These groups offer intensive learning about specific theories and approaches in group treatment.  Registrants can pursue current interests in greater depth or learn ways of integrating new approaches and methods into their private practice, clinic or agency work. Most of the Specific Interest Sections have extensive experiential components.  Registration maximum (up to 18 registrants) has been set by each instructor.

The Specific Interest Sections will be held Saturday-Sunday, February 13-14 from 10:30AM-6:00PM Eastern. There will be a 1.5-hour lunch break from 1:30-3PM Eastern.

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


Section II

A Relational Group Journey to Flatland and Beyond: Experiencing Different Self States in the Challenging Zoom Environment

Sharon Sagi Berg, MA, CGP,
Private Practice, Herzeliya, Israel
Ido Peleg, MD, CGP, Rappaport Faculty of Medicine, Mazor Mental Health Center, Akko, Israel

Relational approaches emphasize the emergence of multi self states and the occurrence of enactments in groups. The participants will experience the special challenge inherent in the 'flat' Zoom environment. Together we'll explore the unique barriers of the screen and their impact on the ability to move between one's different self-states while acknowledging the complexity of the other. As the group will develop we'll recognize the impact and the limitations of the therapists' self states on the process..
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Work with emerging self states in the group.
2. Focus on relational issues as they emerge in the process.
3. Understand the meaning of relational approach in the group.
4. Work with enactments and through reparations.
5. Recognize the limitations of the leaders.
6. Review the challenge of moving between different self-states.
7. Use relational interventions in the group.
8. Understand the role of "not me" self -states in the enactment.

Course References:

1.  Berman, A. (2012). Resonance among members and its therapeutic value in group psychotherapy. In J. L. Kleinberg, The Wiley, Blackwell Handbook of Group Psychotherapy (1st Ed.) 187-197. John Wiley & Sons, Ltd.
2. Stern, D.B. (2004). The Eye Sees Itself Dissociation, Enactment, and the Achievement of Conflict. Journal of Contemporary Psychoanalysis, 40, 2004 issue 2. Pages 197-237 | Published online: 23 Oct 2013.
3.Tubert-Oklander, J. (2014). The One and the Many: Relational Psychoanalysis and Group Analysis. London: Karnac.
4. Weinberg, H. (2015) The Group as an Inevitable Relational Field, especially on Times of conflict. In Grossmark, R. & Wright, F (Eds.), The One and the Many, Relational Approaches to Group Psychotherapy Ch. 3: pp. 38-56. New York: Routledge.
5. Weinberg, H, & Rolnick, A. (2019). Theory and Practice of Online Therapy Internet-delivered Interventions for Individuals, Groups, Families, and Organizations. Routledge.


Section III
Acceptance, Attunement, and Emotional Receptivity: Welcoming the Whole Self in Group

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

This Institute will examine the development of emotional receptivity in group members and leaders. One focus will be the importance of the leader's self-acceptance and facility with their own emotions. We will also explore ways of encouraging intimacy and engagement in groups; this includes working with member reluctance to experience and freely express a wide range of feelings in group.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Describe the difference between objective and subjective countertransference.
2. Define countertransference resistance and recognize its role in group leadership.
3. List common sources of countertransference resistance.
4. Identify leader values which encourage acceptance of their groups.
5. Discuss the role of self-acceptance in effective group leadership.
6. Identify interventions to facilitate emotional communication.

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

Section IV
At Home and COVID: Longing, Belonging, and Unbelonging in a New Reality

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

Our homes have taken on new meaning during the Covid crisis. Our world has changed at least temporarily and our lives are characterized by a new intimacy and intensity that can be challenging and /or rewarding. What then is “home”?  And what makes a home a good home and when is home not home?  In this institute we will explore aspects of home, past and present, through the lens of sheltering in place during a pandemic.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify similarities and differences in participants' respective experiences of an enforced homestay during a crisis
2. Specify ethno-cultural features of home in self and other.   
3. Recognize notions of longing, belonging and unbelonging.
4. Enumerate the traumatic effects on the home at this time.
5. Acquire sensitivity to the impact of otherness.
6. Specify how the institute group can offer a healing home.

Course References:
1. Beltsiou, J. (2016). Seeking home in the foreign: Otherness and immigration. In Beltsiou, J (Ed). Immigration in Psychoanalysis: Locating Ourselves 1st Edition.
2. Laub, D. (2013). On leaving home and the flight from trauma. Psychoanalytic Dialogues, 23 (5), 568-580.
3. Schlapobersky, J.R. (2015). On Making A Home Amongst Strangers: The Paradox of Group Psychotherapy. Group Analysis, 48 (40 406-432.
4. Seiden, H.M. (2009). On the longing for home. Psychoanalytic Psychology, 26, 191-205.
5. Seiden, H.M. (2014). You can't go home again. In Willock, Curtis, Bohm (Ed.), Understanding and Coping with Failure: Psychoanalytic perspectives.


Section V
Being Present in the Group - The Relational Approach

Presented in cooperation with the Sacramento Center for Psychotherapy

Martha Gilmore, PhD, CGP, FAGPA, 
Sacramento Center for Psychology, Sacramento & Davis, California
Haim Weinberg, PhD, CGP, FAGPA, Sacramento Center for Psychology, Sacramento & Davis, California

Presence is described as one of the most therapeutic gifts a therapist can offer a client. Therapeutic presence is defined as bringing one’s whole self to the engagement with the client and being fully in the moment with and for the client, with little self-centered purpose or goal in mind. We will explore the meaning of presence and how to develop it for both the group therapist and members by experiencing a relational group process.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Appraise their own and the other members' subjective experience focusing on presence.
2. Focus on relational issues in group psychotherapy.
3. Use relational/intersubjectively-informed interventions in groups.
4. Work with enactments and reparations in group therapy.
5. Accept and utilize their limitations as group therapists.
6. Work with different emerging self-states in the group.
7. Describe the meaning of being present.

Course References:

1. Atlas, G. & Aron, L. (2018). Dramatic Dialogue: Contemporary Clinical Practice. New York: Routledge.
2. Slochower, J. (2017). Going too far: Relational heroines and relational excess. Psychoanalytic Dialogues, 27:3, 282-200.
3. Grossmark, R. (2017). Narrating the unsayable: Enactment, Repair, and creative multiplicity in group psychotherapy. International Journal of Group Psychotherapy, 67:1, 27-46.
4. Weinberg, H. (2015). The group as an inevitable relational field, especially in times of conflict. In R. Grossmark & F, Wright (eds.), The one and the many: Relational approaches to group psychotherapy(pp. 38-56). New York: Routledge.
5. Sagi Berg S. (2019). Hall of broken mirrors: Enactment in an analytic group of difficult patients. International Journal of Group Psychotherapy, 69:1, 1-29.


Section VI
Building a Systems-Centered™ Group

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

Dorothy Gibbons, MSS, CGP, 
Private Practice, Washington, DC
Robert Hartford, LICSW, CGP, Systems-Centered™ Training and Research Institute, Philadelphia, Pennsylvania

SCT sees differences as essential for development and introduces functional subgrouping to integrate differences rather than splitting or scapegoating them. Seeing our voice as not only about us but also as a subgroup voice, lowers our human tendency to take ourselves just personally and frees us from the pain of personalizing. This Institute introduces systems-centered methods to undo defenses and to integrate differences so the group can develop and transform into a group with more resources for deeper connections.
(80% experiential learning)

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

Course References:

1. Agazarian, Y.M. (1997). Systems-centered therapy for groups. New York, NY: Guilford Press.
2. Gantt, S.P. & Badenoch, B. (2017). Systems-centered group psychotherapy: Developing a group mind that supports right brain function and right-left-right hemispheric integration. In R. Tweedy (Ed.) The divided therapist: Hemispheric difference and contemporary psychotherapy. London, UK: Karnac Books.
3. Gantt, S.P., & Agazarian, Y.M. (2017). Systems-centered group therapy. International Journal of Group Psychotherapy, 67(1), S60-S70. doi: 10.1080/00207284.2016.1218768
4. Gantt, S.P. & Agazarian, Y.M. (2010). Developing the group mind through functional subgrouping: Linking systems - centered training (SCT) and interpersonal neurobiology. International Journal of Group Psychotherapy, 60(4), pp. 514 - 545.
5. O'Neill, R.M., Reynolds, W.B., Culbertson, T.R., & Franklin, R.Y. (2013). Systems-Centered® Training's Functional Subgrouping: A Path to Koinonia in Pastoral Care. Chaplaincy Today, 28, (1).
6. Gantt, S.P. (2011). Functional subgrouping and the systems-centered approach to group therapy. In J. Kleinberg (Ed.), The Wiley-Blackwell handbook of group psychotherapy (pp. 113-138). Oxford, UK: Wiley.

Section VII

This session has been cancelled

Section VIII
Developing Resilient Group Leadership

Gail Brown, MA, LP, CGP, 
Private Practice, Center for Group Studies, New York, New York

Effective and successful group leaders are resilient and flexible in the face of intense feelings that naturally emerge during the groups process in both members and leaders. Through an experiential process, this institute will examine and explore the integration of three factors that contribute to this resilience: 1. fostering a permeable insulation; 2. maintaining a healthy observing ego and 3.Identifying and using induced feelings to make maturational interventions.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define and identify Emotional Insulation.
2. Define and identify Observing Ego.
3. Define and identify Induced Feelings.
4. Define progressive communication
5. Define ‘here and now’ and its relationship to progressive communication.
6. Describe three obstacles to staying emotionally present.
7. Utilize the observing ego to distinguish between historical and present feelings.
8. Formulate interventions based on the leaders understanding of induced feelings.
9. Differentiate subjective from objective feelings.
10. List three ways to develop a healthy observing ego.

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


Section IX
Dissociation and Complex Trauma in Group Members and Leaders

Leo Leiderman, PsyD, ABPP, FAACP, FAGPA, 
Director, Neurofeedback & Psychological Services, PC, Purchase, New York

Despite its’ prevalence group therapists can overlook the impact of complex trauma and dissociation in their patients and in themselves.This institute enhances more understanding, validation and acceptance of the long-term impact of complex trauma and dissociation with group members and leaders.  Strategies to address dissociative enactments by members, countertransference by leaders and a resilience model to insulate and protect oneself will be provided.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Discuss how contemporary interpersonal, relational psychodynamic group psychotherapy constructs are contributing to current understanding of enactments and dissociation and other complex trauma symptoms.
2. Name the three ways members can present dissociated states in group process.
3. Identify the role of addressing traumatic loss and grief in group therapy.
4. State countertransference reenactments and develop a greater awareness for its role in group leadership while treating members with complex trauma.
5. Describe the application of at least three interventions to address complex trauma and dissociative reactions in group members and leaders.
6. Define how the concepts of immediacy, intersubjective relatedness, resistance, enactments, dissociation and termination impact group process.

 Course References:

1. Bromberg, P. M. (2011). The shadow of the tsunami and the growth of the relational mind. New York, NY: Routledge.
2. Howell, E.F., & Itzkowitz, S. (2016). The dissociative mind in psychoanalysis: Understanding and working with trauma. New York, NY: Routledge.
3. Leiderman, L. M. (2020). Psychodynamic group therapy with Hispanic migrants: Interpersonal, relational constructs in treating complex trauma, dissociation and enactments. International Journal of Group Psychotherapy, 70, 2, 162- 182. DOI:10.1080/00207284.2019.1686704
4. Schore, A.N. (2019). Right brain psychotherapy. New York: WW Norton & Co.
5. Shaw, D. (2014). Traumatic narcissism. Relational systems of subjugation. New York: Routledge, Taylor & Francis.


Section X
Early Longing, Emotional Engagement and Sexual Desire

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

Group members bring internal templates which, when combined with societal expectations, dictate and restrict the expression of longing, emotional connection, gender identity, and sexual desire.  When the group leader helps expand and deepen these internal templates, group members develop more fluidity, breadth of identity, and depth of connection to themselves and others.
(90% experiential learning)

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

Course References:

1. Navarro, L., & Schwartzberg, S. (2007). Envy, Competition and Gender: Theory, Clinical Applications and Group Work. London: Routledge.
2. Nitsun, M. (2006). The Group as an Object of Desire: Exploring Sexuality in Group Psychotherapy. New York: Routledge.
3. Reis, B., & Grossmark, R. (2009). Heterosexual Masculinities: Contemporary Perspectives from Psychoanalytic Gender Theory. Philadelphia: Routledge.
4. Rodriguez-Rust, P.C. (Ed.) (2000). Bisexuality in the United States, A Social Science Reader. New York: Columbia University Press.
5. Toronto, E., Ainslie, G., Donovan, M., Kelly, M., Kieffer, C., & McWilliams, N. (Eds.) (2005). Psychoanalytic Reflections on a Gender-free Case: Into the Void. New York: Routledge.


Section XI
Existential Factors in Group Psychotherapy During a Pandemic?  Losses Galore

Maryetta Andrews-Sachs, LICSW, CGP, FAGPA, 
National Group Psychotherapy Institute, Washington School of Psychiatry, Washington, DC
Farooq Mohyuddin, MD, CGP, FAGPA, FAPA, Program Director, Residency Training, St. Elizabeths Hospital/DBH, Washington, DC

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

Learning Objectives:
The attendee will be able to:
1. Identify the strong reactions generated in the group by the exploration of current losses due to the pandemic and social unrest in the country.
2. Discuss the tasks of the life cycle of the group as members explore issues around isolation and connection.
3. Apply the didactic material to the groups they lead.
4. Analyze the impact of "existential given"s of responsibility and freedom within the group and outside the group. 
5. Define existential psychotherapy.
6. Recognize the resistance to exploring these "existential givens"  and the subtle ways that it impacts our lives.
7.  State the impact of transference and countertransference on the exploration of these existential concerns.

Course References:

1. Schneider, K.J. (2017). The Spirituality of Awe: Challenges to the Robotic Revolution. Buffalo, NY:  Waterfront Press.
2. Yalom, I.D.  (2017). Becoming Myself: A Psychiatrist's Memoir. New York, NY:  Hachette.
3. Wright, F. (2015). Personal Reflections on Hugh Mullan: Existential Group Therapist. In R. Grossmark and F. Wright (Eds.), The One and the Many - Relational Approaches to Group Psychotherapy. Abingdon, England: Routledge.
4. van Deurzen, E. & Adams, M. (2016). Skills in Existential Counseling and Psychotherapy, 2nd Edition.  London, England: Sage.
5. Frankl, V.E. (1963). Man's Search for Meaning: An Introduction to Logotherapy. New York: Pocket Books.
6. Yalom, I.D. (1980). Existential Psychotherapy. New York: Basic Books.


Section XII
Finding Each Other:  Forging Relationship in an Evolving World

Jeanne Bunker, MSSW, LCSW, CGP, FAGPA, 
Private Practice, Austin, Texas

We are facing intense health, cultural, economic and political storms.  Instability, fear and strife prevalent in our society form an environment stimulating regression, awakening old trauma while fomenting tumultuous situations in everyday life.  Within this volatile context, we will work with connection, conflict and trauma, opening ourselves to a deeper experience of our feelings, learning to tolerate intense affect, developing greater somatic awareness, and building skill utilizing our aggression for relationships, creativity and healing.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Define aggression.
2.  Identify destructive aggression.
3.  Identify healthy aggression.
4.  Define observing ego.
5.  Define progressive emotional communication.
6.  Use observing ego to inform intentional, progressive emotional communication.
7.  Define intersectionality.
8.  Identify personal bias that impedes progressive, emotional communication.
9.  Define regression.
10. Define countertransference.
11. Define transference.
12. Utilize somatic awareness for affect regulation.

Course References:

1. Brown, B. (2017). Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone. Random House.
2. Cooper, B. (2018). Eloquent Rage: A Black Feminist Discovers her Superpower. New York, NY. St. Martin’s Press.
3. Diangelo, R. (2018). White Fragility: Why it’s so hard for white people to talk about racism. Boston, MA. Beacon Press.
4. Levine, R. (2018). A Group Analyst’s Perspective on the Trump-Clinton Election and Aftermath. International Journal of Group Psychotherapy, 00: 1-29.
5. Perez, C. C. (2019). Invisible Women: Data Bias in a World Designed for Men. New York, NY: Abrams Press.


Section XIII
Finding Our Center of Health: Coupling Modern Group Analysis with Relational Life

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

We will explore the odd-yet-winsome blend of modern group analysis and Relational Life Therapy (RLT). RLT tells the story. Modern group analysis rewrites the story. We will identify our relational style and how it detracts from psychological maturation and satisfying connection. Concepts, such as grandiosity and shame, will be demonstrated experientially and didactically.
(80% experiential learning)

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

Course References:

1. Billow, R.M. (2017). Relational Group Psychotherapy: An Overview: Part I: Foundational Principles and Practices. Group Analysis, 50 (1), 6-22.
2. Black, A.E. (2019). Treating Insecure Attachment in Group Therapy: Attachment Theory Meets Modern Psychoanalytic Technique. International Journal of Group Psychotherapy.
3. Evans, M. (1996). The subjective countertransference experience for the beginning modern group therapist. Modern Group, 1, pp. 46-60.
4. Holmes, L. (2009). The technique of partial identification. International Journal of Group Psychotherapy, 59:2.
5. Ormont, L. (1994). Developing emotional insulation. International Journal of Group Psychotherapy, 44 (3), 361-375.
6. Real, T. (November/December 2012).  Joining Through the Truth. Psychotherapy Networker, (pp. 36-43).
7. Real, T. (2007). The New Rules of Marriage. New York, NY: Random House, Inc.


Section XIV
Group as a Safe Space to Integrate Physical and Emotional Assaults of COVID-19 on Sense of Self

Presented in cooperation with the AGPA Community Outreach Task Force

Robert Klein, PhD, ABPP, CGP, DLFAGPA, 
Lecturer, Dept. of Psychiatry, Yale School of Medicine, New Haven, Connecticut
Suzanne Phillips, PsyD, ABPP, CGP, FAGPA, Private Practice, Washington, DC

This Institute offers a safe space to understand, validate and integrate the impact of COVID-19 on sense of self in terms of physical illness, PTSD, loss of connections, disruption of time, and confrontation with death and dying.  What group offers is reconnection with self through connection to others.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Describe the physical, social, psychological and neurophysiological impact of COVID-19 on sense of self.
2. Define and list the criteria for PTSD as experienced from the enduring threat of COVID-19.
3. Consider in terms of their experience the Enduring Somatic Threat (EST) Model of PTSD experienced by those who have suffered physical illness like heart attack or COVID-19 and for whom trauma and fear of death generate from internal threats as relapse, symptoms, fear of compromised capacity, lack of treatments etc. 
4. Define Ambiguous Loss and its relevance to the degree of loss consequent to the COVID-19 pandemic.
5. Give their own definition of Grief and Grieving and consider we deal with grief without the rituals of memorializing and burial rites.
6. Discuss two examples of how the spread and death toll from COVID19 reflects racial and income disparities to healthcare and job exposure.
7. Discuss the role of Self-Compassion in enhancing resilience.
8. Name four aspects of the Group Process that facilitate the safety, remembering and mourning, and connection needed to heal the assaulted and traumatized self.

Course References:

1. Boss, P. (2006). Loss, Trauma and Resilience: Therapeutic Work with Ambiguous Loss. New York: W. W. Norton & Co.
2. Cacciatore, J. (2017). Bearing the Unbearable: Love, Loss and the Heartbreaking Path of Grief. Massachusetts: Wisdom Publications.
3. Counselman, E.F. & Alonso, A. (1993). The ill therapist: Therapists’ reactions to personal illness and its impact on psychotherapy. American Journal of Psychotherapy, 47(4), 591-602.
4. Edmondson, D. (2014). An enduring somatic threat model of posttraumatic stress disorder due to acute life-threatening medical events. Social and Personality Psychology Compass, March 5, 8(3), 118-134.
5. Neff, K. & Germer, C. (2018). The Mindful Self-Compassion Workbook: A Proven Way to Accept Yourself, Build Inner Strength, and Thrive. New York: Guildford Publications.


Section XV
Group Process Aids Exploration of Participants' Generational Social Trauma

Elaine Cooper, MSW, PhD, CGP, DFAGPA, 
Clinical Professor in Psychiatry, UCSF School of Medicine, Berkeley, California

Trauma from man-made, large group disasters not only affects survivors but future generations as well.  Development of group process will provide participants the opportunity to explore their ancestral history within the container of a functional group.   Discussion will include the healing of generational wounds, positive adaptation and relevant clinical and biological research.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Explore personal generational history.
2.  Study latest clinical and biological research on transmission of generational trauma.
3.  Reflect on workshop group process and development of cohesion.
4   Define and differentiate “social legacy” and “social narrative.”             
5.  List positives of surviving trauma.

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. Rosenfield, I., & Ziff, E. (2018). Epigenetics: The Evolution Revolution. New York Times Book Review, May 18.
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. Weihrauch-Bluher, S. Richter, M., & Staege, M.S. (2018). Body Weight Regulation, Socioeconomic Status and Epigenetic Alterations. Metabolism, March 8, In Press.
5. Yeshurun, S., & Hannan, A.J. (2018). Transgenerational Epigenetic Influences of Paternal Environmental Exposures on Brain Function and Predisposition to Psychiatric Disorders. Mol Psychiatry, March 8, Nature Publishing Group.


Section XVI
Group Psychotherapy Supervision and Clinical Consultation

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

Using an experiential format, this institute will demonstrate a parallel process group supervision model. We will explore how unconscious parallel processes occurring between client, group and supervisee are induced in and transmitted to the supervision session..  Each participant will present a current group they are facilitating and the supervision group's process will be examined to inform the consultation question. This event is approved to meet 12 of the supervisory hours required for group certification.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify how impasses, feelings, and challenges occurring within the consultation group can be utilized to understand a therapy group impasse.
2. Examine how the affective reactions that the supervisee experiences in both the supervision and the group therapy relationship can increase competence.
3. Explain how parallel processes occurring between client and supervisee is transmitted to the supervision session.
4. Utilize here-and-now affective material to understand group dynamics and impasses.
5. Explain how supervision enhances clinical outcomes when working with clients.
6. Identify supervisory techniques for identifying parallel process.

Course References:
1. Bernard, H.S., & Spitz, H. (2006). Training in Group Psychotherapy Supervision. New York: American Group Psychotherapy Association.
2. Cajvert, L. (2011). A model for dealing with parallel processes in supervision. Journal of Social Intervention: Theory and Practice, 20(1), 41-56.
3. McNeil, B., & Worthen, V. (1989). The parallel process in psychotherapy supervision. Professional Psychology: Research and Practice, 20(5), 329-333.
4. Searles, H.F. (1955). The Informational Value of Supervisor's Emotional Experiences. Psychiatry, 18, 135-146.
5. Tracey, T.J.G., Bludworth, J., & Glidden-Tracey, C.E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49(3), 330-343.


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

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

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

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

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


Section XVIII
Leadership Development: Utilizing Group Therapy Skills in Organizational Culture (AGPA Leadership Track)

Presented under the auspices of the Organizational Consulting SIG

Rick Tivers, LCSW, CGP, 
Private Practice, Chicago, Illinois

Leadership Development: Utilizing Group Therapy Skills in Corporate Culture will be an experiential Executive Leadership Training. The Institute will focus on issues of authority, power, and control and will assist participants to work through their leadership resistance. Members will learn to transfer their group therapy skills into organizations for agencies, business and industry. Defenses, parallel process, and business interventions will be highlighted during the training.  This feedback focused Institute will help re-frame what therapeutic stance means in the business world.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Identify and list  major components and dynamics of an Executive Leadership Training.
2.  Diagnose defenses in self and corporate culture.
3.  Design appropriate interventions using business non-clinical language.
4.  Differentiate between traditional group therapy and group development in business.
5.  Work through fear of internal power and authority. 
6.  Choose best practices in needs assessment and goal attainment.
7.  Select Sociometric methods appropriate for the group.
8.  Educate fee structure, ethics and diversity.


Course References:
1.  Noe, R, (2017). Employee Training and Development. New York, NY:  McGraw Hill.
2.  Morrison, T., & Conway W. (2006). Kiss, Bow, or Shake Hands. Avon, MA: Adams Media.
3. Bridges, W., & Bridges, S. (2016). Managing transitions making the most of change (4th ed.). Da Capo Lifelong Books.
4. Cran, C. (2016). The art of change leadership: Driving transformation in a fast-pace world. John Wiley & Sons, Inc.
5. Lawrence, J. T., & Beamish, P. W. (Eds.). (2013). Globally responsible leadership: Managing according to the UN Global Compact. SAGE Publications, Inc.


Section XIX
Managing Love and Hate in a World of Social Crisis

Ronnie Levine, PhD, ABPP, CGP, FAGPA, 
Private Practice, New York, New York

During this pandemic, therapists have had to live through and work with overwhelming feelings that have been difficult to contain and hold. Love, hate, an array of fears and painful feelings, self -destructive relapses, and relational difficulties are among the experiences that have had to be managed in group life. This institute is designed to help therapists work more effectively with these feelings in group, within themselves and provide transformational experiences.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Identify the leader's fears that interfere with addressing loving and angry feelings in group.
2. Identify individual and group manifestations of love and hate.
3. Formulate interventions that address emotional needs of group members.
4. Develop the technique of joining as an emotional intervention in group for individuals, subgroups and groups.
5. Develop the techniques of bridging to promote ego support, feedback, subgroup and group cohesion.
6. Identify the group member's fear of expressing feelings.
7. Examine the interpersonal adaptations to fear and desire that are being expressed in the group.
8. Develop emotional interventions that take in to account the individual and groups' capacity to tolerate and regulate affect.


Course References:
1. McColl, G. (2016). The art of bridging revised. International Journal of Group Psychotherapy, 66(3), p. 443-454.
2. MacColl, G. (2014). The group therapy contract revisited. Group, 38(2), 103–113.
3. Zeisel, E. (2016). Plenary Address to the 2015 AGPA Institute: Undaunting Courage and The AGPA Institute. International Journal of Group Psychotherapy, 66(4), p. 624-631.
4. Billow, R. (2016). Reality Testing and Testing Reality in Group Treatment: Part II: Testing Reality. International Journal of Group Psychotherapy, 66(4), 551-570.
 5. Levine, R. (2017). A Modern Psychoanalytic Perspective of Group Psychotherapy. International Journal of Group Psychotherapy, 67(1). S109-s.120.


Section XX
Permission Granted: Undoing the Impact of Emotional Prohibition on the Group Therapist

Alyson Stone, PhD, CGP, 
Private Practice, Austin, Texas

Societal, familial, and religious prohibitions against feelings, needs, and healthy aggression can limit leaders' emotional availability and self-knowledge. We explore barriers to experiencing a full range of feelings in our groups, including pleasure, anger, and desire. We focus on expanding leaders' emotional engagement and freedom, which breathes life into our work.
(80% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Describe how societal, familial, and/or religious prohibitions may impact your group leadership and your group's functioning.
2. Identify emotions you are reluctant to feel and to allow your group to experience.
3. Describe ways to welcome and work with resistance in your groups.
4. Articulate how secure attachment relationships facilitate emotional freedom and engagement.
5. Identify ways countertransference to aggression or to religious or spiritual material can enhance or hinder psychotherapy.
6. Identify methods to bring more pleasure and freedom into your work.

Course References:
1. Black, A. E. (2014). Externalizing the wish for the secure base in the Modern Analytic group. Modern Psychoanalysis, 39(1), 70-102.
2. Leszcz, M. (2017). How understanding attachment enhances group therapist effectiveness. International Journal of Group Psychotherapy, 67(2), 280-287.
3. Ormont, L. (1993). Resolving resistance to immediacy in the group setting. International Journal of Group Psychotherapy, 43(4), 399-418.
4. Rosenthal, L. (1987). Resolving Resistances in Group Psychotherapy. Northvale, N.J: Jason Aronson.
5. Stone, A. (2014). Thou Shalt Not: Treating religious trauma and spiritual harm with combined therapy. Group, 37 (40), pp. 323-337.
6. Zeisel. E. (2012). The Leader’s Use of Self: A Modern Analytic approach to working in the intra-psychic and interpersonal realm. Modern Psychoanalysis, 37 (2).


Section XXI
Racialized Trauma in Black, Indigenous and Therapists of Color

Kavita Avula, PsyD, CGP, 
President & Licensed Clinical Psychologist, Therapist Beyond Borders, Edmonds, Washington
Marcus Hummings, PsyD, CGP, Howard University Counseling Services, Howard University, Washington, DC

This institute is for Black, indigenous and therapists of color and will explore the impact of race-based trauma on the therapist and the group experience.  The session will offer participants the unique opportunity to dialogue in a safe space with other therapists of color to unpack the trauma of marginalization.  The group will empower members of target groups to work effectively against systems of oppression in what aspires to be a healing experience with BIPOC co-leaders.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1.  Explain the process for addressing race-based trauma.
2.  Utilize the terms Agent and Target to move beyond simplified ways of thinking about Rank dynamics.
3. Prepare group members to work through internalized oppression.
4.  Apply Leticia Nieto’s Target Skill Model of Survival, Confusion, Empowerment, Strategy, and Recentering.
5.  Detect attributional ambiguity, which can deplete BIPOC’s psychological energy to interpret meaning of Agent's actions.
6.  Appraise who is staying awakened to their own internalized biases, including power imbalances between and among BIPOC group members.
7.  Analyze whether repair of micro-aggressions is effective or ineffective.
8.  Detect the moral Third, a space of embodied witnessing that can be created when therapists recognize the inevitability of hurting others.
9.  Describe Resmaa Menakem’s delineation of clean pain vs dirty pain.
10.  Define Robin D'Angelo's concept of white fragility and predict how white fragility can impede progress for conversation about color and culture.


Course References:
1. Comas-Díaz, L. (2016). Racial trauma recovery: A race-informed therapeutic approach to racial wounds. In A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), The cost of racism for people of color: Contextualizing experiences of discrimination. Cultural, racial, and ethnic psychology book series (pp. 249 –272). Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/14852-012
2. Menakem, R. (2017). My grandmother's hands: Racialized trauma and the pathway to mending our hearts and bodies. Las Vegas, NV:  Central Recovery Press.
3. Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling and Development, 92, 57– 66. http://dx.doi.org/10.1002/j.1556-6676.2014.00130.x
4. Nieto, L. (2010). Beyond inclusion, beyond empowerment.  A developmental strategy to liberate everyone. Olympia, WA: Cuetzpalin Publishing.
5. Oluo, I. (2018). So you want to talk about race?. New York, NY:  Seal Press.


Section XXII
Repetition as Resistance: Making Way for the New

Elizabeth Olson, PsyD, LCSW, CGP, 
Private Practice, Boulder, Colorado

Resistances that manifest in group illuminate the habitual patterns that interfere with group members connecting and relating deeply and meaningfully. Studying these induced patterns that are enacted in group and identifying the nature of resistances both within individual group members and the group as a whole, move the group forward. Resistances can be worked through artfully in group by finding ways to speak vulnerably that both free the feelings inside and land receptively with group members.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define the different types of group resistance.
2. Utilize modern psychoanalytic techniques to help clients work through automatic relational patterns.
3. Identify default reactions in themselves and other group members.
4. Promote progressive communications for group clients that change patterned behaviors.
5. Describe the process of working through with specific modern psychoanalytic group techniques.
6. Explain how resistances manifest in group and how to take active steps toward working through the enactments effectively.
7. Create interventions that modify the habitual reactions, allowing for the freedom to say new things and act in new ways.

Course References:
1. Rosenthal, L. (1993). Resolving resistances in group psychotherapy. London: Jason Aronson, Inc.
2. Grossmark, R. (2017). Narrating the unsayable: Enactment, repair, and creative multiplicity in group psychotherapy. International Journal of Group Psychotherapy, 67(1), 27-46.
3. Billow, R. (2018). Resistance, Rebellion and Refusal in Groups: The 3 Rs. New York, NY: Routledge.
4. Schore, A. (2019).  The development of the unconscious mind. New York, NY: W.W. Norton and Company, Inc.
5. Schore, A. (2019). Right brain psychotherapy. New York, NY: W.W. Norton and Company, Inc.


Section XXIII
Social Identities, Power and Privilege: How Difference is Essential for Group Cohesion

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

Paul Gitterman, LICSW, MSc, CGP, 
Private Practice, Williams College, Smith College, Williamstown, Massachusetts

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

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


Course References:
1. 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, DOI: 10.1080/00207284.2018.1484665
2. Leary, K. (2012). Race as an adaptive challenge: Working with diversity in the clinical consulting room. Psychoanalytic Psychology, 29(3), 279-291.
3.  Smith, L. C. & Shin, R. Q. (2008). Social Privilege, Social Justice, and Group Counseling: An Inquiry. The Journal for Specialists in Group Work, 33(4), 351-366.
4.  Shah, S. A. & Kosi, R. (2011). Diversity in Groups: Culture, Ethnicity and Race. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. Chichester, UK: John Wiley & Sons, Ltd, 667-680, doi: 10.1002/9781119950882.ch33
5. Zeisel, E. (2011). Meeting Maturational Needs in Modern Group Analysis: A Schema for Personality Integration and Interpersonal Effectiveness. In J. Kleinberg (Ed.), The Wiley-Blackwell Handbook of Group Psychotherapy. Chichester, UK : John Wiley & Sons, Ltd. doi: 10.1002/9781119950882.ch11


Section XXIV
White Allyship: Figuring Out Our Roadmap

Presented under the auspices of the Racial and Ethnic Diversity SIG and the Diversity, Equity, and Inclusion Task Force

Phillip Horner, LCSW, CGP, 
Whole Connection, Boulder, Colorado

This Institute will provide participants the opportunity to engage with other white identified individuals about race and racism. By doing so participants will be given space to understand their own impact, increase their skills and ability to engage more effectively in conversations regarding race and racism, and learn techniques to increase awareness of and interrupt racial microaggressions. Participants will also practice taking risks in order to explore their racial biases and the origins of their narrative about race and racism.
(90% experiential learning)

Learning Objectives:
The attendee will be able to:
1. Define how shame, guilt, and silence around race and racism can inhibit and harm individuals and groups.
2. Define white racial identity in the context of power and oppression.
3. Define aspects of one's racialized self
4. State an empathic worldview about one's racialized self and others
5. Explain the benefits of creating a brave space versus a safe space when learning from different positions of power
6. Explain how a large group format aids the uncovering of repressed feelings about race
7. Explain how White guilt impedes open, honest discussions about racism.

Course References:
1. Bonilla Silva, E. (2013). Racism without Racists: Color Blind Racism and the Persistence of Racial Inequality in America (4th ed.). Lanham, Maryland: Rowman & Littlefield.
2. Carter, R. T. (2007). Racism and Psychological and Emotional Injury: Recognizing and Assessing Race Based Traumatic Stress. The Counseling Psychologist, 35(1), 13 105.  http://doi.org/10.117/001000006292033
3. DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3), 54 70.
4. Helms, J.E. (2008). A Race is a Nice Thing to Have: A Guide to Being a White Person or Understanding the White Persons in Your Life. Hanover, MA: Microtraining Associates.
5. Horner, P. C., (2012). An exploratory study of White people's evolving consciousness and how their awareness of White privilege and racism changed their consciousness. Masters Thesis, Smith College, Northampton, MA.  https://scholarworks.smith.edu/theses/63.

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