2013/2014 Weekend Program

Group A Learning Goals

Date Faculty Learning Goals

10/5 – 10/6 Ann (O) 310 474-5363

Jan (H) 310 472-6638

By the end of the weekend you should be able to: • Name 2 of the philosophers that influenced the development of gestalt therapy • List 3 historical roots of gestalt therapy • Describe the difference between “using a technique” and working relationally • Name 4 of the qualities of gestalt therapy • Identify 3 of the evolutionary changes that led to the emergence of contemporary relational gestalt therapy • Explain the importance of awareness in practicing gestalt therapy • Identify 2 qualities of gestalt therapy evident in the clinical demonstrations provided

11/16 – 11/17

Jan (H) 310 472-6638

Lillian lmnorton@me.com

By the end of the weekend you should be able to: • Explain the Paradoxical Theory of Change • Discuss what is meant by “Here and Now” in GT • Contrast the classical definition and function of “resistance” in the therapeutic situation with the definition

and function of “resistance” in relational GT • Describe how GT’s formulation of “resistance” fits with the Paradoxical Theory of Change • Define Creative Adjustment • List 2 therapist attitudes or tendencies that get in the way of viewing expression as creative rather than

resistive • Identify the application of the Paradoxical Theory of Change in the clinical demonstrations provided

1/11 – 1/12 Lillian lmnorton@me.com

Gary (O) 310 838-0379

By the end of the weekend you should be able to: • List the 3 philosophical principles foundational to GT • Describe the GT concept of awareness • Briefly describe phenomenological theory as applied to GT • Describe the phenomenological method • Apply the phenomenological method to clinical practice • Describe 3 principles of field theory as used in GT • Describe the difference between process and content as understood in GT

2013/2014 Weekend Program

 

 

Group A Learning Goals

Date Faculty Learning Goals

2/22 – 2/23 Gary (O) 310 838-0379

Lynne (O) 310 446-9720

(C) 310 729-5202

By the end of the weekend you should be able to: • Discuss  the  importance  of  dialogue  for  the  therapeutic  relationship  • Discuss Buber's distinction of I-It and I-Thou modes of relating • Name the three elements of the dialogue • Discuss inclusion & confirmation in gestalt therapy • Discuss presence in gestalt therapy • Discuss commitment to dialogue in gestalt therapy • Identify  the  elements  of  dialogue  in  the  demonstration  work  and  in  the  practice  dyads

4/5 – 4/6 Lynne (O) 310 446-9720 (C) 310 729-5202

Michelle (C) 323 810-0680

By the end of the weekend you should be able to: • Describe the difference between guilt and shame • List 4 physical symptoms that might indicate the experience of shame • Discuss the potential for shame inherent in the therapeutic relationship • Identify 3 shame cues in therapy • Explain how the paradoxical theory of change and the elements of dialogue support a therapist to “stay with”

the painful experience of shame • Identify the use of the paradoxical theory of change in a demonstration of working with shame • Apply a dialogical attitude in working with shame

5/17 – 5/18 Michelle (C) 323 810-0680

Ann (O) 310 474-5363

By the end of the weekend you should be able to: • Describe how abstractions lead to “slippage” as Polster uses the term • Define “experiment” from a relational GT perspective • Explain the idea that “dialogue itself is an experiment” • List 3 examples of GT experiments • Share reflections upon your progress toward self-identified goals throughout the year • Give useful feedback to your peers regarding their development as Gestalt therapists • Use the provided skill area guidelines to talk about your goals for future learning as Gestalt therapists

Group B Learning Goals

Date Faculty Learning Goals

10/5 – 10/6 Friedemann (O) 310 285-5510

By the end of the weekend you should be able to: • Explain the term “Person/Environment field” • Discuss the concepts of “Life Space” and “Situation” • Describe what is meant by “creative adjustment” • Compare and contrast the terms “creative adjustment” and “resistance” • Compare and contrast the terms “phenomenal field” and “field” • Formulate your own preliminary idea about field theory • Identify 2 clinical implications of a “therapy of the situation”

11/16 – 11/17 Lynne (O) 310 446-9720 (C) 310 729-5202

By the end of the weekend you should be able to: • Describe examples of creative adjustments in relation to developmental tasks • Critique the individualist model of development • Describe the difference between a linear and a field perspective on development • List 4 developmental processes that occur throughout life • Describe 4 different developmental processes that can occur in therapy • Recognize the influence of your own developmental processes on the emergence of experience in clinical

work. • Identify 2 clinical implications of a field perspective on development

1/11 – 1/12 Michelle (C) 323 810-0680

By the end of the weekend you should be able to: • Critique the individualist model of psychopathology • Describe 2 creative adjustments that occur in difficult situations • Identify 2 examples of creative adjustments that occur in therapeutic situations • Describe an example of a creative adjustment that occurs in a therapeutic success • Describe an example of a creative adjustment that occurs in a therapeutic impasse • Explain how you think your use (or non-use of a phenomenological approach in a particular situation (that

is, your use or non-use of epoché, description and horizontalization) impacted the experience • Identify 2 clinical implications of a “therapy of the situation” approach to diagnosis

2013/2014 Weekend Program

2/22 – 2/23 Christine (O) 323 309-5138

By the end of the weekend you should be able to: • Compare and contrast Wollants’ statement “To resist is to contact,” with more traditional Gestalt therapy

concepts of contact interruption and boundary disturbance • Discuss Wollants’ “demystified” concept of “self” • Describe 2 clinical implications of GT’s concept of self • Discuss Jacobs’ statement, “Shame is a signifier that an aspect of one’s self-experience has not found a

welcome reception, perhaps not even recognition, in one’s experiential world” • Discuss how attention to contextual influences is essential to the practices of care, inclusion, and openness

to dialogue that constitute a field based ethics • Identify two clinical implications of Wollants’ concept of contact as a dynamic process • Identify one strength and one challenge for you as a Gestalt therapist

4/5 – 4/6

Lillian lmnorton@me.com

By the end of the weekend you should be able to: • Describe and discuss Wollants’ idea of “bodying forth” • List 4 points in Wollants’ Method of Exploring the Situation and discuss how they are the same or different

from the phenomenological method • Discuss the Phenomenological Attitude • Describe the Method of Gradual approximation • Enumerate 3 approaches to the issue of the relationship of the individual and the whole situation in theory

and practice. • Identify the phenomenological attitude at work in the clinical demonstrations provided. • Explain how you think your use or non-use of a phenomenological approach in a particular situation

impacted the experience

5/17 – 5/18 Friedemann (O) 310 285-5510

By the end of the weekend you should be able to: • List three advantages of a relational approach to psychotherapy • Critique a clinical episode according to relational theory • Discuss the progress you have made during the training year • Give effective feedback to your peers about their development as a Gestalt therapist • Identify some of your strengths and challenges as a Gestalt therapist • Articulate your goals for future learning as a Gestalt therapist

Group B Learning Goals Date Faculty Learning Goals

2013/2014 Weekend Program

2/22 – 2/23 Michelle (C) 323 810-0680

By the end of the weekend you should be able to: • Discuss the idea that “The contact cycle (as traditionally taught in GT) gives us but a schematic outline of the

“life history of an impulse or desire in isolation’ ” • Identify two clinical implications of Wollants’ concept of contact as a dynamic process • Identify the individualist perspective often implicit in therapists’ uses of such concepts as resistance,

interruption to contact, and projection to describe patient behavior • Identify 2 challenges that a therapist might have in keeping a “situational” versus an “individualistic”

perspective • Discuss possible limitations of a “situational” perspective • Describe how a therapist’s self-regulation and self-esteem needs can shame a patient • Identify one strength and one growing edge as a Gestalt therapist

4/5 – 4/6

5/17 – 5/18

Gary (O) 310 838-0379 Christine (O) 323 309-5138

By the end of the weekend you should be able to: • Discuss “bodying forth” • Discuss Dewey’s “Reflex Arc” thesis and its relation to bodying forth and the therapy of the situation • Describe the method of “gradual approximation” • Recognize instances of “gradual approximation” in the clinical demonstrations provided • Enumerate 3 approaches to the issue of the relationship of the individual and the whole situation in theory

and practice • Explain Merleau-Ponty’s statement, “In the lived body, person and environment are united.” • Formulate your own viewpoint on the issue of the relationship of the individual and the whole situation in

theory and practice

By the end of the weekend you should be able to: • Practice clinical work using a relational gestalt therapy perspective • Critique a clinical episode according to relational theory • Recognize aspects of dialogue in group interactions in real time • Identify some of your strengths and challenges as a Gestalt therapist • Share reflections upon your progress toward self-identified goals throughout the training year

Give useful feedback to your peers regarding their development as Gestalt therapists • Use the provided skill area guidelines to talk about your goals for future learning as a Gestalt therapist

Group C Learning Goals

Date Faculty Learning Goals

2013/2014 Weekend Program

Group C Learning Goals

Date Faculty Learning Goals

10/5 – 10/6 Christine (O) 323 309-5138

By the end of the weekend you should be able to: • Compare and contrast the terms: situation, field, environment, and phenomenal field • Explain what is meant by the phrase “everything is of a field” • Describe 3 principles of field theory • Identify 3 clinical implications of Wollants’ “therapy of the situation” • Identify one instance of the “therapy of the situation” perspective in the clinical demonstrations provided • Explain the centrality of aesthetics in Gestalt therapy’s ideas of contact-boundary, contact, self, and creative-

adjustment • Discuss Bloom’s statement, “Gestalt diagnosis is an hypothesis about contact, containing an experiment that

enables its own evaluation; diagnosis and therapy are identical.”

11/16 – 11/17

Friedemann (O) 310 285-5510

By the end of the weekend you should be able to: • Describe what is meant by the term “Prägnanz” • Discuss the concept of creative adjustment • Explain what a “Person/Environment field” is • Compare and contrast the terms “phenomenal field” and “field” • Formulate your own preliminary idea about field theory • Critique a clinical episode according to relational theory • Identify one strength and one growing edge for yourself as a gestalt therapist!

1/11 – 1/12 Lynne (O) 310 446-9720 (C) 310 729-5202

By the end of the weekend you should be able to: • Critique the individualist model of psychopathology • Discuss creative adjustments that occur in difficult situations • Identify 2 examples of creative adjustments that occur in therapeutic successes • Identify a creative adjustment that might occur in a therapeutic impasse • Recognize the implementation of the phenomenological approach in the clinical demonstrations provided • Explain how you think your use or non-use of a phenomenological approach in a particular situation (that is,

your use or non-use of epoché, description and horizontalization) impacted the experience • Enumerate 2 clinical implications of a “therapy of the situation” approach to diagnosis

2013/2014 Weekend Program