‎79th Annual Three- Day Conference Sessions and Workshops
Friday, March 4

COURSES: These courses are designed to cover a variety of topics in-depth. All-Day Courses meet in ‎two sections for one full day. Participants must attend both sessions in order to receive continuing ‎education credits. Course manuals are available for purchase. Continuing Education: One-Day: 5.0 ‎credits/.5 units ‎

HALF-DAY OPEN SESSIONS (300 series): These meetings will be presented in a variety of formats, ‎including panels, papers and demonstrations. Audience participation and exchange with the ‎presenters is encouraged. Open Sessions will be recorded and available to access at your convenience. ‎Continuing Education: 2.5 credits/.25 units

WORKSHOPS (1-100 Series): All-day and half-day meetings provide a context in which participants ‎exchange information among themselves and with the chairperson. These meetings are designed for ‎varying levels of experience including master workshops for senior clinicians and usually include both ‎didactic and experiential learning. Check designations for beginning and master levels (for senior ‎clinicians). Continuing Education: All-day: 5.0 credits/.5 units; Half-day: 2.5 credits/ .25 units ‎

Entrance Requirements: N/L= No Limitations; < 4= Less than four years of group leadership ‎experience; 4+= More than four years of group leadership experience; 10+= More than ten years of ‎group leadership experience (Masters Level)‎
For more information on the presenter, please click on the presenter name to view their CGP profile.‎

All-Day Course
‎(12:00 -2:30 pm & 3:45-6:15 pm EST)‎

C2. Core Principles of Group Psychotherapy, Part II
Presented in cooperation with the International Board for Certification of Group Psychotherapists

Mikhail Bogomaz, PsyD, CGP, ABPP,
AGPA, APA, University of North Florida, Jacksonville, Florida

Shala Cole, PsyD, CGP,
California Polytechnic University- San Luis Obispo, San Luis Obispo, California
Karen Cone-Uemura, PhD, CGP,
Licensed Psychologist, University of Utah Counseling Center, Salt Lake ‎City, Utah
Tevya Zukor, PhD, LCP, CGP,
Director, Licensed Psychologist, University of Mary Washington, ‎Fredericksburg, Virginia

This course provides the experiential component (Part II) of the Principles of Group Psychotherapy ‎course. Participants must have completed the didactic component (Part I) prior to attending. When ‎combined with Part I, this course will complete the 15-hour course work required for CGP certification. ‎Participants are expected to be familiar with the AGPA publication Core Principles of Group ‎Psychotherapy: An Integrated Theory, Research, and Practice Training Manual. The course will bridge ‎the gap between conceptual understanding and real-life experiences.‎
The attendee will be able to:‎
‎1. Detect the impact of membership in a group on the understanding of group dynamics.‎
‎2. Identify group dynamics, e.g. resistance, scapegoating and sub­group formation, as they arise.‎
‎3. Discuss the creation of norms.‎
‎4. Compare the stages of group development.‎
‎5. Discuss the role of the leader.‎
‎6. Discuss diversity impact on group dynamics and leadership.‎

1. American Group Psychotherapy Association, Inc. (2007). Practice Guidelines for Group Psychotherapy, New York: AGPA.

2. Kaklauskas F., Greene, L. (2019). Core Principles of Group Psychotherapy (1st Edition). Routledge.

3. Ribeiro, D., Michele (2020). Examining social identities and diversity issues in group therapy: knocking at the boundaries. Routledge.

4. Rutan, J., Alonso, A., & Groves, J. (1998). Understanding defenses in group psychotherapy. International Journal of Group Psychotherapy, 38, 549­472.

5. Rutan, J.S. & Alonso, A. (1999). Reprise: Some guidelines for group therapists. In J.R. Price, D.R. Hescheles, & A.R. Price (Eds.), A guide to starting psychotherapy groups (pp. 71­79). San Diego, CA: Academic Press.

6. Yalom, I., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. New York: Basic Books. 

All-Day Workshops
‎(12:00-2:30 pm & 3:45-6:15 pm EST)‎

Workshop 21a. (10+) Longing to Belong: Exploring Barriers to Connection and Closeness

Joan-Dianne Smith, MSW, RSW, FCGPA, Social Work, Private Practice, Winnipeg, Canada
Allan Sheps, MSW, RSW, FCGPA, CGP, Social Work, Private Practice, Toronto, Ontario, Canada

The pandemic, our polarized social milieu, and recognition of systemic inequities have exacerbated our ‎pre-existing hesitancies to connection and belonging and heightened our sense of vulnerability. We ‎will explore our internal barriers, interpersonal and systemic blind spots, and reactions to issues of ‎diversity and inequity.  Through experiential exercises and didactic material, participants will heighten ‎self- awareness, better appreciate their countertransference, explore barriers and yearnings, and ‎consider how the convergence of these factors impacts us in our therapeutic work.‎
The attendee will be able to:‎
‎1. Describe the impact of the pandemic and the polarized social climate on our relationships. ‎
‎2. Identify personal countertransference themes intensified by our current social milieu and explain ‎how those responses might inhibit group intimacy. ‎
‎3. List three examples of personal barriers that members might use to sabotage intimacy in groups ‎
‎4. Identify the dynamics of difference and polarization and describe potential strategies to assist the ‎group in its desire to achieve mutuality and become a mature working group. ‎
‎5. Describe how group member fears can hold them back from reaching for connection in spite of their ‎stated desire to do so.‎

1. Alpert, R.M. (2001) Barriers to Intimacy: An Object Relations Perspective. Psychoanalytic Psychology, 18, 137-156.

2. DiAngelo, R. (2018) White Fragility: Why Its Hard For White People to Talk About Racism. Beacon Press.

3. Liebman M. (2001).  Some Aspects of Intimacy in Analytic Groups. Journal of Psychotherapy and Independent Practice, 1(2) 13-19.

4. Kron, T. & Yungman, R. (1987). The Dynamics of Intimacy in Group Therapy. International Journal of Group Psychotherapy, 37(4) 529-548.

7. Ormont, L. (1988). The Leader's Role in Resolving Resistances to Intimacy in the Group Setting. International Journal of Group Psychotherapy, 38(1) 29-46.

5. Perel, E. (2020). How to Adjust to Your Entire Relational World Being in One Place Pats 1 & 2 https://www.youtube. com/watch?v=NKtMnVha_PA&t=10s

6. Phillips, S. (2020). Couples in the Age of COVID 19 Connection Without Words, https://blogs.psychcentral.com/healing-together/2020/05/couples-in-the-age-of covid-19-connection-without-words/

Workshop 22a. (N/L) Therapists as Racial Beings: Leading Groups with People of Color Across the ‎Lifespan
Presented under the auspices of the AGPA College Counseling and Other Educational Settings SIG, ‎Children and Adolescents SIG, the Racial and Ethnic Diversity SIG, and the Women in Group ‎Psychotherapy SIG

Instructors: ‎
Robin Dean, PsyD, MSEd,
State University of New York, Upstate Medical University, Syracuse, New ‎York
Kathleen Isaac, PhD, NYU Langone Health, Private Practice, New York, New York
Colette McLean, LCSW, Social Worker, Rowan University, Glassboro, New Jersey
Archandria Owens, PhD, Licensed Psychologist, The Collective Healing Space, LLC, Memphis, Tennessee
Rachelle Rene, PhD, BCB, HSM, Jefferson Health, Thomas Jefferson University, Philadelphia, ‎Pennsylvania

Race and racism have implications that affect clinicians and clients alike. Examining race-related issues ‎enhances personal and professional self-confidence and is crucial to our work with increasingly diverse ‎populations. This workshop will examine how racial identity and racism are experienced across various ‎age groups and explore how these issues present in groups. Participants will connect to their personal ‎experiences and learn how to work through issues of race within themselves and with groups of ‎participants in multiple age groups.‎
The attendee will be able to:‎
‎1. Differentiate racial identity factors relevant to clients of color in various age groups.‎
‎2. Describe ways to engage in ongoing awareness of one's own racial identity location.‎
‎3. Identify ways in which transference and counter-transference issues arise as racial dynamics are ‎explored in groups led by therapist of color.‎
‎4. Describe ways to engage in ongoing awareness of the racial identity location of group members.‎
‎5. Articulate the ways the experience of invisibility may impact leading groups with people of color.‎
‎6. Identify three interventions that can be utilized to prevent racial trauma within the group therapy ‎space.‎

1. Berger, S.S. (2014). Whose trauma is it anyway? Furthering our understanding of its intergenerational transmission. Journal of Infant, Child, and Adolescent Psychotherapy, 13(3), 169-181.

2. Carter, R. T., & Johnson, V. E. (2018). Racial identity statuses: Applications to practice. Practice Innovations, 4(1), 42-58.

3. Franklin, A.J., Boyd-Franklin, N. & Kelly, S. (2006). Racism and invisibility. Journal of Emotional Abuse, 6(2-3), 9-30. DOI: 10.1300/J135v06n02_02

4. Jones, S. C. T., Anderson, R. E., Gaskin-Wasson, A. L., Sawyer, B. A., Applewhite, K., & Metzger, I. W. (2020). From “crib to coffin”: Navigating coping from racism-related stress throughout the lifespan of Black Americans. American Journal of Orthopsychiatry, 90(2), 267–282. https://doi.org/10.1037/ort0000430

5. Mosley, D. V., Hargons, C. N., Meiller, C., Angyal, B., Wheeler, P., Davis, C., & Stevens-Watkins, D. (2020). Critical consciousness of anti-Black racism: A practical model to prevent and resist racial trauma. Journal of Counseling Psychology. https://doi.org/10.1037/cou0000430

6. Thrower, S. J., Helms, J. E., & Price, M. (2020). Racial Dynamics in Counselor Training: The Racial Identity Social Interaction Model. The Journal of Counselor Preparation and Supervision, 13(1). http://dx.doi.org/10.7729/131.1313

Workshop 23a. (N/L) Confronting Aggressive Scapegoating in Group Therapy and Society: An Ethical ‎Obligation of Mental Health Clinicians

Bill Roller, MA, LFAGPA, President, President, Berkeley Group and Family Therapy Institute, Berkeley, ‎California
Yong Xu, MD, CGP, AGPA, Shanghai Mental Health Center, Shanghai, China
New research has investigated the situational context that allows individuals to follow their ‎conscience, taking nonviolent courageous action to defend ethical principles and people in need, all in ‎the public interest. The Berkeley Experiment focused on the essential role and obligation of the Task ‎Leader in stopping aggressive scapegoating and also in the integration of the Scapegoat Leader into ‎the group. Participants will explore their own experiences of being scapegoated and how they can ‎stop aggressive scapegoating when conducting group.‎
The attendee will be able to:‎
‎1. Apply with confidence and assertiveness the group dynamics necessary to create a Strategic ‎Subgroup that supports conscientious behavior.‎
‎2. Discriminate between sociocentric and egocentric leadership on the part of the Task Leader.‎
‎3. Re-direct the scapegoating process and actively resist aggressive scapegoating both inside and ‎outside the group boundary.‎
‎4. Differentiate between the necessity for the Task Leader to stop aggressive scapegoating and the ‎requirement to help integrate the Scapegoat Leader into the group-as-a-whole.‎
‎5. Identify the group norms that facilitate collaborative leadership in the completion of a task of ethical ‎significance.‎
‎6. Enumerate the specific norms that drive group communication forward and those forces that ‎restrain group communication.‎

1. Agazarian,Y. (1992). Contemporary Theories of Group Psychotherapy: A Systems Approach to the Group-as-a-Whole. International Journal of Group Psychotherapy, 42 (2), 177-205.

2. Beck, A.P. (1981). The Study of Group Phase Development and Emergent Leadership. GROUP, 5, 48-54.

3. Beck, A.P. (2014). The Natural Evolution of Work Teams and their Leaders. Presented at the Texas A & M University, Department of Psychology, Corpus Christi, Texas. An unpublished article.

4. Ilfeld, F. (2018). Group Dynamics and the New Heroism: The Ethical Alternative to the Stanford Prison Experiment. A Video Review. International Journal of Group Psychotherapy, 68 (1), 124-131.

5. Roller, B. (2018). Response to Fred Ilfeld's review of Group Dynamics and the New Heroism: The Ethical Alternative to the Stanford Prison Experiment. Correspondence. International Journal of Group Psychotherapy, 68 (2), 290-291.

6. Roller,B. & Zimbardo, P. (2017). The Berkeley Civic Courage and Heroism Experiment: The Group Dynamics of Individuals Acting in Concert to Advance Ethical Goals in the Public Interest. International Journal of Group Psychotherapy, 67 (3), 433-447.

12:00 - 2:30 PM EST - 2 ½ Hour Open Sessions ‎

‎306. Restorative Justice: A Panel Conversation With Practitioners‎

Deborah Sharp, LCSW-S, CGP, FAGPA,
Full Circle Psychotherapy, Private Practice, Austin, Texas

Haya Abusway, MA,
Director Restorative Justice, University of Texas, Austin, Texas
Marquita M. Booker, JD, MPA, NDCCDP, CCDP,
Associate Vice President for Inclusion and Equity, University of Texas at Austin
Kouang Chan, JD,
Staff/Student Ombuds, University of Texas at Austin
Susan Gale Orovitz, PhD, CGP, Restorative Justice Durham facilitator, Private Psychotherapy Practice, Durham, North Carolina
Melanie Susswein, MSW,
University of Texas at Austin, Austin, Texas

Restorative Justice offers the opportunity for community building, addressing harm, and restoration of ‎community and community members.  This open session will be a panel of five Restorative Justice ‎practitioners and one Moderator that will respond to prompts describing their experience both as ‎practitioners and with building programs of Restorative Justice within organizations.  Attendees will ‎have the opportunity to ask questions of the panel as a whole, or individual practitioners after the ‎initial presentation.‎
The attendee will be able to:‎
‎1. Demonstrate an appreciation of the history and structure of restorative practices.‎
‎2. Distinguish between restorative practices and group psychotherapy practices.‎
‎3. Explain the spectrum of Restorative practices and the range of possible methods of engagement.‎
‎4. Identify at least three contexts where Restorative Justice can be implemented.‎

1. Leibman, M. (2007). Restorative Justice: How it works. London and Philadelphia: Jessica Kingsley Publishers.

2. Pranis, K. (2005). The little book of Circle Processes; A new/old approach to peacemaking. New York, NY: Good Books.

3. Stutzman Amstutz, L. (2015). The little book of Victim Offender Conferencing: Bringing victims and offenders together in dialogue. New York, NY: Good Books

4. Umbreit, M. and Armour, M. (2011). Restorative Justice Dialogue; An essential guide for research and practice. New York, NY:Springer Publishing.

5. Zehr, H. (2015). The little book of Restorative Justice: Revised and updated. New York, NY: Good Books.

‎307. DUTCH DESIGN: Practice Guidelines for Group Treatment, Contemporary Group Treatment in ‎the Netherlands
Presented under the auspices of the AGPA Research SIG
Anne-Marie Claassen, Msc, Psychotherapist, Mediant, Hengelo, The Netherlands
Willem de Haas, Msc,
Clinical Psychologist Psychotherapist, Private Practice for Training, ‎Psychotherapy and Supervision, Noordlaren, The Netherlands 
Charles Huffstadt, MSc,
Psychotherapist, Private Practice, Department of Personality Disorders PsyQ, ‎The Hague, The Netherlands 
Silvia Pol, MSc,
Clinical Psychologist Psychotherapist, GGNet, Scelta, Day Clinic for Psychotherapy, ‎Apeldoorn, The Netherlands 
Laura van Groenendael, MD,
Department of Personality Disorders and Complex Trauma, ‎GGzIngeest, ‎Amsterdam, The Netherlands
In this open session, an expert group from the Dutch Association for Group Psychotherapy discusses ‎contemporary Dutch group therapy by illustrating the Dutch Practice Guidelines that were published in ‎‎2019. After an introduction on the development of the guidelines, we will focus on some of the ‎similarities and differences between the American and Dutch guidelines. In an interactive format we ‎will present four extra chapters that were not included in the AGPA guidelines and include time for ‎discussion.‎
The attendee will be able to:‎
‎1. Compare and contrast the American and the Dutch Practice Guidelines for group therapy.‎
‎2. Explain how diversity is managed in Dutch Group psychotherapy practice: regarding race, gender, ‎different ages, disorder specific groups (e.g. eating disorders).‎
‎3. Describe difficulties in applying a specific therapy method in a group format.‎
‎4. Describe the interaction between group dynamics and organizational dynamics in multidisciplinary ‎treatment organizations.‎
‎5. List the advantages of co-leadership in group treatment.‎
‎6. Describe the main possible negative effects of group treatment.‎

1. Bateman, A. & Fonagy, P. (2016). Mentalizing group therapy. In A. Bateman & P. Fonagy (Eds.), Mentalization-based treatment for personality disorders: A practical guide (Chapter 12). Oxford: Oxford University Press.

2. Burlingame, G., & Jensen, J. (2017). Small group process and outcome research highlights: A 25-year perspective. International Journal of Group Psychotherapy, 67 (sup.1), 194-218

3. Koks, R., & Steures, P. red. (2019). Praktijkrichtlijnen voor Groepsbehandeling in de (G)GZ [Practice guidelines for grouptreatment in (mental) healthcare]. Nederlandse Vereniging voor Groepsdynamica en Groepspsychotherapie. www.groepspsychotherapie.nl/richtlijnen

4. Leszcz, M. (2018) The evidence-based group psychotherapist. Psychoanalytic Inquiry, 38(4), 285-298

5. Nitsun, M. (2015). Beyond the anti-group: Survival and transformation. London/New York: Routledge.

‎308. The Origin of Our Clinical Interventions: An Expert Panel Reflects on Billow's Theory

Tzachi Slonim, PhD, ABPP, CGP, Private Practice, New York, New York
Richard M. Billow, PhD, ABPP, Adelphi University, Derner Institute, Garden City, New York
Sara Emerson, LICSW, MSW, CGP, FAGPA, Private Practice, Faculty MIP, Cambridge, Massachusetts
Lisa Stern, PhD, CGP, ABPP, Adelphi University, Private Practice, New York, New York

Freud believed that groups cohere through identification with their leader’s values and Klein asserted ‎that patients’ communications always include transference implications. Expanding on these ideas, ‎Billow suggests that groups always have one eye on their leader, and that leaders' interventions ‎originate from their subjectivity. Our expert panelists will explore how therapists understand the ‎origin of their clinical interventions based on their unique histories and psychologies.‎

The attendee will be able to:‎
‎1. Name two differences between the panel members’ intervention choices.‎
‎2. Explain how leaders' subjectivities impact their choice of interventions.‎
‎3. Appraise how leaders' social locations impacts their use of language.‎

1. Aron, L. (1991). The patient's experience of the analyst's subjectivity. Psychoanalytic Dialogues, 1, 29-51.

2. Billow, R. M. (2021). Richard M. Billow's selected papers on psychoanalysis and group process. Changing our minds. (T. Slonim, Ed.) New York: Routledge.

3. Bion, W. R. (1961). Experiences in groups. London, UK: Tavistock.

4. Foulkes, S. H., & Anthony, E. J. (1965). Group psychotherapy: the psychoanalytic approach. Baltimore, MD: Penguin.

5. Slonim, T. (2017). Notes on Billow’s Relational Approach to Group Leadership. Group Analysis, 50(3), 332-338.

12:00 - 2:30 PM EST - 2 ½ Hour Workshops‎


CANCELLED: Workshop 24

Workshop 25. (N/L) The FIVE QUESTION Approach
Presented under the auspices of the AGPA International Relations SIG and the Organizational Consulting ‎SIG ‎

Elisabet Wollsén, MSc
, PS Professionella Samtal, Stockholm, Sweden
Many professional conversations, meetings and collaborations begin and continue without an ‎agreement on purpose and structure. With the help of the five questions, the collaboration can be ‎formulated jointly in preliminary arrangements that can be reflected and thus change over time by ‎asking the five questions over and over again. In a changing world, one also needs a changing structure ‎without losing sight of the goal!‎
The attendee will be able to:‎
‎1. State the purpose of the Five Question approach.‎
‎2. List the Five Questions.‎
‎3. Cite common resistances to the Five Question process.‎

1. Bateson, N. (2016). Small Arcs of Larger Circles. Triarchy Press.

2. Josselson, R, & Lieblich, A. (1986). The Narrative Studies of Life, Vol 3. Thousand Oaks, CA: Sage.

3. Kahneman, D. (2011). Thinking fast and slow. Brockman Inc.

4. Mishler, E.G. (1986). Research Interviewing: Context and narrative. Cambridge, MA: Harvard University Press.

5. Riessman, C.K. (1993). Narrative Analysis. Newbury Park, CA: Sage.

6. White, M. (1995). Re-Authoring Lives: Interviews & Essays. Adelaide, South Australia: Dulwich Centre Publications.

7. Wollsen, E. (2000). It was not so remarkable. Narrative Research at The University of Oslo, Norway with financial support from The National Board of Health and Welfare in Sweden.

Workshop 26. (N/L) LEGO® Group therapy: Agape Through Creative Play

Kasra Khorasani, MD,
University of Toronto, Unity Health, Toronto, Canada
Two- and half-hour workshop will allow for an experiential and didactic exploration of this innovative ‎group therapy approach, used with mixed diagnosis inpatients. Supportive therapeutic factors in group ‎in addition to Play and Creativity are utilized to enhance empathic connection amongst the group ‎members. Discussion of several neuroscience theories such as Polyvagal theory, Interpersonal ‎neurobiology, Basic Emotional Circuits and Large-Scale networks will be used to support this approach. ‎This model is applicable to inpatient and other agency settings.‎ Registrants are asked to have some Lego bricks handy to play with during the workshop. If not, email ‎Dr. Khorasani at kasra.khorasani@utoronto.ca to talk about alternative items that can be used to ‎play. ‎
The attendee will be able to:‎
‎1. List the core four steps in “LEGO® Group Therapy."‎
‎2. Describe the three exercises utilized in the 75 min Group Session.‎
‎3. Describe the Neuroscience, Psychotherapy and Group Theories that “LEGO® Group Therapy” is ‎based on.‎

1. Allan N. Schore (2019). Right Brain Psychotherapy. Norton.

2. Davis, K.L. and Panksepp, J. (2018). The Emotional Foundations of Human Personality. Norton.

3. Kristiansen, P., &Rasmussen, R. (2014). Building a better business using the serious play method. Wiley.

4. Stephan W. Porges and Deb Dana (2018). Clinical Application of The Polyvagal Theory. Norton.

5. Yalom, I. D. and Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy. Basic Books.

Workshop 27. (N/L) Diversifying Group Leadership
Presented under the auspices of the Racial and Ethnic Diversity SIG

Supported by the International Board for Certification of Group Psychotherapists’ contributions to the Group Foundation Education Endowment

Karin Bustamante, PsyD, LPC, CGP, AGPA, Naropa University, Littleton, Colorado
Francis Kaklauskas, PsyD, CGP, FAGPA,
Psychologist Collective for Psychological Wellness, Longmont, ‎Colorado

Two Experienced Group Leaders talk about the development of their group approaches from their ‎roots in Modern Analysis and Group Analytic styles to broader inclusion of important contemporary ‎approaches including multicultural theory and practice, group research, and emerging group models.  ‎After introductory comments the leaders will lead a demonstration group in which audience members ‎will be encouraged to examine the process through more than one theoretical frame. A discussion ‎follows the demonstration group.‎
The attendee will be able to:‎
‎1. Identify several ways one’s identities impact group leaders’ and members’ behavior.‎
‎2. Articulate several ways that psychoanalytic pluralism and postmodern movement intersect with ‎multicultural counseling theories.  ‎
‎3. Identify when strategic self-disclosure may facilitate dialogue.‎

1. Birkhofer, C. (2017). Theoretical diversity and pluralism in psychoanalysis: Change, challenges, and benefits. Psychoanalytic Psychology, 34(1), 114-121.

2. Kaklauskas F. J. & Nettles R. (2019). Towards multicultural and diversity proficiency in group leadership. In F. J. Kaklauskas, & L. S. (Eds.) Core principles of group psychotherapy: A training manual for theory, research, and practice. (pp. 35-54).  Allyn & Francis.

3. Lowe, F. (2018). Thinking space: Promoting thinking about race, culture and diversity in psychotherapy and beyond. Routledge.

4. Ribeiro, M. (Ed.) (2020). Examining social identities and diversity issues in group: Knocking at the boundaries. Routledge Press.

5. Rosenthal, L. (2016). Incorporating intersectionality into psychology: An opportunity to promote social justice and equity. American Psychologist, 71(6), 474–485.

Workshop 28. (4+) Lost in Translation:  Conducting Groups With the Aid of Translators
Presented under the auspices of the AGPA Children and Adolescents SIG

Seth Aronson, PsyD, CGP,
William Alanson White Institute, New York, New York
David J. Dumais, LCSW, CGP, Faculty, Center for Group Studies, Private Practice, New York, New York
Is it possible to do therapy in another language? Translation is often seen as an "impossible task"; ‎language is not fixed and has its own nuances and specificities, posing challenges for group, leader, ‎and translator. Because working online during the pandemic has opened the enormous potential for ‎work in a foreign language, the presenters will elaborate on the thorny issue of translation. ‎Presentation will include didactics, group discussion and a brief demonstration group in a foreign ‎language with a translator.‎
The attendee will be able to:‎
‎1. Describe two issues that affect the interpreter/translator.‎
‎2. Describe two issues that affect the participants in groups where there is translation.‎
‎3. Identify two ways that language affects the group experience.‎
‎4. List two elements a leader must be cognizant of while leading a group for those whose speak a ‎different language.‎
‎5. Identify two issues a leader must be sensitive to regarding the interpreter/translator.‎

1. Amati-Mehler, J., Argentieri, S., Canestri, J. (1993). The Babel of the Unconscious--Mother Tongue and Foreign Languages in the Psychoanalytic Dimension. Madison: International Universities Press.

2. Greenson, R. R. (1950). The Mother Tongue and the Mother. International Journal of Psychoanalysis, 31:18-23.

3. Hagege, C. (1985). L’homme de paroles. Contribution linguistique aux science humaines. Paris: Fayard.

4. Kiraly, D. (2000). A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome Publishing.

5. Mansilla, D. (2020). Translation and Emotions: Keys for Effective Online Instruction and Collaboration. American Translators Association Website, Educators & Trainers: https://www.atanet.org/educators-trainers/translation-and-emotions-keys-for-effective-online-instruction-and-collaboration/

6. Schwieter J. W., Ferreira A. (2017) The Handbook of Translation and Cognition. New York: John Wiley & Sons.

Workshop 29. (N/L) Using Functional Subgrouping - Connecting With our Shared Humanity, Is it ‎Enough?‎

Dayne Narretta, LCSW, BCD, CGP, FAGPA, Private Practice, Baton Rouge, Louisiana
Deborah J. Woolf, MS, MSS, PHR, LCSW,
SCTRI, NASW, AGPA, Belmont Behavioral Hospital, ‎Philadelphia, Pennsylvania
This workshop introduces basic elements of Systems Centered Therapy (SCT) theory, skills and ‎practice. Functional subgrouping is a core method used in SCT to implement the theory that "all living ‎human systems survive, develop and transform by discriminating differences in the apparently similar ‎and similarities in the apparently different." The group will be introduced to and practice behaviors ‎that support functional subgrouping and test whether this method helps differences cross the ‎boundary into the group to help the group develop.‎
The attendee will be able to:‎
‎1. Describe how functional subgrouping helps us recognize the similarities in our shared humanity.
2. Demonstrate two behaviors that support functional subgrouping.‎
3. Apply functional subgrouping to activate the observing system.‎
4. ‎Identify how using functional subgrouping helps the group explore instead of splitting off the ‎differences.

1. Agazarian, Y.M. (2012). Systems-centered group psychotherapy: Putting theory into practice. International Journal of Group Psychotherapy, 62(2) 171-195. doi: 10.1521/ijgp.2012.62.2.171

2. Agazarian, Y.M., Gantt, S.P.,  Carter, F.B. (2021). Systems-Centered Training: An Illustrated Guide for Applying a Theory of Living Human Systems. Routledge.

3. Gantt, S.P., & Adams, J.M. (2010). Systems-centered training for therapists: Beyond stereotyping to integrating diversities into the change process. Women & Therapy, 33(1), 101-120. doi: 10.1080/02703140903404812

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), 515-544. doi: 10.1521/ijgp.2010.60.4.515

5. 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

6. 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. doi: 10.1080/07351690.2018.1444851

7. Gantt, S.P., (2021) Systems-Centered Theory (SCT) into Group Therapy: Beyond Surviving Ruptures to Repairing and Thriving. International Journal of Group Psychotherapy, 71:2, 224-252, doi: 10.1080/00207284.2020.1772073

8. O'Neill, R.M., Smyth, J.M. & MacKenzie, M.J. (2011). Systems-centered functional subgrouping links the member to the group dynamics and goals: How-to and a pilot study. GROUP: The Journal of the Eastern Group Psychotherapy Society, 35(2), 105-121.

9. 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.

Workshop 30. (N/L) Integrating ISTDP Into Modern Analytic Training Groups to Deepen Experiential ‎Learning

Supported by the Jay Erwin-Grotsky Memorial Fund's contributions to the Group Foundation Education Endowment

William Watson, PhD, CGP, FAPA, Associate Professor of Psychiatry and Neurology, University of ‎Rochester Medical Center, Rochester, New York

Both ISTDP (Intensive Short-Term Dynamic Psychotherapy) and Modern Group Analysis have at their ‎core an emphasis on resolving resistances to emotional experience and emotional closeness.  In this ‎workshop, concepts and techniques from both approaches will be integrated and applied to ‎experiential training groups, with particular focus on how inviting openness to emotional experience in ‎group and clarification of habitual defenses can expedite and deepen learning and rapidly clarify the ‎triangle of conflict (Feelings--Anxiety--Defense) for trainees.‎
The attendee will be able to:‎
‎1. Identify the central dynamic sequence of intensive short-term dynamic psychotherapy.‎
‎2. Describe how somatic experiences of anger and anxiety can be differentiated and why doing so is ‎important.‎
‎3. Describe how a modern analytic focus on emotional communication in group can be enhanced by ‎the methods of inviting feeling and observing its associated somatic manifestations and action ‎tendencies (impulses/urges).‎
‎4. Demonstrate how to detoxify phobic avoidance of painful affect through imagined portrayal of the ‎corresponding action tendency.‎

1. Abbass, A., & Town, J. (2021). Alliance rupture-repair processes in intensive short-term psychotherapy: Working with resistance. Journal of Clinical Psychology, 77, 398-413, DOI: 10.1002/jclp.23115

2. Abbass, A. (2016). The Emergence of Psychodynamic Psychotherapy for Treatment Resistant Patients: Intensive Short-Term Dynamic Psychotherapy. Psychodynamic Psychiatry, 44(2) 245–280, DOI: 10.1521/pdps.2016.44.2.245

3. Abbass, A. (2015). Reaching Through Resistance: Advanced Psychotherapy Techniques. Kansas City: Seven Leaves Press.

4. Ormont, L. (2009). The Group Therapy Experience: From Theory to Practice. New York: BookSurge Publishing.

5. Zeisel, E., (2009). Affect Education and the Development of the Interpersonal Ego in Modern Group Psychoanalysis. International Journal of Group Psychotherapy, 59(3), 421-32.

Workshop 31. (N/L) LGBTQ+ Providers’ Affinity Group
Presented under the auspices of the AGPA Gay, Lesbian, Bisexual, Transgender, and Queer Identities SIG

Supported by Harold Bernard’s contributions to the Group Foundation Education Endowment

Angelynn Hermes, MSW, CGP, LCSW,
Private Practice, Jalisco, Mexico
Stef Gentuso, LPCC,
Private Practice, Denver, Colorado
Elise Matatall, LCSW,
Denver, Colorado

This is an experiential workshop for providers who have LGBTQ+ identities. Participants will be guided ‎to put words to experienced social identity tensions so many of us face on a daily basis. Should I ‎disclose my identity or identities? If so, which ones and to which clients and/or groups? How do I ‎navigate visible and invisible identities I hold with my clients and other professionals? Who are my ‎mentors/mentees and how do we navigate our generational similarities and/or differences?‎
The attendee will be able to:‎
‎1. Identify their own marginalized and/or privileged identities in connection with their role as group ‎leaders and participants.‎
‎2. Compare potential benefits of affinity-based homogenous identity groups to heterogeneous groups ‎based on participation in an experiential affinity-based group.‎
‎3. Analyze their reactions to group members and leaders associated with LGBTQ+ identity and other ‎social and personal identities present in groups.‎
‎4. Contrast options relating to disclosing or not disclosing LGBTQ+ identity to colleagues and clients.‎
‎5. Detect group dynamics associated with homogeneous identity-based group formation and process.‎

1. Case, A. D., & Hunter, C. D. (2012). Counterspaces: A Unit of Analysis for Understanding the Role of Settings in Marginalized Individuals’ Adaptive Responses to Oppression. American Journal of Community Psychology, 50(1-2), 257–270. doi:10.1007/s10464-012-9497-7

2. Gitterman, P. (2018). Social Identities, Power, and Privilege: The Importance of Difference in Establishing Early Group Cohesion. International Journal of Group Psychotherapy, 69, 99-125. DOI: 10.1080/00207284.2018.1484665

3. Heilman, D. (2017). The Potential Role for Group Psychotherapy in the Treatment of Internalized Homophobia in Gay Men. International Journal of Group Psychotherapy, 68:1, 56-68. DOI: 10.1080/00207284.2017.1315585

4. Horne, S. G., Levitt, H. M., Reeves, T., & Wheeler, E. E. (2014). Group work with gay, lesbian, bisexual, transgender, queer, and questioning clients. In J. L. Delucia-Waack, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling & psychotherapy (pp. 253–263). Los Angeles, CA: Sage.

5. Kristin M. Perrone & William E. Sedlacek (2000) A comparison of group cohesiveness and client satisfaction in homogenous and heterogenous groups. The Journal for Specialists in Group Work, 25:3, 243-251, DOI: 10.1080/01933920008411465

6. Matthews, C. R., & Adams, E. M. (2008). Using a Social Justice Approach to Prevent the Mental Health Consequences of Heterosexism. The Journal of Primary Prevention, 30(1), 11–26. doi:10.1007/s10935-008-0166-4

7. Tegan Cruwys, Niklas K. Steffens, S. Alexander Haslam, Catherine Haslam, Matthew J. Hornsey, Craig McGarty & Daniel P. Skorich (2020) Predictors of social identification in group therapy. Psychotherapy Research, 30:3, 348-361, DOI: 10.1080/10503307.2019.1587193

3:45 - 4:45 PM EST - 1-Hour Open Sessions‎

‎201. Home Is Where We Start From: Teaching Inclusion and Consciousness Raising in Graduate ‎Education

David A. Songco, PsyD, LP, CGP
, Director of Behavioral Medicine, Department of Family and Community Medicine, Medical College of ‎Wisconsin, Milwaukee, Wisconsin

Like a home, our graduate institutions are formative in our development to become competent ‎clinicians through training, supervision, mentoring and development. It is in these early formative ‎training experiences that we can begin to integrate anti-racist approaches to group therapy to avoid ‎injury and raise awareness of person blind spots and biases. This open session focuses on ‎consciousness raising strategies and training interventions in academic instruction to help create ‎culturally competent and inclusive group therapists.‎
The attendee will be able to:‎
‎1. Identify and describe how to introduce key terminology, concepts, and information pertinent to ‎understanding and working with marginalized, underrepresented, ethnic and racial minorities and ‎LGBGQ+ clients.‎
‎2. Describe multiple layers and approaches to identity and the power and privileges associated with ‎different identities.‎
‎3. Evaluate the effectiveness of consciousness raising exercises and interventions as a tool for self-‎reflective practice.‎

1. American Psychological Association. (2011). Guidelines for psychological practice with lesbian, gay and bisexual clients. http://www.apa.org/pi/lgbt/resources/guidelines

2. American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010 and January 1, 2017). https://www.apa.org/ethics/code/

3. Cone-Uemura, K., & Bentley, E. S. (2018). Multicultural/diversity issues in groups. In M. D. Ribeiro, J. M. Gross, & M. M. Turner (Eds.), The college counselor’s guide to group psychotherapy (p. 21–35). Routledge/Taylor & Francis Group.

4. Dorn‐Medeiros, C. M., Christensen, J. K., Lértora, I. M., & Croffie, A. L. (2020). Relational strategies for teaching multicultural courses in counselor education. Journal of Multicultural Counseling and Development, 48(3), 149-160.

5. Horne, S. G. (2020). The challenges and promises of transnational LGBTQ psychology: Somewhere over and under the rainbow. American Psychologist, 75, 1358 – 1371.

6. Kivlighan III, D. M., & Chapman, N. A. (2018). Extending the multicultural orientation (MCO) framework to group psychotherapy: A clinical illustration. Psychotherapy, 55(1), 39.

‎‎202. Using Music in Addiction Recovery Groups: Helpful or Harmful?‎

Marlys Woods, MS, LMFT, MT-BC
, CBMT, Get In Tune, Denver, Colorado

While highly effective for addiction recovery, music use can also lead to acting out, feeling unsafe, lack ‎of trust of the therapist, emotional breakdowns, and re-traumatization. Therapists can unintentionally ‎cause harm if unaware of how music can affect clients and if unprepared for reactions,  particularly in ‎group settings, which can lead to discourse and disconnect between clients. Therapists will learn how ‎to use music effectively in conjunction with verbal processing and addressing issues related to ‎diversity in this population.‎
The attendee will be able to:‎
‎1. Identify one potential harm of music experiences.‎
‎2. Distinguish two ways to help patients relate to each other when there is a bias due to the music.‎
‎3. Identify four kinds of music-based interventions for group setting when addressing clients in ‎addiction recovery.‎
‎4. Specify how to pick appropriate music for interventions in group therapy for addiction recovery.‎

1. Liu, Y., Liu, G., Wei, D., Li, Q., Yuan, G., Wu, S., . . . Zhao, X. (2018). Effects of Musical tempo on MUSICIANS’ and Non-musicians’ emotional experience when listening to music. Frontiers in Psychology, 9. doi:10.3389/fpsyg.2018.02118

2. McCaffrey, Triona et al. (2020) Exploring the role and impact of group songwriting with multiple stakeholders in recovery-oriented mental health services. Nordic Journal of Music Therapy. DOI: 10.1080/08098131.2020.1771755

3. Scrine, E. (2019). “It'S like mixing paint”: Songwriting gender diversity and alternative gender cultures with young people as an ‘after-queer’ methodology. Voices: A World Forum for Music Therapy, 19(3). doi:10.15845/voices.v19i3.2852

4. Stamou, Vasileios and Chatzoudi, Theano and Stamou, Lelouda and Romo, Lucia and Graziani, Pierluigi (2016) Music-assisted systematic desensitization for the reduction of craving in response to drug-conditioned cues: A pilot study. The Arts in Psychotherapy, 51. pp. 36-45. ISSN 0197-4556

5.     Yalom, I. D., & Leszcz, M. (2015). The Theory and Practice of Group Psychotherapy. New York: Basic Books. https://doi.org/10.1177/105960117600100117

‎203. Online Process-Oriented Training Groups for Therapists: Lessons Learned From Working to Heal ‎the Healers

Nate Page, PhD, LP, CGP,
Group Therapy Central, Northfield, Minnesota

Yalom said, "Every therapist should have a therapy group for themselves to prevent burnout and for ‎their continued professional and personal growth. If I can influence the field, therapists should be ‎seeing peers and talking about their issues, their patients. I am an experienced therapist, but I am ‎always learning from others in groups" (The Group Circle, Spring 2020). We will explore lessons learned ‎from leading groups designed for therapists. Ideal for those wanting to start leading groups for ‎therapists.‎
The attendee will be able to:‎
‎1. List three common struggles that therapists face (yet may be hesitant to reveal) as they enter a ‎group comprised of other therapists. ‎
‎2. Describe at least two of the unique challenges BIPOC clinicians in the US face when it comes to ‎burnout and compassion fatigue.‎
‎3. Articulate two of the benefits for therapists joining a group comprised of other therapists.‎

1. Barlow, S. and Burlingame, G., 2006. Essential Theory, Processes, and Procedures for Successful Group Psychotherapy: Group Cohesion as Exemplar. Journal of Contemporary Psychotherapy, 36, 107-112. https://doi.org/10.1007/BF02729053

2. Ferencik, M. (1991). A typology of the here-and-now: Issues in Group Therapy. International Journal of Group Psychotherapy, 41, 169-183. DOI: 10.1080/00207284.1991.11490642

3. Glymour MM, Saha S, Bigby J, Society of General Internal Medicine Career Satisfaction Study Group. Physician race and ethnicity, professional satisfaction, and work-related stress: results from the Physician Worklife Study. J Natl Med Assoc, 2004 (96), 1283-1294.

4. Joyce, A.S., Piper, W.E., & Ogrodniczuk, J.S. (2007). Therapeutic alliance and cohesion variables as predictors of outcome in short-term group psychotherapy. International Journal of Group Psychotherapy, 57(3), 269–96. DOI:10.1521/ijgp.2007.57.3.269. PMID 17661544. S2CID 19200449.

5. Roberta L. Slavin. (1993) The significance of here- and-now disclosure in promoting cohesion in group psychotherapy. Group, 17(3), 143-150.

6. Weinberg, H. & Rolnick, A. (2020). Theory and Practice of Online Therapy: Internet-delivered Interventions for Individuals, Groups, Families, and Organizations (1st Edition). New York, NY: Routledge. https://doi.org/10.4324/9781315545530

7. Yalom, I.D. & Leszcz, M. (2020). The theory and practice of group psychotherapy (6th ed.). New York: Basic Books. ISBN-13: 9781541617568

3:45 - 5:15 PM EST - 1 ½ Hour Open Sessions‎



‎205-5. Getting to We: The Role of the Group in Repair of Moral Injury and Prevention of Suicide 

Eva J. Usadi, MA, BCD, CGP,
Trauma and Resiliency Resources, Inc., New York, New York

Military Veterans are continuing to die by their own hand. It is critical that we learn how to repair the ‎damage done to people’s psyches after serving in a war zone during forward operations.  This requires ‎that clinicians learn to identify Moral Injury as separate and distinct from PTSD, as well as how to ‎engage a military population in treatment, and why working with a herd of horses and a group of ‎veterans is a powerful and effective therapy modality.‎
The attendee will be able to:‎
‎1. Distinguish Moral Injury from PTSD and Complex PTSD.‎
‎2. Identify the key elements of Military Culture necessary to engage this population in treatment.‎
‎3. Evaluate the benefits of group psychotherapy for Military Moral Injury repair.‎
‎4. Describe the role of the horse herd in group psychotherapy.‎

1. Department of the Army, Pamphlet 165-19, (DA PAM 165–19 (27 November 2020), Moral Leadership, Section 3–5, “Moral injury, the Chaplain Corps, and Moral Leadership.”

2. Grossman, D. (1995). On Killing: The Psychological Cost of Learning to Kill in War and Society. New York: Back Bay Books.

3. Meagher, R. E., Pryer, D.A. (2018) War and Moral Injury: A Reader. Eugene: Cascade Books.

4. Nagrath, J. (2020) Investigating the Efficacy of Equine Assisted Therapy for Military Veterans with Posttraumatic Stress Symptomatology. Journal of Veteran Studies.


5. Steele, E., MSW, Wood, D. S., Usadi, E. J., Applegarth, M. D, (2018, April). TRR’s Warrior Camp: An Intensive Treatment Program for Combat Trauma in Active Military and Veterans of All Eras. Military Medicine, Vol. 183, p.403-407.

6. Yalom, Irvin D, and Molyn Leszcz. (2005) The Theory and Practice of Group Psychotherapy. New York: Basic Books.

5:30 - 6:30 PM EST - 1-Hour Open Sessions‎


‎206. Group Psychotherapy Utilization and Insurance: Implications for Training, Practice and Research‎
Presented under the auspices of the AGPA Research SIG

Supported by Frederic L.R. Jackman’s contributions to the Group Foundation Education Endowment

Martyn Whittingham, PhD, CGP, FAGPA, FAPA
, Whittingham Psychological Services, Owner, ‎West Chester, Ohio
Peter J. Mallow, PhD, Professor, Xavier University, Cincinnati, Ohio
Michael Scherer, The Chicago School of Professional Psychology, Clinical Psychology, Washington, D.C.‎

This research presentation draws on a national data set of over 70 million patients from the largest ‎repository of private party claims data in the USA.  It will outline how group therapy services compare ‎to other psychotherapeutic and psychological services under third party payers.  Dollars expended by ‎insurers on group therapy compared to other psychological treatments will also be explored.  ‎Implications for group therapy access, reimbursement, training and practice will be discussed.‎
The attendee will be able to:‎
‎1. Describe utilization patterns of individual compared to group therapy under third party payment‎
‎2. Explain the relative contribution of health and behavior codes to group and individual therapy under ‎third party payment.‎
‎3. Describe how group therapy utilization relates to overall cost of group and individual services under ‎third party payment.‎

1. Benjenk, I., & Chen, J. (2020). Trends in Self-payment for Outpatient Psychiatrist Visits. JAMA Psychiatry, 77(12), 1305-1307.

2. Favreau, M., Hillert, A., Osen, B., Gärtner, T., Hunatschek, S., Riese, M., Hewera, K., & Voderholzer, U. (2021). Psychological consequences and differential impact of the COVID-19 pandemic in patients with mental disorders. Psychiatry Research, 302, 114045–114045. https://doi.org/10.1016/j.psychres.2021.114045.

3. Mark, T. L., Levit, K. R., Buck, J. A., Coffey, R. M., & Vandivort-Warren, R. (2007). Mental Health Treatment Expenditure Trends, 1986-2003. Psychiatric Services (Washington, D.C.), 58(8), 1041–1048. https://doi.org/10.1176/ps.2007.58.8.1041

4. Olfson, M., & Marcus, S. C. (2010). National Trends in Outpatient Psychotherapy. The American Journal of Psychiatry, 167(12), 1456–1463. https://doi.org/10.1176/appi.ajp.2010.10040570

5. Priester, M. A., Browne, T., Iachini, A., Clone, S., DeHart, D., & Seay, K. D. (2015). Treatment Access Barriers and Disparities Among Individuals with Co-Occurring Mental Health and Substance Use Disorders: An Integrative Literature Review. Journal of Substance Abuse Treatment, 61, 47–59. https://doi.org/10.1016/j.jsat.2015.09.006

6. Whittingham, M., Mallow, P., Marmarosh, C.. Sherer, M. (unpublished manuscript /under development).  Utilization patterns and payment for group therapy compared to other psychological services under third party payment.

7. Whittingham, M., & Arlo, C. (2019). AGPA Agency Survey. Working paper submitted and presented to AGPA Leadership.

‎207. Mindfulness Meditation Group Therapy With Emphasis on Healing From Racial and Social ‎Injustices
Presented under the auspices of the AGPA College Counseling and Other Educational Settings ‎SIG

Mansi Brat, PhD, CGP,
Syracuse University, University Counseling Center, Syracuse, New York
Michael S. Buxton, PhD, Associate Professor, Counseling and Psychological Services, BYU, Provo, Utah

Mindfulness meditation is a relational practice that teaches all human beings are inter-connected. It is ‎the cultivation of an awareness that goes beyond identifying with just ourselves, to becoming aware ‎of our communities, the culture, and ultimately to the totality of human experience. As we navigate ‎some complex issues of our nation based in race and systemic oppression, mindfulness practices ‎support individuals in alleviating racial trauma.‎
The attendee will be able to:‎
‎1. Describe how to conduct a group therapy which combines meditation and mindfulness practices ‎geared towards racial healing and social justice.‎
‎2. Outline the steps to create a practice using mindful meditation group therapy.‎
‎3. Demonstrate how to sit in seated, focused, silent meditation.‎
‎4. Implement a compassion-based guided meditation focused on racial awareness and experience.‎
‎5. Practice and describe how to use compassion-based meditation for self and others, including ‎connecting interpersonally in a mindful atmosphere, and recognizing unique experiences of racial ‎harm and oppression.‎
‎6. Identify specific thoughts and emotions which emerge during meditation to help participants build ‎connections at micro/macro levels within their unique communities.‎

1. Germer, C. K., Siegel, R. D., & Fulton, P. R. (2013).  Mindfulness and Psychotherapy. (2nd Ed.).  New York, NY: Guilford Press.

2. Gilbert, P., and Choden. (2014). Mindful Compassion. New Harbinger Publications, Oakland, CA.

3. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York, NY: Dell Publishing.

4. King, R. (2018). Mindful of race: transforming racism from the inside out. Boulder, Colorado : Sounds True, Inc.

5. Kornfield, J. (2008). The wise heart: A guide to the universal teachings of Buddhist psychology. New York, NY: Bantam Books.

6. Magee, R. V. (2019). The inner work of racial justice: healing ourselves and transforming our communities through mindfulness. New York: Tarcher Perigee.

7. Siegel, D. J. (2010). Mindsight: The new science of personal transformation. New York, NY: Bantam Books.

8. Siegel, D. J. (2020). The developing mind: How relationships and the brain interact to shape who we are. New York, NY: Guilford Press.

9. Williams, M., & Penman, D. (2011). Mindfulness: An eight-week plan for finding peace in a frantic world. New York, NY: Rodale Books.

10. Yang, L. (2017). Awakening Together: The Spiritual Practice of Inclusivity and Community.  Somerville, MA: Wisdom Publications.

‎208. Plentiful, Enough or None-At-All: Case Examples of Resource-Allocation to Group Psychotherapy ‎Training in Psychiatry Residency
Presented under the auspices of the AGPA Psychiatry SIG and the Group Training and Supervision SIG

Seamus Bhatt-Mackin, MD, FAPA, CGP, FAGPA, Durham VA Medical Center, Durham, North Carolina
Meenakshi Denduluri, MD, Psychiatry, Stanford Department of Psychiatry, Palo Alto, California
Mariam Rahmani, MD, FAPA, DFAACAP, University of Florida, Gainesville, Florida
Joseph E. Wise, MD, CGP, Private Practice, Brooklyn, New York

ACGME, the accreditation body for psychiatry programs, does not require any experience in the multi-‎person therapies (couples, family, group) during residency training. As a result, there is wide range in ‎the resources allocated to training in group psychotherapy (curricular didactics, resident time leading ‎groups in inpatient and outpatient settings, qualified experienced group supervisors, etc.). In this ‎panel presentation, we will confront the situation by hearing from psychiatry residents and faculty ‎from programs across a spectrum from plentiful resources to none-at-all.‎
The attendee will be able to:‎
‎1. State the history, trends and current status of group psychotherapy training in psychiatry residency ‎programs in the United States (US).‎
‎2. Compare different models with different resources allocated for group psychotherapy training in ‎psychiatry residency programs in the US.‎
‎3. Identify strengths and weaknesses across the different training models.‎

1. Denduluri, M.S., Gold, J.A., Serrano, W.C., Spelber, D., Bentzley, J., Forte, C., De Golia, S.G. (2021). Group Training for Psychiatric Residents: Support Group Facilitation and Supervision with Didactics. Academic Psychiatry, 45(3):339-344.

2. Gans, J.S., Rutan, J.S., & Wilcox N. (1995). T-groups (training groups) in psychiatric residency programs: facts and possible implications. International Journal of Group Psychotherapy, 45(2):169‐183.

3. Khawaja, I.S., Pollock, K., Westermeyer, J.J. (2011). The diminishing role of psychiatry in group psychotherapy: a commentary and recommendations for change. Innov Clin Neurosci. 2011;8(11):20‐23.

4. Sunderji, N., Malat, J. & Leszcz, M. (2013) Group Day: Experiential Learning About Group Psychotherapy for Psychiatry Residents at University of Toronto. Academic Psychiatry, 37, 352–354.

5. Yalom, I.D., & Leszcz, M. (2020). The Theory and Practice of Group Psychotherapy. Basic Books, 6th Edition.

5:30 - 7:00 PM EST - 1 ‎½ ‎Hour Open Sessions‎


‎209-5. Anxiety Toolbox: A CBT Workshop Evolving for Clients and Settings‎
Presented under the auspices of the AGPA College Counseling and Other Educational Settings ‎SIG

Kathy Blau, PhD,
University of Colorado, Boulder, Colorado
Elizabeth Poloskov, PhD,
California State University, Northridge, California

Anxiety Toolbox was originally created as a three-session CBT based workshop series that uses ‎psychoeducation and in-session activities to teach skills for navigating anxiety symptoms. As the ‎original creators of Anxiety Toolbox, Drs. Blau and Poloskov have seen this workshop in multiple ‎iterations across college counseling centers and a medical/outpatient mental health setting.  This ‎presentation is intended to provide a basic introduction to Anxiety Toolbox, including exploration of ‎telehealth implementation and ways in which the workshop can be modified.‎
The attendee will be able to:‎
‎1. Identify the basic components of Anxiety Toolbox.‎
‎2. Differentiate between a referral to anxiety management group therapy versus anxiety toolbox ‎workshop.‎
‎3. Explain the pros and cons of sequential versus non sequential delivery.‎
‎4. Describe ethical considerations of facilitating an in person versus online workshop.‎

1. Bolinski, F., Boumparis, N., Kleiboer, A., Cuijpers, P., Ebert, D. D., & Riper, H. (2020). The effect of e-mental health interventions on academic performance in university and college students: A meta-analysis of randomized controlled trials. Internet Interventions, 20, Retrieved on April 17, 2021 from https://www.sciencedirect.com/science/article/pii/S2214782920300361?via%3Dihub

2. Conley, C. S., Travers, L. V., & Bryant, F. B. (2013). Promoting psychosocial adjustment and stress management in first-year college students: The benefits of engagement in a psychosocial wellness seminar. Journal of American College Health, 61(2), 75-86. 

3. Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and recommendations. NASPA journal, 41(1), 167-181. 

 4. Watkins, D. C., Hunt, J. B., & Eisenberg, D. (2012). Increased demand for mental health services on college campuses: Perspectives from administrators. Qualitative Social Work, 11(3), 319-337.

 5. Xiao, H., Carney, D. M., Youn, S. J., Janis, R. A., Castonguay, L. G., Hayes, J. A., & Locke, B. D. (2017). Are we in crisis? National mental health and treatment trends in college counseling centers. Psychological services, 14(4), 407.

‎210-5. Here, There, and Virtually Everywhere: A Panel Discussion on Delivering Group Therapy in the ‎Era of COVID-19 and Beyond‎
Presented under the auspices of the AGPA Internet, Social Media, and Technology SIG

Lindsey Randol, PsychD, LPC, Naropa University, Associate Professor, Boulder, Colorado

Simon Bresler, LCSW, CGP, Private Practice, New York, New York
Jeffrey Grossman, LPC-MHSP, CGP, Nashville, Tennessee

David A. Songco, PsyD, LP, CGP, Director of Behavioral Medicine, Department of Family and Community Medicine, Medical College of ‎Wisconsin, Milwaukee, Wisconsin

Covid-19 forced a quick and immediate adaptation to how group therapy has been delivered. Unique ‎challenges along with creative opportunities allowed for clinicians to experiment with different ‎vehicles of group delivery that stretched the boundaries of therapeutic space. This panel will discuss ‎and evaluate establishing and running virtual groups, in person groups in public spaces, the use of ‎hybrid groups, and theoretical discussion on text based only groups.‎
The attendee will be able to:‎
‎1. Evaluate the benefits and limitations of different group delivery methods.‎
‎2. Identify the ethical and legal risks for different group delivery methods.‎
‎3. Describe the necessary technology and equipment requirements for each delivery.‎

1. Chan, S., Li, L., Torous, J., Gratzer, D., & Yellowlees, P. M. (2018). Review of use of asynchronous technologies incorporated in mental health care. Current psychiatry reports, 20(10), 1-11.

2. Cheung, Y. T. D., Chan, C. H. H., Ho, K. S., Fok, W. Y. P., Conway, M., Wong, C. K. H., ... & Lam, T. H. (2020). Effectiveness of WhatsApp online group discussion for smoking relapse prevention: protocol for a pragmatic randomized controlled trial. Addiction, 115(9), 1777-1785.

3. Murillo, L. A., Follo, E., Smith, A., Balestrier, J., & Bevvino, D. L. (2020). Evaluating the Effectiveness of Online Educational Modules and Interactive Workshops in Alleviating Symptoms of Mild to Moderate Depression: A Pilot Trial. Journal of Primary Care & Community Health, 11, 2150132720971158.

4. Schuster, R., Pokorny, R., Berger, T., Topooco, N., & Laireiter, A. R. (2018). The advantages and disadvantages of online and blended therapy: survey study amongst licensed psychotherapists in Austria. Journal of medical Internet research, 20(12), e11007.

5. Weinberg, H. (2020). Online group psychotherapy: Challenges and possibilities during COVID-19—A practice review. Group Dynamics: Theory, Research, and Practice, 24(3), 201.

3:45 - 5:15 PM EST - 1 ½ Hour Workshops‎

Workshop 32-5. (N/L) Martial Arts Meets Group Psychotherapy:  Contacting and Managing One's ‎Aggression

Grace Ballard, LPC, CST,
AASECT Certified Sex Therapist, Denver, Colorado
Elizabeth Driscol, MA, LPC, Define Your Duende, International Center for Psychoanalytic ‎Psychotherapy, Boulder, Colorado‎

In groups, we step into a ring of combat. While we can’t guarantee safety, we can avoid injuries. ‎Martial Arts value energy exchange and personal growth. Group can use conflict to promote growth ‎and unity amongst participants. Presenters will discuss martial arts as a lens for fearlessly facilitating ‎developmental combat. We’ll uncover where we avoid conflict and why. Join us to expand your skills, ‎deepen your strength, and increase your agility in your group psychotherapy sparring practice.‎
The attendee will be able to:‎
‎1. Identify how we as group leaders can become deskilled in conflict.‎
‎2. Utilize a focused analysis of conflict as the building blocks of group development.‎
‎3. Practice integrating a martial art and their own developmental combat analogy into their group ‎leadership.‎

1. Corey, G. (2020). Theory and practice of group counseling. Singapore: Cengage Learning Asia Pte.

2. Jennings, L. A. (2021). Mixed martial arts: A history from ancient fighting sports to the UFC. Lanham, MD: Rowman & Littlefield, an imprint of The Rowman & Littlefield Publishing Group.

3. Kaklauskas, F. J., & Greene, L. R. (Eds.). (2020). Core principles of group psychotherapy: An integrated theory, research, and practice training manual. Routledge. https://doi.org/10.4324/9780429260803

4. Mindell, A. (2014). Sitting in the fire: Large group transformation using conflict and diversity. United States: Deep Democracy Exchange.

5. Ormont, L. R. (1992). The group therapy experience: From theory to practice. New York, NY: St. Martins Press.

6. Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy. New York: Basic Books.

Workshop 33-5. (4+) Master Class: Teaching Group Therapy Twenty + Years: Evolving a New Model

Nina Brown, EdD, LPC, NCC, DFAGPA

There is scant literature and guidance for teaching group therapy/psychotherapy. Most books used for ‎teaching are about clinically focused issues and concerns. This presentation will present the evolution ‎of a process for teaching and discuss a new model that integrates building a therapeutic self along with ‎group knowledge and techniques.‎
The attendee will be able to:‎
‎1. List strategies or techniques for integrating students’ life experiences into teaching.‎
‎2. Describe the use of a T-group (Training Group) experience as a part of a course. ‎
‎3. Identify the components of a 70%-15%-15% group leadership teaching model.‎

1. Brown, N. (1992). Teaching group dynamics: Process and practice. Westport CT: Praeger.

2. Horowitz, I. (2000). Narcissistic leadership in psychotherapy groups. International Journal of Group Psychotherapy, 50 (2), 219 – 235.

3. Lewin, K. (1944). (1944) Dynamics of group action. Educational Leadership, 1, 195- 200.

4. Miller, D. (2003). The stages of group development: A retrospective study of dynamic team processes. Canadian Journal of Administrative Sciences, 20, 121.

5. Yalom, I. & M. Leszcz. (2020). The theory and practice of group psychotherapy (6th edition). New York: Basic Books.

Workshop 34-5. (<4) On the Topic of Starting Interpersonal Process Groups in Private Practice

Jeffrey Grossman, LPC-MHSP, CGP, Certified Group Psychotherapist, Alinea Counseling, Nashville, ‎Tennessee

This workshop will address the challenges of starting a therapy group in a private practice setting. The ‎topics that will be addressed include how to market your individual and group practice, choosing ‎whether to solofacilitate or cofacilitate the group, how to generate referrals and the advantages and ‎disadvantages of the various referral types.  This workshop is tailored for individuals who are ‎considering starting or recently started a private practice.‎
The attendee will be able to:‎
‎1. Identify three recommend areas of focus to benefit a therapist wanting to start a therapy group in a ‎private practice setting.‎
‎2. Differentiate the three main referral sources for acquiring new group members.‎
‎3. Identify three common emotions that arise when attempting to start a new therapy group.‎

1. Black, A. (2017): On Attacking and Being Attacked in Group Psychotherapy. International Journal of Group Psychotherapy, DOI: 10.1080/00207284.2016.1260459

2. Chang-Caffaro, S. & Caffaro, J. (2018). Differences that make a difference: Diversity and the process group leader. International Journal of Group Psychotherapy, 68:4, 483-497, DOI: 10.1080/00207284.2018.1469958

3. Ormont, L. R., & Furgeri, L. M. B. (2001). The technique of group treatment: The collected papers of Louis R. Ormont, Ph. D. Madison, Conn: Psychosocial Press.

4. Yalom, I. D., & Leszcz, M. (2005). The therapist: basic tasks. In The theory and practice of group psychotherapy. New York: Basic Books.

5. Zeisel, E. (2009) Affect Education and the Development of the Interpersonal Ego in Modern Group Psychoanalysis. International Journal of Group Psychotherapy, 59(3), 421-432, DOI: 10.1521/ijgp.2009.59.3.421

Workshop 35-5. (N/L) When Worlds Collide!: Navigating Dual Relationships in Ongoing Training ‎Groups

Gianna Viola, MSSW, LCSW-S, CGP, Social Worker, Private Practice, Austin, Texas
Christine Winston, LCSW-S, Social Work, University of Texas, Austin, Texas

This workshop will explore the issue of openly acknowledged dual relationships such as friends, ‎colleagues, or coworkers within ongoing training groups. Through discussion and a demonstration ‎group we will consider the defenses, resistances and scaffolding opportunities that this dynamic can ‎present between the dyad as well as the impact of the transference, resistance and fantasy within the ‎group at large. Participants are encouraged to attend with a close colleague or friend.‎
The attendee will be able to:‎
‎1. List challenges and opportunities presented by dual relationships in training groups.‎
‎2. Identify potential unique benefits and drawbacks of training group dual relationships for individuals ‎from marginalized populations.‎
‎3. Name three ways in which the presence of dual relationships in training group contribute to or ‎create resistance or transference disturbances or activate defenses or fantasy.‎

1. Black, A. (2014). Externalizing the wish for the secure base in the modern analytic group. Modern Psychoanalysis, 39(1). 70-102.

2. Goodrich, K.M. (2008). Dual relationships in group training. The Journal for Specialists in Group Work, 33(3), 221–235.

3. Leitemo, K., Vestbø, H.S.B., Bakali, J.V., and Nissen-Lie, H.A. (2020). The role of attachment anxiety and avoidance for reduced interpersonal problems in training group analytic therapy. Group Dynamics: Theory, Research, and Practice, 24(1), 26 – 41.

4. Pepper, R. (2007). Too close for comfort: The impact of dual relationships on group therapy and group therapy training. International Journal of Group Psychotherapy, 57(1), 13-23.

5. Russell, H. and Deaton, J.D. (2019). Facilitating an experiential group in an educational environment: Managing dual relationships. International Journal of Group Psychotherapy, 69(4), 434-458.

Workshop 36-5. (N/L) Integrating Psychodrama Into Group Training
Presented under the auspices of the AGPA College Counseling and Other Educational Settings ‎SIG

Julia F. Moss, PhD, MSW, CGP, BCB, Psychologist, Center for Counseling and Psychological Health, ‎University of Massachusetts, Amherst, Massachusetts

This experiential workshop will focus on the use of psychodramatic and sociometric methods in group ‎training. After reviewing the principles of psychodrama, participants will experiment in action, with the ‎use of psychodramatic and sociometric warm-ups, including spectrograms, logograms, role reversal, ‎doubling, empty chair techniques, and the use of props. Teaching these methods builds group ‎cohesion amongst trainees and increases spontaneity, emotional expression, empathic attunement ‎and role expansion in their practice.‎
The attendee will be able to:‎
‎1. State three basic elements of psychodrama and sociometry.‎
‎2. Identify two methods of action sociometry for group warm-ups.‎
‎3. List three psychodramatic techniques that can be utilized in training interns in group work.‎

1. Blatner, A. (2000). Foundations of psychodrama: history, theory and practice. (4th ed.) New York: Springer Publishing.

2. Dayton, T. (2005). The Living Stage: A step-by-step guide to psychodrama, sociometry and experiential group therapy. Deerfield Beach, FL: Health Communications, Inc.

3. Giacomucci, S. (2021). Social Work, sociometry, and psychodrama: Experiential approaches for group therapists, community leaders, and Social Workers. Springer Press. https://link.springer.com/book/10.1007/978-981-33-6342-7

4. Kipper DA, Ritchie, TD. (2003). The effectiveness of psychodramatic techniques: A meta-analysis. Group Dynamics: Theory, Research, and Practice, 7(1):13–25.

5. Krall, H., Furst, H., & Fontaine, P. (Eds). (2013). Supervision in psychodrama: Experiential learning in Psychotherapy and Training. Wiesbaden: Springer.

Workshop 37-5. (N/L) Integrative Community Therapy: A Web of Solidarity and Care

Sylvia London, MA, LMFT, Marriage and Family Therapist, Grupo Campos Eliseos, Mexico City, Mexico
Irma Rodriguez, MA, Marriage and Family Therapist, Grupo Campos Eliseos, Mexico City, Mexico
Alice Thompson, BA, Visible Hands Collaborative, Geisinger Commonwealth School of Medicine, ‎Pittsburgh, Pennsylvania
Kenneth S. Thompson, MD, Pennsylvania Psychiatric Leadership Council, PPLC, Pittsburgh, ‎Pennsylvania

Integrative Community Therapy (ICT) is an open, free, five-step large group dialogic method ‎developed in a Brazilian favela that provides mental, emotional and social support through sharing of ‎strengths-based personal narratives at the community level. Based on Paulo Freire's pedagogical ‎theory, ICT emphasizes horizontal learning to build emotional solidarity and critical consciousness. ‎Facilitated by non-professionals and professionals alike, ICT is an intermediary intervention between ‎primary care and specialized services. We introduce the history, theory and demonstrate a 45-minute ‎ICT “round.”‎
The attendee will be able to:‎
‎1. Identify the theoretical background and therapeutic benefits of Integrative Community Therapy ‎model. ‎
‎2. Describe the origins of Integrative Community Therapy.‎
‎3. Analyze ICT model and structure.‎
‎4. Identify challenges of ICT model.‎

1. de Lima Silva, V., de Medeiros, C. A., Guerra, G. C., Ferreira, P. H., de Araújo Júnior, R. F., de Araújo Barbosa, S. J., & de Araújo, A. A. (2016). Quality of Life, Integrative Community Therapy, Family Support, and Satisfaction with Health Services Among Elderly Adults with and without Symptoms of Depression. Psychiatric Quarterly, 88(2), 359–369. https://doi.org/10.1007/s11126-016-9453-z

2. Grandesso, Ph.D., M. (2015). Integrative Community Therapy: Constructing Possibilities in Community Contexts through Dialogue and Shared Knowledge. AI Practitioner, 17(1), 33–37. https://doi.org/10.12781/978-1-907549-22-9-7

3. Grandesso, M. (2020). Integrative Community Therapy: Creating a Communitarian Context for Generative and Transformative Conversations. In The Sage Handbook of Social Constructionist Practice (pp. 183–192). essay, Sage Publications Lmtd.

4. Lemes AG, Rocha EM, Nascimento VF, Volpato RJ, Almeida MA, Franco SE, et al. (2020). Benefits of Integrative Community Therapy Revealed by Psychoactive Drug Users. Acta Paul Enferm, 33: e-APE20190122.

5. Rocha IA, Sá ANP, Braga LAV, Ferreira Filha MO, Dias MD. (2013). Community Integrative Therapy: Situations of Emotional Suffering and Patients’ Coping Strategies. Rev Gaúcha Enferm, 34(2):155-162.

Workshop 38-5. (N/L) Conducting Adolescent Therapy Groups Online- Groups During the Pandemic
Presented under the auspices of the AGPA Children and Adolescents SIG

Supported by John & Nicole Dintenfass’ contributions to the Group Foundation Education Endowment

Thomas K. Hurster, MSS, LCSW, CGP, FAGPA, Adjunct Faculty, Bryn Mawr College Graduate School of ‎Social Work and Social Research, Bryn Mawr, Pennsylvania

Conducting adolescent groups remotely during the pandemic has revealed unique advantages and ‎highlighted some significant drawbacks in working online.  This workshop will explore the practical ‎aspects of working with high school aged youth in therapy groups conducted remotely on Zoom.  In ‎addition to the presenter discussing different dimensions of his three groups and showing a video ‎interview with one of the group members, participants will be encouraged to share their own ‎experiences with online groups during the pandemic.‎
The attendee will be able to:‎
‎1. Identify three different adjustments that should be made to facilitate a successful online pre-‎screening of adolescents for group therapy.‎
‎2. List different protocols and adjustments recommended to facilitate increased active involvement of ‎adolescent group members in online group therapy.‎
‎3. Explain the unique advantages and difficulties that arise when conducting online therapy groups ‎with youth.‎

1. Haen, C., & Aronson, S. (Eds.) (2017) Handbook of Child and Adolescent Group Therapy- A Practitioner's Reference. New York, NY: Routledge.

2. Kaklauskas, F.J., & Greene, L.R. (Eds.). (2019). Core Principles of Group Psychotherapy: An Integrated Theory, Research, and Practice Training Manual (1st ed.). New York, NY:  Routledge

3. Phelan, J.R. (1974). Parent, teacher, or analyst: the adolescent-group therapist's trilemma. International Journal of Group Psychotherapy, 24(2), 238-44.

4. Shechtman, Z. (2007) Group Counseling and Psychotherapy with Children and Adolescents- Theory, Research, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

5. Weinberg, H. and Rolnick, A. (Eds.) (2020). Theory and Practice of Online Therapy: Internet-delivered Interventions for Individuals, Groups, Families, and Organizations. New York, NY: Routledge.

5:30 - 7:00 PM EST - 1 ½ Hour Workshops‎

Workshop 39-5. (N/L) Master Class: My Career: Narcissism, Loss, Loneliness, Success and Excitement ‎With and Without Shame

Stewart Aledort, MD, CGP, FAGPA

The presenter will explore his earliest experiences in relation to his theory of the Omnipotent Child.  ‎He will discuss ‎how these experiences became part of his core identity. He will explore his peculiar way ‎of developing his group ‎practice skills and how his narcissism both aided and abetted his growth. The ‎presentation will also focus on the ‎important people in his life, his losses, his successes, his age; and ‎finally, his current practice and what is next.‎
‎1. Examine their own family of origin dynamics and understand more deeply how these dynamics ‎affect their clinical work.‎
‎2. Discuss about the importance of the developmental process of differentiation in the life of ‎professionals.‎
‎3. Identify self-imposed obstacles to professional success and the paradoxes involved in overcoming ‎them.‎
‎4.  Apply the role of risk-taking in their professional development.‎

1. Aledort, S. L. (2002) The omnipotent child syndrome: The role of the passionately held bad fits in the formation of identity. International Journal of Group Psychotherapy, 52,67-87.

2. Aledort, S. L. (2009). Excitement:A crucial marker for group psychotherapy. Group, 33, 45-63.

3. Aledort,S. L, (2014).Excitement in Shame: The Price we Pay. International Journal of Group Psychotherapy, 64(1)91-103.

4. Aledort, S. L. (2017). “Coming in from the Cold: Conversation with a Stone”: Pre-Institute Plenary Speech at AGPA, February 2016. International Journal of Group Psychotherapy, 67,597-606.

5. Aledort, S. L. (2014). Tolerating the Intolerable, 135-138. In Complex Dilemmas in Group Psychotherapy: pathways to Resolution, second Edition Routledge Taylor & Francis Group New York And London

6. Mahler, M. S. (1968). On Human symbiosis and the vicissitudes of individuation. New York: International Universities Press

7. Morrison, A. P. (1989). Shame: The underside of narcissism. Hillsdale, NJ: Analytic Press.

8. Nitsun,M. (2006). The group as an object of desire. Routledge.

9. Rako, S., & Mazer, H. (1983). Semrad: The heart of a therapist. New Jersey: Jason Aronson.

Workshop 40-5. (<4) The Terrible, Awful, Horrible, No Good Group

Jacqueline Silverman, MA, Clinical Therapist & Coach, Inherent Goodness Counseling & Coaching, ‎Broomfield, Colorado ‎

Every group leader has had a terrible, horrible, awful, no good group.  We have all made mistakes. This ‎course is an offering for clinical professionals to discuss the lessons that have come from our worst ‎group experiences. Moreover, it is an opportunity for professionals to peel back any feelings of ‎Imposter Syndrome and connect more deeply with peers and ourselves from a place of compassion.‎
The attendee will be able to:‎
‎1. Utilize the collective wisdom of their peers by sharing and learning from each other's mistakes. ‎
‎2. Identify any feelings of Imposter Syndrome in openly discussing difficulties they have experienced ‎as professionals.  ‎
‎3. Apply a sustainable practice for identifying areas of growth for themselves around diversity issues ‎that they personally find challenging. This includes the practice of referring clients to other clinicians, ‎seeking individual supervision, engaging in peer supervision, and opportunities for personal education.‎

1. Adams, M. (2018). Readings for diversity and social justice. Routledge.

2. Collier, P. (2020). The future of capitalism: Facing the new anxieties. HarperCollins Publishers.

3. Galinsky, M.J., Schopler, J.H. (1994). Negative experiences in support groups. Social Work in Health Care, 20 (1), 77-95.

4. Kirsten, L., Butow, P., P. Price, et at. (2006). Who helps the leaders? Difficulties experienced by cancer support group leaders. Supportive Care in Cancer, 14 (7), 770-778.

5. Lev, A. I. (2014). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Routledge.

6. Rosenberg, M. B. (2015). Nonviolent communication: A language of life. PuddleDancer Press.

7. Schopler, J.H., Galinsky, M.J. (1981). When groups go wrong. Social Work, 26 (5), 424-429.

8. Smokowski, P. R., Rose, S. D., & Bacallao, M. L. (2001). Damaging experiences in therapeutic groups: How vulnerable consumers become group casualties. Small Group Research, 32 (2), 223-251.

9. Smokowski, P.R., Rose, S. Todar, K., Reardon, K. (1999). Postgroup-casualty status, group events, and leader behavior: An early look into the dynamics of damaging group experiences. Research on Social Work Practice, 9 (5); 555-574.

10. Tatum, B. (2017). Why are all the black kids sitting together in the cafeteria? Revised edition. Basic Books.

Workshop 41-5. (N/L) Medical Residents’ Emotional Wellbeing: Time-Limited Groups for the Other ‎Pandemic
Presented under the auspices of the AGPA Group Training and Supervision SIG and the Health ‎and Medical Issues SIG

Brenda Boatswain, PhD, CGP, AGPA Member, Open Session Co-Chair, Montefiore Medical Center, ‎Bronx, New York

Research has shown that medical residents experience working more hours, higher rates of burnout, ‎depression and suicide, lower rate of satisfaction with work- life integration compared to the general ‎working population. These findings necessitate addressing the emotional health needs and stressors ‎of residents. This workshop presents an innovative group approach, the Stress Management and ‎Resiliency Training for Residents (SMART-R), a manualized group intervention implemented by the ‎presenter in the workplace across various specialties of medical residents.‎
The attendee will be able to:‎
‎1. Define challenges/stressors and consequences of stress during medical residency.‎
‎2. Identify benefits of mindfulness and stress management practices in managing residents’ stress.‎
‎3. Discuss the Stress Management and Resiliency Training for Residents (SMART-R) manualized group ‎intervention for medical residents.‎

1. Accreditation Council for Graduate Medical Education. Common program requirements, Section VI, ‎with background and intent. (2017, August 9, 2017). Retrieved from ‎http://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRs_Section%20VI_with-‎Background-and-Intent_2017-01.pdf

‎2. Busireddy, K., Miller, J., Ellison, K.,  Ren,V.,  Qayyum, R., & Panda, M.  (2017) Efficacy of interventions ‎to reduce resident physician burnout: A systematic review. Journal of Graduate Medical Education, ‎‎9(3), 294-301. https://doi.org/10.4300/JGME-D-16-00372.1

‎3. Chaukos, D., Chad-Friedman , E.,  Mehta , D., Byerly, L., Celik, A., McCoy Jr, T., & Denninger, J. ‎‎(2012). SMART-R: A prospective cohort study of a resilience curriculum for residents by residents. ‎Academic Psychiatry, 42(1), 78-83. DOI: 10.1007/s40596-017-0808-z

‎4. Mata, D., Ramos, M., Bansal, N., Khan, R., Guille, C., Di Angelantonio, E., & Sen, S. (2015). Prevalence ‎of depression and depressive symptoms among resident physicians: A systematic review and meta-‎analysis. Journal of the American Medical Association, 314(22), 2373-2383 

‎5. Meek, J. Promoting wellness in graduate medical education. (2018, April 2). Retrieved from ‎https://opmed.doximity.com/articles/promoting-wellness-in-graduate-medical-education-05832790-‎‎68e4-4dfb-9fb0-c70adbd65d4e

‎6. Minichiello,V., Hayer, S., Gillespie,B., Goss, M., &  Barrett,B. (2020). Developing a mindfulness skill-‎based training program for resident physicians. Family Medicine, 52(1), pp.48-52.‎DOI: 10.22454/FamMed.2020.461348‎

‎7. Shanafelt, T., West, C., Sinsky, C., Trockel, M., Tutty, M., Satele, D., Carlasare, L., & Dyrbye, L. (2019). Changes in burnout and satisfaction with work-life integration in physicians and the general US ‎working population between 2011 and 2017. Mayo Clinic Proceedings, 94(9), 1681-1694.  

Workshop 42-5. (N/L) Stop "Shoulding" on Yourself: Unlearning the Narratives that lead to Shame-‎induced Behavior

Carmen J. Burlingame, MA, MPA, LCSW, Samaritan Health and Living Center, Elkhart, Indiana

This workshop will be centered on the case for and benefit of a psychoeducational group on the topic ‎of shame. The presenter will provide examples of the curriculum and content used for this group and ‎case examples from implementation. Attendees will have the opportunity for didactic and experiential ‎learning within this session. The presenter will provide examples for ways in which psychoeducational ‎groups can benefit individuals as a stand-alone group and as a potential feeder for process groups.‎
The attendee will be able to:‎
‎1. Explain the benefit of a time-limited, psychoeducational group on the content of shame. ‎
‎2. Identify barriers to the perception of group safety with emotionally- and/or traumatically charged ‎content.  ‎
‎3. Discuss opportunities for implementing similar groups within their own agencies and practices.‎

1. Brown, B. (2013). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent and Lead. Portfolio Penguin.

2. Brown, N. (2018). Psychoeducational Groups: Process and Practice. Taylor and Francis.

3. Burlingame, G. M., & Jensen, J.L. (2017). Small Group Process and Outcome Research Highlights: A 25-Year Perspective. International Journal of Group Psychotherapy, 67(1), 194-218.

4. Gans J.S., Weber, R.L. (2001). The detection of shame in group psychotherapy: Uncovering the hidden emotion. International Journal of Group Psychotherapy, 50, 381-396.

5. Hahn, W. K., (1994) Resolving Shame in Group Psychotherapy. International Journal of Group Psychotherapy, 44(4), 449-61.

CANCELLED Workshop 43-5