DOCSLIB.ORG

The Healing Power of Groups in a Fragmented World” - This Year’S AGPA but Thorough Introduction to Mental- of the Training Group in the Education Connect Theme

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Healing Power of Groups in a Fragmented World” - This Year’S AGPA but Thorough Introduction to Mental- of the Training Group in the Education Connect Theme 2018 The HealingThe HealingPower of PowerGroups inof a Groups Fragmented in a World Fragmented World Special Institute: Monday, February 26 Two-Day Institute: Tuesday & Wednesday, February 27-28 Three-Day Conference: Thursday, Friday, Saturday, March 1-3 Westin Galleria & Westin Oaks Houston Hotels elcome to the 2018 AGPA Connect! This year's GPA Connect provides participants from diverse Wmeeting, to be held in Houston, Texas, offers an Aclinical disciplines the opportunity to advance extraordinary array of state-of-the-art educational their knowledge, skills and training in group offerings—plus a lot of fun! We are especially pleased psychotherapy and related fields. The AGPA that we will be in Houston to support the recovery from the devastating effects of Hurricane Harvey. Our Connect experience promises to include the Counselman Abernethy Gilmore development of new clinical approaches, conference theme is “The Healing Power of Groups in a refinement of therapeutic methods, exchange of Fragmented World” which is truly a timely topic as we are affected by fragmentation and threat at home and clinical and empirical knowledge with colleagues, around the world. exposure to current research and theory, and the We are thrilled to be welcoming Peter Fonagy, from the UK, presenting on Mentalization-Based Therapy in opportunity to participate in a multidisciplinary peer Groups as well as our own Distinguished Fellow, Elliot Zeisel, presenting on the role of the training group in keeping our passion alive. Our plenary speakers demonstrate a diversity of approaches, from David Allen, on his support network. community based group approach in the Bahamas, to Pat Ogden, on Sensorimotor Psychotherapy, as well Barry AGPA Connect is divided into three sections: the Helfmann’s presidential address entitled “Why AGPA?” one-day Special Institute taught by prominent As you look through this program, you will see the diversity of educational and experiential institutes, clinicians, the two-day Institute devoted to small workshops, open sessions, and plenaries that characterize AGPA and many opportunities for self-exploration and group teaching primarily in the experiential mode, personal growth. This year we are proud to offer several social justice sessions as well. We have no doubt that and the three-day Conference which offers a you will return to your practice recharged and full of new ideas. We hope that you will select events that meet the variety of formats, including limited registration needs of your particular practice but also try something new. workshops as well as open session panels on AGPA is about connection as well, and we hope that you will take advantage of the many opportunities to special topics and original scientific paper sessions. meet people and form connections. If you are new to AGPA, we hope you'll attend the New Member no-host dinner and the New Member breakfast. Special Interest Groups (SIGs) are a good way to meet others with similar Who Should Attend? interests and they hold meetings throughout the week. The evening social hours, and the Group Foundation’s Mental health professionals who have an interest in Friday night dance party and Saturday luncheon are all opportunities for continued connection. Many of us have and/or currently work with groups who wish to be made deep lasting connections at these meetings that have sustained us over many years! kept abreast of new developments and to expand Those of you familiar with our meeting will notice the new name. We are an organization about people and the scope of their clinical practices. relationships and the Board thought that our meeting should convey that more clearly in its title. AGPA Connect is a rebranding that reflects our educational mission and is more descriptive of what happens during our week Why Should You Attend? together: in the educational sessions, in the meetings, receptions and meals, and in the relationships that • World-renowned faculty are available to develop. instruct, challenge, and inspire you. As they say in Texas, we look forward to seeing y’all at AGPA Connect! • Earn over 40 continuing education credits in Eleanor Counselman, EdD, CGP, LFAGPA Alexis Abernethy, PhD, CGP, FAGPA your affiliated discipline. AGPA President Martha Gilmore, PhD, CGP, FAGPA • Learn valuable, proven strategies and clinical Annual Meeting Co-Chairs techniques that can be used immediately. • Access a full menu of diversified offerings designed to sharpen your knowledge and skills. • Take advantage of time away from the day-to- What to look for inside…We have an exciting line-up of speaker presentations: day pressures of work. You’ll return refreshed, stimulated and rejuvenated – and ready for Two Special Institute Presentations on Attendance is Affordable… new challenges ahead. Monday, February 26: New Member Discount. If you are not currently an • Explore the extraordinary city of Houston with AGPA member and join at the time of registration, you will ◆ Peter Fonagy, PhD will present “The Technique of colleagues, family, and friends. save more than the difference between the member and Mentalization-Based Treatment for Severe Personality non-member registration fee. A membership application is • Create cherished memories while Disorder.” strengthening your professional expertise. online as well as available on page 15 of the program. We ◆ Elliot Zeisel, PhD, LCSW, CGP, DFAGPA will present hope you will join us as a member. “Maintaining Passion in your Group Work: The Role of What You Will Learn! the Training Group.” A 35% discount is offered to Students, New After participating, attendees will be able to: Professionals, Retirees, and Clinicians and Chaplains 1. Identify, review, and integrate basic group Institute and Conference Plenaries: working with Active Duty Military and Veterans. dynamic concepts into their group practice; ◆ Elizabeth Knight, MSW, CGP, DFAGPA will present 2. Compare the theoretical underpinnings of the Opening Institute Plenary Address entitled, “I'm Agency/Institutional Multi-Person Registration various schools of group therapy; Having Trouble with My Small Group: Reflections on a Discount. A special discount is available to individuals Lifetime of Living, Leading, and Learning in Groups.” 3. Conduct groups in a variety of settings with a from the same agency/institution. The first registration is at the full rate with additional registrations from the same broad range of populations; ◆ The Mitchell Hochberg Memorial Public Education Event entitled, “Group Process as an Intervention for agency at a 35% discount. Agency/Institution registrations 4. Apply evidenced-based practices as they relate Community Resocialization” will be presented by may be shared among personnel. Registration forms must to group therapy. David Allen, MD, MPH. be forwarded together and accompanied by a listing of ◆ Pat Ogden, PhD will be the Conference Opening the names of registrants on agency letterhead stating How to Register! Plenary Speaker; her presentation is entitled, “The Role personnel are full-time or part-time employees whose sole An online registration form is available on the AGPA of the Body in Group Psychotherapy: A Sensorimotor source of income is from the agency. The letter should website, www.agpa.org. You may also register by Psychotherapy Approach.” also verify the agency or institution as a non-profit. (Other discounts are not applicable when using an agency/ mail, fax, phone, and email. To mail: complete the ◆ Barry Helfmann, PsyD, ABPP, CGP, DFAGPA will institutional discount.) registration form on the back cover, and mail it deliver the Anne and Ramon Alonso Presidential Plenary along with your payment to AGPA c/o Chase Address entitled, “Why AGPA?” Annual Meeting Scholarships are also being offered Manhattan Bank, Church Street Station, P.O. Box ◆ The Louis R. Ormont Lecture will be presented by by the Group Foundation for Advancing Mental Health. 6359, New York, NY 10249-6359. Fax your form Richard Billow, PhD, ABPP, CGP. It is entitled, Details on Awards and Scholarships for attendees as well including credit card information to 212-979-6627. “Witnessing: The Third Axis of Group Process.” as application information can be found on our website. Phone registration is available by calling toll-free Just for fun, at the end of each day there is a time to get Please consider a donation to the Scholarship Fund to 877-668-AGPA (2472) or 212-477-2677. You may to know each other personally at our evening social hours. support the scholarship program; you can include a gift on also email us at [email protected]. You also won’t want to miss two of the meeting’s highlights the website or on the registration form found on the last hosted by the Group Foundation for Advancing Mental Health: page of the program. the Friday night dance party and the Saturday luncheon. 2 Program Overview Monday Tuesday Wednesday Thursday Friday Saturday February 26 February 27 February 28 March 1 March 2 March 3 Special Institute Registration Institute Registration Exhibits, Exhibits, Exhibits, 7:30 – 9:00 AM 7:30 – 9:00 AM Conference Registration Conference Registration Conference Registration Institute Opening Plenary 7:00 AM – 6:00 PM 7:00 AM – 6:00 PM 7:00 AM – 2:00 PM “I'm Having Trouble with My Early Morning Sessions Early Morning Sessions Early Morning Sessions Small Group: Reflections on 7:45 – 8:45 AM a Lifetime of Living, Leading, 7:15 – 8:15 AM 7:15 – 8:15 AM and Learning in Groups” Breakfasts for: Breakfast for AGPA Fellows Elizabeth Knight
Load more

Recommended publications
  • The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios, Richard Moulding, Guy Doron, Sunil S
    Cambridge University Press 978-1-107-07914-4 - The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios, Richard Moulding, Guy Doron, Sunil S. Bhar,Maja Nedeljkovic and Mario Mikulincer Frontmatter More information The Self in Understanding and Treating Psychological Disorders © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-07914-4 - The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios, Richard Moulding, Guy Doron, Sunil S. Bhar,Maja Nedeljkovic and Mario Mikulincer Frontmatter More information © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-07914-4 - The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios, Richard Moulding, Guy Doron, Sunil S. Bhar,Maja Nedeljkovic and Mario Mikulincer Frontmatter More information The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios Research School of Psychology, The Australian National University, Canberra, ACT, Australia Richard Moulding School of Psychology, Deakin University, Melbourne, VIC, Australia Guy Doron The Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, Herzliya, Israel Sunil S. Bhar Swinburne University of Technology, Melbourne, VIC, Australia Maja Nedeljkovic Swinburne University of Technology, Melbourne, VIC, Australia Mario Mikulincer Interdisciplinary Center (IDC) Herzliya and Baruch Ivcher School of Psychology, Herzliya, Israel © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-07914-4 - The Self in Understanding and Treating Psychological Disorders Edited by Michael Kyrios, Richard Moulding, Guy Doron, Sunil S. Bhar,Maja Nedeljkovic and Mario Mikulincer Frontmatter More information University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge.
    [Show full text]
  • Healing Factors in Guided Affective Imagery: a Qualitative Meta-Analysis
    Healing Factors in Guided Affective Imagery: A Qualitative Meta-Analysis Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy with a concentration in Psychology and a specialization in Counseling and Psychotherapy at the Union Institute & University Cincinnati, Ohio Elaine Sue Kramer April 3, 2010 Core Faculty: Lawrence J. Ryan, PhD i Abstract This qualitative meta-analysis compares and contrasts European and American approaches to Guided Affective Imagery (GAI). From a comparative review of literature of the European and American approaches, it is observed that there are noteworthy differences in how GAI is understood in theory and applied in practice. In the United States, GAI is not perceived as a method of deep psychotherapeutic intervention for neurotic disorders by most practitioners. In Europe, GAI is one of the more prevalent intervention techniques that has been reported to be effective in many disorders. Secondly, this meta-analysis seeks to identify the essential healing elements of GAI as they are implemented in psychotherapy. Twelve factors are identified from the literature. Of fundamental clinical importance is the activation of a patient’s “resources,” the positive characteristics of an individual that can be accessed to reinforce the patient’s ability to deal with a past traumatic experience. GAI provides the imagery context by which the patient may re-experience the trauma. The therapist assists by encouraging the patient to repeatedly utilize internal resources to confront the fearful event. Lasting relief may be conceptualized as repeated resource activation leading to a biochemically-induced remapping at synaptic sites away from the limbic-centered, emotion-based neural path associated with the traumatic event toward the prefrontal cortex-centered, cognitive-based path of appropriate behavior.
    [Show full text]
  • University of London Thesis
    REFERENCE ONLY UNIVERSITY OF LONDON THESIS Degree f*Vvo Year Name of Author A £ C O P Y R IG H T This is a thesis accepted for a Higher Degree of the University of London. It is an unpublished typescript and the copyright is held by the author. All persons consulting the thesis must read and abide by the Copyright Declaration below. COPYRIGHT DECLARATION I recognise that the copyright of the above-described thesis rests with the author and that no quotation from it or information derived from it may be published without the prior written consent of the author. LOANS Theses may not be lent to individuals, but the Senate House Library may lend a copy to approved libraries within the United Kingdom, for consultation solely on the premises of those libraries. Application should be made to: Inter-Library Loans, Senate House Library, Senate House, Malet Street, London WC1E 7HU. REPRODUCTION University of London theses may not be reproduced without explicit written permission from the Senate House Library. Enquiries should be addressed to the Theses Section of the Library. Regulations concerning reproduction vary according to the date of acceptance of the thesis and are listed below as guidelines. A. Before 1962. Permission granted only upon the prior written consent of the author. (The Senate House Library will provide addresses where possible). B. 1962-1974. In many cases the author has agreed to permit copying upon completion of a Copyright Declaration. C. 1975 - 1988. Most theses may be copied upon completion of a Copyright Declaration. D. 1989 onwards. Most theses may be copied.
    [Show full text]
  • Viewing the Group Through the Lens of Attachment Theory
    Secure Attachment Creates Bold Explorers: viewing the group through the lens of Attachment theory Jean Mehrtens RPN, BA, DipEd, MAppSci A Thesis presented to the Board of Examiners of the Australian and New Zealand Psychodrama Association Inc. in partial fulfilment of the requirement for certification as a Psychodramatist Copyright Statement This thesis has been completed in partial fulfillment of the requirements toward certification as a practitioner by the Board of Examiners of the Australian and New Zealand Psychodrama Association Incorporated. It represents a considerable body of work undertaken with extensive supervision. This knowledge and insight has been gained through hundreds of hours of experience, study and reflection. © Australian and New Zealand Psychodrama Association Incorporated 2008 Copyright is held by the author. The Australian and New Zealand Psychodrama Association Incorporated has the license to publish. All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no reproduction, copy or transmission of this publication may be made without written permission from the author and/or the Australian and New Zealand Psychodrama Association Incorporated. No paragraph of this publication may be reproduced, copied, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise, save with written permission of the Australian and New Zealand Psychodrama Association Incorporated and/or the author. The development, preparation and publication of this work have been undertaken with great care. However, the publisher is not responsible for any errors contained herein or for consequences that may ensue from use of materials or information contained in this work.
    [Show full text]
  • Psychotherapy for Borderline Personality Disorder: Where Do We Go from Here?
    CORE Metadata, citation and similar papers at core.ac.uk Provided by UCL Discovery Psychotherapy for borderline personality disorder: Where do we go from here? Peter Fonagy, Patrick Luyten, Anthony Bateman Submitted to: JAMA Psychiatry Borderline personality disorder (BPD) is one of the most prevalent, and most disabling, personality disorders. There is increasing consensus that the disorder is characterized by three related core features: severe emotion dysregulation, strong impulsivity, and social- interpersonal dysfunction.1 Individuals diagnosed with BPD were historically considered to be “hard to reach” and pessimism with regard to treatment prevailed. This view has changed over the past two decades, mainly as a result of emerging evidence for the efficacy and cost- effectiveness of specialized psychotherapies for individuals with BPD.2,3 The study by Cristea and colleagues4 in this issue represents a new and major leap forward in this regard, as it heralds the coming of age of research on the effectiveness of psychotherapy for BPD. Cristea et al. report a meta-analysis including 33 studies of specialized psychotherapy either as a standalone treatment or as an add-on to non-specialized psychotherapies in adult patients diagnosed with BPD. Overall, specialized psychotherapy emerges as moderately more effective than non-specialized psychotherapy in reducing borderline-relevant and other outcomes, such as general psychopathology and service utilization, with no differences between specialized psychotherapy as a standalone or as an add-on to usual treatment. Importantly, these effects were typically maintained up to 2-year follow-up. Very few adverse events were reported, suggesting that psychotherapy for BPD is both effective and safe.
    [Show full text]
  • What Is Mentalization? the Concept and Its Foundations in Developmental
    What is Mentalization? The Concept and its Foundations in Developmental Research and Social-Cognitive Neuroscience Peter Fonagy Elizabeth Allison Address for correspondence: Peter Fonagy PhD FBA Research Department of Clinical, Educational and Health Psychology University College London Gower Street London WC1E 6BT E-mail: [email protected] Tel: 44 20 7679 1791 Fax: 44 20 7916 8502 Chapter submitted for Nick Midgley & Ioanna Vrouva (eds) Keeping Children in Mind: Mentalization-based Interventions with Children, Young People and their Families, January 2011. What is mentalization? When we mentalize we are engaged in a form of (mostly preconscious) imaginative mental activity that enables us to perceive and interpret human behavior in terms of intentional mental states (e.g., needs, desires, feelings, beliefs, goals, purposes, and reasons) (Allen, Fonagy, & Bateman, 2008). Mentalizing must be imaginative because we have to imagine what other people might be thinking or feeling. We can never know for sure what is in someone else’s mind (Fonagy, Steele, Steele, & Target, 1997). Moreover, perhaps counterintuitively, we suggest that a similar kind of imaginative leap is required to understand our own mental experience, particularly in relation to emotionally charged issues. We shall see that the ability to mentalize is vital for self-organization and affect regulation. The ability to infer and represent other people’s mental states may be uniquely human. It seems to have evolved to enable humans to predict and interpret others’ actions quickly and efficiently in a large variety of competitive and cooperative situations. However, the extent to which each of us is able to master this vital capacity is crucially influenced by our early experiences as well as our genetic inheritance.
    [Show full text]
  • The Essence of Psychotherapy: a Review and Reflections
    The Essence of Psychotherapy: A Review and Reflections Keith Tudor Auckland University of Technology Abstract In response to the theme of this special issue of the journal, and utilising a specific literature review, this article offers some comments and reflections on the essence of psychotherapy, and also considers the problem of essentialism. Waitara He kauparetanga ki te matū o tēnei whakaputanga motuhake o te hautaka, me te whakamahi i te arotakenga tuhinga mātuauta, ka horaina atu i tēnei tuhinga ētahi whakaaro, hokinga whakaaro mai i te iho o te whakaora hinengaro me te kōhuki i te āhua o te whakawai. Essence and Essentialism From the time in April 2013 that members of the New Zealand Association of Psychotherapists (NZAP) were introduced to the theme of the 2014 Conference, “The Essence” (of psychotherapy), I began to reflect on what I — and others — think is the essence of what we do. During the rest of that year, various announcements were made about the Conference (on the NZAP website and in the Newsletter), introducing another theme: [the] life and death of the psychotherapist, as well as a stimulating question: “What is enlivening and what is deadening in our work”, and, finally, a strapline, “Holding the Space” which, I assumed, referred to the principle method of the Conference of holding and facilitating group space. When we refer to the essence of something, we are generally trying to define or distil the nature of the thing, or to get to the heart of the matter. Thus, in response to the question, “What is the essence of psychotherapy”, we may, for instance, define psychotherapy as “soul healing” (from the Greek psyche meaning soul and terapeia meaning healing).
    [Show full text]
  • Peter Fonagy Full CV
    Peter Fonagy: Curriculum Vitae (2016) Peter Fonagy, OBE FMedSci FBA FAcSS PhD Professor of Contemporary Psychoanalysis and Developmental Science, UCL Chief Executive, Anna Freud National Centre for Children and Families (formerly known as The Anna Freud Centre) Address for correspondence: Research Department of Clinical, Educational and Health Psychology University College London Gower Street London WC1E 6BT E-mail: [email protected] Peter Fonagy Peter Fonagy: Curriculum Vitae 1. Personal Details ..............................................................................................................3 2. Education/Qualifications .................................................................................................3 3. Professional History (in chronological order) ..................................................................3 4. Other Appointments and Affiliations ..............................................................................4 5. Prizes, Awards and Other Honours .................................................................................4 6. Grants .............................................................................................................................9 7. Academic Supervision .................................................................................................. 15 8. Research ....................................................................................................................... 19 9. Knowledge Transfer: Details of significant appointments ............................................
    [Show full text]
  • PETER FONAGY PROGRAMME FRIDAY, JUNE 6, 2008 8:00 A.M
    XXXIVTH CONGRESS OF THE CANADIAN PSYCHOANALYTIC SOCIETY, JUNE 6 – 8, 2008 PLAZA 500 HOTEL & CONVENTION CENTRE, 500 WEST 12TH AVENUE (AT CAMBIE) VANCOUVER (BRITISH COLUMBIA) Tel.: 604.873.5103 / 1.800.873.1811 “CONSCIOUSNESS, MENTALISATION & DEVELOPMENT” KEYNOTE SPEAKER: PETER FONAGY PROGRAMME FRIDAY, JUNE 6, 2008 8:00 a.m. REGISTRATION & COFFEE - Foyer, Ballroom 9:00 – 10:30 a.m. WORKSHOPS – 1ST BLOCK Hassan Azim, “Contemporary Research on Ethnocentric Prejudice; Robertson et al., “Teaching at the Frontiers” In Memory of Dr. George Awad” Christopher Fortune, “Mutual Analysis: A Logical Outcome of Sandor Rafael López-Corvo, “The Unconscious: The Messenger of Truth. Ferenczi’s Experiments in Psychoanalysis” From Bion’s Perspective of the Container-Contained Interaction” 10:45 – 12:15 p.m. WORKSHOPS – 2ND BLOCK Elie Debbané, Maxine Anderson & Marianne Robinson, Rose Vasta, “Analysis of a Terminally Ill Man – Countertransference “Mentalisation & Catastrophic Change” & Transference Links Between Patient & Analyst” Endre Koritar, “Psychic Change in Psychoanalysis” François Sirois, « Le symptôme de transfert » 12:15 – 1:30 p.m. LUNCH BREAK 1:30 – 3:00 p.m. WORKSHOPS – 3RD BLOCK Michael J. Gundle, “Mentalisation & the Psychoanalytic Treatment Stephen Rush, “How Deep Must Analysis Go? The Most Primitive of Narcissistic Personality Disorder” Self …” Ronald Ruskin, “Boundary Violations in Training Analyses” Charles Levin & Harvey Giesbrecht, “Applied Art: Rediscovering Psychoanalytic Drive Theory” 3:00 – 3:15 p.m. BREAK 3:15 – 5:15 p.m. OUTREACH OPEN TO ALL - PETER FONAGY “Attachment & Borderline Personality Disorder Research” 5:30 – 7:00 p.m. Q & A SESSION WITH P. FONAGY – Open to participants in the Fonagy discussion groups 7:00 p.m.
    [Show full text]
  • Changing Minds and Mental Development Transcript
    Changing Minds and Mental Development Transcript Date: Wednesday, 18 May 2016 - 6:00PM Location: Museum of London 18 May 2016 Changing Minds and Mental Development Professor Gwen Adshead Introduction In my first lecture, I described a brief historical overview of how the mind and Self can be an object of therapeutic intervention. In this talk, I will discuss the ways that different therapies 'work' to change minds; and what this means for mental health services and psychological health more generally. I will draw on the work of esteemed colleagues, especially Professor Peter Fonagy at the UCL psychoanalysis unit, who was my co-author on a paper on a similar theme ( Fonagy & Adshead, 2012); his colleague Professor Anthony Bateman, who has published vitally important papers about therapy for complex disorders; and Professor Jon Allen of the Menninger Clinic Houston, who provided me with academic hospitality and whose published work on therapy for trauma has been hugely influential on many, myself included. What goes wrong for people with mental health problems? This may seem like a very broad question to address in a brief way; especially when one considers that many big textbooks of psychiatry and psychology exist to answer this question. Although it may seem simplistic, I am going to suggest that there are some common themes that underlie the most common presentations of mental disorder. Man is a social animal, and needs to be able to live successfully with others in groups. Unlike other primates, humans have language that enables them to maintain relationships with others over time (Aiello & Dunbar 1993), and that language function entails symbolic function: the ability to imagine and represent objects and ideas of importance.
    [Show full text]
  • Download Psychoanalytic Theories: Perspectives from Developmental
    PSYCHOANALYTIC THEORIES: PERSPECTIVES FROM DEVELOPMENTAL PSYCHOPATHOLOGY DOWNLOAD FREE BOOK Peter Fonagy, Mary Target | 300 pages | 14 Feb 2003 | John Wiley and Sons Ltd | 9781861562395 | English | Chichester, United Kingdom Psychology Perspectives While psychoanalytic perspectives are inherently developmental, this is often left implicit. Abigail AbalosRegistered Nurse Follow. This arises from one of the major developments in modern psychodynamic theory: object relations. Often this lack of resolution can foster a repetition compulsion-- a chronic re-visiting of the trauma through rumination or dreams, or an impulse to place oneself in other traumatic situations. You just clipped your first slide! While many emotional wounds take a while to resolve, a psychic trauma may continue to linger. In other words, they may begin to overcome their resistance. Anxiety disorders2. Psychosocial Theory. Biological psychologists explain behaviors in neurological terms, i. Published in: EducationTechnology. In order to understand human development, a number of different theories of child development have arisen to explain various aspects Psychoanalytic Theories: Perspectives from Developmental Psychopathology human growth. The psychoanalytic perspective of personality emphasizes the importance of early childhood experiences and the unconscious mind. The biological approach believes that most behavior is inherited and has an adaptive or evolutionary function. Successfully completing each stage leads to the development of a healthy adult personality. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. You can change your ad preferences anytime. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement. Bell was ten years old when she killed Brown, and eleven when she killed Howe. For example, both human brains and computers process information, store data and have input an output procedure.
    [Show full text]
  • STL Teaching Resume
    SUSAN T. LINDAU, LCSW License No. LCS 19232 310.440.2021 [email protected] Academic Positions: Part time Lecturer, School of Social Work, University of Southern California. Research Methods for Mental Health (625), Methods of Social Work Practice with Individuals (543), Families, Groups and Complex Cases (545), Clinical Practice with Service Members and Veterans (641), The Military Family (640), Mental Health and Human Behavior (605), Group Psychotherapy in Mental Health Practice (694). Also teach in the USC MSW program on line (2012). 2006 - present. Member of UCLA Medical Institutional Review Board for research proposals with human subjects in cancer treatment. 2009 - 2012. Lecturer, Geffen School of Medicine, UCLA. “Doctoring” (developing a “bedside manner”) for first year Medical Students. 2003 - 2006. Cedars-Sinai Medical Center. Six-week seminars, “Introduction to DBT” for 3rd and 4th year psychiatry residents. 2002 - 2008. Psychiatric Social Worker: Military Family Life Consultant, employed by MHN to provide support services to military personnel and their families at locations throughout the world. Assignments include Ft. Bragg, NC and a wide variety of Army Reserve and National Guard unit activities throughout Los Angeles and Orange Counties. 2009 - present. Intensively trained DBT Therapist: Edelman Mental Health Clinic 2000 to 2003, in private practice 2001 to present (trained by Alan Fruzetti, Linda Dimeff and Kate Comtois 6/2000, 12/2000). June 2000 - present. Private Practice, Los Angeles, CA. Provide treatment for persons living with chronic MDD and/or PTSD as well as individuals meeting criteria for Borderline Personality Disorder. September 1995 - present. Edelman Mental Health Clinic, LA County Department of Mental Health, 2000 - 2003.
    [Show full text]