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EGPS - 2019 Annual Conference: Sympathy for the Devil? Resisting and Confronting the Pull of Vilification in Group
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Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Identify and describe basic group concepts and processes.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Compare and contrast different methods of group intervention.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
PHARMACIST/TECHNICIANS: If you do not provide your NABP ID AND your DATE OF BIRTH, your hours will not be uploaded to CPE Monitor.
(CPE Monitor) NABP e-Profile ID (ePID) - Example 123456:
(CPE Monitor) Date of Birth (MM/DD) - Example September 24 would be 0924:
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Understanding triggers for feeling unsafe in group.
Informing the group leader how values, self-image, etc impact one's group and oneself
The instructor used technology effectively
To understand anxieties related to the discomfort each individual feels as they reflect on the challenge of larger societal forces
The instructor used technology effectively
To reflect on one’s professional hopes and fears.
To explore the best practices for senior clinicians.
To address the psychological barriers to planning for this stage of life.
The instructor used technology effectively
Describe “partial identification
Experience how the leader deals with aggression in the “here and now”.
You will be able to explain how and why projection functions to place others into “all good” or “all bad” categories
The instructor used technology effectively
Recognize common complications in treating couples
Describe common countertransference reactions when faced with such a couple
Discuss techniques to intervene when such situations arise
The instructor used technology effectively
To describe cognitive dissonance and how it can relate to ambivalence.
to identify defenses such as splitting, denial and projection and how each systematically prevents the ability to hold ambivalent feelings
The instructor used technology effectively
Identify behaviors associated with white fragility
Distinguish prejudice and bias from the systemic oppression of racism
Experience the vulnerability of including one's race, in particular whiteness, in a presentation of self in the group
The instructor used technology effectively
To identify and differentiate authentic 'in the moment' feelings from the often subtle deflective reference to past and future.
To utilize various linking techniques to engage participation of all members
To identify and utilize techniques to build group cohesion
The instructor used technology effectively
Experience that, when we can allow ourselves to feel the full spectrum of our emotions on bio-emotional, cognitive and verbal levels, splitting, projection, polarization and vilification do not need to occur. If everything is acceptable in our own emotional experience—rather than action(!)—no one needs to become the personification of the ‘unacceptable.’ We will explore how this applies from a micro through macro level.
Identify the spectrum of non-verbal process, both experientially and conceptually, to be able to comprehend what it is that we are experiencing in ourselves, and in interaction. This can be extrapolated to all levels of personal and therapeutic process. We will explore the ‘choreography’ of group process, in the full range of groups, from ‘sitting talking’ to task oriented, action groups.
The instructor used technology effectively
Differentiate models of psychodynamic group therapy (i.e. Tavistock and Group Analysis) and trace differences to their originators
Discuss group therapy as a creative response to social trauma
Compare early ideas/uses of group therapy with those of today
The instructor used technology effectively
Define the projective process within a group
Identify the phenomena of mindreading within group
Use an exercise to help members distinguish between a perception and a projection
The instructor used technology effectively
Participants will be able to describe how their own sibling dynamics have impacted their sense of self and their choice of roles as members of groups.
Participants will be able to better detect sibling dynamics as they occur in the here-and-now of their groups.
The instructor used technology effectively
Efforts to create an, “in vivo” process group, so members can experience their own comfortable and uncomfortable induced feelings as observed through the experiential group lens.
During the didactic phase we will discuss examples and theories that further illustrate the interventions co- leaders employed at times of imploded/exploded aggression, and over/under-stimulating moments
Co-leadership styles will be explored.
The instructor used technology effectively
To reflect on one’s professional hopes and fears.
To explore the best practices for senior clinicians.
To address the psychological barriers to planning for this stage of life.
The instructor used technology effectively
Describe “partial identification
Experience how the leader deals with aggression in the “here and now”.
You will be able to explain how and why projection functions to place others into “all good” or “all bad” categories
The instructor used technology effectively
Identity transferential responsive to “Group Devils”
Compare and contrast fear and longing in group participation
Describe early experience with being misunderstood in our families
The instructor used technology effectively
Participants will be able to provide leadership that will help members of a couples’ group develop from a self-centered couple to a system-centered couple. 
Participants will be able to discriminate couple-system defenses that appear in couples’ groups.
Participants will be able to vector their leadership of authority issues to methods more effective in couples’ groups.
The instructor used technology effectively
Describe techniques for establishing a safe-enough group culture
Become more aware of gendered specific projections stemming from early dependency needs.
Identify dynamics that get set up between women and men by observing others in demonstration group.
The instructor used technology effectively
To understand one's own internal conflicts when demonstrating empathy towards group members
Effectively address manifestations of implicit bias in the group
Effectively address co-leaders’ implicit bias
The instructor used technology effectively
At program end participants will be able to identify specific dynamics impacting groups, and organizations - for example, leadership, authority, identity, as well as identifying where and when one’s personal tendency toward splitting, idealization, scapegoating and genuine connection are activated.
Participants will have explored the juxtaposition between splitting and authentic relating, boundaries/authority relations, and projection/whole person engagement, in groups.
Program participants will experience membership in different group formats – for example small group, large group, review group.
The instructor used technology effectively
Participants will become more aware of their disowned, split-off traits and how they influence their group leadership.
Participants will be able to identify moments that the leader’s approach enabled greater reflection and empathy among members
Participants will compare their personal experiences of conflict or inner irritation in this workshop with previous experiences and think about how this experience will influence future interventions.
The instructor used technology effectively
Participants will be able to describe the concept and different types of “problem group members” as they are defined by numerous authors
Participants will be able to compare the different types of “problem group members” and how each type impacts the individual’s experience of the group and the groups experience of the individual.
Participants will experience how to utilize the personality types or “problem group members” as opportunities for individual and group growth.
The instructor used technology effectively
Understand the psychological mechanisms of self-vilification, splitting, and projection as aspects of the PTSD presentation when traumas included perpetration of violence
Identify the presentation of these processes in group and opportunities for intervention
Recognize the utility of one’s countertransference in working with these processes of moral injury
The instructor used technology effectively
Explore who/what is the “Other,” and where it may be located.
Recognize and identify signs that “Othering” is occurring.
Identify seven leadership skills to address “Othering.”
The instructor used technology effectively
Experience being able to connect with yourself while connecting with others
To experience the power of positive feedback to promote change.
Experience greater ease with public speaking.
The instructor used technology effectively
Identify basic norms and boundaries critical to creating healthy groups, interpersonal connection and diminishing premature termination.
Develop insight and sensitivity to group members’ feelings by tuning in to one’s own vulnerabilities as a new group leader, which can enhance constructive interventions.
Deepen group members’ understanding of defenses by highlighting silences stimulated by shame, intellectualization to manage fear and projection or scapegoating to disown one’s own unwanted feelings
The instructor used technology effectively
Participants will examine the assumptions they make immediately and evaluate the history and meaning.
Participants will have the opportunity to explore differences through the development of dialogue.
In the process of discussion, participants will be able to discuss projections, and assumptions about others in a non-judgmental setting.
The instructor used technology effectively
Workshop participants will identify group enactments of the narratives of trauma embedded within vilification and splitting.
Participants will compare destructive splitting and creative splitting.
Participants will focus on the experience of group leadership when vilification and splitting are regarded as sources of group development and personal growth.
The instructor used technology effectively
Describe how shifting the focus of the problem from “out there” to within ourselves changes our experience of our role as therapists.
Describe what it means to see the psychotherapy context as a system.
Describe the difference between explaining and exploring.
The instructor used technology effectively
Participants will increase their understanding of current information about gender identity and sexual orientation.
Participants will gain information about the different theories of the human sexual response cycle; e.g. the human sexual response cycle conceptualized by Master and Johnson has been criticized for being phallic centered.
Participants will explore group therapist’s resistances to open exploration of sexuality in group and discuss if a major resistance may be related to concern about acting out on part of therapist or group members.
The instructor used technology effectively
Participants will be able to identify 1-2 ways group members struggle with “others” and “villains” in the group process.
Workshop participants will be able to identify 1-2 ways group members overcome their struggles with “others” and “villains in the group experience.
Participants will be able to identify 1-2 interventions they could use to enhance likeness and connection in the group process.
The instructor used technology effectively
Participants will distinguish aggressive behaviors and the potential underlying causes of behavioral manifestations
Participants will identify at least 3 factors that impact assumption making, interactions, and relationships in the group space.
Participants will define ENACT’s “behavioral costume” and how it informs the group facilitator of unintentional labeling and underlying processes.
The instructor used technology effectively
(Why the discomfort with feelings?) - Identify the leader's and members fears of experiencing passionate feelings in the group.
Identify individual and group emotional communications as both aspects of relational developmental and adaptations of the self.
Formulate interventions that address emotional needs of group members
The instructor used technology effectively
Name 4 stages of change of Strozzi-Heckler
Develop Vocabulary of Sensory Experience
Specify role of music in expressive movement
The instructor used technology effectively
Identifying and challenging blocks to written expression.
Learning to shape one’s clinical thoughts and experiences into a written form.
Engaging in the editing process without losing interest and passion.
The instructor used technology effectively
Identify three challenges to substance users in group.
Name two treatment strategies to intervening.
Define 3 benefits to group therapy as it pertains to this population.
The instructor used technology effectively
Members will be able to identify ways they shy away from hearing group’s anger.
Members will experience their ambivalence in regard to accepting group’s anger.
Members will experience how anger in groups can connect members together.
The instructor used technology effectively
Understand the definition of and distinction between subjective and objective countertransference.
Understand and define concept of induced feelings.
Describe negative countertransference feelings and ways of understanding and coping with them.
The instructor used technology effectively
To understand anxieties related to the discomfort each individual feels as they reflect on the challenge of larger societal forces
The instructor used technology effectively
Identify basic norms and boundaries critical to creating healthy groups, interpersonal connection and diminishing premature termination.
Develop insight and sensitivity to group members’ feelings by tuning in to one’s own vulnerabilities as a new group leader, which can enhance constructive interventions.
Deepen group members’ understanding of defenses by highlighting silences stimulated by shame, intellectualization to manage fear and projection or scapegoating to disown one’s own unwanted feelings
The instructor used technology effectively
Participants will examine the assumptions they make immediately and evaluate the history and meaning.
Participants will have the opportunity to explore differences through the development of dialogue.
In the process of discussion, participants will be able to discuss projections, and assumptions about others in a non-judgmental setting.
The instructor used technology effectively
Workshop participants will identify group enactments of the narratives of trauma embedded within vilification and splitting.
Participants will compare destructive splitting and creative splitting.
Participants will focus on the experience of group leadership when vilification and splitting are regarded as sources of group development and personal growth.
The instructor used technology effectively
Identify the ways in which “differences” and “otherness” (e.g. skin color, beliefs, cultural differences, gender, etc.) lead to scapegoating and polarization in groups.
Describe the group dynamics and patterns of group divisions and intragroup hostility.
Develop understanding and techniques for restoring wholeness, empathy, and boundaries in groups.
The instructor used technology effectively
Keep group members better focused on revealing themselves
Keep the group in the here and now
Foster intimacy in the group
The instructor used technology effectively
To experience working openly with the concept of duality and how we utilize the good/evil binary as it relates to those in authority-from supervisors, instructors, managers, leaders including national and international leadership.
To describe how conflicting dualities work as a framework for group maturation.
To gain competence in the facilitation of experiential exercises within a group while encouraging an ongoing cultural competence.
The instructor used technology effectively
Identify the good and evil in ourselves and others in the ‘here & now’
Experience and explore conflicted situations between members, sub-groups and member(s) and the leader
Explore various interventions for working through conflicts
The instructor used technology effectively
To identify in what way love and aggression are effects of discourse.
To describe the difference between perverse trends and the structure of perversion and how this can help in the work in the group.
Compare the information coming from life events and from the way how each subject inscribes these events in the unconscious.
The instructor used technology effectively
To address the intersection of social and psychological issues in group process
To open the group space to address potentially divisive social issues while not losing track of important interpersonal dynamics between members, members and leaders, and the co-leaders
To create agreed upon norms and boundaries in group process without relying too heavily on leader authority
The instructor used technology effectively
Identify how the implementation of the group contract is beneficial to facilitate group member’s participation.
Further your understanding of how perpetrator/victim dynamics play out in groups and how these dynamics may blur boundaries.
Understand group members’ needs for gratification and containment and how to facilitate both experiences, even when in contradiction to each other
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

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