75th Annual Conference Sessions and Workshops
Saturday, March 3 (Details)

Early Bird Open Sessions
Early Morning Colloquies
All-Day Course

All-Day Workshops

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

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

Early Bird Open Sessions
7:45 – 8:45 A.M. 

Session 219
Contemporary Group Psychotherapy Research

Presented under the auspices of the AGPA Research SIG 

Cheri Marmarosh, PhD,
Professor, George Washington University, Washington, DC
Rainer Weber, PhD, Senior Psychologist, University of Cologne, Köln, Germany

This is the Research SIG's annual paper session presenting current research in group psychotherapy.
Sessions also on Thursday and Friday (7:15-8:15 am) 

Title: Assault Support Group: A Beginning
Author: Marilyn Lanza, PhD, Nurse Researcher, Edith Nourse Rogers Memorial Veterans Hospital, Bedford, Massachussetts

Title: Current Research Findings that Support Group Work and Help Leaders Foster the Growth of Group Members
Author: Cheri Marmarosh, PhD, Professor, George Washington University, Washington, DC

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

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

Session 220
Getting off the Runway: Forming and Launching your New Psychotherapy Group

Presented under the auspices of the AGPA Private Practice SIG 

Amy Matias, MSW, CGP, Private Practice/Board Member, Northeastern Society for Group Psychotherapy, Cambridge, Massachusetts

Launching a group can be one of the most difficult tasks you face as a group therapist. In this workshop participants will learn how to maximize the success of a new group as they are guided through the process of launching a group, from defining the group and securing referral sources to screening and preparing members.

Learning Objectives:
The attendee will be able to: 
1. Define the type and focus of the group they want to start.
2. Evaluate how to identify and connect with referral sources and promote their group.
3. Identify the important elements of forming a group.
4. Screen and prepare potential members.
5. Plan how to launch a group.

Course References:
1. Bader, (1981). Pre-group Preparation model for long-term group psychotherapy in a private practice setting, Group, 5, 43-50.
2. MacKenzie, K., (1990). Introduction to Time-Limited Group Psychotherapy, Washington, DC: American Psychiatric Press, Inc. Books.
3. Rutan, J. Scott, Stone, Walter N., and Shay, Joe (2007). Psychodynamic Group Psychotherapy, Fourth edition. New York, NY: Guilford Press.
4. Salvendy, J.T. (1993). Selection and preparation of patients and organization of the group.  In H. Kaplan & B. Sadock (Eds.) Comprehensive Group Psychotherapy (pp. 72-84) Baltimore, MD: Williams & Wilkins.
5. Yalom, Irvin and Leszcz, Moyln, (2005). Theory and Practice of Group Psychotherapy, fifth edition, New York, NY, Basic Books.

Session 221 
Winnicott Goes to Group: Survival of the Authentic Self in the Dynamic Digital Age

Presented under the auspices of the AGPA Internet, Social Media, and Technology SIG

Lindsey Randol, PsychD, Assistant Professor, Naropa University, Boulder, Colorado
David Songco, PsyD, Assistant Professor, Cardinal Stritch University, Milwaukee, Wisconsin

Participants will critically explore how the digital age is making unique demands of an evolving fragmented self. Integrating a Winnicottian developmental framework and contemporary relational cultural theory, the group will explore how digital platforms offer opportunities for creating "false self" identities, challenge notions of interpersonal relatedness, and examine boundaries within relational culture and group belonging. Participants will critically analyze dynamic, clinical, ethical, and relational considerations in terms of their own identities and those they serve.

Learning Objectives:
The attendee will be able to: 
1. Identify and describe the ways in which the digital age is providing a unique platform for the creation of identities and changing the contexts of relatedness and belonging.
2. Articulate how Winnicott’s ideas and contemporary relational cultural theory can support group therapists to critically analyze the fragments and dynamics of embodied and digital identities as they arise in group therapy.
3. Increase awareness of the clinical and relational issues unique to online identities and subcultures.
4. Define personal and professional digital boundaries in clinical practice.

Course References:
1. Jordan, J. V. (2010). Relational-cultural therapy. Washington, DC: American Psychological Association.
2. Masterson, J. F. (1990). The search for the real self: unmasking the personality disorders of our age. New York, NY: Free Press.
3. O'keeffe, G.S., & Clarke-Pearson, K. (2011). The Impact of Social Media on Children, Adolescents, and Families. Pediatrics, 127(4), 800-804. doi:10.1542/peds.2011-0054.
4. Winnicott, D.W. (1960). Ego Distortions in Terms of True and False Self, reprinted in The Maturational Processes and the Facilitating Environment, London: Hogarth.
5. Winnicott, D.W. (2009). Playing and reality. London: Routledge.

Session 222
Developing Group Counseling in University Counseling Centers: The Role of Group Therapy Assessment

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

Leia Charnin, PhD, Staff Psychologist, Group Coordinator, University of North Carolina Wilmington, Wilmington, North Carolina

University counseling centers may expand their group program through use of intentionally implemented screening and process measures. Participants will learn about use of assessment measures with several case studies and learn strategies to promote: 1) staff buy-in that group is an evidence-based modality of treatment; 2) client engagement in group; and 3) building a group program.

Learning Objectives:
The attendee will be able to: 
1. Identify practice-based evidence (PBE) for group therapy and barriers to developing a group program.
2. Learn how to use assessment to measure member eligibility, group cohesion, member buy-in, and outcome.
3. Identify how screening and process assessment tools provide practice-based support for ways to work with group members.
4. Identify ways to use assessment data for staff and student buy-in that group is a “treatment of choice.”
5. Generate strategies to use assessment to implement group in a university counseling setting.

Course References:
1. Burlingame, G.M., Strauss, B., & Joyce, A.S. (2013). Change mechanisms and effectiveness of small group treatments. In M.J. Lambert (Ed.), Bergin & Garfield’s Handbook of psychotherapy and behavior change (6th Ed.), (pp. 640-689). New York: Wiley & Sons.
2. Jensen, D.R., Abbott, M.K., Beecher, M.E., Griner, D., Golightly, T.R., Cannon, J.A.N. (2012). Taking the pulse of the group: The utilization of practice-based evidence in group psychotherapy. Professional Psychology: Research and Practice, 43, 388-394. doi:10.1037/a0029033.
3. Burlingame, G.M., & Beecher, M.E. (Guest Eds.). (2008). New directions and resources in group psychotherapy. Journal of Clinical Psychology: In Session, 64(11), 1197-1205. doi:10.1002/jclp.20534.
4. Carter, E.F., Mitchell, S.L., & Krautheim, M.D. (2001). Understanding and addressing clients' resistance to group counseling. Journal for Specialists in Group Work, 26(1), 66-80. doi:10.1080/01933920108413778.
5. Hahn, W.K. (2009). Ingenuity and Uneasiness about Group Psychotherapy in University Counseling Centers (2009). International Journal of Group Psychotherapy, 59(4), 543-552. doi:10.1521/ijgp.2009.59.4.543.


Session 223
A Two-Tiered Group Consultation and Supervision Model for Community and Mental Health Agencies

Delores Hendrix-Giles, LCSW, CGP, Training Director, Michael E. DeBakey VA Medical Center, Houston, Texas

Catherine Flores, LCSW, 
Clinical Social Worker, Michael E. DeBakey VA Medical Center, Houston, Texas
Lonique Pritchett, PhD, LCSW, Facility Telehealth Coordinator, Michael E. DeBakey VA Medical Center, Houston, Texas
Kirsten Raney, LCSW, CGP, Licensed Clinical Social Worker, Michael E. DeBakey VA Medical Center, Houston, Texas

The panel will discuss the development and implementation of a two-tiered model of group consultation and clinical supervision designed to educate, train, and enhance the competency of social work staff within the VA system. The panel will also explore costs, benefits, and application of this model to other agency settings.

Learning Objectives:
The attendee will be able to: 
1.  Define the process for developing and implementing a similar model of consultation and supervision in an agency setting.
2.  Demonstrate the need and application of group consultation and supervision within an agency.
3.  Discuss the advantages and disadvantages of a two-tiered model of clinical supervision.
4. Evaluate the real world application of the model from the perspective of clinical supervisors currently utilizing it.

Course References:
1. Bernard, H., Spitz, H. (2006). Training in Group Psychotherapy Supervision, New York: AGPA.
2. Bonosky, N. (1995). Boundary Violations in Social Work Supervision. The Clinical Supervisor, 13(2), 79-95. Retrieved May 5, 2017.
3. Falender, C.A., & Shafranske, E.P. (2004). Clinical Supervision: A Competency-Based Approach. Washington D.C.: American Psychological Association.
4. Kadushin, G., Burger, C., Gilbert, C., & De St. Aubin, M. (2009). Models and Methods in Hospital Social Work Supervision. The Clinical Supervisor, 28(2), 180-199. DOI:10.1080/07325220903324660.
5. Murphy, M.J., & Wright, D.W. (2005). Supervisees’ Perspectives of Power Use in Supervision. Journal of Marital and Family Therapy, 31(3), 283-295. Retrieved May 5, 2017.


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

Colloquy 5
Using Group Therapy with Homeless Mothers and Children in Street Situations (CSS)
Social Justice Symbol


Noha Sabry, MD, Professor of Psychiatry, Faculty of Medicine- Cairo University, Cairo, Egypt

Street Children In Egypt  present a problem. Because of conflicts with their family, many of those children don’t want to or can’t return home. Parents have psychological problems that need attention in several domains. Three hundred mothers are involved in several medium sized groups, using an integrative approach. Results will discuss the healing experience to these mothers who care for at-risk children as well as challenges of working with such deprived populations.
Learning Objectives:
The attendee will be able to:
1. Approach so deprived mothers and challenge their psychological needs to satisfy the kids' needs.
2. Design an integrated group using drama games, cognitive behavioral technique and story telling for working with limited educational mothers.
3. Face challenges and resistance and develop turning points in their relations.
4. Evaluate changing family dynamics through working with mothers alone.
Course References:
1. Asen, E., & Scholz, M. (2010). Multi- Family Therapy: Concepts and techniques. Routledge. Taylor & Francis Group.
2. Vamik, D., & Gabriele Ast. (2014). Siblings in the unconscious and psychopathology. Karnac books.
3. Agazarian, Y. and Gantt, S. (2011). System centered Therapy: Clinical practice with Individuals, Families, and Groups. Karnac.
4. Chu, J. (1988). Rebuilding Shattered lives: Treating complex postraumatic and dissociative disorders, John Wiely & Sons.
5. Castellano, R., Velotti, P., & Zavattini, G.C. (2010). What makes us stay Together? Attachment and outcomes of couple relationships. Karnac.

Colloquy 6
Silence Speaks in Group Therapy: Working with Traumatized People Living in Constant Traumatic Events

Nihaya Aburayyan, MA,
 Clinical Social Worker, Treatment & Rehabilitation Center for Victims of Torture, Ramallah, Palestine

The colloquoy will focus on how to explore strength of group members that is hidden beyond the unspoken words through the therapeutic group process. Rescuing positive life experience and survival when the trauma happened and still go on. When no explanations in the moment of trauma, the resiliency story formed.
Learning Objectives:
The attendee will be able to:
1. Use narrative therapy techniques in working with groups.
2. Be aware of silence as a therapeutic factor in working with groups.
3. Gain a new understanding of silence and the ways he/she can express it, so he/she creates his/her own meaning of silence in new and many perspectives.
4. Become aware of his/ her own silence beside the silence of the group members how it is an important healing factors with traumatized people in group therapy.
Course References:
1. My Story: The Use of Narrative Therapy in Individual and Group Counseling (Creativity in Mental Health- 2014).
2. Narrative Therapy, Older Adults, and Group Work?: Practice, Research, and Recommendations (Journal of Social Work with Groups- 2009).
3. Lessons hard won: An introduction to the theory and applications of ‘consulting your consultants’ Lindsey Hampson- The Institute of Narrative Therapy- 2016.
4. The Pain of the Injustice of Being Blamed Steve Sheasby- The Institute of Narrative Therapy.
5. Foucauldian Influences in Narrative Therapy: An approach for Schools (Educational Enquiry- 2001).


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

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

C4. Group Structure, Process and Content: Key Constructs in Therapeutic Applications of Group Analysis


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

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

Group-analytic psychotherapy is widely used in European practice. The presenter is the author of a new text singling out key teaching topics - structure, process and content - allowing the therapist to work with the group's own language from monologue through dialogue to discourse. Attention given to who is speaking, to whom and about what, allows focus on what is not being said - secrets, failed disclosures and dissociation. The work is done in the dynamic present.
Learning Objectives:
The attendee will be able to:
1.  Focus on the convening role of the therapist in working with the concept of structure and attend to group membership, formation and composition.
2.  Work with structural dynamics in dynamic administration. 
3.  Use process dynamics to attend, therapeutically, to group's mirroring, resonance, valency, amplification, condensation, reciprocity.
4.  Use  process dynamics described above to explore projections and dynamics of transference and countertransference.
5.  Work with group to equip members to share task of content analysis in tracking thematic progression by addressing key questions: who is speaking, to whom, about what, and what is not being said?
6.  Foster progression in group as a whole from relational, through reflective to reparative dynamics.
Course References:
1. Behr, H., & Hearst, L. (2005). Group Analytic Psychotherapy: A Meeting of Minds.
2. Kennard, D. (et. al) (2001). A Workbook of Group-Analytic Interventions.
3. Kleinberg, J. (ed.) (2012). The Wiley-Blackwell Handbook of Group-Analytic Psychotherapy: chapters by Berger, Berman, Friedman.
4. Ofer, G. (Ed). Bridge Over Troubled Waters: Conflict and Reconciliation in Groups and Society (2017):  Chapters by Ofer, Friedman, Schlapobersky, Weinberg.
5. Schlapobersky, J. (2016). From The Couch To The Circle: Group-Analytic Psychotherapy In Practice.


C5. Process Addictions for the Group Psychotherapist: From Isolation to Connection

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

Shelley Korshak, MD, CGP, FAGPA, 
Medical Director, Psychiatrist, & Psychotherapist, Chicago Psychotherapy and Psychiatry, Chicago, Illinois
Marcia Nickow, PsyD, CADC, CGP, Psychotherapist/Group Psychotherapist, Working Sobriety, Chicago, Illinois
Barney Straus, MSW, MA, CGP, FAGPA, Staff Therapist, Working Sobriety, Chicago, Illinois

Showcasing group psychotherapy and psychodrama, this largely experiential course presents our treatment model for addictions, compulsions and a range of other psychological disorders, translating the concept of addiction as an attachment disorder into powerful clinical interventions and a guideline for treatment, demonstrating the transformational process of creating healthy relationship functioning.
Learning Objectives:
The attendee will be able to:
1. Promote honest self-disclosure from patients in individual, couples, family and group psychotherapy work.
2. Explain how trauma promotes a preference for attachment to addictive substances and processes over attachments to people.
3. Explain the importance of trust and belonging in the recovery process to replace the addiction as the “go to” in rough times. 
4. Apply the concept of addictions as an attachment disorder to the recovery and treatment process, understanding the importance of connection with others for healing, growth and transformation.
5. Use selective experiential methodology to help patients connect with others.
Course References:
1. Carnabucci, K. (2014). Show and tell psychodrama. Racine, WI: Nusanto Publishing.
2. Dayton, T. (2000). Trauma and addiction. Deerfield Beach, FL: Health
3. Karim, R. & Chaudhri, P. (2012). Behavioral Addictions: An Overview. Journal of Psychoactive Drugs, 44(1), 5-17.
4. Korshak, S.J., Straus, B., & Nickow, M. (2013). A Group Therapist’s Guide to Process Addictions. New York, NY: American Group Psychotherapy Association.
5. Sussman, S., Lisha, N., & Griffiths, M. (2011). Prevalence of the addictions: A problem of the majority or the minority? Evaluation & the Health Professions, 34(1), 3-56.   doi: 10.1777/0163278710380124.

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

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

Workshop 75a
Invisible Knapsacks: How White People Can Unpack Whiteness and Work Toward Racial Justice

Social Justice Symbol

Presented under the auspices of AGPA College Counseling & Other Educational Settings SIG and the AGPA Racial and Ethnic Diversity SIG

Mark Drummond Davis, MSW, CSWA,
 Clinical Social Worker, Benton County Mental Health, Corvallis, Oregon
AJ Metthe, MSW, LCSW, Clinical Social Worker, Thundermist Health Center, Woonsocket, Rhode Island 
Rachel Redd, MSW, LCSW, Clinical Social Worker, Institute for Emerging Adulthood, Northampton, Massachusetts

An anti-racist workshop intended for White participants will unpack the social construction of Whiteness, exploring how racism psychosocially damages its agents while systematically oppressing its targets. Discussions, self-reflective activities, and roleplays will guide participants through common feelings of White guilt and defensiveness toward compassion, healing, and anti-racist action.
experiential-sharing of work experiences-didactic-demonstration

Learning Objectives:
The attendee will be able to:   
1. Explain how Whiteness damages White people and systematically oppresses people of color.
2. Compassionately explore feelings of discomfort or guilt surrounding White privilege.
3. Implement strategies to effectively respond to microaggressions.
4. Take everyday steps to advance racial justice in collaborative and accountable relationship with people of color.

Course References:

1. Ani, M. (1994). Yurugu: An African-centered critique of European cultural thought and behavior. Trenton, NJ: Africa World Press.
2. DiAngelo, R.J. (2016). What does it mean to be White?: Developing White racial literacy (Rev. ed). New York, NY: Peter Lang.
3. Kivel, P. (2017). Uprooting racism: How White people can work for racial justice (4th ed.). Gabriola Island, BC, Canada: New Society Publishers.
4. Sue, D.W. (2016). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Hoboken, NJ: Wiley.
5. Yancy, G. (2012). Look, a White!: Philosophical essays on Whiteness. Philadelphia, PA: Temple University Press.

Workshop 76a
The Psychoanalytic Power of Social Dreaming: An Opportunity for Communal Integration and Healing of Fragmentation

George Bermudez, PhD, 
Core Faculty, Antioch University, Los Angeles, California

The workshop will lecture on and demonstrate social dreaming (Social Dreaming Matrix), a psychoanalytic group dream sharing technique for generating social integration and healing collective trauma. Participants will experience the creation of a communal home for the containment, holding, and healing of collective, fragmenting trauma Inspired by Clara Hill’s dreamwork. Three steps will be demonstrated: Exploration, Insight, and Social Action.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:   
1. Describe two differences between the conventional approach to working with dreams and the social dreaming (SDM) paradigm.
2. Define the function of social dreaming according to Gordon Lawrence.
3. Define two concepts out of the following related to social dreaming: group self or social state dream, forward edge of social dream, self-object function of communal home and moral witnessing function of social dreams.
4. Identify two resistances related to social linking and moral witnessing.
5. Identify two essential techniques for leadership/facilitation of a social dreaming matrix.

Course References:
1. Baglioni, L. & Fubini, F. (2013). Social dreaming. In Long, S. (Ed.) Socioanalytic methods: Discovering the hidden in organisations and social systems. London: Karnac Books.
2. Bermudez, G. (2015). The Creation of a self-object communal home for collective trauma: Applications of social dreaming and Kohut's group self in academic, psychoanalytic, and community contexts. Group, 39, 107-131.
3. Karterud, S., & Stone, W. (2003). The group self: A neglected aspect of group psychotherapy. Group Analysis, 36, 7-22.
4. Lawrence, W.G. (2003). Experiences in social dreaming. London: Karnac.
5. Lawrence, W.G. (2005). Epilogue. In E. Hopper (Ed.), Trauma and organizations. London: Karnac.
6. Manley, J. (2014). Gordon Lawrence's social dreaming matrix: Background, origins, history, and developments. Organizational & Social Dynamics, 14, 323-341.
7. Sher, M. (2013). A tole of one city: Social dreaming and the social protest movement- Occupy London at Tent City. Socioanalysis, 15, 60-71.

Workshop 77a
Focused Brief Group Therapy (FBGT): A Brief Intervention with a Lasting Impact

Jordan Allison, PsyD,
Behavioral Health Consultant, Mercy Health, Springfield, Ohio
Martyn Whittingham, PhD, CGP, FAGPA, Psychologist/Assistant Professor, Mercy Health, Cincinnati, Ohio

FBGT  is a semi-structured process-based model designed to enhance attachment security by increasing interpersonal flexibility. It brings focus to treatment through rapid movement to insight during group screenings, followed by behavioral activation and experiencing during the group. Research findings have shown clinically significant levels of change in interpersonal distress, depression, social anxiety, and hostility in less than eight sessions.
didactic-demonstration-sharing of work experiences-experiential

Learning Objectives:
The attendee will be able to:
1. Summarize the underlying theory of the Interpersonal Circumplex (IPC).
2. Discuss how IPC subtypes can be used to guide group composition.
3. Discuss how IPC subtypes can be used to create group goals.
4. Identify potentially problematic group dynamic based upon IPC subtypes.
5. Describe the relationship between attachment and interpersonal styles.
6. Integrate the use of assessment into group work to guide treatment interventions.
7. Describe the role of inoculation in preventing client self-sabotage.
8. Describe the utility of having group facilitators identify their own IPC subtype in
order to better understand their experiences within the group.
9. Evaluate IPC and identify interpersonal subtypes.

Course References:
1. Whittingham, M. (2015). Focused Brief Group Therapy: A Practice-based Evidence Approach. In E. Neukrug (Ed), The Sage Encyclopedia of Theory in Counseling and Psychotherapy. Washington, DC: Sage Books.
2. Whittingham, M. (2017). Attachment and Interpersonal Theory and Group Therapy: Two Sides of the Same Coin. International Journal of Group Psychotherapy, 67, 2.
3. Marmarosh, C.L., Markin, R.D., & Spiegel, E.B. (2013). Attachment in Group Psychotherapy. Washington, DC: American Psychological Association.
5. Strauss, B., Burlingame, G.M., & Bormann, B. (2008). Using the CORE-R battery in group psychotherapy. Journal of Clinical Psychology, 64(11), 12251237.

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

Session 311
Louis R. Ormont Lecture- Witnessing: The Third Axis of Group

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

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

As an essential feature of group psychotherapy, while not wholly unique to our modality, sets it apart from the observation-participation model of dyadic treatment, the presenter offers a concept of the witness. The impact witnessing and being witnessed plays in the life of the group, and in the mind of the individual will be discussed. There will be distinction between psychoanalytic listening and traumatized listening. A demonstration group and discussion follow.

Learning Objectives:
The attendee will be able to:
1. Identify witnessing, as it develops in the group situation.
2. Observe the group leader’s use of self.
3. Compare relational theory and technique with other group psychotherapeutic approaches.

Course References:
1. Bass, A. (2015). The dialogue of unconsciouses, mutual analysis and the uses of self in contemporary relational psychoanalysis. Psychoanalytic Dialogues, 25, 2-17.
2. R.M. (2016). Developing Nuclear Ideas: Relational Group Psychotherapy. London: Karnac Books..
3. Grossmark, R. & Wright, F. (eds.)  (2014). The One and the Many: Relational Approaches to Group Psychotherapy. New York, NY: Routledge. 
4. Bass, A. (2016). The analyst is present: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33, 153-S172.
5. Ormont, L. (2001). The Technique of Group Treatment. The Collected Papers of Louis R. Ormont, Ph.D. Lena Furgeri, Editor. Madison, CT: Psychosocial Press.

Session 312  
Using Practice-Based Evidence to Enhance Your Groups is Easy... and Very Helpful!

Presented in cooperation with the International Board for the Certification of Group Psychotherapists
Kristina Hansen, PhD, CGP,
Brigham Young University, Counseling and Psychological Services, Provo, Utah

Gary Burlingame, PhD, CGP, FAGPA, Professor, Brigham Young University, Provo, Utah
Jon Cox, PhD, CGP, Associate Clinical Professor, Brigham Young University, Provo, Utah
Derek Griner, PhD, CGP, ABPP, Clinical Professor, Brigham Young University, Provo, Utah

This open session will demonstrate how practice-based evidence can be beneficial to group leaders and members. Participants will see process and outcome measures in action, learn through measure-related didactic instruction and real-life vignettes, and gain experience using two actual measures that can be integrated into daily practice to improve group psychotherapy outcomes.

Learning Objectives:
The attendee will be able to:
1.  Identify major models of evidence-based treatment and articulate how the GQ and OQ provide practice-based evidence that can support clinical judgment.
2.  Identify different approaches for assessing patient progress, predicting treatment failure, and improving overall outcomes.
3.  Improve patient outcomes by identifying and working with members who may be likely to drop out of group.
4.  Articulate the evidentiary base for group processes and dynamics such as alliance, cohesion, conflict, and climate.

Course References:
1. Burlingame, G., Strauss, B., & Joyce, A. (2013). Change mechanisms and effectiveness of small group treatments, In M.J. Lambert (Ed.), Bergin & Garfield’s Handbook of psychotherapy and behavior change (6th Ed.), (pp. 640-689). New York, NY: Wiley & Sons.
2. Krogel, J., Burlingame, G., Chapman, C., Renshaw, T., Gleave, R., Beecher, M., & MacNair-Semands, R. (2013). The Group Questionnaire: A clinical and empirically derived measure of the group relationship. Psychotherapy Research, 23(3), 344-354.
3. Strauss, B., Burlingame, G., & Bormann, B. (2008). Using the CORE-R battery in group psychotherapy. Journal of Clinical Psychology: In Session, 64(11), 1225-1237.
4. Johnson, J.E., Burlingame, G.M., Olsen, J., Davies, D.R., & Gleave, R.L. (2005). Group climate, cohesion, alliance, and empathy in group psychotherapy: Multilevel structural equation models. Journal of Counseling Psychology, 52(3), 310-321.
5. Burlingame, G. & Beecher, M.E. (Guest Eds.). (2008). New directions and resources in group psychotherapy. Journal of Clinical Psychology: In Session, 64(11).

Session 313    
The Frightened, the Angry, and the Mobilized: Group Practitioner Postures towards Trouble in Our Society

Social Justice Symbol

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Siddharth Ashvin Shah, MD, MPH, CEO, Greenleaf Integrative, Arlington, Virginia


Klair Latino, LCSW, Behavioral Health Specialist, Baylor College of Medicine, Casa de Amigos Harris Health Clinic, Houston, Texas
Dawn McCarty, PhD, MSW, Associate Professor/Bachelor of Social Work Program Director, University of Houston, Downtown, Houston, Texas
Sorin Thomas, MA, LPC, LAC, Queer Asterisk, Boulder, Colorado

This session will explore our postures and self-efficacy in divisive/fractious experiences within AGPA and civil society. Anxiety about “getting it wrong,” ethical/existential considerations and ambivalence about social activism will sit next to our commitments to promote the dynamics of belonging, protect the scapegoated, heal the wounds of exclusion, facilitate constructive dialogue, and maintain physically/emotionally safe environments. The session seeks to support ourselves, our colleagues and laypeople with a trauma-informed approach for social progress.

Learning Objectives:
The attendees will be able to:
1. Outline multiple group practitioner postures (e.g., anger, fright, ambivalence and mobilization) towards trouble in society.   
2. List self-efficacy barriers for group practitioners to promote healthy dynamics within AGPA and within civil society at large.
3. Describe opportunities for group practitioners to support laypeople (i.e., group leaders not formally trained in group theory) in their quest to promote the dynamics of belonging, protect the scapegoated, heal the wounds of exclusion, facilitate constructive dialogue, and maintain physically/emotionally safe environments.

Course References:
1. Gonzalez, C.E. (2016). Negative Attitudes as Scapegoating and the Effects on LGBT Individuals. Pacifica Graduate Institute.
2. Harris, M.E., & Fallot, R.D. (2001). Using trauma theory to design service systems. Jossey-Bass.
3. Shah, S.A. (2011). Bullying Trauma: The Post 9/11 Climate, Barriers to Intervention and Opportunities for Resiliency. White House Initiative on Asian Americans and Pacific Islanders Bullying Prevention Summit. New York, N.Y. 29 Oct. 2011.
4. Thomas, N. (2006). Efforts To Prevent Terrorism: Impact on Immigrant Groups. In P.R. Kimmel & C.E. Stout (Eds.), Collateral damage: The psychological consequences of America's war on terrorism (pp. 131-144). Westport, CT: Praeger Publishers/Greenwood Publishing Group.
5. Wilson, T.D. (1999). Anti-immigrant sentiment and the process of settlement among Mexican immigrants to the United States: Reflections on the current wave of Mexican immigrant bashing. Review of Radical Political Economics, 31(2), 1-26.

Morning Workshops
9:00 – 11:30 A.M.

Workshop 78
My First Group: Working with Internal and External Barriers

Heather Frank, PsyD, Private Practice, Chicago, Illinois
Jennifer Joseph, PsyD, CGP, Private Practice, New York, New York

Open to participants with less than four years of group psychotherapy experience
This workshop is designed to help early career therapists and/or therapists new to group work jumpstart their first group in private practice. We will cover topics such as selection of members, member recruitment, beginning stages of group cohesion, and issues and topics most relevant to starting a group. Some topics include: recruitment of group members, talking about payment and time commitments, and some common resistances (both internal and external) to starting groups.
 didactic-demonstration-experiential-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Identify common and personal internal resistances to starting a group.
2. Discuss and process internal resistances to forming an interpersonal process group that are specific to a private practice setting.
3. Discuss and identify external barriers or obstacles to starting a group in private practice.
4. Identify ways to prepare group members including implementing the group contract.
Course References:
1. Ormont, L. The Opening Session in Group Psychoanalysis (1959). International Journal for Psychotherapy, Psychosomatics, Special Education. Vol 7.
2. Rutan, J.S. and Stone, W. (1993). Patient Preparation and the group agreements. Psychodynamic Group Psychotherapy (Second Edition) New York: The Guilford Press.
3. Ormont, L. (1991). The Craft of Bridging. International Journal of Psychotherapy, 40(1), pp 317.
4. Ormont, L. (1968). Group Resistance and the Therapeutic Contract. International Journal of Group Psychotherapy, 18(2), pp 147154.
5. Ormont, L. (1993). Resolving Resistances to Immediacy in the Group Setting. International Journal of Group Psychotherapy, 43(4), pp 399418.
6. Yalom, I. (1985). The selection of Patients, In The Theory and Practice of Group Psychotherapy, pp 227152
7. Yalom, I. (1985). The Therapist: Basic Tasks, pp 112-134.
8. Yalom, I. (1985). Training the Group Therapist. In The Theory and Practice of Group Psychotherapy, pp 515537.
9. Geltner, P. (2013). Emotional Communication: Countertransference analysis and the use of feeling in Psychoanalytic Technique. New York, NY: Rutledge.
10. Zeisel, E.M. (2009). Affect education and the development of the interpersonal ego in modern group analysis, International Journal of Group Psychotherapy, 59, 421-432.

Workshop 79
Microaggressions from the Inside Out: Individual, Dyadic, and Group Impacts

Social Justice Symbol

Presented under the auspices of the AGPA Racial and Ethnic Diversity SIG

Kavita Avula, PsyD
, Private Practice, Seattle, Washington
Sabrina Crawford, PsyD, Private Practice, Washington, DC

This workshop explores the insidious nature of microaggressions and their impact within the individual, dyads, and groups, illuminating how seemingly innocent comments can be disruptive to forging life-giving relationships personally and professionally.  Two psychologists of color will gently raise awareness around microaggressions using self-disclosure and experiential dyadic and group exercises.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:

The attendee will be able to:
1.  Explain what a microaggression is including the often unconscious or unintentional component.
2.  Identify when a microaggression is occurring in a dyad or group.
3.  Differentiate between healthy curiosity and offensive statements when exploring cultural issues in the clinical context.
4.  Demonstrate productive dialogue on a topic that is so often characterized by heated debate.
5.  Compare the experience of privileged individuals and groups to those that lack privilege.
6.  Create empathy for the experience of the other.
7.  Summarize and discuss one's own experience.
Course References:
1. Sue, D.W., Constantine, M. (2007).  Racial Microaggressions as Instigators of Difficult Dialogues on Race: Implications for Student Affairs Educators and Students. College Student Affairs Journal, 26, 136-143.
2. Sue, D.W., Lin, A., Torino, G., Capodilupo, C.M., Rivera, D.P. (2009). Racial Microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, Vol 15(2),183-190.
3. Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M., Nadal, K.L., & Esquilin, M.E. (2007). Racial microaggressions in everyday life: Implications for counseling. The American Psychologist, 62(4), 271-286.
4. Sue, D.W., Capodilupo, C.M., Nadal, K.L., & Torino, G.C. (2008). Racial microaggressions and the power to define reality. The American Psychologist, 63(4), 277-279.
5. Watt, S.K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 2007 Special Issue, Vol. 26(2), Spring 2007. p. 114-126.

Workshop 80
Living Out Loud: Developing the Leader's Voice

Marie Sergent, PhD, Private Practice, Rochester, New York  

An attuned therapeutic voice allows the group leader to respond spontaneously and therapeutically to members’ emotional communications.  Our personal histories however, often interfere with the development of, and access to, our authentic therapeutic voice. This workshop will explore methods for exploring and resolving group leader obstacles to meaningful, potent emotional communication with members.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Describe what is meant by the group leader’s voice. 
2. Name the relationship between emotional receptivity and the group leader’s voice.
3. Describe how countertransference can help or hinder the leader’s voice.
4. Define the difference between subjective and induced countertransference.
5. Identify one source of group leader resistance.
Course References:
1. Furgeri, L. (Ed.) (2001). The technique of group treatment: The collected papers of Louis Ormont, Ph.D. Madison, CT: Psychosocial Press.
2. Geltner, P. (2013). Emotional communication: Countertransference analysis and the use of feeling in psychoanalytic technique. New York, NY: Rutledge.
3. Grotjahn, M. (1977). The art and technique of analytic group psychotherapy. New York, NY: Jason Aronson.
4. Ormont, L.R. (1992). The group psychotherapy experience. New York, NY: St. Martin’s Press.
5. Zeisel, E.M. (2009).  Affect education and the development of the interpersonal ego in modern group psychoanalysis. International Journal of Group Psychotherapy, 59(3).

Workshop 81
Using Groups to Facilitate Differentiation: Taking Risks to Defeat the Power of Shame

Open to participants with more than four years of group psychotherapy experience
Kenneth Pollock, PhD, CGP, 
Clinical Associate Professor of Psychiatry, New York Medical College, Westchester Medical Center, New York, New York

In this workshop, we will understand the relationship between personal differentiation and authenticity.  Attendees will conduct a brief self-assessment and participate in an experiential group focused on how one’s own capacity for interpersonal risk-taking is a function of the degree to which each individual is self rather than other-validated.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explicitly recognize and cite some of one's own internal phenomena which mitigate against interpersonal, differentiated responses.
2. Identify the differences between other and self-validated responses and motivations in themselves and others.
3. Describe and categorize basic phenomenological defenses against differentiated, interpersonal authenticity such as fear of engulfment, impingement, petrification, and especially shame.
4. Demonstrate a willingness to take constructive interpersonal risks in groups.
5. Express an interest in employing  interventions in groups they conduct that promote authentic interaction between members in contract to interventions that promote leader-member interactions.

Course References:

1. Laing, R. (1960). The Divided Self: An Existential Study in Sanity and Madness. Harmondsworth, UK. Penguin Psychology.
2. Pollock K., & Altman A.. (2017). Assessing and Treating Sexual Problems in an Integrated Care Environment. In: Integrating Behavioral Health and Primary Care. New York, NY: Oxford University Press; 386-408.
3. Benjamin, J. (2004). Beyond Doer and Done-To: An intersubjective View of Thirdness. The Psychoanalytic Quarterly, January 2004.
4. Schnarch, D. (2000). Desire Problems: A Systemic Perspective. In Leiblum, S.R., & Rosen, R.C., ed. Principles and Practices of Sex Therapy. 3rd Edition. New York, NY: The Guilford Press; 17-56.
5. Winnicott, D.W., The Capacity to Be Alone. International Journal of Psychoanalysis, 39, p. 416-20.

Workshop 82
Overcoming Challenges of Rapidly Changing Membership in Groups: A Single Session Design

Travis Courville, MSW, CGP,
Private Practice, Houston, Texas  

In many clinical situations especially inpatient settings and agency based groups, membership in groups can change rapidly from one session to another.  The presenter will demonstrate how to adapt basic group therapy principles to a single-session model so that the beginning, middle, and ending stages of group occur within the life of one group session.
sharing of work experiences-experiential-didactic-demonstration
Learning Objectives:
The attendee will be able to:
1. Discuss the need for adapting a new approach to rapid group membership changes.
2. Describe modifications in group therapists’ techniques in leading a single-session group.
3. Implement a structured protocol for brief, one-session groups.
4. List strategies for designing and implementing a single-session group format.
Course References:
1. Yalom, L., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy (5th Edition). New York, NY: Basic Books.
2. Yalom, I. (1990). Inpatient Group Psychotherapy. New York, NY: Basic Books.
3. Talmon, Moshe (1990). Single Session Therapy. San Francisco, CA: Jossey-Bass Inc.
4. Brown, Nina (2014). Facilitating Challenging Groups, Leaderless, Open, and Single Session Groups. New York, NY: Routledge Taylor & Francis Group.
5. Deering, Catherine Gray (2014). Process-oriented inpatient groups: Alive and well. International Journal of Group Psychotherapy, 64, 165-179.

Master Workshop 83
Effective and Efficient Supervision: Doing it in Group

Arthur Gray, PhD,
 Instructor, Supervisor, Coordinating Committee Member, Institute for Psychoanalytic Study of Subjectivity, New York, New York

Open to participants with more than ten years of group psychotherapy experience
This six-step group supervision model is different from group therapy. It provides focused attention to the needs of the individual presenting, while maintaining full participation and supervision of all other members during the six steps. The model is specifically responsive to the unique level of experience and theoretical orientation of each participant.
 didactic-demonstration-experiential-sharing of work experiences
Learning Objectives:
The attendee will be able to:   
1. State the difference between group supervision and group therapy.
2. List the six steps of this group supervision model.
3. Elaborate on the details of each of the six steps of the model.
4. Describe how a group supervisor knows when to move from one step to another.
5. Demonstrate and facilitate the application of the supervisory model.
Course References:
1. Doehrman, M.J. (1976). Parallel process in supervision and psychotherapy. Bulletin of the Menninger Clinic, 40(1), 9-104.
2. Ekstein. R., & Wallerstein, R.S. (1972). The teaching and learning of psychotherapy. New York: International University Press.
3. Gray, A. A. (2006). Effective and efficient supervision: Doing it in group. In R. Raubolt (Ed.), Power games: Influence, persuasion, and indoctrination in psychotherapy training (pp. 273-296), New York: Other Press.
4.Strømme, H. (2014). A bad and a better supervison process: Actualized relational scenarios in trainees: A Longitudinal study of nondisclosure in psychodynamic supervision. Psychoanalytic Inquiry, 34(6), 584-605.
5. Moga, D. E., & Cabaniss, D. L. (2014).  Learning Objectives for Supervision: Benefits for Candidates and Beyond. Psychoanalytic Inquiry, 34(6), 528-537.

Workshop 84
Exploring Erotic Transference and Countertransference: From Suppression to Healing in Group Process

Marcia Honig, MA, 
Private Practice and Researcher, Tel-Aviv, Israel
Guy Segev, MA, Clinical Psychologist, Private Practice and Researcher, Tel-Aviv, Isreal

Working with erotic feelings, within transference, in  therapy involves emotional risk taking; on the other hand, also creates the basis for  emotional intimacy in a therapeutic relationship and  deepens the group-process.
Understanding our "erotic-self" can enlarge our views regarding the meaning of the erotic-transference and allows to encompass the patient’s positive developmental strivings for connection. In the workshop, we will learn how the awareness of the transference can help healing group processes.
 experiential-demonstration-sharing of work experiences-didactic
Learning Objectives:
The attendee will be able to:
1. Learn more about his/her erotic-self in his/her role in groups.
2. Analyze the effects of one's erotic self on one's role in groups.
3. Diagnose and evaluate the ways erotic transference and countertransference unfold while people interact in groups.
4. Practice and explore different and new ways of leading with the erotic charge in groups in a safe setting.
5. Realize the healing potential of conflictual relations by the appropriate use of the erotic topic in group interventions.
Course References:
1. Benjamin, J. (1994). What angel would hear me?: The erotics of transference. Psychoanalytic Inquiry, 14, 535-557.
2. Celenza, A. (2010). The guilty pleasure of erotic countertransference: Searching for radial true. Studies in Gender and Sexuality, 11(4): 175-183.
3. Cooper, S.H. (1998). Flirting, post-oedipus and mutual protectiveness in the analytic Dyad: Commentary on paper by Jody Messler Davies. Psychoanalytic Dialogues, 8, 767-780.
4. Davies, J.M. (1994). Love in the afternoon: A relational reconsideration of desire and dread in the countertransference. Psychoanalytic Dialogue, 4, 153-170.
5. Gabbard, G.O. & Celenza, A. (2003). Analysts who commit sexual boundary violations: A lost cause? Journal of the American Psychoanalytic Association, 51, 617-636.
6. Bolognini, S. (1994). Transference: Erotised, erotic, loving, affectionate. International Journal of Psychoanalysis, 75, 73-86.

Workshop 85
Functional Subgrouping as an Alternative to Scapegoating Differences

Robert Hartford, LICSW, LSCP, 
Licensed Systems-Centered® Practitioner, ICEEFT Certified Therapist, Private Practice-Solutions & Results, Washington, DC

In this workshop members will experience the Systems-Centered method of functional subgrouping, as a method to build a Systems-Centered group. We will explore how discriminating differences and building on similarities can enable members from diverse cultures, to benefit from the healing power of groups in our fragmented world, to build a group in which conflicts can be contained in subgroups within a group, until the group develops to the point where integration can occur.
experiential-didactic-demonstration-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Describe the difference between stereotypical subgrouping and functional subgrouping.
2. Practice the method of functional subgrouping to explore differences arising in the culture of the group, and experiment with this method as an approach to building on similarities and integrating apparent differences.
3. Discriminate between different types of communication that can lead toward greater connection and building (joining) or can be distancing (pushing or waving).
Course References:
1. Gantt, S.P. (2103). Applying sytems-centered theory (SCT) and methods in organizational contexts: Putting SCT to Work. International Journal of group Psychotherapy, 63 (2) 234-258.
2. 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.
3. Agazarian, Y.M. (2012). Systems-centered  group  psychotherapy:  Putting theory into practice. International Journal of group Psychotherapy, 62 (2), 171–195.
4. Richard M. O'Neill, William B. Reynolds, Terry Ruth Culbertson, & Robin Y. Franklin (2013). Systems-Centered® Training's Functional Subgrouping: A Path to Koinonia in Pastoral Care Chaplaincy Today, Vol. 28 , Iss. 1, 2012.
5. O’Neill, R.M., Smyth, J., 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: 15–31.

Workshop 86
Making Group Visual: Applying Art Therapy to the Group Process and the Therapist's Use of Countertransference


Sarah Frank, MA, LMFT, ATR, 
Therapist, Recovery Help Now, Los Angeles, California
Using art therapy in the group setting can provide access to emotions, interpersonal connection, and here-and-now experiences. Art therapy is applicable to all ages and psychological issues, fostering awareness of internal experiences, perceptions, beliefs, and sensations. For the therapist, art-making can be used to increase awareness and integration of countertransference for the therapist's own self care and for the benefit of their clients.
experiential-didactic-sharing of work experiences-demonstration
Learning Objectives:
The attendee will be able to:
1. Differentiate between art therapy and art activities.
2. List ways art therapy can benefit clients in a group setting.
3. Define the meaning of countertransference.
4. Create personal art in a group therapy setting.
5. Utilize personal art-making to process countertransference.
Course References:
1. Bolwerk, A., Mack-Andrick, J., Lang, F.R., Dörfler, A., Maihöfner, C. (2014). How Art Changes Your Brain: Differential Effects of Visual Art Production and Cognitive Art Evaluation on Functional Brain Connectivity. PLoS ONE 9(7): e101035. doi:10.1371/journal.pone.0101035.
2. Van Lith, T., Schofield, M., & Fenner, P. (2013). Identifying the evidenced-base for art-based practices and their potential benefit for mental health recovery: A critical review. Disability and Rehabilitation, 35(16), 1309-1323.
3. Caddy, L., Crawford, F., & Page, A. (2012). ‘Painting a path to wellness’: Correlations between participating in a creative activity group and improved measured mental health outcome. Journal of Psychiatric and Mental Health Nursing, 19(4), 327-333.
4. Deaver, S., & McAuliffe, G. (2009). Reflective visual journaling during art therapy and counseling internships: A qualitative study. Reflective Practice, 10(5), 615-632.
5. Riley, S. (2001). Group process made visible; Group art therapy. New York, NY: Taylor & Francis.

Workshop 87
Qi Gong Focused Group: Utilizing the Body to Cope with Traumatic Events


Nurit Gafni, MA, 
Expressive Arts Therapist, Rimonim, Natanya, Israel
Brain sciences led to the recognition that trauma is expressed in bodily processes and create a vertical disconnect (between body and mind) and horizontal disconnect (between one body - mind to another). Using Qi Gong as a group process, enables to reconnect the mind – body system, and allows social affiliation that support mental process.
didactic-demonstration-sharing of work experiences-experiential
Learning Objectives:
The attendee will be able to:
1. "Re-Mind the body" by using the "Qi system" in working with trauma, depression, anxiety, Chronic pain and physical disabilities.
2.  Apply some of Qi Gong simple movements and understanding to help grounding and mindfulness in groups or personal work.
3. Use Qi Gong practice as a group process.
4. Make a connection between Western psychology and the thinking and understanding of Chinese medicine  in symptoms of anxiety, depression, and trauma.
Course References:
1. Chan, J.S.M., Ho, R.T.H., Wang, C.W., Yuen, L.P., Sham, J.S.T., & Chan, C.L.W. (2013). Effects of Qigong exercise on fatigue, anxiety, and depressive symptoms of patients with Chronic Fatigue Syndrome-like illness: A randomized controlled trial.
2. Emerson, D., & Hopper, H. (2011). Overcoming trauma through yoga. Berkeley, CA: North Atlantic Books.
3. Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy. New York, NY: Norton. Evidence-Based Complementary and Alternative Medicine.
4. Wang, C.L.W., Chan, C.L.W., Ho, R.T.H., Tsang, H.W.H., Chan, C.H.Y., & Ng, S.M. (2014). Effects of Qigong on depressive and anxiety symptoms: a systematic review and meta-analysis of randomized controlled trails.
5. van der Kolk, B. (2013). The body keeps the score. New York, NY: Viking Penguin Press.

Workshop 88
Integrating the Somatic Self with Eating Dysregulation and Developmental Trauma

Fran Weiss, LCSW-R, BCD, DCSW, CGP, 
Associate Clinical Professor, Icahn School of Medicine at Mount Sinai, New York, New York

Making sense of “the fat”  through the lens of attachment trauma and neurobiology. This workshop will provide cutting edge knowledge to work with those with "weighty problems."  Looking at overeating as a means to fill the empty void and to  deaden self awareness.  Integrating  somatics with experiential skills to re-connect with the self.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Practice from a knowledge base of current thinking in the weight regulation field.
2. Examine the metaphor of food through the lens of attachment.
3. Explain the scientific question and understanding of the term "food addiction" a la the Yale study vs. the popular belief of "food addiction."
4. Apply somatic work with experiential skills to your group repertoire.
5. Create group strategies for affect regulation and working the "window of tolerance."
Course References:
1. Siegel, D.J. (1999). The developing mind: How relationships and the brain interact to shape who we are (First edition). New York, NY: Guilford.
2. Holmes, J. (2001). The search for the secure base: Attachment theory and psychotherapy. London: Rutledge.
3. Schore, A.N. (1994). Affect regulation and the origin of the self. The neurobiology of emotional development. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
4. Weiss, F. (2006). Psychodynamics Group Psychotherapy for the obese disordered-eating adult: A contemporary view. GROUP. 30 (4).
5. Ogden, P., & Fisher, J. (2015). Sensorimotor Psychotherapy: Interventions for trauma and attachment (Norton Series on Interpersonal Neurobiology). W.W. Norton.

Workshop 89
Dialogue versus Destruction: Transformation through the Median Group
Rose McIntyre, LCSW, CGP,
Private Practice, Vienna, Virginia
Karen Stefano, MA, LPC

Median Group, developed by Patrick DeMare, is a group process which explores social assumptions/biases vs exclusively familial concerns through dialogue. Reflective consciousness contains and transforms hate/frustration into thought, enabling new kinds of micro-cultures to emerge, leading to Koinonia, which DeMare’ defined as “Impersonal Fellowship.” This workshop is didactic and experiential.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1.  Identify the differences between Small, Large, and Median Groups.
2.  Define the purpose of the Median Group and demonstrate the importance of dialogue for transformation.
3.  Describe the difference between Transposition in the Median Group and Transference in the Small Group.

Course References:
1. De Mare, P. (1990). The development of the median group. In: R. Lenn and K. Stefano (Eds.),  Small, Large and Median Groups: The Work of Patrick de Mare. (pp. 107 - 122). London: Karnac, 2012.
2. De Mare, P. (1994). The median group and the psyche.  In: R. Lenn and K. Stefano (Eds.),  Small, Large and Median Groups: The Work of Patrick de Mare. (pp. 123 - 135). London: Karnac, 2012.
3.  De Mare, P. (1990). The millennium and the median group. In: R. Lenn and K. Stefano (Eds.),  Small, Large and Median Groups: The Work of Patrick de Mare. (pp. 137 - 150). London: Karnac, 2012.
4. De Mare, P., Piper, R., & Thompson, S. (1991).  Koinonia: From Hate, Through Dialogue, to Culture in the Large Group. London: Karnac.
5. De Mare, P., & Schollberger, R. (2004). A case for mind. Group Analysis, 37(3), 339 -352.
6. Agazarian, Y., (2014). Patrick de Mare. Group Analysis, 47(4), 473-480.

Workshop 90
Evidence-Based Group with Children: A Discussion and Demonstration


Tony Sheppard, PsyD, CGP, FAGPA, 
Founder and Director, Groupworks, Louisville, Kentucky
Zachary Thieneman, PsyD, Psychologist, Groupworks, Louisville, Kentucky

This workshop will feature a discussion of evidence-based intervention with children's groups drawing from the AGPA Practice Guidelines and other current research. It will include a demonstration group designed to help participants bring evidence-based principles into their work.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify evidence-based principles for the preparation of children for group work.
2. Select members appropriately for therapy groups.
3. Choose evidence-based interventions that support therapeutic factors in children's groups.
4. Discuss ways in which they will integrate more evidence-based principles into their groups.
Course References:
1. Dumais, D. (2017). Operating instructions: the group contract. In C. Haen & S. Aronson (Eds.), Handbook of child and adolescent group therapy: A practitioner's resource (pp. 30-39). New York, NY: Routledge.
2. Haen, C. & Aronson, S. (Eds.) (2017). Handbook of child and adolescent group therapy: A practitioner’s reference. New York, NY: Routledge.
3. Shechtman, Z. (2006). Group counseling and psychotherapy with children and adolescents: Theory, research and practice. Lawrence Erlbaum & Associates.
4. Sheppard, T.L. (2008). Group psychotherapy with children. New York, NY: American Group Psychotherapy Association, Inc.
5. Bernard, H., Burlingame, G., Flores, P., Greene, L., Joyce, A., Kobos, J., Leszcz, M., MacNair-Semands, R., Piper, W., Slocum-McEneaney, A., & Feirman, D. (2008). Clinical Practice Guidelines for Group Psychotherapy, International Journal of Group Psychotherapy, 58: 4, 455-542.

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

Houston Children's Chorus

Founded in 1989 by Stephen Roddy, The Houston Children’s Chorus involves over 150 children in grades 2 through 8 by annual audition. Education is the primary purpose of the Chorus. Its goal is to teach children to achieve high artistic standards through choral singing and performance. Members of the Chorus represent all ethnic and socio-economic backgrounds. The Houston Children’s Chorus has performed all around the world. Over the years, Chorus groups have presented concerts in Russia, England, Scotland, Italy, Hong Kong, Japan, China, New Zealand, Mexico, and Taiwan. The Chorus has performed for the President of the U.S. over 28 times, including the 1992 Republican Convention and the 2005 Bush/Clinton Tsunami Relief Fund Celebration. The Houston Children’s Chorus is known throughout Houston and the State of Texas for their diversity in membership and repertoire. They perform all types of music, from classical to pop, by memory. It is the goal of the Houston Children’s Chorus to make singing accessible to every child in the Houston area regardless of race or economic status.

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

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

Session 314
The Large Group

Consultants are faculty members of the National Group Psychotherapy Institute of the Washington School of Psychiatry.

Active Consultants: 
Mary Dluhy, MSW, CGP, FAGPA
Ayana Watkins-Northern, PhD
Leon Paparella, MSW, CGP
Robert Schulte, MSW, CGP, FAGPA

Observer Consultants: 
Kavita Avula, PsyD
Reginald Nettles, PhD, CGP

The Large Group will be an opportunity to explore unconscious group processes and pursue authentic self expression and constructive communication among members and subgroups. The aim is to better comprehend the motivations, concerns, and aspirations within AGPA, the conference-as-a-whole, and the community of group therapists. Members may deepen their understanding of how sociocultural factors influence all group life, including a psychotherapy group. A consultant team will model a relational approach to conducting the large group.

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

Participants should try to attend all sessions

Learning Objectives:
The attendee will be able to:
1. Locate and give voice to one's experience within the complexity of the large group.
2. Identify covert and overt barriers to communication.
3. Think and relate as citizen selves with greater capacity for authenticity and mutual regard.
Course References:
1. Green, Z., & Steirs, M. (2002). Multiculturalism and group therapy in the United States: A Social constructionist perspective. Group, 4, 233-246.
2. Schneider, S. & Weinberg, H. (Editors). (2003). The Large Group Re-Visited. London: Jessica Kingsley Publishers Ltd.
3. Segalla, R. (2014). Relational experiences in large group: A Therapeutic and training challenge. In The One and the Many: Relational Approaches to Group Psychotherapy, p. 242-262. Edited by R. Grossmark and F. Wright. London: Routledge.
4. Sells, Bill. (2005). Mindfulness in the large group. Group, 32, 261-274.
5. Volkan, V. (2014). Psychoanalysis, International Relations, and Diplomacy: A Sourcebook on Large Group Psychology. London: Karnac.

Afternoon Workshops
2:00  4:30 P.M. 

Workshop 91

Harnessing the Power of Hope and Despair in Group Psychotherapy

Robert Hilliker, LCSW-S, LCDC, 
Chief Clinical Officer, The Lovett Center, Houston, Texas
In this workshop participants will be given information on the concepts of hope and despair, the history of these ideas within our field, techniques to actively and explicitly use hope and despair to improve engagement in group, as well as working to improve overall outcomes in group therapy.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:

The attendee will be able to:
1. Identify the implicit aspects of Hope & Despair in a group, and how to make the concepts explicit and useful in their groups.
2. Use and apply the five constructs of Reasonable Hope in group psychotherapy.
3. Observe and demonstrate the techniques of Reasonable Hope with experiential processes.
Course References:
1. Allen, J. G. (2005). Coping with trauma: Hope through understanding. Washington, DC: American Psychiatric Pub.
2. Hilliker, R. (2012). Hope and despair: tTo sides of the same coin. Paradigm: Proctor Hospital Illinois Institute for Addiction Recovery, 17(1), 14-19.
3. Menninger, K.A. (1963). The vital balance: The life process in mental health and illness. New York, NY: Viking Press.
4. Snyder, C.R. (2002). Hope theory: Rainbows of the mind. Psychological Inquiry, 13, 249–275.
5. Weingarten, K. (2010). Reasonable hope: Construct, clinical applications, and supports. Family
, 49, 1, 5-25.

Workshop 92
From Preverbal to Verbal: A Modern Analytic Approach to Working with the Body in Group

Janice Moore Morris, PhD, ABPP, CGP, FAGPA,
Private Practice, Austin, Texas

Group members bring preverbal communications in the form of body language, somatic phenomena, tears, etc., which express unspoken experiences in the group as well as feelings toward other group members. Modern analysts use emotional communication and bridging to help members verbalize these experiences and deepen their connections.
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. List at least five examples of preverbal communications in group members.
2. Identify at least five examples of the narcissistic defense.
3. Explain how neurobiology and psychoanalytic theory combine to promote preverbal-to-verbal translation.
4. Describe four techniques used by group leaders to help members translate preverbal communications into words.
5. Describe how preverbal countertransference of the leader can be used to help members communicate their thoughts and feelings.
Course References:
1. Ormont, L. (2001). The leader's role in resolving resistances to intimacy in the group setting. In Furgeri, L. (Ed.), The technique of group treatment: The collected papers of Louis R. Ormont, Ph.D. Madison, CT: Psychosocial Press.
2. Morris, J. (2014). Resistance and my favorite patient. International Journal of Group Psychotherapy, 64 (3), 391-398.
3. Siegel, D. (2012). The developing mind (2nd Ed.). New York, NY: Guilford Press.
4. Spotnitz, H. (1995). Psychotherapy of preoedipal conditions: Schizophrenia and severe character disorders.  Northvale, NJ: Jason Aronson.
5. Zeisel, E. (2009). Affect education and the development of the interpersonal ego in modern group analysis.  International Journal of Group Psychotherapy, 59, 421-432. 

Workshop 93
Saying Goodbye and Living with the Memories

Jeffrey Mendell, MD, CGP,
Private Practice, Chicago, Illinois
Marsha Vannicelli, PhD, CGP, LFAGPA, Associate Clinical Professor of Psychology, Department of Psychiatry, Harvard Medical School, Boston              

Salient aspects of termination, and resistance to experiencing the attendant sadness, regret and disappointment, will be elucidated. A structured experiential format will help participants explore the meaning of endings in their own lives, and in the groups that they lead, as they say good-bye at the end of the conference.
experiential-sharing of work experiences-demonstration-didactic
Learning Objectives:
The attendee will be able to:
1. Describe salient aspects of termination, grieving and loss as it relates to participants own personal experience.
2. Enumerate the kinds of endings that people face and the complicated feelings associated with endings.
3. Describe the work that gets done, (as well as resistance) as individuals are faced with the task of saying goodbye.
4. List ways that they can help their patients more effectively do the work of termination and break through defenses.
Course References:
1. Rutan, J.S., Stone, W.N., & Shay, J.J.  (2014). Termination in Group Psychotherapy, Psychodynamic Group Psychotherapy (5th Edition). Guilford, 2014. chapter 16, pp. 376-399.
2. Brown, N.W. (2014). Is there an afterlife. In Complex Dilemmas in Group therapy, Motherwell, L. and Shay, S. (eds.). 215 -222.
3. Behnke, S, (2009). Stephen Termination and abandonment: A key ethical distinction. Monitor on Psychology, 40 (8).
4. Vannicelli, M. (2005). Commentary on Therapist Initiated Termination. International Journal of Group Psychotherapy; 55:311-15.
5. Mangione, L., Forti, R., & Jacuzzi, C. (2007). Ethics and endings in group psychotherapy: Saying goodbye and saying it well. International Journal of Group Psychotherapy, 57(11), 25-40.

Workshop 94
Group Leadership: Coloring Outside the Lines

Cheryl Kalter, PhD, CGP, 
President-Elect, San Antonio Group Psychotherapy Society, San Antonio, Texas
 As a group we will experience creative endeavors to provide an experience platform for exploration of the parallel between the creative process of the artist and their audience with the group's leadership role. Key elements found in all creative processes will be discussed as part of the clinical application to transformation in groups.

Learning Objectives:
The attendee will be able to:
1.  Determine relational elements that are key in the creative process of a group.
2.  Define negative capability, loss of memory and desire, and reverie.
3.  Apply the artist's experience of surrender to the creative process to the group leader's experience of surrender to the creative process.
Course References:
1. Bromberg, P.M. (1998). Standing in the Spaces: Essays on Clinical Process, Trauma and Disassociation.  Hillsdale, NJ: Analytic Press.
2. Fosshage, J. (2005). The explicit and implicit domains in psychoanalytic change, Psychoanalytic Inquiry, 25(4): 516-539.
3. Grossmark, R. (2007). The edge of Chaos: Enactment, disruption and emergence in group psychotherapy.  Psychoanalytic Dialogues, 17: 470-199.
4. Wright, F. (2000). The use of self in group leadership: A relational perspective. International Journal of Group Psychotherapy, 50 (2):181-198.
5. Ghent, M. (1990). Masochism, submission, surrender-Masochism as a prevention of surrender. Contemporary Psychoanalysis, 26:108-136.

Workshop 95
What Happens When a Co-Leader of a Group Takes a Temporary Leave of Absence

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

John Campbell, LCSW, CGP,
Private Practice, Omaha, Nebraska
Hannah Mirmiran, MSW, CGP, Owner and Psychotherapist, Omaha Psychotherapy, Omaha, Nebraska

This workshop will examine the use of attachment theory in a psychotherapy group led by co-therapists. Through case study and a fishbowl demonstration group, the workshop will discuss how a group experience and rupture can move individuals who experience grief, loss, and abandonment to a new understanding of their experience. The process of grief and their ability to reconstruct their relationships within the group will be examined.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Identify features of a securely attached group.
2. Differentiate between individual attachment style and group attachment style.
3. Analyze the impact of ruptures that occur within a group context.
4. Describe the dynamics of a co-led psychotherapy group.
5. State benefits of a co-led psychotherapy group.
Course References:
1. Bowlby, J. (1988). A Secure Base: Clinical applications of attachment theory. London: Routledge.
2. Flores, P. (2001). Addiction as an attachment disorder: implications for group therapy. International Journal of Group Psychotherapy, 51, 63-81.
3. Hammond, E., & Marmarosh, C. (2011). The influence of individual attachment styles on group members’ experience of therapist transitions. International Journal of Group Psychotherapy, 61, 597–620.
4. Lundin, William H., Aronov, Bernard M. (1952). The use of co-therapists in group psychotherapy. Journal of Consulting Psychology, 16, 76-80.
5. Marmarosh, C., Markin, R., & Spiegel, E. (2013). Attachment in group psychotherapy. Washington, DC: American Psychological Association.
6. Mikulincer, M., & Shaver, P. (2007). Attachment, group-related processes and psychotherapy. International Journal of Group Psychotherapy, 61, 233–245.
7. Nicholas, M. (2013). The compulsion to repeat relationships with abusive partners and how group therapy can help. International Journal of Group Psychotherapy, 63, 347-365.
8. Wallin, D. (2007). Attachment in psychotherapy. New York, NY: Guilford.

Workshop 96
Living Improv: Using Improvisation to Access the Group Here and Now

Elizabeth Ehrenberg, MSW, LCSW,
Private Practice, Oakland, California
Ali Kimmell, MSW, LCSW, Private Practice, Oakland, California

At its base, improvisational theater is about play. The tools of improv can be applied to our daily lives to help us live in the moment, let go of old patterns, and feel more connected and confident. Attendees will participate in improvisational games followed by a process group.
experiential-demonstration-didactic- sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Identify the ways in which improv principles complement the goals of group therapy.
2. Assess the ways in which group play can impact the process group.
3. Describe one way to integrate experiential learning into a traditional group format.
Course References:
1. Sheesley, A., Pfeffer, M., & Barish, B. (2016). Comedic Improv Therapy for the Treatment of Social Anxiety Disorder. Journal of Creativity in Mental Health, 11 (2), pp.157-169.
2. Ayers, W. (2016). The Play's the Thing: Improvisation in Group Psychotherapy. International Journal of Group Psychotherapy, 66 (1) pp. 102­119.
3. Weiner, D.J. (1994). Rehearsals for growth: Theater improvisation for psychotherapists. New York, NY: Norton.
4. Ormont, L. (1996). Bringing life into the group experience: The power of immediacy. Group, 20 (3), (pp.207­221).
5. Kimmell, A., & Gockel, A. (2017). Embodied Connections: Engaging the body in group work. Qualitative Social Work, Jan 9, 2017 (pp.1-18).

Workshop 97
Couples Group Psychotherapy

Jeffrey Roth, MD, CGP, FAGPA, Medical Director, Working Sobriety Chicago, Chicago, Illinois
Tamara Roth, MS, Addiction Counselor, Working Sobriety Chicago, Chicago, Illinois

This couples group workshop will illustrate the examination of boundaries, roles, authority and tasks in the life of the couples as they participate in the group-as-a-whole in the here-and-now. Transferences to the couple leading the group will be used to demonstrate resistances to this work.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Describe the use of boundaries in effective work with couples in group psychotherapy.
2. Describe the use of roles in effective work with couples in group psychotherapy.
3. Describe the use of authority in effective work with couples in group psychotherapy.
4. Describe the use of tasks in effective work with couples in group psychotherapy.
5. Describe the use of transference in effective work with couples in group psychotherapy.
6. Describe the use of resistance in effective work with couples in group psychotherapy.

Course References:
1. Schofield, M.J., Mumford, N., Jurkovic, D., Jurkovic, I., & Bickerdike, A. (2012). Short and long-term effectiveness of couple counselling: a study protocol. BMC Public Health, 12, 735. http://doi.org/10.1186/1471-2458-12-735.
2. Halford, W.K., Pepping, C.A. and Petch, J. (2016). The gap between couple therapy research efficacy and practice effectiveness. Journal of Marital and Family Therapy, 42, 32–44. doi: 10.1111/jmft.12120.
3. McGeorge C.R., Carlson T.S., Maier C.A. (2017). Are we there yet? Faculty members' beliefs and teaching practices related to the ethical treatment of lesbian, gay, and bisexual clients. Journal of Marital and Family Therapy, 43, 322–337. doi: 10.1111/jmft.12197.
4. Garrido-Fernández, M., Marcos-Sierra, J.A., López-Jiménez, A., Ochoa de Alda, I. (2017). Multi-Family therapy with a reflecting team: a preliminary study on efficacy among opiate addicts in methadone maintenance treatment. Journal of Marital and Family Therapy, 43, 338–351. doi: 10.1111/jmft.12195.
5. Kim, S., & Lyness, K.P. (2017),  Gottman, J.S., & Gottman, J.M. (2015). 10 principles for doing couples therapy. New York, NY: W.W. Norton & Company, 258 pp., $24.95. Journal of Marital and Family Therapy, 43: 364–365. doi:10.1111/jmft.12226.

Workshop 98
Trusting the Erotic Self: Exploring Sexual Countertransference through Embodied Awareness

Angelo Ciliberti, MA, CGP,
Private Practice, Boulder, Colorado
Jenna Noah, MA, Private Practice, Boulder, Colorado

Eroticism will be explored in the present moment in order to support the group therapist in teasing out their resistances to sexuality in the clinical setting.  Contemplative, somatic, and psychoanalytic theoretical frames will be used to explore participants’ experience of desire as it arises in thought, association, and sensation.
experiential-demonstration-sharing of work experiences-didactic
Learning Objectives:
The attendee will be able to:
1. Develop an environment conducive to expressing desire in the present moment.
2. Identify themes of erotic transference and countertransference as they arise in the group process.
3. State and examine how these themes relate to professional, supervisory, and peer dynamics within the context of the Annual Conference.
4. Learn to formulate group interventions that enhance, inform, and support the erotic self of the group member.
5. Identify and examine the adaptive function of resistances to erotic feelings as they arise in the group process.

Course References:
1. Fink, B. (2000). A clinical introduction to Lacanian psychoanalysis: Theory and technique. Cambridge, MA: Harvard University Press.
2. Kelly, G.F. (2014). Sexuality today. New York, NY: McGraw-Hill/Create.
3. Kleinplatz, P.J. (2012). New directions in sex therapy: innovations and alternatives. London: Routledge.
4. Motherwell, L., & Shay, J.J. (2014). Complex dilemmas in group therapy: Pathways to resolution. New York, NY: Routledge, Taylor & Francis Group.
5. Ruti, M. (2014). The call of character: Living a life worth living. New York, NY: Columbia University Press.

Workshop 99
Using Group Techniques to Rebuild Emotional Resilience

Presented under the auspices of the AGPA Children & Adolescents SIG

Darlyne Nemeth, MSCP, PhD, CGP, The Neuropsychology Center of Louisiana, LLC, Baton Rouge, Louisiana

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

When a trauma happens to a group, it must be addressed within the context of a group. Such was the case regarding the Great Flood of August 2016 in Louisiana. As environmental tragedies are experienced throughout the world at an ever-increasing rate, group psychotherapists must be prepared to answer the call. Perhaps these and other emotional resiliency techniques (as outlined in Nemeth and Olivier, 2017) may be of assistance.
didactic-experiential-demonstration-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Identify the six stages of recovery from environmental trauma.
2. Enhance emotional resilience after trauma.
3. Develop coping strategies and relaxation techniques.
Course References:
1. Castro, S.A. & Zautra, A.J. (2016). Humanization of social relations: Nourishing health and resilience through greater humanity. Journal of Theoretical and Philosophical Psychology, 36 (2). 64-80.
2. Cave, D., Pearson, H., Whitehead, P. & Rahim-Jamal, S. (2016). CENTRE: Creating psychological safety in groups. The Clinical Teacher, 13 (6). 427-431.
3. Nemeth, D.G., Kuriansky, J., Reeder, K.P., Lewis, A., Marceaux, K., Whittington, T., Olivier, T.W., May, N.E., & Safier, J.A. (2012). Addressing anniversary reactions of trauma through group process: The Hurricane Katrina anniversary wellness workshops. International Journal of Group Psychotherapy, 62(1), 129-142.
4. Nemeth, D.G., & Olivier, T. (2017). Innovative approaches to individual and community resilience: From theory to practice. Amsterdam, The Netherlands: Elsevier Press.
5. Rehm, D. (2015). The Science of Resilience and How it Can be Learned (Audio blog post). Retrieved February 13, 2017. from http://dianerehm.org/shows/2015-08-24/the-science-of-resilience-and-how-it-can-be-learned.

Workshop 100
Group Cognitive Behavior Therapy (CBT) for Depression in Adults

Ingrid Sochting, PhD, CGP,
 Clinical Associate Professor and Clinic Director, University of British Columbia, Vancouver, British Columbia, Canada

Depression is a common mental health problem for clinicians in public and private settings.  CBT is one among several effective treatment modalities.  Research shows that group CBT is as effective as individual.  However, to run a helpful CBT group, leaders need to be competent in both didactic CBT interventions and group process factors. This workshop will cover both competencies and include an experiential component demonstrating how to implement cognitive restructuring in a group.
 didactic-experiential-demonstration-sharing of work experiences
Learning Objectives:
The attendee will be able to:
1. Describe Beck's cognitive model of the developmental origins of schemas and self-critical thinking.
2. Select appropriate behavioral and cognitive interventions for a CBT group for depression.
3. Implement cognitive restructuring using Thought Records in a group for depression.
4. Conduct groups with emphasis on both specific interventions and managing the group climate.
Course References:
1. Beck, A.T., & Haigh, E.A.P. (2014). Advances in cognitive theory and therapy: The generic cognitive model. Annual Review of Clinical Psychology, 10, 1-24.
2.  Burlingame, G.M., Strauss, B., & Joyce, A.S. (2013). Change mechanisms and effectiveness of small group treatments. In M.J. Lambert, A.E. Bergen, & S.L. Garfield (Eds.), Bergin and Garfield's handbook of psychotherapy and behavior change (6the ed., pp. 640-689). New York: Wiley-Blackwell. 
3. Hans, E., & Hiller, W. (2013).  Effectiveness of and dropout from outpatient cognitive behavioral therapy for adult unipolar depression: A meta-analysis of nonrandomized effectiveness studies. Journal of Consulting and Clinical Psychology, 81(1), 75-88.
4. Padesky, C. & Greenberger, D. (1995). Clinicians' Guide to Mind over Mood. New York, NY: The Guilford Press.
5. Söchting, I. (2014). Cognitive Behavioral Group Therapy: Challenges and Opportunities. Wiley-Blackwell.

Workshop 101
Repair and Reframe:  Present-Centered Group Therapy for Veterans with PTSD

Daniel Gross, MSW, 
Clinical Social Worker, Puget Sound Veterans Administration Hospital, Seattle, Washington
Melissa Wattenberg, PhD, Supervisory Psychologist, VA Boston Healthcare System, Boston, Massachusetts

Present-Centered Group Therapy for PTSD utilizes the power and immediacy of group to help trauma survivors shift toward the present, focus on mid-range emotions, and increase meaningful connection.  This workshop shares theoretical and hands-on aspects of PCGT, with attention to specific present-oriented interventions.
didactic-sharing of work experiences-demonstration-experiential
Learning Objectives:
The attendee will be able to:
1. Identify PTSD symptoms and DSM-5 diagnostic criteria.
2. Compare Present-Centered Group Therapy awith other trauma group approaches.
3. Describe the rationale for Present-Centered Group Therapy for PTSD.
4. Incorporate techniques for managing intense reactions to trauma triggers in group.
5. Present Centered Group Therapy stages, and concomitant skills and interventions.
Course References:
1. Polusny, M.A., Erbes, C.R., Thuras, P., et al. (2015). Mindfulness-based stress reduction for posttraumatic stress disorder among veterans: A randomized clinical trial. JAMA, 314, 456-465. DOI: 10.1001/jama.2015.8361.
2. Resick, P.A., Wachen, J.S., Mintz, J., Young-McCaughan, S., Roache, J.D., Borah, A.M., Borah, E.V., Dondanville, K.A., Hembree, E.A., Litz, B.T., Peterson, A.L. Journal of Consultation in Clinical Psychology. 2015 Dec; 83(6):1058-68. doi: 10.1037/ccp0000016. Epub 2015 May 4.
3. Schnurr, P.P., Friedman, M., Foy, D.W., Shea, M.T., Hsieh, F.Y., Lavori, P.W., Glynn, S.M., Wattenberg, M., Bernardy, N.C. (2003). Randomized Trial of Trauma-Focused Group Therapy for Posttraumatic Stress Disorder: Results From a Department of Veterans Affairs Cooperative Study. Archives of General Psychiatry, 60, 481-489.
4. Sloan, D.M., Feinstein, B.A., Gallagher, M.W.,  Beck, J.G., Keane, T.M. (2013). Efficacy of group treatment for posttraumatic stress disorder symptoms: A meta-analysis. Psychological Trauma: Theory, Research, Practice, and Policy, 5, 176-183.
5. Wattenberg, M.S., Foy, D.W., Unger, W., and Glynn, S.M. (2006). Present-Centered Group Therapy (PCGT): An Evidence-based Approach to Trauma with Adults in Psychological Effects of Catastrophic Disasters. Group Approaches to Treatment, eds, Shein et al., Binghamton, NY: Haworth Press.

Workshop 102
Choosing Hope: Addressing Existential Issues in a Buddhist Mental Health Group

Bethany Phoenix, PhD, RN, FAAN, 
Clinical Professor, UCSF School of Nursing, San Francisco, California
This workshop will describe an innovative Buddhist mental health support group and demonstrate a group session that utilizes Buddhist concepts to frame discussion of existential issues. Discussion will review research on mental health benefits of Buddhist practice and parallels between concepts in Nichiren Buddhism and those in cognitive and humanistic psychotherapies.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Examine research on the mental health benefits of Buddhist practice.
2. Identify parallels between relevant concepts in Nichiren Buddhism and cognitive and humanistic psychotherapies.
3. Analyze common existential themes expressed by Buddhist mental health group participants.
4. Discuss how components of this support group format could be adapted to meet the needs of practitioners of other faith traditions.
Course References:
1. Dockett, K.H. (1993). Resources for stress resistance: Parallels in psychology and Buddhism. Santa Monica, CA: Soka Gakkai International-USA.
2. Ikeda, D. (2004). The human revolution. Santa Monica: World Tribune Press.
3. Phoenix, B. (2014). Promoting resilience and recovery in a Buddhist mental health support group. Issues in Mental Health Nursing, 35, 257-264.
4. Rungreangkulkij, S., Wongtakee, W., Thongyot, S. (2011). Buddhist group therapy for diabetes patients with depressive symptoms. Archives of Psychiatric Nursing, 25(3), 195-205.
5. Wallace, B.A. & Shapiro, S.L. (2006). Mental balance and well-being: Building bridges between Buddhism and Western psychology. American Psychologist, 61(7), 690–701.

Thursday, March 1:

Friday, March 2:

Click here to register now!

American Group Psychotherapy Association

The American Group Psychotherapy Association is the foremost professional association dedicated to the field of group psychotherapy, operating...

. 1-10 employees

to see how you're connected to American Group Psychotherapy Association