. Journal of Physical Therapy Science, Jul 27 (7) : 2069-2071
4. Mahendran, R., et al (2017). Art therapy and music reminiscence activity in the prevention of cognitive decline: Study protocol for randomized controlled trial. PMC v 18 :324
5. Grecory, M.A., et al. (2016). Group based exercise and cognitive - physical training in older adults with self reported cognitive complaints: The multiple- Modalities. Mind -Motor M4 ) study protocol. BMC Geriateric 16 : 17.

Workshop 72-5
Integrative Group Therapy for Patients with Psychosis: An Evidence-Based Approach

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

This workshop will consider strategies of treating schizophrenic, bipolar, and other psychotic patients in group therapy using the leader's empirically-derived integrative model. The integrative model includes psychodynamic, interpersonal, psychoeducative, and cognitive-behavioral techniques. A 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/ Demonstration/ Sharing of Work Experiences/ Experiential

Learning Objectives:
The attendee will be able to:  
1.  Discuss the effectiveness of group therapy for patients with psychosis.
2.  Describe clinical strategies for leading groups for patients with psychosis.
3.  Explain how to apply such groups in the learner's own treatment setting.

Course References:
1. 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: Wiley & Sons. (pp. 640-689)
2.  Kanas, N. (in press). Integrative Group Therapy for Patients with Psychosis: An Evidence-based Approach. New York: Routledge.  (follow-up book to: Kanas, N. (1996). Group Therapy for Schizophrenic Patients. Washington, DC: American Psychiatric Press.
3.  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.
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.  Urlic, I., & Gonzalez de Chavez, M. (2019). Group Therapy for Psychoses. New York: Routledge.

Workshop 73-5
Mood, Food, and Groove©: Using Group to Promote Health and Wellness on Campus

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

Deborah Sharp, LCSW, CGP,
Senior Social Worker, University of Texas at Austin, Austin, Texas

This 90-minute workshop presents the design, methodology and results of an eight-week group on behavioral methods to manage mood combined with best practices around Habit Change. This includes discussion of using short term groups for incremental culture change around Health and Wellness. After a didactic portion with attendant materials, there will be a process group exploring member’s own resistance to change by focusing on one habit.
Didactic/ Experiential/ Demonstration/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:  
1. Identify six behavioral factors that have a relationship to mood and what their influence is.
2. Identify three specific recommendations for effective Habit Change.
3. Describe an overall Health Promotion strategy that includes three different levels of intervention.
4. Identify four different Rubin tendencies and identify which tendency is true for the individual participant.
5. Describe the role of a process component in resolving resistance to change.

Course References:
1. Corey, M.S., Corey, G., & Corey, C. (2014). Groups, Process and Practice, 6th Edition. Independence, KY: Cengage.
2. Gitterman, A., & Knight, C. (2016). Curriculum and Psychoeducational Groups: Opportunities and Challenges.
Social Work, 61 (2), 103-108
3. Rutan, J.S., Stone, W.N., & Shay, J.J. (2014). Psychodynamic Group Psychotherapy, 5th Edition. New York, NY: Guilford.
4. Rubin, G. (2015). Better Than Before. New York, NY: Crown.
5. Somer, E. (1999). Food & Mood: The complete guide to eating well and feeling your best, 2nd Edition. New York, NY. Holt.
6. Spanos, N.P. & Barber, T.X. (1976). Behavior Modification and Hypnosis. Progress in Behavior Modification, 3, 1-44.
7. Steinberg, D.M. (2010). Mutual Aid: A Contribution to Best-Practice Social Work. Social Work with Groups, 33:1, 53-68.
8. Yalom, I. D., & Leszcz, M. (Collaborator). (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY, US: Basic Books.

Social JusticeWorkshop 74-5
Working with the Military: Developing Cultural Competence

Helene Satz, PsyD, ABPP, CGP,
Faculty, Graduate Medical Education, Tripler Army Medical Center, Department of Behavioral Health, Honolulu, Hawaii

Travis Jones, MD, Child and Adolescent Psychiatry Fellow, PGY-5, Tripler Army Medical Center, Honolulu, Hawaii

A component for effective group psychotherapy training for mental health professionals working in a military or military related facility, is the intangible military presence and cultural overlay for presenting problems. The presentation will focus on needed training and supervision for military cultural competence, and will include a demonstration group.
Demonstration/ Didactic/ Experiential/ Sharing of Work Experiences

Learning Objectives:
The attendee will be able to:  
1. Describe three ways that the military culture can impact group therapy (with current and/or former military personnel and/or dependents) that are important for group leaders to know.
2. List three significant training topics that will aid mental health professionals who work in settings, such as the VA, that provide therapy for current and/or former military personnel and/or their dependents.
3. Identify three or more strategies group leaders can use to establish a therapeutic relationship, address resistance and promote participation for group members that recognizes the importance of the military culture.
4. Identify three important aspects of military culture competence that are usually a part of training programs.

Course References:
1. Cogan, S. (2007). What military patients want civilian providers to know. Substance Abuse and Mental Health Services Administration News, 19, 4 – 5.
2. Danis, J., Ward, D.B., & Storm, C. (2011). The unsilencing of military wives: Wartime deployment experiencing and citizen responsibility. Journal of Marital and Family Therapy, 37, 1, 51 – 63.
3. Danish, S., & Antonides, B. (2009). What counseling psychologist can do to help returning veterans. The Counseling Psychologist, 37, 1076 – 89.
4. Hall, L. (2008). Counseling Military Families: What Mental Health Professionals Need to Know. New York: Routledge: Taylor and Francis.
5. Meyer, E., & Brim, W. (2016). The importance of military cultural competence. Current Psychiatry Reports, 18, 1 – 8.
6. Nedegaard, R., & Qwilling, J. (2017). Promoting military cultural competence among civilian care providers: Learning through program development. Social Science, 6, 13.

Memorial Session

6:15-7:30 PM

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


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

After several days of intensive learning, the Group Foundation for Advancing Mental Health invites you to join us for a spectacular dance party. This party provides you an opportunity to meet and mingle with your colleagues and have a fun time on or off the dance floor.

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

 Thursday, March 5:    

Saturday, March 7:

 Click here to register now!

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