|
54th
ANNUAL INSTITUTE
Two Special
Institute Presentations
Monday,
February 22, 9:00 A.M.-5:00 P.M.
Online Registration Form
SI-1.
It Takes Courage to Live in a Good Fit: The Omnipotent Child in
all its Glory and Shame
Instructor:
Stewart L. Aledort, M.D., CGP,
FAGPA
This
Special Institute will demonstrate the power of the Omnipotent Child in
its function to stabilize identity and serve as a template for
intimacy. Excitement, as a powerful affect will be explored,
particularly as it gets expressed in the sexual and sensual
aspects of the group. One sees how the group struggles to
imagine that the passion of a good fit can ever compare with the
passion of the bad fit.
Stewart L. Aledort,
M.D., CGP, FAGPA is
a private practitioner in Washington, DC and a Clinical Associate
Professor of Psychiatry at George Washington University School of
Medicine. He is a founding member and on the faculty of the National
Group Psychotherapy Institute of the Washington School of
Psychiatry. He is also on the faculty of the Washington
Psychoanalytic Institute. Dr. Aledort is
widely recognized for his work in group psychotherapy. He has
presented at numerous AGPA Annual Meetings over the years and
at many Affiliate Societies. He is a Fellow of the American Group
Psychotherapy Association (AGPA). Through his
publications and presentations, he has highlighted the crucial role
of passion and excitement in laying down the templates of intimacy
and identity formation.
SI-2.
Addiction as an Attachment Disorder
Instructor:
Philip J. Flores, Ph.D., ABPP, CGP,
LFAGPA
The emergence of attachment theory
reflects a conceptual revolution that has evolved over the last ten
years which synthesizes the best ideas of psychodynamic theory, the
cognitive sciences, child development, and neurobiology. Not only
has attachment theory helped shift psychoanalytic thinking from
classical drive or instinct theory to a relational approach, it also
furnishes an all encompassing theoretical formula for understanding
how interpersonal relationships shape and sculpt the brain.
Attachment theory, as an extension of the newer relational models
within psychodynamic theory, offers an explanation for the
transformational powers inherent in all authentic relationships and
also provides a credible and practical way to understand and treat
addiction. The relational perspective has ushered in more innovative
ways for understanding addiction and the difficulties that the
typical addict and alcoholic brings to treatment.
Philip J. Flores, Ph.D,
ABPP, CGP, LFAGPA is a clinical psychologist who has worked
extensively for the past thirty years in the area of addictive
disorders and group psychotherapy. He is a Fellow of the American
Group Psychotherapy Association (AGPA) and is Board Certified in
Group Psychotherapy by the American Board of Professional
Psychology. Dr. Flores is also Adjunct Faculty at the Georgia School
of Professional Psychology at Argosy University and is supervisor of
group psychotherapy at Emory University. In addition to his two
books, Group Psychotherapy with Addiction Populations by
Haworth Press (3rd ED), and Addiction as an
Attachment Disorder by Jason Aronson Press, he was Consensus
Panel Chair for Substance Abuse Treatment: Group Therapy, A
Treatment Improvement Protocol (TIP #41) issued by the U.S.
Department of Health & Human Services. Dr. Flores was also
contributing member of the Science to Services Task Force of AGPA
that produced the "Clinical Practice Guidelines for Group
Psychotherapy." His latest book, Addiction as an Attachment
Disorder was the
2005
Gradiva Award Winner
issued by the National Association for the Advancement of
Psychoanalysis. He has also presented numerous workshops nationally
and internationally on these two subjects. Dr. Flores and his wife,
Lisa Mahon, Ph.D.,CGP, FAGPA continue to run several outpatient psychotherapy
groups a week in their private practice in Atlanta, Georgia.
Continuing Education for Special Institute Presentations:
6.0 credits/.6 units
Two-Day Institute Sections
Tuesday &
Wednesday, February 23-24
Online Registration Form
INSTITUTE OPENING SESSION
Tuesday,
February 24, 8:30-9:15 A.M.
Summer Camp and the AGPA Institute: What
Do They Have in Common?
Instructor:
Walter N. Stone, M.D., CGP, DFAGPA
The themes in this lecture, use
experiences of the presenter and two of his granddaughters at summer camp to
make observations about group formation and development. The goal is to help
participants and leaders optimally benefit from participation in an experiential
training group.
Walter N. Stone, M.D., CGP, DFAGPA is a Distinguished
Fellow of the American Group Psychotherapy Association (AGPA), a
Distinguished Life Fellow of the American Psychiatric
Association, and Emeritus Professor of the University of
Cincinnati, and Clinical Professor, University of California,
San Francisco. He is coordinator of group psychotherapy at
California Pacific Medical Center. He is presently on the Board
of Directors of the Group Psychotherapy Foundation, and
consultant to Cleo Eulau Center, treating high risk
adolescents. Dr. Stone has served on the Board of Directors, as
secretary and president of the American Group Psychotherapy
Association and as chair of the Group Psychotherapy Foundation. He
was co-chair of the Institute, and served on both the Institute and
Conference Committees. He has been on the editorial committee of the
International Journal of Group Psychotherapy for 12 years. Dr Stone
coordinated the group psychotherapy program at the University of
Cincinnati, and has authored or co-authored three group
psychotherapy books and written more than 40 articles on group
psychotherapy.
The Institute
is primarily designed for clinical professionals who meet the
requirements of a Master’s degree in a mental health profession
and who have clinical psychotherapy experience. Many sections of
the Institute welcome psychiatric residents, graduate students in
mental health degree programs and mental health workers who work
in a range of human service settings. Please register for a
section consistent with your experience.
The Institute
is scheduled over two full days: Tuesday, February 23, 9:30 A.M. –
5:45 P.M. and Wednesday, February 24, 8:30 A.M. - 5:00 P.M.
Registration will only be accepted for the full two-days and
registrants will be expected to attend both days, including the
Institute Opening Session. Continuing Education credit will not be awarded
for partial attendance. Devoted to small group teaching, these two-day groups
are led by experienced instructors and are formed according to participants'
levels of experience. The secure environment of these small groups allows for
rich cognitive and emotional learning about group processes and
oneself as well as an opportunity for personal and professional
refreshment. The Institute consists of two sections:
-
Process Group
Experience (PGE) Sections:
These
small groups provide participants an environment to obtain, expand
and retain their skills in conducting group therapy. The PGE
sections are divided into three levels, giving participants an
opportunity to work with peers who have similar levels of
experience and in one of the groups to work with professionals
with a range of experience. The PGE sections are conducted by many of the
country's outstanding group therapists. The group psychotherapy
skills gained are important in conducting any group, regardless of
its theoretical orientation, time parameter or patient
population. PGE sections are essential training and benefits
the participants, both personally and professionally. A portion of each PGE will be
didactic. A maximum of twelve registrants
will be accepted per group.
- Specific
Interest Sections:
Intensive
learning that explores a variety of theories and methods or
particular themes in group
treatment is offered in these limited registration groups.
Registrants will pursue current interests in greater depth or
learn ways of integrating new approaches and methods into their
private practice, clinic or agency work. Most of the Specific
Interest Sections have experiential components.
Registration maximum (up to 20 registrants) has been set by each
instructor.
Continuing Education for Two-Day Institute Sections:
13.0 credits/1.3 units
EVALUATION, RESEARCH AND OBSERVATION:
Institute sections will be observed by Institute
members. Some events have been selected for research projects
approved and conducted under the auspices of the Association.
In addition all registrants will be asked to complete
questionnaires, designed to aid us in continuing to provide high
quality meetings, upon conclusion of their attendance at events.
The last few minutes of each event will be utilized for
completion of questionnaires.
PROCESS GROUP
EXPERIENCE (PGE) SECTIONS
I-A. GENERAL
PROCESS GROUP EXPERIENCE
Entry Level
Less than 4 years of group psychotherapy experience
- Instructors:
-
1.
Michael P. Frank, M.A., MFT, CGP, FAGPA,
Private Practice, Los Angeles, California
-
2. Martha
Gilmore, Ph.D., CGP, FAGPA, Private
Practice, Davis and Sacramento, California
-
3. Jeffrey
S. Hudson, M.Ed., LPC, CGP, FAGPA,
Private Practice, Austin, Texas
-
4. Robert
Schulte, M.S.W., CGP, Private Practice,
Alexandria, Virginia
- 5.
Mark Sorensen, Ph.D., CGP, FAGPA,
Private Practice, Newton, Massachusetts
- 6.
Carol A. Vaughan, LCSW, CGP, FAGPA,
Private Practice, Houston, Texas
-
- Intermediate
Level
4-9 years of group psychotherapy experience
Instructors:
7.
Robert A. Berley, Ph.D., CGP, Private Practice, Seattle,
Washington
8. Francis Kaklauskas, Psy.D., CGP, FAGPA,
Private Practice, Boulder, Colorado
9. Diane Montgomery-Logan, M.A., CGP, Private
Practice, Winooski, Vermont
10. Ginger Sullivan, M.A., LPC, CGP,
Private Practice, Washington,
DC
Advanced Level
10+ years of group psychotherapy experience
Instructors:
11.
John Caffaro, Ph.D.,
Distinguished Professor,
California School of Professional Psychology, Los Angeles,
California
12.
Molly
Walsh Donovan, Ph.D., CGP, Private
Practice, Washington, DC
13.
Hank Fallon,
Ph.D., CGP, FAGPA,
Private
Practice, Lawrenceville, Georgia
14.
Bernard Frankel, Ph.D., ABPP, LCSW, LFAGPA,
Clinical
Professor, Adelphi University Derner Institute Post Doctoral
Training Institutes Individual, Group, and Couple Programs, Garden
City, New York
I-B.
PROCESS GROUP EXPERIENCE SECTION WITH MIXED LEVELS OF EXPERIENCE
Instructors:
1.
Joan P. Medway, Ph.D., CGP, FAGPA,
Private Practice, Potomac, Maryland
2. Norman
A. Neiberg,
Ph.D., CGP, DLFAGPA,
Private Practice,
Newton, Massachusetts
I-C. PROCESS GROUP EXPERIENCE SECTION FOR SENIOR THERAPISTS
Limited to prior AGPA Institute instructors or registrants who have participated in
four or more AGPA Institutes.
Instructor:
Joseph C. Kobos, Ph.D., ABPP, CGP, FAGPA,
Consulting Director and Professional of
Psychiatry, University of Texas Health
Science Center, San Antonio, Texas
I-D. TWO-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at two consecutive Annual Meetings. (This
is the 2nd year of this group; new participants will
not be accepted.)
Instructors:
I-F. THREE-YEAR CONTINUOUS SECTION
Registration for this section assumes attendance at three consecutive Annual Meetings.
Instructors:
1. Lena
Furgeri, LCSW, Ed.D., CGP, LFAGPA, Private Practice, New
York, New York (This is the 3rd year of this group; new participants
will not be accepted.)
2. Jerome S.
Gans, M.D., CGP, DLFAPA, Associate Clinical
Professor of Psychiatry, Harvard Medical School, Boston,
Massachusetts (This is the 2nd year of this group;
new participants will not be accepted.)
3.
Walter Evans Smith, LMFT, M.Div., CGP, FAGPA, Private Practice, Atlanta,
Georgia (This is the 1st year of this 3-year
group.)
I-G.
NATIONAL INSTRUCTOR DESIGNATE SECTION
Registration
for this section is by invitation only.
Instructor:
Elaine Jean Cooper, M.S.W., Ph.D., CGP, FAGPA, Clinical Professor,
University of California School of Medicine at San Francisco, San Francisco,
California
SPECIFIC
INTEREST SECTIONS
Section II
The
Art of Co-Therapy: The Deep Relationship and Impact of Therapists
Who Work Together
Presented in cooperation with
Berkeley Group Education Foundation
Instructors:
Vivian Nelson, M.A.,
Private Practice, Berkeley Group and Family
Therapy Institute, Berkeley, California
Bill Roller, M.A., CGP, FAGPA,
President, Berkeley Group Education Foundation,
Berkeley, California
This Institute will focus on the
relationship between co-therapists and how it influences both the
process and outcome of a therapy group. The leaders will draw on
their own research for clinical examples to show how an experienced
team can balance skills, manage projective identification,
communicate openly, and participate equally.
Learning Objectives:
The participant will be able to:
1. Describe the ways the co-therapy
relationship influences the depth of disclosure by members of the
group.
2. Define the maturity of the
co-therapy team by how it facilitates the shift in object relations
that occurs among group members as the group passes from one phase
of development to another.
3. Identify the ways the co-therapy
team can normalize the processes of projective identification and
scapegoating as they emerge, and contain the conflict within the
group.
4. Analyze how open communication
between co-therapists is isomorphically related to the openness of
group members.
Course References:
1. McGee, T. F. & Schuman, B. N.
(1970). The nature of the co-therapy relationship. International
Journal of Group Psychotherapy, 20, 25.
2. Mintz, E. (1963). Special values of
co-therapists in group psychotherapy. International Journal of
Group Psychotherapy, 13, 127.
3. Roller, B. & Nelson, V. (1991). The
art of co-therapy: How
therapists work together, New York: Guilford Press.
Section III
Body
Attunement in Group Psychotherapy
Instructor:
Anne M. Slocum McEneaney, Ph.D., CGP, FAGPA,
Psychologist and Clinical Team Leader, New York University
Counseling and Behavioral Health, Student Health Service, New York,
New York
This Institute will explore the role
of the body and sensate experience in psychodynamic group
psychotherapy. Including a didactic introduction, a psychodynamic
process group attuned to the body, and processing of the entire
experience, it will enrich participants’ work with treatment groups,
across the spectrum of diagnoses and problems-in-living.
Learning Objectives:
The attendee will be able to:
1. Identify common meanings and
attributes attached to bodies, bodily sensations, and body
characteristics.
2. Name common affects attached to
bodies and bodily sensations.
3. Cite leader interventions that
facilitate access to body thoughts, sensations and feelings.
4. Identify leader interventions that
facilitate the naming and processing in therapy groups of body
thoughts, feelings, and sensations.
Course References:
1. McEneaney, A.
(2007). Envy in body
transference and countertransference. In L. Navaro & S. Schwartzberg (Eds.)
Envy, competition, and gender. London and New York:
Routledge.
2. Harris, A.
(1998). Psychic envelopes and
sonorous baths: Sitting the body in relational theory and clinical
practice. In F. Anderson & L. Aron (Eds.) Relational perspectives
on the body. New Jersey: Analytic Press.
3. Baron, S.
(2008). Directed eye contact: Non-verbal communication. In S. S. Fehr (Ed.)
101 Interventions in group psychotherapy. New York: The Haworth Press: New
York.
Section IV
Building a Therapeutic Culture in the Group: The Art and the Journey
Instructors:
Frederic Ilfeld, Jr., M.D., CGP,
Clinical Professor of Psychiatry, University of Nevada School
of Medicine, Reno, Nevada
Barbara Squire-Ilfeld, M.S.N., RNCS,
CGP, Private Practice, Olympic Valley, California
Utilizing the experiential group
process, didactic presentation, and open discussion, the leaders
will: 1) clarify the concept and mechanism of the group's "culture"
as a paramount therapeutic factor; 2) highlight those cultural
elements (shared norms and values) that maximize therapeutic
movement; and 3) illustrate techniques for promulgating these
therapeutic norms and values.
Learning Objectives:
The attendee will be able to:
1. Describe the manner in which
cultural norms and values influence the group process.
2. Identify those specific norms and
values that best contribute to therapeutic change.
3. Utilize specific therapist
techniques that help therapeutic norms and values evolve, thereby
contributing to individual change within the group.
Course References:
1. Greene, L.R. (2003). The state of
group psychotherapy process research. International Journal of Group
Psychotherapy, 53, 130-134.
2. Leszcz, M. (1992). The
interpersonal approach to group psychotherapy. International Journal
of Group Psychotherapy, 42, 37-62.
3. Yalom,
I.D. & Leszcz, M. (2005). The theory and practice of group psychotherapy
(5th ed.). New York: Basic Books.
Section V
Care
to Military Caregivers: From Fatigue to Hope and Resiliency
Presented under the auspices of the
AGPA Community Outreach
Task Force
Instructors:
Richard Beck, RCSW, BCD, CGP, FAGPA,
Private Practice, New York, New York
D. Thomas Stone, Jr., Ph.D., CGP,
FAGPA, Private Practice, San Antonio, Texas
This section is for military and
veteran affairs mental health personnel who are providing care to
returning armed services personnel and veterans. Participants will
share and learn about the overall effects of their work. The format
will include lecture and open group process. The focus will be a
balance of the psychological costs and benefits to the mental health
caregiver.
Learning Objectives:
The attendee will be able to:
1. Define compassion fatigue,
secondary trauma, vicarious trauma, and relevant countertransference
responses.
2. Identify the sign and symptoms of
these concepts and the defenses utilized to manage them.
3. Specify the physical and
psychological costs and benefits of working with traumatized
military personnel and veterans.
4. Identify specific steps to take to
combat compassion fatigue and build hope and resiliency in their
work.
Course References:
1. Figley, C. (1996/99). Compassion
fatigue: Toward a new understanding of the costs of caring. In B. Stamm (Ed.),
Secondary traumatic stress: Self-care issues for
clinicians, researchers, and educators (pp. 3-28). Lutherville: Sidran Press.
2. Beck, R., & Buchele, B. (2005). In
the belly of the beast: Traumatic countertransference. International
Journal of Group Psychotherapy, 55(1), 31-44.
3. Pearlman, L. (1999). Self-care for
trauma therapists: Ameliorating vicarious traumatization. In B.
Stamm (Ed.), Secondary traumatic stress: Self-care issues for
clinicians, researchers, and educators (pp. 51-64). Lutherville: Sidran
Press.
4. Ziegler, M., & McEvoy, M. (2000). Hazardous terrain: Countertransference reactions
in trauma groups. In R. Klein & V. Schermer (Eds.), Group psychology
for group trauma (pp. 116-137). New York: Guilford Press, pp. 116-137.
Section
VI
Functional Role-Taking: A Systems-Centered
Exploration of Driving and Restraining Forces in Taking Leadership
and Membership in Work Groups
Presented in cooperation with
Systems-Centered Training and
Research Institute
Instructor:
Susan P. Gantt, Ph.D., ABPP, CGP, FAGPA, Director, Systems-Centered Training and
Research Institute, Atlanta, Georgia
Developing a systems-centered
perspective enables a shift from taking one's work or organizational
roles “just personally” to working them functionally in support of
the goals of the context. This Institute will build a
systems-centered context to explore the challenges of role
flexibility and functional role-taking in both leadership and
membership roles.
Learning Objectives:
The attendee will be able to:
1. Discriminate between functional
organizational roles and the ongoing personal role suction to
nonfunctional roles.
2. Apply systems-centered thinking to
learn to locate oneself in role related to the goal of the context.
3. Identify how to increase one’s
capacity for role flexibility.
Course References:
1. Agazarian, Y., & Philibossian, B.,
(1998). A theory of living human systems as an approach to leadership
of the future with examples of how it works. In
E. Klein, F. Gabelnick & P. Herr (Eds.),
The psychodynamics of leadership.
Madison, CT: Psychosocial Press.
2. Gantt, S., & Agazarian, Y. (2006).
SCT in action. London: Karnac.
3. Carter, F.
(2000). Relationships as a function of context. In U. McCluskey & C.
Hooper (Eds.), Psychodynamic perspectives on abuse: The Cost of
Fear. London and Philadelphia: Jessica Kingsley.
Section
VII
Individual Work in Group: It's More Than You
Think
Instructors:
Shari Porter Jung, LCSW, LMFT, CGP,
Private Practice, Dallas, Texas
Marti Kranzberg, Ph.D., ABPP, CGP,
FAGPA, Private Practice, Faculty - Fielding Graduate
Institute, Dallas, Texas
Participants will experience
one-on-one therapy, the function of the group and the role of the
therapist in the Redecision model. The power of individual therapy
in group and group in individual therapy combine to create a
cohesive group experience. The role of the therapist will be
discussed as creating a safe environment for exploration and change.
Learning Objectives:
The attendee will be able to:
1. Identify process of individual
therapy in group.
2. Identify the function of group in
Redecision therapy.
3. Distinguish the role of therapist
in Redecision therapy versus psychodynamic group process.
Course References:
1. Gladfelter, J. (1992). Redecision
therapy. International Journal of Group Psychotherapy, 42, 319-334.
2. Goulding, M. M., & Goulding, R. L.
(1997). Changing lives through redecision therapy (Rev. ed.). New
York: Grove Press.
3. Kranzberg, M. B. (1999). Redecision
therapy: More than just individual therapy in a group. Journal of Redecision Therapy, 1 (2), 116-133.
Section
VIII
In Finding You, I See Myself
Instructor:
Sara J. Emerson, LICSW, M.S.W., CGP,
FAGPA,
Private
Practice, Cambridge, Massachusetts
Foulkes described group therapy as a
"Hall of Mirrors." There are times when these mirrors distort as in
an amusement park while others magnify and others are clear. In
this Institute we will explore our many faces and self states as
reflected by others.
Learning Objectives:
The attendee will be able to:
1. Identify the processes of co-construction and enactment as they
emerge in the group process.
2. Compare
theoretical notions from relational and psychoanalytic perspectives,
such as projective identification and enactments.
3. Experience and
explore the here-and-now process of groups through the stages of
group development.
Course References:
1. Flores, P. (2004). Addiction as an attachment disorder. New York: Jason Aronson
Press.
2. Aledort, S. (2002). The
omnipotent child syndrome: The role of passionately held bad fits in
the formation of identity. International Journal of Group
Psychotherapy, 52, 67-89.
3. Wright,
F. (2005). Valuing enactments in group therapy: Discussion of three
case studies. Group, 29(4), 399-406.
Section
IX
Leadership Development
Presented under the auspices of the
Affiliate Societies Assembly and
the AGPA Nominating Committee
Instructor:
David M. Hawkins, M.D., CGP,
DLFAGPA, Private Practice, Chapel Hill, North Carolina
This is a process oriented Institute that focuses primarily on issues of organizational
leadership. Members will have the opportunity to explore issues
related to their excitement, successes, fears, and concerns with
regard to moving into leadership positions. Elements parallel to
and different from leadership of therapy groups will be addressed.
Learning Objectives:
The attendee will be able to:
1. Identify excitement, potential
successes related to accepting organizational leadership.
2. Identify fears and concerns
regarding organizational leadership.
3. Identify various personal
leadership issues.
4. Differentiate between therapy
group and organizational leadership.
Course References:
1. Klein, R. (2005). How we steer
our course. International Journal of Group Psychotherapy,
55(2).
2. MacKenzie, K. R.
(1981). The
concept of role as a boundary structure in small groups. In Durkin,
J. E. (Ed.), Living groups: Group psychotherapy and general systems
theory. New York, Brunner-Mazel, Inc.
3. Wheatly,
M. J. (1994). Leadership and the new science. San Francisco: Berret-Koehler
Publishers, Inc.
Section X
Managing Love and Hate in Groups
Instructor:
Ronnie Levine, Ph.D., CGP, FAGPA,
Faculty, Center for Group Studies, New York, New York
This Institute is designed to help
therapists understand and work more comfortably with loving and
angry feelings in groups and in themselves. Beginning with the
leader's reluctance to experience intimate feelings, participants
will learn to identify disguised feelings, control destructive
aggression and transform love and hate into their creative
potential.
Learning Objectives:
The attendee will be able to:
1. Identify the leader's fears that
interfere with addressing loving and angry feelings in group.
2. Identify individual and group
manifestations of love and hate.
3. Formulate interventions that
address emotional needs of group members.
Course References:
1. Levine, R. (2007). Treating
idealized hope and hopelessness. International Journal of Group
Psychotherapy, 57(3), 297-315.
2. Ormont, L. (1984). The
leader's role in dealing with aggression in groups. International
Journal of Group Psychotherapy, 34(4), 353-372.
3. Ormont, L. (1988). The
leader's role in resolving resistances to intimacy in the group
setting. International Journal of Group Psychotherapy, 38,
29-45.
Section
XII
A Modern Analytic Approach to Developing the
Interpersonal Ego in Group Treatment
Instructor:
Elliot Zeisel, Ph.D., LCSW, CGP,
FAGPA, Chairman, Group Department, Center for Modern
Psychoanalytic Studies, New York, New York
This Institute will focus on the
development of the emotional skills that are needed to form and
maintain relationships. Learning to live in the moment with
knowledge of the feelings you’re experiencing about yourself and
toward the person you’re interacting with is crucial to
interpersonal functioning. Through didactic and experiential
learning, we will explore the development of the interpersonal ego in
the group leader and in our patients.
Learning Objectives:
The attendee will be able to:
1. Identify countertransference
reactions in the service of crafting interventions.
2. Develop strategies for analyzing
resistance.
3. Resolve resistance to interpersonal experience.
Course References:
1. Grotjahn, M. (1977). The
art and technique of analytic group therapy. New York: Jason
Aronson.
2. Meadow, P. (1996). Modern
psychoanalysis: Selected theoretical and clinical papers. New
York: Center for Mordern Psychoanalytic Studies.
3. Ormont, L. (1992). The
group therapy experience. New York: St. Martin’s Press.
Section XIII
Projective Identification and
Countertransference
Instructor:
Barbara Keezell, M.S.W., CGP,
Staff, Boston Institute for Psychotherapy, Brookline, Massachusetts
This experiential group will explore
the power of projective identification and how best to understand
and utilize it in the group process. We will also examine
countertransference and how both countertransference and projective
identification can inform the leader and how they can affect the
work of the group.
Learning Objectives:
The attendee will be able to:
1. Define the process of
projective identification.
2. Identify and utilize the
process of projective identification in his/her groups.
3. Identify his/her own countertransference reactions.
Course References:
1. Motherwell, L., & Shay, J. J.
(Eds.). (2005). Complex dilemmas in group therapy. New York:
Brunner-Routledge.
2. Ogden, T. H. (1982).
Projective identification and psychotherapeutic technique. New York:
Jason Aronson, Inc.
3. Rutan, J. S., & Stone, W. N.
(2001). Psychodynamic group psychotherapy. New York: Guilford Press.
Section XIV
Shaken, Rattled, and Rolled: Preserving the
Emotional Health of the Group Leader
Instructor:
Janice M. Morris, Ph.D., CGP,
Private Practice, Austin, Texas
As group leaders, we are faced with
the challenge of tolerating toxic and painful feelings while
functioning as competent therapists and maintaining emotional
health. This Modern Analytic group provides experiential and
didactic learning that: 1) promotes productive use of subjective and
objective countertransference in clinical work; 2) identifies forms
of countertransference resistance that inhibit the leader’s
effectiveness; and 3) provides a framework for reducing the
suffering and anxiety of the group leader.
Learning Objectives:
The attendee will be able to:
1. Distinguish between objective and
subjective countertransference.
2. Integrate objective
countertransference with effective group interventions.
3. Describe three types of
countertransference resistance.
4. Describe how subjective
countertransference can be supervised by the group.
5. Describe three kinds of bridging
techniques.
6. Name five elements of the modern
analytic contract.
Course References:
1. Epstein, L. (1983). The therapeutic
function of hate in the countertransference. In L. Epstein & A. Feiner (Eds.),
Countertransference: The therapist’s contribution to
the therapeutic situation (pp. 213-234). New York:
Jason Aronson.
2. Ormont, L. (2001). The use of the
group in resolving the subjective countertransference (1991). In
L. Furgeri (Ed.), The technique of group treatment: The collected
papers of Louis R. Ormont, Ph.D. (Ch. 13). Madison, CT:
Psychosocial Press.
3. Spotnitz,
H. (1985). Countertransference: Resistance and therapeutic leverage. In
H. Spotnitz (Ed.), Modern psychoanalysis of the schizophrenic
patient (2nd ed., Ch. 9). New York: Human Sciences Press Inc.
Section XV
The Social Unconscious: Persons, Groups, and
Society
Instructors:
Earl Hopper, Ph.D., CGP, FAGPA,
Private Practice, London, England
Haim Weinberg, Ph.D., CGP, FAGPA,
Senior Tutor, Professional School of Psychology, Sacramento,
California
The social unconscious refers to the
existence and constraints of social, cultural and communicational
arrangements of which people are to varying degrees unaware.
It includes anxieties, fantasies, defenses and object relations, as
well as various aspects of socio-cultural-economic-political factors
and forces, many of which are also co-constructed unconsciously by
the members of particular groupings, e.g., basic assumption
processes, phases of group development, etc. In this Institute we
will explore the social unconscious theoretically and
experientially, and examine its applications for individual, group
therapy and group consultations. There will be a didactic portion at
the end of every session and at the end of the Institute.
Learning Objectives:
The attendee will be able to:
1. Define the social
unconscious.
2. Identify misconceptions about
the social unconscious.
3. Apply the social unconscious
to individual and group therapy.
Course References:
1. Dalal, F. (2001). The social
unconscious: A Post-Foulkesian perspective. Group Analysis,
34(4), 539-555.
2. Hopper, E. (1996). The social
unconscious in clinical work. Group, 20(1), 7-42.
3. Weinberg
H. (2007). So what is this social unconscious anyway? Group
Analysis, 40 (1), 35-49.
Section
XVI
Symbol, Mind, and Psyche: A Jungian Approach
to Group Psychotherapy
Instructor:
Justin Hecht, Ph.D., CGP,
Clinical Instructor, University of California San Francisco, San
Francisco, California
This Institute will approach group
from a Jungian perspective. The leader will use a symbolic approach
to facilitate appreciation of the dynamic unconscious and the
influence of archetypes. We will attend to paradox, transference,
individuation, and the problem of the opposites. A didactic
presentation will conclude the Institute.
Learning Objectives:
The attendee will be able to:
1. Apply a Jungian orientation
to group psychotherapy interventions.
2. Identify archetypal material
in group settings.
2. Utilize a Jungian approach to
the transference to facilitate individuation.
Course References:
1. Whitmont, E. C. (1964).
Group therapy and analytical psychology. Journal of Analytical
Psychology.
2. Willeford, W. (1967).
Group psychotherapy and symbol formation. Journal of Analytical
Psychology, 12, 137-160.
3. Zinkin, L. (1989). The
group’s search for wholeness: a Jungian perspective. Group, 13,
252-264.
Section XVII
A Systems-Centered Approach to Groups:
Functional Subgrouping for Discriminating and Integrating
Differences
Presented in cooperation with the
Systems-Centered Training and
Research Institute
Instructor:
Yvonne M. Agazarian, Ed.D., CGP,
DLFAGPA, Founder, Systems-Centered Training and
Research Institute, Philadelphia, Pennsylvania
In this Institute, experiential work
and review will focus on developing a systems-centered (SCT) group
with emphasis on promoting functional subgrouping. This
systems-centered technique will enable group members to discriminate
and integrate differences rather than stereotyping or scapegoating
them.
Learning Objectives:
The attendee will be able to:
1. Apply the theory of discriminating
and integrating differences through functional subgrouping.
2. Differentiate between experience
generated by defenses and primary experience.
3. Select behaviors that contribute to
functional subgrouping.
Course References:
1. Agazarian, Y. (1997). Systems-centered therapy for groups.
New York: Guilford.
2. Bennis, W. & Shepard, H.
(1957). A theory of group development. Human Relations, 9(4),
415-437.
3. Brabender, V. (1997). Chaos
and order in the psychotherapy group. In F. Masterpasqua & P. Perna (Eds.),
The psychological meaning of chaos. Washington: APA.
Section
XIX
Vulnerability, Sustaining and Healing: A
Self-Psychological Approach
Instructor:
Marty Livingston, Ph.D., CGP, FAGPA,
Director, Group Therapy Training, Postgraduate Center for Mental
Health, New York, New York
This Institute will present a
self-psychological approach to deepening a sustaining and healing
process. It stresses the use of an empathic focus on emerging
vulnerability, affect and personal meaning. Didactic material will
be presented, but the stress will be on experiential learning.
Learning Objectives:
The attendee will be able to:
1. Create safety in their
groups.
2. Identify emerging
vulnerability.
3. Utilize the concept of a
rupture and repair sequence.
Course References:
1. Livingston, M. (2001).
Vulnerable moments: Deepening the therapeutic process. Northvale,
NJ: Jason Aronson.
2. Stolorow, R. (2002). From
drive to affectivity: Contextualizing psychological life.
Psychoanalytic Inquiry, 22(5), 678–685.
3. Stolorow, R., Brandchaft, B.,
& Atwood, G. (1987), Psychoanalytic Treatment: An Intersubjective
Approach, Hillsdale, NJ: Analytic Press.
Online Registration Form |
