This workshop is FULL and is no longer accepting registrations.
Presented By: Center for the Study of Group Psychotherapy
Lead By: Janetti Marotta, Ph.D. and Cathy Miller, LCSW
Date: Saturday, November 7, 2015 9:30am – 5:00 pm
Place: 2665 Marine Way, Bayside Business Plaza, Conf. Rm., Mountain View **Please bring your own lunch to the workshop.
Fee: $115 – class size limited to 12; $90 – grad students/interns or non-profit employees (click on Student/Non-Profit option in sidebar)
CE Credits: 6 CE credits for LMFTs, LCSWs, LPCCs, & Psychologists
Questions about this course may be directed to Dr. Marotta at Janetti@JanettiMarotta.com.
What You Will Learn
Many mental health professionals lead support and psychoeducational groups for bipolar illness, parents of teens, and infertility in HMO, agency, medical, and community settings. This workshop will focus on the formation, leadership skills, clinical dilemmas, and therapeutic factors of support and psychoeducational, interpersonal process groups, and hybrid group models. This workshop will be both didactic and experiential.
Learning Objectives:
This workshop is designed to help participants:
- Describe the difference between support groups, psycho- educational groups, process groups, and hybrid model groups.
- List the fundamentals of group formation for support, psychoeducational, and process groups.
- List therapeutic goals and intervention strategies for support, psychoeducational, and process groups.
- Describe the challenges and clinical dilemmas for support, psychoeducational, and process groups.
- Utilize therapeutic factors in support and psychoeducational groups by integrating interpersonal group process and mindfulness practices.
Workshop Leaders
Janetti Marotta, Ph.D., has been leading psychotherapy and support groups over 25 years and mindfulness-based groups over 10 years. Along with her private practice, she is Coordinator of the Mind-Body Program at PAMF Fertility and author of the book: 50 Mindful Steps to Self-Esteem.
Cathy Miller, LCSW is an Advanced Clinical Social Worker at Stanford Health Care where she co-chairs the Social Work Internship program and serves on the Heart Transplant Patient & Family Advisory Council. Ms. Miller has led psycho-educational and support groups in medical settings for over 20 years.Course Overview
Many mental health professionals lead support/psychoeducational groups of various types (e.g. cancer survivors, infertility, and self-esteem) in HMO, agency, medical, and community settings. This workshop will focus on the fundamentals of support/psychoeducational groups including group formation, leadership skills, challenges/clinical dilemmas, and therapeutic factors. After completing the workshop, participants will be able to describe the difference between support groups, psychoeducational groups, interpersonal process groups, and hybrid group models. Skills to increase therapeutic benefits in support/psychoeducational groups will be emphasized. This workshop will be both didactic and experiential.
Group services in a variety of settings appear to be an effective therapeutic intervention (Burlingame, Fuhriman, & Mosier, 2003; Holmes & Kivlighan, J., 2000). In comparison to individual treatment or standard health care, group therapies have been found to be cost-effective (Lamb et al., 2010), linked to lower dropout rate (Minniti et al., 2007) and determined time efficient in terms of serving more individuals at once (Sobell, Sobell, & Agrawal, 2009). Significant therapeutic factors are linked to group therapy (Yalom, & Leszcz, 2006), and therapeutic benefits of psychotherapy can be enhanced through mindfulness practices (Germer, Siegel & Fulton, 2013).
This course will increase the knowledge and skill level of clinicians who lead or are planning to lead support/psychoeducational groups in a variety of settings.
References:
Burlingame, G., Fuhriman, A. & Mosier, J. (2003). The differential effectiveness of group psychotherapy: A meta-analytical perspective. Group Dynamics: Theory, Research and Practice, 7, 3-12.
Germer, C., Siegel, R., & Fulton, P. (Eds.) (2013). Mindfulness and Psychotherapy. New York: Guilford Press.
Holmes, E. & Kivlighan, J. (2000). Comparison of Therapeutic Factors in Group and Individual Treatment Processes. Journal of Counseling Psychology, 4, 478-484.
Lamb, S, Hansen, Z., Lall, R., Castelnuovo, E., Withers, E., Nichols, V., et al. (2010). Group cognitive behavioural treatment for low-back pain in primary care: A randomized controlled trial and cost-effectiveness analysis. Lancet, 375(9718), 916-923.
Minniti, A., Bissolli, L., DiFrancesco, V., Fantin, F., Mandragona, R., Olivieri, M., et al. (2007). Individual versus group therapy of obesity: Comparison of dropout rate and treatment outcome. Eating and Weight Disorders: EWD, 12, 161-167.
Sobell, L.C., Sobell, M.B, & Agrawal, S. (2009). Randomized controlled trial of a cognitive-behavioral motivational intervention in a group versus individual format for substance use disorders. Psychology of Addictive Behaviors, 23, 672-683.
A randomized controlled trial and cost-effectiveness analysis. Lancet, 375(9718), 916-923.
Yalom, I., & Leszcz, M. (2006). The Theory and Practice of Group Psychotherapy. (5th Ed.). New York: Basic Books.
Course Timeline
9:30-11:00 A.M.
I. Introduction to psychoeducation groups.
A. Group formation.
B. Therapeutic goals and intervention strategies.
C. Challenges and dilemmas.
II. Demonstration support group
A. Demonstration group (20 min.).
B. Debriefing and discussion of demonstration group.
Break (15 min.)
11:00-12:30 P.M
III. Introduction to support groups.
A. Group formation.
B. Therapeutic goals and intervention strategies.
C. Challenges and dilemmas.
IV. Demonstration psychoeducation group
A. Demonstration group (20 min.).
B. Debriefing and discussion of demonstration group.
12:30-1:30 P.M.
Lunch on your own.
1:30-3:00 P.M.
V. Introduction to interpersonal process groups.
A. Group formation.
B. Therapeutic goals and intervention strategies.
C. Challenges and dilemmas.
VI. Demonstration interpersonal process group.
A. Demonstration group (20 min.).
B. Debriefing and discussion of demonstration group.
Break (15 min.)
3:00-4:30 P.M.
VII. Introduction to hybrid groups.
A. Therapeutic goals and intervention strategies.
B. Challenges and dilemmas.
VIII. Demonstration hybrid group.
A. Demonstration group (20 min.).
B. Debriefing and discussion of demonstration group.
4:30-5:00 P.M.
XI. Q&A/Evaluation.
CSGP is approved by the California Psychological Association to provide continuing professional education for psychologists as well as MFTs, LPPC’s, and LCSWs. CSGP maintains responsibility for this program and its content. Provider No. PCE5391. For further info: CSGP.org.