75th Annual Conference Sessions and Workshops
Thursday, March 1 (Details)

Early Bird Open Sessions
Early Bird Colloquies
Conference Opening Plenary
All-Day Courses
All-Day Workshops
Morning Open Sessions
Morning Workshops
Lunch-Time Open Session
Afternoon Open Sessions
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
7:15 – 8:15 A.M.

Session 201
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 Friday (7:15-8:15 am) and Saturday (7:45-8:45 am)

Title: Group Leader Self-Assessment-Reliability and Validity
Author: Mary Alicia Barnes, MS, OTD,
Coordinator, Tufts University, Medford, Massachusetts

Title: Group Therapy with Low Back Pain (LBP): Can it be Effective?

Author: Zipora Schectman, PhD, DFAGPA, Professor Emeritus, Haifa University, Haifa, Israel

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 202
Mindfully in Connection: Applying Mindfulness for Ourselves and our Clients

Julie Garson, PsyD, Psychologist, University of Delaware, Center for Counseling and Student Development, Newark, Delaware
Mark Mason, PhD, 
Psychologist, Group Coordinator, University of Delaware, Center for Counseling and Student Development, Newark, Delaware
Mindful awareness is an essential component of the therapeutic relationship. In this session, we will discuss ways of using both formal and informal mindfulness practice in time limited therapy groups. We will also discuss how to develop and maintain a personal mindfulness practice. Participants will come away from the session with confidence in facilitating a range of mindfulness exercises as well as learn ways of having an increased moment to moment awareness of group process.

Learning Objectives:
The attendee will be able to: 
1. Define formal and informal mindfulness practice.
2. Describe mindfulness exercises that can be used in group therapy.
3. Develop plans for a personal mindfulness practice.

Course References: 
1. Bien, T. (2006). Mindful therapy: The healing art of true presence and deep listening. Somerville, Mass: Wisdom.
2. Brach, T. (2004). Radical acceptance: Embracing your life with the heart of a Buddha. New York: Bantam Books.
3. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
4. Keane, A. Mindfulness (2014). 5: 689. doi:10.1007/s12671-013-0223-9
5. Pollak, Susan M.; Pedulla, Thomas; Siegel, Ronald D. (2014). Sitting together: Essential skills for mindfulness-based psychotherapy. New York, NY: Guilford Press
6. Wilson, K. G., & DuFrene, T. (2009). Mindfulness for two: An acceptance and commitment therapy approach to mindfulness in psychotherapy. Oakland, CA: New Harbinger.

Session 203
Strengthening Resilience in At-Risk Minority Youth in the School Setting

Social Justice Symbol

Brendan Rich, PhD, Chair, Associate Professor, Catholic University of America, Washington, DC

Mary Alvord, PhD, 
Director and Owner, Alvord, Baker, & Associates, LLC, Rockville, Maryland
Colleen Cummings, PhD, Director of Research, Alvord, Baker, & Associates, LLC, Rockville, Maryland
Nina Shiffin, PhD, Associate Director of Research, Alvord, Baker, & Associates, LLC, Rockville, Maryland
This open session reviews the importance of childhood resilience and describes the Resilience Builder Program® (RBP) group psychotherapy. We discuss the application of RBP with at-risk ethnic minority youth in school settings in impoverished communities. We review the initial results of an effectiveness study of RBP, supported by the Group Foundation for Advancing Mental Health.
Learning Objectives:
The attendee will be able to: 
1. Define resilience and its six components.
2. Describe the cognitive behavioral techniques included in the Resilience Builder Program® (RBP).
3. Summarize domains of improvement in youth who receive the RBP in the school setting.
Course References: 
1. Aduen, P., Rich, B. A., Sanchez, L., O’Brien, K., & Alvord, M. K. (2014). Resilience Builder Program therapy addresses core social deficits in youth with high functioning autism spectrum disorder. Journal of Psychological Abnormalities in Children, 3(2), 1-10.
2. Alvord, M. A., Rich, B. A., & Berghorst, L. (2016). Resilience interventions. In J.C. Norcross, G.R. VandenBos & D.K. Freedheim (Eds.). American Psychological Association Handbook of Clinical Psychology: Vol. 4. Psychopathology and Health (pp. 505-519). Washington, DC: APA Books.
3. Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology, Research, & Practice, 36, 238-245.
4. Neeman & Masten, A. S. (2009). Dynamic processes in the promotion of resilience. The Maryland Psychologist, 55, 8-9.
5. Watson, C., Rich, B. A., Sanchez, L., O’Brien, K., & Alvord, M. K. (2014). Preliminary study of resilience-based group therapy for improving the functioning of anxious children. Child and Youth Care Forum, 43, 269-286.

Session 204
Promote Addiction Recovery by Teaching the Language of Affect

Presented under the auspices of the AGPA Addiction and Recovery SIG, the Mental Health and Institutional Settings SIG, and the Psychiatry SIG
 Geoffrey Kane, MD, MPH, Chief of Addiction Services, Brattleboro Retreat, Brattleboro, Vermont
Helping individuals recognize and express feelings is central to the healing power of groups. This session focuses on how group leaders can enhance that process--to increase the integration and resilience of their clients and thereby reduce their vulnerability to addiction and mental illness.

Learning Objectives:
The attendee will be able to:    
1. Explain at least three advantages individuals gain when they become more aware and more expressive of their feelings.
2. List at least three reasons people have difficulty recognizing and expressing feelings.
3. Describe at least three techniques a group leader can employ to increase group members' awareness of affect.
4. Summarize at least three tools group members can apply in order to become more aware and expressive of their feelings.
5. Discuss the potential of humor for decreasing as well as increasing a person's awareness of feelings.
Course References:
1. Schore, A.N. (2014). The right brain is dominant in psychotherapy. Psychotherapy 51(3), 388-397.
2. Fosha, D., Siegel, D.J., and Solomon, M.F. (2009). The Healing Power of Emotion: Affective Neuroscience, Development, and Clinical Practice. New York: W.W. Norton.
3. Timulak, L. (2015). Transforming Emotional Pain in Psychotherapy: An Emotion-Focused Approach. Hove, East Sussex, England: Routledge.
4. Stromsted, T. (2009). Authentic movement: A dance with the divine. Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice, 4(3), 201-213. (http://www.authenticmovement-bodysoul.com/wp-content/uploads/2012/12/StromstedAMSacred.pdf)
5. McAdams, D.P., Josselson, R., and Lieblich, A. (2006). Identity and Story: Creating Self in Narrative. Washington, DC: American Psychological Association.

Session 205
Weaving Connection from the Threads of Isolation: Utilizing Online Discussion Groups across Counseling Centers

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

Jennifer Walsh, MA, LMHC, Licensed Mental Health Counselor, Purdue University, West Lafayette, Indiana

Laura Dixon, PhD,
Staff Psychologist, Central Washington University, Ellensburg, Washington
Melissa King, PhD, Staff Psychologist, Kansas State University, Manhattan, Kansas
Joshua Ziesel, PsyD, Staff Psychologist, Wake Forest University, Winston-Salem, North Carolina

This session will explore the benefits of participating in an online peer discussion group for group coordinators who do not have other group specialists with whom to consult. Presenters will discuss factors to consider when forming a group, issues with leaderless models, shifts in dynamics that can occur over time, technology, and ethical issues.
Learning Objectives:
The attendee will be able to:   
1. Compare the benefits and challenges of participating in an online peer discussion group.
2. Identify dynamics that can occur in the group over time such as task shift, parallel processes, and resistances.
3. List factors that contribute to successful online peer consultation groups, particularly with leaderless models.
4. Discuss the role of technology, work environment, and culture and how this affects ethical decision-making within this type of group.
Course References:
1. Abbass, A., Arthey, S., Elliott, J., Fedak, T., Nowoweiski, D., Markovski, J., & Nowoweiski, S. (2011). Web-conference supervision for advanced psychotherapy training: A practical guide. Psychotherapy, 48(2), 109-118.
2. Counselman, E. F., & Weber, R. L. (2004). Organizing and maintaining peer supervision groups. International Journal of Group Psychotherapy, 54(2), 125-143.
3. Deane, F. P., Gonsalvez, C., Blackman, R., Saffioti, D., & Andresen, R. (2015). Issues in the development of e‐supervision in professional psychology: A review. Australian Psychologist, 50(3), 241-247.
4. Janoff, D. S., & Schoenholtz-Read, J. (1999). Group supervision meets technology: A model for computer-mediated group training at a distance. International Journal of Group Psychotherapy, 49(2), 255-272.
5. O'Brien, P. J. (2006). Creating compassion and connection in the work place. Journal of Systemic Therapies, 25(1), 16-36.
6.Paulson, L. R., Casile, W. J., & Jones, D. (2015). Tech it out: Implementing an online peer consultation network for rural mental health professionals. Journal of Rural Mental Health Technology, 39(3-4), 125-136.
7. Truneckova, D., Viney, L. L., Maitland, H., & Seaborn, B. (2010). Personal construct peer consultation: Caring for the psychotherapists. The Clinical Supervisor, 29(2), 128-148.


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

Colloquy 1
When Culture Becomes a Tragedy. Immigrants, Refugees and Ego-Identity: An International Action Research with Social Dreaming Matrix

Social Justice Symbol

Presented in cooperation with the Center Study of Psychology and Psychosomatic Medicine (CSPP), Pescara, Italy; The Gordon Lawrence Foundation for the Promotion of Social Dreaming, London, UK; and the Protection System for Asylum Seekers and Refugees (PSASR), Roseto degli Abruzzi, Italy
Domenico Agresta, MA, President, Center for Study of Psychology and Psychosomatic Medicine, Pescara, Italy
Dr. Alessio Sangiuliano, Private Practice, Francavilla al Mare, Italy
Dr. Arturo Tenaglia, Private Practice, Francavilla al Mare, Italy

The presenters will discuss new concepts to understand, research and act in the clinical fields with refugees and immigrants using mapping dreams. Specific case studies and clinical interventions will be highlighted. A new clinical methodology with immigrants and refugees utilized by official institutions will also be presented.

Learning Objectives:
The attendee will be able to:
1. Describe social conflicts in a specific group (immigrants and refugees).
2. Explain the social unconsciousness of immigrants and refugees with a specific methodology through the Social Dreaming Matrix.
3. Identify and classify ethnic diseases using dreams.
4. Identify ways to use dream icons through the use of mapping and creating common cultural matrixes.
5. Identify specific clinical interventions when working with immigrants and refugees.

Course References:
1. Agresta D. and Leszek Z. and Grzywacz M. (2015). The Battle of Mlawa 1939 in the Collective Trauma. Mlawa 2016.
2. Menarini R. and Neroni Mercati G. (2010) La cultura che si ammala. Borla.
3. Remotti F.. (2013). Fare Umanità. I drammi dell'antropo-poiesi. Laterza.
4. Sangiuliano A. (2008). La psicologia dello Sviluppo in Mediatore Culturale nella Scuola Abruzzese. Atti del Convegno Chieti.
5. Tenaglia A. (2008). I Disturbi specifici dell'apprendimento (DSA). Il Mediatore Culturale nella scuola abruzzese. Atti del Convegno. Chieti.
6. http://www.sprar.it/images/Documenti/Quaderni_servizio_centrale/manuale.pdf

Colloquy 2
A Beginning Amidst Endings: A Private Practice Group for Men and Women Going through Divorce

Christina Timmons (FKA Chestna), PsyD, Private Practice, Williamsville, New York

This session will cover my experience as an early career psychologist leading my first private practice group: a co-ed interpersonal process group for people going through divorce. I will present challenges related to working with this population and how these manifested in the early stages of group development and process.

Learning Objectives:
The attendee will be able to:

1. Identify at least two reasons that group is a useful modality for working through relational loss.
2. Describe particular challenges that may arise when working with a group of individuals who are going through divorce.
3. Identify at least two lessons the presenter learned about leading a long-term, interpersonal process group with a specific population for the first time in private practice.
4. Explain ways in which the presenting problem of relational loss (divorce) may affect participants' feelings about termination.

Course References:
1. Billow, R.M. (2003). Bonding in group: The therapist’s contribution. International Journal of Group Psychotherapy, 53:1, 83-110. doi:10.1521/ijgp.
2. Mangione, L., Forti, R., & Iacuzzi, C.M.(2007). Ethics and endings in group psychotherapy: Saying good–bye and saying it well. International Journal of Group Psychotherapy, 57:1, 25-40, doi: 10.1521/ijgp.2007.57.1.25.
3. Paine, D.R., Moon, S.H., Langford, R., Patel, S., Hollingsworth, A., Sandage, S.J., Bronstein, M., & Salimi, B. (2017). Group therapy for loss: Attachment, intersubjectivity, and healing. International Journal of Group Psychotherapy, 67: 4, 565-589. doi: 10.1080/00207284.2016.1278172.
4. Piper, W.E., McCallum, M., & Azim, H.F.A. (1992). Adaptation to loss through short-term group psychotherapy. New York: The Guilford Press.
5. Rutan, J.S., Stone, W.N., & Shay, J.J. (2014). Psychodynamic group psychotherapy (5th edition). New York: The Guilford Press.

Conference Opening Plenary Address
8:30 – 9:45 A.M.

The Role of the Body in Group Psychotherapy: A Sensorimotor Psychotherapy Approach

Featured Speaker: Pat Ogden, PhD, Founder, Sensorimotor Psychotherapy Institute, Broomfield, Colorado

This keynote will introduce Sensorimotor Psychotherapy for Groups to bring to life ways that the body itself, along with emotional and cognitive work, can become a viable and beneficial target for therapeutic intervention among group members. Working “beneath the words”, Sensorimotor Psychotherapy for Groups elucidates ways the body contributes to the challenges of the individual and to the group, including aspects that may not be apparent through the lens of more traditional psychotherapies. The group milieu is an ideal forum in which to uncover, explore, and work with sensorimotor, body-based experience to help members develop awareness of self and other and examine their present moment experience. Working with movement, posture, and gesture in a group setting will be illustrated through video excerpts of group therapy with adults, adolescents and children. (Workshop 12 with Dr. Bonnie Goldstein expands upon the foundational principles of Sensorimotor Psychotherapy Groups). 

Learning Objectives:
The attendee will be able to:

1. Explain how posture and action can be targets of intervention in group psychotherapy
2. Describe three body-oriented interventions that can be applied in group psychotherapy
3. Identify one body oriented exercise that can be used in groups to explore positive emotions 

Two-Day Course
10:00 A.M.  12:30 P.M. & 2:30 5:00 P.M.

(Registration will only be accepted for both days.)

C1. The Warp and the Woof: How Race Roles Influence the Tapestry of our World

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

Philip Horner, LCSW, CGP, Private Practice, Boulder, Colorado
Rudy Lucas, LCSW, CASAC, SAP, Private Practice, New York, New York
Christine Schmidt, LCSW, CGP, Private Practice, Brooklyn, New York
Marcée Turner, PhD, Licensed Psychologist, Arizona State University Counseling Services, Tempe, Arizona

Race roles and dynamics influence our personal, professional and community group interactions. This two-day course's interracial leadership will offer participants opportunities to examine internalized racial beliefs in same-race groups AND in cross-racial interactions. Participants will reflect on internalized tensions and take risks to honestly examine their own and others' narratives.

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

Course References:
1. Abernethy, A. (1988). Working with Racial Themes in Group Psychotherapy. Group 22(1).
2. Bonilla-Silva, E. (2013). Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America (4th ed.). Lanham, Maryland: Rowman & Littlefield.
3. Carter, R. T. (2007). Racism and Psychological and Emotional Injury: Recognizing and Assessing Race-Based Traumatic Stress. The Counseling Psychologist, 35(1), 13-105. http://doi.org/10.117/001000006292033.
4. DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3), 54-70.
5. Greene, L., Abramowitx, S., Davidson, C., Edwards, D.(2015). Gender, Race and Referral to Group Psychotherapy: Further Empirical Evidence of Countertransference. International Journal of Group Psychotherapy, 30(3), pp. 357-364.
6. Helms, J.E. (2008). A Race is a Nice Thing to Have: A Guide to Being a White Person or Understanding the White Persons in Your Life. Hanover, Mass.: Microtraining Associates.
7. Horner, Phillip C. (2012). An exploratory study of White people’s evolving consciousness and how their awareness of White privilege and racism changed their consciousness. Theses, Dissertations, and Projects. Paper 634.
8. Slavson, S. (1956). Racial and Cultural Factors in Group Psychotherapy. International Journal of Group Psychotherapy. 6:2, pp. 152-165.
9. Stevens, F., Abernethy, A. (2017). Neuroscience and Racism: The Power of Groups for Overcoming Implicit Bias. International Journal of Group Psychotherapy, 1 (24), pp. 1-24.
10. Sue, D.W. (2015). Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race (1st ed.). Hoboken: Wiley.


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

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

C2. Integrated CBT Group Therapy

Greg Crosby, MA, LPC, CGP, FAGPA, Private Practice, Lake Oswego, Oregon
The course will explore creative ways  to link CBT with different therapeutic approaches and  interpersonal neurobiology. This course will delineates an  effective and engaging  model of  integrated CBT for adults with depression and anxiety that can be easily generalized  to many other clinical populations.

Learning Objectives:
The attendee will be able to:
1. Delineate core integrative cognitive-behavioral methods in group therapy.
2. Link interpersonal neurobiology and CBT within a group setting.
3. Learn sequential pacing of cognitive and behavioral skills
4. Reflect on the importance to work with ambivalence that may arise in trying to implement skills.
5. Examine the importance of CBT matching interventions to learning styles.

Course References:
1. Altman, A. (2014). The Mindfulness Toolbox:50 Practical Tips Tools & Handouts. Eau Claire, Wis.:PESI Publishing.
2. Bieling,P. McCabe, R., Anthony, M. (editors). (2006). Cognitive-Behavioral Therapy in Groups. New York: Guilford Press.
3. Crosby, G. & Altman, D. (2012). Integrative Cognitive-Behavioral Group Therapy. In Handbook of Group Psychotherapy Edited by Klineberg. Malden, Mass. Wiley Press.
4. Luke, C., (2016). Neuroscience for Counselor’s and Therapists: Integrating the Sciences of Mind and Brain. Los Angeles:, Sage Publishing.
5. MacKensie, K.R.(1997). Time Managed Group Psychotherapy: Effective Clinical Applications. Wash.DC.: American Psychiatric Press.
6. Steiner,A. (2015). How to Create and Sustain Groups that Thrive: Therapist Workbook and Planning Guide. Second edition. Plan Ahead Press.


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

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

Master Workshop 1a
Yearning for Connection: Hesitations on the Edge of Intimacy

Presented Under the auspices of the AGPA Private Practice SIG

Allan Sheps, MSW, RSW, Private Practice, Ontario, Canada
Joan-Dianne Smith, MSW, RSW, Private Practice, Winnipeg, Canada

Open to participants with over ten years of group psychotherapy experience

We all yearn for belonging and intimacy, and yet we individually and collectively create barriers to the very goal we seek. Groups serve as powerful vehicles to identify, explore and work through these issues. In this workshop, through the application of theory and experiential exercises, participants will have the opportunity to heighten their self-awareness, lower their personal barriers to intimacy, and consider how these barriers might impact the group-as-a-whole.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:

1. List three examples of verbal and attitudinal barriers that members might use to sabotage intimacy in groups.
2. Identify their personal countertransference themes, which might inhibit the group's attaining intimacy.
3. Describe the necessary leadership functions for the group to achieve mutuality and become a mature working group.
4. Describe how group member fears can hold them back from reaching for connection in spite of their stated desire to do so.
5. State three observable features of the mature working group.

Course References:
1. Alpert, R.M. (2001) Barriers to Intimacy: An Object Relations Perspective. Psychoanalytic  Psychology, 18, 137-156.
2. Bartholomew, K & Horowitz, L.M., (1991). Attachment Styles Among Young Adults: A Test of a Four Category Model. Journal of Personality and Social Psychology, 61 (2) 226-244.
3.  Berman, A., & Weinberg, H. (1998 )The Advanced Stage Therapy Group. International Journal of Group Psychotherapy, 48(4), 499-518.
4. Kron, T. & Yungman, R. (1987) The Dynamics of Intimacy in Group Therapy. International Journal of Group Psychotherapy, 37(4) 529-548.
5. 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.

Workshop 2a
Decoding Body Language in Group Psychotherapy: Accessing the Core Blueprints for Immediacy

Chap Attwell, MD, MPH,
 Clinical Director of Medical Students Mental Health, NYU School of Medicine, New York, New York
Elizabeth Stewart, CP, APSI, Private Practice, Boulder, Colorado

If 85% of communication is non-verbal and 85% of mental life is unconscious, then paying keen attention to overtly visible body language in group work can provide a bridge to decode non-verbal, unconscious communication between members in real time.  Whether through strengthening attachment bonds or heightening the group’s sense of immediacy, our work attempts to construct new avenues for interpersonal connection. 
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Demonstrate the utility of working with the superficial layer of the group connective tissue via the creation of a mutually agreed-upon framework for the workshop.
2. Identify the core ingredients of working with body language in the group setting.
3. Define the two working models--the neurobiology of body language and the anatomy of connective tissue--which we propose integrating in direct application to decoding body language in group work. 
4. Subdivide body language into three distinct observable layers: voice tone and pitch; gestures/postures; and collective body movements amongst multiple members.
5. Differentiate sub-types of opportunities for heightened immediacy through the observation and classification of directly visible phenomena within the group process.
6. Model finding verbal language that might accompany bodily communications in the anatomical layer known as superficial fascia within the larger inter-personal group process.
7. Relate directly observable body language in others to matching body language correlations in ourselves.
8. Practice decoding observable body language in self and other via conventional group therapy techniques such as bridging, joining, and the study of resistance.
9. Discover the power of giving voice to the observable body language in our group process.
10. Explore the inter-relatedness of the body's fascial web with the observable group-as-a-whole interpersonal connective tissue.
11. Integrate the observable group-as-a-whole phenomena with shared language--naming, translating, distinguishing, explaining, and clarifying-- to explore deeper if seemingly hidden/unconscious communications amidst our group process.
12. Synthesize the essential relationship between observable fragmentation and the healing phenomena of joining others in the language of group to make room for the healing process.
13. Summarize the didactic model of our work and its take-away applications to participants work and lives.

Course References:
1. Fraser, Ruthie (2017).  Stack Your Bones: Simple Lessons for Realigning your Body and Moving with Ease.  New York: The Experiment, LLC.
2.  Guimberteau, Jean-Claude & Armstrong, Colin (2015).  Architecture of Human Living Fascia: The extracellular matrix and cells revealed through endoscopy.  East Lothian, U.K.: Handspring Press.
3. Matsumoto, D., Frank, M., & Hwang, H.S. (2013).  Non-verbal Communication: Science and Applications.  New York: Sage Publications.
4. Rolf, I.  (1991).  Rolfing and Physical Reality.  Rochester, VT:  Healing Arts Press.
5. Schlep, Robert & Baker, Amanda, Eds (2015). Fascia in Human Sport and Movement.  East Lothian, U.K.: Handpring Press.

Workshop 3a
Introduction to Modern Group Process

Alice Brown, PsyD, CGP, 
Faculty and Supervisor, Center for Group Studies, New York, New York
Sally Henry, LCSW, CGP, Faculty and Supervisor, Center for Group Studies, New York, New York

Using a didactic and experiential model, we will present Modern Group Process as it is taught at the Center for Group Studies.  We will combine process group(s), didactic presentations involving the whole group, and supervision.  Contracting, immediacy, use of transference/countertransference, emotional communication and working with aggression will be emphasized.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Explain the use of the contract and its importance in forming and maintaining a group.
2. Describe the meaning and use of resistance as a necessary defense mechanism and a means of communication.
3. Identify countertransference reactions and how they are used to inform interventions.
4. Integrate the skills of bridging, immediacy and early intimacy into group practice.
5. Recognize the many forms of aggression in group and develop techniques to direct the aggression to the group's benefit.
6. Distinguish between self and object feelings.

Course References:
Ormont, L. (1997). Bridging in group analysis. Modern Psychoanalysis, 22(1), pp. 59-77.
2. Margolis, B. (1983). The object-oriented question: A contribution to treatment technique. Modern Psychoanalysis, VIII, pp. 35-46.
3. Spotnitz, H. (1952). A psychoanalytic view of resistance in groups. International Journal of Group Psychotherapy, 2, (p. 3-9.
4. Rosenthal, L. (1987). Countertransference and counterresistance. In Resolving Resistance in Group Therapy (pp. 195-201). New York: Jason Aronson.
5. Kirman, J. (1986). The management of aggression in modern psychoanalytic treatment. Modern Psychoanalysis, II (1 and 2), pp. 37-49.

Workshop 4a 

Dissociative Reenactments and Other Trauma Reactions in Members and Leader-- Psychodynamic Theory and Group Interventions

Presented under the auspices of the AGPA Groups in Private Practice SIG

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

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

This program enhances understanding of how unresolved trauma and dissociative reenactments impact group members and leaders. A psychodynamic perspective of the traumatizing parent, poor intersubjective relatedness, loss and grief is provided.  Strategies to address reenactments by members and countertransference by leaders will be reviewed. Demo- experiential groups will be incorporated in this workshop.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Utilize psychodynamic developmental trauma theory regarding family dynamics, dissociation, loss and grief, and minimal capacity for intersubjective relatedness.
2. Explain a greater recognition of dissociative reenactments in group members and leaders.
3. Discuss the application of at least three interventions to address dissociative reactions in group members.
4. Apply at least three strategies to work through reenactments in group members and group-as-a-whole.
5. Identify negative transference and interventions to deal with its occurrence.
6. Participate and/or observe process, demo groups to enhance more understanding, validation and acceptance of the role of developmental trauma with group members and leaders.
7. State countertransference reenactments and develop a greater understanding for its role in group leadership while treating members with developmental trauma.

Course References:
1. Bromberg, P.M., (1993). Shadow and substance: A relational perspective on clinical process. Psychoanalytic Psychology, 10 (2), 147-168.
2. Fisher, S.F. (2014). Neurofeedback in the treatment of developmental trauma: Calming the fear-driven brain. New York: Norton.
3. Klein, R.H. & Schermer, V.L. (2000). Introduction and Overview: Creating a Healing Matrix. In R. H. Klein & V. L. Schermer (Eds.), Group psychotherapy for psychological trauma (pp.3-46). New York: Guilford Press
3. Leiderman, L.M., & Smith, M.L. (Jan. 2017). Neuroimaging measures to assess the effectiveness of a two-day marathon group of individuals with early developmental trauma: A pilot study. International Journal of Group Psychotherapy, 67 (1). doi: 10.1080/00207284.2016.1203568
4. Shaw, D. (2014). Traumatic narcissism. Relational systems of subjugation. New York: Routledge, Taylor & Francis
5. Ziegler, M., & McEvoy, M. (2000). Hazardous Terrain: Countertransference Reactions in Trauma
Groups.  In R. H. Klein & V. L. Schermer (Eds.) Group psychotherapy for psychological trauma (pp. 116- 140).  New York: Guilford Press

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

Session 301
Integrating Research and Theory: What Every Group Clinician Should Know

Presented under the auspices of the  AGPA Research SIG and the Science-to-Service Task Force; Presented in cooperation with Division 49 APA, Group Certificate- American Board of Professional Psychology

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

Les Greene, PhD, CGP, FAGPA, 
Clinical Faculty, Yale University Department of Psychiatry, New Haven, Connecticut
Francis Joseph Kaklauskas, PsyD, CGP, FAGPA, Core Faculty, Naropa University, Boulder, Colorado

Group experts fluidly integrate research knowledge (e.g., Norton & Kazantis, 2016; Barlow, 2013; Greene, 2012) and theory (e.g., Bion, 1961, Benjamin 1996, Yalom & Leszcz, 2005) in order to co-create a "playground" for learning. This open session asks, "Does leader research knowledge influence group processes and/or bolster treatment effectiveness?" Through participation in or observation of a 1 1/2 hour demonstration group, attendees will see firsthand how expert clinician researchers integrate research knowledge with group interventions.

Learning Objectives:
The attendee will be able to:
1.  Describe how to bring clinical wisdom and research knowledge into their clinical practice (increase competence).
2.  Cite three bits of clinical research that may inform future intervention choices.
3.  Express increased openness towards a more multidimensional model for approaching group psychotherapy practice.
4.  Use tools to increase their research knowledge.

Course References:
1.  Barlow, S. (2013). Specialty Competencies in Group Psychology. New York, NY: Oxford University Press.
2.  Benjamin, L. (1996). Introduction to the special section on structural analysis of social behavior. Journal of Consulting and Clinical Psychology, 64(6), 1203-1212.
3.  Bion, W.R. (1961). Experiences in groups and other papers. New York, NY: Basic Books.
4.  Greene, L. R. (2012).  Studying the how and why of therapeutic change: The increasingly prominent role of mediators in group psychotherapy research. International Journal of Group Psychotherapy, 62(2), 325-331.
5.  Yalom, I.D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. New York, NY: Basic Books.

Session 302   
Today's Bridge between Psychoanalysis and the Group World

Bonnie Buchele, PhD, ABPP, CGP, DLFAGPA,
 Faculty, Kansas City Psychoanalytic Institute, Kansas City, Missouri

Shoshana Ben-Noam, PsyD, CGP, LFAGPA,
 Faculty, Pace University, New York, New York
Susan Gantt, PhD, ABPP, CGP, DFAGPA, Director, Systems-Centered Training and Research Institute, Atlanta, Georgia
Molyn Leszcz, MD, FRCPC, CGP, DFAGPA, Professor of Psychiatry, University of Toronto, Toronto, Canada
Andrew Smolar, MD, Clinical Associate Professor of Psychiatry, Temple University School of Medicine, Philadelphia, Pennsylvania

The interface between psychoanalysis and group has changed with developments in group and psychoanalysis, relational theories and neuroscientific findings.  Following a brief summary of the history of the group therapy/psychoanalysis relationship, panelists will discuss the interface between psychoanalysis and group therapy, women's leadership treatment, Systems-Centered Therapy, and evidenced-based treatment.

Learning Objectives:
The attendee will be able to:
1. Analyze the applications of recent theoretical innovations as well as neuroscientific and evidence-based findings on the practice of psychoanalytic group psychotherapy.
2. Explicate how the psychoanalysis and group psychotherapy have impacted each other historically.
3. Describe a model of combined psychoanalytic individual and group psychotherapy for women seeking leadership positions.
4. Identify a model of combined psychoanalysis with group psychotherapy through a developmental lens.

Course References:
1. Schlapobersky, J.R. (2016). From the Couch to the Circle: Group-Analytic Psychotherapy in Practice. London, New York: Routledge, Taylor & Francis Group
2. Akhtar, S. (2013). Four kinds of analytic listening. Psychoanalytic Listening: Methods, Limits, and Innovations. London: Karnac Books Ltd., pp. 1-24.
3. Sandberg, S. (2013). Lean In. New York, NY: Alfred A. Knopf, a division of Rondom House.
4. Burlingame, G., Strauss, B., Joyce, A. (2013). Change Mechanisms and Effectiveness of Small Group Treatments. In Begin and Garfield's Handbook of Psychotherapy and Behavior Change, ed. M.J. Lambert. New York, Wiley & Sons, 2013, pp. 640-689.
5. Agazarian, Y.M. (2015). Using the role system map. Introduction: Mapping role systems.
Systems-Centered News, 23(2), 5-8.

Session 303   
Trauma, Torture, and Displacement: Finding Connection and Self in Group

Social Justice Symbol

Presented in cooperation with the American Academy of Group Psychology

Andrew Eig, PhD, ABPP,
 Assistant Clinical Professor, Derner Institute for Advanced Psychology, Garden City, New York

Adeyinka Akinsulure-Smith, PhD,
Associate Professor, City University of New York, New York, New York
Hawthorne Smith, PhD, Associate Professor, NYU/Bellvue Hospital, New York, New York

Suzanne Phillips, PsyD, ABPP, CGP, FAGPA, Clinical Professor, Long Island University, CW Post, Brookville, New York

Approximately 65.3 million people were displaced due to conflict and persecution in 2015. Many have endured war trauma, torture, sexual assault, and loss of loved ones. In this session two psychologists with extensive experience will discuss specific considerations for providing culturally relevant, trauma informed, group treatment to forced migrants.

Learning Objectives:
The attendee will be able to:
1. Identify three nontraditional group interventions with forced migrants or survivors of war trauma.
2. Identify four stressors confronting refugees.
3. Recognize some of the physical, cognitive, emotional  and behavioral symptoms suffered by survivors of torture that may manifest in groups.
4. Name two types of Groups that have been effective with trauma-exposed immigrants and survivors of torture.
5. Name three factors that need to be considered when dealing with child refugees from post conflict settings.

Course References:
1. Akinsulure-Smith, A.M. (2016). Resilience in the face of adversity: African immigrants' mental health needs and the American transition. Journal of Immigrant and Refugee Studies, 1-21.
2. Bunn, M., Goesel, C., Kinet, M., & Ray, F. (2016). Group treatment for survivors of torture and severe violence: A literature review. Torture 26 (1), 45-67.
3. Gartner, R. (2017). Trauma and Countertrauma, Resilience and Counterresilience: Insights from Psychoanalysts and Trauma Experts. Routledge, New York.
4. Pumariega, A., Rothe, E., Pumariega, J.B., (2005). Mental health of immigrants and refugees. Community Mental Health Journal, 41, (5) 581-597.
5. Volkan, V.D.. (2017). Immigrants and refugees: Trauma, perennial mourning, prejudice and border psychology. London: Karnac.

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

Workshop 5
"Nothing Human is Alien to Me": Intolerance and the Other

Social Justice Symbol

Marc Schramm, PsyD, CGP, FAGPA, 
Private Practice, Hillard, Ohio

The divergent aspects of an outlier group member, while very human, are something the group often will not let themselves empathize with. Heterodoxy may be microaggressive, or be scapegoated on its own account.  “Nothing human is alien to me” said Terrence.  Can that be true for us-—and should it be?
 sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:   
1. Define, describe, and identify the outlier/heterodox group member.
2. Differentiate the micro-aggressive behaviors/verbalizations of an outlier/heterodox member from from those that are merely divergent from the group norms and culture.
3. Recognize and manage disempathic trends involving the outlier/heterodox group member.

Course References:
1. Harris Jr., Rafael S. (2009)   Racial microaggression? How do you know?—Revisited. American Psychologist, 64(3), 220.
2. Malcus L. (1995). Indirect scapegoating via projective identification and the mother group. International Journal of Group Psychotherapy. 1995 (1):55-71. [Erratum in Int J Group Psychother 1995, 45(2):following 258.]
3. Rutan, J. Scott  (2014). A Psychodynamic approach: Commentary on “Consciousness-raising in a gender conflict group”. International Journal of Group Psychotherapy, 64(1) pp. 71-75.
4. Schermer, Victor L. (2015). Violence, threat, and emotional “malnourishment”: An interview with Dr. Dan Gottlieb. International Journal of Group Psychotherapy, 65(1) pp. 31-39.
5. Thomas, Nina K.  (2014). The Personal is political: Gender stereotypes in the unconscious life of groups: Commentary on “Consciousness-raising in a gender conflict group”. International Journal of Group Psychotherapy, 64(1) pp. 77-81.
6. Winnicott, D. W. (1949) Hate in the counter-transference. The International Journal of Psychoanalysis, (30) 69-74.


Workshop 6
Narcissism in Group: We Leaders Are Not Immune!

David Kaplowitz, LMFT, CGP,
 Private Practice, Austin, Texas
Britt Raphling, LCPC, CGP, Private Practice, Chicago, Illinois

Narcissism is a poorly understood concept that is often used pejoratively rather than empathically to understand maturational struggles. This workshop will help leaders learn about our own and our members’ tendencies to be self-absorbed, and how to help our groups move towards more progressive relational ways of being.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State three ways narcissism manifests in group members.
2. Compare how narcissism manifests differently in members and leaders.
3. Identify hallmarks of the narcissistic defense.
4. List techniques to help clients work with the narcissistic defense.
5. Describe how leaders can handle narcissistic injury in themselves and group members.

Course References:
1. Margolis, B. (1979). Narcissistic transference: The product of overlapping self and object fields. Modern Psychoanalysis, 4(2), (pp.131-140).
2. Kohut, H. (1972). Thoughts on Narcissism and Narcissistic Rage. Psychoanal. St. Child, 27:360-400.
3. Spotnitz, H. (1967). Techniques for the resolution of the narcissistic defense. Psychoanalytic techniques, B.D. Wolman (ed). (pp. 273-289). New York: Basic Books.
4. Black, A. (2017). On attacking and being attacked in group psychotherapy, International Journal of Group Psychotherapy, 67:3, 291-313.
5. Holmes, L. (2009). The technique of partial identification: Waking up to the world, International Journal of Group Psychotherapy, 59(2), 253-265.

Workshop 7
Group Process and the Cinema: Evidence-Based Strategies for Generating Clinical Momentum and Facilitating Change

Elisabeth LaMotte, MSW, 
Founder and Clinician, DC Counseling and Psychotherapy Center, Washington, DC

Research indicates that assigned film viewing for therapy clients is an effective clinical tool for group therapists to employ to reduce defensiveness, facilitate insights and generate clinical momentum.  This workshop incorporates research, film clips and case examples to teach participants basic strategies to begin employing cinema-therapy with groups.
demonstration-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State basic current research about integrating cinema and group therapy.
2. Demonstrate the ability to incorporate film viewing with groups to reduce defensiveness, increase willingness for self reflection, and generate clinical change.
3. Discuss why film viewing and group therapy have complimentary clinical benefits.
4. Explain at least one instance in which a particular film could be helpful when working with a particular group.

Course References:
1. Bierman, J., Krieger, A., & Leider, M. (2003) Group Cinematherapy as a Treatment Modality for Adolescent Girls. Residential Treatment for Children & Youth, 21(1), 1-15, DOI: 10. 1300/J007v21n01_01.
2. Gladwell, M. (2005) Blink: The Power of Thinking Without Thinking. Back Bay Books.
3. Parker-Pope, T. (2014, February 10). Movie Date Night Can Double as Therapy. The New York Times.
4. Rogge, R.D., Cobb, R. J., Lawrence, E., Johnson, M. D., & Bradbury, T. N. (2013). Is Skills Training Necessary for the Primary Prevention of Marital Distress Dissolution?  A 3-Year Experimental Study of Three Interventions. Journal of Counseling and Clinical Psychology. Advance online publication. dos: 10.1037/a0034209.
5. Sharp, C., Smith, J. & Cole, A. (2002) Cinematherapy: Metaphorically Promoting Therapeutic Change, Counseling Psychology Quarterly, 15:3, 269-276, DOI: 10.1080/09515070210140221.
6. Yazici, E., Ulus, F., Selvitop, R., Yazici, A.B., & Aydin, N. (2014, April). Use of Movies for Group Therapy of Psychiatric Inpatients: Theory and Practice. International Journal of Group Psychotherapy, 64 (2), 251-270.

Workshop 8
It's a Process Group Experience, Not Therapy: What's the Difference? (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Society Assembly

Karen Eberwein, PsyD, CGP,
Private Practice, Washington, DC
Victoria Lee, PhD, Howard University Counseling Services, Washington, DC
Farooq Mohyuddin, MD, CGP, St. Elizabeths Hospital, Department of Behavioral Health, Washington, DC
Lorraine Wodiska, PhD, ABPP, CGP, FAGPA, Private Practice, Arlington, Virginia

This workshop examines similarities and differences between Process Group Experiences and Therapy Groups, focusing on choices leaders make to inform ethical leadership.  There will be three demonstration groups (each lead by a workshop attendee who volunteers) and opportunities to offer and receive feedback, to observe and discuss choices and consequent impact on Process Group Experience members.  
demonstration-experiential-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Discuss the reasons it is important to have training specific to Process Group Experience leadership.
2. Distinguish major differences between a Process Group Experience and a Therapy Group.
3. Identify important choice points for the Process Group Experience leader.
4. Enumerate personal and professional leadership challenges.
5. List important considerations relevant to a Process Group Experience leader.

Course References:
1. Alonso, A. & Swiller, H.I. (Eds). (1993). Group therapy in clinical practice (pp. 533-545). Washington, D.C.:  American Psychiatric Press.
2. Gans, J. S. (2002). The demonstration group:  A tool for observing group process and leadership style.  International Journal of Group Psychotherapy, 52, 233-252.
3. Kobos, J., & Leszcz, M. (2007). Practice Guidelines for group psychotherapy.  New York: American Group Psychotherapy Association.
4. Rutan, J. S. (2014). Things I have learned: 45+ years of group psychotherapy. International Journal of Group Psychotherapy, 64, 555-566.
5. Sunderji, M. D., Marlat, M. D., and Leszcz, M. D. (2013). Group Day:  Experiential learning about group psychotherapy for psychiatry residents at University of Toronto. Academic Psychiatry, 37, 352-354.

Workshop 9
Addressing the Last Taboo- Morality and its Relationship to Group Therapy

Mary Nicholas, PhD, LCSW, CGP, FAGPA, Private Practice, New Haven, Connecticut

Traditionally, therapists eschew discussions of patient morality in treatment for fear of patients feeling shamed, but this omission restricts a full exploration of the self. In this workshop, through a demonstration group and theoretical discussion,  participants will learn to explore moral issues non-judgmentally, as well as to appreciate the inherent moral value of effective group psychotherapy in fostering the interpersonal virtues of egalitarianism, responsibility, justice, responsibility and altruism.
 demonstration-didactic-sharing of work experiences-experiential

Learning Objectives:
The attendee will be able to:  
1. Discuss their own and their clients' problems in terms of an imbalance of five interpersonal virtues: egalitarianism, honesty, justice, altruism, and responsibility.
2. Differentiate between the public and personal dimension in thinking about values.
3. Learn a language for discussing moral issues in psychotherapy without being judgmental.
4. Understand the relationship between goodness, narcissism, and personal power.
5. Distinguish between guilt and shame.

Course References:
1. Nicholas, M. (1993). The Mystery of Goodness and the Positive Moral Consequences of Psychotherapy. New York: W. W. Norton.
2. Lewis, H. (1971). Shame and Guilt in Neurosis. New York: International University Press.
3. Mullan, H. (1991). Inherent moral practice in group psychotherapy. International Journal of Group Psychotherapy, 41, 185-197.
4. Nicholas, M. (1992). How to deal with moral issues in group psychotherapy without being judgmental, International Journal of Group Psychotherapy, 43, 205-221.
5. Keltner, D. (2016). The power paradox: How we gain and lose influence. New York, NY: Penguin.

Workshop 10
Marketing Your Group Practice: From Resistance to Action to Thriving in a Fragmented World

Carol Dallinga, LCSW, EMDR, CGP,
Independent Consultant, Ardsley, New York 

This workshop is designed to motivate group psychotherapy professionals to build their unique practice with proven marketing and networking techniques. Learning cutting edge skills and developing a clear, concise business plan will help to expand your ability to connect with the larger community we serve. 
didactic-experiential-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Demonstrate how to use an advanced networking model to cultivate and deploy the marketing skills needed for building a referral community.
2. Begin to develop a strategic plan for building a self-sustaining practice.
3. Identify who you are as a professional group therapist and how to overcome guilt or fear about marketing one’s practice.
Course References:
1. Hiam, A. (2014). Marketing for dummies. 4th ed. Hoboken, NJ: John Wiley & Sons, Inc.
2. Korhan, J. (2013). Built-in social: Essential social marketing practices for every small business. Hoboken, NJ: John Wiley & Sons, Inc.
3. Muehlhausen, J. (2013). Business models for dummies. Hoboken, NJ: John Wiley & Sons, Inc.
4. Schenck, B. F. (2012). Small business marketing kit for dummies. 3rd ed. Hoboken, NJ: John Wiley & Sons, Inc.
5. Tsai, A. (2013). The small business online marketing handbook: Converting online conversations to offline sales. Hoboken, NJ: John Wiley & Sons, Inc.


Workshop 11
Bibliotherapy- Make Something Out of Nothing through Words and Writing

Orit Shoshan-Reshef, MA, 
Mental Health Therapist, Modiin Urbanic Association, Modiin, Isreal

The workshop will combine theoretical presentation of bibliotiherapy and will be a group activity, which aims to express the content creation experience inner world. The group activities combine personal text writing, from literary texts and creation of a group text that displays the group melody to be built in the workshop.
experiential-sharing of work experiences-demonstration-didactic

Learning Objectives:
The attendee will be able to:
1. Describe the field of bibliotherapy.
2. Create a personal text and a group text, as a result of a group process.
3. Identify feeling of emptiness and meaningfulness in themselves, through a bibliotherapeutic process.
4. Describe the concept of "make something out of nothing."

5. Explore the influence the bibliotherapy group on individual experiences.
4. Describe ways of interventions of the therapist in a bibliotherapy group.

Course References:
1. Freud, S. (1908/1995) ‘Creative writers and day-dreaming’, in The Freud Reader, ed. P. Gay, Vintage, London.
2. Lahad, M. (2005). Transcending into Fantastic Reality: Story Making with Adolescents in Crisis. in C. Schaefer, J. Mccormick, and A. Ohnogi (eds.) International Handbook of Play Therapy: Advances in assessment, theory, research and practice. Lanham: Jason Aronson Publication. pages: 1-13.
3. Winnicott, D. (1995) Playing and Reality. Tel Aviv.
4. Yigael, Y. 2011. Developmental Anatomy of mind description, definition and mapping activities of the mind, Israel.
5. Zoran, R. (2000).  The third voice: curative qualities of literature and the possibility of implementing a bibliotherapoitic dialogue, Jerusalem: Carmel.
6. Zoran, R. (2009).  The letters' imprint: reading and identify within the bibliotherapeutic, Jerusalem: Carmel.

Workshop 12
Working Beneath the Words: Group Therapy through the Lens of Sensorimotor Psychotherapy

Bonnie Goldstein, PhD,
 Adjunct Professor, University of Southern California, Los Angeles, California

This workshop presents Sensorimotor Psychotherapy for Groups, illustrating working “beneath the words”, exploring body-based, implicit, nonverbal behavior (movements, gestures, posture, etc.), and prioritizing understanding the “organization of experience” rather than “talking about” it, and the significance of the “somatic narrative,”  verbal and non-verbal communication, fostering the ability to form and sustain relationships and consider new different viewpoints. Clinical vignettes, case presentations, brief experiential exercises and videotaped excerpts will illustrate dynamic process of Sensorimotor Group Psychotherapy.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Understand the mind-body correlation in group psychotherapy.
2. Ellucidate the importance of the present-moment experience.
3. Describe the “organization of experience” as more significant therapeutically than simply  than “talking about” it in group psychotherapy.

Course References:
1. Ogden, P, and Goldstein, B (2017). Embedded Relational Mindfulness (ERM) in Child and Adolescent Treatment: A Sensorimotor Psychotherapy Perspective, in Buckwalter, K and Reed, D. Attachment Theory in Action: Building Connections between Children and Parents. Rowman and Littlefield.
2. Goldstein, Bonnie and Siegel Daniel (2017, In Press). Feeling Felt: Co-Creating an Emergent Experience of Connection, Safety, and Awareness in Psychotherapy, edited by Daniel J. Siegel and Marion Solomon, W.W. Norton and Co.
3. Mark-Goldstein Bonnie, Siegel, Daniel (2013). The Mindful Group; Using Mind-Body-Brain Interactions in Group Therapy To Foster Resilience nnd Integration, in Healing Moments in Psychotherapy, edited by Daniel J. Siegel and Marion Solomon, W.W. Norton and Co.
4. Mark-Goldstein, B. and Ogden, P. (2013). Sensorimotor Psychotherapy as a foundation of group therapy with younger clients, In: The Interpersonal Neurobiology of Group Psychotherapy and Group Process, edited by Susan Gantt and Bonnie Badenoch, Karnac Books.
5. Ogden, P., Goldstein. B., and Fisher, J. (2013). Brain-to-Brain, Body-to-Body: A Sensorimotor Psychotherapy Perspective on the Treatment of Children and Adolescents. In, Current Perspectives and Applications in Neurobiology; Working with Young Persons who are Victims and Perpetrators of Sexual Abuse. Editors: Longo, Bergman, Creeden and Prescott.

Workshop 13
Motivational Interviewing Groups: Moving Together Toward Change

Christopher Wagner, PhD,
 Associate Professor, Virginia Commonwealth University, Richmond, Virginia

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

This workshop will demonstrate and train participants to incorporate Motivational Interviewing (MI) strategies into their group work. MI groups are used for a range of mental and behavioral health conditions. These groups foster a positive, supportive climate focused on building momentum toward positive change. Topics include exploring values; strengths, and envisioning a more fulfilling future; change planning and initiation. Leaders use a client-centered style while shaping group conversations in regard to depth, breadth, and momentum.
 experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Demonstrate a working knowledge of MI concepts and practices.
2. Identify the key communication skills used in MI groups.
3. Demonstrate knowledge of the various key ways of shaping group conversations toward change.
4. Summarize key conversations used in MI groups.

Course References:
1. Houck, J. M., Hunter, S. B., Benson, J. G., Cochrum, L. L., Rowell, L. N., & D'Amico, E. J. (2015). Temporal variation in facilitator and client behavior during group motivational interviewing sessions. Psychology of Addictive Behaviors, 29(4), 941-949. 2. doi:10.1037/adb0000107.
2. D'Amico, E. J., Hunter, S. B., Miles, J. N., Ewing, B. A., & Osilla, K. C. (2013). A randomized controlled trial of a group motivational interviewing intervention for adolescents with a first time alcohol or drug offense. Journal of Substance Abuse Treatment, 45(5), 400-408. doi:10.1016/j.jsat.2013.06.005.
3. Wagner, C. C., & Ingersoll, K. S. (2017). Development and Initial Validation of the Assessment of Motivational Interviewing Groups – Observer Scales (AMIGOS). International Journal of Group Psychotherapy, 1-11. doi:10.1080/00207284.2017.1315587.
4. Shorey, R. C., Martino, S., Lamb, K. E., Larowe, S. D., & Santa Ana, E. J. (2015). Change Talk and Relatedness in Group Motivational Interviewing: A Pilot Study. Journal of Substance Abuse Treatment, 51, 75-81. doi:10.1016/j.jsat.2014.11.003.
5. Santa Ana, E. J., Larowe, S. D., Armeson, K., Lamb, K. E., & Hartwell, K. (2016). Impact of group motivational interviewing on enhancing treatment engagement for homeless Veterans with nicotine dependence and other substance use disorders: A pilot investigation. The American Journal on Addictions, 25(7), 533-541. doi:10.1111/ajad.12426.

Workshop 14
Rediscovering Wholeness: Yoga and the Emotional Body

Bojun Hu, PhD,
 Beijing United Family Hospital, Beijing, China

Body awareness and movement can enable persons to align words/actions with the implicit desires and intelligence of the body. Through yoga movements and verbal group process, participants will bring implicit feelings into awareness, translate between bodily impulses/sensations and verbal expression, and gain embodied experiences of both fragmentation and wholeness.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Identify mind-body fragmentation/wholeness and its emotional and physical correlates. 
2. Utilize the physical principles of “grounding” to enhance relaxation, trust, and interpersonal connection.
3. Distinguish among the main challenges to translating between bodily sensations and verbal language.

Course References:
1. Emerson, D. and Hopper, E. (2011). Overcoming trauma through yoga: reclaiming your body. Berkeley, CA: North Atlantic Books. 
2. Lyddy, C. J. and Good, D. J. (2016).  Being while doing: an inductive model of mindfulness at work. Frontiers in Psychology, 7, 2060. 
3. Strick, M., and Papies, E. K. (2017). A brief mindfulness exercise promotes the correspondence between the implicit affiliation motive and goal setting. Personality and Social Psychology Bulletin, 43(5), 623 – 637. 
4. Van der Kolk, B. (2015). The body keeps the score: brain, mind, and body in the healing of trauma. New York, NY: Penguin Books. 
5. Wiltermuth, S. S., and Heath, C. (2009). Synchrony and Cooperation. Psychological Science, 20, 1–5.

Workshop 15
Affirming Group Experiences for Clients and Therapists with Disabilities and Chronic Health Conditions

Social Justice Symbol

Presented under the auspices of the AGPA Health and Medical Issues SIG, the College Counseling and Other Educational Settings SIG, and the Issues of Aging SIG

Wendy Freedman, PhD, 
Director of Psychological Services, Vassar College Counseling Services, Poughkeepsie, New York
Katheryne Kopp Miller, PsyD, HSPP, Private Practice, Bloomington, Indiana

Individuals with disabilities and chronic health conditions comprise the largest and most diverse minority group in the United States. In this workshop, we frame disability through a multicultural lens and demonstrate affirming group work with this population. Attendees will explore the role of disability in their professional and personal lives.   
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. Explain how to conceptualize disability and health status as multicultural experiences.
2. List common psychological struggles of individuals with disabilities or chronic health conditions.
3. Identify common microaggressions directed toward people with disabilities and chronic health conditions.
4. Name culturally affirmative accommodations to make when working with clients with disabilities and chronic health conditions.
5. Describe how to develop effective protocols for running therapy groups for clients with disabilities and chronic health conditions.

Course References:
1. American Psychological Association. (2012). Guidelines for assessment of and intervention with persons with disabilities. American Psychologist, 67, 43-62.
2. Chen, E.C., Kakkad, D., & Balzano, J. (2008). Multicultural Competence and Evidence-Based Practice in Group Therapy. Journal of Clinical Psychology: In Session, 64 (11): 1261-1278.
3. Keller, R.M. & Galgay, C.E. (2010). Microaggressive experiences of people with disabilities. In D.W. Sue (Ed.), Microaggressions and marginality: manifestation, dynamics, and impact (pp. 241-267). Hoboken, NJ: John Wiley & Sons.
4. Nettles, R. & Balter, R.(2012). Multiple minority identities. New York, NY. Springer Publishing Company.
5. Olkin, R. (1999). What psychotherapists should know about disability. New York: Guilford Press.

Workshop 16
Working with Eating Disorders: Experientially Based Group Psychotherapy

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

Corinne Hannan, PhD, 
Clinical Faculty, Brigham Young University, Provo, Utah
Anna Packard, PhD, CGP, Private Practice, Balance Health and Healing, Pleasant Grove, Utah


This workshop demonstrates experiential group work with clients who have eating disorders and body image distress. These exercises decrease emotional avoidance, increase insight, and challenge underlying beliefs. These specifically tailored activities increase motivation, accelerate change, solidify healthier self-concepts and promote wellness. We will discuss and experience various experiential exercises utilized at different stages of group development to further these aims.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1.  Identify the unique challenges and benefits of using experiential group exercises with a heterogeneous eating disorder process group.
2.  Use group activities to increase emotional experiencing, increase motivation and insight, accelerate change, and target attributes unique to people with eating disorders.
3.  Utilize different experiential exercises at different stages of group psychotherapy with the eating disorder population.

Course References:
1. Chozen Bays, J. (2009). Mindful Eating: A Guide to Rediscovering a Healthy and Joyful Relationship with Food. Boston, MA; Shambhala Publications, Inc.
2. Pearson, A., Heffner, M. & Follette, V. (2010). Acceptance and commitment therapy for body image dissatisfaction: A practitioner’s guide to using mindfulness, acceptance, and values-based behavior change strategies. Oakland, CA; New Harbinger Publications, Inc.
3. Dayton, T & Moreno Z. (2004). The living stage: A step-by-step guide to psychodrama, sociometry and group psychotherapy. Deerfield Beach, FL; Health Communications Inc.
4. Sandoz, E., Wilson, K. & DuFrene, T. (2010). Acceptance and commitment therapy for eating disorders: A process-focused guide to treating anorexia and bulimia. Oakland, CA; New Harbinger Publications, Inc.
5. Hayes, S. & Smith, S. (2005). Get out of your mind and into your life: The new acceptance and commitment therapy. Oakland, CA; New Harbinger Publications, Inc.

Workshop 17
Group Therapy for Schizophrenic Patients

Nick Kanas, MD, CGP-R, FAGPA, 
Professor Emeritus (Psychiatry), University of California, San Francisco, California
This workshop will consider strategies of treating schizophrenic patients in group therapy using the leader's empirically derived integrative model, which began in VA hospitals but has been extended to university and community settings. A brief literature review, findings from the leader's research, and clinical vignettes and demonstrations will be utilized.  Participants will be encouraged to share experiences from their own clinical settings.
didactic-sharing of work experiences-demonstration-experiential

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

Course References:
1.  Pearson, M.J. & Burlingame, G.M.  (2013).  Interventions for schizophrenia: Integrative approaches to group therapy. International Journal of Group Psychotherapy, 63, 603-608.
2.  Bechdolf, A., Knost, B., Nelson, B., Schneider, N., Veith, V., Yung, A. R., & Pukrop, R. (2010). Randomized comparison of group cognitive behavior therapy and group psychoeducation in acute patients with schizophrenia: Effects on subjective quality of life. Australian and New Zealand Journal of Psychiatry, 44, 144-150.
3.  Dyck, D.G., Hendryx, M.S., Short, R.A., Voss, W.D., & McFarlane, W.R. (2002). Service use among patients with schizophrenia in psychoeducational multiple-family group treatment. Psychiatric Services, 53, 749-764.
4.  Kanas, N. (1996). Group Therapy for Schizophrenic Patients. Washington, DC: American Psychiatric Press.
5.  Stone, W. (1996). Group Psychotherapy for People with Chronic Mental Illness. New York, Guilford Press.

Workshop 18

Rethinking Sex Addiction- Sexual Health Group Psychotherapy for Men

Douglas Braun-Harvey, MFT,
 Co-Founder, The Harvey Institute, San Diego, California
Michael Vigorito, MA, CGP, Private Practice, Washington, DC

Group treatment is an effective modality to improve self-regulation, attachment patterns, and erotic identity development for men with out of control sexual behavior. Participants will learn various group leadership skills to enhance client motivation for sexual health behavior change including treatment frame interventions and sexual health conversation skills.
demonstration-experiential-didactic-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:  
1. Apply sexual health principles to the assessment and treatment of sexual behavior problems and out of control sexual behavior (OCSB).
2. Apply a non-pathological conceptualization of OCSB in treatment planning.
3. Apply here-and-now interventions to illustrate sexual health conversation skills in treating OCSB.
4. Utilize group treatment frame to illustrate the use of accountability in OCSB treatment.

Course References:
1. Braun-Harvey, D., & Vigorito, M., (2016) Treating out of Control Sexual Behavior: Rethinking Sex Addiction. New York: Springer Publishing Company.
2. Janssen, E., & Bancroft, J. (2007). The dual-control model: The role of sexual inhibition and excitation in sexual arousal and behavior. Psychophysiology of Sex, 15, 197-222.
3. Miller, W. R. & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd Ed.). New York: The Guilford Press.
4. Reid, R.C., & Kafka, M.P. (2014) Controversies about hypersexual disorder and the DSM-5. Current Sexual Health Reports, 6, 259-264.
5. Wagner, C.C., & Ingersoll, K.S. (2013). Motivational interviewing in groups. New York, NY: Guilford Press.

Workshop 19
Harnessing Group Processes for Traumatized and Bereaved Youth

William Saltzman, PhD,
 Professor, California State University, Long Beach, California
Christopher Layne, PhD, Director of Education in Evidence-Based Practice, UCLA, Los Angeles, California
Julie Kaplow, PhD, Associate Professor of Psychiatry, University of Texas Health Science Center, Houston, Texas

Adolescents are uniquely exposed to and impacted by trauma and loss. This presentation will provide a developmental perspective on the interplay of trauma and grief and practical guidance on how to conduct a group that is safe, supportive and delivers key information, skills and therapeutic experiences in an engaging and fun manner.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe unique strengths and vulnerabilities that the adolescent brings to the experience of trauma and bereavement.
2. Explain how trauma and grief symptoms may interact and impose separate demands on the recovering adolescent.
3. Describe how the modular and assessment program format can enable you to customize the program for the specific needs of a group.
4. Summarize the benefits of providing a trauma-grief group treatment program in your setting.

Course References:
1. Saltzman W.R., Layne C.M., Pynoos R.S., Olafson E., Kaplow J.B., Boat B. Trauma and Grief Component Therapy for Adolescents: A Modular Approach to Treating Traumatized and Bereaved Youth. Cambridge University Press; in press.
2. Herres, J., Williamson, A.A., Kobak, R., Layne, C. M., Kaplow, J.B., Saltzman, W.R., & Pynoos, R.S. (in press). Internalizing and externalizing symptoms moderate treatment response to school-based Trauma and Grief Component Therapy for Adolescents. School Mental Health.
3. Grassetti, S. N., Herres, J., Williamson, A., Yarger, H. A., Layne, C. M., & Kobak, R. (2014). Narrative focus moderates symptom change trajectories in group treatment for traumatized and bereaved adolescents. Journal of Clinical Child & Adolescent Psychology, 44 (6), 933-941. DOI:10.1080/15374416.2014.913249.
4. Kaplow JB, Layne CM, Saltzman WR, Cozza SJ, Pynoos RS. (2013). Using Multidimensional Grief Theory to explore effects of deployment, reintegration, and death on military youth and families. Clinical Child and Family Psychology Review. 2013;16:322-340.
5. Layne C.M., Saltzman W.R., Poppleton L., et al. (2008). Effectiveness of a school-based group psychotherapy program for war-exposed adolescents: A randomized control trial. Journal of American Academic Child Adolescent Psychiatry, 47(9):1049-1062.

Workshop 20
On the Frontlines of Trauma: Two Innovative Group Treatment Models in Response to Mass Violence

Presented in cooperation with The International Center for Mental Health and Human Rights

Jorge Burmeister, MD,
Clinical Training Supervisor, Doctors Without Borders
Isaac Etoku, BA,
Program Co-coordinator, Faculty, International Center for Mental Health and Human Rights, Kampala, Uganda
Gaea Logan, LPC-S, CGP, FAGPA,
Executive Director, International Center for Mental Health and Human Rights, Boulder, Colorado

This workshop provides an exploration of two innovative group models implemented in refugee settings throughout the Middle East and East Africa. Emphasis will be placed on “care for the care giver,” the neurobiology of trauma and best practices in trauma group treatment after mass violence. Presenters will share research conducted with the WHO-5 Wellbeing Survey.
sharing of work experiences-demonstration-experiential-didactic

Learning Objectives:
The attendee will be able to:
1. Re-think the trauma paradigm to better understand, prevent and treat trauma.
2. Identify two contemplative practices that strengthen self-regulation.
3. Explain similarities and differences between CBT and CBTRT trauma group protocols.
4. Recognize the indication for active, symbolic and imaginary intervention in trauma groups.
5. Cultivate the awareness and humility required for effective trans-cultural intervention in groups working with trauma.

Course References:
1. Cook-Cottone, Catherine P. (2015). Mindfulnesss and yoga for self-regulation: A primer for mental health professionals. Springer Publishing Co, New York, NY.
2. Grepmair, L., Mitterlehner, F.. Bachler, F., Rother, W., & Nickel, M. (2007). Promoting mindfulness in psychotherapists in training influences the retreat results of their patients. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17917468.
3. Kaklauskas, Francis K., Clements, Carla, Hocoy, Dan, and Hoffman, Lois. (2016). Shadows and light: Theory, research, and practice in transpersonal psychology Vol 1 Principles and Practices. University Professors Press, Colorado Springs, CO.
4. Kaklauskas, Francis K., Clements, Carla, Hocoy, Dan, and Hoffman, Lois. (2016). Shadows and light: Theory, research, and practice in transpersonal psychology Vol 2 Talks and reflections. University Professors Press, Colorado Springs, CO.
5. Tollison, P., Syntschk, K., & Logan, G. (2011). Self-regulation for Kids K-12: Strategies for calming minds and behavior. Austin, Texas: PRO-ED.
6. Van der Kolk, Bessel, (2014). The body keeps the score. Penguin Books, New York, NY.
7. Yi-Yuan Tang, Britta K Holzel and Michael I. Posner, (2015). The neuroscience of mindfulness meditation Nature Review|  Neuroscience Vol 16, MacMillan Publishers. www.nature.com/reviews.neuro.


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

LG-1: 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.

This session is also being held on Friday (1:00-2:15 pm) and Saturday (2:00-4:30 pm)
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 Open Sessions
2:30 – 5:00 P.M.

Session 304
Puzzling Dimensions of Leadership: How Styles and Roles of the Leader Impact Group Function (AGPA Leadership Track)

Presented under the auspices of the AGPA Affiliate Society Assembly

Mary Krueger, MSEd, CGP,
 Private Practice, Cary, Illinois

Paige LaCava, MA, LCPC, CGP, Private Practice, Evanston, Illinois
Dayne Naretta, MSW, LCSW, BCD, CGP, Private Practice, Baton Rouge, Louisiana

Leadership can be puzzling. A competent leader is regularly challenged to think outside their comfort zone. Clinical skills alone do not determine effective leadership in an organization. During this experiential open session participants will be encouraged to examine their roles and the roles of other members, as they emerge in a group. Through lens of leadership development and member role emergence, we will reflect on how the use of self leads to alternative choices.

Learning Objectives:
The attendee will be able to:
1) Identify themselves among the different leadership styles.
2) Identify at least two skills that can be utilized when presented with an unforeseen. challenge whether as a clinical leader or organizational leader.
3) Differentiate between group therapy facilitation and organizational leadership.
4) Describe the various benefits different leadership approaches.
5) Observe group dynamics and role emergence.

Course References:
1. Blanken, Rhea (2013) 8 Common Leadership Styles, The Center for Associated Leadership, January.
2. Gantt, Susan P. (2013) Applying Systems-Centered Theory (SCT) and Methods in Organizational Contexts: Putting SCT to Work, International Journal of Group Psychotherapy, 63(2), 234-258,
3. Gordon, Jon (2017) The Power of Positive Leadership: How and Why Positive Leaders Transform Teams and Organizations and Change the World, Wiley
4. Jossolson, Ruthellen. (1995) The Space Between Us: Exploring the dimensions of human relationships. Sage Publications.
5. Mccaby, Michael. (2004) Narcissistic Leaders: The Incredible Pros, the Inevitable Cons. Harvard Business Review, January.
6. Wright, Fred  (2000) The Use of the Self in Group Leadership: A Relational Perspective, International Journal of Group Psychotherapy, 50(2), 181-198,

Session 305 
Women and Aggression: History, Healing, and Power

Jeanne Bunker, CSW, CGP,
 Private Practice, Austin, Texas

Janice Moore Morris, PhD, ABPP, CGP, FAGPA,
 Private Practice, Austin, Texas
Stacy Nakell, LCSW, CGP, Private Practice, Austin, Texas
Alyson Stone, PhD, CGP, Private Practice, Austin, Texas

Women group leaders are underrepresented in the literature on how women experience and work effectively with their own and their group members' aggression. This open session will present three papers exploring the unique strengths and challenges for women, including stories that underlie subjective and objective countertransference and resistance.

Learning Objectives:
The attendee will be able to:
1. Distinguish types of direct and indirect aggressive expression common in women group leaders.
2. Identify and describe at least three factors affecting subjective countertransference in women group leaders as they work with aggression in themselves and in their groups.
3. Describe how subjective countertransference can lead to countertransference resistance in women group leaders.
4. Describe the factors that help women become better able to use their aggression effectively in group treatment.

Course References:
1. Cohen, P. & Wright, E. (2006). Bridging the gender gap: Men and women in group. Group, 30:3.
2. Goldberg, J. (1979). Aggression and the female therapist.  Modern Psychoanalysis, 4: 209-222.
3. Holmes, L. (2013). Wrestling with destiny: The promise of psychoanalysis. London & New York: Routledge.
4. McWilliams, N. (1991). Mothering and fathering processes in the psychoanalytic art. The Psychoanalytic Review, 78:4.
5. Rosenthal, L. (1987). Resolving resistance in group psychotherapy. Northvale, NJ: Jason Aronson.


Session 306 
Moving Forward: Opportunities for Group in the New Health Care Environment

Presented under the auspices of the AGPA Medical Illness SIG

Kathleen Ulman, PhD, CGP, FAGPA,
Assistant Professor Psychology (Psychiatry) Part-time, Harvard Medical School, Boston, Massachusetts

Ann Koplow, LICSW, Senior Social Worker, Beth Israel Deaconess Medical Center, Boston, Massachusetts
Yara Moustafa, MD, PhD, Resident in Psychiatry, St. Elizabeths Hospital, Department of Behavioral Health, Washington, DC
Martyn Whittingham, PhD, CGP, FAGPA, Psychotherapist, Cincinnati Center for Psychotherapy and Psychoanalysis, Cincinnati, Ohio
Alan Witkower, EdD, CGP, Director of Behavioral Medicine, Pain Management Center, Newton-Wellesley Hospital, Newton, Massachusetts

This new 21st Century health care environment encourages the integration of behavioral health into primary care settings. This panel will present a variety of group interventions that have been used successfully in medical settings, outline ways to promote the use of groups to medical practices, and discuss strategies for group therapists to work collaboratively with health care professionals.

Learning Objectives:
The attendee will be able to:
1. Describe overall health care trends in the US.
2. Discuss the application of the principles of CBT insomnia to group treatment.
3. Identify at least two group therapy models for patients with chronic pain.
4. Apply the shared medical appointment model to medical practices.
5. Recognize the benefits of open access groups for a hospital-based primary care setting, using CBT,mindfulness, narrative therapy and other strengths-and solutions based therapeutic modalities for reducing anxiety, depression and stress.
6. Identify ways for behavioral health care professionals to integrate into a medical practice.
7. Identify ways to apply stress management techniques into a group.

Course References:
1. Vanderlip, E. (2015). The importance of EHR interoperability to Mental Health Treatment. Psychiatry Advisor. Downloaded 5/1/17 at www.pychiatryadvisor.com/practicemanagement/399312/.
2. Commonwealth Fund report. (2015) US Health Care from a Global Perspective. Downloaded from http://www.commonwealthfund.org/~/media/files/publications/issue-brief/2015/oct/1819_squires_us_hit_care_global_perspecitve_oecd_ intl_brief_v3.pdf.
3. Carey TS, Crotty KA, Morrissey JP, Jonas DE, Viswanathan M, Thaker S, Ellis AR, Woodell C, Wines C, (2010).  Future research needs for the integration of mental health /substance abuse and primary care. AHRQ publication no. 10-EHCO69-EF. Rockville, MD; Agency for Healthcare Research and Quality. September.
4. Haraldseid, Cecillie; Dysvik, Elin; Furnes, Bodil (2014).  The experience of loss in patients suffering from chronic pain attending a pain management group based on cognitive-behavioral therapy. Pain Management Nursing, 15(1);12-21.
5. Kirsh, SR, Aron DC, Johnson KD, Santurri LE, Stevenson LD, Jones KR, Jagosh J. (2017). A realist review of shared medical appointments; How, for whom, and under what circumstances do they work? BMC Health Services Research, 17, 113.
6. Ramdas K, & Darzi A. (2017). Adopting innovations in care delivery - The case of shared medical appointments. New England Journal  of Medicine 376 (12), 1105-1107.

Afternoon Workshops
2:30 - 5:00 P.M.

Workshop 21
The Nuts and Bolts of Starting and Maintaining Groups that Thrive

Presented under the auspices of the AGPA Groups in Private Practice SIG

Ann Steiner, PhD, MFT, CGP, FAGPA,
Faculty Consultant, The Psychotherapy Institute, Berkeley, California

This primarily didactic workshop provides participants with a comprehensive overview of the different types of group work, ways to evaluate their preferred leadership style, how to design, set up and maintain healthy psychotherapy groups. Common challenges, the importance of screening, preparation, and termination agreements will be discussed as they apply to participant’s needs.
didactic-sharing of work experiences-demonstration-experiential

Learning Objectives:
The attendee will be able to:
1. Describe and understand the major differences between the different types of "group work."
2. Describe the different roles and tasks undertaken by leaders/ teachers of different types of groups.
3. Identify common countertransference issues, warning signs, use and management of the leader’s own issues.
4. Describe the essential ingredients for a healthy group.
5. List the manifestations of a “troubled” group.
6. Describe the advantages of written group agreements, termination agreements and the issues raised when blending private practice clients into one’s therapy groups.

Course References:
1. Gans, J., Shapiro, E. (2008) The Courage of the Group Therapist, International Journal of Group Psychotherapy, 58, (3) 345-361.
2. Ormont, L. (2009) The group therapy experience from theory to practice. Book Surge Publishing.
3. Rutan, J.S. Stone, W.N. & Shay J. J. (2014) Psychodynamic Group Psychotherapy. 4th edition New York: Guilford.
4. Shapiro, E, Ginzberg (2002) Parting Gifts: Termination Rituals In Group Therapy. International Journal of Group Psychotherapy, 52 (3) 319-336.
5. Steiner, A. (2015) How to Create and Sustain Groups that Thrive: Therapist’s Workbook and Planning Guide. 2nd Edition, Plan Ahead Press.


Workshop 22
Then and Now: When is the Past Over?

Dominick Grundy, PhD, CGP, FAGPA,
Private Practice, New York, New York

Who were you then? Who are you now? We will focus on growth as an unfolding personal narrative rather than a script written by family or others. We will use spontaneous role-play to explore growth by juxtaposing earlier and later selves and focus on unfinished dialogues using autobiographical methods, verbal and written.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to: 
1. Differentiate between group methods that stress member connection and input rather than those that are didactic or otherwise leader-centric.
2. Discuss value of measuring non-defensively stages in personal growth, early to late.
3. Distinguish change influenced by self-motivation, not approval needs.

Course References:
1. Boswell, J. & Constantin, M. (2015). Measurement-based care: Enhancing mental health decision making and patient outcomes. The Clinical Psychologist, 68, (4), 5-10.
2. Grundy, D. (2017). Pragmatism and the peaceable kingdom: Pluralism in psychotherapy. International Journal of Group Psychotherapy, 67.1S (supplement), 1-6.
3. Shean, G. (2015). Some methodological and epistemic limitations of evidence-based therapies. Psychoanalytic Psychology, 32, (3), 500-516.
4. Shedler, J. (2010). The efficacy of psychodynamic psychotherapy. American Psychologist. 65, Feb-March, 98-109.
5. Wampold, B., Mondin, G., Moody, M. Stich, F., Benson, K., Ahn, H. (1997). A meta-analysis of outcome studies comparing bona fide psychotherapies: Empirically "all must have prizes". Psychological Bulletin, 122 (3). 203-215.

Workshop 23
Listening to the Group Process- An Integrative/Developmental Model

Paul Kaye, PhD, CGP, FAGPA,
Private Practice, Huntington Woods, Michigan

Following a review of models of group therapy that emphasize intrapsychic, interpersonal, and group-as-a-whole points of of view, the presentation will explore an integrated model of group informed by developmental theory. The application of an integrated/development model will be applied to clinical material derived from case studies and the sharing of clinical vignettes.
didactic-sharing of work experiences- experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. To apply group stage theory in understanding and facilitating the group process.
2. To define the salient features of an integrated model of group psychotherapy.
3. To demonstrate the use of intrapsychic, interpersonal, and group-as-a-whole interventions when working with clinical groups.
Course References:
1. Agazarian, Yvonne.  (1989) The Invisible Group: An Integrational Theory of Group-As-A-Whole, Group Analysis, Volume 22:355-369.
2. Bion, W.R. (1959) Experiences in Groups, New York: Basic Books.
3. Nitsun, M. (1996) The Anti-Group, London: Routledge.
4. Tuckman, B.W. (1965) Developmental sequence in small groups, Psychol. Bull., 63, 384-399.
5. Yalom, I, & Leszcz, M. (2005) Theory and Practice of Group Psychotherapy-Fifth Edition, New York: Basic Books.


Workshop 24
Desire and Inhibition: Taking the Leap from Isolation to Connection

Yoon Kane, LCSW,
 Private Practice, New York, New York
Tom Thorsheim, PhD, CGP, Private Practice, Greenville, South Carolina

This is a half-day didactic and experiential training group opportunity for therapists to grow as practitioners and leaders by learning to work with themes of desire and inhibition in therapy. In this group, we’ll look at resistance to connection, internal and external barriers to living fully in relationship to oneself/others. Members will gain here-and-now experience working with resistances to intimacy, and gain more experience transforming fear into excitement and owning their power and competence.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Facilitate a culture of open and progressive communication between group
2. Apply techniques to work with negative feelings and avoidance of intimacy in group and/or individual treatment.
3. Effectively identify and address themes of power, sex and gender dynamics, and shame in your work with clients.
4. Promote healthy group discourse, with increased vitality and aliveness in your work with clients.
5. Differentiate between inhibiting and disinhibiting beliefs and mindsets that get in the way of growth and connection.

Course References:
1. Ormont, L. (1998). The leader's role in resolving resistances to intimacy in a group setting. International Journal of Group Pscyhotherapy, 38:1, 28-45.
2. Dweck, C. (2000). Self-Theories: Their role in motivation, personality, and development. Psychology Press.
3. 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.
4. Weinberg, G. (1984). The heart of psychotherapy: The therapist-patient relationship. New York: St Martin's Press, Chap 22 pp 129-169.
5. Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live. Avery.
6. Dweck, C. (2007). Mindset: The new psychology of success. Ballantine Books.

Workshop 25
Uses of Self in Group Leadership

Liz Dietrich, MSW,
Staff Therapist, The Psychotherapy Institute, Berkeley, California
Geoffrey Kane, MD, MPH, Chief of Addiction Medicine, Brattleboro Retreat, Brattleboro, Vermont
Kurt White, LICSW, LADC, CGP, FAGPA, Adjunct Assistant Professor, Smith College School for Social Work, Northampton, Massachusetts
New—and experienced—group leaders hesitate to reveal a foible, raise their voice, or crack a joke.  Yet spontaneity, like silence, has tremendous power.  This workshop explores how to remain client-centered as you become more genuine and authentic in groups.
demonstration-experiential-sharing of work experiences-didactic 

Learning Objectives:
The attendee will be able to:
1. Name three ways group members benefit when their leader is more human and accessible.
2. Describe three group leader behaviors that demonstrate spontaneity and increase connection.
3. Describe two options for responding when a group member is angry at you.

Course References:
1. Alonso, A. and Rutan, J. S. (1996). Activity/Non-activity and the group therapist: "Don't just do something, sit there!" Group, 20(1).
2. Aran, L W. (2016). The conductor’s self-disclosure of negative countertransference in group analytic psychotherapy. Group Analysis, 49(4), 385-397.
3. Fosha, D., Siegel, D.J., Solomon, M., Editors (2009). The healing power of emotion: Affective neuroscience, development, and clinical practice. New York: W.W. Norton.
4. Gans, J. (2010). Difficult topics in group psychotherapy. London: Karnac Books.
5. Havens, L. (1996). A safe place: Laying the groundwork for psychotherapy. Cambridge: Harvard University Press.
6. Milgrom, H., Hait, T., & Vogel, T. (2016). Intricate interplays in women's groups: Vulnerability and strength meet in the second half of life. Women & Therapy, 39:3-4, 260-279, DOI: 10.1080/02703149.2016.1116860
7. Miller, W. R. &  Rollnick, S. (2013). Motivational interviewing: Helping people change, 3rd Ed.  New York: Guilford Press.
8. Wallin, D. J. (2007). Attachment in psychotherapy. New York: Guilford Press.


Workshop 26
Experientially Exploring Identity: The Importance of Self Awareness to Effective Group Leadership

Social Justice Symbol

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

Karen Cone-Uemura, PhD, CGP,
Staff Psychologist, University of Utah, Salt Lake City, Utah

This workshop provides participants with information on identity development, privilege and power. Individuals will explore their own identities through an in vivo participatory experience. The group will collectively process emotions that arise from the exercise, explicitly examining privilege, power and oppression, gaining insight into the impact the facilitator’s degree of self-awareness has on group dynamics.
experiential-demonstration-didactic-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Articulate the importance/reasons/benefits for increasing self awareness as a group facilitator.
2. Name newly discovered identity statuses of self along with ways in which the status confers power, holds privilege or is oppressed.
3. Express uncomfortable thoughts and feelings related to power, privilege and oppression in appropriate, respectful ways.
4. Identify factors that promote an environment conducive to fruitful interpersonal process.
5. Describe ways attendee can remain open to learning of own blind spots in regards to self-awareness and identity development.

Course References:
1. American Group Psychotherapy. (2007). Practice guidelines for group psychotherapy. Retrieved from American Group Psychotherapy Association Science to Service Task Force America Healing downloaded Jan 14, 2017, from http://www.racialequityresourceguide.org/about/glossary.
2. Barlow, S. H. (2013). Diversities in group specialty practice. In Specialty competencies in group psychology (pp. 208–226). Oxford: Oxford University Press.
3. D'Andrea, M. (2014). Understanding racial/cultural identity development theories to promote effective multicultural group counseling. In J. L. DeLucia-Waack, C. R. Kalodner, & M. T. Riva. Handbook of group counseling and psychotherapy (2nd ed) (pp.196-208). Thousand Oaks, CA: Sage.
4. Hook, J. N., Farrell, J. E., Davis, Don. E. D., DeBlaere, C., Van Tongeren, D. R., & Utsey, S. O. (2016). Cultural humility and racial microaggressions in counseling. Journal of Counseling Psychology, 63(3), 269-277.
5. Ratts, M. j, Singh, A. A., Nassar-McMillian, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development, 44, 28–48.


Workshop 27
99 Unconventional Interventions in Group Psychotherapy

Robert Pepper, LCSW, PhD, CGP, FAGPA, 
Director of Training and Education, Long Island Institute for Mental Health, Rego Park, New York
Open to participants with more than four years of group psychotherapy experience

Emotions are not of the intellect. That is why interpretations don't necessarily work with difficult groups.  Using a demonstration group in which volunteers role-play difficult members, Dr. Pepper will show how to use innovative techniques to resolve resistance.
experiential-demonstration-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Define progressive emotional communication.
2. Distinguish identifying bridging from reactive bridging.
3. Contrast three (3) types of resistant group members: a. the caretaker b. the interrupter c. the diverter.

Course References:
1. Black, A. (2017). On attacking and being attached in group psychotherapy. The International Journal of Group Psychotherapy, 67 (3). p. 291-313.
2. MacGoll, G. (2016). The art of bridging revisited. The International Journal of Group Psychotherapy, 66 (3). p. 443-454.
3. Ormont, L. (2015). The craft of bridging. The International Journal of Group Psychotherapy, Oct. 16, 2015 online publication. p. 3-17.
4. Pepper, R.S. (2014). Emotional Incest in Group Psychotherapy--A Conspiracy of Silence. Lanham, MD: Rowman & Littlefield. 
5. Pepper, R. S. (2017). Some people don't want what they say they want- 100 unconventional interventions in group psychotherapy. Guttenberg, NJ: Gray Publications.



Workshop 28
Modern Attachment Theory: Using the "Spectrum of Attachment" to Improve Clinical Practice in Groups

Sue Marriott, LCSW, CGP,
Private Practice, Austin, Texas

True clinical application that includes modern assessment and research on adult attachment is unfamiliar to many of us. This course, which is grounded by interpersonal neurobiology concepts, will update and integrate what we now understand into practical guidelines for treatment that will help grow our clients, and ourselves, towards true earned security. We will focus on emerging techniques to apply using the spectrum of insecure relating and disorganized/unresolved attachment frequently seen in clinical practice.
didactic-experiential-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe how at least one concept measured by attachment research can be used in clinical practice (such as narrative style or coherence).
2. Identify variations of insecure attachment using a spectrum.
3. Discuss one way the Dynamic Maturational Model (DMM) of attachment adds to the original field of attachment research (ex. builds on the AAI).
4. Describe one of the five conditions for secure relating.
5. Cite one of the three pillars of treating attachment.

Course References:
1. Leszcz, Molyn (2017). How understanding attachment enhances group therapy effectiveness. International Journal of Group Psychotherapy, 67, p 80-87.
2. Brown, D. and Elliott, D. (2016). Attachment Disturbances in Adults, New York, NY: Norton.
3. Crittendon, P. M &  Landini A.(2011).  Assessing Adult Attachment A Dynamic-Maturational Method of Discourse Analysis, New York, NY: Norton.
4. Steele, H. & Steele, M. Ed. (2008). Clinical Application of the Adult Attachment Interview, New York, NY: Guildford Press.
Wallin, D J. (2007). Attachment in Psychotherapy, New York, NY: Guildford Press.

Workshop 29
Group Psychotherapy as a Neuro-Exercise: A Polyvagal Theory Perspective

Presented under the auspices of the International Board for Certification of Group Psychotherapists

Philip Flores, PhD, ABPP, CGP, LFAGPA,
 Private Practice, Atlanta, Georgia

Polyvagal Theory provides a neurobiological framework to understand how group psychotherapy, guided by the insights of Polyvagal theory, can help craft an ideal neural exercise regimen for promoting the biobehavioral adjustments for the regulation of emotional attunement and behavioral flexibility. This workshop will feature didactic, group demonstration and discussion.
didactic-demonstration-experiential-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Describe the foundation of the Polyvagal Theory.
2. Describe how the Polyvagal Theory explains several features related to psychiatric disorders and behavioral problems.
3. Define the features of the Social Engagement System, which include neural pathways of the vagus system connecting brain, face, and heart.
4. Describe how the regulation of the Social Engagement System is compromised by stress and trauma.
5. Explain how neuroception evaluates risk in the environment and triggers adaptive neural circuits, which promote either social interactions or defensive behaviors.
6. Define the concept of neuroception and the biophysical functions it provides in guiding interventions that promote learning, behavioral change and affect regulation.
7. Define faulty neuroception and explain how it contributes to disrupted interpersonal relationships in group therapy.
8. Explain how the Social Engagement System and neuroception are involved in optimizing therapeutic group outcomes.
9. Describe the meaning of Polyvagal theory as a neural exercise.
10. Describe how group psychotherapy, conducted and guided by the principles of Polyvagal Theory, can promote the bio-behavioral adjustments necessary for both attachment and affect regulation.
11. Discuss the ways the demonstration group reflects the application of Polyvagal theory to group.

Course References:
1. Flores, P.J. (2010). Group Psychotherapy & Neuro-plasticity: An Attachment Theory Perspective. International Journal of Group Psychotherapy, 60(4), 546 -570.
2. Porges SW (1997) Emotion: An evolutionary by-product of the neural regulation of the autonomic nervous system. In Carter CS, Kirkpatrick B and Lederhendler II (eds.) The Integrative Neurobiology of Affiliation. Annals of the New York Academy of Sciences, 807: 62-77.
3. Porges S. W. (1998) Love: An emergent property of the mammalian autonomic nervous system. Psychoneuroendocrinology, 23: 837-861.
4. Porges, S.W. (2003) Social engagement and attachment: a phylogenetic
Ann N Y Acad Sci; 1008: 31–47.
5. Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-regulation (Norton Series on Interpersonal Neurobiology). WW Norton & Company.


Workshop 30
Group Psychotherapy Focused on Spiritual Development

John Hiatt, MD
, Clinical Professor of Psychiatry, UCSF School of Medicine, San Francisco, California

A brief overview of Transpersonal Psychiatry and the theoretical underpinnings of the approach will be presented. There will be an experiential group of the initial exercise and a discussion of attendees' specific experiences. We will discuss how this fits with, enhances, and differs from traditional group psychotherapy.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1.Describe the assumptions in Transpersonal work.
2.Describe the ways in which transpersonal group psychotherapy differs from traditional group work.
3.List the types of patients for whom this approach is and is not suitable.
4. Differentiate between spiritual events and psychopathology.

Course References:
1. Castenada, C. (1968). The teachings of Don Juan. Berkeley, CA: University of California Press.
2. Hiatt, J. (1985). Spirituality, Medicine and Healing. Southern Medical Journal, 79, 736-743.
3. Scotten, B., Chinen, A., & Battista, J. (1996). Textbook of Transpersonal Psychiatry. New York: Basic Books.
4. Epstein, M. (1995). Thoughts Without a Thinker. New York: Basic Books.
5. Paloutzian, R.F, and  Park, C.L.(eds), (2013). Handbook of the Psychology of Religion and Spitrituality. New York: Guilford Press.

Workshop 31
The "Mother" Group: Using Interpersonal Neurobiology to Heal Early Attachment Wounds and Affect Dysregulation in Couples

Gloria Batkin Kahn, EdD, ABPP, CGP, FAGPA,
Private Practice, White Plains, New York
Darryl Feldman, PhD, CGP, Private Practice, Dix Hills, New York

This workshop will discuss and demonstrate an integrative approach to healing in group therapy. Participants will experience the feelings produced by the combination of interpersonal neurobiology, attachment theory and Imago techniques and understandings in Relationally Focused Group Therapy.
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. State three rules to provide non attacking communication, thus minimizing automatic reactivity in the other.
2. Specify two important aspects in the Couples Dialogue which affect the brains of both the sender and the listener to make attachments more severe.
3. Describe how secure attachments in the presence of a relational attachments have the capacity to alter brain circuity and foster neuro plasticity.
4. Specify two curative factors in Relationally focused group therapy that ameliorate early attachment wounds.
5. Cite the role of the prefrontal lobes in managing emotionally reactivity.
Course References:
1. Badenoch, B., and Cox, P. (2013). Integrating Interpersonal Neurobiology with GroupPsychotherapy. In Gantt, S.P. and Badenoch, B. (Eds).The Interpersonal Neurobiology of Group Psychotherapy and Group Processes, (pp 1-23). London: Karnac.
2. Kahn, G.B., and Feldmanm D. (2013). Relationship-Focused Group Therapy (RFGT) to Mitigate Marital Instability and Neuropsychophysiological Dysregulation. In Gantt, S.P. and Badenoch, B. (Eds).The Interpersonal Neurobiology of Group Psychotherapy and Group Processes, (pp 171-188). London: Karnac.
3. Porges, S.W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-regulation. New York: Norton.
4. Schore, A.N. (2012).The Science of the Art of Psychotherapy (Norton Series on Interpersonal Neurobiology). New York: Norton.
5. Siegel, D.J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York:  W.W. Norton.


Workshop 32
Psychoeducational Groups: Potential for Healing and Growth

Presented under the auspices of the IBCGP Practice Development Committee

Nina Brown, EdD, LPC, NCC, FAGPA,
 Professor and Eminent Scholar, Old Dominion University, Norfolk, Virginia

An experiential presentation on the elements, power and promise of psychoeducational groups.  The presentation will focus on the basics of planning and organizing/ , and how groups can be enhanced through participation/observing a mock group on "Caretakers of the Chronically Ill".
experiential-didactic-demonstration-sharing of work experiences

Learning Objectives:
The attendee will be able to:
1. Define psychoeducational groups.
2. Describe the categories and settings for psychoeducational groups.
3. Use the elements of  a template for planning psychoeducational groups.
4. Use a template for planning psychoeducational group sessions.
5. List one advantage and one disadvantage of psychoeducational groups.

Course References:
1. Brown, N. (2011) Psychoeducational Groups, (3rd edition), New York: Routledge.
2. Charmaz, K. (1983) Loss of self: A fundamental form of suffering in the chronically ill. Sociology of Health and Illness, 5, 2, (168 - 197)  (A seminal article).
3. Cousino, M. & R. Hazen (2013). Parenting stress among caregivers of children with a chronic illness: A systematic review. Journal of Pediatric Psychology, 38, 8, 809 - 828.
4. Ducharme, F. (2014). Psychoeducational interventions for family caregivers of seniors across the trajectory: An evidence-based research program to inform clinical practice. Advances in Geriatrics 2014, Article ID 316203, doi: org/10.1155/2014/316203.
5. Melamed, S. & M. Gelkoh (2013). The impact of dynamic psychosocial intervention groups for caretakers of individuals with severe mental illness. Journal of Family Psychotherapy, 24, 2, 129 - 138.
6. Ponce, C. t. Ordonez, T. Liima-Silva, G. Santos, L. Viola, P. Nunes, O. Forlenze, & M. Cachioni (2011). Effects of a psychoeducational intervention in family caregivers of people with Alzheimer's disease. Dement Neuropsychology 5, 3, 226 - 237.


Workshop 33
Louis C.K. and the Hole in the Middle of the Room: Working with Masculinities in Group Psychotherapy

Jonathan Stillerman, PhD, CGP,
Private Practice, Washington, DC

Traditional masculine norms obscure men’s psychological complexity and jeopardize men’s health. By examining representations of masculinities in popular culture and their manifestations in group psychotherapy, this workshop will elucidate a nuanced view of the male psyche and build attendees’ capacity to explore and expand men’s internal worlds through group treatment.
demonstration-experiential-sharing of work experiences-didactic

Learning Objectives:
The attendee will be able to:
1. Describe two contemporary theories of male identity development.
2. Name 3 traits central to traditional masculinity ideology.
3. List 3 negative health consequences associated with traditional masculinity ideology.
4. Recognize manifestations and impact of masculine norms and men’s gender role conflict in group psychotherapy.
5. Identify effective methods for working with men and masculinities in group treatment.

Course References:
1. Corbett, K. (2009). Boyhoods: Rethinking Masculinities. New Haven, CT: Yale University Press.
2. Courtenay, W.H. (2011). Dying to be Men: Psychosocial, Environmental & Biobehavioral Directions in Promoting the Health of Men and Boys. New York,  NY: Routledge.
3. Diamond, M.J. (2009). Masculinity and its discontents: Making room for the  “mother” inside the male – An essential achievement for healthy male gender  identity. In B. Reis & R. Grossmark (Eds.), Heterosexual Masculinities: Contemporary Perspectives from Psychoanalytic Gender Theory (pp. 231-259). New York/London: Routledge.
4. Elise, D. (2001). Unlawful Entry: Male Fears of Psychic Penetration. Psychoanalytic Dialogues, 88, 111-113.
5. Van Wagoner, S. (2007). Men, masculinity, and competition: Whither the new man?  In L. Navarro & S.L. Schwartzberg (Eds.), Envy, Competition and Gender: Theory, Clinical Applications and Group Work (pp. 33-57). East Sussex: Routledge.

Workshop 34
Loving and Hating the Adolescent in Group Psychotherapy: The Therapeutic Use of Countertransference

Andrew Pojman, EdD, CGP, FAGPA,
 Private Practice, Walnut Creek, California

This workshop focuses on the containment and management of this “difficult" population through the therapeutic use of countertransference. Didactic presentation as well as opportunities using discussion, group  process, and sharing of experiences will allow participants to explore their countertransference with teens in group. Specific interventions based on countertransference will be discussed including humor, self-disclosure, mirroring, and confrontation.
experiential-didactic-sharing of work experiences-demonstration

Learning Objectives:
The attendee will be able to:
1. State a working definition of countertransference.
2. Identify at least three diagnostic clues provided by an attunement to countertransference.
3. State three common countertransferences in working with teens.
4. List three potential pitfalls in the use of countertransference.
5. List three criteria for the judicious use of self-disclosure in group.
6. Identify a personal area of countertransference vulnerability.

Course References:
1. Pojman, A. (2009). Adolescent Group Psychotherapy: Method, Madness, and the Basics. New York, NY: American Group Psychotherapy Association.
2. Rachman, A., & Ceccoli, V. (1995). Analyst self-disclosure in adolescent groups.  In P. Kymissis & Halperin (Eds.), Group Therapy with Children and   Adolescents (pp. 155- 167), Washington D.C.: American Psychiatric Press.
 3. Rose, D.M. (2010). Countertransference in child and adolescent psychiatry. Journal of the Canadian  Academy of Child and Adolescent Psychiatry, Nov 19(4), 249-254.
4. Stone Jr., D.T. (2001)). Countertransference issues in adolescent residential settings. Journal of Child and Adolescent Group Psychotherapy,11 (4), 147-157.
5. Tishby, O., & Verid, M. (2011). Countertransference in the treatment of adolescents and its  manifestation in the therapist-patient relationship. Psychotherapy Research, 21(6). 621-630.


Workshop 35
Coping with Aging in Ourselves and our Clients: The Challenges of Continuing to be Effective and Engaged Group Therapists

Social Justice Symbol

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

William Shapiro, PsyD, CGP, 
Program Director, Outpatient Services, Einstein Healthcare Network, Philadelphia, Pennsylvania
Kenneth Martin Schwartz, MD, FRCPC, Psychiatrist, Baycrest, University of Toronto, Baycrest, Ontario

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

By reflecting and sharing personal feelings regarding issues of aging and illness in both ourselves and our clients, therapists understand how we are impacted in our personal life and clinical practice becoming better able to meet the challenge of remaining engaged rather then falling prey to the perils of ageism.
sharing of work experiences-didactic-experiential-demonstration

Learning Objectives:
The attendee will be able to:
1. Identify at least three common psychological reactions to medical disability in the older adult population.
2. Appraise one's own personal feelings with respect to issues of aging and medical disability and its impact on working with this population.
3. Identify three practices/techniques that facilitate psychological healing process in older adults with medical problems.
4. Apply a series of questions teaching the value of understanding both ourselves and clients as it relates to our clinical work with a challenging population-the aging population.
5. Classify the later stage of life as a time filled with potential for creativity based on one's lifetime experience.

Course References:
1. Schwartz, K. & Schwartzberg, S.L. (2011). Psychodynamically Informed Groups for Elders: A Comparison of Verbal and Activity Groups. Group, 35, 17-31.
2. Gawande, A. (2014). Being Mortal: Medicine and What Matters in the End. New York: Metropolitan Books, Henry Holt & Co.
3. Cohen, G.D. (2005) The Mature Mind: The Positive Power of the Aging Brain. New York: Basic Books.
4. Miller, W.L. & Cohen, G.D. with Barker, T.M. (2016). Soar Above Clouds: Finding our Way Through Creativity, Aging, and Illness. New York: Oxford University Press.
5. Agronin, M.E. (2011). How We Age: A Doctor's Journey Into the Heart of Growing Old. Cambridge, MA: Da Capo Press.
6. Agronin, M.E. (2013). From Cicero to Cohen: Developmental Theories of Aging, From Antiquity to the Present. The Gerontologist, 54 (1), 30-39.


Workshop 36
Addressing CONTROL & WILLINGNESS in an ACT Focused Sexual Trauma Group in a University Counseling Center