Thursday, December 6, 2012 8:30-9:30 AM

K 1 – Behavioral Clues to Deceit
Paul Ekman, PhD
Years of empirical research into deceit have provided indicators that can be used by clinicians.  Research findings will be discussed and clinical applications will be suggested.  Video excerpts provide examples of using the research findings.
Educational Objectives: 1) List three research findings about deceit.  2) Given a patient, provide examples of using the research findings.

Thursday, December 6, 2012 9:45 AM-12:45 PM

FH 1 – Fundamentals of Hypnosis Workshop 1
Basic Principles of Hypnosis and Induction
Brent Geary, PhD
This segment will cover essential topics and terminology in hypnosis.  The process of a hypnotic session will be explained.  Participants will practice observing and elicitation of focused awareness in hypnotic subjects.
Educational Objectives: 1) Define induction, utilization, and termination in hypnotic contexts.  2) List four ways in which attention can be focused.  3) Explain advantages of using linkage in hypnotic induction.

WS 1 – Socratic Dialogue: Four Steps to Empowering Clients
Christine Padesky, PhD
Socratic dialogue has been a part of Beck’s cognitive therapy since the beginnings of this therapy in the 1970′s. Even so, little has been written to help therapists learn to master this practice. Padesky outlined 4 steps in the Socratic Dialogue process twenty years ago that now serve as a foundation for learning this approach. This workshop illustrates these four steps with clinical demonstrations and practice exercises designed to help participants improve their mastery of the approach. Drawing ideas from her forthcoming book, The Oxford Guide to Socratic Methods in CBT (Padesky & Kennerley, Eds., Oxford U Press, expected publication June, 2013), Padesky teaches the most recent perspectives on use of Socratic Dialogue in therapy including use of Socratic Dialogue in working with imagery. Educational Objectives: 1) Identify and practice the four stages of Socratic Dialogue. 2) Recognize two errors therapists commonly make and what to do instead. 3) Compare deconstructive and constructive uses of Socratic dialogue with imagery.

WS 2 – Practicing the New Neuroscience of Psychotherapy
Ernest Rossi, PhD
Group and individual demonstrations of Rossi’s new Activity-Dependent Approaches to the 4-stage creative process for optimizing of gene expression, brain plasticity, problem solving and mind-body healing. Practical approaches for all the psychotherapies as presented in Rossi’s 2012 book, “Creating Consciousness: How Therapists can Facilitate Wonder, Wisdom, Beauty, Truth and Self-Care.” Educational Objectives: 1) List 3 activity-dependent approaches to facilitating gene expression, brain plasticity, and mind-body healing in psychotherapy. 2) Build skills in recognizing and facilitating the 4-stage creative process in psychotherapy with implicit processing heuristics.

WS 3 – Promoting Advocacy and Social Justice through Brief but Sustained Action
Jeffrey Kottler, PhD
This inspirational workshop will focus on an expanded role of therapists to become more directly and actively involved in community activism, global human rights, and advocacy on behalf of those who have been most marginalized and oppressed. Dozens of different projects will be described, representing a wide variety of contexts, speciallties, settings, and outcomes. Participants will discuss their own dreams and plans to make a greater difference in their communities, and the world at learge.
Educational Objectives: 1)  Review a dozen case examples of social justice in action by busy practitioners in a variety of settings. 2)  Explore possibilities for becoming more directly involved in service and advocacy. 3)  Discuss ways to sustain and support projects over the long-haul

WS 4 – Anxiety Be Gone! Treatment Strategies for Worries
Reid Wilson, PhD
Chronically anxious clients continually scan their world for potential catastrophes that they feel incapable of facing. Participants will learn a set of therapeutic strategies—physiological, cognitive and behavioral—for treating worries, based on the latest research.  These will help clients face unneeded worries head-on and dispatch with them rather than being consumed by them or trying to avoid them. Educational Objectives: 1) Distinguish helpful worries (signals) from intrusive worries (noise). 2) Clarify the specific skills of worry exposure. 3) List 4 methods for generating alternative perspectives.

WS 5 – Don Jackson, MD – Rediscovering the Brief Therapy of a Forgotten Father
Wendel Ray, PhD
Obscured by the passage of time Don D. Jackson, MD is as important in the development of Interactional theory and effective brief therapy as his two contemporaries Milton Erickson and Gregory Bateson. Rare video/audio recordings will be used to teach practical and learnable techniques of brief therapy Jackson introduced. Educational Objectives: 1) List 4 conceptual frameworks derived from Jackson Communication/Interactional theory. 2) Be able to describe 4 techniques for joining with and using the clients behavior to promote change.

WS 6 – Rethinking Couples Therapy: A Radical Approach to Love, Sex and Infidelity
Esther Perel, MA, LMFT

WS 7 – Three Positive Connections Needed for Therapy Transformation
Stephen Gilligan, PhD
Psychotherapy is an exploration of how individuals can forge positive, therapeutic responses to life challenges.  This workshop focuses on the three core connections that allow clients to do this: (1) Positive intention and goals (“towards a positive future”); (2) Somatic Centering (“embodied presence”); and (3) Field Resources (“positive connections beyond the problem”).  We will see how in a repetitive problem, all three of these connections are typically absent.  More importantly, we will see how clients may be helped to developed and sustain these positive connections while engaging with challenging material—e.g., a past trauma, a present difficulty, or a future possibility.  Participants will be offered multiple techniques and examples, as well as several demonstrations to illustrate this positive orientation to psychotherapy.
Education Objectives: 1) Show three methods for developing therapeutic change. 2) Describe three techniques for connecting a client to a positive, skill-based state of being.

WS 8 – Brief Adlerian Therapy
Jon Carlson, PsyD, EdD
Adlerian psychotherapy is an effective brief therapy model that integrates from many other approaches. Adler’s ideas highlight the importance of not only understanding the individual but the social context. This approach emphasizes working from a multi-cultural orientation and highlights personal responsibility. This approach uses a four-step process: Engagement, Assessment, Insight, and Reorientation. The focus of the treatment is positive as the therapist uses encouragement strategies to help the client identify their assets and strengths. DVD examples of actual sessions will be used to highlight the process and demonstrate how short-term change is possible with this approach. Education Objectives: 1) Understand the key components of Brief Adlerian Psychotherapy.  2) Able to use encouragement to empower clients and increase hope and awareness of strengths.

WS 9 – “More Clients for Me:” How to Find the Marketing Activities that Will Bring You Self-Paying Clients
Casey Truffo, MFT
Tired of wasting time doing marketing activities that don’t work? Feeling overwhelmed with all the marketing activity choices? You are not alone. Casey Truffo will offer practical, step-by-step instructions to get your phone ringing – while making sure you are marketing in alignment with your purpose and values. Educational Objectives: 1) State the 4 key questions to ask oneself in order to spend one’s marketing time, energy, and marketing dollar wisely. 2) Identify at least 2 effective marketing activities.

WS 10 – Brief Family Therapy
Camillo Loriedo, MD, PhD
 

WS 11 – REACH: Pushing Your Clinical Effectiveness to the Next Level
Scott Miller, PhD

Thursday, December 6, 2012 2:00-5:00 PM

FH 2 – Fundamentals of Hypnosis Workshop 2
Induction Approaches
Brent Geary, PhD
Various frameworks for hypnotic induction will be explained, demonstrated, and practiced during this portion of the training. Educational Objectives: 1) Cite three useful aspects of the eye fixation technique. 2) Explain reasons why a counting technique is appropriate for anxious subjects.  3) Define “fractionation” and discuss its use in induction.

WS 12 – Integrating Hypnosis into Our Treatment of Children
Lynn Lyons, MSW
Hypnosis is a powerful tool when working with children and families. Participants will learn how to incorporate concrete methods of “being hypnotic” with children (formally and informally) in order to improve focus, emotional management, sleep, and tolerance of medical procedures. Determining a treatment goal and creating interventions will be taught. Educational Objectives: 1) Describe three possible circumstances where hypnosis can be used in treatment with children. 2) List three ways in which hypnosis with children can differ from hypnosis with adults.  3) Describe two ways to incorporate parents in a hypnotic intervention with a child.

WS 13 – The Lincoln Perspective: Lesson About Coping with and Overcoming Depression from an American President
Bill O’Hanlon, MS
Abraham Lincoln suffered from what was known as “melancholy” most of his life. In this presentation, you will learn the effective coping and self-treatment strategies he used to deal with and overcome lifelong depression. An inspirational talk with lessons for modern clinicians and clients. Educational Objectives: 1) List at least one strategy Abraham Lincoln used to cope with or overcome depression. 2) Translate at least one of Lincoln’s strategies into an intervention for one of your own clients. 3) Define inclusion. 

WS 14 – Single-Session Psychotherapy: Enhancing One-Meeting Potentials
Michael Hoyt, PhD
Many therapies involve brief lengths of treatment, including a single session.  A structure will be presented for organizing the tasks and skills involved in different phases (pre, early, middle, late, and follow-through) of therapy.  Numerous case examples, including video, will illustrate brief therapy techniques useful both in initial sessions and in the course of longer treatments. Educational Objectives: 1) List the tasks and skills involved in different phases of treatment. 2) Describe brief therapy techniques that may be useful in different clinical situations. 3) Consider application to participants’ own cases.

WS 15 – Attention: The Elixir of Therapeutic Growth
Erving Polster, PhD
Dr. Polster will flesh out the roles of an attention triad of concentration, fascination and curiosity in evoking amplified interpersonal immersion in the therapeutic process. The resulting involvement leads to a quasi-hypnotic energy opening the client to new experience. Conceptual perspectives will be elaborated, augmented by live demonstrations of therapy sessions. Educational Objectives: 1) Create a combination of safety and urgency in the therapeutic relationship 2) See past the client’s self-denigration and accentuate contrastingly enabling qualities. 3) Evoke those stories which help clients recognize the actuality of their lives.

WS 16 – Strengths-Based Cognitive Behavioral Therapy
Christine Padesky, PhD
One of the “new” developments in Cognitive Behavioral Therapy (CBT) is the emphasis on strengths at each stage of therapy. In a strengths-based approach, experiential methods often trump analytic approaches because they facilitate expressions of the heart as well as the head.. Some of the changes in CBT over the past three decades (i.e., an increased emphasis on behavioral experiments, imagery, and a greater appreciation of neuroscience) provide platforms for these “new” therapy methods. Come to this workshop to observe and experience strengths-based CBT in practice.
Educational Objectives: 1) Employ questions designed to bring strengths into client awareness. 2) Help clients devise metaphors and imagery to encapsulate their strengths. 3)  Devise strengths-based behavioral experiments to help clients apply strengths to areas of life difficulty.

WS 17 – Mating in Captivity: Reconciling Attachment, Security and Erotic Desire in Couples
Esther Perel, MA, LMFT
Based on Perel’s  Mating in Captivity,  this bold take on intimacy and sex grapples with the obstacles and anxieties that arise when our quest for secure love conflicts with our pursuit of passion. We will tackle eroticism as a quality of aliveness and vitality in relationships extending far beyond mere sexuality and consider how the need for secure attachment and closeness can co-exist with the quest for individuality and freedom.
Educational Objectives: 1) Learn innovative strategies to reconcile the need for safety and stability with the need for separateness and passion. 2) Discover how our emotional history translates itself into our erotic blueprint. 3) Learn how love and desire relate, but also conflict.

WS 18 – Enhancing Resilience through Self-Leadership
Robert Dilts
Resilience is the capacity of people to withstand or recover quickly from difficult conditions. When individuals are challenged, they can sometimes rise to the occasion. But if the challenge seems too great, they may “crash and burn.” This is where the skills of self-leadership are an essential resource. Self-leadership is about ensuring that you are personally prepared to be your best, meet challenges, overcome obstacles and reach your goals.
Educational Objectives: 1) List the three key qualities required for resilience. 2) Describe three skills of self-leadership and their relationship to resilience.

WS 19 – Gaining Perspective: a balancing act
Steve Andreas, MA
Many problems in living result from a lack of perspective—events are viewed in isolation, rather than in relation to other events that can provide balance. A variety of very simple and very brief interventions to achieve different kinds of perspective will be demonstrated and taught. Educational Objectives: 1) Distinguish between simultaneous and sequential perspective. 2) Create perspective verbally and nonverbally. 3) List three ways to create visual perspective.

WS 20 – The Treatment Interface of Chronic Pain and Substance Dependency
Roxanna Erickson-Klein, PhD and Marry Ellen Bluntzer, MD
This workshop offers medical and psychotherapy professionals an approach for the management of chronic pain conditions.  Specifically intended for work with patients at risk for medication dependence techniques are taught that involve self-assessment and active participation, both integral to the healing process.  The use of creative imagination and hypnotic strategies offer opportunities for the subjective perceptual alterations, which can be used in the adaptation to chronic discomfort. Education Objectives: 1) Identify parameters for assessing whether a patient is addicted or in increasing clinical pain.  2)  List three potential strategies for use of the imagination in management of chronic pain.

WS 21 – John Weakland’s Brief Therapy with a Husband Suspected of Infidelity
Wendel Ray, PhD
John Weakland’s MRI Brief Therapy is among the most effective & influential models in use today. Video recordings of Weakland working successfully with a husband suspected of infidelity will be reviewed and discussed to demonstrate the MRI Brief Therapy conceptual framework and clinical techniques for competency based brief therapy. Education Objectives:  1) Articulate the basic problem formation/attempted solution framework and related concepts of John Weakland’s MRI brief therapy.  2) Describe a working understanding of three therapeutic strategies for evoking change pioneered by Weakland in the practice of effective brief therapy.

WS 22 – Working Around the Problem: Consulting with Parents and Teachers
Jon Carlson, PsyD, EdD
Therapists frequently work with the wrong person in treatment and as a result they are unlikely to be helpful. Research supports that working with the person that brings the problem to you (ie parent or teacher) and not the identified patient (child or student). By working around the child or adolescent’s problem and focusing on how they are a problem for the teacher or parent will yield positive gains. This workshop will show how to use the consultation process to help all parties involved.  DVD examples of actual sessions will be used to highlight the process and demonstrate how short-term is possible with this approach. Education Objectives: 1) Understand the seven-step process of individual consultation. 2) Able to describe the rationale for working with a consultation approach.

Thursday, December 6, 2012 7:00-9:00 PM

K 2 – Beethoven: Revolution, Reinvention, and Innovation with Attitude!
Robert Greenberg, PhD
Louis (Ludwig) van Beethoven (1770-1827) was product of a violently dysfunctional upbringing.  In the fall of 1802, at just the time his name and fame were beginning to spread across Europe, he suffered a suicidal depression. Through equal parts self-delusion and sheer will, Beethoven managed to reinvent himself personally and artistically as a hero battling fate itself.  Thus armed, he emerged from his funk in early 1803, and proceeded to create a body of work unlike anything anyone had ever before imagined.  Central to Beethoven’s new compositional vision was his conviction that his music be a vehicle for profound self-expression: his therapist’s couch.  This program will explore Beethoven’s life and times and will then focus on his Symphony No. 5 as an example of how a piece of instrumental music can become – literally – a highly personalized confessional. Educational Objectives: