T~~E EvoluTioN of PsycHOTHERApy.

SM

A CoNfERENCE.

Sponsored by The Milton H. Erickson Foundation

Cosponsored by University of California, Irvine-Department of Psychiatry & Human Behavior California State University, Fullerton-Department of Psychology

December 12-16, 1990 Anaheim, California FEATURING: Beck, Bugental, Ellis, Glasser, M. Goulding, Haley, Hillman, Kaplan, Lazarus, Lowen, Madanes, Marmor, Masterson, May, Meichenbaum, Minuchin, Palazzoli, E. Polster, M. Polster, Rossi, Szasz, Watzlawick, Whitaker, Wolpe and Zeig.

KEYNOTE ADDRESSES Viktor Frankl Betty Friedan PsycheScapes= Positions & Projections

Featuring: Aaron Beck, M.D. James Bugental, Ph.D. Albert Ellis, Ph.D. William Glasser, M.D. Mary Goulding, M.S.W. Jay Haley, M.A. James Hillman, Ph.D. Helen Singer Kaplan, M.D., Ph.D. Arnold Lazarus, Ph.D. Alexander Lowen, M.D. Cloe Madanes, Lie. Psychol. Judd Marmor, M.D., Ph.D. James Masterson, M.D. Rollo May, Ph.D. Donald Meichenbaum, Ph.D. Salvador Minuchin, M.D. Mara Selvini Palazzoli, M.D. Erving Polster, Ph.D. Miriam Polster, Ph.D. Ernest Rossi, Ph.D. Thomas Szasz, M.D. Paul Watzlawick, Ph.D. Carl Whitaker, M.D. Joseph Wolpe, M.D. Jeffrey Zeig, Ph.D. This second Evolution of Psychotherapy Conference, PsycheScapes: Positions and Projections, is dedicated to those presenters from the 1985 Conference who cannot be with us here, but who will always be with us in spirit. Their wisdom and contributions have added to the well-being of humankind.

Bruno Bettelheim Murray Bowen Ronald D. Laing Carl Rogers Virginia Satir Lewis Walberg

And to Robert Goulding who could not attend the Conference due to ill health. THE HONORABLE CITY COUNCIL FRED HUNTER, Mayor IRV PICKLER, Mayor Pro Tern MIRIAM KAYWOOD, Councilwoman WILLIAM D. EHRLE, Councilman TOM DALY, Councilman

CITY OF ANAHEIM, CALIFORNIA 92803

December 12 - 16, 1990

THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE, ANAHEIM CONVENTION CENTER Anahein, California December 12 - 16, 1990

TO ALL IN ATTENDANCE:

On behalf of the City of Anaheim, it is a pleasure to welcome The Evolution of Psychotherapy Conference to Anaheim on December 12 to 16, 1990.

While you are in Anaheim, please take time to enjoy the sights which our city has to offer. We are the home of the California Angels, the Los Angeles Rams and, of course, Disneyland, the "happiest place on earth". In addition, we offer 46 percent of the award-winning re~taurants in Southern California, and nearby are 40 miles of coastline and beaches. Our ideal weather ranges from 65 to 75 degrees.

We are proud t o have been selected as the site for The Evolution of Psychotherapy Conference, and we hope that you will have an opportunity to visit us again. Welcome to Anaheim!

Sincerely,

FH:st

200 South Anaheim Boulevard, P.O. Box 3222, (714) 999-5166 OFFICE OF THE GOVERNOR State of California

October 31, 1990

I am pleased to extend a warm welcome to all those who have gathered for the "Evolution of Psychotherapy Conference" being sponsored by the Milton H. Erickson Foundation. This conference provides an opportunity for all in attendance to take a critical look toward the future with regards to psychotherapy and its related disciplines. With our nation's rapidly changing demographics, you will be called upon to provide the leadership and innovation for meeting the mental health needs of an increasingly diverse population. During this unique gathering of important leaders in the field of psychotherapy, may you have an opportunity to exchange new ideas and strategies for promoting the future interests of your profession. Please accept my best wishes for a most productive and enjoyable conference. Most cordially,

George Deukmejian !Tk Jl1dtorv%. 6~ !?h

~ ~!Tk6~ _._._,_._, (J~ TABLE OF CONTENTS

Conference Schedule Wednesday ...... 3 Thursday...... 9 Friday ...... 15

Saturday ...... 0 • 0 • 0 0 0 0 •• 0 •• 0 • 0 0 0 •• 0 0 • 0 •••• 0 • 0 • 22

Sunday ...... 0 •• 0 ••••••••••••••••••••••••••••• 0 0 ••••• 0 28

About the Evolution of Psychotherapy Conference ...... 0 31

Activities of the Milton H. Erickson Foundation .. 0 0 ••• 0 ••••• 0 0 0 ••• 0 • 39

Exhibitors and Ads 0 •••••• 0 •• 0 • 0 0 0 • 0 •• 0 •• 0 0 0 0 0 0 •• 0 •••••••••••• 0 43

Drawing Winners 0 ••••• 0 0 0 0 •• 0 0 • 0 •••••••• 0 0 ••••• 0 •••• 0 •• 0 ••••• 69

Continuing Education Evaluation Forms

Instructions ...... 0 0 0 •••••••••••••• 0 ••••••• 72

General Evaluation Form ...... 0 0 ••• 0 • 0 ••••••••••••• 73

Workshop Evaluation Forms ...... 0 •••••••••••••••••••••••• 75

Application for Continuing Education Credits ... 0 •••••••••• 0 •• 87

Learning Assessment Questions ...... 0 ••••••••••••• 89

Learning Assessment Answers ...... 0 •••••• 0 ••••••••••••• 93

Needs Assessment Survey .... 0 •••••• 0 0 ••••••••••••••••••• 95

Maps ... 0 •• 0 •••••••••••••• 0 • 0 0 •••• 0 ••• 0 •• 0 • 0 • 0 ••••• 0 •••• 105-106

Personal Schedule ...... 0 0 • • 0 • • • ••••••••••••••••••••• 0 •• 107

THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE PROGRAM

WEDNESDAY, DECEMBER 12, 1990

6:30-7:45 a.m. REGISTRATION Exhibit Hall A (CC)

8:00-8:20 a.m. CONVOCATION Arena (CC)

8:30-11 :45 a.m. INVITED ADDRESSES

Session 1 MODERATOR: Carol Lankton, M.A. Arena (CC)

Jay Haley, M.A. ''Zen and the Art of Therapy'' Discussant: William Glasser, M.D.

Abstract: A presentation of the influence upon therapy, particularly Strategic Therapy of Zen Buddhism. Similarities between therapeutic change and spiritual enlightenment are discussed in terms of the relationship between Master and trainee and therapist and client. The use of directives, of riddles, of absurd tasks, and the types of single interventions and paradoxical procedures are discussed. Examples of cases and Zen stories are compared. Zen, systems theory, and Erickson's strategic therapy are brought together.

Educational Objectives: {1) To describe a primary influence on therapy {2) To describe similarities between Eastern philosophy and Western therapy {3) To present different and similar theories of change

Cloe Madanes, Lie. Psychol. ''Stories of Psychotherapy'' Discussant: Mary Goulding, M.S.W.

Abstract: Some new and some very old concepts will be discussed and illustrated with stories of psychotherapy cases.

Educational Objectives: {1) To learn ways to motivate people for change {2) To learn how to use fantasy and metaphors to effect change {3) To learn ways to go from hopelessness to optimism and opportunity

3 8:30-11 :30 a.m. WORKSHOPS

Workshop 1 A9 - A 10 (CC) Santa Ana Ballroom Rational-Emotive Therapy (REn Albert Ellis, Ph.D.

The main principles and most popular techniques of rational-emotive therapy will be presented and discussed. There will be live demonstrations with volunteers from the audience.

Educational Objectives: (1) To describe some of the basic principles of RET (2) To describe and be able to use some of the most popular techniques of RET

Workshop 2 Pacific Ballroom (Hilton) Treating Adolescent Psychoses Mara Selvini Palazzoli, M.D. Co-Faculty: Dott. Matteo Selvini

This workshop will discuss the need for integrating family therapy with individual treatment of the patient.

Educational Objectives: (1) To understand the primary importance of beginning with consultation for the whole family (2) To learn about six strategies available for integrating family with individual treatment

Workshop 3 California Pavilion (Hilton) Supervision of Psychotherapy of Borderline and Narcissistic Personality Disorders James Masterson, M.D.

This workshop will demonstrate the clinical application of developmental, self and object relations theory to psychotherapy with borderline and narcissistic patients- both shorter and longer term. After brief orienting remarks by Dr. Masterson, the participants will present their clinical material for discussion. This material can vary from single interactions to vignettes to longer presentations. Particular attention will be paid to the role of therapeutic neutrality and countertransference.

Educational Objectives: (1) To learn therapeutic technique for psychotherapy of borderline and narcissistic patients (2) To learn the relationship of therapeutic neutrality and countertransference to therapeutic technique

Workshop 4 A 1 (CC) Anaheim Room Fostering Depth in Client Self-Exploration James F.T. Bugental, Ph.D.

It is doubtful any lasting life-changes will result unless clients are able to access their own inner worlds with unusual depth. This workshop - using direct instruction, specific suggestions, and live demonstrations - teaches ways of working for rich inner discovery.

Educational Objectives: (1) To argue for the necessity of transferring guidance of interview content to the client and to expand on the theoretical implications of doing so (2) To teach the therapist processes that can be used to effect this transfer and how to monitor and modulate it

4 WEDNESDAY, DECEMBER 12, 1990 Continued Workshop 5 81 - 86 (CC) California Room Multimodal Assessment and Therapy Arnold Lazarus, Ph.D. Co-Faculty: Clifford Lazarus, Ph.D.

This workshop will underscore the need to go beyond AFFECT, BEHAVIOR, and COGNITION, and also assess client's IMAGERY, SENSATIONS, INTERPERSONAL RELATIONS, and BIO­ LOGICAL issues. By doing so, the result is a comprehensive and versatile framework for "leaving no stone unturned. ''

Educational Objectives: (1) To understand the impact of the BASIC J.D. format (2) To learn to draw up Modality Profiles and Structural Profiles to assist in thorough assessment and treatment planning

Workshop 6 C1 - C6 (CC) Pacific Room Fundamentals of Ericksonian Hypnosis Jeffrey Zeig, Ph.D.

Hypnosis is a method of injunctive communication used to help patients elicit previously dormant potentials. The phenomenology of Ericksonian hypnosis will be developed through lecture, demonstration and practice exercises.

Educational Objectives: (1) Given a symptom, compose an Ericksonian induction sequence (2) To describe a method for eliciting hypnosis based on utilizing the patient's posture.

-LUNCH-

5 1:00-2:00 p.m. CLINICAL PRESENTATIONS

~~c~-Cognitive Therapy of a Depressed Patient (Video and Discussion) Aaron T. Beck, M.D. Arena (CC)

Educational Objectives: (1) To learn to assess the cognitive problem in depression (2) To be able to specify four cognitive interventions

~~c~-The Therapeutic Techniques of Confrontation with the Borderline Personality Disorder (Video and Discussion) James Masterson, M.D. C1 - C6 (CC) Pacific Room

Educational Objectives: (1) To learn the therapeutic technique of confrontation with the Borderline Personality Disorder (2) To learn when and how to apply it

~~c~-The Ultradian Healing Response: Mind-Body Healing in Everyday Life (Live Demonstration) Ernest Rossi, Ph.D. B1 - B6 (CC) California Room

Educational Objectives: (1) To learn how to recognize the mind-body cues of natural healing in everyday life (2) To learn to convert personal stress patterns of behavior into the Ultradian healing response

~~c~-Mobilizing Assertiveness (Live Demonstration) Alexander Lowen, M.D. California Pavilion (Hilton)

Educational Objectives: (1) To recognize two disturbances in the ability to be self-assertive (2) To learn three techniques for improving assertiveness

~~c~-Psychotherapy with an Adult or Adolescent Child (Live Demonstration) William Glasser, M.D. Pacific Ballroom (Hilton)

Educational Objectives: (1) To understand how control theory is integrated into the practice of Reality Therapy (2) To learn the two major elements of Reality Therapy: (a) creating the therapeutic environment; (b) creating the conditions for change.

6 2:20-3:20 p.m. PANELS

Educational Objective: To compare and contrast clinical and philosophical perspectives of experts

[;9>., ~ -Essential Aspects of Psychotherapy B 1 - B6 (CC) California Room MODERATOR: Camillo Loriedo, M.D. James F.T. Bugental, Ph.D. Albert Ellis, Ph.D. Mary Goulding, M.S.W. Carl Whitaker, M.D.

[;9>.,~ -Treatment of Depression and Anxiety Pacific Ballroom (Hilton) MODERATOR: Michael Yapko, Ph.D Alexander Lowen, M.D. Donald Meichenbaum, Ph.D. Paul Watzlawick, Ph.D. Joseph Wolpe, M.D.

[;9>.,~ -Homework Assignments California Pavilion (Hilton) MODERATOR: Carol Lankton, M.A. Arnold Lazarus, Ph.D. Cloe Madanes, Lie. Psycho!. Mara Selvini Palazzoli, M.D. Jeffrey Zeig, Ph.D.

~!F».,~-Supervision Panel A9- A10 (CC) Santa Ana Ballroom MODERATOR: W. Michael Munion, M.A. William Glasser, M.D. Miriam Polster, Ph.D. James Masterson, M.D.

3:40-4:40 p.m. DIALOGUES AND CONVERSATION HOUR

Educational Objectives: (1) Given a topic, to become aware of the differing approaches to psychotherapy, and to identify the strengths and weaknesses in each approach (2) To learn philosophies of various practitioners and theorists

[Q).,~ -Working with The Mind/Working with The Body B1 - B6 (CC) California Room MODERATOR: Carol Lankton, M.A. William Glasser, M.D. Alexander Lowen, M.D.

[Q)c~ -Cognitive Schemas: A9 - A 10 (CC) Santa Ana Ballroom Rationality in Psychotherapy MODERATOR: Stephen Lankton, M.S.W. Albert Ellis, Ph.D. Arnold Lazarus, Ph.D.

[Q).,~ -The Legacy of Gregory Bateson Pacific Ballroom (Hilton) MODERATOR: Stephen Gilligan, Ph.D. Mara Selvini Palazzoli, M.D. Paul Watzlawick, Ph.D.

CC!l=ll.,~-Cioe Madanes, Lie. Psychol. (Conversation Hour) California Pavilion (Hilton)

7 5:00-6:00 p.m. CONVERSATION HOURS

Educational Objectives: To learn philosophies of various practitioners and theorists.

©!Hl .. ~-Jay Haley, M.A. California Pavilion (Hilton)

©!Hl .. ~-Joseph Wolpe, M.D. A9- A10 (CC) Santa Ana Ballroom

©!Hl .. ~-Mara Selvini Palazzoli, M.D. Pacific Ballroom (Hilton) ©!Hl .. 5-James Masterson, M.D. B1 - B6 (CC) California Room

2:30-5:30 p.m. WORKSHOPS Workshop 7 A 1 (CC) Anaheim Room Mind-Body Healing in Everyday Life: The Ultradian Healing Response Ernest Rossi, Ph.D.

This workshop presents an overview of the search for maximizing health and well-being in every­ day life from Charcot and Janet to Freud, Jung, and Erickson. Attendees will/earn practical therapeutic approaches that therapists can use on themselves as well as with their patients.

Educational Objectives: (1) To learn to recognize the mind-body signs of the 2-3 hour Ultradian window of opportunity for mind­ body healing (2) To learn approaches to facilitate mind-body healing in daily life, as well as in the consulting room

Workshop 8 C1 - C6 (CC) Pacific Room The Power of Tight Therapeutic Sequences Erving Polster, Ph.D.

This workshop will offer concepts and demonstrations which will help therapists best pay atten­ tion to the transition points between now and next. A continuing sense of "sequential rightness" may sweep patients into open mindedness and to an increased range of otherwise inhibited therapeutic options.

Educational Objectives: (1) To describe the concept of psychological slippage (2) To describe four therapeutic factors which will help to tighten the links among disconnected aspects of the patient

Workshop 9 Arena (CC) Conversation with an Officially Denominated "Schizophrenic" Patient Thomas Szasz, M.D.

This workshop centers around a videotaped conversation Dr. Szasz had with a young man diagnosed as "schizophrenic" at a major medical center. The conversation effectively demon­ strates that "schizophrenia is in the eye of the beholder. "

Educational Objectives: (1) To illustrate how to speak with a person denominated as a psychotic patient as if he/she were a reasonable person, not a "schizophrenic patient" (2) To hint, by way of a relatively brief but dramatic human interaction, at the powerful motives that generate and perpetuate the idea of schizophrenia

9:00-11:00 p.m. WELCOME TO ANAHEIM RECEPTION Hilton Ballrooms

8 THURSDAY. DECEMBER 13, 1990

8:30-11:45 a.m. INVITED ADDRESSES

Session 2 MODERATOR: Stephen Lankton, M.S.W. Pacific Ballroom (Hilton) Salvador Minuchin, M.D. "The Political Landscape of Family Therapy" Discussant: Mara Selvini Palazzoli, M.D.

Abstract: The theoretical concepts of family therapy have evolved since their beginnings in the 1950s. If we look at the political landscape of the '50s, '60s, '70s, and '80s, we see that family therapy parallels the political ethos of the time.

Educational Objectives: (1) To give psychotherapy a space in social context (2) To highlight the ideological dangers of decontexted theory

Carl Whitaker, M.D. "Symbolic Experiential Family Therapy: Model and Methodology" Discussant: Paul Watzlawick, Ph.D.

Abstract: The infrastructure of the family as an organism can be altered. A symbolic experience is a difference that makes a difference. This lecture describes how to precipitate a symbolic experience.

Educational Objectives: (1) To understand why insight is rarely effective in producing change (2) To understand why experience fails to alter behavior (3) To learn how intrapsychic discovery differs from interpersonal discovery

Session 3 MODERATOR: Brent Geary, M.S. C1 - C& (CC) Pacific Room Donald Meichenbaum, Ph.D. "Cognitive-Behavior Modification: An Integrative Approach in the Field of Psychotherapy" Discussant: Albert Ellis, Ph.D.

Abstract: The field of psychotherapy is moving toward an integrative approach, both in terms of theory and practice. Or. Meichenbaum will discuss how Cognitive-Behavior Modification attempts to integrate, on the one hand, the clinical concerns of psychodynamic and interpersonal/systems approaches with the technology of behavior therapy on the other hand. He will trace the history of Cognitive-Behavior Modification and examine its future directions. Common clinical treatment issues, such as client resistance, patient non­ compliance, and treatment nonadherence that all psychotherapists face will also be considered.

Educational Objectives: (1) To trace the evolution of cognitive-behavioral therapy (2) To be able to critically evaluate empirical status of cognitive-behavior modification and indicate future directions (3) To consider an "evidential theory" of behavior change that integrates various therapeutic approaches

9 Session 3 (Con't.) Arnold Lazarus, Ph.D. "Ciinicai!Therapeutic Effectiveness: Banning the Procrustean Bed and Challenging Ten Prevalent Myths" Discussant: Jay Haley, M.A.

Abstract: Ten myths, some contradictory, some interconnected, are outlined, followed by a fairly detailed exposition and rebuttal. The treatment of a young man with panic disorder is discussed as an exemplar of the need to apply data-based treatments of choice within the context of clinical artistry. Technical eclecticism is defined and is offered as a possible solution to many common misconceptions.

Educational Objectives: (1) To underscore specific treatments of choice for several dysfunctions (2) To emphasize the relationship between theory and technique selection (3) To document specific clinical/therapeutic contraindications

Session 4 MODERATOR: Ruth McClendon, M.S.W. A1 (CC) Anaheim Room Mary Goulding, M.S. W. "Resolving Childhood Trauma ... When the Therapy Must be Short-Term" Discussant: Judd Marmor, M.D., Ph.D.

Abstract: Today and in the immediate future, short-term therapy is a major available treatment for most clients. In this paper, I will discuss the use of Short-Term Redecision Therapy in the resolution of major child­ hood traumas, such as physical, sexual, and mental abuse. In Redecision Therapy, the client remembers, re-enacts, uses therapeutically, and then discards these early traumatic scenes.

Educational Objectives: (1) To name the five common pathological beliefs resulting from childhood trauma (2) To name three redecisions that are commonly necessary for victims of physical or sexual abuse (3) To name three effective methods of promoting therapeutic resolution and closure after the needed redecisions are made Jeffrey Zeig, Ph.D. "Ericksonian Methods: The Virtues of Our Faults" Discussant: James Masterson, M.D.

Abstract: This paper surveys a key concept of Ericksonian therapy. Cornerstone principles of an Erickson ian approach are presented and illustrated. The method can be incorporated into any psychotherapeutic discipline in order to enhance effectiveness.

Educational Objectives: (1) To describe the five aspects of the "Erickson Diamond." (2) Given a patient's symptom pattern and values, describe how they could be incorporated into a treatment plan

10 8:30-11:30 a.m. WORKSHOPS Workshop 10 Arena (CC) Violence in The Family Cloe Madanes, Lie. Psychol.

Cloe Madanes will discuss love and violence in therapy and how to choose the therapeutic strategy best suited for a particular problem. She will present 25 strategies of therapy and illustrate with a videotape of her own work.

Educational Objectives: (1) To learn how to select and create the right strategy (2) To learn how to understand a problem in a way conducive to change

Workshop 11 A9 - A 10 (CC) Santa Ana Ballroom The Varied Dynamics and Related Treatment Protocols of Social Anxiety, Agoraphobia, and Panic Joseph Wolpe, M.D.

Social anxieties are the most common constituent of neuroses. Their different dynamics in a spec­ trum of cases will be described, and their role in agoraphobia and panic disorder will be presented. It will be seen how treatments, dictated by dynamics revealed in case analyses, are corres­ pondingly successful.

Educational Objectives: (1) To show how differences in case dynamics make individual analyses essential (2) To show how treatments are determined by case dynamics and succeed with correct analyses

Workshop 12 California Pavilion (Hilton) How To Read the Body: Past History into Present Behavior Alexander Lowen, M.D.

This workshop will discuss and demonstrate how to involve the body in the therapeutic process. There will be a live presentation using volunteers from the audience. A video presentation also may be shown and discussed. Basic bioenergetic techniques will be demonstrated. The role of sexuality in emotional problems will be examined.

Educational Objectives: (1) To develop an ability to recognize a personality disturbance from the expression and attitude of the body (2) To learn three body techniques for dealing with personality problems

Workshop 13 81 - 86 (CC) California Room Gestalt Therapy: Support and Integration Miriam Polster, Ph.D.

This workshop will demonstrate how the discoveries made in a psychotherapy session can be integrated into the everyday life of the patient through the changing balance between environ­ mental support and self-support.

Educational Objectives: (1) To demonstrate the self-supportive opportunities that each patient overlooks (2) To identify the connections between the therapy experience and everyday experiences -LUNCH-

11 ------

1 :00-2:00 p.m. KEYNOTE ADDRESS Arena (CC) From Concentration Camp to Existentialism Viktor Frankl, M.D., Ph.D.

Actually, namely historically (as well as autobiographically), "existentialism" preceded "concen­ tration camp"- to be sure, existentialism only in the sense of something to teach and to learn, rather than - to live . .. Reminiscenses, episodes, and anecdotes will be illustrated by pertinent slides.

Educational Objectives: (1) Proof of the essentially human capacities of self-detachment and self-transcendence (2) To encounter the pioneers in the field of psychotherapy and philosophy through a slide presentation

2:20-3:20 p.m. CLINICAL PRESENTATIONS

~[p)c®-Live Demonstrations of Rational-Emotive Therapy (Live Demonstration) Albert Ellis, Ph.D. Pacific Ballroom (Hilton)

Educational Objectives: (1) To be able to describe some of the main techniques of Rational-Emotive Therapy (2) To be able to experiment with the use of some of these techniques

~[p)cf/-Supervision of a Brief Psychotherapy Case (Live Demonstration) Judd Marmor, M.D., Ph.D. California Pavilion (Hilton)

Educational Objectives: (1) To demonstrate the importance of defining the focal conflict (2) To demonstrate the importance of the transference-countertransference interaction

~[p)c~- Working Close with Resistances to Client Presence (Live Demonstration) James F.T. Bugental, Ph.D. B1 - B6 (CC) California Room

Educational Objectives: (1) To learn interview techniques for reducing client resistances to being genuinely engaged with the therapeutic work and to be able to facilitate client inner exploration (2) To understand the division of responsibility in which the client leads content and the therapist modu­ lates process

~[p)c~-Supervision: The Shaping of the Therapist (Video and Discussion) Salvador Minuchin, M.D. C1 - C6 (CC) Pacific Room

Educational Objectives: (1) To understand the therapist as a part of the therapeutic process (2) To see the therapist as a limited therapeutic instrument

12 3:40-4:40 p.m. PANELS

Educational Objectives: To compare and contrast the clinical and philosophical perspectives of experts

[?)c~ -Brief Versus Long-Term Therapy California Pavilion (Hilton) MODERATOR: Stephen Lankton, M.S.W. Judd Marmor, M.D., Ph.D. James Masterson, M.D. Donald Meichenbaum, Ph.D. Mara Selvini Palazzoli, M.D.

[?)"~ -Training Psychotherapists Pacific Ballroom (Hilton) MODERATOR: Ellyn Bader, Ph.D. James F.T. Bugental, Ph.D. Arnold Lazarus, Ph.D. Salvador Minuchin, M.D. Miriam Polster, Ph.D.

IP>c® -The Language of Human Facilitation 81 - 86 (CC) California Room MODERATOR: Betty Alice Erickson-Elliott, M.S. William Glasser, M.D. James Hillman, Ph.D. Ernest Rossi, Ph.D. Paul Watzlawick, Ph.D.

~[?)"~-Supervision Panel C1 - C6 (CC) Pacific Room MODERATOR: Brent Geary, M.S.

Albert Ellis, Ph.D. Erving Polster, Ph.D. Jeffrey Zeig, Ph.D.

5:00-6:00 p.m. CONVERSATION HOURS

Educational Objectives: To learn philosophies of various practitioners and theorists

~[J=l]c®-Donald Meichenbaum, Ph.D. C1 - C6 (CC) Pacific Room

~[J=!].,'?-James Hillman, Ph.D. B1 - B6 (CC) California Room

~[J=l].,~-Viktor Frankl, M.D., Ph.D. California Pavilion (Hilton)

~[J=l].,@-Paul Watzlawick, Ph.D. Pacific Ballroom (Hilton)

13 2:30-5:30 p.m. WORKSHOPS Workshop 14 Arena (CC) Cognitive Therapy of Couples' Problems Aaron T. Beck, M.D. Co-Faculty: Christine Padesky, Ph.D. Marjorie Weishaar, Ph.D.

Strategies developed in cognitive therapy of depression are readily applied to couples' problems: Assessment includes ascertaining conflicting perspectives, thinking disorder, escalation of dis­ tortions, and cognitive interference with communication. Interventions include reducing hostility, reinforcing pleasure, increasing collaboration) and improving sexual satisfaction through cogni­ tive interventions. Prerequisite reading: Love is Never Enough (Harper & Row).

Educational Objectives: (1) To list common cognitive distortions in couples' interactions (2) To specify four cognitive techniques to resolve conflicts

Workshop 15 A 1 (CC) Anaheim Room The First Two Interviews in Family Therapy: Negotiating and Conducting the Blind Date Carl Whitaker, M.D.

The workshop will center on a role-played demonstration of family therapy using members of the audience. There will be an enactment of the telephone plea from the new patient to the therapist. Included will be structuring the blind date appointment between the two paranoids when the therapist is one of them. History taking and the war for the family "I" position will be demon­ strated. Also discussed will be expanding the anxiety and establishing the generation gap.

Educational Objectives: (1) To list ways of preventing the formation of an impasse (2) To list ways to empower the family

Workshop 16 A9- A10 (CC) Santa Ana Ballroom Family Games: What They Are and How To Avoid Them Mary Goulding, M.S.W.

This workshop will demonstrate how to live in a family without being caught up in the family's pathological system. Participants will learn an eight-step program for dealing successfully with their own family's Games, and thereby learn to live more happily and intimately within their family structures. Therapy demonstration plus practice exercises.

Educational Objectives: (1) To learn three common roles in family Games and how to switch roles to defuse a Game (2) To learn to change the Game pay-off in order to promote healing

8:00 p.m.-1 :00 a.m. AN EVENING AT DISNEYLAND PARK Disneyland Park

14 FRIDAY, DECEMBER 14, 1990

8:30-11 :45 a.m. INVITED ADDRESSES

Session 5 MODERATOR: Camillo Loriedo, M.D. Pacific Ballroom (Hilton) Paul Watzlawick, Ph.D. "The Construction of Therapeutic Realities" Discussant: Cloe Madanes, Lie. Psychol.

Abstract: The criterion of reality adaptation as a measure of mental health or pathology is a totally fictitious one, since what reality "really" is remains an arbitrary definition which, in turn, leads to a reification. However, out of these reifications can grow very important practical consequences - both positive and negative ones.

Educational Objectives: (1) To become acquainted with the modern constructivist view, according to which realities are not "dis­ covered," but "invented." (2) To obtain an overview of the importance of this view in our field, especially with regard to the criterion of a person's "reality adaptation." (3) To show how therapeutic "realities" can be created

Mara Selvini Palazzoli, M.D. "Identifying the Several Recurring Processes in the Family Leading to Schizophrenia in an Offspring" Discussant: Donald Meichenbaum, Ph.D.

Abstract: We shall discuss one of the most frequent family processes leading to adolescent psychosis. As a direct consequence of the couple's hidden relational malaise, one of the two parents pseudo-privileges the child over the spouse and instrumentally brings him/her up as the opposite of the spouse in every way. The involuntary cheating about feelings ("imbroglio of affections") enhances the possibility of a psychotic breakdown.

Educational Objectives: (1) To provide specific roadmaps as a guide for therapeutic strategy (2) To be able to recognize the signs of one of the more frequently recurring processes

Session 6 MODERATOR: Stephen Gilligan, Ph.D. C1 - C6 (CC) Pacific Room Albert Ellis, Ph.D. "The Revised ABCs of Rational-Emotive Therapy (RET)" Discussant: Salvador Minuchin, M.D.

Abstract: This revision of the original ABCs of RET and cognitive-behavior therapy shows that people's Belief System (B) about their Activating Events (A) of their lives largely contribute to their emotional and behavioral Consequences (C) but that A, B, and C importantly influence and include each other and that all three include interacting cognitive, emotive, and behavioral elements.

Educational Objectives: (1) To describe the revised ABCs of RET (activating events, beliefs, and emotional-behavioral conse­ quences) (2) To show how these activating events, beliefs, and emotional-behavioral consequences interrelate and influence each other (3) To show how these ABCs of RET can be used diagnostically and therapeutically

15 Session 6 (Con't.) Joseph Wolpe, M.D. "Towards Better Results in the Treatment of Depression: The Analysis of Individual Dynamics" Discussant: Thomas Szasz, M.D.

Abstract: Accepted thinking about non-polar, non-psychotic depression has been impaired by ignoring crucial research. This shows that some cases are masked endogenous depression; others are anxiety-based in several ways. Therefore, each case must be investigated to decide appropriate treatment and thus surpass the mediocre results typified in the "Collaborative Study."

Educational Objectives: (1) To draw attention to the variety of "structures" of depression (2) To show how appropriate treatment programs result from correct analysis

Session 7 MODERATOR: Betty Alice Erickson-Elliott, M.S. California Pavilion (Hilton) Alexander Lowen, M.D. "Bioenergetic Analysis: Engaging the Body in the Therapeutic Process" Discussant: Miriam Polster, Ph.D.

Abstract: Recognition of body-mind unity requires acceptance of the fact that the body in its form and motility expresses the individual's personality as much as behavior and thinking. If there is to be a change in personality, the body must reflect that change. To change bodily attitude, one should work directly with the energy dynamics of the body. By mobilizing a person's energy, one opens up deep feelings that are otherwise inaccessible. This is critical in the treatment of depression which is directly connected to an energetic collapse in the body. The address will describe how one increases an individual's energy to promote his pleasure in life.

Educational Objectives: (1) To list four physical signs of depression in a patient (2) To understand the energetic base of the depressive reaction (3) To understand how bodily attitudes determine feeling and behavior (4) To understand the role of catharsis in the therapeutic process Ernest Rossi, Ph.D. "The Wave Nature of Consciousness: Creating a New Mind-Body Psychotherapy for the Future" Discussant: Carl Whitaker, M.D.

Abstract: Evidence that the hourly and daily variations in our consciousness are related to the wavelike flow of messenger molecules operating on all levels from mind to gene will be reviewed. Stress, psychosomatic problems, and their resolution are a function of how we manage this wave nature of our consciousness. How do we create a new psychotherapy for the future that utilizes these natural windows of the mind­ body?

Educational Objectives: (1) To understand the wave nature of consciousness as a new common denominator between psychotherapy and the molecular biology of the gene (2) To describe models we can use to guide the process of mind-body healing in psychotherapy right now (3) To develop further prospects for learning how to maximize health with the wave nature of consciousness

16 8:30-11 :30 a.m. WORKSHOPS Workshop 17 A1 (CC) Anaheim Room Supervision of Psychotherapy of Borderline and Narcissistic Personality Disorders James Masterson, M.D.

This workshop will demonstrate the clinical application of developmental, self, and object relations theory to psychotherapy with borderline and narcissistic patients - both shorter and longer term. After brief orienting remarks by Dr. Masterson, the participants will present their clinical material for discussion. This material can vary from single interactions to vignettes to longer presentations. Particular attention will be paid to the role of therapeutic neutrality and countertransference. This is a repeat offering of Wednesday's workshop.

Educational Objectives: (1) To learn therapeutic technique for psychotherapy of borderline and narcissistic patients (2) To learn the relationship of therapeutic neutrality and countertransference to therapeutic technique

Workshop 18 Arena (CC) Directive Therapy Jay Haley, M.A.

Strategic directives are powerful methods to elicit change. Varieties of directives will be discussed and illustrated with videotaped examples.

Educational Objectives: (1) To learn the different types of directives useful in therapy (2) To learn the stages of Directive Therapy

Workshop 19 81 - 86 (CC) California Room Classical and Post-Classical Jungian Dream and Image Work James Hillman, Ph.D.

Participants should bring dreams, especially those that have animal images in them. Work will consist of using traditional and contemporary Jungian methods of dream-work and active imagination.

Educational Objectives: (1) To show Jungian theory of complexes and archetypes in actual practice (2) To learn the differences between subjective and objective levels of interpretation and the differences between the causal (past, reductive) view and the synthetic prospective view, with examples offered by workshop attendees (3) To learn how Jung's concept of individuation can be drawn out from dream material

Workshop 20 A9 - A 10 (CC) Santa Ana Ballroom Workshop on Dynamic Psychotherapy Judd Marmor, M.D., Ph.D.

This workshop will include an informal discussion of 50 years of experience with Dynamic Psychotherapy. Dr. Marmor will evaluate his theoretical and clinical perspectives and present his views on long- and short-term techniques. The role of systems thinking in clinical practice also will be discussed.

Educational Objectives: (1) To learn a historical perspective on developments in Dynamic Psychotherapy (2) To learn the basic ingredients of the psychotherapeutic process (3) To learn the value and usefulness of a systems approach in Dynamic Psychotherapy

-LUNCH- 17 1:00-2:00 p.m. CLINICAL PRESENTATIONS

{(;[p)c~@-Three Approaches to Psychotherapy: Cognitive­ C1 - C6 (CC) Pacific Room Behavioral Approach (Video and Discussion) Donald Meichenbaum, Ph.D.

Educational Objectives: (1) To develop skills in treating anger and depression (2) To improve clinical skills to increase the client's treatment adherence (motivating clients to change)

{(;[p)c~ ~-Containment (Video and Discussion) Arena (CC) Cloe Madanes, Lie. Psychol.

Educational Objectives: (1) To learn how to bring out love in a family session (2) To learn ways to avoid foster placement

{(;[p) c ~~-Ericksonian Hypnotherapy (Live Demonstration) Pacific Ballroom (Hilton) Jeffrey Zeig, Ph.D.

Educational Objectives: (1) To describe a method for utilizing a patient's pattern (2) To describe how to use anecdotes to offer therapeutic ideas

{(;[p) c~ ~-Demonstration of Supervision (Live Demonstration) 81 - 86 (CC) California Room Miriam Polster, Ph.D.

Educational Objectives: (1) To demonstrate how gestalt therapy principles may apply in a supervision session (2) To explore how the characteristics of the supervisee may influence and enrich his/her therapeutic style

{(; [p)c~~-Practical Dream- Fantasy- Image Analysis California Pavilion (Hilton) (Live Demonstration) James Hillman, Ph.D.

Educational Objectives: (1) To learn a Jungian-Archetypal approach to dream and/or fantasy material (2) To view basic moves of (a) supervision, and (b) with the dreamer from a Jungian-Archetypal perspective

18 2:20-3:20 p.m. PANELS

Educational Objectives: To compare and contrast the clinical and philosophical perspectives of experts

~"' 11 -Sexuality MODERATOR: Joseph Barber, Ph.D. Pacific Ballroom (Hilton)

Albert Ellis, Ph.D. Helen Singer Kaplan, M.D., Ph.D. Alexander Lowen, M.D. Judd Marmor, M.D., Ph.D.

~"'~ -Resistance MODERATOR: Ruth McClendon, M.S.W. A 1 (CC) Anaheim Room

James F.T. Bugental, Ph.D. William Glasser, M.D. Donald Meichenbaum, Ph.D. Erving Polster, Ph.D.

[p).,® -Key Ethical Considerations California Pavilion (Hilton) MODERATOR: Bill O'Hanlon, M.S. Jay Haley, M.A. Rollo May, Ph.D. Thomas Szasz, M.D. Jeffrey K. Zeig, Ph.D.

~~0 ~-Supervision Panel MODERATOR: Camillo Loriedo, M.D. B1 - B6 (CC) California Room

Salvador Minuchin, M.D. Carl Whitaker, M.D. Joseph Wolpe, M.D.

3:40-4:40 p.m. DIALOGUES

Educational Objectives: Given a topic, to become aware of the differing approaches to psychotherapy, and to identify the strengths and weaknesses in each approach.

[Q)c~-Sex Roles/Sex Rules MODERATOR: Ellyn Bader, Ph.D. Pacific Ballroom (Hilton) Helen Singer Kaplan, M.D., Ph.D. Miriam Polster, Ph.D.

[Q)c~-The Goals of Psychotherapy MODERATOR: Brent Geary, M.S. A1 (CC) Anaheim Room Judd Marmor, M.D., Ph.D. Joseph Wolpe, M.D.

[Q)c®-The Politics of Psychotherapy: Negative Effects California Pavilion (Hilton) and Intended Outcomes MODERATOR: Michael Yapko, Ph.D. James Hillman, Ph.D. Thomas Szasz, M.D.

[Q)c1/-How Does Therapy Cure? B1 - B6 (CC) California Room MODERATOR: W. Michael Munion, M.A. James F.T. Bugental, Ph.D. Mary Goulding, M.S.W.

19 ------

5:00-6:00 p.m. CONVERSATION HOURS

Educational Objective: To learn philosophies of various practitioners and theorists.

~[J=(].,~@-Helen Singer Kaplan, M.D., Ph.D. Pacific Ballroom (Hilton)

~[J=(].,~ ~-Albert Ellis, Ph.D. A1 (CC) Anaheim Room

~[J=(].,~~-Rollo May, Ph.D. California Pavilion (Hilton)

~[J=(].,~ ~-Thomas Szasz, M.D. B1 - B6 (CC) California Room

2:30-5:30 p.m. WORKSHOPS Workshop 21 A9 - A 10 (CC) Santa Ana Ballroom Research Frontiers in the Evolution of Psychotherapy Ernest Rossi, Ph.D. Co-Faculty: Peter Brown, M.D. William Nugent, Ph.D.

An organizational meeting to discuss and plan how we can best pursue research frontiers in the evolution of Ericksonian psychotherapy. Topics to be discussed include mind-body healing, the nature of suggestion, psychoneuroimmunology, and mathematical and phenomenological models of hypnotherapy.

Educational Objectives: (1) To be oriented to current and future prospects for research into Erickson's "Psychoneurophysiological" basis of psychotherapy (2) To plan actual clinical-experimental research paradigms for presentation at future meetings

20 Workshop 22 C1 - C6 (CC) Pacific Room Cognitive Therapy of Personality Disorders Aaron T. Beck, M.D. Co-Faculty: Christine Padesky, Ph.D. Marjorie Weishaar, Ph.D.

This workshop will address how to elicit and systematically change core beliefs (schemas) with Axis II patients. Topics include the constructive use of transference reactions as a therapeutic tool, and the management of hostility and excessive dependency. The use of imagery and role playing, and the applications of childhood material will be reviewed. A cognitive conceptualiza­ tion of a case will be given. Ways to handle problems such as missed sessions, prolonging sessions, avoidance, and homework noncompliance will be addressed.

Educational Objectives: (1) To list four core beliefs for each personality disorder (2) To specify cognitive techniques for personality disorders

Workshop 23 Arena (CC) The Therapy of Sex Offenders and Their Victims Cloe Madanes, Lie. Psychol.

Cloe Madanes will discuss some of the varieties of abuse which can occur in a family, with an emphasis on incest and sexual abuse. A method for dealing with such situations will be presented and illustrated with a videotape.

Educational Objectives: (1) To learn ways to deal with violent and sexual abuse problems (2) To learn a set of therapy stages for sexual abuse problems

6:00-7:00 p.m. AUTHORS' HOUR Exhibit Hall A Attendees will have a chance to have authors autograph their works during this special event.

21 1 SATURDAY, DECEMBER 15, 1990

8:30-11 :45 a.m. INVITED ADDRESSES Session 8 MODERATOR: Ellyn Bader, Ph.D. Pacific Ballroom (Hilton)

Helen Singer Kaplan, M.D., Ph.D. "Evaluation of a Couple with a Sexual Complaint" (Live Demonstration) Discussant: Joseph Wolpe, M.D.

Abstract: The evaluation is the single most important clinical task of therapists who work with sexual problems. That is because accurate assessment is the key to successful treatment, and many unnecessary therapy failures can be traced to inadequate evaluation procedures and to the failure of the therapist to elicit pertinent information. Traditional psychological and psychiatric examinations, which emphasize the childhood roots of sexual problems are not adequate for evaluating sexual disorders. Dr. Kaplan will demonstrate her method of evaluation, which focuses on the patient's or couple's current sexual behavior and experience. This, together with historic information, provides the information required for understanding the dynamics of the dysfunction and for formulating a rational treatment plan.

Educational Objectives: (1) To demonstrate an interview technique for eliciting sensitive sexual information (2) To demonstrate engagement of a couple with a sexual complaint

William Glasser, M.D. ''Reality Therapy'' Discussant: Jeffrey Zeig, Ph.D.

Abstract: This address includes a brief history of Reality Therapy, and explains that it is based on control theory and that it is applied to both counseling and managing clients. Case examples are used to show that it is composed of two major components: Creating the counseling environment and the procedures that lead to change.

Educational Objectives: (1) To teach the history of Reality Therapy and show why I developed it at the time I did (2) To explain the two major components of Reality Therapy: Creating the therapeutic environment and the procedures that lead to change in the client (3) To give a brief explanation of control theory, which is the theory that underlies Reality Therapy, and to show how Reality Therapy relates to this theory

Session 9 MODERATOR: Joseph Barber, Ph.D. 81 - 86 (CC) California Room

Thomas Szasz, M.D. "Drugs and the State: A Critical Look at Drug Education and Drug (Abuse) Treatment" Discussant: Rollo May, Ph.D.

Abstract: Dr. Szasz will present a brief historical review of drug controls in the United States; a critical analysis of the transformation of the trade in drugs from a free market at the beginning of the century to a tightly statist system of controls today; and a market-oriented analysis of the "drug problem."

22 Session 9 (Con't.) Educational Objectives: (1) To present the political-economic context of the trade in drugs: i.e., by what means are various drugs available, or not available, in our society today (2) To provide a free-market analysis of drug abuse (drug addiction) as a social problem, identify the incentives that define the "problem" as a disease," and indicate some of the highly problematic consequences of the War on Drugs (3) To offer a critical - moral and political - perspective on the War on Drugs and the lessons this contemporary crowd madness holds for a better understanding of the true nature and function of all types of psychotherapy and psychopathology James Hillman, Ph.D. "One Hundred Years of Solitude, or Can the Soul Ever Get Out of Analysis?" Discussant: Alexander Lowen, M.D.

Abstract: Psyche has been located wholly intrapersonally (within the individual} or interpersonally (between persons, families, groups}, but never is it conceived also extra-personally as a component of the world, as a world soul or anima mundi in the classical sense. Educational Objectives: (1) To raise fundamental questions concerning the place of psychotherapy in today's world (2} To indicate other foci for psychological attention beyond the individual, the group, and the family (e.g., beyond the consulting room) (3) To challenge the notions that psychotherapy raises consciousness, develops personality, enhances sensitivity, and improves relationships (4) To present a contemporary Jungian attitude and rhetoric to the practice of psychotherapy

Session 10 MODERATOR: W. Michael Munion, M.A. A 1 (CC) Anaheim Room Erving Polster, Ph.D. "The Self in Action: A Gestalt Outlook" Discussant: Ernest Rossi, Ph.D. Abstract: The concept of the Self has come to imply a consistent cluster of characteristics which are often given fixed and universal attributes, such as the narcissistic self, topdog and underdog, false and true self, etc. This paper will expand the concept to include the versatility and unique aliveness of the individual's many selves and show how these selves help people make sense of their lives. Special attention will be given to broadening the concepts of introjections, transference, and gestalt formation, showing how these may be instrumental in harmonizing alienated selves

Educational Objectives: (1) To describe some primary influences in formations of self (2) To spell out three ways to harmonize alienated selves (3} To recognize the value of introjection Miriam Polster, Ph.D. "Eve's Daughters: The Forbidden Heroism of Women" Discussant: James F.T. Bugental, Ph.D.

Abstract: Our present ideals of heroism are dominated by unrealistic and larger-than-life stereotypes. Not only has this narrow view eliminated much of the heroism of women, it has also provided men with simplistic solutions that are not only outmoded, but intimidating. Ultimately, it has deprived both sexes of a wide range of heroic examples and choices that could enrich their lives and the lives of those around them. This paper proposes a redefinition of heroism that expands traditional images and suggests that recog­ nizing the unhackneyed heroism that occurs in ordinary circumstances may also enrich therapeutic possibilities.

Educational Objectives: (1) To review the influences that have limited our image of women's heroism (2} To define an image of heroism that is relevant to women and men of today- and tomorrow (3) To illustrate how the concept of heroism applies to psychotherapy 23 8:30-11 :30 a.m. WORKSHOPS

Workshop 24 C1 - C6 (CC) Pacific Room Cognitive-Behavior Modification with Adults Donald Meichenbaum, Ph.D.

The focus will be on the cognitive-behavioral treatment of affective disorders (anxiety, depression, and anger). Such procedures as cognitive restructuring, problem-solving, and stress inoculation training will be examined.

Educational Objectives: (1) To understand the biopsychosocial perspective of affective disorders that underlies cognitive-behav­ ioral interventions (2) To learn how specific cognitive-behavioral procedures can be used to treat patients who experience affective disorders

Workshop 25 California Pavilion (Hilton) The Therapeutic Family Reunion Carl Whitaker, M.D.

A multigenerational approach using co-therapy can enhance the effectiveness of family therapy. Cross-generational feedback avoids imprisonment in traditional transference. Family stress episodes can be seen as a multiprojectional process.

Educational Objectives: (1) To describe the role of the therapist as a symbolic "foster parent" (2) To understand how to construct the family group as the "patient" in need of treatment

Workshop 26 Arena (CC) Psychotherapy of ''As If'' Paul Watzlawick, Ph.D.

This workshop will present a brief therapy approach, based on the interaction between those involved in the problem, and on the interventions aimed at changing this problematic interaction by motivating the client(s) to behave ~~as if" the situation were different from the way it is perceived.

Educational Objectives: (1) To show the relevance of Vaihinger's Philosophy of As If and of Korszybski's Science and Sanity to psychotherapy (2) To list four examples of practical applications of these principles

Workshop 27 A9- A10 Santa Ana Ballroom Relationship Issues: A Rational-Emotive Approach Albert Ellis, Ph.D. Co-Faculty: Janet Wolfe, Ph.D.

This workshop will present cognitive, experiential, and behavioral techniques for helping men and women to realize more of their human potential. There will be special emphasis on personal and work-related male/female relationships and on how to deal with negative reactions to 110Ut of role'' behavior, such as women's assertiveness and men's expressions of intimacy. Live demonstrations will be offered.

Educational Objectives: (1) To understand how men and women needlessly block their achieving good relationships (2) To learn several Rational-Emotive Techniques of unblocking this blocking and of achieving better relationships -LUNCH-

24 1 :00-2:00 p.m. CLINICAL PRESENTATIONS

~lP>"'~~-Therapeutic Three-Generation Family Reunion (Live Demonstration) Carl Whitaker, M.D. Pacific Ballroom (Hilton)

Educational Objectives: (1) To learn techniques to reunite the family whole (2) To learn the use of dyadic diagnosis as training in systems thinking

~lP>"'~ ®-A Demonstration of the Importance of Myths in Individual Arena (CC) Psychotherapy (Video and Discussion) Rollo May, Ph.D.

Educational Objectives: (1) To show the inevitability to myths in therapy (2) To demonstrate the use of myths in therapeutic technique

~lP>c~'?-Analysis of a Social Neurosis: Treatment Possibilities B1 - B6 (CC) California Room (Live Demonstration) Joseph Wolpe, M.D.

Educational Objectives: (1) To learn the technique of behavioral data-gathering (2) To understand how data is analyzed to reveal case dynamics and pointers to treatment

~lP>"'~ ~-One Session with a Male Victim of Repeated Childhood C1 - C6 (CC) Pacific Room Sexual Abuse (Video and Discussion) Mary Goulding, M.S.W.

Educational Objectives: (1) To learn how to stay focused on the important issues during highly emotional work (2) To learn how to encourage completion and closing of the gestalt

~lP>"'~®-Gestalt Therapy: Humanization of Technique (Live Demonstration) Erving Polster, Ph.D. California Pavilion (Hilton)

Educational Objectives: (1) To learn the power of simple human exchange (2) To learn how experiments may evolve organically

2:20-3:20 p.m. PANELS

Educational Objectives: To compare and contrast the clinical and philosophical perspectives of experts

~"'~©-Therapeutic Uses of Humor Pacific Ballroom (Hilton) MODERATOR: Michael Yapko, Ph.D. Arnold Lazarus, Ph.D. Miriam Polster, Ph.D. Carl Whitaker, M.D. Cloe Madanes, Lie. Psychol.

[plc~ ~-Transference/Countertransference California Pavilion (Hilton) MODERATOR: Ruth McClendon, M.S.W.

Alexander Lowen, M.D. James Masterson, M.D. Rollo May, Ph.D. Erving Polster, Ph.D.

25 !P'c~~- Therapy and Social Control 81 - 86 (CC) California Room MODERATOR: Stephen Gilligan, Ph.D.

Mary Goulding, M.S.W. Jay Haley, M.A. Salvador Minuchin, M.D. Thomas Szasz, M.D.

~!Plc~-Supervision Panel MODERATOR: Bill O'Hanlon, M.S. C1 - C6 (CC) Pacific Room

Judd Marmor, M.D., Ph.D. Donald Meichenbaum, Ph.D. Paul Watzlawick, Ph.D.

3:40-4:40 p.m. DIALOGUES

Educational Objectives: Given a topic, to become aware of the differing approaches to psychotherapy, and to identify the strengths and weaknesses in each approach.

IQ)c~ -Personality Disorders and Therapeutic Neutrality C1 - C6 (CC) Pacific Room MODERATOR: Joseph Barber, Ph.D. James Masterson, M.D. Donald Meichenbaum, Ph.D.

[Q)c® -Growth Facilitation - 86 (CC) California Room MODERATOR: Betty Alice Erickson-Elliott Rollo May, Ph.D. Erving Polster, Ph.D.

IQ)c~@-Trialogue: The Contributions of Milton H. Erickson California Pavilion (Hilton) MODERATOR: Camillo Loriedo, M.D. Jay Haley, M.A. Ernest Rossi, Ph.D. Jeffrey Zeig, Ph.D.

IQ)c~ ~-Family Therapy: Terminable or Interminable? Pacific Ballroom (Hilton) MODERATOR: Stephen Gilligan, Ph.D. Salvador Minuchin, M.D. Carl Whitaker, M.D.

5:00-6:00 p.m. CONVERSATION HOURS

Educational Objective: To learn philosophies of various practitioners and theorists.

~[l={Jc~ ~-Alexander Lowen, M.D. Pacific Ballroom (Hilton)

~[l={lc~~-Judd Marmor, M.D., Ph.D. C1 - C6 (CC) Pacific Room

~[l={Jc~(§)-Erving Polster, Ph.D. 81 - 86 (CC) California Room & Miriam Polster, Ph.D.

~[l={Jc~1-Arnold Lazarus, Ph.D. California Pavilion (Hilton)

26 2:30-5:30 p.m. WORKSHOPS Workshop 28 Arena (CC) The Use of Dreams in Sex Therapy Helen Singer Kaplan, M.D., Ph.D.

Two cases in which dream work played important roles will be presented and illustrated with videotaped sessions. The first is a case of a young single man with premature ejaculation, wherein the active, psychodynamic use of dream work 11broke through'' the patient's intense resistance. The other is that of a married man with primary retarded ejaculations in which dreams were used to guide the behavioral aspects of therapy.

Educational Objectives: (1) To understand the roles and uses of dreams in sex therapy (2) To understand the behavioral protocols used to treat the various sexual dysfunctions

Workshop 29 A1 (CC) Anaheim Room Control Theory in the Practice of Reality Therapy William Glasser, M.D.

Control theory, which is a new theory of how all living organisms function, will be explained. Discussion will show how this theory supports Reality Therapy and how Reality Therapy is enhanced by the knowledge of this theory.

Educational Objectives: (1) To explain control theory in depth, and to show how we choose all of our behavior and that all behavior is self-initiated (2) To show how Reality Therapy is a natural outgrowth of control theory Workshop 30 A9- A10 (CC) Santa Ana Ballroom The Conduct of Supervision in Depth Psychotherapy James F.T. Bugental, Ph.D. Co-Faculty: Molly M. Sterling, M.A., M.F.C.C.

Therapists learning depth psychotherapy (extending several years) make a greater personal commitment than in other forms of therapy. Supervision of this work requires attention to the therapist's subjective experience as well as to procedures and conceptual perspectives. This workshop will include direct teaching, unrehearsed demonstration with an actual supervisee, and candid feedback from supervisee and supervisor.

Educational Objectives: (1) To clarify the demands on long-term therapists; e.g., great personal commitment, monitoring ego functioning, helping client gradually to take more responsibility for the work, and continual monitoring of one's own emotional state (2) To aid clinical application by demonstrations with an actual supervisee (who is completing her doctorate with a dissertation on this topic). She will disclose her own experience and will synopsize the findings of her research

7:30p.m. BANQUET DINNER DANCE Pacific Ballroom (Hilton) By ticket only

27 SUNDAY, DECEMBER 16, 1990

8:15-11 :30 a.m. INVITED ADDRESSES

Session 11 MODERATOR: Bill O'Hanlon, M.S. Arena (CC) Rollo May, Ph.D. "In the Days of the Giants- The Steps in Therapy to the Present Day" Discussant: James Hillman, Ph.D.

Abstract: Epicurus, Kierkegaard, and Nietzsche are forefathers of contemporary psychotherapy. Freud was aware of these wellsprings of modern therapy, and Jung brings them specifically into his writing and his methods. We not only get hints from these forefathers, but we also find a lasting base in them, such as Bubar's "1-thou" construct or Kierkegaard's emphasis on the ultimate relationship of the self to life. These ideas are assumed in Freud, Jung, Adler, Rank, Fromm and other leading therapists in our day. It is these latter therapists who have given us the web of ideas which underlie contemporary psychotherapy.

Educational Objectives: (1) To make listeners aware of their history - how we evolved from ancient Greece to Freud to Lecan (2) To understand the concept of empathy, the key to the counseling process (3) To learn the steps in a psychotherapeutic hour (4) To learn how to deal constructively with anger in a therapeutic hour (5) Supervision in psychotherapy James F.T. Bugental, Ph.D. "The Betrayal of the Human: Psychotherapy's Mission to Reclaim Our Lost Identity" Discussant: Erving Polster, Ph.D.

Abstract: Human experience and human action center in and derive from human subjectivity. Our preoccupation with objectivity results displaces identity from inner living to external. Life-changing psychotherapy requires centered awareness and self-direction. Three therapeutic elements are prime: Full presence, major commitment, and exploring client's self-and-world constructs.

Educational Objectives: (1) To teach the inescapable of primacy of the subjective to all human experience and activity and to show how this has been neglected in much psychotherapy writing and teaching (2) To propose three characteristics of a truly subjectively oriented psychotherapeutic approach: emphasis on presence, insistence on a major commitment, and exploration of the client's self-definition and conception of the world (3) To demonstrate the power of a process-centered perspective in fulfilling these three objectives and thereby celebrating the richness of the subjective

Session 12 MODERATOR: Michael Yapko, Ph.D. A9- A10 (CC) Santa Ana Ballroom James Masterson, M.D. "Establishing a Therapeutic Alliance with Borderline and Narcissistic Patients" Discussant: Helen Singer Kaplan, M.D., Ph.D.

Abstract: The importance of therapeutic alliance is described. Therapeutic alliance, transference, and transference acting-out are defined and distinguished from each other and the therapeutic task of helping the patient to convert transference acting-out to therapeutic alliance and transference is outlined. The differences in the form and content of the intrapsychic structure are described to show why different therapeutic techniques are necessary to establish the therapeutic alliance: Confrontation with the borderline and mirroring interpretation of narcissistic vulnerability with the Narcissistic Personality Disorder. A brief case illustrates each.

28 Session 12 (Can't.) Educational Objectives: (1) To learn how developmental object relations theory differentiates the Borderline Personality Disorder from Narcissistic Personality Disorder (2) To learn the clinical differentiation of these two disorders (3) To learn how the therapeutic technique of confrontation establishes a therapeutic alliance with the Borderline Personality Disorder, and Narcissistic mirroring interpretation establishes a therapeutic alliance with the Narcissistic Personality Disorder Judd Marmor, M.D., Ph.D. "The Essence of Dynamic Psychotherapy: What Makes It Work?" Discussant: Arnold Lazarus, Ph.D.

Abstract: The emphasis in Dynamic Psychotherapy over the past few decades has shifted from a focus on insight and the recovery of early memories to a recognition that the quality of the patient-therapist relationship is the quintessential factor upon which the success of therapy depends. This involves both the real relationship and transference-countertransference elements, all within a systems-theory orientation.

Educational Objectives: (1) To define and clarify the essential ingredients that enable dynamic psychotherapy to be successful (2) To point out some of the factors that stand in the way of therapeutic success (3) To emphasize the value of a systems-theoretical approach

8:30-11 :30 a.m. WORKSHOPS Workshop 31 Pacific Ballroom (Hilton) Family Therapy Salvador Minuchin, M.D.

This workshop will discuss the technique and theory of Family Therapy. Videotaped examples will be presented and discussed.

Educational Objectives: (1) To describe a framework for Family Therapy (2) To list three aspects of the therapeutic process Workshop 32 California Pavilion (Hilton) Therapy of Adolescence Jay Haley, M.A.

This workshop will center on a family-oriented approach to adolescent problems. Strategic therapy methods will be illustrated and discussed.

Educational Objectives: (1) To describe adolescence as a stage of family life (2) To learn methods of empowering parents

Workshop 33 C1 - C& (CC) Pacific Room Fundamentals of Ericksonian Therapy Jeffrey Zeig, Ph.D.

Ericksonian approaches use both direct and indirect techniques and tailor methods to the unique characteristics of individual patients. Diagnostic categories can be used to individualize treatment. These tailored techniques are ways of ~~gift wrapping" ideas so that patients can best actuate effective changes. The concept of 11Utilization'' and methods of processing interventions will be discussed. In Ericksonian treatment, dynamic experiences precede dynamic understanding.

Educational Objectives: (1) Given a patient's posture, indicate how to tailor three indirect interventions (2) To list three indirect methods for "gift wrapping" a therapeutic message 29 Workshop 34 A 1 (CC) Anaheim Room Releasing Body and Emotional Tension Alexander Lowen, M.D.

This workshop will focus on physical (muscular) tension in the body and relate it to emotional conflicts in the present, derived from early childhood experiences. Specific attention will be paid to temporo­ mandibular tension and to disturbances in breathing. Asthma will be examined as an emotional problem. The dynamics of headaches will be studied, and techniques for releasing underlying tension will be demonstrated.

Educational Objectives: (1) To understand the connection between muscular tension and emotional problems (2) To recognize the emotional base of some psychosomatic problems

Workshop 35 A6 - A 7 (CC) Garden Grove Reality Therapy Is Applicable to All Varieties of Clients William Glasser, M.D.

This workshop will show, through a series of clinical demonstrations (using attendees from the workshop as role-players), how Reality Therapy works with different types of clients.

Educational Objectives: (1) To show how Reality Therapy works with widely disparate clients (2) To show that Reality Therapy works equally well with both voluntary and forced clients

Workshop 36 81 - 86 (CC) California Room Group Therapy: A Live Demonstration Mary Goulding, M.S.W.

A therapy group will be formed from Conference participants, in order to demonstrate what can be accomplished in a single group session. Emphasis will be on establishing therapeutic contracts for change and using the past to effect this change. Discussion and whole-group experiences will follow the therapy demonstration.

Educational Objectives: (1) To learn how to establish viable contracts (2) To learn how to use Redecision Therapy in a group setting.

11:50 a.m.-12:50 p.m. KEYNOTE ADDRESS Arena (CC)

The Challenge of Evolving Women, Men and Families Betty Friedan The enormous changes brought about in the last 25 years by the women's movement and the sex role revolution have opened new possibilities and problems-sources of conflict and new strengths for women, men and families.

There is a challenge now for psychotherapists to break through their own remnant stereotypes of feminine mystique, masculine mystique, and obsolete assumptions about family so that they may distinguish between personal and political pathology and help evolving women, men and families find and use more consciously their new strengths and confront real problems realistically.

12:50-1 :00 p.m. CLOSING REMARKS Arena CC

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About The Evolution of Psychotherapy Conference

31 ABOUT THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE In 1985, The Milton H. Erickson Foundation sponsored the first Evolution of Psychotherapy Con­ ference. Professionals from around the globe met in Phoenix, Ariz., for what was to become a land­ mark conference. Leaders in the field convened - many met for the first time. The result was important in develop­ ing concilience among schools of thought. Now, five years later, the movement continues. Advancing into the 21st Century, psychotherapists look to tne future. And in Anaheim, important contributors will distill and transmit a cornucopia of experience to shape the evolution of psychotherapy. The Conference theme is 11 PsycheScapes: Positions and Projections'' through which the presenters can survey the "landscape" of their discipline. They will review and anticipate developments in the field of psychotherapy.

PRESENTERS Aaron Beck Alexander Lowen Erving Polster James Bugental Cloe Madanes Miriam Polster Albert Ellis Judd Marmor Ernest Rossi William Glasser James Masterson Thomas Szasz Mary Goulding Rollo May Paul Watzlawick Jay Haley Donald Meichenbaum Carl Whitaker James Hillman Salvador Minuchin Joseph Wolpe Helen Singer Kaplan Mara Selvini Palazzoli Jeffrey Zeig Arnold Lazarus

KEYNOTE ADDRESSES

• I I From Concentration Camp to Existentialism'' - Vi lefor Frankl • "The Challenge of Evolving Women, Men and Families"- Betty Friedan

32 GENERAL SCHEDULE The program has been designed to maximize the opportunity for interaction among the faculty, and between the faculty and participants. Attendees can select from a number of training events including Invited Addresses, Workshops, Clinical Presentations, Panels, and Conversation Hours. Keynote Addresses also will be highlighted. Each morning of the Conference, faculty members will present one-hour Invited Addresses. After each address there will be 30 minutes for discussion of the address by another faculty member, and questions and comments from the audience. There will be two addresses per three-hour panel and two to three simultaneous panels running each morning. Concurrently with the Invited Addresses, a second track of three-hour Workshops will be held for those who prefer a more extensive learning experience with an individual faculty member. Where the Invited Addresses are meant to be theoretical, the Workshops are designed to be more clinically oriented. After lunch, there will be one-hour Clinical Presentations which can take one of two forms: faculty will either present a film or videotape of psychotherapy or supervision, or conduct a live demonstration of psychotherapy or supervision. Following the clinical presentations, there again will be two separate tracks. In one track there will be one-hour panel discussions, dialogues and conversation hours. The panel discussions will take two forms: (1) Topical Panels (e.g., on resistance, sexuality, etc.) and (2) Supervision Panels (in which a registrant presents a case and panel members provide supervision). Dialogues will give faculty an opportunity to discuss topics in a "debate" format. Conversation Hours provide an opportunity for discussion between faculty and attendees about topics of mutual interest. Concurrently with Panels, Dialogues and Conversation Hours, a second track of three-hour Workshops will be held for those who prefer to work extensively with one faculty member. Conference registration is inclusive; preregistration for any of the individual Conference events is unnecessary. At the meeting, registrants may choose the events that most suit their interests. The maximum number of simultaneous events that will be held at any given time is eight.

Dates: December 12, 1990, 8:00a.m. to December 16, 1990, 1:00 p.m. Tuesday, December 11 6:00-9:00 p.m.- Registration Wednesday, December 12 6:30 - 7:45 a.m. - Registration 8:00 - 8:20 a.m. - Convocation Wednesday, December 12 through Saturday, December 15 8:30- 11:45 a.m. -Invited Addresses 8:30- 11 :30 a.m. -Workshops LUNCH 1 :00 - 2:00 p.m. - Clinical Presentations 2:20-3:20 p.m.- Panels 2:30 - 5:30 p.m. - Workshops 3:40- 4:40 p.m. - Dialogues 5:00 - 6:00 p.m. - Conversation Hours Thursday, December 13, 1990 1:00- 2:00p.m.- Keynote Address 2:20 - 3:20 p.m. - Clinical Presentations 3:40- 4:40p.m.- Panels 5:00 - 6:00 p.m. - Conversation Hours 8:00- 1:00 p.m.- Disneyland Party Sunday, December 16 8:15- 11:30 a.m.- Invited Addresses 8:30-11:30 a.m.- Workshops 11 :50 a.m. - 12:50 p.m. - Keynote Address 12:50- 1:00 p.m.- Closing Remarks

33 PROGRAM OBJECTIVES Attendees will increase their therapeutic skills by learning: 1. The basic principles and techniques of contemporary schools of psychotherapy. 2. The commonalities that underlie successful clinical work. 3. The historical development of psychotherapeutic disciplines. SITE AND ACCOMMODATIONS Meetings are scheduled at The Anaheim Convention Center, 800 West Katella Avenue. Some sessions will be held at the Anaheim Hilton and Towers, the Conference Headquarters hotel, adjacent to the Anaheim Convention Center. The Conference hotels and meeting rooms are accessible to people with disabilities. Attendance at the individual sessions of the Evolution of Psychotherapy Conference is limited by room size. There is no preregistration. To ensure a seat in certain meeting rooms, attendees are encouraged to go early to particular sessions in which they are interested. Southern California offers everything under the sun for a great visit. Anaheim is in the center of wonderful attractions and sunny beaches. Disneyland and Knott's Berry Farm are two of Anaheim's most famous. World-famous attractions such as Beverly Hills, Hollywood, and Universal Studios are among the many places to see proximate to Anaheim. For additional information about Anaheim, California, and Southern California, please contact The Anaheim Area Visitors and Convention Bureau, 800 W. Katella Avenue, P.O. Box 4270, Anaheim, CA 92803. ELIGIBILITY The Conference is open to professionals in health-related fields including physicians, doctoral level psychologists and dentists who are qualified for membership in, or are members of, their respective professional organizations (e.g., AMA, APA, ADA). The Conference also is open to professionals with mental health-related graduate degrees, (e.g., MSW, MSN, MA or MS) from accredited institutions. Applications from graduate students in accredited programs leading to a degree in the above fields will be accepted if they supply a letter from their department on letterhead stationery certifying their full­ time student status as of December 1990. ACCREDITATION 1. A.M.A. The Milton H. Erickson Foundation is certified by the Accreditation Council on Continuing Medical Education to offer continuing education for physicians. As an organization accredited for continuing medical education, The Milton H. Erickson Foundation certifies that this program meets the criteria for credit hours in Category One of the Physician's Recognition Award of the American Medical Association. Credit is awarded on an hour-for-hour basis. (33 hours maximum) 2. A.P.A. The Milton H. Erickson Foundation is approved by The American Psychological Association to offer Category 1 continuing education for psychologists. The A.P .A. Approved Sponsor maintains responsibility for the program. Credit is granted on an hour-for-hour basis (33 hours maximum) provided each segment is completed in full. 3. N.B.C.C. The Milton H. Erickson Foundation is approved by the National Board for Certified Counselors to offer continuing education for National Certified Counselors. N.B.C.C. approval is limited to the sponsoring organization and does not necessarily imply endorsement or approval of individual offerings (Provider #5056). This program provides a maximum of 33 contact hours. 4. California State Psychological Association. The Milton H. Erickson Foundation is approved by the CSPA to offer continuing education for psychologists. The CSPA-approved sponsor maintains responsibility for the program. The maximum number of CSPA continuing education hours is 33. 5. C.R.C.C. The Commission on Rehabilitation Counselor Certification has approved the Conference for a maximum of 31 contact hours. Keynote Addresses are not included.

34 6. California Chapter of the National Association of Social Workers. The Milton H. Erickson Foundation is approved by the California Chapter of the National Association of Social Workers to offer continuing education to California Social Workers. The Conference is eligible for 33 hours NASW Category 1 Credit. 7. American Academy of Family Physicians. This program has been reviewed and is acceptable for 33.5 Prescribed Hours by the American Academy of Family Physicians. 8. The Board of Registered Nursing in the State of California. The Milton H. Erickson Foundation is a provider approved by the California Board of Registered Nursing (Provider# CEP9376) for 33 contact hours. 9. A.O.A. The Division of Continuing Medical Education of the American Osteopathic Association has approved the Conference for 33 credit hours in Category 2-A. 10. Other continuing education hours may be available. Please check at the registration desk for information. CONTINUING EDUCATION Upon receipt of completed evaluation forms, registrants will receive a certificate of attendance. Validation of Continuing Education Forms will be held from 9 a.m. to 2 p.m. Sunday, December 16, 1990. TRAVEL ARRANGEMENTS AND TOURS Classic World Travel [ (800) ff17 -5444] has been selected as the official travel management company for the Evolution of Psychotherapy. If you wish to change travel plans or verify information, please go to the ONT booth in Exhibit Hall A. AIRPORT SERVICE Los Angeles International Airport is 35 miles (55 minutes) from Anaheim. Airport bus service runs every 30 minutes. Arrangements have been made with Airport Cruiser, and $1.00 off the $18.00 round trip bus fare between LAX and Anaheim hotels is being offered. Super Shuttle also provides transportation to Anaheim. A one-way fare on Super Shuttle is $11.00. Taxi service will run about $60. Orange County/John Wayne Airport is 14 miles (30 minutes) from Anaheim. Airport bus service (no discount available - $4.50 one way) runs every 35 minutes; taxi fares are about $25. Ontario International Airport is 35 miles (55 minutes) from Anaheim. Airport van service is available with 24-hour notice. Taxi fare is about $60. Long Beach Airport is 18 miles (35 minutes) from Anaheim. Hourly bus service is available at about $10 (no discount); taxi fare is about $30. PARKING There is ample parking at the Anaheim Convention Center for those attendees commuting to the meeting. The parking charge is $5.00 for each entrance into the garage. There is no overnight parking. TAPE RECORDING No tape recording will be permitted. Professionally reproduced audiotapes will be available for purchase. Some of the demonstrations will be professionally videotaped and made available for purchase. SMOKING POLICY Smoking will not be permitted in any of the meeting rooms or in the exhibit area. Smoking will be permitted only in marked sections of the Exhibit Hall and of the Hilton Ballrooms during social events and meals . HOSPITALITY EVENT A no-host "Welcome to Anaheim" reception is set for Wednesday, December 12 from 9:00-11:00 p.m. at the Anaheim Hilton and Towers Ballrooms on the second level of the hotel. All attendees are invited.

35 AN EVENING AT DISNEYLAND PARK A special evening at Disneyland Park is scheduled for Thursday, December 13, from 8:00 p.m. to 1:00 a.m. The Park will be closed to the public, and only attendees of The Evolution of Psychotherapy Conference and their guests will be permitted in the gates. Tickets are required to gain entrance to the Park. Tickets were sold prior to the Conference, and none will be available for sale on site. The conference hotels are within walking distance of Disneyland Park. Buses will leave from the Hilton Hotel, and will run continually from 7:30 p.m. to 1:15 a.m. Some people will want to walk from their hotels to the Park and back. Those attendees staying at the Magic Carpet, Magic Lamp, Jolly Roger Inn, Candy Cane Inn, Desert Palms Suites and Pan Pacific have an easy walk to the Park; all attendees can use the side entrance and walk through the parking lot at Disneyland Park across from the Convention Center. No hotel shuttles are running between the hotel properties and Disneyland. Taxis are available between the Park and area hotels. Parking is free for attendees the night of the private party. LUNCHEONS AND BANQUET The luncheons will be held Wednesday, Thursday, Friday and Saturday in Exhibit Hall A starting at 11:30 a.m. Please be prompt. You must have a luncheon ticket to be admitted. The banquet will be held Saturday, December 15, 1990, at 7:30 p.m. in the Pacific Ballroom at the Anaheim Hilton and Towers. A banquet ticket is required. Luncheon and Banquet tickets only were sold prior to the November 15, 1990, deadline. No tickets can be purchased on site. No refunds will be made. Lost or stolen tickets can be replaced only by paying the full amount ($75 for luncheons, $40 for banquet tickets). No partial payments can be accepted. PRESS ROOM The Press Room, located in the Board Room at the Anaheim Convention Center, will be open from 8:00 a.m. to 6:00 p.m. daily Wednesday through Saturday. The facility will be open from 8:00 a.m. to noon Sunday. Media representatives on verified assignment should register and request press badges. We will be happy to assist the press in any way we can, and we will try to set up a schedule for interviewing specific speakers. INFORMATION AND MESSAGE CENTER An information and message center will be located in Exhibit Hall A. In addition to the usual services, there will be information about restaurants, entertainment and shopping. LOST AND FOUND Please turn in found items at the registration desk in Exhibit Hall A during open hours. All items not claimed during the day will be turned in to Security at the Convention Center. If items are lost at a hotel, check with Security at that hotel. SIGNS All signs and posters must be approved by The Milton H. Erickson Foundation staff. Signs are only to be placed on bulletin boards or easels in Exhibit Hall A. Notices are not permitted on hotel or Convention Center walls or doors and will be routinely removed. IDENTIFICATION BADGES Badges are found in registration packets. Please wear your badge at all times during Conference activities. Only persons wearing identification badges will be admitted to any of the scheduled programs or activities. There is a fee to replace lost badges. SYLLABUS Each registrant receives this syllabus which contains educational objectives for all events. Additional copies of the syllabus may be purchased for $5.00 until the limited supply of copies is exhausted.

36 PROCEEDINGS OF THE CONFERENCE The edited proceedings of the Conference will be published by Brunner/Mazel Publishers, Inc. Information on purchasing the proceedings will be available at the Conference Bookstore, which is run by Brunner/Mazel, or for further information, write Brunner/Mazel Publishers, Inc., 19 Union Square, New York, NY 10003. EXHIBITS A diverse group of exhibits of interest to attendees will be open according to the following schedule: Wednesday, December 12 ...... Noon to 6:00 p.m. Thursday, December 13 ...... 9:00 a.m. to 6:00 p.m. Friday, December 14 ...... 9:00 a.m. to 7:30 p.m. Saturday, December 15 ...... 9:00 a.m. to 6:00 p.m. Sunday, December 16 ...... 9:00 a.m. to Noon

GUIDE TO DISNEYLAND The Milton H. Erickson Foundation is proud to hold a Private Party in Disneyland Thursday, December 13, 1990, from 8:00 p.m. to 1:00 a.m. During these hours, the Park only will be open to attendees of the Evolution of Psychotherapy Conference and their guests. Prizes, including a car, will be given away during the Private Party. Please report your winning before the end of the Conference at the registration desk. The following information is provided for your benefit: Transportation The Milton H. Erickson Foundation is providing buses that will leave from in front of the Anaheim Hilton & Towers at 7:30p.m. The trip from the Hilton to Disneyland takes less than 10 minutes. The buses will circulate continuously between Disneyland and the Hilton, and if there is a wait, it should not be too long. The last bus will return at 1:15 a.m. Taxis also are available for a nominal charge. If you have your own car, parking at Disneyland is free for the Private Party. The walk from the Convention Center to Disneyland takes about 15 minutes. There is a gate across the street from the Convention Center which allows you to walk through the Disneyland parking lot to the main gate. Special Services for Guests with Disabilities Accommodations have been made throughout Disneyland Park for disabled guests. For specific information obtain a copy of the Disneyland "Handicapped Guide" at City Hall in Disneyland or at the Strollers & Wheelchairs Center. Top Attractions Here is a list of some of the top attractions: Star Tours Space Mountain Splash Mountain Pirates of the Carribean The Haunted Mansion The Matterhorn Bobsleds Big Thunder Mountain Railroad Peter Pan's Flight It's A Small World Attendance at Disneyland at the Private Party will be approximately 7,000. This is a remarkable opportunity for you to experience Disneyland in a special way (and without lines!). We hope all attendees of the Evolution of Psychotherapy Conference will take advantage of this special occasion and join us for the celebration!

37 AUTHORS' HOUR A special Authors' Hour will be held Friday, December 14, 1990, from 6:00 to 7:00 p.m. in Exhibit Hall A. Some of the faculty who have written or edited books will be available to autograph their works. CO-FACULTY FOR WORKSHOPS Peter Brown, M.D. Christine Padesky, Ph.D. Marjorie Weishaar, Ph.D. Clifford Lazarus, Ph. D. Dott. Matteo Selvini Janet Wolfe, Ph.D. William Nugent, Ph.D. Molly Sterling, M.A., M.F.C.C. MODERATORS Ellyn Bader, Ph.D. Stephen Gilligan, Ph.D. Ruth McClendon, M.S.W. Joseph Barber, Ph.D. Carol Lankton, M.A. W. Michael Munion, M.A. Betty Alice Erickson-Elliott, M.S. Stephen Lankton, M.S.W. Bill O'Hanlon, M.S. Brent Geary, M.S. Camillo Loriedo, M.D. Michael Yapko, Ph.D. SPONSORSHIP Sponsored by the Milton H. Erickson Foundation, Inc. Board of Directors Jeffrey K. Zeig, Ph.D. Kristina K. Erickson, M.S., M.D. J. Charles Theisen, M.A., M.B.A., J.D. Elizabeth M. Erickson, B.A.

Linda Carr McThrall, B.S., Executive Director Cosponsored by University of California, Irvine - Department of Psychiatry and Human Behavior California State University, Fullerton - Department of Psychology ERICKSON FOUNDATION STAFF Monica Bobak, Assistant Registrar Sachi Eng, Volunteer Coordinator Theresa Cords, Administrative Assistant Janis Gambill, Administrative Assistant Sylvia Cowen, Bookkeeper Alice McAvoy, Staff Assistant Greg Deniger, Registrar Regina Molina, Receptionist and Staff Assistant Jeannine Elder, Staff Assistant Lori Weiers, Staff Assistant

ACKNOWLEDGEMENTS We wish to give special thanks to the following people for their contributions to The Evolution of Psychotherapy Conference: - Barry Shephard, SHR Communication Planning & Design, Phoenix, Arizona, who designed the logo for The Evolution of Psychotherapy Conference. - Robin Fox, Robin Fox & Associates, Phoenix, Arizona, who designed the PsycheScapes logo.

FINANCIAL DISPOSITION Profits from the meeting will be used by The Milton H. Erickson Foundation to support its educa­ tional and scientific efforts.

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39 THE MILTON H. ERICKSON FOUNDATION The Milton H Erickson Foundation, Inc., is a federal nonprofit corporation. It was formed to pro­ mote and advance the contributions made to the health sciences by the late Milton H. Erickson, M.D., during his long and distinguished career. The Foundation is dedicated to training health and mental health professionals. Strict eligibility requirements are maintained for attendance at our training events or to receive our educational materials. The Milton H. Erickson Foundation, Inc., does not discriminate on the basis of race, color, national or ethnic origin, handicap, age or sex. Directors of The Milton H. Erickson Foundation, Inc., are Jeffrey K. Zeig, Ph.D., Kristina K. Erickson, M.S., M.D., J. Charles Theisen, M.A., M.B.A., J.D., and Elizabeth M. Erickson, B.A.

ELIGIBILITY Training programs, the newsletter, audiotapes, and videotapes are available to professionals in health­ related fields, including physicians, doctoral level psychologists, podiatrists and dentists who are qualified for membership in, or are members of, their respective professional organizations (e.g. AMA, APA, ADA). Activities of the Foundation also are open to professionals with graduate degrees from accredited institutions in areas related to mental health (e.g. M.S.W., M.A., or M.S.). Full-time graduate students in accredited programs in the above fields must supply a letter from their department, certi­ fying their student status, if they wish to attend events, subscribe to the newsletter, or purchase tapes. TRAINING OPPORTUNITIES The Erickson Foundation organizes International Congresses on Ericksonian Approaches to Hyp­ nosis and Psychotherapy. These meetings have been held in Phoenix in 1980, 1983, and 1986. In 1988, The Foundation held its Fourth International Congress in San Francisco on the subject "Brief Therapy: Myths, Methods and Metaphors.'' Each was attended by approximately 2,000 professionals. In the intervening years, The Foundation organizes national seminars. The four-day seminars are limited to approximately 450 attendees, and they emphasize skill development in hypnotherapy. The 1981, 1982, and 1984 seminars were held in San Francisco, Dallas, and Los Angeles, respectively. In 1989, The Foundation celebrated its 10th Anniversary with a training seminar in Phoenix. The Milton H. Erickson Foundation organized The Evolution of Psychotherapy Conference in 1985, in Phoenix. It was hailed as a landmark conference in the history of psychotherapy. Faculty included Beck, the late Bruno Bettelheim, the late Murray Bowen, Ellis, M. Goulding, R. Goulding, Haley, the late Ronald D. Laing, Lazarus, Madanes, Marmor, Masterson, May, Minuchin, Moreno, E. Polster, M. Polster, the late Carl Rogers, Rossi, the late Virginia Satir, Szasz, Watzlawick, Whitaker, the late Lewis Walberg, Wolpe, and Zeig. Regional workshops are held regularly in various locations. Training programs are announced in The Foundation's newsletter. The Foundation provides both psychotherapy for clients and training/supervision for professionals. The Foundation is equipped with observation room and audio/video recording capabilities. Training and supervision programs for professionals are available. Inquiries regarding services should be made directly to the Foundation. ERICKSON ARCHIVES In December 1980, The Foundation began collecting audiotapes, videotapes, and historical material on Dr. Erickson for the Erickson Archives. The goal is to have a central repository of historical material on Erickson. More than 300 hours of videotape and audiotape have been donated to the Foundation. The Erickson Archives are available to interested and qualified professionals who wish to come to Phoenix to independently study the audiotapes and videotapes that are housed at The Foundation. There is a nominal charge for use of the Archives. Please call or write for further details or to make advance arrangements to view the Archives.

40 PUBLICATIONS OF THE ERICKSON FOUNDATION The following books are published by Brunner/Mazel Publishers: A Teaching Seminar with Milton Erickson (J. Zeig, Ed. & Commentary) is a transcript, with com­ mentary, of a one-week teaching seminar held for professionals by Dr. Erickson in his home in August 1979. Ericksonian Approaches to Hypnosis and Psychotherapy (J. Zeig, Ed.) contains the edited pro­ ceedings of the First International Erickson Congress. (out of print) Ericksonian Psychotherapy, Volume 1: Structures, Volume II: Clinical Applications (J. Zeig, Ed.) contain the edited proceedings of the Second International Erickson Congress. The Evolution of Psychotherapy (J. Zeig, Ed.) contains the edited proceedings of the 1985 Evolu­ tion of Psychotherapy Conference. Developing Ericksonian Therapy: State of the Art (J. Zeig & S. Lankton, Eds.) is the edited pro­ ceedings of the Third International Erickson Congress. Brief Therapy: Myths, Methods & Metaphors (J. Zeig & S. Gilligan, Eds.) is the edited proceedings of the Fourth International Erickson Congress. If you wish to order these volumes, contact Brunner/Mazel Publishers, Inc., 19 Union Square West, New York, NY 10003. The following book is published by Jossey-Bass, Inc.: What Is Psychotherapy? (J. Zeig and W.M. Munion, Eds.) is the compilation of innovators' con­ tributions to psychotherapy. What is Psychotherapy? can be purchased from Jossey-Bass, Inc., 350 Sansome Street, San Francisco, CA 94104. NEWSLETTER The Milton H. Erickson Foundation publishes a newsletter for professionals three times a year to inform its readers of the activities of The Foundation. Articles and notices that relate to Ericksonian approaches to hypnosis and psychotherapy are included and should be sent to the editor, Michael D. Yapko, Ph.D., 2525 Camino del Rio S., Suite 265, San Diego, California 92108. Business and subscription matters should be directed to The Foundation at 3606 North 24th Street, Phoenix, Arizona 85016. THE ERICKSONIAN MONOGRAPHS The Foundation sponsors The Ericksonian Monographs, published on an irregular basis, up to three times a year. Edited by Stephen Lankton, M.S.W., only the highest quality articles on Erickson­ ian hypnosis and psychotherapy (including technique, theory, and research) are selected for The Monographs. Seven issues have been published since 1985. Manuscripts should be sent to Stephen Lankton, M.S.W., P.O. Box 958, Gulf Breeze, Florida 32562. For subscription information, contact Brunner/Mazel Publishers.

41 AUDIO AND VIDEO TRAINING TAPES The Milton H. Erickson Foundation has available for purchase professionally recorded audiotapes from its meetings. Professionally produced videocassettes of one-hour clinical demonstrations by members of the faculty of the 1981, 1982, 1984, and 1989 Erickson Foundation Seminars and the 1983, 1986, and 1988 Erickson Congresses can also be purchased from The Foundation. Audio- and videocassettes from The Evolution of Psychotherapy Conference in 1985 also are available from the Foundation. AUDIOTAPES OF MILTON H. ERICKSON The Erickson Foundation distributes tapes of lectures by Milton Erickson from the 1950s and 1960s when his voice was strong. Releases in our audiotape series are announced in the Newsletter. TRAINING VIDEOTAPES FEATURE HYPNOTIC INDUCTIONS CONDUCTED BY MILTON H. ERICKSON The Process of Hypnotic Induction: A Training Videotape Featuring Inductions Conducted by Milton H. Erickson in 1964. Jeffrey K. Zeig, Ph.D., discusses the process of hypnotic induction and describes the microdynamics of techniques that Erickson used in his 1964 inductions. Symbolic Hypnotherapy. Jeffrey K. Zeig, Ph.D., presents information on using symbols in psychotherapy and hypnosis. Segments of hypnotherapy conducted by Milton Erickson with the same subject on two consecutive days in 1978 are shown. Zeig discusses the microdynamics of Erickson's symbolic technique. Videotapes are available in all U.S. formats, as well as in the European standard. For information on purchasing tapes, contact the Erickson Foundation. ERICKSON INSTITUTES There are 44 Milton Erickson Institutes/Societies in the United States and abroad that have applied to the Foundation for permission to use Erickson's name in the title of their organization. Institutes provide clinical services and professional training. There are institutes in major cities in North America, South America, Europe, and Australia. For information contact the Foundation.

The Milton H. Erickson Foundation is fortunate to have family members of the late Milton H. Erickson, M.D., active in the organization. They have made numerous contributions to The Foundation and their support is graciously appreciated. Two of the family members, Dr. Erickson's widow, Elizabeth M. Erickson, B.A., and one of his daughters, Kristina K. Erickson, M.S., M.D., serve on the Foundation's Board of Directors. Betty Alice Erickson-Elliott, M.S., is an invited moderator at this Conference. Roxanna Erickson Klein, R.N., M.S., Robert Erickson, M.A., and Lance Erickson, Ph.D., also are present in Anaheim. All of the above have served as faculty at past Foundation-sponsored Conferences. Shirley Bliss, a relative of the Erickson family and a patron of The Erickson Foundation also is in attendance.

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43 EXHIBITORS

American Mental Health Counselors Therapeutic Interventions Association 91 Cranfield Street 5999 Stevenson Avenue P.O. Box 398 Alexandria, Virginia 22304 New Castle, New Hampshire 03854-0398

Family Process Inc. Sack Sitters 841 Broadway 2130 W. Cresent Suite 504 #1183 New York, New York 10003 Anaheim, California 92801

Kids In Progress, Inc. Family Therapy Networker P.O. Box 597 7703 13th Street, N.W. Eau Claire, Wisconsin 54702-0597 Washington, D.C. 20012

CPC Santa Ana Hospital Sensory Environment Engineers 2212 E. Fourth Street P.O. Box 1540 Santa Ana, California 92705 Fontana, California 92335

David Grove Seminars Sassi Institute 20 Kettle River Drive 8400 Jamestown Edwardsville, Illinois 62025 Suite 430 Austin, Texas 78758 Encyclopaedia Britannica USA 310 South Michigan Avenue San Pablo Psychiatric Treatment Center Chicago, Illinois 60604 4001 N. 30th Street Phoenix, Arizona 85016 Healthcare Rehabilitation Center 1106 W. Dittmar Road Therapedics, Inc. Austin, Texas 78745 20017 Rockwell Road Corona, California 91719 Applied Brain Technology 2885 Hope Avenue Vista Health Corporation Carlsbad, California 92008 550 N. Continental Blvd., #130 El Segundo, California 90245 Avanta Network 139 Forest Avenue Westbridge Center for Children Palo Alto, California 94301 720 E. Montebello Phoenix, Arizona 85014 Glenbrook Hospital & Mental Health Center 125 W. Sierra Madre Avenue Sunrise Productions Azusa, California 91702 5168 Firestone Place Santa Rosa, California 95409

44 EXHIBITORS

The Orange County Society for Ericksonian Psychotherapy and Hypnosis The Devereux Foundation 2101 East Fourth Street 19 S. Waterloo Road Suite A111 Devon, Pennsylvania 19333 Santa Ana, California 92705 Imaginings Sierra Tucson 2443 Fair Oaks Blvd. 16500 N. Lago Del Oro Pky. Suite #114 Tucson, Arizona 85737 Sacramento, California 95825

Ther-A-Piay Products Better Health Products, Inc. P.O. Box 761 109 Oakland Grove Glen Ellen, California 95442 Elmhurst, Illinois 60126-3011

CME, Inc. American Academy of Psychotherapists 730 El Camino Way 927 E. Westfield Blvd. Tustin, California 92680 Suite B Indianapolis, IN 46220

Brand Software, Inc. The American Society of Clinical Hypnosis 11 Menocker Road 2200 East Devon Avenue Chestnut Ridge, New York 10952 Suite 291 Des Plaines, Illinois 60018-4534 Janet Greeson's "A Place For Us" lnfoMedix P.O. Box 720895 12800 Garden Grove Blvd. Orlando, Florida 32872 Suite F Garden Grove, California 92643 New Life Treatment Centers 570 Glenneyre Suite 107 Brunner Mazel Publishers Laguna Beach, California 92651 19 Union Square West New York, New York 10003

Psychological & Educational Films 3334 E. Coast Highway #252 Corona Del Mar, California 92625

45 Limited to 20 participants

The Milton H. Ericl

SM Phoenix Intensive Training Programs in Ericl

Week I- FUNDAMENTAL PRINCIPLES Week II- INTERMEDIATE/ADVANCED APPLICATIONS

Spring Week I Feb. 25 - March 2, 1991 Week II March 4- 9, 1991 Summer Week I june 17 - 22, 1991 Week II june 24- 29, 1991 Fall Week I Sept. 30 -Oct. 5, 1991 Week II Oct. 7 - 1 2, 1 991

ELIGIBILITY: Doctoral or Master's degree in health professions or full-time graduate students in accredited programs Other training opportunities also available

ONE WEEK BOTH WEEKS Early (5 weeks prior) $525 Early (5 weeks prior) $97 5 Regular 595 Regular 1 1 1 5 Full-time graduate student (Early) Full-time graduate student (Early) 450 825 Full-time graduate student Full-time graduate student (Regular) 520 (Regular) 965

FOR INFORMATION, write or call: The Milton H. Erickson Foundation 3606 N. 24th St. Phoenix, AZ 85016 USA (602) 956-6196 The Orange County Society For Ericksonian Psychotherapy and Hypnosis

presents CLINICAL HYPNOSIS A UNIQUE THREE DAY INDEPTH EXPERIENCE with David Cheek, M.D. Donald Schafer, M.D Andre Weitzenhoffer, Ph.D.

with a Special Presentation on Dissociative Disorders by Gary Ruelas Ph.D. Richard Landis, Ph.D. Terry Argast, Ph.D.

June 7, 8, 9 , 1991 Newport Beach, California All presenters will be interacting with participants each day in lecture, panel and small group experience. Topics will include but will not be limited to: models of Traditional and Non·Traditional approaches; theory and technique of Ideo-Dynamic Therapy; Ericksonian Hypnosis; theory and discussion of the role of hypnosis in the etiology and treatment of Dissociative Disorders. Early registration is recommended. For further information contact Richard Landis, Ph.D., Director of Training, OCSEPH, 2101 East Fourth Street, Suite 111A, Santa Ana, CA, USA (714) 547-8120, FAX (714) 54 7-5536. Eligibility: master's degree or above in a mental health field or graduate student in accredited programs.

OCSEPH Welcomes The Evolution of Psychotherapy to Orange County Please join us at the OCSEPH Exhibit Booth, featuring tapes and publications from the OCSEPH Archives.

PAID ADVERTISEMENT

47 Evolution of Psychotherapy CONFERENCE BOOKSTORE Anaheim Convention Center Exhibit Hall A HOURS: Wednesday, December 12-Noon to 6 p.m. Thursday, December 13-9 a.m. to 6 p.m. Friday, December 14-9 a.m. to 7:30 p.m. Saturday, December 15-9 a.m. to 6 p.m. Sunday, December 16-9 a.m. to Noon Special Authors' Autographing Session will be held Friday, December 14 from 6:00 to 7:00 p.m. Books of all faculty members will be on sale, plus additional titles relevant to psychotherapy

Organized by: Brunner/Mazel Publishers, Inc. 19 Union Square New York, NY 10003 (212) 924-3344

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WELCOMES EVOLUTION OF PSYCHOTHERAPY CONFERENCE SPECIAL RATE 1/2 OFF-$5.00 PER DAY

• Convenient, Validated Parking • Ultimate Amenities • Aerobic Classes • Lifecycles • Lifesteps • Olympic Weights • Life Circuit • Body Master Circuit • Basketball Gym • Indoor Pool • Spa • Co-ed Sauna • Steam Baths • Sun Beds • Massage Therapy

Hours: 6:00 a.m.-1 0:00 p.m. Monday-Friday 7:00 a.m.-8:00p.m. Saturday and Sunday Call for time schedule of Aerobics Classes ][ For More Information Call: THE ANAHEIM HILTON

(714) 750-4321 Ext. 431 PAID ADVERTISEMENT ANDg?'~ 49 Celebrate the Holiday Nor rna Barretta, PhD HANUKKAH Philip Barretta, MA, MFCC • Quality Training Programs in CANDLE LIGHTING Ericksonian Hypnosis for Health Care Professionals CEREMONY • CME and CEU Hours Available • State Approved MFCC Hypnosis 6:15p.m. Education and Supervision Wednesday, Dec. 12 Certification begins January, 1991 California Room Anaheim Convention Center For Information call (213) 326-5545 Hillel Zeitlin, L.C.S. W., officiating 2075 Palos Verdes Dr. North #200 All Evolution of Psychotherapy Conference Lomita, CA 90717-3726 Attendees are welcome to attend

PAID ADVERTISEMENT PAID ADVERTISEMENT

Commemorative The Evolution of Psychotherapy T -Shirts & Posters All Profits To Conference The Evolution of Psychotherapy Scholarship Fund

A limited number of Commemorative T -Shirts and Posters will be on sale in The Evolution of Psychotherapy Conference Scholarship Fund booth in Exhibit Hall A, beginning at noon on December 12, 1990.

All profits from the sale of commemorative items will go to The Evolution of Psychotherapy Conference Scholarship Fund, which will be given to deserving graduate students. T-Shirts Posters $10.00 $5.00

The Scholarship application will be announced in The Milton H. Erickson Foundation Newsletter. For further information write: The Milton H. Erickson Foundation, 3606 N. 24th Street, Phoenix, Arizona 85016. Donations to the scholarship fund are appreciated.

50 ~J~.TI0-\1-1 ~~~~/4~~~( ISH, Dept. of Psychiatry, University of Melbome ~~~··~~.~0 Austin Hospital, Heidelberg, Vic. 3084, Australia M.E.G. w,,_.,,m======~--~-- ~-~ ~ ill•., • :; Milton Erickson Society for ~~ w "'~ Clinical Hypnosis, Germany 0 1 /:' ...... HyptolO, ,~ ~,~ 1991 in Rome, Italy The 12th A Joint International Conference Congress of Hypnosis Ericksonian Main Theme: Reducing Stress Hypnosis and and its Consequences Psychotherapy August 25 - 30, 1991 Arts Facts Artifacts August 31- September 3, 1991 Venue Major Topics of the Joint Conference Originally planned for JERUSALEM, ISRAEL, both 12th Congress and SOLUTION-ORIENTED THERAPY Joint Conference have been transfered to RoME, ITALY, (THE NEED FOR) RESFARCH ON ERICKSONIAN ISSUES because of the continuous tensions in the Near East. ARTS AND FACI'S OF ERICKSONIAN HYPNOSIS AND PSYCHOTIIERAPY ERICKSON'S IMPACT ON MODERN-DAY HYPNOSIS AND PSYCHOTIIERAPY Faculty 12th Congress: Banyai, Barabasz, Barber, Bloom, Bongartz, Burrows, Crasilneck, Evans, Frankl, Fromm, Gheorghiu, Hoencamp, Kleinhauz, LeBaron, Livnay, Matheson, Murray-Jobsis, Perry, Sacerdote, Schafer, Spiegel, Spinhofen, Unestahl, VanDyck, Vanderlinden, Waxman, WikstrOm, Zeig, Zeltzer ... to name only a few of about 200 speakers Joint Conference: Bongartz, Booth, Burrows, Evans, Gilligan, Kleinhauz, Livnay, Loriedo, Matheson, Peter, Revenstorf, Riebensahm, Schmidt, Trenkle, Thompson, WikstrOm, Y apko, Zeig ... more information about Faculty will be available in February 1991 Eligibility: Both the Congress and the Conference are open to physicians, psychologists, dentists and other professionals in health-related fields who are qualified for membership in, or are members of, ISH or any of its national constituent societies. 12th Congress Format and Dates Joint Conference SA 24: Get-together Reception SA 31- TUB 3: Joint Conference program including SU 25- TUB 27: Workshops on a wide spectrum of topics presentations, demonstrations, lectures, panels, debates WE 28 - FR 30: Scientific program with lectures, symposia, conversation hours, workshops, supervision and more panels, conversation hours, ftlm program and more Fees SA 31: Joint Get-together reception until March 31, 1991 A_pril 1 - June 30, 1991 after July 1, 1991 ISH-Member• Non-Member ISH-Member• Non-Member ISH-Member• Non Member B CoNGRESS SciENT. PROGR. s 200 s 300 s 300 s 500 $ 330 $ 550 C JOINT CoNFERENCE S 300 S 400 $ 400 $ 450 $ 450 $ 500 B+C Sill Sill Sill sm sm $~ A CoNGRESS WORKSHOPS S 450 $ 550 $ 550 $ 600 S 600 $ 650 A+ B $500 S600 $600 $700 $650 $750 A+C S600 S650 $650 $~ $~ $~ A + B + C $ 700 S 750 S 750 S 800 S 800 $ 850 • individual member of ISH or of its constituent societies. Students pay $ 100 for every A or B or C, i.e., $ 100 or $ 200 or $ 300 independent of their registration date, but have to enclose proof of their full-time student status

12th Congress- until Jan. 31, 1991 Call for papers until Dec. 31,1990 -Joint Conference Moris Kleinhauz, MD. Burkhard PETER, DipL-Psych. 12th International Congress of Hypnosis M.E.G., Konradstr. 16 P.O.B. 50006, Tel-Aviv 61500, Israel 8000 Milnchen 40, Germany

PAID ADVERTISEMENT 51 Dear Conference Participant, I'm asking your support. Ellen Pulleyblank is a fellow therapist working on a therapist's income. Five years ago her husband, Ron, was diagnosed with Lou Gehrig's disease (ALS). At this time Ron has an active mind but no use of his body. He is a significant family member who can think, eat, and talk but is on a ventilator and is incapable of moving. He requires 24 hour nursing care. Ellen is left with the support of the family and two daughters to put through college. Their health insurance covers two shifts of nursing care, leaving Ellen with nursing bills of $72,000 for the third shift. A single therapist's income will never enable her to carry this burden alone.

Friends and family have contributed generously over the past 1112 years. I'm now turning to each of you as part of the larger therapy community. If all the participants contribute between $1 and $5 to the Ron Pulleyblank Trust, we will provide vital nursing care for part of the next year without noticing the loss ourselves. Please help by slipping a small contribution into the Ron Pulleyblank Trust box located at the Brunner/Mazel book display or by mailing a check to: The Ronald W Pulleyblank Trust 6333 Pacific Avenue, Suite 105 Stockton, California 95207 Thank you for your consideration. Ellyn Bader and the Trust Coordinating Committee

(Advertisement donated by The Erickson Foundation) Come to the WELCOME TO ANAHEIM No·host Cocktail Reception at The Conference Headquarters The Anaheim Hilton &Towers Ballroom level Wednesday, December 12, 1990 9:00 · 11:00 p.m. 52 This conference occurred, in slightly different form, five years ago, in Phoenix. It was late fall, 1985. The stars filled the sky, the moon rose over the Mariposa Mountains, and our hero, a benevolent neurotic named Carlos Aman tea looked around the first Evolution of Psychotherapy Conference, and wondered "What the hell am I doing here?" What he was doing was writing about The Big One - the conference with the "craniate masters." There were twenty,six of them at work, including, Salvadore Minuchin, Virginia Satir, R. D. Laing, Bruno Bettelheim, Rollo May, Carl Whitaker, Murray Bowen, and Lewis Walberg. Amantea wrote extensively (and winningly) about them, and the conference, and his own state. "It's not happening- perhaps it's a dream," he said. Perhaps it was- but if so, it was the damndest dream ever. The dream was published last year, as The Lourdes . For a pittance the book is yours. It will give you the opportunity to compare yesterday with today, and both with tomorrow (if any of them exist at all, anyway).

What The Reviewers Are Saying About the Lourdes • Amantea*** has written a blow-by-blow account ofthe Evolution ofPsychotherapy interest to the general reader as well as to the experienced*** therapist. Amantea moves Conference... He describes workshops by luminaries such as Bruno Bettelheim, from scene to scene, sometimes systematically and sometimes seemingly at random, Salvador Minuchin, the late Virginia Satir, Sophie Freud, Albert Ellis, Rollo May, but the book is never spotty or superficial...This challenging, exciting, and in many Murray Bowen, and the late Carl Rogers. There are, as well, interviews, press ways personal book is well worth reading... conferences (one involving Carl Whitaker in lucid and irreverent interchange with -The Transactional Analysis journal R D L'ling) and an overview of the pressures coming of a week-long gathering of "the craniate masters." Though the conference happened over three years ago, this account is far from dated. Many of the participants were summing up their life's • I don't know what kind of" psychological holes" these psychotherapies get him work, knowing, perhaps, that this would be the last chance to join with others who [Amanteal out of or what" insights ... " he now carries, but he comes across in this had such a profound effect on the theory of psychological practice in modem-day book as an envious, frustrated man masquerading as a humorist. .. However, ifyou America. As a bonus, The Lourdes ofArizona includes a complete transcript of can tolerate or skip over this" shy ifnot reclusive" author's self-indulgences, you may an interview by L'ling with a" street person" (a diagnosed schizophrenic from the enjoy some of his eavesdropping on the Woodstock of psychotherapy... streets ofPhoenix). L'lingwrote a briefintroduction to the interview especially for -The journal of Clinical Psychiatry this book. -Adolescence • His comments are often biting and hilarious. This is fun, gossipy reading for the • The Lourdes ofArizona is Amantea' s account of some of his observations, clinician who needs diversion and perspective on a tough occupation. experiences, and responses. Although nota scholarly book, much in it will be of -Contemporary Psychology ~------~------, ~ Mho & Mho Works • Box 33135 • San Diego, CA 92103

Dear Friends: I am agog. Please send The Lourdes ofArizona postage paid, with your special Conference discount of 10%. Enclosed is check for [ ] $15.95 (hardback) or [ ] $9.95 (softback).

NAME:

ADDRESS:------

CITY/STATE/ZIP: ______

NOTE: Institutions, schools, professional corporations and diagnosed DSM,III schizophrenics (in remission) can order direct by calling (619) 488.4991 and leaving name and address. We will bill you. Discounts available on orders of five or more. L------~

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PAID ADVERTISEMENT 54 ompasst . "/want to close with a personal plea to professionals and Child-Reartng parents alike to consider their own humanity and the humanity of children, to give value to their own lives and their experiences in spite of painful exist­ ential issues. I hope that we can move beyond our limitations and reach out to children in a way that will spare them so much unnecessary suffering ... this book is dedicated to parents: the lost children." Robert W. Firestone, Ph.D.

"Imagine trying to apply the foster-child learning of a therapist to the infinite complex behavior patterns and decisions of a real loving and responsible parent. This author puts the two worlds in perspective. The results are very thought-provoking. The stimulus may even be therapeutic to the parent. Try it.'" Carl Whitaker, M.D. Family Therapist and Coauthor of The Family Crucible

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56 The American Academy of Psychotherapists is not for everyone ...

Although our membership roster reads like a 'Who's Who' of contemporary psychother­ apy, and more than a few presenters and participants at this conference do belong, our membership requirements are stiff. Applicants must have the doctoral or professional degree required by their parent disciplines for the independent practice of psychotherapy plus at least 100 hours of acceptable supervision plus from four to six years of full-time clinical experience plus at least 100 hours of personal psychotherapy plus acceptable references from professional colleagues and peers. Small wonder that AAP has been called an 'attainable elite.' Since 1954, the Academy's aim has been to facilitate cross-discipline thinking, planning, and research in psychotherapy, to encourage and sponsor significant research into the fundamental problems of psychotherapy, and to aid projects in the field. And no less important has been our dedication to high standards of training, experience, and ethical practice, and to maximum personal as well as professional growth for the practitioner. Academy members are invested in professional and personal excellence, and are more concerned with the skills and integrity of the practicing psychotherapist than with the differences between particular disciplines or theoretical persuasions. We are not a guild, not a 'professional association,' not a certifying or credentialing or lobbying organization, not wed to any particular body of techniques. Rather, we're a group of therapists committed to psychotherapy as both science and art, and to the healthy person of the psychotherapist. You may have seen VOICES, our quarterly journal, or attended one of our annual fall Institutes and Conferences, or listened to a selection from our Tape Library, or been invited to one of our Regional Workshops (our Newsletter and summer Intensive Workshop are for members only). You certainly know, or know of, a number of our members. Interested? Visit our conference booth or write us for addditional information. The American Academy of Psychotherapists P. 0. Box 607 Decatur, Georgia 30031

PAID ADVERTISEMENT

57 Call For Manuscripts FROM FAILURE AND DEFEAT TO SUCCESS AND SELF-WORTH. New Harbinger Publications, a publisher of quality self-help psychology material, is looking for book-length, self-help manuscripts. New Harbinger books straddle lay and professional audiences, offering theory and step-by-step techniques that can be understood and utilized by either group. We are particularly interested in cognitive and behaviorally oriented books. We are glad to San Pablo 'freatment Center old, San Pablo provides highly review books in any area of psychological addresses all areas of dysfunc­ structured clinical, academic tion, personal, social, educational and preparatory life programs self-help, but are actively seeking manuscripts and family, in an environment in a therapeutic environment. focusing on the treatment of psychosomatic that fosters positive behavioral illness, shame, the fear of commitment, and change. CHAMPUSAPPROVED Nationally recognized for its and pedophilia/ exhibitionism. quality programs and success JCAHO ACCREDITED in treating young men 12-19years If you have a completed book, please send us an For further information write or call : outline and three sample chapters. If you have DIRECTOR OF CLINICAL SERVICES an idea or are still working on a book, send for P.O. Box 10526, Phoenix, AZ. 85064 (602) 956-9090 our free "Guidelines for Authors." Address s manuscripts and book queries to Matthew McKay, Ph.D., New Harbinger Publications, 5674 Shattuck Avenue, PABO~ Rlt A RESIDENTIAL PSYCHIATRIC CENTER DEDICATED Oakland, CA 94609 _ TO THE TREATMENT AND EDUCATION OF YOUNG MEN

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Thomas H. Budzynski, Ph.D. University of Colorado Medical Center, Behavioral Medicine Associates Past President-Biofeedback Society of America "We have used the SEE chair for over a year now in our clinic. I find that it greatly facilitates biofeedback, hypnosis and relaxation training, as it provides a safe, secure environment for the patients. Most patients look forward to sessions in this pleasant, protective environment. I believe that it allows them to let go and relax quickly and efficiently.'' Gary E. Schwartz, Ph.D. Professor of Psychology and Psychiatry Yale University Past President - Biofeedback Society of America Past President - Health Psychology Division The Alpha Chamber will calm and relax people of American Psychological Association with its unique environmental arrangement "This is quite simply, a remarkable product. Its potential for improving theories and applications in health promotion and education deserves to be THE ALPHA CHAMBER taken seriously.'' The Alpha Chamber is an attractive, sculptured Charles F. Stroebel, M.D., Ph.D. Institute for Advanced Studies in shell enclosing a soft-cushioned contour chair. Behavioral Medicine, Hartford, Conn. The Alpha Chamber functions as an environment Professor of Psychiatry at the University within an environment. The patients rest of Connecticut Medical School. comfortably, with their feet upon the matching Elizabeth L. Stroebel, M.Ed., M.S. ottoman, the perfect center of dual channeled Children!Adolescence Stress Center Graduate Fellow, University of London sound sources- relaxed, unencumbered, "Sensory Environment Chamber engrossed - detached but not divorced from the provides an almost ultimate environment immediate environment, isolated but not in for adults and children to learn stress isolation. The recessed speaker system is control. The chamber creates a sense of scientifically placed to afford an intimate sound well being for patients undergoing treatment for stress disorders. This is a experience without bothersome earphones. The healthy and revolutionary departure from high quality sound is enhanced by the oval traditional therapeutic approaches.'' environment which intensifies the personal Denis E. Waitley, Ph.D. sensory exerience. The Alpha Chamber is on the Chairman of Psychology of the US. leading edge of technology in the field of Olympic Sports Medicine Council, Behavior Scientist to the Apollo Moon environmental therapeutic modules. Program Astronauts Health Professionals and their patients appreciate "The Alpha Chamber offers both the the rapid and effective results from time invested sensory and audio environment necessary in treatment. The Alpha Chamber obtains these for maximum relaxation and receptivity results and has been in clinical use for nearly a to simulation programs that can be a viable alternative to pharmaceutical intervention decade. It helps the busy professional achieve and other therapies involved in stress and faster and more positive results when used in anxiety management, guided imagery conjunction with standard therapy. training and accelerated learning.''

S-E-E (~) SENSORY ENVIRONMENT ENGINEERS 1-800-52-2-RELAX P.O. Box 1540 Fontana, CA 92335 1-800-522-7352 Phone (714} 822-3525 PAID ADVERTISEMENT 59 Metaphors to Heal By • A client's negative symptoms, whe'l Resolving transformed into epistemological metaphors, become powerful positive healing agents. Early • lape I: Introduction to basic concepts and language skills. • lapes 2, 3, & 4: Complete case studies Childhood to illustrate techniques. Four 90-minute VHS tapes: $125 Trauma lapes sold separately: $35/ea. Anger, Guilt and Shame Innovative methods emphasiz­ • Client's metaphors provide clues for ing an individual's own self­ releasing the complex psychological healing abilities can be used knots of anger, guilt and shame. for treating survivors of: •Incest • Physical and psychological abuse • Alcoholic families A 60-minute video tape, four audio tapes Seminars focusing on using meta­ and a workbook: $95 phors in therapy teach linguistic Personal Journeys skills that enhance a therapist's Meditation and Self Healing Exercises ability: •I. Me. You. • Discovering Your Child Within • To access the roots of original trauma • How Do You Know You Know • To value the client's symptoms as prim­ • Letting Go itive healing resources • Resolving A li"aumatic Memory or • To resolve issues clients cannot put Nightmare into words • Words That Wound • To work with content-free metaphors • Relieving Psychosomatic Pain/Headaches that do not retraumatize the client • li"ansforming Performance Anxiety Four audio tapes: $35 Home Study Programs are also available as training for mental Healing the Wounded health professionals. Child Within Video tapes provide broadcast quality • A participatory cassette training pro­ computer graphics richly illustrating gram to teach therapists how to heal a wounded child within without retrau­ childhood memories and live dem­ matizing the client. onstrations that let you participate in therapy. Audio tapes include experiential exer­ cises, illustrated lectures and case stud­ Nine audio tapes and a workbook: $75 ies demonstrating healing in action. r------,I Name ______For more information about semi­ nars and home study programs call I Home address·------­ 1-800-222-4:533. : City /State/Zip·------1 Daytime Telephone ( David Grove Seminars is approved by the I Home Study Programs American Psychological Association to 1D Healing the Wounded Child Within $75 D Personal Journeys $35 offer Category 1 continuing education for I DAnger, Guilt and Shame $95 D Metaphors to Heal By $125/set psychologists. The APA Approved Sponsor I Individual tape# $35/ea. maintains responsibility for the program. I Please include $3.50 for post and package per order. f··~ Home Study Programs are included in I$ total our continuing education program. Call I Method of payment: for details. 1D Check enclosed, payable to: David Grove Seminars I D Charge to: D Master Card D Visa Warning: Programs contain material that may be emotionally disturbing. I Card No.I I I I I I I I I I I I I I I I I Exp. date (Mo./Yr.) I I I I ...... I Signature: ______Sii:. David Grove Seminars .!e!!!r!.c~!!!,e~d !r.!!! ~ ~v,!!! ~o~ ~~n!!:s~~~~~~r_2r;_E~:!:,d~il,!;-!,; ~0:! ._ -I ~ ~ ~~~~~~~~~~~~~::::::::::::::::~====~~~~======~~~~~~==~::::::::::::::~ ~- --...... 20 Kettle River Drive, Edwardsville, IL 62025 1-800-222-4533

PAID ADVERTISEMENT 60 CoMPLETING DISTINCTIONS II PSYCHO!'HERAPtST ElCPLOIIES Douglas G. Flemons emons II NEW VIEW OF MASC\IUIIIITV THROUGH JUNGI.IIN DREAMWORK Foreword by Bradford P. Keeney nf "Break the pattern that connects and DEMONS OF THE you lose all meaning," Tbe ~4£11E>:U6YJ ~ VISIONS INNER WoRLD wrote Gregory Bateson. Using con­ t..t..~~m ..liilllteJ~~:t#lti-.l OF THE Understanding Our cepts drawn from luer ....__._-.;;....,.....;;.....:::~L!:..,...!....,J NIGHT Hidden Compfexes Bateson's work and A Study of AlfredRibi Taoism, Completing fll urld MEN's Jewish Dream oda y we no longer Distinctions develops DREAMS, Interpretation T believe in the a new way of MEN's HEALING joelCovitz demons and spirits that thinking about the connection between Robert H Hopcke "T ~is is an exciting, plagued the lives of tmportant, ancient and medieval problems and ?wer, money, phys­ peoples. But according solutions for family Ical appearance­ ground breaking book P that opens up to us, for to Alfred Ribi, these and systems traditionally, masculin­ "demons" have therapists. The author ity has been measured the first time, the treasure of eighteen reappeared in the form suggests that addic­ by standards little of our complexes - tion and other social related to the inner centuries ofjewish study of the dream. It unconscious feelings and ecological reaches of the soul. and impulses that seem dilemmas stem from Through his dream­ P:ovi~es a missing ltnk tn understanding to have a life of their the belief that the work with two clients the development of own. Dr. Ribi shows distinctions between in therapy - onega y how the complexes hate and love, sickness and one straight - modern dream theory and shows the close manifest in our and health, or ~opcke spotlights everyday life and problem and solution Important themes in relationship between religion and likens the psychothera­ are irreconcilable men's lives, including pist to the traditional oppositions. Dr. a lack of awareness psychology." -Morton Kelsey, shaman, who leads Flemons shows how of feelings, fear of author of God, Dreams, people safely through such oppositions can intimacy, authority and Revelation an encounter with the be transcended so that issues, and fatherhood. 11295 Paperback demons of the inner genuine healing can 19.95 Paperback 0-87773-448-8 world. occur in individuals 0-87773-561-1 11295 Paperback families, organizati~ns t 0-87773-579-4 or ecologies. SHAMBHALA PUBLICATIONS, INC. 19.95 Paperback Distributed by Random House 0-87773-545-X 300 Massachusetts Avenue Boston, Massachusetts 02115

PAID ADVERTISEMENT Dr. Viktor Frankl Reflects on Aging and the Human Spirit The presentations of Dr. Viktor Frankl at the Annual Meeting of the American Society on Aging are now available on videotape.

VIDEOTAPES (VHS) Dr. Frankl came to the American Society on Aging • Facing the Transitory Nature of Human • An Overview of Logotherapy and Annual Meeting to participate in the Special Pro­ Existence Its Application to Aging gram, Aging and the Human Spirit, and to deliver Dr. Frankl's Keynote Address Dr. Kimble's Lecture (100 min) V-4 ... $59.95 the conference keynote address. At age 84, Dr. (75 min) V-1 ...... $69.95 Frankl demonstrates his wonderful warmth of • Spiritual Dimensions of Ufe and the • A Conversation with Dr. Frankl Will to Meaning person and richness of thought as he presents his Dr. Frankl and Dr. Kimble discuss views on aging Dr. Leo Missinne, Luncheon Address unique perserpective on the meaning of life, partic­ (60 min) V-2 ...... $59.95 (40 min) V-5 ...... $39.95 ularly life's later years. • Dr. Frankl Responds • Operationallzlng Frankfsl.:ogotherapy Dr. Frankl was supported in the Special Program by Dr. Frankl in a question and answer session Dr. Gary Reker, Lecture the presentations of Dr. Melvin Kimble, Director of (60 min) V-3 ...... $64.95 (60 min) V-6 ...... $54.95 the Program in Aging, Luther Northwestern Theo­ • Special Package Tapes 1, 2, 3, 4) logical Seminary, Dr. Leo Missinne, Professor of All tapes with Dr. Frankl and Dr. Kimble's Gerontology, University of Nebraska and Dr. Gary overview (295 min) ...... $199.95 Reker, Professor of Psychology, Trent University. (A $5.00 shipping and handling fee will be added to all orders.) 1 (800) 779-8491 Terra Nova Films, Inc. • 9848 S. Winchester Avenue, Chicago, IL 60643 • 1 (312) 881-8491

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DID YOU USE~ TO BE R.D. ~I. NO? DID YOU USED TO BE R.D. LAINO? .,.p1D YQ,U USED TO BE R.D. LAINO? DID YOU USED TO BE R.D. LAINO? ~ ~ ; < Z l 0 ~ ; a videoportrait by Kirk Tougas & Tom Shandel ~ en m a d ar ''Laing is pure pleasure to watch, a huge spirit, genuinely m jill:l loving and completely honest. This portrait of him is ? completely inspiring.'' THE VANCOUVER SUN ~ "a triumph of wit over subject matter, a treat" DAILY MAIL az --.1 ·'a fine example of the art of the documentary'' THE GUARDIAN a "never a dull moment" TIME OUT ~ c ''fascinating profile of the radical psychiatrist, c the viewing surprise of the week'' THE suNDAY TIMES "'ma d ar m jill:l A 92 minute portrait of a pioneer of modern psychology: p Ronald David Laing, philosopher. poet, prankster, psychiatrist. §; az --.1 Did you used to be To purchase a 90 minute VHS cassette, send a money order a ~ or institutional purchase order in the amount of US$250 to: a z ~ " THIRD MIND PRODUCTIONS c ~ #2, 1986 WESf FIRSf AVENUE, VANCOUVER CANADA V6J 1G6 Q R.D. LAING? 5 r¥ 1!1 38 0.1 a3sn noA a1a lONIV"I ·a·1 38 0.1 a3sn noA a1a lONIV"I ·a·1 518 0.1 a51sn noA a1a lONIV1 ·a·1 518 0.1 a51sn noA a1a lONIV"I ·a·1 518 Cl PAID ADVERTISEMENT 62 J

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65 For more than 25 years, PSYCHOLOGICAL & EDUCATIONAL FILMS has been a film and video chronicler of psychology and psychotherapy, documenting the work and contributions of many giants in the field- Beck1 Davison 1 Ellis1 Frankl 1 Greenberg1 Greenwald1 Lazarus1 London 1

Lowen 1 Maslow1 May1 Meichenbaum1 Montagu1 Perls1 Rogers1 Strupp1 and Wachtel. Join us at our exhibit booth to see our latest video releases that discuss and demonstrate current psychotherapies, and that feature some of the most articulate spokespersons and practi­ tioners in the field today:

INTEGRATIVE PSYCHOTHERAPY - A SIX-PART SERIES

Part 1 - Issues in Integrative Psychotherapy Part 4- A Demonstration with Dr. Paul Wachtel [50: 4 7 minutes] [48:28 minutes]

Part 2 - A Demonstration with Dr. Perry London Part 5 - A Demonstration with Dr. Leslie [49:27 minutes] Greenberg [47:30 minutes]

Part 3 - A Demonstration with Dr. Gerald Davison Part 6 - A Demonstration with Dr. Donald [ 43:00 minutes] Meichenbaum [44:15 minutes]

RELATIONSHIPS: ANXIETY: Psychodynamic Therapy with Dr. Hans H. Strupp Cognitive Therapy with Dr. Aaron T. Beck [38:00 minutes] [43:35 minutes]

CHILD HYPNOSIS with Dr. Perry London [ 40:00 minutes]

These video tapes are available for rental and purchase in%" U-Matic, VHS, or Beta. - Catalog available at exhibit booth, or contact:

PSYCHOLOGICAL & EDUCATIONAL FILMS 3334 E. Coast Hwy., #252 Corona del Mar, CA 92625 [714] 494-5079

PAID ADVERTISEMENT

66 ,.,..,,.....,,_,..,..,__~·- -.. "--·'-.. --... -...... +

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IT'S THE MARRIAGE OF THE DECADE!!! Family Process, Inc. is pleased to announce that beginning with its 1990 volume, Family Systems Medicine will be published by the same folks who bring you Family Process! Under the editorial leadership of Donald A. Bloch, MD, Family Systems Medicine will be bringing you the best current contributions to the development of the field that flourishes at the confluence of family therapy, systems theory and modern medicine. SPECIAL OFFER TO 'EVOLUTION OF PSYCHOTHERAPY CONFERENCE' PARTICIPANTS: Sign up at the Family Process exhibit booth for a 1991 subscription to either or both Family Process and Family Systems Medicine, and receive all1990 issues free of charge. That's two years for the price of one! (new subscribers only please.) If you're not planning to attend the Anaheim meeting, just return the coupon below to take advantage of this special offer! Family Process, Inc. P.O. Box 6889, Syracuse, NY 13217. Please enter my 1991 subscription to: Family Process ($27.00) __ Family Systems Medicine ($35.00) __ I understand that I will receive all1990 issues free of charge for the journal(s) to which I have subscribed for 1991. I enclose a personal check for$. ______

Please charge my: (circle one) VISA/MASTERCARD AMERICAN EXPRESS Card number------exp.date ______Signature ______

Please send my subscription to: Name ______Address ______

City ------State ______Zip------

NOTE: This offer is good for new subscribers only. Return this coupon to address above. Offer expires 12/31/90.

PAID ADVERTISEMENT TAKE ANY FOR ONLY 3 BOOKS $1 EACH AS YOUR INTRODUCTION TO THE BEHAVIORAL SCIENCE BOOK SERVICE

FRVING POLSTER THE The Evolution of Every Psychotherapy DtSCOVEitY Person's OF Ufels BEING \\Ortb ROL 0 M A Novel !'AIIM'-'DJolfi<1K ~,...

34455 $27.95 34080 $26.95 64849 $16.95 62667 $27.95 42339 $13.95 46530 $19.95 46550-2 $50.00 J. Bugental A.T.Beck& M. Goulding, M.S.W. C. Whitaker R.May E. Polster J. Zeig, Ph.D. G. & R. Goulding, M.D. (counts as 2 choices) SEX. LOVE, MlLAN ,\NI> SYSTEMIC VIOLENCE FAMILY"' '!""'~ THERAPY pI! J, S 0 N ,-_ 1. 1 T T o t 1 o l 0 I! l S

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r------,Behavioral Science Book Service 3 books for $1.00 each: 3000 Cindel Drive Indicate by number the books you want. 44343 $32.95 36093 $35.00 Delran, NJ 08075 I I I I J. Aronoff/ I. Boszormenyi-Nagy/ R. Zucker B. Krasner Please accept my application for trial membership A few expensive books (as noted) count as and send me the three volumes indicated, billing more than one choice. me only $1.00 each, plus shipping and handling. I agree to purchase at least three additional Name ______Selections or Alternates over the next 12 months. Savings generally range from 15% to 30% off the Address ______Apt. ___ publishers' prices. My membership is cancelable any time after I buy these three additional books. City ______A shipping and handling charge is added to all shipments. State Zip-,------(Books purchased for professional purposes No-Risk Guarantee: If I am not satisfied-for any may be a tax-deductible expense. Offer good in reason-! may return my introductory books Continental U.S. and Canada only. Prices within 10 days. My membership will be canceled, slightly higher in Canada.) and I will owe nothing. Psych. Conf. 12190 1-EE7 48250 $29.95 44474 $32.95 M. Kerr/M. Bowen M. Elson L------PAID ADVERTISEMENT 68 Drawing Winners Announced

The Milton H. Erickson Foundation Calif.; Barbara Stanke, Portland, Ore.; and Carver, Thlsa, Okla.; Jeff Miller, Blue sponsored a special drawing for the Evolu­ Velton Lacefield, Park Forest, Ill. Springs, Mo.; Garth Schanklin, Casper, tion of Psychotherapy Conference. Gift Certificates for Conference Book­ Wyo.; Johanna Schwab, Los Angeles, Persons who registered before April 30 store (100 winners): Michael Bobik, San Calif.; Susan Damron, Redlands, Calif.; were eligible for prizes, which were Diego, Calif.; Marie Derrick, Stockton, Steven L. Briggs, Shawnee Mission, Kan.; donated by Conference vendors and sup­ Calif.; Rubin Battino, Yellow Springs, Alexis Stein, Charlotte, N.C.; Glenda T. pliers. Registration was not necessary to Ohio; Albert F. Seng, Thcson, Ariz.; Lynn Hubbard, Boone, N.C.; Christina K. enter the drawing. Bryan, Casper, Wyo.; Becky Dal Porto, Bjornstedt, Woodland Hills, Calif.; The winners are as follows: Stockton, Calif.; Yoko Fujita, Chula Vista, Eunmee Sohn, N. Richland Hills, Texas; Grand Prize (Complimentary registra­ Calif.; Carol Lee Cusachs, Houston, Terrie Petrikin, Huntington Beach, Calif.; tion, domestic airfare, accommodations in Texas; Lorna Christensen, La Jolla, Calif.; Renate H. Ulrich, Kettering, Ohio; Kim a suite at a Conference hotel): Julie Mac­ Roberta Richards, Phoenix, Ariz.; Sheila Krieger, Burbank, Calif.; Douglas A. Sue, Carin, Short Hills, N.J. Krasnoff, Woodland Hills, Calif.; Joan Stratford, Conn.; Eugene A. Benedetto, First Prize (Complimentary Set of Con­ Robertson Cross, Dallas, Texas; Patricia Brecksville, Ohio; Patricia Ann Louis, ference Audiotapes): Margaret Canavan, Shippy, Capitola, Calif.; Mark R. Shields, Austin, Texas; Steve Hedrick, Orlando, Houston, Texas. Columbia, Mo.; Pat B. Wellons, Lex­ Fla.; David M. Allen, Burbank, Calif.; Other prizes (Complimentary Registra­ ington, Ky.; Gordon Sauer, Jr., Plano, Steven Koenigsberg, Los Angeles, Calif.; tion-Three winners): Kathleen Pecuch­ Texas; Rosa Hays Alexander, Colorado J.R. Silvas, Yakima, Wash.; Janett Masuda, Kate, Phoenix, Ariz.; Sally Rasmussen, Springs, Colo.; Susan B. Buchholz, Los Mission Viejo, Calif.; David Schwartz, Del Portland, Ore.; James Johnson, Blooming­ Altos, Calif.; Lois Ann Campbell, San City, Okla.; Nancy B. Follett, Manhattan ton, Ind. Marcos, Calif.; Elizabeth DeViney, Flem­ Beach, Calif.; Jerry Cripe, Quincy, Ill.; Five free nights in a conference hotel ington, N.J.; Sue Bennett, Ottawa, Ontario, Mark Zetin, Orange, Calif.; Richard (room and tax) (Five winners): Dennis Canada; Hanna Buza, Lawrence, Kan.; Golden, Orem, Utah; Debra A. Gregorash, McGuire, Lake Jackson, Texas; Joanne Kathy Bailey, Arlington, Texas; Robert H. Plainfield, ill.; Barbara Maxson, Glendale, Sweeney, Atlanta, Ga.; Ann Salisbury, Dovenmuehle, Danville, Va.; Sharon Ariz.; Lawrence Litwack, Belmont, Mass.; Perrysburg, Ohio; Norman Ackerman, Carter, Minneapolis, Minn.; Peter S. Vivian Weaver, Charlotte, N.C.; Douglas Great Neck, N.Y.; and Melinda Morgan, Herman, Salem, Ore.; Jack Canfield, A. Hohgbach, Lorna Linda, Calif.; Gale Big Bear Lake, Calif. Culver City, Calif.; Sydney M.B. Parent, K. Kingsley, Columbus, Ohio; Pat Four tickets to Disneyland Park (One Provo, Utah; David M. Feazell, Miami, Brownwood, Yakima, Wash.; Andrew T. Prize): Edith Kane, Solana Beach, Calif. Fla.; Mort Hoffman, Denver, Colo.; Anne Gootnick, Novato, Calif.; Carla Huffman Complimentary Videotape of Con­ F. Salisbury, Larkspur, Calif. ; Suzanne S. Smith, West Mills, Calif.; Janet Vogel ference Demonstration (Five Prizes): Camp, Mechanicsville, Md.; Lucinda C. Gregory, Laguna Beach, Calif.; Lesley Susan Goodell, Del Mar, Calif.; Audrey Spencer, Boulder, Colo.; Susan Carpenter, Meriwether, Arcata, Calif.; Maxine B. Uhring, Stockton, Calif.; Ariel Compton, Calgary, Alberta, Canada; John Ecken­ Cohen, Phoenix, Ariz.; Joyce Catlett, Los Newport Beach, Calif.; Katheryn Bergan, wiler, Ocala, Fla.; James DeSantis, Thstin, Angeles, Calif.; Susan L. Blaine, Lake­ Thcson, Ariz.; and Linda Hilliker-Fien, Calif.; Roger C. Acton, Corona, Calif.; wood, Calif.; C. Ross Clement, South Jor­ Penfield, N.Y. Mark Lum, Yorba Linda, Calif.; Esther dan, Utah; Frances Salorio, South Salem, Complimentary Luncheon Package Markus, Kansas City, Mo.; Douglas N.Y.; Joyce Goldman, Irvine, Calif.; Gisela (Five Prizes): Stephen Parker, St. Paul, McLin, Fresno, Calif.; Margaret M. Vanderpot, San Clemente, Calif.; Jeanne Minn.; Daniel Reilly, Clinton, Iowa; Canavan, Galveston, Texas; Linda Wilks, Tissier, Helendale, Calif.; Lou Picchio, Ronald Bert, Timmins, Ontario, Canada; Santa Monica, Calif.; Philip J. Mills, Camp Hill, Penn.; Andrea C. Scott, Mary Roush, Englewood, Colo.; and Basin, Wyo.; Nancy Mullins, San Diego, Phoenix, Ariz.; Alan L. Zaur, Monpelier, Crystal Stone, Austin, Texas. Calif.; Tim Kruse, San Antonio, Texas; Vt.; Robert E. Lelievre, San Diego, Calif.; Complimentary Banquet Tickets (Five Tadeus J. Doviak, Jr., Fife, Wash.; Israel Leslie Fuller, Memphis, Tenn.; Lisa E. Prizes): Eileen Whelen, Long Beach, Liberson, Ann Arbor, Mich.; Robert Brenner, Long Beach, Calif., and Joanne Calif.; Joan Schmedemann, Prairie Vil­ "Bert" Freeman, Garden City, Mich.; A. Harwick, San Jose, Calif. lage, Kansas; Bernice Throff, Stockton, Noriko Kubota, Wako-Shi, Japan; Peg

69

SM

71 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990

INSTRUCTIONS FOR RECEIVING CONTINUING EDUCATION CREDITS

1. Contained in the Syllabus are three evaluation forms. To receive a Certificate of Attendance verifying continuing education credits, these forms must be completed. Submit in this order: A. A General Evaluation Form to evaluate the overall program. B. Workshop Evaluation Forms. One form to be completed for each workshop attended (six enclosed). Additional forms are available at the registration desk. C. Application for Continuing Education Credits. To evaluate the extent to which educational objectives for each event were met. D. Learning Assessment Survey.

2. Complete the GENERAL EVALUATION FORM.

3. A WORKSHOP SESSION EVALUATION FORM must be completed for EACH workshop for which you request continuing education credits. Print clearly on the Workshop Evaluation Form the title of the workshop, day and name of the leader. Each workshop qualifies for a maximum of three credit hours of continuing education. If you are only present for a portion of the workshop, apply for the appropriate number of credit hours. The maximum number of workshops that you can attend is NINE.

4. Complete the APPLICATION FOR CONTINUING EDUCATION CREDITS. This form asks you to evaluate the extent to which educational objectives for each event were met. Educational objectives are listed starting on page one of the syllabus. Calculate and enter the number of credits requested for each day on the line provided. Add the daily subtotals and enter the sum for the entire Conference on the blank provided at the bottom of the form. The maximum number of continuing education credits available for The Evolution of Psychotherapy Conference is 33.

5. Complete the Learning Assessment form for the events you attended.

Submit completed forms to the CME Validation Desk located in the registration area in Exhibit Hall A of the Anaheim Convention Center on Sunday, December 16, 1990, between 9:00 a.m. and 2:00p.m.

You will be issued a CERTIFICATE OF ATTENDANCE which verifies continuing education credits.

72 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 GENERAL EVALUATION FORM

How did you first become aware of the Conference?

__ (1) Brochures/Flyers mailed to you __ (5) Word of mouth __ (2) Brochures posted __ (6) Professional newsletter __ (3) Employer/Supervisor informed you __ (7) Erickson Foundation Newsletter __ (4) Display ad in professional newspaper __ (8) Other ______

Use the following scale to indicate the number that reflects your overall opinion of listed aspects of the Conference: Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Topics covered were interesting ...... ( 9) 0 1 2 3 4 5 Topics were of practical value ...... (10) 0 1 2 3 4 5 Extent to which professional expectations were fulfilled ...... (11) 0 1 2 3 4 5 Format of the Conference ...... (12) 0 1 2 3 4 5 Registration procedures and administration of the Conference ...... (13) 0 1 2 3 4 5 Continuing education procedures ...... (14) 0 1 2 3 4 5 Classic World Travel ...... (15) 0 1 2 3 4 5 Meeting room comfort ...... (16) 0 1 2 3 4 5 Meeting room acoustics ...... (17) 0 1 2 3 4 5 Ease of getting to meeting rooms ...· ...... (18) 0 1 2 3 4 5 Physical environment (room size, temperature) ...... (19) 0 1 2 3 4 5 Exhibits ...... (20) 0 1 2 3 4 5 Conference Bookstore ...... (21) 0 1 2 3 4 5 Hotel accommodations: (22) 0 1 2 3 4 5 Hilton Hotel ...... (23) 0 1 2 3 4 5 Syllabus ...... (24) 0 1 2 3 4 5 Audiotape Sales Booth ...... (25) 0 1 2 3 4 5

Hospitality Events: Wednesday night Welcome to Anaheim Reception (26) 0 1 2 3 4 5 Disneyland ...... (27) 0 1 2 3 4 5 Saturday night Banquet ...... (28) 0 1 2 3 4 5 Spouse tours ...... (29) 0 1 2 3 4 5 Authors' hour ...... (30) 0 1 2 3 4 5 Luncheons (31) 0 1 2 3 4 5

(over)

73 Please list additional types of learning experiences that you would like the sponsors to present.

Please describe specific needs for your skill development as a therapist:

Indicate the types of learning experiences that are most beneficial in acquiring those skills:

Indicate the faculty who would be best able to help you learn those skills:

Please feel free to offer any further comments you have about the Conference:

74 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating: Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 3 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... (10) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

75 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1 ------

Item 2 ------

Item 3 ------

(15) Additional Comments:

76 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating: Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 3 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... (1 0) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

77 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

78 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating: Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 3 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... (10) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

79 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

80 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 3 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... (10) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

81 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

82 -----~

THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12·16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 3 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... (1 0) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

83 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

84 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE Anaheim, California December 12-16, 1990 WORKSHOP EVALUATION FORM

NOTE: Please complete one form for each of the workshops that you attend. To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 3 hours.

WORKSHOP TITLE: ------WORKSHOP NO.: ___ DAY: ___ WORKSHOP LEADER(S): ------

YOUR PROFESSION: HIGHEST DEGREE: ------

NAME: (optional)------

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style ...... ( 1) 0 1 2 3 4 5 Speaker's preparation ...... ( 2) 0 1 2 3 4 5 Speaker's knowledge of subject ...... ( 3) 0 1 2 3 4 5 ,., Speaker's attentiveness to participants' questions .... ( 4) 0 1 2 4 5 Speaker's attitude to participants ...... ( 5) 0 1 2 3 4 5 Opportunity for interaction at the presentations/workshops ...... ( 6) 0 1 2 3 4 5 Content of the workshop ...... ( 7) 0 1 2 3 4 5 AudioNisual materials ...... ( 8) 0 1 2 3 4 5 Relevance of materials to my practice ...... ( 9) 0 1 2 3 4 5 Degree of acquisition of new knowledge/therapy techniques ...... ' ...... (10) 0 1 2 3 4 5 Rate the overall value of the program ...... (11) 0 1 2 3 4 5

(over)

85 (12) What did you find most beneficial about this workshop?

(13) What specific suggestions do you have for making this workshop more effective?

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired:

Item 1 ------

Item 2 ------

Item 3 ------

(15) Additional Comments:

86 THE EVOLUTION OF The Milton H. Erickson Foundation, Inc. PSYCHOTHERAPY CONFERENCE 3606 North 24th Street December 12-16, 1990 Phoenix, AZ 85016 Anaheim, California APPLICATION FOR CONTINUING EDUCATION CREDITS NAME: (optional) DEGREE ______

INSTRUCTIONS (Please read carefully): To receive continuing education credit, after you attend an event, rate the individual event by indicating the extent to which educational objectives were met. Do not list the number of hours of attendance for each event. Rather, the total hours of attendance should be indicated on the line provided at the end of each day. NOTE: The sessions of invited addresses count for a maximum of 3 hours (1-1/2 hours per address). Workshops can be credited for a maximum of 3 hours; all other presentations (clinical presentations, panels, and conversation hours) count for a maximum of 1 hour. Use the following scale to answer the evaluation questions: DID THIS PROGRAM MEET THE STATED EDUCATIONAL OBJECTIVES? 1) Not at all 2) A little 3) Partially 4)Mostly 5) Fully (The educational objectives for all events are listed in the syllabus.) WEDNESDAY, DECEMBER 12, 1990 THURSDAY, DECEMBER 13, 1990 INVITED ADDRESSES (3 credit hours total, 1-1/2 INVITED ADDRESSES (3 credit hours total, 1-1/2 hours for each presenter; rate each speaker): hours for each presenter; rate each speaker): Session 1: Session 2: Session 4: Haley 1. __ Minuchin 29.__ M. Goulding 33. __ Madanes 2. __ Whitaker 30. __ Zeig 34. __ Morning Workshops (3 credit hours each): Session 3: WS-1 Ellis 3. __ Meichenbaum 31. __ WS-2 Palazzoli 4. __ Lazarus 32. __ WS-3 Masterson 5. __ Morning Workshops (3 credit hours each): WS-4 Bugental 6. __ WS-1 0 Madanes 35. __ WS-5 Lazarus 7. __ WS-11 Wolpe 36. __ WS-6 Zeig 8. __ WS-12 Lowen 37. __ Clinical Presentations (1 credit hour each): WS-13 M. Polster 38. __ CP-1 Beck 9. __ Keynote Address (1 credit hour): CP-2 Masterson 10. __ K-1 Frankl 39. __ CP-3 Rossi 11. __ 12. __ Clinical Presentations (1 credit hour each): CP-4 Lowen CP-6 Ellis 40. __ 13. __ CP-5 Glasser CP-7 Marmor 41. __ Panels (1 credit hour each): CP-8 Bugental 42. __ P-1 Essential Aspects of Psychotherapy: CP-9 Minuchin 43. __ Bugental, Ellis, M. Goulding, Panels (1 credit hour each): Whitaker 14. __ P-4 Brief vs. Long-Term Therapy: P-2 Treatment of Depression & Anxiety: Marmor, Masterson, Lowen, Meichenbaum, 15. __ Meichenbaum, Palazzoli 44. __ Watzlawick, Wolpe P-5 Training Psychotherapists: Bugental, P-3 Homework Assignments: Lazarus, 16. __ M. Polster, Lazarus, Minuchin 45. __ Madanes, Palazzoli, Zeig P-6 Language of Human Facilitation: SP-1 Supervision: Glasser, M. Polster, Glasser, Hillman, Rossi, Masterson 17. __ Watzlawick 46. __ Dialogues & Conversation Hours (1 credit hour each): SP-2 Supervision Panel: Ellis, E. Polster, D-1 Working Mind/Body: Glasser, Lowen18. __ Zeig 47. __ CH-1 Madanes 19. __ Conversation Hours (1 credit hour each): D-2 Cognitive Schemas: Ellis, Lazarus 20. __ CH-6 Meichenbaum 48. __ D-3 Legacy of Bateson: Palazzoli, CH-7 Hillman 49. __ Watzlawick 21. __ CH-8 Frankl 50. __ CH-2 Haley 22. __ CH-9 Watzlawick 51. __ CH-3 Wolpe 23. __ CH-4 Palazzoli 24. __ Afternoon Workshops (3 credit hours each): CH-5 Masterson 25. __ WS-14 Beck 52. __ WS-15 Whitaker 53. __ Afternoon Workshops (3 credit hours each): WS-16 M. Goulding 54. __ WS-7 Rossi 26. __ WS-8 E. Polster 27. __ WS-9 Szasz 28. __ TOTAL CREDIT HOURS FOR WEDNESDAY TOTAL CREDIT HOURS FOR THURSDAY (Maximum of 7) (Maximum of 7) 87 FRIDAY, DECEMBER 14, 1990 SATURDAY, DECEMBER 15, 1990 INVITED ADDRESSES: (3 credit hours total, 1-1/2 INVITED ADDRESSES: (3 credit hours total, 1-1/2 hours for each presenter; rate each speaker): hours for each presenter; rate each speaker): Session 5: Session 8 Watzlawick 55. __ Kaplan 86. __ Palazzoli 56. __ Glasser 87. __ Session 6 Session 9 Ellis 57. __ Szasz 88. __ Wolpe 58. __ Hillman 89. __ Session 7 Session 10 Lowen 59. __ E. Polster 90. __ Rossi 60. __ M. Polster 91. __ Morning Workshops (3 credit hours each): Morning Workshops (3 credit hours each): WS-17 Masterson 61. __ WS-24 Meichenbaum 92. __ WS-18 Haley 62. __ WS-25 Whitaker 93. __ WS-19 Hillman 63. __ WS-26 Watzlawick 94. __ WS-20 Marmor 64. __ WS-27 Ellis 95. __ Clinical Presentations (1 credit hour each): Clinical Presentations (1 credit hour each): CP-1 0 Meichenbaum 65. __ CP-15 Whitaker 96. __ CP-11 Madanes 66. __ CP-16 May 97. __ CP-12 Zeig 67. __ CP-17 Wolpe 98. __ CP-13 M. Polster 68. __ CP-18 M. Goulding 99. __ CP-14 Hillman 69. __ CP-19 E. Polster 100. __ Panels (1 credit hour each): Panels (1 credit hour each): P-10 Therapeutic Uses of Humor: P-7 Sexuality: Ellis, Kaplan, Lowen, Lazarus, Madanes, Marmor 70. __ M. Polster, Whitaker 101. __ P-8 Resistance: Bugental, Glasser, P-11 Transference/Countertransference: Meichenbaum, E. Polster 71. __ Lowen, Masterson, May, P-9 Key Ethical Considerations: E. Polster 102. __ Haley, May, Szasz, Zeig 72. __ P-12 Therapy & Social Control: SP-3 Supervision Panel: Minuchin, M. Goulding, Haley, Minuchin, Whitaker, Wolpe 73. __ Szasz 103. __ Dialogues: (1 credit hour each): SP-4 Supervision: Marmor, Meichenbaum, D-4 Sex Roles/Sex Rules: Kaplan, Watzlawick 104. __ M. Polster 74. __ Dialogues (1 credit hour each): D-5 Goals of Psychotherapy: Marmor, D-8 Personality Disorders & Wolpe 75. __ Therapeutic Neutrality: D-6 Politics of Psychotherapy: Hillman, Masterson, Meichenbaum 105. __ Szasz 76. __ D-9 Growth Facilitation: May, D-7 How Does Therapy Cure?: Bugental, E. Polster 106. __ M. Goulding 77. __ D-10 Contributions of M. Erickson: Conversation Hours (1 credit hour each): Haley, Rossi, Zeig 107. __ CH-10 Kaplan 78. __ D-11 Family Therapy: Minuchin, CH-11 Ellis 79. __ Whitaker 108. __ CH-12 May 80. __ Conversation Hours (1 credit hour each): CH-13 Szasz 81. __. _ CH-14 Lowen 109. __ Afternoon Workshops (3 credit hours each): CH-15 Marmor 110. __ WS-21 Rossi 82. __ CH-16 E. Polster, M. Polster 111. __ WS-22 Beck 83. __ CH-17 Lazarus 112. __ WS-23 Madanes 84. __ Afternoon Workshops (3 credit hours each): WS-28 Kaplan 113. __ WS-29 Glasser 114. __ WS-30 Bugental 115. __ TOTAL CREDIT HOURS FOR FRIDAY TOTAL CREDIT HOURS FOR SATURDAY (Maximum of 8) (Maximum of 7) SUNDAY, DECEMBER 16, 1990 INVITED ADDRESSES (3 credit hours total, 1-1/2 hours for each presenter; rate each speaker): Session 11 Morning Workshops (3 credit hours each): May 116. __ WS-31 Minuchin 120. __ Bugental 117.__ WS-32 Haley 121. __ WS-33 Zeig 122. __ WS-34 Lowen 123. __ WS-35 Glasser 124. __ WS-36 M. Goulding 125. __ Session 12 Keynote Address (1 credit hour): Masterson 118.__ K-3 Friedan 126. __ Marmor 119. __ Closing Remarks 127. __ TOTAL CREDIT HOURS FOR SUNDAY (Maximum of 4) TOTAL CONTINUING EDUCATION CREDITS (Maximum of 33) I certify that the above hours are correct.

Initial:------=-=------Date: ------88 THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE December 12-16, 1990 Anaheim, California LEARNING ASSESSMENT This tool is for continuing education purposes. Answer questions pertinent to those sessions you attended. Leave questions in the Syllabus; turn in only the answer sheet. An answer key will be given to you when you turn in your continuing education application and evaluation forms. INVITED ADDRESSES: E. Polster I M. Polster ~ednesday,Decernber12,1990 37. The self is an anthropomorphic creation. 38. Introjection is a natural and healthy part ofthe person's relationship to the Haley I Madanes world and is a valuable factor in successful therapy. 1. Zen and Systems Theory are not related or similar. 39. Women have been encouraged to be unaggressive and neither confident 2. A Zen Koan and Erickson riddle have similar purposes. nor independent, and this was considered healthy. 3. In a traditional family organization, parents and children are equal. 40. Women's heroism often emerges from a sense of responsibility and 4. The communication style of a network is a pyramid. connection.

Thursday, December 13, 1990 Sunday,Decernber16,1990 Minuchin I Whitaker May I Bugental 5. Family therapy has been a unified body of thought. 41. Much modern philosophy deals with mathematics and thus can be a block­ 6. Family therapy evolved by incorporating the previous psychotherapeutic age to therapy. paradigms. 42. We owe it to ourselves and to our students to point out aspects of philoso­ 7. Symbolic experiences are ways of metacommenting on family systems. phy, such as existentialism, that are relevant to therapy. 8. Treating symptoms is one of the mainstays of experiential therapy. 43. Psychotherapy must devote attention exclusively to the subjectivity of Meichenbaum I Lazarus clients. 9. Cognitive-behavioral interventions are a natural outgrowth of a long tradi­ 44. Presence and commitment, although essential to life-changing psycho- tion of semantic therapies. therapy, are always in some measure incomplete. 10. A central assumption of cognitive behavioral interventions is the reciprocal Masterson I Marmor relationship between thoughts and feelings. 45. A therapeutic alliance is crucial to Borderline Patients. 11. The therapeutic relationship is the soil that enables the techniques to take 46. Interpretation establishes a therapeutic alliance with the Narcissistic root. Disorder. 12. A constructive change in one setting tends to generalize to most other 47. The quality of the patient-therapist relationship is more important to the situations. success of dynamic psychotherapy than the development of insight. Goulding I Zeig 48. The recovery of repressed memories is a quintessential factor in dynamic 13. Treatment contracts, by providing a focus for the therapeutic work, are an psychotherapy. important aspect of short-term treatment. WORKSHOPS: 14. In short-term therapy, the final minutes of each session should be used to review the work and plan how to implement it between sessions. ~ednesday, December 12, 1990 15. A key concept in Erickson ian methods is clarification of the understructure Ellis of the problem to the patient. 49. People mainly get upset because of the ways in which they were treated 16. The therapist's trance is based on an attitude of response readiness. during their early childhood. 50. In doing RET, it is best to first try to determine whether clients' emotional response or Consequence (C) is an appropriate or inappropriate feeling Friday, December 14, 1990 and not merely to see how strong it is. Watzlawick I Palazzo/1 Palazzo/1 17. Reality exists objectively and is accessible to the human mind. 51. The offspring of psychotic parents will necessarily be disturbed but not truly 18. Therapeutic change can be achieved by a redefinition (a reframing) of that psychotic if the psychological harm they have suffered is very evident and person's definition of reality. not concealed. 19. Parents of psychotic adolescents often are incapable of admitting any 52. To treat adolescent psychoses you need to focus your attention only on personal and couple malaise they suffered prior to the onset of their child's the nuclear family. symptoms. 20. A psychotic adolescent often has a genuine, tender rapport with one of his Masterson parents. 53. Therapeutic neutrality is crucial to the psychotherapy of the Personality Disorders. ElllsiWolpe 54. Countertransference interferes with the therapeutic neutrality. 21. RET holds that irrational Beliefs clearly cause all emotional and behavioral disturbances and that just by changing these Beliefs people can cure their Bugental disturbances. 55. The therapist's "pou sto" is the conceptual and operational base from 22. Despite his revisions of the ABCs of RET, Ellis still contends that the most which he/she attends to the processes of therapy and intervenes as important part of people's disturbance usually stems from their absolutist needed. musturbatory Beliefs. 56. Client "resistance" is at once an obstacle to the progress of therapy and 23. Some depressions are a function of maladaptive anxiety. necessary to that progress. 24. Cognitive therapy is an appropriate method for all cases of nonpsychotic Lazarus depression. 57. A change in one modality tends to have an impact on all others through Lowen I Rossi a "ripple effect." 25. Behavior is determined by energetic processes in the body. 58. The multi modal position rests on the assumption that the more people learn 26. Mental illness is unrelated to the body's physical dynamics. in therapy, the less likely they are to relapse. 27. The wave nature of consciousness may be the common denominator for 59. Injunctive therapeutic communication allows the patient to empower the all the mind-body therapies. process of change. 28. Therapeutic suggestions entrain many aspects of our natural 90-120 60. Direct suggestions are rarely used in Ericksonian therapy. minute Basic Rest-Activity Cycle. Rossi 61. Charcot, Janet, Freud, and Jung all recognized that the "hypnoidal" or "absence of mind" was associated with psychotherapy and creativity. Saturday, December 15, 1990 62. Mind-body healing can be done only with the guiding presence of a Kaplan I Glasser therapist. 29. For the purpose of formulating an effective treatment plan, it is more E. Polster important to obtain a detailed sexual history than it is to obtain detailed 63. When a person hurts himself falling and says nothing about it, we have an information about current sexual functioning. example of psychological slippage. 30. For the purpose of planning an effective treatment plan it is important to 64. The concepts of contact and transference are contradictory. assess the medical aspects of the patient's sexual functioning. 31. It is possible to practice reality therapy without a firm working knowledge Szasz of control theory. 65. It is clear from the tape, the history of the patient and the interview, that 32. Reality therapy focuses on the present because it is impossible to change the patient had been misdiagnosed. what has happened in the past. 66. The diagnosis of schizophrenia, in this case, appears to be the result of a collusion among the patient, his father, and his therapists. Szasz I Hillman 33. At no time during the twentieth century were heroin, morphine, and other narcotics traded In America the same way as apples and oranges are Thursday, December 13, 1990 traded today. Madanes 34. The recognition of substance abuse as an illness is due to better scientific 67. In strategic therapy, one method is applied to all cases. understanding of the nature of drugs and of human nature. 68. For a strategic therapist, empathy is not important. 35. If the soul exists, it exists only within the individual human being. Wolpe 36. A group is usually more subject to suggestion, manipulation and hysterical 69. Exposure is the behavioral treatment of choice for agoraphobia. identification than an individual. 70. Panic disorder is usually precipitated by "catastrophic misattributions." 89 Lowen Haley 71. How one stands has no relation to what one feels. 113. All adolescents are problems. 72. The brightness of a person's eyes reflects his state of energy and health. 114. Problem adolescents are always too social. M. Polster Lowen 73. There are two sources of support in psychotherapy: environmental and 115. Muscular tension can be released only when its emotional significance personal. is understood. 74. The accommodation phase in psychotherapy occurs only in the 116. Breathing limitations are unrelated to emotional conflicts. therapeutic setting itself. Glasser Beck 117. There is a major difference between how reality therapy is practiced with 75. It is important to examine childhood beliefs to determine those beliefs voluntary and involuntary clients. derived from the family of origin. 118. All clients are taught that they are choosing what they (or someone else 76. It may be necessary to teach anger control before the therapist can in authority) are complaining about. address cognitive distortions. M. Goulding Whitaker 119. A treatment contract is a single, achievable goal which is the agreed-upon n. An initial therapeutic interview can be considered a "blind date." focus of therapy. 78. The second interview is led by the mother. 120. Group therapy must be based on the analysis of group process. M. Goulding CLINICAL PRESENTATIONS: 79. No family member can stop being involved in Family Games unless others Wednesday, December 12, 1990 in the family also are willing to stop. Beck 80. Game pay-offs consist of unhappy emotions plus script decisions. 121. In dealing with depression, one can ignore transference reactions. 122. Patient's cheerfulness may be a sign of important cognitive material. Friday, December 14, 1990 Masterson Masterson 123. The therapist uses his aggression to confront the patient. 81. Mirroring interpretation establishes a therapeutic alliance with the Narcis­ 124. Confrontation deals with maladaptive self-destructive behavior. sistic Disorder. Rossi 82. Confrontation establishes a therapeutic alliance with the Borderline 125. We all have an optimal period for mind-body healing every hour and a half Personality Disorder. or so. Haley 126. There is evidence that chronic stress can modulate gene expression. 83. Advice can be considered an indirect directive. Lowen 84. Directive therapy is based on the theory of repression. 127. Mobilizing assertiveness is essential to strengthening the sense of self. Hillman 128. Self-assertiveness can be learned by practice. 85. Basic symbols of what Jung calls "self" appear in dreams. Glasser 86. A person in a dream (a dream figure) may be considered to be the 129. Creating the therapeutic relationship is crucial to reality therapy. personification of a complex, even if the person is unknown and not a 130. Teaching clients, who are willing to learn, the basics of control theory is representative of a family member. a part of reality therapy. Marmor Thursday, December 13, 1990 87. To remove symptoms without resolving the underlying psychopathology Ellis is futile because the symptoms will then inevitably recur. 131. Ellis goes out of his way to gain rapport with clients in his demonstrations, 88. Suggestion, implicit or explicit, is a basic ingredient of every psychothera­ rather than quickly getting at their irrational Beliefs and disputing them. peutic process. 132. In his demonstrations, Ellis only focuses on and uses cognitive restruc­ Rossi turing. 89. Information is the common denominator between biology and psychology. Marmor 90. Single-case studies no longer are useful in mind-body healing research. 133. In brief dynamic psychotherapy the focal conflict must be defined early Beck and maintained as the central focus. 91. More time is spent dealing with early childhood experiences in personality 134. Narcissistic and borderline personality disorders are not generally suitable disorders than in dealing with depression. for brief dynamic psychotherapy. 92. Personality disorders have an important cognitive compon~:~nt that can Bugental be modified. 135. "Working close'' is a preferred treatment modality with nearly all clients Madanes but is especially suitable with long-term, depth efforts. 93. Violence in the family cannot be solved with therapy. 136. One must give very careful attention to the unconscious meanings in what 94. In cases of incest, the secrecy of family members must be encouraged. the client is revealing when "working close." Saturday, December 15, 1990 Minuchin Meichenbaum 137. The therapist is neutral, and always confirming patients. 95. Cognitive-behavioral interventions include self-monitoring, performing 138. A well-trained therapist can work with any variety of families. personal experiments and relapse prevention. Friday, December 14, 1990 96. The research on confirmatory bias highlights the need for clinicians to Meichenbaum include relapse prevention procedures in therapy. 139. Cognition can be viewed in terms of cognitive events, cognitive processes, Whitaker and cognitive structures. 97. Therapy is not similar to a reunion. 140. Client resistance and noncompliance represent major challenges for 98. Reunions can be preplanned. therapists. Watzlawick Madanes 99. No change can be achieved without insight into the origin and the develop­ 141. Rules of obedience are more important than tolerance in a family. ment of the present problem. 142. Rejecting mothers do not love their children. 100. We always work with fictitious (and thus ultimately unprovable) assump­ Zelg tions which, however, can have practical results. 143. Therapy is an appeal to the constructive history within the patient. Ellis 144. Patient processes can be used to create a hypnotic induction. 101. RET relationship therapy clearly distinguishes between the couple's dis­ M. Polster satisfaction with, and their disturbance about, their relationship. 145. The experience and awareness of the therapist are useful tools in the 102. RET relationship therapy is largely cognitive and rarely experiential or therapeutic interaction. emotive. 146. The supervisory relationship is entirely different from the actual conduct Kaplan of therapy. 103. The immediate causes of retarded and premature ejaculation are Hillman basically the same. 147. Animals in a dream refer to the dreamer's instincts. 104. Valid insight into the deeper emotional meaning of sexual symptoms 148. The distinction between the supervisor and his/her participation in a can- usually results in improved sexual functioning. didate's process and the personal analyst is not at all clear. Glasser Saturday, December 15, 1990 105. Control theory is a new theory that explains both our psychological and Whitaker physiological functioning. 149. Teaching a family to think systems is an outcome of therapy. 1 06. Control theory contends that all of our behavior is made of four com­ 150. A third generation can speed re-empowering. ponents: Acting, thinking, feeling, and physiology. May Bugental 151. Anger is always constructively used in therapy. 1 07. The key requirement for the use of role-play in the supervision of psycho­ 152. Anger is sometimes valuable in therapy. therapy is for the therapistto have at least a minimum of dramatic ability. Wolpe 108. When supervising life-changing (depth) therapy the supervisor must give 153. If you know the diagnosis, e.g., shyness or fear of responsibility, you are high priority to the therapist's own emotional and subjective responses to the work. ready to begin behavioral therapy. 154. Desensitization is the correct behavioral treatment for all social anxieties. Sunday,December16,1990 M. Goulding Minuchin 155. Victims of childhood sexual abuse must have many years of therapy in 109. The theoretical constructs of structural family therapy evolved over time. order to live normal lives. 110. Structural family therapy includes the life stage of the family. 156. When the sexual abuser is a seemingly loving older friend, it can be Zeig especially difficult for the child victim to recognize and admit that the 111. Therapy is a Significant Emotional Experience around which patient relationship is abusive. resources can crystallize. E. Polster 112. Whatever technique a patient uses to have a problem can be used by the 157. Kindness of the therapist is incompatible with incisiveness. therapist to promote effective treatment. 158. Fascination with the patient has hypnotic impact. 90 PANELS: SP-2 "Supervision Panel" Wednesday, December 12,1990 Ellis, E. Polster, Zeig P-1 ''Essential Aspects of Psychotherapy'' 203. RET supervision is highly critical of the supervisees' irrationalities and Bugental, Ellis, M. Goulding, Whitaker of his/her failure to quickly and directly apply RET principles. 159. Understanding of the significance of the "resistance" is essential to 204. RET holds that to practice Rational-Emotive Therapy properly one has understanding depth psychotherapy. to undergo a good deal of Rational-Emotive Therapy himself or herself. 160. The "transference" is always present, but it is often well to postpone 205. Patients often speak abstractly and the therapist must seek out the working directly with it until late in the therapeutic course. details. 161. RET holds thatfor good psychotherapy to be done there must always be 206. Following the patient step by step will help the patient to welcome new a close, collaborative relationship between the therapist and his or her experience. client. 207. Changing attitudes often is enough to change a behavior pattern. 162. RET contends that for elegant therapy to be accomplished clients have 208. Changing behavior often is enough to change an attitude to a problem. to understand, actively dispute, and forcefully act against their under­ Friday, December 14, 1990 lying musturbatory philosophies. P-7 "Sexuality" 163. In effective psychotherapy the client makes an internal change from des­ Ellis, Kaplan, Lowen, Marmor tructive self-criticism to supportive self-nuturing. 209. RET holds that people's sex problems usually stem from their irrational 164. An essential aspect of psychotherapy is the recognition that one is in thinking and their emotional problems and that sex issues themselves charge of one's own thoughts, emotions, and actions. rarely lead to serious emotional disturbance. 165. A therapeutic alliance can be established by openly discussing family 210. RET holds that low sex desire in marriage usually results from hostility rules. toward the mate, which in turn stems from hostility toward the other-sex 166. Psychotherapy often fails when it is not experiential. parent. P-2 "Treatment of Depression and Anxiety" 211. There is general consensus among experts about major philosophical Lowen, Meichenbaum, Watzlawick, Wolpe issues in human sexuality. 167. Depression is a purely mental disorder. 212. There Is general consensus among experts about the treatment of sexual 168. Anxiety represents the fear of expressing an impulse. disorders. 169. To motivate a depressed person towards positive thinking is a pre­ 213. Sensuality and sexuality are equivalent concepts. condition for successful therapy. 214. Every climax or orgasm Is equal or alike. 170. The exploration of the attempted solution is of crucial importance in the 215. There is growing evidence that erectile dysfunctions in men past 40 are treatment of anxiety. usually of organic origin. 171. Depression and anxiety are always independent of one another. 216. There is growing evidence that a predisposition to homosexuality often 172. In certain cases depression can be overcome through overcoming is acquired prenatally, in utero. anxiety. P-8 "Resistance" P-3 "Homework Assignments" Bugental, Glasser, Meichenbaum, E. Polster Lazarus, Madanes, Palazzoli, Zeig 217. What we call "resistance" may also be seen, from a contrasting per­ 173. Lazarus maintains that homework assignments are extremely important spective, as what makes the client's life possible. for achieving generalization. 218. Until the client can be helped to give up his/her resistances, no real ther­ 174. If a client fails to carry out a homework assignment, this probably means apeutic work can be done. that he or she is resistant. 219. We have an accurate way to measure the strength of a method oftherapy. 175. A paradoxical intervention cannot be a homework assignment. 220. A good way to measure the strength of a therapy might be with involuntary 176. Indirect suggestions are appropriate to homework assignments. clients as when a poor student Is counseled and becomes a good student. 1n. Directive therapeutic strategies induce dependency in the client. 221. Therapists may inadvertently contribute to their clients' resistance. 178. Therapeutic strategies with families of psychotics cannot rely only on 222. Failure to perform homework assignments and premature termination words (verbal interpretations) but must try to use significant actions that may be examples of client noncompliance. will encourage the family to change its way of thinking. 223. If the therapist doesn't see patients' resistances, he is not going deeply 179. Patients should invariably be encouraged to follow all homework enough. assignments. 224. Resistance is, in large part, internal contradiction. 180. The same homework assignments can be used effectively across a class of patient problems. P-9 "Key Ethical Considerations" SP-1 "Supervision Panel" Haley, May, Szasz, Zeig Glasser, M. Polster, Masterson 225. Ethical issues are new in the field of therapy. 181. In learning to use reality therapy it is vital thatthe aspiring counselor puts 226. Ethical issues are obvious in therapy. control theory to work in his or her personal life. 227. The aim of the therapist is to help the client do away with his ethical 182. The counselor must develop a philosophy of personal responsibility to principles. do reality therapy successfully. 228. Ethics are bound to appear in therapy because they are involved in our 183. The therapist can repeat with his supervisor the problems the patient relation with our social group. presents to him. 229. For some therapists clinical effectiveness is the main therapeutic con­ 184. The supervisor must focus on countertransference. sideration; for others, the structure of the therapeutic relationship. 230. All the panelists agree that the therapist may exert a certain amount of P-4 Brief vs. Long-Term Therapy coercion on the patient provided it serves a purely therapeutic function. Marmor, Masterson, Melchenbaum, Palazzoli 185. All things considered, the greater the frequency of patients' visits, the SP-3 "Supervision Panel" shorter will be the duration of therapy. Minuchin, Whitaker, Wolpe 186. Short-term dynamic psychotherapy is never suitable for patients with 231. The therapist is neutral. long-standing problems. 232. Family therapy·evolved by incorporating psychotherapeutic paradigms. 187. A goal of brief therapy is to work through the depression. 233. Supervision is necessarily directive. 188. The goal of long-term therapy is mainly to improve adaptation. 234. Supervision and co-therapy are the same. 189. The evidence indicates that long-term treatments are systematically 235. The therapist's permissive, non-critical demeanor facilitates psycho­ found to be more effective than short-term treatments. therapy. 190. Axis II disorder patients are more likely to require long-term interventions 236. You can offer general guidelines for the active treatment of every case, than do Axis I patients. sight unseen. 191. Therapy with long intervals between sessions gives families the Saturday, December 15,1990 necessary time to develop change. P-10 "Therapeutic Uses of Humor" 192. Long Intervals between sessions are designed to help the therapist avoid Lazarus, Madanes, M. Polster, Whitaker becoming too emotionally involved with the patients. 237. Humor can be sadistic. 238. Street language can be helpful. 239. Humor is contraindicated with schizophrenic patients. Thursday, December 13, 1990 240. Teasing a patient out of a rigid role can have a salutary effect on a family P-5 "Training Psychotherapists" system. Bugental, Lazarus, Minuchin, M. Polster P-11 "Transference/Countertransference" 193. Lazarus contends that it is more important to teach trainees to tune Into Lowen, Masterson, May, E. Polster their own feelings than to use techniques. 241. Every patient sees his male therapist as a father figure. 194. Lazarus contends that formal schooling in psychotherapy often tends to 242. Therapists are objective about their countertransference. undermine trainees' "natural" abilities. 243. The Personality Disorder starts treatment with a transference. 195. The therapist is neutral. 244. Countertransference does not interfere with therapeutic neutrality. 196. Family therapy evolved by incorporating psychotherapeutic paradigms. 245. The best therapy is free from all ethical standards. P-6 •'The Language of Human Facilitation'' 246. What Adler called ''social interest'' is a necessary part of psychotherapy. Glasser, Hillman, Rossi, Watzlawick 247. Countertransference exists when the therapist expresses his feelings. 197. The language most people use helps them to avoid taking responsibility 248. Transference is a concept which may either take the therapist out of the for many of their actions. engagement with his patient or make him a powerful symbol. 198. To teach responsibility we should teach clients a new way to express P-12 "Therapy and Social Control" themselves that expresses the concept of choosing what they do with M. Goulding, Haley, Minuchin, Szasz their lives. 249. All people are victims of social control, and therapy may help people 199. There is no preferred mode of discourse for analysis, therapy, or recognizethatfactanddetermineinwhatareastheycanchoosetofree supervision. themselves from specific controls. 200. Jungian therapy generally attempts to translate images into under- 250. In the struggle for social change, it is important not to base personal stand able concepts. happiness and self-esteem on whether or not the social change occurs. 201. Languages create their own "realities." 251. Social control and therapy are totally different. 202. The first phase of therapy consists in teaching the client a "new 252. Court-ordered therapy is different from voluntary therapy. language" (i.e., the concepts and the terminology of a particular school 253. Family therapy has maintained a unified theory over time. of therapy). 254. The well-trained therapist can work with any variety of families. 91 SP-4 "Supervision Panel" D-10 "The Contributions of Milton Erickson" Marmor, Meichenbaum, Watzlawick Haley, Rossi, Zeig 255. When supervising students, there are clear-cut do's and don't's. 291. Erickson ian approaches are based in providing patients with powerful 256. While it is ideal to see students actually treating clients (through obser­ experiences that will elicit change. vation or videotapes), students' verbal self-reports often may suffice. 292. Awareness is a precursor of change in all therapies. 257. The therapeutic alliance depends entirely on unconscious factors i .1 the D-11 "Family Therapy: Terminable or Interminable?" patient-therapist interaction. Minuchin, Whitaker 258. Understanding transference-countertransference reactions between the 293. A single interview is best. patient and therapist is more important than the correctness or incor­ 294. Therapy can be enslaving. rectness of the therapist's interpretations. 295. Family therapy has evolved by incorporating psychotherapeutic 259. A collaborative therapeutic relationship fosters behavioral change. paradigms. 260. Cognitive behavioral approaches attempt to have clients come up with 296. The well-trained therapist can work with any variety of familes. the suggestion of what should be done next. 261. The language of supervision should be direct and scientific. 262. The supervisor is not exempt from what used to be called "counter­ CONVERSATION HOURS: transference issues." Wednesday, December 12, 1990 Haley 297. Therapy that educates a client is best. DIALOGUES: 298. Training should emphasize the personal life of the trainee. Wednesday, December 12, 1990 Wolpe D-1 "Working with the Mind/Working with the Body 299. Some neuroses are maladaptive habits acquired by cognitive learning; Glasser, Lowen others by classical conditioning. 263. One can work effectively with the body with the person fully dressed in 300. Because of the emotional impact on patients of the clinical interview, street clothes. almost every therapist can count on marked improvement in at least 40% 264. All patients are frightened of the body's spontaneous reactions. of his patients. 265. We have an accurate way to measure the strength of a method of therapy. Palazzoli 266. A good way to measure the strength of a therapy might be with involuntary 301. No therapy can claim to be human unless the therapist is willing to join clients as when a poor student is counseled and becomes a good student. his patients in seeking understanding of what has caused the disorder. 302. Our general knowledge about the origin of mental disorders is good D-2 "Cognitive Schemas: Rationality in Psychotherapy" enough. Our real problem is to train skillful professionals. Ellis, Lazarus 267. Rationality in RET means acting logically and realistically rather than Masterson pleasurably. 303. Psychotherapy requires personal maturity as well as knowledge. 268. Rationality in RET is concerned mainly with self-interest and not with 304. The development object relations approach helps to clarify treatment of social interest. the personality disorders. 269. Lazarus contends that there are central, organizing ideas around which people govern their lives. Thursday, December 13, 1990 270. Lazarus emphasizes that it is often difficult or impossible to modify Meichenbaum cognitive errors "head on." 305. Cognitive behavioral interventions often have to be supplemented by D-3 "The Legacy of Gregory Bateson" other forms of intervention (e.g., medication, environmental supports). Palazzoli, Watzlawlck 306. Involving the spouse of depressed clients is emerging as an important 271. Bateson's main contribution to the field was the anthropological rather feature of cognitive behavioral interventions. than the classical psychiatric approach. Hillman 272. Bateson rejected all forms of influence and of power. 307. "Soul" is too elusive an idea to be of use in therapy. 273. Non-verbal communication concerns most of all matters of relationship, 308. A person's "life history" (case history) and "soul history" can be and falsification of this discourse rapidly becomes pathogenic. distinguished. 274. Translating non-verbal messages into words does not necessarily 309. Our "will to meaning" is an essential human quality. introduce gross falsification. Watzlawick 310. An eclectic approach only causes confusion. 311. Divergencies between various schools and approaches can be of help Friday, December 14, 1990 towards developing one's own style. D-4 "Sex Roles/Sex Rules Kaplan, M. Polster Friday, December 14, 1990 275. It is often difficult for male therapists to fully emphathlze with the Kaplan experience of their female patients. 312. The treatment of sexual disorders has improved significantly in the past 276. Having sex with one's patient is always abusive. two decades. D-5 "The Goals of Psychotherapy" 313. Psychotherapy and marital therapy are excellent treatments for psycho- Marmor, Wolpe sexual disorders. 2n. Most therapists' goals are fundamentally similar even though their tech­ Ellis niques may aiffer. 314. RET is rationalist and logical positivist rather than constructivist. 278. Ideally, psychotherapy ends when the patient is cured of all psycho­ 315. RET is often a very forceful, emotive, dramatic form of treatment. pathology. May 279. To overcome emotional suffering and functional disability is the foremost 316. Every therapist assumes some philosophy. goal of psychotherapy. 317. The best philosophy is that which gets most for one's self. 280. In the treatment of neurosis, psychoanalytic methods procure more basic change than does behavior therapy. Szasz 318. It is undesirable that the therapist's style reflect his ethical values. D-6 "The Politics of Psychotherapy: Negative Effects 319. A therapist's explanation of his treatment of a particular patient/client is and Intended Outcomes" more likely to emphasize the needs of the patient than the therapist's Hillman, Szasz theoretical orientation. 281. Therapy has nothing to do with a person's political life. Saturday, December 15, 1990 282. A therapist has no right to inquire into a person's political life, even though Lowen he/she may inquire into a person's fantasies, sexual habits, family 320. The goal of therapy is to rise above one's personal problems. relations, etc. 321. A spiritual person is one whose spirit is free and joyous. D-7 "How Does Therapy Cure?" Marmor Bugental, M. Goulding 322. There is generally one best way of treating most clinical problems. 283. Effective psychotherapy seldom, if ever, changes basic character, but 323. Ideally, therapists' values should never enter into the therapeutic it can reduce the client's enslavement or compulsive obedience to it. process. 284. Therapy that does not free the client from the presenting complaint cannot Lazarus be judged as successful. 324. Lazarus' clinical orientation is decidedly personalistic and individualistic. 325. Lazarus' use of the term "it depends" refers to differences in traits. KEYNOTE ADDRESSES: Saturday, December 15, 1990 Thursday, December 13, 1990 D-8 "Personality Disorders and Therapeutic Neutrality" Frankl Masterson, Meichenbaum 326. A human being is, in the final analysis, completely determined by 285. Therapeutic neutrality is a life preserver to deal with the patient's biological, psychological and sociological conditions. projections. 327. Uncontrollable suffering, life's transitoriness and one's own or another 286. Therapists have as many problems with therapeutic neutrality as with one's death can deprive life of its meaning. knowledge about Interventions. 287. Cognitive behavioral interventions of personality disorder focus on the Sunday,December16,1990 Friedan client's schemas. 328. The movement of women toward equality with men and new inde­ 288. A major problem in the treatment research of personality disorder clients pendence has had disastrous effects on sexual fulfillment, male potency, is the persistent low interjudge agreement of their diagnosis. and women's capacity for orgasm. D-9 "Growth Facilitation" 329. Despite new problems putting together work and home, the fact that most May, E. Polster women, even in years of young motherhood, now hold jobs and men are 289. Growth is an important outcome in therapy. sharing more responsibility for the care of children and home, has 290. Failure to understand process may impede therapy. actually strengthened family bonds and values. 92 ------

THE EVOLUTION OF PSYCHOTHERAPY CONFERENCE December 12-16, 1990 Anaheim, California LEARNING ASSESSMENT ANSWER SHEET

LAST NAME ------FIRST NAME ------Turn this sheet in with evaluations and application for continuing education. (Circle correct answers) INVITED ADDRESSES: Masterson Ellis Wednesday, December 12, 1990 53. T F 101. T F Haley I Madanes 54. T F 102. T F 1. T F Bugental Kaplan 2. T F 55. T F 103. T F 3. T F 56. T F 104. T F 4. T F Lazarus Glasser Thursday, December 13, 1990 57. T F 105. T F Minuchln I Whitaker 58. T F 106. T F 5. T F Zeig Bugental 6. T F 59. T F 107. T F 7. T F 60. T F 108. T F 8. T F Rossi Sunday,December16,1990 Meichenbaum I Lazarus 61. T F Mlnuchin 9. T F 62. T F 109. T F 10. T F E. Polster 110. T F 11. T F 63. T F Zeig 12. T F 64. T F 111. T F M. Goulding I Zeig Szasz 112. T F 13. T F 65. T F Haley 14. T F 66. T F 113. T F 15. T F Thursday, December 13, 1990 114. T F 16. T F Madanes Lowen Friday, December 14, 1990 67. T F 115. T F Watzlawick I Palazzo// 68. T F 116. T F 17. T F Wolpe Glasser 18. T F 69. T F 117. T F 19. T F 70. T F 118. T F 20. T F Lowen M. Goulding EllisiWolpe 71. T F 119. T F 21. T F 72. T F 120. T F 22. T F M. Polster CLINICAL PRESENTATIONS: 23. T F 73. T F 24. T F 74. T F Wednesday, December 12, 1990 Lowen I Rossi Beck Beck 121. T F 25. T F 75. T F 122. T F 26. T F 76. T F Masterson 27. T F Whitaker 123. T F 28. T F n. T F 78. 124. T F Saturday, December 15, 1990 T F M. Goulding Rossi Kaplan I Glasser 125. T F 29. 79. T F T F 126. T F 30. T F 80. T F Friday, December 14, 1990 Lowen 31. T F 127. T F 32. T F Masterson 81. T F 128. T F Szasz I Hillman Glasser 33. T F 82. T F Haley 129. T F 34. T F 130. T F 35. T F 83. T F 36. T F 84. T F Thursday, December 13, 1990 E. Polster I M. Polster Hillman Ellis 37. T F 85. T F 131. T F 38. T F 86. T F 132. T F 39. T F Marmor Marmor 40. T F 87. T F 133. T F 88. T F 134. T F Sunday, December 16, 1990 Rossi Bugental May I Bugental 89. T F 135. T F 41. T F 90. T F 136. T F 42. 'f F Beck Mlnuchin 43. T F 91. T F 137. T F 44. T F 92. T F 138. T F Masterson I Marmor Madanes 45. T F Friday, December 14, 1990 93. T F 46. T F Melchenbaum 94. T F 47. T F 139. T F Saturday, December 15, 1990 48. T F 140. T F Melchenbaum Madanes WORKSHOPS: 95. T F 141. T F Wednesday, December 12, 1990 96. T F 142. T F Ellis Whitaker Zelg 49. T F 97. T F 143. T F 50. T F 98. T F 144. T F Palazzo// Watzlawick M. Polster 51. T F 99. T F 145. T F 52. T F 100. T F 146. T F 93 , Hillman Friday, December 14, 1990 D-5 - Marmor I Wolpe 147. T F P-7- Ellis, Kaplan, Lowen, Marmor 2n. T F 148. T F 209. T F 278. T F 210. T F 279. T F 211. T F 280. T F 212. T F D-6 - Hillman, Szasz Saturday, December 15, 1990 213. T F 181. T F Whitaker 214. T F 282. T F 149. T F 215. T F D-7- Bugental, Goulding 150. T F 216. T F 283. T F May P-8 - Bugental, Glasser, Meichenbaum, 284. T F 151. T F E. Polster 152. T F 217. T F Saturday, December 15, 1990 Wolpe 218. T F D-8 - Masterson, Meichenbaum 153. T F 219. T F 285. T F 154. T F 220. T F 286. T F M. Goulding 221. T F 287. T F 155. T F 222. T F 288. T F 156. T F 223. T F D-9 - May. E. Polster E. Polster 224. T F 289. T F 157. T F P-9 - Haley, May, Szasz, Zeig 290. T F 158. T F 225. T F D-10- Haley, Rossi, Zelg 226. T F 291. T F 227. T F 292. T F 228. T F D-11 - Minuchln, Whitaker PANELS: 229. T F 293. T F Wednesday, December 12, 1990 230. T F 294. T F P-1 - Bugental, Ellis, M. Goulding, Whitaker SP-3 - Minuchln, Whitaker, Wolpe 295. T F 159. T F 231. T F 296. T F 160. T F 232. T F 161. T F 233. T F CONVERSATION HOURS: 162. T F 234. T F Wednesday, December 12, 1990 163. T F 235. T F Haley 164. T F 236. T F 297. T F 165. T F 298. T F 166. T F Wolpe P-2 - Lowen, Meichenbaum, Watzlawick, Saturday, December 15, 1990 299. T F Wolpe P-1 0 - Lazarus, Madanes, M. Polster, Whitaker 300. T F 167. T F 237. T F Palazzo// 168. T F 238. T F 301. T F 169. T F 239. T F 302. T F 170. T F 240. T F Masterson 171. T F P-11 - Lowen, Masterson, May, E. Polster 303. T F 172. T F 241. T F 304. T F P-3 - Lazarus, Madanes, Palazzoli, Zelg 242. T F 173. T F 243. T F Thursday, December 13, 1990 174. T F 244. T F Meichenbaum 175. T F 245. T F 305. T F 176. T F 246. T F 306. T F 1n. T F 247. T F Hillman 178. T F 248. T F 307. T F 179. T F P-12 - M. Goulding, Haley, Minuchln, Szasz 308. T F 180. T F 249. T F Frankl SP-1 - Glasser, M. Polster, Masterson 250. T F 309. T F 181. T F 251. T F Watzlawlck 182. T F 252. T F 310. T F 183. T F 253. T F 311. T F 184. T F 254. T F SP-4 - Marmor, Melchenbaum, Watzlawlck Friday, December 14, 1990 255. T F Kaplan 256. T F 312. T F 313. T F Thursday, December 13, 1990 257. T F 258. T F Ellis P-4 - Marmor, Masterson, Meichenbaum, 314. T F Palazzo// 259. T F 260. T F 315. T F 185. T F May 186. T F 261. T F 262. T F 316. T F 187. T F 317. T F 188. T F Szasz 189. T F DIALOGUES: 318. T F 190. T F 319. T F 191. T F Wednesday, December 12, 1990 192. T F D-1 - Glasser, Lowen 263. T F Saturday, December 15, 1990 P-5 - Bugental, Lazarus, Minuchin, M. Polster 264. T F Lowen 193. T F 265. T F 320. T F 194. T F 266. T F 321. T F 195. T F Dp2 - Ellis, Lazarus Marmor 196. T F 267. T F 322. T F P-6 - Glasser, Hillman, Rossi, Watzlawlck 323. T F 197. T F 268. T F 269. T F Lazarus 198. T F 270. T F 324. T F 199. T F 325. T F 200. T F D-3 - Palazzo/1, Watzlawick 271. T F 201. T F 272. T F KEYNOTE ADDRESSES: 202. T F 273. T F Thursday, December 13, 1990 SP-2 - Ellis, E. Polster, Zelg 274. T F Frankl 203. T F 326. T F 204. T F Friday, December 14, 1990 327. T F 205. T F D-4 - Kaplan, M. Polster Sunday, December 16, 1990 206. T F 275. T F Frledan 207. T F 276. T F 328. T F 208. T F 94 329. T F SM

95

Please complete and return to the Registration Desk or mail to the Milton H. Erickson Foundation, 3606 N. 24th Street, Phoenix, AZ 85016, USA. NEEDS ASSESSMENT SURVEY Future Evolution of Psychotherapy Conferences The Milton H. Erickson Foundation may organize a third Evolution Conference. The purpose of this survey is to ascertain opinions about potential faculty and proposed format. Your judicious appraisal would be greatly valued. Please keep in mind that a primary goal of the Conference is to provide a forum through which leaders from diverse schools of psychotherapy can meet to present their views so that attendees can compare and contrast approaches. I) Please indicate specific needs for skill development that you would like to gain from attending a future conference.

II) Here is a list of faculty for the 1990 Evolution of Psychotherapy Conference. Please rate your level of interest in their participation at a future Evolution Conference. Strongly Agree Neutral Disagree Strongly Agree Disagree Aaron T. Beck, M.D. 5 4 3 2 1 James F.T. Bugental, Ph.D. 5 4 3 2 1 Albert Ellis, Ph.D. 5 4 3 2 1 William Glasser, M.D. 5 4 3 2 1 Mary Goulding, M.S.W. 5 4 3 2 1 Jay Haley, M.A. 5 4 3 2 1 James Hillman, Ph.D. 5 4 3 2 1 Helen Singer Kaplan, M.D., Ph.D. 5 4 3 2 1 Arnold Lazarus, Ph.D. 5 4 3 2 1 Alexander Lowen, M.D. 5 4 3 2 1 Cloe Madanes, Lie. Psycho!. 5 4 3 2 1 Judd Marmor, M.D., Ph.D. 5 4 3 2 1 James Masterson, M.D. 5 4 3 2 1 Rollo May, Ph.D. 5 4 3 2 1 Donald Meichenbaum, Ph.D. 5 4 3 2 1 Salvador Minuchin, M.D. 5 4 3 2 1 Mara Selvini Palazzoli, M.D. 5 4 3 2 1 Erving Polster, Ph.D. 5 4 3 2 1 Miriam Polster, Ph.D. 5 4 3 2 1 Ernest Rossi, Ph.D. 5 4 3 2 1 Thomas Szasz, M.D. 5 4 3 2 1 Paul Watzlawick, Ph.D. 5 4 3 2 1 Carl Whitaker, M.D. 5 4 3 2 1 Joseph Wolpe, M.D. 5 4 3 2 1 Jeffrey Zeig, Ph.D. 5 4 3 2 1

97 Ill) Additional Potential Faculty: Please rank your top choices numerically from five to one, giving your top choice a ''five.'' Keep in mind that it is important to represent a broad spectrum of contemporary psychotherapies. Indicate faculty who could help to provide the kind of skills you are interested in developing. __ Otto Kernberg (Psychoanalytic) __ Gianfranco Cecchin (Family) __ Robert Michels (Psychoanalytic) __ Peggy Papp (Family) __ Leo Rangele (Psychoanalytic) __ Florence Kaslow (Family) __ Harold Searles (Psychoanalytic) __ Michael White (Family) __ Mardi Horowitz (Psychoanalytic) __ Marion Woodman (Jungian) __ Robert Langs (Psychoanalytic) __ Arnold Mindell (Jungian) __ Norman 0. Brown (Psychoanalytic) __ June Singer (Jungian) __ Jerome Frank (Psychoanalytic) __ Jean Baker Miller (Feminist) __ Alice Miller (Psychoanalytic) __ Phyllis Chessler (Feminist) __ Hans J. Eysenck (Behavioral) __ Stanislav Grof (Transpersonal) __ Gerald Patterson (Behavioral) __ Ken Wilbur (Transpersonal) __ Ray Corsini (Adlerian) __ Peter Sifneos (Brf. Psychoanalytic) __ Harold Mosak (Adlerian) __ Habib Davanloo (Brf. Psychoanalytic) __ William Masters (Sex) __ Michael Mahoney (Cognitive) __ Stanley Keleman (Body Therapy) __ Paul Wachtel (Integrative/Eclectic) __ Clifford Sager (Group) __ Arnold Goldberg (Kohutian) __ lrv Yalom (Group/Existential) __ Robert Stolorow (Kohutian) __ Robert Shaw (Contextual) __ Eugene Gendlin (Focusing) __ Harold Greenwald (Direct Decision) __ Muriel James (Transactional Analysis) __ Robert Coles (Children) __ Sophie Freud Other (Please list):

IV) Desired Format of the Next Conference: Strongly Agree Neutral Disagree Strongly Agree Disagree One-Hour Invited Addresses (1) 5 4 3 2 1 Three-Hour Workshops (Led by individual faculty) (2) 5 4 3 2 1 Topical Panels (1 Hr.) (e.g., schizophrenia, training psychotherapists, etc.) (3) 5 4 3 2 1 Supervision Panels (1 Hr.) (Attendees can present cases to experts) (4) 5 4 3 2 1 Conversation Hours (1 Hr.) (Led by individual faculty) (5) 5 4 3 2 1 Clinical Presentations (1 Hr.) (Live demonstration or discussion of therapy videotape) (6) 5 4 3 2 1 Dialogues (1 Hr.) (With two faculty members) (7) 5 4 3 2 1 Keynote Addresses (Comments on the field by experts whose discipline is not psychotherapy) (8) 5 4 3 2 1 If this meeting were held, I would most likely attend. (9) 5 4 3 2 98 V) Desired Keynote Speakers for the next Conference: Here is a list of leading thinkers who could be invited to offer insights about the evolution of human psychology and discuss their perspectives about the human psyche and interpersonal relation­ ships. Please rank your top five choices, giving your top choice a ranking of "five," second choice, "four," etc. Additional suggestions would be greatly valued. __ Robert Jay Lifton __ Peter Gay __ Jerome Bruner __ Ray Birdwhistell __ Noam Chomsky __ Mary Catherine Bateson __ Ken Kesey __ Joan Baez __ Douglas Hofstater __ F. Scott Peck Linus Pauling __ Carl Sagan __ Daniel Berrigan __ Alvin Toffler __ Bill Moyers __ Ivan lllich __ Nancy Chodorow __ Carol Gilligan __ Susan Sontag __ Paul Ekman __ Jane Goodall __ Walker Piercy __ Julian Jaynes __ Benjamin Spack __ Susan Brownmiller __ Jean Houston __ Fritjof Capra __ llya Prigonine __ Sen. Patricia Schroeder __ Kathy Guisewaite __ Robert Coles __ John Bradshaw __ T. Berry Brazleton __ Elie Wiesel __ Albert Bandura __ Phillip Zimbardo __ Erving Goffman __ Alice Walker __ Thomas Kuhn __ Carl Popper __ Dan Greenberg __ H. Ellenberger __ Christopher Lasch __ Sam Keen __ Maurice Sendack __ Erma Bombeck __ Maya Angelou __ Art Buchwald __ Rupert Sheldrick __ Garrison Keillor __ Gabriel Marquez __ Octavia Paz __ Lenore Walker __ Robert Bly __ Claudia Black __ Joan Woititz __ Ray Bradbury __ Other (Please list):

VI) Degree: (1) M.D. (2) Ph.D./Ed.D./D.S.W. (3) M.S.W. __ (4) M.A./M.S./M.Div./M.F.C.C. (5) Graduate Student __ (6) Other (Please specify)------

99 VII) Category of Theoretical Orientation. (Check the one that most accurately represents your primary school of therapy): __ (1) Dynamic/Analytic __ ( 7) Affective/Awareness (e.g., Gestalt/Humanistic)

__ (2) Cognitive __ ( 8) Philosophical (e.g., Existential)

__ (3) Family Therapy __ ( 9) Hypnotherapy

__ (4) Group Therapy __ (10) Behavioral

__ (5) Eclectic/Integrative __ (11) Other (Please specify)

__ (6) Symptom-Based Therapy (e.g., Sex Therapy, Crisis Intervention)

VIII) Preferred Date and Location: Please rank your top choices from three to one, giving your first choice a rating of "three." Preferred Dates & Times of Year Preferred Venue __ Every five years (i.e. 1995) __ Las Vegas __ Chicago __ Every ten years (i.e. 2005) __ Phoenix __ New York __ Every three years (i.e. 1993) __ Anaheim __ Atlanta __ Dallas __ Houston __ First week of December __ San Antonio __ New Orleans __ Second week of December __ Washington, D.C. __ Miami __ Third week of June __ Boston

IX) Additional Comments and Suggestions: (Feel free to use a blank sheet of paper for your comments and suggestions.)

100 The faculty from the 1985 Evolution of Psychotherapy Conference. Front row from left: Albert Ellis, Mary Goulding, Robert Goulding, Zerka Moreno, Cloe Madanes, Virginia Satir, Miriam Polster and Carl Rogers. Second row: Rollo May, Arnold Lazarus, Judd Marmor, Aaron Beck, Carl Whitaker, Murray Bowen, Thomas Szasz, Paul Watzlawick, Jay Haley and Joseph Wolpe. Back row: Bruno Bettelheim, James Masterson, Jeffrey Zeig, Ronald D. Laing, Ernest Rossi, Erving Polster, Salvador Minuchin and Lewis Walberg.

101 November 15, 1990

Dr. Jeffrey Zeig The Milton H. Erickson Foundation 3606 N. 24th St. Phoenix, AZ 85016

Dear Dr. Zeig,

I wanted to write to you to let you and the other participants in "The Evolution of Psychotherapy Conference" know just how sad I am not to be able to join all of you. I was very much looking forward to it! The past several years I have been burdened with a terrible back problem, and this time it's so acute I can hardly get out of bed. I'm just hoping I can make it through my classes the rest of this semester and recover in time for Christmas!

I wish you a most successful conference!

Sincerely,

Robert Coles, M.D. Professor of Psychiatry and Medical Humanities

102 November 15, 1990

Dear Attendees of The Evolution of Psychotherapy Conference:

It is with great regret that I announce that my participation at The Evolution of Psychotherapy Conference in 1990 now is impossible. I have been immobilized with chronic obstructive pulmonary disease, and cannot even leave the premises these days. I send my greetings and again, I regret that I am not able to attend.

Sincerely,

Robert L. Goulding, M.D.

103 If you are interested in being placed on the mailing list of The Milton H. Erickson Foundation and receive its Newsletter, please complete this form and turn it in to the Registration Desk in Exhibit Hall A of the Anaheim Convention Center or mail to the address below:

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104 Convention Center Rooms for The Evolution of Psychotherapy Conference

81-86 California Room C1-C6 Pacific Room A1 Anaheim Room Arena HALL ''A'' Santa Ana Room Garden Grove Room Registration Luncheon Exhibits

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PACWOC f "iS """" GAIIIIEN GROVE ...... ,.____ ROOM lJJ1l1llimfl FIRST·AIO §;;--1 ~ --"8" -~ I J (E:l n. \- c~soon 0 L0UYJ ':' ! '!!'"" J ARENA A BOX ICE --r -T -r--- ~.!~4---r_ - -T --- l--- 0 nj -- r;Jnnl F I o L-- ROOM I ' ~ 0 I 0 ENTLOBB~E o I I .;;.,..,=~ E>IT'::'TH NC'r"- i • iI - - IIOiml 1 fsrAGE\\ " _., --,** ~ - r-n ""'" E ---i1 T-!.__j1 1 I M 1 0 ---ROOM"C...,.-r- * E~BITKJNG---~-1-HALL -- :...:."8"---ODOM)~--~I~ <> ..,...,. lh~•iS - -...~I~ o l[!j'"t ~~~ ;-J'- ~~~TN\ I -,!\--r-fr , CO *~~;-r- ~ .... ·~ L I 1 ONvEHTKJN I 1 !!.:1 BOX l 0 , 0 -- - - L_,1 I~I Ill, PACtFtCOFFOCE o '1 0' • _ --,-, ~~~~ \ I I ,I PACIFIC~~- ] lJ [.--~-.1..-l -~-IAi_j I L * ~ r~ 1 ~VISITOR:u~eAu ROOM"'""'- E ---.. fCAi:r """" • .,... •' -3 ""' Food SerVICe- l t'i--- LEN.!~ J ENTRA;:"J, HALL Dll

F:" _!2. ~ FULLERTON ~~ AIRPORT • COMMONWEALTH "- ~--~=------~------~------i ARTESIA RIVERSIDE MOVIELAND WAX MUSEUM • KNOTT'S BERRY FARM •

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TEN NISLAND i RACQUET CLUB If

CONVENTION­ CENTER

HUNTINGTON BEACH

106 PERSONAL SCHEDULE

EVENT LOCATION

WEDNESDAY, DECEMBER 12, 1990 8:00 to 8:20 a.m. Convocation Arena (CC) 8:30 to 11:45 a.m. Session # ______8:30 to 11:30 a.m. Workshop # ______1 :00 to 2:00 p.m. Clinical Presentation # _____ 2:20 to 3:20 p.m. Panel# ______3:40 to 4:40 p.m. Dialogue/Conversation Hour #__ _ 5:00 to 6:00 p.m. Conversation Hour # ______2:30 to 5:30p.m. Workshop # ______9:00 to 11 :00 p.m. Welcome to Anaheim Recept. Hilton Ballrooms

THURSDAY,DECEMBER13, 1990 8:30 to 11:45 a.m. Session # ______8:30 to 11:30 a.m. Workshop # ______1:00 to 2:00 p.m. Keynote Address: Frankl Arena (CC) 2:20 to 3:20 p.m. Clinical Presentation# _____ 3:40 to 4:40 p.m. Panel# ______5:00 to 6:00 p.m. Conversation Hour # ______2:30 to 5:30 p.m. Workshop # ______8:00p.m. to 1:00 a.m. Private Party at Disneyland ______Disneyland

FRIDAY, DECEMBER 14, 1990 8:30 to 11 :45 a.m. Session # ______8:30 to 11:30 a.m. Workshop # ______1 :00 to 2:00 p.m. Clinical Presentation # _____ 2:20 to 3:20 p.m. Panel# ______3:40 to 4:40p.m. Dialogue# ______5:00 to 6:00 p.m. Conversation Hour # ______2:30 to 5:30 p.m. Workshop # ______6:00 to 7:00 p.m. Authors' Hour ______Exhibit Hall A

SATURDAY, DECEMBER 15, 1990 8:30 to 11 :45 a.m. Session # ______8:30 to 11:30 a.m. Workshop # ______1:00 to 2:00p.m. Clinical Presentation # _____ 2:20 to 3:20 p.m. Panel# ______3:40 to 4:40p.m. Dialogue/Trialogue # ______5:00 to 6:00 p.m. Conversation Hour # ______2:30 to 5:30p.m. Workshop # ______7:30p.m. Banquet California Pavilion (Hilton)

SUNDAY, DECEMBER 16, 1990 8:15 to 11:30 a.m. Session# ______8:30 to 11:30 a.m. Workshop # ______11:50 a.m. to 12:50 p.m. Keynote Address: Friedan Arena (CC) 12:50 to 1 :00 p.m. Closing Remarks Arena (CC)

107 NOTES

108 NOTES

109 Improve your clinical outcomes in just minutes a month - strengthen your practice - Editor and earn up to 18 hours of Category I continuing education credit. Glen 0. Gabbard, M.D. Director Dear Colleague: C. F. Menninger Memorial Hospital Imagine the country's brightest clinicians providing you with practical, "'hands-on'" answers to your toughest clinical challenges: Editorial Board • Must you get informed consent • How can you overcome resistance in Sue Chance, M.D. before beginning psychotherapy? new patients? Judith Fingert Chused, M.D. • Is psychotherapy useful or harmful • Is there a "'best'" way to maximize Virginia M. T. Davidson, M.D. with alcoholics? medication compliance? Paul Dewald, M.D. James Gustafson, M.D. • How do you treat dynamic • Can you avert a lawsuit after a elements in panic disorder? patient commits suicide? Mardi]. Horowitz, M.D. Judy L. Kantrowitz, Ph.D. Most important how can you significantly broaden the scope of your knowledge, Helen Singer Kaplan, M.D. improve your patient care, and strengthen your practice in the comfort of your home, Otto Kernberg, M.D. while you earn up to 18 hours of Category I credit? Peter Kramer, M.D. AnnoWlcing The Psychodynamic Letter James W. Lomax, M.D. Lester Lubarsky, Ph.D. Let me suggest a time-saving newsletter designed to keep you up-tcxlate in just Robert Michels, M.D. minutes a month, The Psychodynamic Letter. This 8-page newsletter is a highly effec­ Stephen Mitchell, Ph.D. tive, inexpensive way for you to improve clinical outcomes in your practice. Every month, in short, hard-hitting articles that are free of jargon, you discover useful informa­ Carol Nadelson, M.D. tion to immediately improve your care of patients. Thomas H. Ogden, M.D. Anna Ornstein, M.D. Hear and Understand Your Patients Even Better Joseph Sandler, M.D., Ph.D. In our highly stressful world, patients want to be heard and understood more than David Scharff, M.D. ever. The Psychodynamic Letter helps you become even better at hearing, under­ Edward R. Shapiro, M.D. standing, and helping your patients. Despite the anxiety we feel about cost contain­ William H. Sledge, M.D. ment, those of us who can better understand and help our patients will enjoy the Herbert Strean, D.S.W. satisfaction of relieving suffering, and the security of a stronger practice. Allan Tasman, M.D. Lenore Terr, M.D. Each month, The Psychodynamic Letter examines critical issues that arise repeatedly George Vaillant, M.D. in our work, but are often overlooked. You may earn CME credit too. After reading each 8-page issue, simply complete the brief post-test to earn up to 18 hours of Judith Wallerstein, M.S.W., Ph.D. Category I credit per year. John L. Schwartz, M.D. Publisher Among our authors are: Cornell's Bob Michels, one of the brightest and most creative psychodynamic experts; Dartmouth's George Vaillant, the premier student of adult development; Cincinnati's Anna and Paul Ornstein, the leading experts on self-psy­ CME,Inc. chology; Paul Dewald, an internationally famous psychoanalyst, and Harvard's Tom 730 El Camino Way Gutheil, an award-winning forensic psychiatrist. Tustin, CA 92680 (800) 447-4474 Your Two Valuable Special Reports, Free As part of our No-Risk Charter Discount Offer, your Charter Subscription to The Psychodynamic Letter includes two time-saving special reports, "'Avoiding Malprac­ tice: Psychodynamic Perspectives, .. and "'Better Handling of Violent Patients." In "'Avoiding Malpractice,'" you discover crucial interpersonal and psychodynamic © CME, Inc. 1990 ways to malpractice-proof your practice. These practical suggestions are easy to implement. They strengthen your herapeutic alliance with your patients. n "Better Handling of Violent Patients," you learn to better evaluate patients in terms of their violence potential. { ou also discover how to assess your own practice so that you can modify situations that may put you and your :xrtients at heightened risk of their losing control. The tragedy of attacks upon therapists by patients may be ::woided by implementing the suggestions in this report. Your No-Risk Charter Disco\Ult Offer fhe regular subscription rate for The Psychodynamic Letter is just $249 per year. But you save 40% with our special :harter Subscription rate of only $149 (tax-deductible) for your first 12 monthly issues. If you don't need the CME :redits, you may subscribe for just $79 per year. When you subscribe before December 31, 1990, we will include your two special reports as an extra bonus, absolutely free. A recent survey revealed the average cost of CME in psychiatry to be $25.40 :per Category I credit just for tuition, not to mention the substantial income lost while ::rttending a meeting, airfare, hotel and meals. At our low Charter Subscription rate, you pay just $7.10 per Category I credit hour, a huge savings.

Subscribe today, at no risk. Examine your special reports and your Charter Issue for 30 days. Then, if The Psychodynamic Letter is not for you, simply call us on our toll-free reader service hot line- (800) 447-4474- and cancel your subscription. We will cheerfully refund your entire subscription payment. Keep your Charter Issue and the two free special reports. During your subscription to The Psychodynamic Letter, if you are ever dissatisfied, you . may cancel your subscription and receive a 100% refund for all unmailed copies. Strengthen your practice. Improve 'the care you give. Subscribe today! Cordiall~ ~ ~

Jo- %Schwartz.15 M.D .. F.A.P.A.

P.:.Uust one useful article that helps you with a ditticult clini=l problem =uld be worth many times the =st of your subscription.

~------,To subscribe, f"tll out this coupon, make check payable to CME, Inc., and mail to: I The Psychodynamic LeUer I CME, Inc. • 730 El Camino Way • Tustin, CA 92680 I or complete coupon legibly with credit card information and signature and FAX it to: (714) 544-5016 I or call (800) 447-4474 or (714) 544-16117:30 a.m.-3:30p.m., M-F, PST Your No-Risk Guarantee 0 Yes, I want to become a Charter Subscriber to The Psychodynamic Letter at $149 for 12 isssues (and up to 18 Category I hours), a 40% savings from the regular $249 rate.l am subscribing before Dec. 31, 1990 and Examine your special reports and will also receive 2 free special reports: "Avoiding Malpractice: Psychodynamic Perspectives," and "Better your first issue for 30 days at your Handling of Violent Patients: Psychodynamic Safeguards." leisure. Then, if The Psychodynamic 0 Yes, I want to become a Charter Subscriber without Category I credit at just $79 per year (a 49% savings from Letter is not everything you hoped it the normal $157 non-Category I rate). would be, simply call us on our toll­ Degree ______free reader service hot line and tell Na~------us you'd like to cancel your street ______City------subscription. We will refund your entire subscription payment. You Slate/Zip ----- Daytime Phone ( ____ keep the free reports and the Charter o Enclosed is my check for U.S.$ ______payable to CME, Inc. on a U.S. bank. Issue. During your subscription to ~"7.'riiif!i" [IIJ [II] I EFA 1190 1be Psychodynamic Letter, if you are 0 Please charge U.S.$ ___ to my: 0 "'~ 0 0 . ever dissatisfied for any reason, you Acct. I ------Exp. Dale ------may cancel your subscription and Signature (required if using credn card)------receive a lOOo/o refund for all . . 0 Bill me U.S.$ plus a $9 handling charge. My 2 free bonus special reports will be sent upon rece1pt of unmail e d cop1es. my payment. 1 understand I will receive my Charter Issue in January. ~------~