december 8-11, 2016 alifornia syllabus · free-take-one tables. unauthorized material will be...

Syllabus

DECEMBER 8-11, 2016 SAN DIEGO, CALIFORNIA

Bringing out the Best

THE MILTON H. ERICKSON FOUNDATION presents

Contents

IMPORTANT INFORMATION

Conference Information ……………………………………….……………..……………….. 2

Approvals and Continuing Education …………………………………...……………..... 3

The Milton H Erickson Foundation …………………………………….………………….. 4

FACULTY ……………………………………………………………………………………………... 6

PRE-CONFERENCE

Wednesday, December 7 ………………………………….………………………………... 11

CONFERENCE

Thursday, December 8 ……………………………………………………………..…….….. 12

Friday, December 9 …………………………………………………………………..…….…..21

Saturday, December 10 ……………………………………………………………………...27

Sunday, December 11 ………………………………………………………………….….… 31

POST-CONFERENCE

Monday, December 12 ………………………………………….……………..……………. 37

ADVERTISEMENTS ……………………………………………………………………..………. 38

MAP

Town & Country Resort ……………………………………………………….... Back Cover

BOOKSTORE The Conference Bookstore features works by the faculty, as well as volumes on related topics, and will be open each day through-out the Conference. The bookstore is located in the Terrace Salon 1,2,3.

Bookstore Hours: Thursday, December 8 8:00 AM-5:30 PM

Friday, December 9 8:00 AM-7:30 PM

Saturday, December 10 8:00 AM-6:45 PM

Sunday, December 11th 8:00 AM-Noon

EXHIBITS A select group of exhibits of interest to attendees will be open throughout the Conference. Exhibits are located in Golden Pacific Ballroom Foyer.

Exhibit Hours: Thursday, December 8 8:00 AM-5:30 PM


Saturday, December 10 8:00 AM-5:30 PM (Book Signing Reception: 5:45 PM-6:45 PM)

Sunday, December 11th 8:00 AM-Noon AUDIO AND VIDEO RECORDINGS Most presentations will be audio recorded, and some video re-corded and available for purchase. The Audio and Video Re-cordings Booths will be located in the Golden Pacific Ballroom Foyer, near Registration. RECORDING AT SESSIONS No audio or video recording of sessions will be permitted. SITE, SESSIONS & SEATING

The Brief Therapy Conference

is held at—

TOWN & COUNTRY RESORT 500 Hotel Circle North San Diego, CA 92108

800-772-8527

Attendance at the individual sessions of the Conference is lim-ited by room size. There is no pre-registration. Early arrival to individual sessions will ensure optimal seating. The first row of all meeting rooms is reserved for attendees with physical chal-lenges and for VIPs. Please do not block aisles or sit on the floor in meeting rooms. Strict regulations are enforced. We appreciate your cooperation. The Town & Country Resort is ADA compliant. Please inform the hotel about any special needs. PLEASE BE CONSIDERATE OF OTHERS: DO NOT USE CELL PHONES AND PLEASE

TURN OFF YOUR CELL PHONE RINGERS DURING SESSIONS.

Conference Information IDENTIFICATION BADGES Each attendee is issued a name badge. Please wear your badge at all times. Only persons who wear identification badges will be admitted to Conference sessions. VOLUNTEERS A number of volunteers are assisting with the Conference. Volun-teers can be identified by special ribbons on their name tags. If you are asked to change seats to accommodate someone who is physically challenged, please comply. SMOKING POLICY Smoking is permitted in designated areas only. LOST & FOUND Please turn in found items to the Erickson Foundation Registra-tion. Desk. At the end of the day these items will be turned over to the Hyatt Regency security. LITERATURE TABLES Literature tables are located in the Foyer. There is a charge to display materials. Please ask at the Erickson Foundation desk for information and permission to display literature on these Free-Take-One tables. Unauthorized material will be removed. SYLLABUS, CE Paperwork & Procedures This book contains educational objectives, presentation descrip-tions, location of events and other important information. Please don’t lose it! Additional copies will be available for $20, but only while supplies last. INFORMATION & MESSAGE BOARD An information/message board will be located near the Registra-tion Desk. Notices may be posted, and will be removed at the discretion of the Milton H Erickson Foundation staff. Emergency messages also will be posted on the board.

Eligibility The Brief Therapy Conference is open to professionals with a master’s degree and above in health-related fields from accred-ited institutions. Applications are also accepted from graduate students in accredited programs in health-related fields who supply a letter from their department certifying their student status as of December 2016. Attendees not currently held to the professional Standards of Ethics in the medical and mental health sciences but who, nev-ertheless, wished to attend as a guest (layperson) for their own interests or edification, have agreed, in writing or electronic assertion that, as a guest, that they will not photograph or in any way record a conference program, or share information with another party in any way. They have committed to the Mil-ton H. Erickson Foundation, its staff, faculty, attendees and all peoples included in the learning process that they will uphold this Code of Conduct.

BriefTherapyConference.com ● December 8-11, 2016

Conference Information THE MILTON H. ERICKSON FOUNDATION

Policy on Disclosure

The Milton H. Erickson Foundation is proud of the conferences and other educational opportunities it sponsors, taking care that the conduct of these activities conforms to the standards and principles of behavioral and medical sciences, thus ensuring balance, inde-pendence, objectivity and scientific rigor in all individually sponsored or jointly sponsored educational activities.

All faculty members participating in a sponsored activity, and those who review and therefore are in control of content, are requested to disclose any relevant financial relationship prior to the CME activity, including but not limited to specific commercial interests, financial remuneration received by faculty member or spouse, and what role or activity was performed for this remuneration. If a conflict of inter-est exists as a result of a financial relationship it will be resolved prior to the activity. A faculty member will not be allowed to present if the conflict is not or cannot be resolved.

Approvals A.C.C.M.E. The Milton H. Erickson Foundation, Inc. is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. A.M.A. The Milton H. Erickson Foundation, Inc., designates this live activity for a maximum of 41.0 AMA PRA Category 1 Credits™. Physi-cians should claim only the credit commensurate with the extent of their participation in the activity. A.P.A. The Milton H. Erickson Foundation, Inc. is approved by the American Psychological Association to sponsor continuing education for psychologists. The Milton H. Erickson Foundation, Inc. maintains responsibility for this program and its content. B.R.N. The Milton H. Erickson Foundation, Inc. Provider approved by the California Board of Registered Nursing, Provider Number CEP 9376 for 41.0 contact hours. N.A.S.W. This program is Approved by the National Association of Social Workers (Approval # 886392793-3884) for 41.0 continuing education contact hours. N.B.C.C. The Milton H. Erickson Foundation has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5056. Programs that do not qualify for NBCC are clearly identified. The Milton H. Erickson Foundation, Inc. is solely responsible for all aspects of the programs. State of Florida Department of Professional Regulation. The Milton H. Erickson Foundation, Inc. is approved by the Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling as a provider of continuing education (CE Pro-vider #: 50-2008). New York State Education Department’s State Board for Social Work. The Milton H. Erickson Foundation is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0304. As of January 1, 2015, BBS no longer approves continuing educa-tion providers. Licensee may continue to obtain continuing educa-tion hours from board-recognized approval agencies, including NASW, APA, and NBCC. By selecting any of these, you will still be able to receive credit.

Please note: It is your responsibility to contact your licensing/certification board directly to determine eligibility to

meet your continuing education requirements.

Total Credit Hours Full Conference: 29.0 credits

Full Conference + Pre-Conference: 35.0 credits Full Conference + Post-Conference: 35.0 credits

Full Conference + Pre-Conference + Post Conference: 41.0 credits

Credit Hours Per Day Wednesday, December 7: (Pre Conference) 6.0 credits

Thursday, December 8: 8.0 credits Friday, December 9: 8.0 credits

Saturday, December 10: 7.0 credits Sunday, December 11: 6.0 credits

Monday, December 12 (Post Conference): 6.0 credits

Purpose and Objectives

The Brief Therapy Conference is an opportunity for leaders in the field to present and interact, by discussing their individual approaches, and the progress of psychotherapy in general. Pre-senting at this conference are experts—each of whom has made seminal contributions to the field of psychotherapy. The Brief Therapy Conference 2016 is the 12th comprehensive gathering of master practitioners from major contemporary disciplines. Attendees will increase their clinical effectiveness by:

1. Applying methods of brief therapy techniques in specific situations encountered in the practice of medicine, psychiatry, psychology, social work and counseling.

2. Comparing basic principles and techniques of contempo-rary schools of brief therapy.

3. Utilizing multi-level therapeutic communication, and demonstrating brief therapy principles of diagnosis, thereby improving observational skills.

B r i n g i n g O u t T h e B e s t

CE Procedures The Application for Continuing Education and Evaluation forms will be available online beginning Tuesday, Decem-ber 13th. You can obtain your certificate by going to www.BriefTherapyConference.com and following the link on the home page. Use this password, BT2016 and complete the evaluation form and print it out immediately. If you do not have internet access, or prefer obtaining your certificate by mail, please stop by the registration desk and we’ll help you get a paper form. But please be aware that your certificate will take 8-10 weeks to be mailed. PLEASE NOTE: Attendees will receive a separate Documen-tation of Attendance for the pre-conference and post-conference workshops.

THE MILTON H. ERICKSON F O U N D AT I O N

Started in 1980, the educational outreach activities of The Milton H. Erickson Foundation have made it a leading provider of continuing education opportunities for mental health professionals.

Training Opportunities

CONFERENCES The Foundation organizes educational conferences designed to share and explain state-of-the-art methods, while refining and enhancing clinical skills. Currently these conferences include: • The International Congress on Ericksonian Ap-

proaches to Hypnosis and Psychotherapy (begun in 1980 and scheduled every three years)

• The Brief Therapy Conference (begun in 1988 and scheduled approximately every three years);

• The Couples Conference (first held as a stand-alone conference in 1995 and roughly each year thereaf-ter).

The Evolution of Psychotherapy

Apart from other conferences is the celebrated Evolu-tion of Psychotherapy Conference. The Foundation organized the first Evolution conference in 1985 in Phoenix. It was instantly hailed as a landmark conference—“The largest gathering ever devoted to the practice of psychotherapy” by TIME. At the suggestion of Virginia Satir, the conference was re-peated every five years. A four-year cycle was initiated with the 2009 conference. INTENSIVE TRAINING IN ERICKSONIAN APPROACHES TO HYPNOSIS & THERAPY

Since 1987, the Founda-tion has of-fered Inten-sive Training in Ericksonian Approaches to Hypnosis and Psychotherapy. Held three times a year in Phoenix, Arizona, these workshops have limited enrollment for individualized in-struction, and are organized into Fundamental, Intermediate, and Advanced levels of training. All of them focus on principles, applications, and techniques of Ericksonian Hypnotherapy. MASTER CLASS IN BRIEF PSYCHOTHERAPY

New to the educational opportunities offered by the Foundation is the Master Class in Brief Psychotherapy. This program is limited to 12 participants and open only to licensed, experi-enced mental health professionals. A special aspect of the Master Class is that it is held at the Erickson home, in Dr. Erick-son’s office and teaching study, where he conducted his fa-mous teaching seminars.

Since its inception, the Foundation operated out of modest ‘40s style bungalows in central Phoenix. Recently, the Foundation moved its headquarters and archives into new facilities, and launched a capital campaign to support the headquarters as a center of study for Ericksonian psycho-therapy and hypnosis. Funds raised will also be used to create a museum in Dr. Erickson’s Phoenix home: the same home where he conducted his famous teaching seminars.

The new center provides a home base for the Foundation’s dedi-cated staff, as well as serving as a destination for practitioners. We can now focus our energy in one place, maximize our efforts, expand our rich archives and continue to enhance the skills of students and professionals. In 2010 the Foundation purchased Dr. Erickson’s last home in Phoenix, Arizona. The Foundation is committed to preserving the legacy of the late Dr. Erickson by transforming the home at 1201 E. Hayward Avenue into a museum. The home, where “the master” both lived and worked in the last decade of his life, will be preserved with integrity to give visitors an emotion-ally-charged experience. Friends of the Foundation can redis-cover the man behind the methods by “experiencing Erickson” in his actual environment.

Audio, Video & The Foundation Press

The Milton H. Erickson Foundation has for purchase profession-ally recorded audio from its meetings, available in CD and many as MP3 downloads. Professionally produced videos of one-hour clinical demonstrations by members of the faculty of the 1981, 1982, 1984, 1989 and 1997 Erickson Foundation Seminars, and the 1986, 1988, 1992, 1994, 1999, 2001, 2004, and 2007 Erickson Congresses also can be purchased. Audio and video recordings from the 1985, 1990, 1995, 2000, 2005, 2009, 2013 Evolution of Psychotherapy Conferences, and the Brief Therapy Conferences also are available from the Foundation. The Erickson Foundation distributes recordings of lectures by Milton H. Erickson from the 1950s and 1960s, when Erickson’s voice was strong. Releases in our audio series are announced in the Newsletter.

Intensives Class visits the Erickson house.


THE MILTON H. ERICKSON F O U N D AT I O N

THE ERICKSONIAN MONOGRAPHS The Foundation is sponsor of The Ericksonian Monographs. The highest quality articles on Ericksonian hypnosis and psychother-apy are included in The Monographs. Ten issues were published under the editorship of Stephen Lankton. The Monograph series evolved into the Annual of Brief Therapy. These are available from Taylor & Francis. CURRENT THINKING AND RESEARCH IN BRIEF THERAPY Current Thinking and Research in Brief Therapy: Solutions, Strate-gies and Narratives. Evolving from the Ericksonian Monographs, this series contains only the highest quality articles on brief ther-apy theory, practice and research. Volumes I, II and III are avail-able from Taylor & Francis.

THE FOUNDATION PRESS began by publishing the proceedings of the 1998 Brief Therapy and Evolution of Psychotherapy Confer-ences. The PRESS makes a library of print, audio and video resources available for mental health care providers. These include classics like The Handbook of Ericksonian Psychother-apy. Also offered are DVDs of Dr. Erickson, discussed by Jeffrey Zeig, such as Advanced Techniques of Hypnosis & Psychotherapy: Working with Resistance. An especially important project is the limited edition Collected Works of Milton H. Erickson, of which Volumes 1 through 16 are already in print.

Institutes, Websites & Newsletter

There are 140 Milton H. Erickson Institutes/Societies in the United States and abroad that have permission to use Dr. Erick-son’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, Asia, Australia, New Zealand, South Africa and the Philippines.

www.erickson-foundation.org

CouplesConference.comCouplesConference.comCouplesConference.com www.EricksonCongress.com

BriefTherapyConferenceBriefTherapyConferenceBriefTherapyConference www.EvolutionofPsychotherapy.com

Staff

Jeffrey K. Zeig

Director & Founder Chuck Lakin …………….………. Director of Marketing & Publishing

Leigh McCormick ……………………………………………..……. Archivist Marnie McGann …..…….….……….……….. Project Specialist/Editor

Stacey Moore ….…………….……….….. Finance/Business Manager Christopher Moshier .……….….….…………….… IT /Web Developer Teresa Stratton ……….……. Registration & Training Administrator Nate Sorensen ………………………………………… Media Specialist

Kayleigh Vaccaro ……………………………….…. Meeting and Event Planner, Faculty and CME Coordinator

Brad Weisman ………….…….….…..….. Digital Marketing Specialist


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. Submissions should be sent to [email protected]. Busi-ness and subscription matters should be directed to the Erickson Foundation at 2632 E. Thomas Rd., Suite 200, Phoenix, AZ 85016; [email protected].

NEWSLETTER STAFF Richard Landis, PhD Executive Editor Karen Haviley Production Manager

ASSEN ALLADIN, PHD, is a Clinical Psychologist and Adjunct Associate Professor, University of Calgary Medical School. He is a Fellow of Royal Society of Medicine, President of American Soci-ety of Clinical Hypnosis and 2005 recipient of Best Research Paper from APA Division 30. Inter-nationally recognized as an expert in the integra-

tion of CBT with hypnosis in the management of emotional dis-orders. He has published over 30 peer-reviewed papers and four books: Integrative CBT for Anxiety Disorders (2016); Cogni-tive Hypnotherapy: An Integrated Approach to the Treatment of Emotional Disorders (2008); Hypnotherapy explained (2008); and Handbook of Cognitive Hypnotherapy for Depression (2007).

CONNIRAE ANDREAS, PHD, an innovator in the field of personal development for almost 4 dec-ades, is best known for her groundbreaking work, Core Transformation. This method utilizes our limitations as the doorway to a felt experience many describe as their spiritual core, offering a deep healing that resolves many of life’s prob-

lems. Connirae’s new work, the Wholeness Process, provides a precise way to experience “dissolving the ego,” another long time spiritual goal. Her work, strongly influenced by her experi-ence with Dr. Erickson in 1979, has been published in over 14 languages.

RUBIN BATTINO, MS, specializes in very brief therapy, generally using hypnosis. He has writ-ten ten books in the field of psychotherapy, and has done workshops and training in the U.S. and abroad. He has an MS in Mental Health Counseling. STEVEN FRANKEL, PHD, JD, ABPP is a practic-ing licensing board defense attorney and clini-cal/forensic psychologist. He received his PhD in clinical psychology from Indiana University, in-terned at Columbia University, and served as a full-time clinical psychology faculty member at USC for 11 years, 5 years as Director of Clinical

Training. A Clinical Professor at USC and a past Adjunct faculty member at Loyola (L.A.) and Golden Gate law schools. Steve has received awards for teaching excellence in law/psychology interfaces and in trauma assessment and treatment, which has been his specialty since 1980.

BRENT B. GEARY, PHD is a psychologist in pri-vate practice in Phoenix. For the past 30 years, he has taught Ericksonian methods both domes-tically and internationally. He is co-editor of The Handbook of Ericksonian Therapy and The Let-ters of Milton H. Erickson with Jeffrey Zeig. Dr. Geary designed and maintains primary responsi-

bility for the Erickson Foundation's Intensive Training Program, offered three times per year, now in its 29th year.

STEPHEN GILLIGAN, PHD, is a Psychologist in Encinitas, CA. He was one of the original NLP students at UC Santa Cruz; Milton Erickson and Gregory Bateson were his mentors. After receiv-ing his psychology doctorate from Stanford Uni-versity, he became one of the premier teachers and practitioners of Ericksonian hypnotherapy. In 2004, he received the rarely given Lifetime

Achievement Award from the Erickson Foundation in honor of his many contributions. His work has evolved into various forms of generative change, including generative trance as well as the generative coaching work he has developed with Robert Dilts.

JOHN GOTTMAN, PHD, was one of the Top 10 Most Influential Therapists of the past quarter-century by the Psycho-therapy Networker. Dr. Gottman is a professor emeritus in psychology known for his work on marital stability and relationship analysis through scien-tific direct observations, many of which

were published in peer-reviewed literature. He is the author or co-author of over 200 published academic articles and more than 40 books, including the bestselling The Seven Principles for Making Marriage Work; What Makes Love Last; The Rela-tionship Cure; Why Marriages Succeed or Fail; and Raising An Emotionally Intelligent Child, among many others. JULIE GOTTMAN, PHD, is the co-founder and President of The Gottman Institute, and Clinical Supervisor for the Couples To-gether Against Violence study. A highly respected clinical psy-chologist, she is sought internationally by media and organiza-tions as an expert advisor on marriage, sexual harassment and rape, domestic violence, gay and lesbian adoption, same-sex marriage, and parenting issues. She is the co-creator of the immensely popular The Art and Science of Love weekend work-shops for couples, and she also co-designed the national clini-cal training program in Gottman Couples Therapy.

MICHAEL F. HOYT, PHD, is a psychologist in independent practice in Mill Valley, California. He is the author and editor of numerous books, in-cluding most recently Brief Psychotherapies: Prin-ciples and Practices, Therapist Stories of Inspira-tion, Passion, and Renewal: What’s Love to Do with It?, and (with M. Talmon,) Capturing the Mo-

ment: Single Session Therapy and Walk-In Services. He is a Woodrow Wilson Fellow and has been honored as a Continuing Education Distinguished Speaker by both the American Psycho-logical Association and the International Association of Mar-riage and Family Counselors, as a Contributor of Note by the Milton H. Erickson Foundation, and is a recipient the prestig-ious APF Cummings Psyche Prize for lifetime contributions to the primary role of psychologists in organized healthcare.

Faculty


STEPHEN R. LANKTON, MSW, DAHB, is the Editor-in-Chief of the American Journal of Clinical Hypnosis, a Fellow, and an Approved Consultant, American Society of Clinical Hypnosis. He is the recipient of a “Lifetime Achievement Award” (Milton Erickson Foundation) and a “Lifetime Achievement Award” (American Society

of Clinical Hypnosis). He is the author and/or editor of 18 books translations into 6 languages.

HARRIET LERNER, PHD is a clinical psycholo-gist, and one of our most respected voices on the psychology of women and family relation-ships. She is the author of numerous scholarly articles and 12 books including The New York Times bestseller, The Dance of Anger. Her forth-

coming book, Why Won’t You Apologize? will be released Janu-ary 2017.

LYNN LYONS, LICSW, specializes in interrupting the generational pattern of worry in families. She is the co-author with Reid Wilson of Anxious Kids, Anxious Parents 7 Ways to Stop the Worry Cycle and Raise Courageous andIndependent Children and the companion book Playing with Anxiety: Casey’s Guide for Teens and Kids; and

is the author of Using Hypnosis with Children: Creating and Delivering Effective Interventions. She has a private practice in Concord, New Hampshire.

CLOE MADANES, HDL, LIC, in Psychology, is a world-renowned innovator and teacher of family and strategic therapy and one of the originators of the strategic approach to family therapy. She has authored seven books that are classics in the field: Strategic Family Therapy; Behind the One-Way Mirror; Sex, Love, and Violence; The Secret Meaning of Money; The Violence of Men;

The Therapist as Humanist, Social Activist and Systemic Thinker; and Relationship Breakthrough. She has presented her work at professional conferences all over the world and has given keynote addresses for The Evolution of Psychotherapy Conference, the American Association of Marriage and Family Therapy; the National Association of Social Workers, The Erick-son Foundation, the California Psychological Association and many other national and international conferences. Madanes has won several awards for distinguished contribution to psy-chology and has counseled outstanding individuals from all walks of life.

RICK MILLER, MSW, is a clinical social worker in private practice in Boston and on Cape Cod, Massachusetts. He is the author of Unwrapped: Integrative Therapy with Gay Men… the Gift of Presence (2015) and Mindfulness Tools for Gay Men In Therapy: A Clinician's Guide for Mind-Body Wellness (2016). Rick has served on nu-merous national and international faculties, in-

cluding the International Society of Hypnosis, the Brief Therapy Conference, the American Group Psychotherapy Association, and Harvard Medical School.

SCOTT D. MILLER, PHD, is the founder of the International Center for Clinical Excellence an international consortium of clinicians, research-ers, and educators dedicated to promoting excel-lence in behavioral health services. Dr. Miller is the author of many books and papers. He con-ducts workshops and training in the United States and abroad, helping hundreds of agencies

and organizations, both public and private, to achieve superior results.

MICHAEL MUNION, MA, LPC, a psychotherapist in Arizona since 1979 and activist in integrated primary & behavioral health care, has been affili-ated with the Milton Erickson Foundation since 1980. He has provided extensive workshops on Ericksonian & Brief Therapy in the U.S., Europe, and Mexico. He is co-author of Sage’s book on Milton H. Erickson, and co-editor of What is Psy-

chotherapy?: Contemporary Perspectives. JOHN C. NORCROSS, PHD, ABPP, is an interna-tionally recognized authority on behavior change and psychotherapy. His PhD is in clinical psychol-ogy, ABPP, Distinguished Professor of Psychology at the University of Scranton, Adjunct Professor of Psychiatry at SUNY Upstate Medical University, and a board-certified clinical psychologist. Author of more than 400 scholarly publications, Dr. Nor-

cross has co-written or edited 20 books, including Psychother-apy Relationships that Work, Psychologists’ Desk Reference, Leaving It at the Office: Psychotherapist Self-Care, and Systems of Psychotherapy: A Transtheoretical Analysis, now in its 8th edition. Dr. Norcross has served as president of multiple profes-sional associations and conducted workshops and lectures in 30 countries. John lives in northeast Pennsylvania with his wife, two grown children, and their two new grandkids.

BILL O’HANLON, MS, has written 35+ books, one of which, Do One Thing Different, got him on Oprah. He has given more than 3,500 talks around the world. He studied directly with Mil-ton Erickson. He was the founding editor of The Milton Erickson Foundation Newsletter. Bill lives in Santa Fe, New Mexico and writes songs as well.

CHRISTINE A. PADESKY, PHD, (Clinical Psychol-ogy), Co-Founder of Center for Cognitive Therapy in Huntington Beach, California is a Distin-guished Founding Fellow of the Academy of Cog-nitive Therapy and a leading CBT innovator. She provides workshops and consultation to thera-pists worldwide (www.padesky.com) and devel-ops audio CD & DVD therapist training materials

(described at www.store.padesky.com). She is co-author of five books, including the new Mind Over Mood, 2nd Edition (www.mindovermood.com). With over a million copies sold world-wide in 23 languages, the first edition was named the most influential CBT book of all time by the British Association of Behavioural and Cognitive Therapies (BABCP). Dr. Padesky is recipient of BABCP’s Most Influential International CBT Thera-pist award and the California Psychological Association’s Distin-guished Contribution to Psychology award. In 2007 the Acad-emy of Cognitive Therapy bestowed on her its Aaron T. Beck Award for her enduring contributions to the field.


Page 8

ERVING POLSTER, PHD, is a veteran teacher of Gestalt therapy and has attracted students worldwide to home base in San Diego. He has authored five books, including the classic Ge-stalt Therapy Integrated: Contours of Theory & Practice, Uncommon Ground: To Enhance Every-day Living, and From the Radical Center: The

Heart of Gestalt Therapy, as well as numerous anthology chap-ters, elaborating therapy basics. His most recent book is Be-yond Therapy: Igniting Life Focus Community Movements.

WENDEL RAY, PHD, is Spyker Chair & Professor of Family System Theory, University of Louisiana at Monroe (ULM). Don Jackson Archive Director, and Mental Research Institute (MRI) Senior Re-search Fellow, he is the author of 9 books and 100 juried articles available in multiple lan-guages.

ROBERT W. RESNICK, PHD, Clinical Psycholo-gist, (and former New York City Taxi driver) has been a Gestalt Therapist and Couples Therapist for over 50 years and an international trainer for over 45 years. Trained (1965-1970) and person-ally examined/certified (1969) by Drs. Fritz Perls and Jim Simkin. He was chosen by Perls to intro-duce Gestalt Therapy to Europe in 1969. He has been doing training in Europe multiple times an-nually for the past 45 years in addition to ongo-

ing training programs in Los Angeles and Seattle. Bob’s style is warm and engaging and he speaks with clarity and humor.

ERNEST LAWRENCE ROSSI, PHD, is interna-tionally recognized as a gifted psychothera-pist and teacher of innovative approaches to facilitating the creative process. In recent years he has pioneered new approaches to bioinformatics, and the role of human con-sciousness in facilitating gene expression and brain plasticity in optimizing human perform-

ance and rehabilitation. RONALD D. SIEGEL, PSYD, is assistant Profes-sor of Psychology, part-time, Harvard Medical School; Board of Directors and faculty, Institute for Meditation and Psychotherapy; author, The Mindfulness Solution: Everyday Practices for Everyday Problems; coauthor, Sitting Together: Essential Skills for Mindfulness-Based Psycho-

therapy; coeditor, Mindfulness and Psychotherapy and Wisdom and Compassion in Psychotherapy: Deepening Mindfulness in Clinical Practice.

DAN SHORT, PHD, is the current Director of the Milton H. Erickson Institute of Phoenix. He is the former Executive Editor for the Milton H. Erick-son Foundation Newsletter, and he has served as Assistant Director at the Milton H. Erickson Foundation. Dan is the lead author of Hope and Resiliency, which was written with Betty Alice Erickson and Roxanne Erickson-Klein. He is the author of Transformational Relationships. He

recently collaborated with Roxanne Erickson-Klein to define Ericksonian Psychotherapy in the SAGE Encyclopedia of Coun-seling and Theory. Dan currently teaches hypnosis at South-west College of Naturopathic Medicine. He conducts consulta-tion groups for local professionals, provides supervision of pro-fessionals inside and outside the United States, as well as serv-ing as visiting faculty at institutes around the world.

ANDREAS STEINER, DIPL. -PSYCH. , M.A., psychotherapist, artist, film theorist, musi-cian and novelist. He was the director of the Milton Erickson Institute Cologne/Germany from 1992-97 and teaches Ericksonian hypnotherapy and systemic therapy at the University of Co-logne. Andreas Steiner is an expert in utilizing family constellations in a scientific as well as

emotional, solution-focused way that can help in solving funda-mental and recalcitrant problems such as depression, problem-atic life scripts, relationship problems, amongst others, in a short time. Besides, he is known for his deck of cards “Masters of Psychotherapy” featuring the great pioneers of psychother-apy as caricatures.

STAN TATKIN, PSYD, MFT, is clinician, author, PACT developer, and co-founder of the PACT Institute, Dr. Tatkin teaches at UCLA, main-tains a private practice in Southern California, and leads PACT programs in the US and inter-nationally. He is the author Wired for Dating, Wired for Love, Your Brain on Love, and co-

author of Love and War in Intimate Relationships. MICHELE WEINER-DAVIS, MSW, is a best-selling author and renowned marriage thera-pist. Among the first in her field to courageously speak out about the pitfalls of unnecessary di-vorce, Michele is the author of seven books in-cluding the best-selling, Divorce Busting, and The Sex-Starved Marriage. Michele is the Direc-

tor of The Divorce Busting® Center in Boulder, Colorado and the founder of divorcebusting.com. Michele's is the recipient of AAMFT’s prestigious Outstanding Contribution to the Field of Marriage and Therapy Award and Smart Marriages' Impact Award. Michele also received an alumni award for lifetime achievement from Grinnell College.


Faculty (cont’d)

REID WILSON, PHD, is a clinical psychologist and author of the just released Stopping the Noise in Your Head and the classic self-help book Don’t Panic; co-author of Stop Obsessing!, and Anxious Kids, Anxious Parents, as well as Playing with Anxiety. He is a Founding Clini-cal Fellow of the Anxiety and Depression Asso-ciation of America and Fellow of the Association for Behavioral and Cognitive Therapies. MICHAEL D. YAPKO, PHD, is a clinical psycholo-gist who is internationally recognized for his work in clinical hypnosis, brief psychotherapy, and the strategic treatment of depression, rou-tinely teaching to professional audiences all over the world. He is the author of 15 books, including his newest, The Discriminating Thera-pist. He is the recipient of numerous major

awards for his innovative contributions to advancing the fields of hypnosis and brief therapy. His website is www.yapko.com.

JEFFREY K. ZEIG, PHD, is the Founder and Di-rector of the Milton H. Erickson Foundation. He has edited, co-edited, authored or coauthored more than 20 books on psychotherapy that ap-pear in fourteen foreign languages. Dr. Zeig is the architect of The Evolution of Psychotherapy Conferences, the Brief Therapy Conferences, the

Couples Conferences, and the International Congresses on Ericksonian Approaches to Hypnosis and Psychotherapy. A psy-chologist and marriage and family therapist in private practice in Phoenix, Arizona, Dr. Zeig conducts workshops internationally (40 countries). He is president of Zeig, Tucker & Theisen, Inc., publishers in the behavioral sciences.

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Short Course Faculty Naji Abi-Hashem, PhD Helen Adrienne, MSW

Gloria Diaz Arnal, MFT Intern Norma Barretta, PhD

Cheryl Bell-Gadsby, MA, MFCC, RCC Bob Bertolino, PhD

Suzanne Alexandra Black, PsyD Gregg Bloche, MD, JD Erika Chovanec, PhD

Elliott Connie, MA, LPC Kathleen Donaghy

Susan Dowell, MSW Joseph Dowling, MS

Maria Escalante de Smith, MA Jeffrey Feldman, PhD Bette Freedson, MSW

Brent Geary, PhD Tobi Goldfus, LCSW-C, BCD

Birgitta Gregory, PhD Bruce Gregory, PhD

Christine Guilloux, DESS Psychology Virgil Hayes, DO, MSW

Richard Hill, MA, MEd, MBMSc Wei-Kai Hung, Master of Education

Debbie Joffe Ellis James Keyes, PhD

Paul Koeck, MD Sheldon Kramer, PhD

John Lentz, D.Min Mauro Mariotti, MD

Patrick McCarthy, MB ChB Robert McNeilly, MBBS

Clifton Mitchell, PhD Carol Nack, MSW

Gabrielle Peacock, MBBS Lawrence Peltz, MD Susan Pinco, PhD James Rini, Ed.D

Teresa Robles, PhD, MA Karin Schlanger, MFT Robert Schwarz, PsyD

Enayatollah Shahidi, MD Bart Walsh, MSW

Susan Warren Warshow, MSW Claudia Weinspach, Psychologist

Robert Wubbolding, EdD Foojan Zeine, PsyD

BriefTherapyConference.com ● December 8-11, 2016 Page 10

My Schedule

Notes

Thursday December 8

Friday December 9

Saturday December 10

Sunday December 11

Monday December 12

AM PM

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Wednesday, December 7

8:00 AM - 12:00 PM

LAW & ETHICS “What goes around ...” with STEVEN FRANKEL, PhD, JD, ABPP

“What goes around….” is a 6-hour law/ethics workshop and is focused on recent and emerging develop-ments in law and ethics that will impact clinicians of all disciplines, starting with changes to child abuse reporting obligations, then moving to cover changes for custody evaluators, record-keeping and mainte-nance, emerging issues and risks regarding telehealth practice, updates on duties to inform and warn when violent behavior may occur, modifications of laws concerning “retirement” of professionals, receiving subpoenas, testifying in court, risk management for supervisors, suicide risk management, and “selected slippery slopes. Educational Objectives: 1. Identify at least two recent developments in law/ethics which may have national impact. 2. List at least two publications that concern child abuse reporting for downloading child pornogra-phy. 3.Identify at least two "slippery slopes"—high risk areas for clinicians

Fundamentals of Hypnosis with Brent Geary, PhD

Coverage begins with 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 sub-jects.) Various frameworks for hypnotic induction will be explained, demonstrated. The utilization of hypno-sis always involves the hypnotic phenomena. A part of the workshop will explore the various phenomena and their role in clinical contexts. Participants will practice elicitation of hypnotic phenomena. And finally, one of Erickson’s landmark contributions to hypnosis was his introduction of indirection as a therapeutic approach. This final section of the training explores the ways in which anecdotes, metaphors, and other indirect methods can be utilized. Educational Objectives: 1. Explain the role of truisms in hypnotic induction. 2. List four hypnotic phenome-non. 3. Describe the difference between direct and indirect suggestion. 4. Site potential considerations in the use of age regression in hypnotic therapy. 5. Differentiate therapeutic anecdotes versus metaphors

1:30 PM - 3:30 PM

LAW & ETHICS “What goes around ...” Part 2

1:30 PM - 3:30 PM

Fundamentals of Hypnosis Part 2

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Pre-Conference 7:00 AM - 7:00 PM REGISTRATION GOLDEN PACIFIC FOYER

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12:00 PM - 1:30 PM LUNCH BREAK

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Short Courses


Thursday, December 8

8:00 – 8:15 AM JEFFREY K. ZEIG, PHD C O N V O C A T I O N

8:30 - 10:00 AM

ERIKA CHOVANEC, PHD MULTIFOCAL BRAIN IMAGES SELF-SYNCHRONIZATION:

USING MINDFULNESS AND HYPNOTHERAPY WHEN TREATING ANXIETY, TRAUMA AND SOMATOFORM DISORDERS

This workshop includes examples of actual therapeutic sessions that demonstrate mindfulness and hypno-therapeutic methods to foster natural brain images self-synchronization, self-organization and integration for treating anxiety, trauma and somatoform disorders. The methodology for this procedure is introduced, whereby the quality of bifocal images is analyzed. Based on mindfulness approach inspired by the “Psychology of Being” of Abraham Maslow, you learn the simple symptom-oriented technique, in which “being- perception” ability is employed to utilize “symptom-trance” with the purpose of enhancing sponta-neous unconscious brain images self-synchronization as well as, what Maslow would call healing “being-trance”, which prevents negative “deficit-perception” of patients in relation to symptoms. Educational Objectives: 1. List three ways of how mindfulness can encourage healing through unconscious images synchronization. 2. State three hypnotherapy techniques for treatment of stress related and somatoform disorder. 3. Explain three ways how symptoms can be utilized and how we can observe trance phenomena in biofeedback and neurofeedback

MARIA ESCALANTE DE SMITH, MA USING BRIEF PSYCHOTHERAPY WITH CHILDREN EXPERIENCING DIFFICULT SITUATIONS

SUCH AS DISEASES, LOSS, AND PARENTAL DIVORCE Brief Therapy emphasizes the importance of resources. If children experience difficult situations such as diseases, loss and parental divorce, they may feel distressed and they need to receive proper treatment to prevent or solve emotional difficulties. The combination of both Narrative and Ericksonian Psychotherapies can be effective for treating children going through these events in their lives. Educational Objectives: 1. Explain how Brief Therapy can be used with children. 2. Demonstrate how the combination of both Ericksonian and Narrative Psychotherapies enhance the final outcome of treat-ment. 3. Identify examples of actual cases showing how this approach works.

RICHARD HILL, MA, MED, MBMSC SHIFTING THE STUCK CLIENT/THERAPIST WITH ARBITRARY MENTAL MAPPING –

A CURIOSITY APPROACH TECHNIQUE Arbitrary Mental Mapping (AMM) is a practical technique from The Curiosity Approach that stimulates rapid shifts and novel therapeutic opportunities. The Curiosity Approach will be outlined briefly, but this workshop will focus on the teaching and testing of AMM. Those familiar with Sandplay and Art Therapy will find AMM intriguing. Educational Objectives: 1. Describe the foundations of The Curiosity Approach. 2. Describe the serious benefits of utilizing Curiosity for Play.

JAMES KEYES, PHD. PSYCH BRIEF TREATMENT OF CHRONIC PAIN

Clinicians need to know basic approaches to assist patients with Chronic Pain who present for care. In this seminar, a conceptual overview will provide a framework for brief intervention, as well as then practicing specific experiential interventions to help patients improve coping and feel better. Educational Objectives: 1. Determine the framework to evaluate a patient’s functioning, who complains of chronic pain, and create a brief treatment plan with the patient using evidence based approaches. 2. Utilize specific approaches used to assist in brief interventions for chronic pain management.

7:00 AM - 7:00 PM REGISTRATION GOLDEN PACIFIC FOYER

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Short Courses, cont’d


CHRISTINE GUILLOUX, DESS PSYCHOLOGY THE HERO WITHIN

Among our models, our heroes, our genius and the stories that have been told to us, the ones we’ve built, the ones we’ve integrated, there are some that are deep metaphors within us. We will explore how we refer to them, how they structure and impact our lives and how we can utilize them in our therapeutic goals for inner change and help the patient build from the hero within himself/herself. Educational Objectives: 1. Utilize our models of heroes, our deep metaphors as resources for inner change. 2. Define how to use those heroes, those metaphors in our therapeutic goals.

PATRICK MCCARTHY, MB CHB RELAX: SAY GOODBYE TO ANXIETY AND PANIC

Anxiety and Panic can be cured by learning three simple skills namely a) rapid and profound relaxation b) rapid displacement and replacement of unwanted emotions, thoughts feelings and images and c) learning how to think like an optimist. Learn UltraBrief Therapy. Educational Objectives: 1. Identify the three simple steps to cure Anxiety and Panic. 2. Utilize the best open-ing question in Brief Therapy. 3. Identify the word that must be avoided in all therapy

CLIFTON MITCHELL, PHD PRIMING THE MIND FOR SOLUTION CREATION

Priming is the process of directly or indirectly introducing new ideas to clients and preparing them for new perspectives and behaviors. Attendees will learn what priming is, the theory behind what occurs in the brain when priming occurs, and how to incorporate priming into the therapeutic dialogue to resolve resistance, discover solutions, and create therapeutic movement. A detailed handout will be provided. Educational Objectives: 1. Define what priming is and describe how and why it has such a significant impact on mental processing. 2. Incorporate priming principles into the therapeutic dialogue in order to circumvent resistance and increase the impact of the therapeutic dialogue.

GABRIELLE PEACOCK, MBBS WORKING WITH DISSOCIATION:

WHEN RECONNECTING IS NOT ENOUGH This workshop will look at mental ill health through the lens of dissociation. Any problem can be seen as having an element of dissociation, and so learning to recognize the dissociative aspects that produce suf-fering and working to assist the client gain control of this aspect of their experience will simply and briefly reduce suffering and promote healing. Demonstration and practice will move this idea from a useful con-cept to a lived experience that can then become a practical tool. Educational Objectives: 1. Describe the dissociative aspect of 3 common mental health presentations. 2. Demonstrate moving a dissociated client to an associated state stating the handles you observe so they are able to grasp them to gain control over their experience

SUSAN PINCO, PHD QUANTUM CREATIVITY

We live in exciting times where ever expanding understandings of the way that our mind-bodies work ignite infinite possibilities. Come unpack these concepts in this experiential workshop. Educational Objectives: 1. Identify 2 ways that structured silence makes therapy more experiential. 2. Dem-onstrate 2 ways that they can utilize tone, tempo and language to enrich their work. 3. Articulate how quan-tum physics relates to ego states and imaginal healing

BART WALSH, MSW UTILIZATION SOBRIETY: INCORPORATING THE ESSENCE OF MIND-BODY COMMUNICATION

FOR BRIEF INDIVIDUALIZED SUBSTANCE ABUSE TREATMENT This presentation poses a substance abuse treatment which acknowledges and accommodates the per-sonal needs being addressed by substance use, bypasses perceived resistance and employs idiosyncratic psycho-biological learning to achieve a body-mind gestalt complementary to the client’s sobriety. Client self-empowerment and relapse prevention are built into the intervention This method develops a safe frame-work for addressing any subsequent mental health themes directly or indirectly related to substance mis-use. Ideomotor questioning is employed as a practical conduit to body-mind communication and function. Because this is a relatively new strategy, fundamental information applicable to all levels of professional experience will be provided. Educational Objectives: 1. Describe the utilization principle as applied to psycho-biological learning. 2. Dem-onstrate one brief approach to substance abuse treatment. 3. Describe one application of ideomotor ques-tioning.

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Thursday, December 8 10:15 - 11:45 AM

HELEN ADRIENNE, MSW SHORT CUTS TO STRESS REDUCTION

Come to this experiential workshop and take home four mind/body “short cuts” which neutralize stress. Once patients become aware that they can reach for these techniques as needed, they can feel confident, empowered and resilient. You will learn these easy interventions which break into the spasm of stress and provide enormous relief. Educational Objectives: 1. Utilize mind/body interventions which attendees can impart to their patients for stress reduction. 2. Identify the capacity of these methods to result in a confident, empowered and resilient response to stress.

NORMA BARRETTA, PHD AND JOLIE BARETTA KEYSER

BRIEF THERAPY ENHANCED BY THE HEALING POWER OF SOUND Using sound as an adjunct to psychological and medical intervention is a relatively new concept. This pres-entation gives a thorough experiential view of how sound, represented visually as well as auditorily, can influence the treatment in a positive way. Sound, and its frequencies, may indeed be a part of the medicine of the future. Educational Objectives: 1. Utilize the hypnotic effects of sound on the body and the mind. 2. Describe the differences between harmonic versus dis-harmonic sound.

SHELDON KRAMER, PHD TRANSFORMATIONAL MIND/BODY TOOLS FOR BRIEF COUPLES THERAPY

Participants will learn powerful techniques to facilitate the integration of individual and couples therapy through meditation, guided imagery, and energy centers in the body. Beginning exploration will focus on the healing capacity found innately in the "Mind- Body Couples System" (Mind Body Systems Therapy( TM) through the use of intense affect to unify significant others through transforming fear, anger, and grief into understanding ,compassion, love, and forgiveness. The class will be both didactic and experiential. Educational Objectives: 1. Identify the principles of Mind-Body Systems Therapy (TM ). 2. Demonstrate learning of practical transformational tools for brief in depth couples therapy. 3. Explain Utilization of Self as a guide in Mind- Body psychotherapy.

TERESA ROBLES, PHD, MA THERAPY BASED ON UNIVERSAL WISDOM FOR THE TREATMENT OF CHRONIC PAIN

In the same way that all the information about each person is in its DNA, the information of the Whole Uni-verse is present in each one of its parts. I call that information our Universal Wisdom. Participants will learn to contact their Universal Wisdom and to utilize it for making their practice more efficient. Managing Chronic Pain is one of the biggest challenges for Health Professionals and their clients. Participants will learn a five steps exercise for managing Chronic Pain utilizing Universal Wisdom. Educational Objectives: 1. Identify a five steps exercise for managing of Pain. 2. Describe how to utilize Universal Wisdom for improving their work

BRENT GEARY, PHD AND CLAUDIA WEINSPACH, PSYCHOLOGIST UTILIZATION INTERVIEWING

Milton Erickson’s counsel to “Take what the patient brings” encapsulated the utilization approach that he introduced in hypnosis and psychotherapy. This workshop is designed to enhance participants’ awareness of and ability to use the many facets of utilization that are elicited during clinical interviews. Two demon-strations will be included. Educational Objectives: 1. Define "utilization" in psychotherapy. 2. List five naturally-occurring items that can be utilized in treatment planning.

WEI KAI HUNG, MASTER OF EDUCATION ONE PLUS ONE EQUALS THREE: WHEN ZEN AND ERICKSON APPROACH ANXIETY TOGETHER

This workshop will blend Zen and Ericksonian wisdom into a modern psychotherapy which provides an effi-cient solution for clients’ anxiety. Instead of doing therapy, therapists are invited to experience Zen wisdom, and find a creative and efficient way to help clients finding their own wellbeing. These pathways to pres-ence and creativity will lead you to the realization of the “Therapist’s Zen state” which not only provides a creative opening, but also makes therapeutic sessions easy and fun. Educational Objectives: 1. Demonstrate understanding of a “Being” state that can be creative and benefi-cial to clients. 2. Identify two practical blended Ericksonian Zen techniques in psychotherapy.

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ROB MCNEILLY, MBBS

EASY HYPNOSIS — BRINGING OUT THE BEST IN BRIEF THERAPY Drawing on Erickson's idea of the common everyday trance, we will find an easy and respectful method of inviting anyone into hypnosis. Because hypnosis creates an experience, we can explore ways of assisting any individual to move beyond the possibility of a preferred outcome that brief therapy is so helpful for and allowing them to create a direct and bodily felt experience of that desired outcome. Educational Objectives: 1. Identify the common everyday trance into experiencing hypnosis. 2. Create an experience of a preferred outcome

TOBI GOLDFUS, MSW USING HYPNOTHERAPY AS THE SEARCH ENGINE AND PARTS WORK AS THE HOME PAGE TO HELP

ADOLESCENTS/YOUNG ADULTS ABSORBED IN CYBERSPACE FIND THEIR “INNER SELFIE” A Social Media Assessment form (SMA) will expand therapeutic effectiveness to include the digital world and experience of the young person in understanding co-mastering of developmental tasks online, changes in boundaries and confidentiality, 7 stages of smart phone attachment, cyber friendly scripts and a new glossary of terms as healthy, compulsive and addictive use is evaluated. Down-regulation techniques such as the ego strengthening Inner Selfie Technique using mobile devices will be taught as well as how compar-ing and contrasting online and therapeutic hypnotic phenomena can be utilized for greater emotional im-pact. When to unplug, how to and when NOT to will be demonstrated. Educational Objectives: 1. Demonstrate understanding on how to use the Social Media Assessment form (SMA) from assessment and throughout treatment including using cyber friendly hypnotherapy scripts. 2. Identify the 7 stages of smart phone attachment for assessment and intervention. 3. Identify develop-mental tasks being practiced online and assess healthy, compulsive and addictive use of cyberspace. 4. Compare and contrast hypnotic phenomena online and offline. 5. Identify specific strategic intervention techniques including the Inner Selfie Technique which utilizes the smartphone, trance and ego strengthen-ing techniques.

ELLIOTT CONNIE, MA, LPC SOLUTION FOCUSED BRIEF THERAPY: MASTERING THE LANGUAGE IN SESSION

What sets the Solution Focused Approach apart is the clinician’s deliberate focus on what the client wants instead of focusing on what the client does not want or even their presenting problem. A clinician using this approach must be comfortable enough with solution building language to be able to engage clients into a detailed conversation of their preferred future even though the client may be experience significant troubles in their life. In this workshop the presenter will demonstrate using the language of the Solution Focused Approach with clients, using video examples of real sessions, even when they are experiencing significant pain. The pre-senter will also lead group exercises and discussion to allow the group to practice using the skills demonstrated. Educational Objectives: 1. Demonstrate understanding of the process of a Solution Focused conversation regardless of the problem that led the client into therapy. 2. Demonstrate awareness of the research sup-port to the use of this approach.

ROBERT WUBBOLDING, EDD LISTENING FOR CHANGE TALK AND IN-CONTROL TALK:

THE SIGNIFICANCE OF “THROW AWAY” PATIENT COMMENTS Clients or patients often unintentionally present hints indicating current in-control behaviors or a desire for change. Practitioners listen carefully responding to these “throw away comments” and emphasize their significance even though the patient was hardly aware that the statement contains a wealth of meaning and provides a foundation for change. Educational Objectives: 1. List 2 ways to respond to clients’ “throw away comments” and help them see their significance. 2. Identify 3 ways to respond to the “space between the words” in assisting clients to identify, clarify + evaluate the appropriateness + attainability of their wants/goals

FOOJAN ZEINE, PSYD BRINGING DEPTH INTO BRIEF THERAPY WITH

AWARENESS INTEGRATION® MODEL. Most Therapists have experienced clients sabotaging themselves repeatedly despite learning new skills in therapy. Many get caught in the childhood negative and traumatic experiences that do not allow clarity to learn and sustain new effective skills. Learn about Awareness Integration Model, a structured brief therapeutic approach that releases negative core beliefs and attached emotional charge to clear the past, set goals and action plans to reach and live a fulfilled life. Educational Objectives: 1.Describe the theoretical foundation and Principals of Awareness Integration Model 2. Apply intervention approach

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1:15 - 2:45 PM NAJI ABI-HASHEM, PHD

PROMOTING RESILIENCY: INTEGRATING THE MENTAL-EMOTIONAL, SOCIO-CULTURAL, AND SPIRITUAL-EXISTENTIAL ASPECTS IN SHORT TERM CARE.

We will explore the major themes, dimensions, and conceptualizations of resiliency from communal and psycho-social perspectives. We will discuss how to mobilize resiliency within the framework of time-limited soul care and how to capitalize on the dynamic interaction among traditions, norms, values, and heritages, to further the healthy coping skills and thriving abilities. We will argue that resiliency, is not only an intrapsy-chic potential or individualistic strategy, but also a group resource and a collective faculty, richly stored in the community. Thus, resiliency is a clear function of culture, shared identity, and generational wisdom. Educational Objectives: 1. Compare basic definitions with more complex definitions of resiliency. 2. List several social foundations and cultural mediators of resiliency and discuss three major obstacles toward the study of resilience.

BOB BERTOLINO, PHD RENAISSANCE IN BRIEF THERAPY AND BEYOND:

EXPLORING INTERSECTIONS OF POSSIBILITY The purpose of this workshop is to introduce to a “renaissance” in behavioral health through series of princi-ples drawn from research from within the field and adjacent disciplines. Participants in this session will learn how these principles and associated strategies form the foundation for effective and efficient practice. Educational Objectives: 1. List three principles of effective and efficient practice. 2. Describe two strate-gies to foster and utilize client strengths and resources.

GREGG BLOCHE, MD, JD PSYCHOTHERAPY & THE HIPPOCRATIC DILEMMA

Like other health professionals, psychotherapists identify closely with the Hippocratic ideal of undivided commitment to the patient and to her or his well-being. Yet psychotherapists are called upon to serve myr-iad social purposes, often at odds with the interests of their patients. Sometimes, tension between the Hip-pocratic ideal and other purposes is overt—for example, when forensic psychologists or psychiatrists opine in court on child custody or criminal responsibility. This presentation will shine a light on this ethical tension and its pervasiveness in clinical practice. I’ll conclude by offering some strategies for management of the many ethical challenges to which this tension gives rise. Educational Objectives: 1. Identify the many conflicts that can arise in clinical practice between duties to patients and society’s demands. 2. Analyze how to manage these conflicts—and to distinguish between social expectations and demands that are legitimate, questionable, or plainly wrong. 3. Identify examples conflicts, the cultural/moral content of clinical diagnosis, + the controversy over psychologists’ role in post-9/11 national-security interrogation.

SUSAN DOWELL, MSW FOOTPRINTINGS: EGO STATE THERAPY IN THREE DIMENSIONS

Footprintings, a dynamic new treatment approach, provides effective, easy to use tools for identifying, ob-serving, experiencing and repairing relational perspectives between Ego States. Using color footprints cho-sen by the client, to diagram relationships between Parts, patients can step into different Ego States while working on clarifying and healing these internal relationships. Educational Objectives: 1. Discuss two reasons why it is important to understand and work with the rela-tionship between Ego States. 2. Describe two ways Footprintings can enhance internal communication be-tween Ego States.

JOSEPH DOWLING, MS ZONEFULNESS: AN ERICKSONIAN APPROACH TO PEAK PERFORMANCE IN THE GAME OF LIFE.

Zonefulness is the integration of mindfulness mediation, hypnotic zone exercises, and solution-oriented/strategic therapy. This workshop will enable participants to learn How To Become Smart Enough To Know When To Stop Thinking; How To Dismantle Atomic What-Ifs; and how to seamlessly access their peak per-formance zone. This workshop will afford participants to experience group hypnotic zone exercises, a live client demonstration, as well as a discussion of case studies. The work and influence of Dr. Milton H. Erick-son will be highlighted throughout the entirety of the presentation. Educational Objectives: 1. Utilize anxiety symptomology as positive triggers to create calm and comfort. 2. Create and experience a 1-3 minute power zone to facilitate peak performance.

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11:45 AM - 1:15 PM LUNCH BREAK


BRUCE GREGORY, PHD AND BIRGITTA GREGORY, PHD

TREASURE HUNTING IN THE CAVES OF THE UNCONSCIOUS: THE INTEGRATION OF QUANTUM PHYSICS IN THE CONTEXT OF THE TRANSFORMATION

OF RESISTANCE IN THE TREATMENT OF INDIVIDUALS AND COUPLES This workshop will address how the principles and variables of quantum physics can be integrated in the transformation of resistance in individuals and couples. The Erickson Resistance Protocol will be utilized as a metaphor and template to support the expansion of trust and creativity within the profes-sional in the transformation of resistance. Educational Objectives: 1. Identify two ways to integrate quantum variables in the treatment of couples. 2. Identify two ways the uncertainty principle can be utilized to expand trust and facilitate the integration of opposites.

VIRGIL HAYES, DO, MSW WATCH YOUR LANGUAGE!

TAKING ANXIETY, DEPRESSION AND TRAUMA TREATMENT TO THE NEXT LEVEL! There are many explanations and theories to explain the creation of anxiety, depression and trauma. Unfor-tunately, many emphasize pathology, permanence of symptoms, and bio-physiological paradigms to ex-plain. This paradigm is often not effective for improving the lives of individuals treated. This course looks at the non-medical underpinnings to conceptualize the creation of anxiety, depression and trauma. This con-ceptualization when understood by the clinician; makes them a better facilitator and co-creator in the treat-ment process. A natural, holistic understanding also empowers the clinician and client and moves all par-ties involved closer to health. Educational Objectives: 1. List at least three word choices that empower the clinician, the client and the therapy. 2. Identify at least two opportunities to manifest empathy with their clients. 3. Describe anxiety, depression and trauma in a non-pathological way.

PAUL KOECK, MD 'HYPNOTIC SCALING':

SINGLE SESSION BRIEF HYPNOTHERAPY USING SELF-HYPNOSIS During this workshop with live clinical demonstration, you will learn how to teach your patients ‘Hypnotic Scaling’ in one single session! Hypnotic Scaling is an auto-hypnotic technique to help your patient resolve any problem, stress, anxiety, depression, low self-esteem, … because they will learn how to move up (or down) on their unconscious state-dependent scale from zero to 10 at any moment. Educational Objectives: 1. Demonstrate ‘Hypnotic Scaling’ with their clients. 2. Learn how to help a client help himself in a single session

CAROL NACK, MSW , DAVID CHAMETSKY AND IRA SCOTT

A BETTER LIFE THROUGH NEUROSCIENCE AND THE HUMAN TOUCH: HAVENING Introducing an extraordinary application of a recently acquired knowledge in the field of neuroscience. The techniques described are based in evolutionary biology. They offer a person the opportunity to live a health-ier, hopefully happier, and more productive life. Long standing psychological problems are resolved and disturbing memories fade into the irretrievable past, just a story that lacks the previous affect. Educational Objectives: 1. Demonstrate the HAVENING TECHNIQUES to decode a traumatic memory. 2. Identify the 4 components of a traumatic event. 3. Utilize a powerful stress reduction strategy by utilizing the benefits of HAVENING.

ROBERT SCHWARZ, PSYD ENERGY PSYCHOLOGY A BRIEF THERAPY

TO TREAT PTSD Clinical experience and research has shown energy psychology (EP) to be a highly effective brief treat-ment of PTSD in contexts that range from war related PTSD in US veterans to the effects of genocide in Rwandan orphans. This workshop presents an elegant integration of Interpersonal neurobiology, polyvagal theory and memory reconsolidation that underlies energy psychology approaches to trauma treatment. Discover how to actually remove the traumatic energy/emotions from traumatic events that facilitates insight, mindfulness and post traumatic growth. Educational Objectives: 1. Elucidate the three steps of memory reconsolidating and how Energy psychol-ogy achieve them. 2. Describe the four steps of Emotional Freedom Techniques for treating trauma 3. List at least at least 2 piece of research that demonstrate the effectiveness of EP in treating PTSD

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ENAYATOLLAH SHAHIDI, MD AND JOHN LENTZ, D.MIN FROM EAST TO WEST:

UTILIZING CONSCIOUSNESS AND STRENGTHS Working in collaboration with our clients to create solutions is one of the new directions that effectiveness-based approaches advocate. The workshop leaders who live in Iran and United States respectively will be demonstrating these techniques. By utilizing culturally oriented assets, attendees will be offered a unique approach that can help empower people. Educational Objectives: 1. List 3 ways to assist their clients using individual assets, cultural strengths, tal-ents, gifts, and abilities. 2. Identify at least two ways to utilize their own emotions to help calm a client’s in-flamed negative emotions via mirror neurons.

3:00 - 4:30 PM

CHERYL BELL-GADSBY, MSW AND KATHLEEN DONAGHY, PHD HOW TO CREATE AN ENERGY PSYCHOLOGY TOOLBOX:

BRIEF, ONE-SESSION ENERGY INTERVENTIONS Drawing from and integrating the latest neurobiology and energy psychology research findings and case studies, we present an array of brief tools and skill sets to guide therapists in the incorporation of energy psychology techniques into their existing practice and therapist toolboxes. This workshop will include dem-onstration and skill practice. Educational Objectives: 1. Identify one brief energetic technique to initiate dramatic change in one session. 2. Demonstrate the strategic use of energy and trance work in accessing the client and therapist’s intuitive process to facilitate change.

SUZANNE ALEXANDRA BLACK, PSYD UTILIZING CREATIVE STRATEGIES FOR OBTAINING SUCCESSFUL TREATMENT OUTCOMES

WITH BIPOLAR AFFECTIVE SPECTRUM DISORDER This session will cover defining and treating the complexity of Bipolar Affective Spectrum Disorder. Particular attention will be paid to common misconceptions about the psychiatric condition, how clinicians can become stuck in their treatment approaches, and how creative, brief therapy interventions, including the use of Erick-sonian hypnosis, can be utilized to assist in obtaining treatment goals. Using the latest findings in neurosci-ence, this session will present effective and successful methods to manage and resolve treatment chal-lenges in dealing with this highly misunderstood diagnosis/ psychiatric condition. Educational Objectives: 1. Define Bipolar Affective Spectrum Disorder and differentially discern its symp-toms from other psychiatric conditions. 2. Identify what are some of the common impasses to treating Bipo-lar Affective Spectrum Disorder. 3. Identify and utilize effective and creative treatment strategies for short - term management of the condition. 4. Communicate to your clients to de-stigmatize their notion of Bipolar Affective Spectrum Disorder.

JEFFREY FELDMAN, PHD TWO BRIEF HYPNOTIC TECHNIQUES TO GENERATE EMOTIONAL COHERENCE THROUGH ERICKSONIAN

UTILIZATION AND PSYCHOPHYSIOLOGICAL ENTRAINMENT This short course will introduce two self-hypnotic techniques. The first builds upon the “heart lock in” tech-nique of Hearthmath. The second transforms psychomotor agitation to a self-soothing rhythmic brain input that enables individuals to “get in touch with the wealth of life experience at their fingertips”. Educational Objectives: 1. Utilize two self- hypnotic techniques for their personal use and in their treatment of patients. 2. Identify at least two ways that Ericksonian utilization is used to therapeutically access patient resources including positive state dependent learning.

BETTE FREEDSON, MSW THE SOLVE METHOD: REACH THEM WHILE THEY DREAM: BRIEF THERAPY THAT ENDURES FOR KIDS AND TEENS

This workshop presents the SOLVE method, a brief 5-step approach to psychotherapy with young clients that effectively orients toward decreased anxiety, increase in number of positive cognitions, enhanced problem solving and enduring behavioral changes. Participants will explore and experience how induction, visualiza-tion and didactics empower lasting behavioral and emotional improvement. Educational Objectives: 1. Explain the roles of induction, deep relaxation, visualization and didactics for im-provement in brain maturation, executive + emotional functioning + problem solving skills. 2. Define SOLVE

and be equipped to apply it to an individual or group of young clients

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JAMES RINI, ED.D

RAPID INTERPERSONAL NEURAL INTEGRATION: THE KEY TO QUICK AND LASTING CHANGE Rapid Interpersonal Neural Integration packages the essential elements from the works of Milton Erickson, Fritz Perls, Virginia Satir, Jeffrey Zeig, and Ernest Rossi to facilitate lasting change through rapid neural inte-gration. The mindsets and blind-spots identified through the interview process and observations guide the therapist as to how the mindsets and blind-spots need to be refined. The therapist then helps the client transform the flow of energy and information away from blockages and distortions by addressing the fear(s) underlying and feeding the mindsets and blind-spots. Educational Objectives: 1. Describe tasks therapists need to perform to facilitate rapid interpersonal neu-ral integration with clients. 2. Demonstrate the timing, delivery, material, and audience strategy to deliver interventions in order to bring about rapid interpersonal integration.

DEBBIE JOFFE ELLIS THE EMPOWERING, TRANSFORMATIONAL AND

COMPASSIONATE APPROACH OF RATIONAL EMOTIVE BEHAVIOR THERAPY. This presentation will include description of the main principles, techniques and methods in REBT; a live demonstration with a volunteer from the attending group; exercises and Q & A time . Educational Objectives: 1. Demonstrate understanding of the main principles, techniques and methods of REBT. 2. Demonstrate understanding of its effectiveness as a brief therapy, and the clients for whom such brief therapy can be most beneficial. 3. Distinguish between healthy rational and unhealthy irrational think-ing. 4. Distinguish between healthy and unhealthy negative emotions.

JOHN LENTZ, D.MIN ONE LINERS THAT CHANGE PEOPLE

One liners that change people is the epitome of brief therapy. All of us have had times when one thing was said at the right moment by the right person and suddenly the world was seen differently. This workshop invites you to recognize elements that make those magic moments possible. Educational Objectives: 1. List two conditions that make one liners more possible to evoke change. 2. Iden-tify at least one way they can use these principles in the future.

LAWRENCE PELTZ, MD THE MINDFUL PATH TO HABIT TRANSFORMATION:

A FOUR QUADRANT MODEL We all have habits, from seemingly harmless to life threatening. But how do they work? And what makes them so resistant to change? This workshop presents a simple model of four categories of experience—the benefits and costs of maintaining v. relinquishing a habit. This brief approach emphasizes mindfulness practice and works well with other psychotherapeutic methods. Educational Objectives: 1. Describe the four quadrant model of habit costs and benefits. 2. Demonstrate the place of mindfulness-based intervention in the treatment of habit and addictive disorders. 3. Utilize these practices in psychotherapy and for clinician well-being

KARIN SCHLANGER, MFT AND GLORIA DIAZ ARNAL, MFT INTERN BRIEF THERAPY WITHIN SCHOOLS IN POOR AND DIVERSE COMMUNITIES

Palo Alto Brief Therapy model applied in an educational context. Focus on advantages of using this ap-proach when the context is a challenge in itself. The presenters – Ms. Schlanger is the heir to the MRI-Brief Therapy model, will bring examples illustrating a useful model when working with a diverse community. Educational Objectives: 1. List of the main principles of the Traditional Brief Therapy. 2. Demonstrate how to do therapy in the school

SUSAN WARREN WARSHOW, MSW DEFTLY PENETRATING DEFENSES AND SURMOUNTING SHAME:

AN ACCELERATED, RELATIONAL PSYCHODYNAMIC MODEL EMPHASIZING DEPTH EMOTION PROCESSING AND INTEGRATION

In this workshop therapists will be introduced to a powerful, somatic and emotion focused dynamic ap-proach to psychotherapy that integrates evidence based therapeutic models. It aims to overcome barriers to the change process, including defenses and defense driven affects (e.g. toxic forms of shame, anxiety and guilt). Therapists will be introduced to targeted interventions carefully crafted to disarm defenses and surmount shame and facilitate the integration of buried affect central to the treatment of anxiety, depres-sion and other manifestations of trauma-related suffering. Educational Objectives: 1. Identify steps in a process leading to depth emotion uncovering and integration. 2. Explain verbal and non-verbal elements of shame sensitive interventions and the conveyance of compas-sion. 3. Describe interventions employed to diminish dysregulated forms of shame, anxiety, guilt and de-fense.

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Thursday, December 8 5:00 - 7:00 PM

Keynote Address 1 John Gottman, PhD and Julie Gottman, PhD A RESEARCH-BASED COUPLES TREATMENT

FOR DOMESTIC VIOLENCE

Drs. John and Julie Gottman will present a state-of-the-art review of how to conceptualize and treat the highly intractable problem of domestic vio-lence toward intimate partners. They will review the research literature

and present a conceptualization of the issues in treating this population. They will describe a highly success-ful randomized clinical trial study and the results that demonstrate long-term follow up effectiveness. Educational Objectives: 1. List the differences between situational and characterological domestic violence, and understand why this distinction is important and necessary. 2. Identify the three criteria for screening out characterological domestic violence. 3. List the three focal issues in treating situational domestic vio-lence, and understand why a couples' approach is necessary. 4. Describe the immediate and long-term longi-tudinal results of the CTAV couples' group intervention in self-report, archival, physiological, and observa-tional data.


K 1 Golden Ballroom

8:30 - 10:00 PM TOWN & COUNTRY

A Musical Welcome/Reception for All!

Featuring ROBERT SCHWARZ

and

BILL O’HANLON

Workshops

8:30 - 11:30 AM CONNIRAE ANDREAS, PHD

THE WHOLENESS PROCESS: A NEW FORM OF MEDITATION THAT RESOLVES LIFE ISSUES

Eastern spiritual teachings tell us that “suffering” goes away when we dissolve the ego. But what is the ‘ego’ and how does one dissolve it? You’ll be introduced to a new and practical way of doing inner work that offers a precise way of dissolving the everyday sense of the ego. It can be used both to heal and resolve problems, and as a gentle personal practice. Typical results include *deep relaxation of the nervous sys-tem, *a greater capacity to deal with stress with grace and humor, *resolves sleep issues. The session will include group experience, demonstration, and practice of the first Wholeness Process. Educational Objectives: 1. Identify a simple way to find what can be considered "ego" or "self" in experi-ence. 2. Demonstrate how to access another way of experiencing “self” that is more resourceful. 3. Demon-strate a specific process for “dissolving the ego” that also changes our life issues.

STEPHEN GILLIGAN, PHD THE THREE POSITIVE CONNECTIONS NEEDED FOR CREATIVE THERAPEUTIC CHANGE.

Generative psychotherapy is an exploration of how individuals can forge positive, therapeutic responses to life challenges. This invited address concentrates on the three core connections that allow clients to do this: (1) Positive intention and goals (What do you most want to create in your life?); (2) Somatic Centering (Where do you feel the deepest resonance in your body?); and (3) Field Resources (What can most deeply support your path of change?). I will describe how these connections are absent in a repetitive problem and, more importantly, how their presence allows positive changes in difficult areas—e.g., a past trauma, a present difficulty, or a future possibility. Clinical examples and technique description will illustrate how such positive transformational states can be practically developed. Educational Objectives: 1. Identify three methods for developing therapeutic change. 2. Describe three techniques for connecting a client to a positive, skill-based state of being. 3. Identify 3 methods for steer-ing a therapeutic conversation to a positive focus.

STEPHEN LANKTON, MSW, DAHB SELF-IMAGE THINKING AND TOOLS OF INTENTION

Self-Image Thinking (SIT) is one of the cognitive—experiential interventions that every therapist will find useful for almost every client. The 'Tools of Intention' are best seen as techniques of positive-oriented psycho-therapy. They can be practiced in therapy with or without hypnosis. These tools are protocols taken from an analysis of how minds already function but with an important twist: The protocols rely upon the cognitive-experiential mechanisms can be used in harmony with both conscious and unconscious thoughts and feel-ings. In addition to SIT, this workshop will teach 3 other interventions that actually make therapeutic deci-sions work—explicitly and experientially. Educational Objectives: 1. Demonstrate the protocol and indications for Chunking Logic and Vivid Symbolic Imagery. 2. Demonstrate the Self-Image Thinking protocol. 3. Demonstrate the protocol and indications for Emanate Imagery and the Heart-Joy protocol.

CLOE MADANES, HDL, LIC IN PSYCH INCLUDE STRATEGIC COACHING SKILLS IN YOUR TOOL-KIT

Madanes will present a series of coaching strategies that therapists can use with a variety of clients in indi-vidual, family and group settings. She will model some of these strategies by interacting with the audience and some will be illustrated with videos. You will learn what is a “key decision;” how to consider power and hierarchy when coaching a group, family or team; the use of humor in coaching; and the importance of re-pentance in relationships. Educational Objectives: 1. Describe what is a key decision. 2. List 7 strategic coaching skills that you can include in your tool-kit as a therapist. 3. Explain how to consider power and hierarchy when coaching a group, family or team. 4. Give an example of using humor in coaching. 5. Explain the importance of repen-tance in relationships.

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SCOTT MILLER, PHD FEEDBACK INFORMED TREATMENT (FIT):

IMPROVING THE QUALITY AND OUTCOME OF BEHAVIORAL HEALTH SERVICES ONE PERSON AT A TIME

A simple, valid, and reliable alternative exists for maximizing the effectiveness and efficiency of treatment based on using ongoing feedback to empirically tailor services to the individual client needs and character-istics. Research from multiple randomized clinical trials documents that this simple, trans-theoretical ap-proach as much as doubles the effectiveness of treatment while simultaneously reducing costs, drop-out rates and deterioration. Educational Objectives: 1. Demonstrate understanding of systematic ways to assess the clients’ percep-tions of progress and satisfaction so that therapy may be empirically tailored to the individuals’ needs and characteristics. 2. Identify simple and reliable methods for evaluating process and outcome in treatment. 3. Describe three ways for therapists to use the information about session-by-session impact to enhance the services they are delivering to clients.

JOHN NORCROSS, PHD

A NEW THERAPY FOR EACH PATIENT: EVIDENCE-BASED METHODS OF PERSONALIZING PSYCHOTHERAPY

Psychotherapy will maximize its effectiveness by targeting the most powerful sources of change: the thera-peutic relationship and the patient him/herself. This workshop will provide integrative methods for tailoring the psychotherapy relationship and treatment methods to the individual client and his/her singular context. Learn how to reliably assess and rapidly apply 3+ evidence-based means for improving treatment success. Educational Objectives: 1. Discover how practice and research converge in relational responsiveness that fits both clients and clinicians. 2. Determine a client’s treatment and relationship preferences in ways that improve outcomes 3. Assess reliably a client’s stage of change within one minute and tailor treatment to that stage 4. Employ evidence-based methods to adapt treatment to the patient’s non-diagnostic characteristics

CHRISTINE PADESKY, PHD

FOR BEST OUTCOMES, TEACH MOOD-SPECIFIC SKILLS Clients who learn mood management skills improve more quickly and are less likely to relapse. But what skills make the biggest difference in the shortest amount of time? Drawing from three decades of research, this workshop illustrates the best evidence-based skills (from CBT, mindfulness, acceptance therapies, and positive psychology) to help clients understand and manage depression, anger, guilt and shame. Learn: a) why it is better to use gratitude diaries weekly than daily, b) when a focus on core beliefs can actually make depression worse, and c) how the new 2nd Edition of Mind Over Mood (Greenberger & Padesky, 2016) pro-vides an evidence-based roadmap for therapists who want to teach mood-specific skills. Educational Objectives: 1. Describe two skills that are linked to faster improvement and lower relapse for depression. 2. List five interventions that can help clients deal with guilt and shame. 3. Analyze when a focus on forgiveness might be therapeutic or counter therapeutic.

RON SIEGEL, PSYD MINDFULNESS FOR ANXIETY AND DEPRESSION

Mindfulness is being touted lately as the cure for everything that ails us as human beings. How can a sim-ple set of practices possibly help with so many psychological disorders? This presentation will examine the common factors in psychological difficulties, and explore how mindfulness practices can help us with two of the most common: anxiety and depression. You’ll learn practical mindfulness-based exercises that can be integrated with a wide range of therapeutic approaches to help resolve these disorders. Educational Objectives: 1. Identify the common elements in anxiety, depression, and other psychological disorders 2. Describe the use of “stepping into fear” and related mindfulness practices to work with anxi-ety 3. Describe the use of mindfulness to enhance and enliven moment-to-moment experience, thereby challenging depressive postures.

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PLEASE BE CONSIDERATE OF OTHERS:

DO NOT USE CELL PHONES AND PLEASE TURN OFF YOUR CELL PHONE RINGERS

DURING SESSIONS.


Friday, December 9

MICHELE WEINER-DAVIS, MSW HEALING FROM INFIDELITY

If you work with couples, you’re no stranger to infidelity. And because healing from infidelity is challenging, it behooves us to have a clear roadmap of the territory. In this workshop, we’ll go over an array of post-affair issues, including ways to deal with intense emotions, whether to discuss the details of the betrayal, how to begin rebuilding trust in the aftermath of the discovery, whether to have clinical ultimatums about ending affairs, how to handle setbacks, and how to deal with residual feelings for the affair partner. You’ll learn methods for overcoming the most common therapeutic impasses and discover the nuances involved in deciding how much disclosure is best for each couple By the time you leave, you’ll know how to coach cou-ples through a healing process that’s flexible and adaptable. Educational Objectives: l. List three tasks the unfaithful spouse must do to heal from infidelity 2. List three tasks the betrayed spouse must do to heal from infidelity 3. Identify one strategy for dealing with setbacks.

REID WILSON, PHD MASTERING THE ANXIETY GAME:

TEACHING CLIENTS TO WELCOME THEIR FEARS Therapists are supposed to make clients safe and secure, creating a cozy haven from a cruel world, right? Well, when it comes to treating anxiety, there’s growing evidence that the quickest, most effective approach involves instructing them to ramp up their fears while telling themselves how much they welcome the ex-perience. In this workshop, you’ll learn how to help clients shift their relationship with their fears and over-ride the responses that perpetuate them. Educational Objectives: 1. Identify the four problems that make clients vulnerable to anxiety 2. Identify the three strategies anxious clients typically use that maintain anxious symptoms 3. Name the four therapeutic strategies to win over anxiety.

ERVING POLSTER, PHD PERSONHOOD AND THERAPY TECHNIQUE CONVERGED

Dr. Polster will feature concentration, curiosity, fascination and simplicity of observation as agents of per-sonhood. He will also offer four cornerstones of methodology. These are: the tightening of therapeutic se-quences, establishing good quality contact, eliciting relevant stories, and identifying parts of the self. Live therapeutic sessions will illustrate the principles. Educational Objectives: 1. Describe the importance and attractiveness of small steps in therapy. 2. Describe the importance to aspects of self previously negated. 3. Elicit key stories and to highlight the accompanying feelings and insights.

1:00 - 4:00 PM STEVE FRANKEL, PHD, JD

TRAUMA AND DISSOCIATION: OVERVIEW AND CURRENT STATUS

This three-hour workshop deals with dissociative disorders, addresses the history of controversy surround-ing these disorders, how scientific research has resolved the controversies, and addresses principles of diagnosis and treatment. Diagnostic comorbidities, treatment trajectories and relevant bibliographic mate-rial will be presented, along with available video presentations. Educational Objectives: 1. List two screening assessments used with the dissociative disorders. 2. List two diagnostic assessments used with the dissociative disorders. 3. List at least two factors associated with treatment trajectories for dissociative patients/clients

STEPHEN GILLIGAN, PHD TRANSFORMING NEGATIVE STATES:

AN ESSENTIAL SKILL IN GENERATIVE PSYCHOTHERAPY This workshop presents the Generative Psychotherapy approach to human states of suffering--depression, anxiety, trauma, addiction, etc. This practical and positive approach assumes that each core human experi-ence has equivalent potential to be positive or negative, depending on the human relationship to it; and thus focuses on how problems may be transformed to resources by skillful human connection. This process operates at two levels: (1) developing a generative state (in the therapist, client, and relationship field) and then (2) using specific methods of transforming negative experiences and behaviors. Multiple techniques and examples for will be given, along with an exercise and demonstration. Educational Objectives: 1. Identify three major types of negative responses that will block therapeutic change. 2. Identify three methods for transforming these negative responses to positive resources. 3. Iden-tify the four major communication methods for positively welcoming a negative experience.

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Workshops, cont’d STEPHEN LANKTON, MSW, DAHB

TO EXPERIENCE CHANGE, YOU HAVE TO CHANGE EXPERIENCE Milton Erickson taught that symptoms were a breakdown of relations between people. Looking at personal or family traumatic problems through this lens it is relatively easy to recognize the existence and connec-tion between past and present disordered relationships. More importantly, the required experiential re-sources that individuals need to correct these conditions becomes apparent. Once identified, therapy can concentrate on helping trauma-suffering clients acquire needed experiences and help clients learn to use them systematically and appropriately. Educational Objectives: 1. Evaluate and identify the resources needed for a healthy and creative/healthy functioning in family and other relational areas. 2.Identify learned inhibitions preventing clients from attain-ing required experiential resources. 3. Apply a basic trauma protocol to help eliminate learned blocks when necessary.

SCOTT MILLER, PHD HOW PSYCHOTHERAPY LOST ITS MAGIC

(AND WHAT PRACTITIONERS CAN DO TO GET IT BACK) Over the last 40 years, thousands of research studies and how-to books on psychotherapy have been pub-lished. Presently, hundreds of treatment approaches exist, each claiming to contain ingredients essential to therapeutic success. Despite the steady parade of the “new and improved,” the overall effectiveness of psychotherapy has not changed a single percentage point. Not one point—no improvement in effectiveness, whatsoever. Meanwhile, practitioners are facing an economic environment never before seen in history. The cost of training is up, incomes are down, and fewer people are seeking psychotherapy as a remedy to their problems. What's more, the majority of people who could benefit, choose never set foot in a therapist's office. How did this happen? How did psychotherapy lose its ability to attract and enchant? More impor-tantly, what can therapists do to get it back? At this provocative workshop, therapists will be pushed to move beyond the narrow narratives characterizing modern clinical practice, reconnecting psychotherapy with practical strategies from its deepest roots in magic, healing, and religion. Educational Objectives: 1. Demonstrate understanding of the lack of improvement in the effectiveness of psychotherapy + the dearth of evidence for therapeutic ingredients in psychotherapy approaches. 2. Describe research documenting the chief, process-related predictor of treatment outcome: client engagement; 3. Demonstrate and teach three practical strategies from traditional healing arts that can be incorporated into any treatment approach to maximize engagement and impact.

JOHN NORCROSS, PHD LEAVING IT AT THE OFFICE:

PSYCHOTHERAPIST SELF-CARE What about you—the psychotherapist? Conducting brief treatment places additional and special burdens on the person of the therapist. This workshop puts the Socratic dicta of “know thyself” and “heal thyself” into practice. We shall focus on 12 self-care strategies that are clinician-recommended, research-based, and practitioner-tested. Come join us for focused lectures, copious handouts, group demonstrations, thought experiments, and interactive discussions; leave with an individualized self-care plan. Educational Objectives: 1. List at least 6 self-care strategies for psychotherapists supported by the research 2. Conduct periodic self-assessments of the effectiveness of personal self-care 3. Produce an individualized action plan

CHRISTINE PADESKY, PHD CBT FOR ANXIETY DISORDERS:

KEEP THE FOCUS ON CENTRAL FEARS The success of brief therapy with anxiety disorders largely depends on how well and consistently the therapy targets central fears maintaining anxiety. Live demonstrations and guided clinical exercises show participants how to a) identify the central thoughts and images that maintain anxiety disorders, b) use worksheets from the 2nd Edition of Mind Over Mood to construct fear ladders and identify underlying assumptions to guide treatment, and c) set up and evaluate behavioral experiments to help clients test out anxious underlying as-sumptions (central fears). Educational Objectives: 1. Identify thoughts and images that trigger and maintain anxiety. 2. Keep a treat-ment focus on the thoughts and images that maintain anxiety. 3. Design behavioral experiments to test central beliefs.

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Friday, December 9

ERNEST ROSSI, PHD AND CAROLYN SAUER, PSYD, ERYT-500 OM UP!

OPTIMIZING SPIRITUAL YOGA WITH ERICKSONIAN MIND-BODY WORK How can we optimize classical yoga with Ericksonian mind-body work? This experiential workshop utilizes Ericksonian approaches with the entire audience as well as individual volunteers. Through story and move-ment we will access new dimensions of our emerging consciousness with the 4-stage creative psychosocial genomic cycle. Open for all fitness levels. Educational Objectives: 1. List 4-stages of the creative cycle of yoga narratives. 2. Cite research relating classical yoga and current neuroscience.

RON SIEGEL, PSYD WISDOM & COMPASSION IN PSYCHOTHERAPY: DEEPENING MINDFULNESS IN CLINICAL PRACTICE

What do we look for in a psychotherapist? When we are in pain, the answer probably isn’t academic knowl-edge or training. Rather, we hope that our therapist will be wise—have a deep understanding of how to live life—and compassionate—able to supportively enter into our suffering with us. This workshop will explore how wisdom and compassion can be cultivated in therapy, for both the therapist and the client. We’ll explore how to foster psychological insight, spiritual awakening, self-knowledge, cognitive flexibility, empathy, and caring action. We’ll see how to use mindfulness practice to become wiser and more compassionate ourselves, and in the process enhance our therapeutic relationships, prevent burnout, and deal skillfully with seemingly impossible situations. Educational Objectives: 1. Describe the core components of wisdom and how it can be developed in psycho-therapy. 2. Identify various dimensions of compassion and understand how it can be cultivated in therapeu-tic relationships. 3. Describe ways to help clients cultivate wisdom and compassion in their lives.

MICHELE WEINER-DAVIS, MSW THE SEX-STARVED MARRIAGE

It is said that one in three couples experience a sexual desire gap, a difference that often wreaks havoc in every aspect of marital life. When you add to this the compelling statistic that one out of ten couples has a sexless marriage, it’s easy to understand why so many couples are losing touch both literally and figura-tively. A marriage that is void of healthy intimacy and physical connection risks divorce and/or infidelity. Beyond the usual “build your emotional foundation and your sexual relationship will improve” advice, learn what you can do to help couples bridge the desire gap and bring passion back to their marriage. Educational Objectives: 1. Identify which partner controls the sexual relationship. 2. Describe a new way to think about the stages of the human sexual response cycle. 3. List two approaches that can be used by both the high and low desire spouse

REID WILSON, PHD THE LOGIC AND POWER OF SELF-TALK CUES

DURING PERFORMANCE Taking advantage of our ever-present inner dialogue, we can help clients alter their self-talk in a way that transforms their relationship with any intimidating performance. By activating “approach” emotions and an opportunity-mindset, clients can decrease fear and improve performance. This protocol eliminates one sig-nificant step in the typical treatment process, since it is arousal congruent: clients do not need to shift their anxiety down before they step forward. Educational Objectives: 1. Describe the interaction between self-talk and the working memory. 2. Identify the benefit of an intervention which is arousal congruent. 3. Identify three principles of anxiety treatment and an example of their corresponding self-talk

RUBIN BATTINO, MS GUIDED IMAGERY AND BRIEF THERAPY

Guided imagery (GI) can be used for mental and physical concerns. A typical guided imagery session is twenty minutes long. The four elements of a session will be discussed, and this is best done when tailor-made to the client. The workshop will conclude with a generic group healing GI session. Educational Objectives: 1. Demonstrate understanding of the components of a guided imagery session. 2. Identify the importance of eliciting the client’s choice of: (1) relaxation method; (2) safe haven; and (3) healing modality.

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THE BOOKSTORE IS OPEN

Bookstore Hours:

Thursday, December 8 8:00 AM-5:30 PM


Saturday, December 10 8:00 AM-6:45 PM

Sunday, December 11th 8:00 AM-Noon

For your convenience, the conference bookstore carries hundreds of titles by faculty authors and related topics! The store is located in Terrace Salon 1,2,3

4:15 - 5:15 PM

Keynote Address 2 Harriet Lerner, PhD

WHY WON'T YOU APOLOGIZE?: HEALING BIG BETRAYALS AND EVERYDAY HURTS

As imperfect human beings, we take turns being the offender and the offended until our very last breath. Lerner will take a fresh look at the power of the good apology and the high relationship stakes of the bad one. We’ll see what drives the non-apologizer and the female over-apologizer, why the people who do the worst things won’t own up, and how

we can help the offending party to restore trust, and the hurt party to resist the forgiveness cops. Educational Objectives: 1. Describe three common and covert apology errors. 2. Identify the primary emotion that drives the non-apologizer. 3. Describe how over-apologizing is a covert form of defensiveness.

Keynote Address 3 Erving Polster, PhD

interviewed by Michael Yapko, PhD BEYOND THERAPY:

LIVING AND TELLING IN COMMUNITY Living is composed of a supreme flow of experiences. Telling is the selec-

tive option to revisit this landscape and to reveal the accessibly hidden markers of a lifetime. Dr. Polster will show how a sharply pointed attention within a group process will light up our lives, a key element in a growing life focus cultural movement. Techniques and precedents for conducting this process will be ad-dressed. Educational Objectives: 1. Apply therapy principles to the needs of people in their everyday lives. 2. Create congregations of people to explore their life experiences together. 3. Incorporate the concept of design and the creation of exercises in guiding the group experience.

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5:30 - 6:30 PM

Friday, December 9

Saturday, December 10 Interactive Events

8:00 – 9:00 AM

CD 1 Clinical Demonstration 1 GOLDEN BALLROOM

EXPERIENTIAL ADAPTATIONS Jeffrey Zeig

Using experiential methods promotes adaptive states in clients. Experiential methods can be the center point of ther-apy. Educational Objectives: 1. Describe the process of “signifying.” 2. Describe how to use “signifying” strategically. CD 2 Clinical Demonstration 2

TOWN AND COUNTRY THE QUANTUM DYNAMICS OF EASY-TO-

LEARN ROSSI HAND POLARITY TECHNIQUES

Ernest Rossi and Richard Hill We illustrate how easy it is to learn and apply the quantum dynamics of Rossi’s Hand Polarity Techniques to facilitate brief psychotherapy and hypnosis. First we will engage the entire audience in a live dem-onstration of how to experience, recognize and enhance the quantum dynamics our natural 4-stage creative cycle of problem solving and healing in everyday life. We will then do a number of brief demonstra-tions with individual volunteers from the audience to illustrate the applications of the quantum dynamics of Erickson’s thera-peutic hypnosis and psychotherapy as it is actually experienced here and now by be-ginners as well as advanced professionals. Educational Objectives: 1. List 4 concepts of quantum dynamics that greatly expand therapeutic hypnosis and psychotherapy. 2. Identify 4 stages of the creative cycle that optimize therapeutic hypnosis and psychotherapy. 3. Cite evidence based psychosocial genomic research in stress reduction via brief psychotherapy. TP 1 Topical Panel 1

SAN DIEGO CLIENT RESOURCES THERAPIST RE-

SOURCES Steve Frankel, Scott Miller, Ron Siegel, Michael Yapko

(more)


9:15 – 10:15 AM


GENERATIVE PSYCHOTHERAPY: HOW TO CREATE TRANSFORMATIONAL CHANGE

Stephen Gilligan Problems/Symptoms may be viewed as attempts by the creative unconscious to bring transformation and healing. A genera-tive state can allow that transformation to be realized. Educational Objectives: 1. Demonstrate how symptoms can become solutions under proper conditions. 2. Describe how a creative state can unfold from a client's unique processes and patterns.

CD 4 Clinical Demonstration 4 TOWN AND COUNTRY

BEYOND CALMING DOWN: HYPNOSIS, ANXIETY, AND THE NEED FOR

ACTION OVER AVOIDANCE Lynn Lyons

Hypnotic interventions can offer a cogni-tive shift toward tolerating uncertainty, positive expectancy, and a framework for taking action essential to helping the anx-ious person recover. Hypnosis is an oppor-tunity to introduce and solidify these ele-ments of active treatment. Educational Objectives: 1. Describe the importance of action versus avoidance in the treatment of anxiety disorders. 2. Create a metaphor that suggests to the anxious client the need for action and practice. 3. Create a post-hypnotic sug-gestion that supports the tolerance of uncertainty when feeling fearful or anx-ious.

TP 2 Topical Panel 2 SAN DIEGO

DEPRESSION Christine Padesky, Erv Polster

Stan Tatkin, Michael Yapko

D 2 Dialogue 2 GOLDEN WEST

THE INTERACTIONAL APPROACH Bill O’Hanlon and Wendel Ray

(more)

10:30 – 11:30 AM


USING HYPNOSIS IN BRIEF THERAPY Stephen Lankton

This demonstration will introduce hypno-sis into the process of ongoing therapy for the sake of illustrating a simple induction. The heightened internal concentration that results can be deepened and result in more effect concentration, resource retrieval, and experience reassociations aimed at reaching the contracted goal of the session. Educational Objectives: 1. Demonstrate understanding of how to introduce hypno-sis in non-hypnotic therapy. 2. Describe an uncomplicated induction procedure. CD 6 Clinical Demonstration 6

TOWN AND COUNTRY ACCESSING & UTILIZING RELATIONSHIP

AND CONTEXTUAL INFORMATION IN BRIEF THERAPY

Wendel Ray The Communication Theory Based Family and Brief Therapy developed by the Palo Alto Group pioneered specific techniques for quickly comprehending relationship and contextual commands and con-straints inherent in how people communi-cation about the problem they are experi-encing. This demonstration will reveal how a therapist uses listening and joining skills to identify and use messages implied about the relationship nexus of which the problem is a part to join and engender constructive change. Educational Objectives: 1. Demonstrate understanding of how to identify the rela-tionship level aspect of messages embed-ded in how people describe their emo-tional and behavioral difficulties. 2. Dem-onstrate utilization strategies in promoting effective problem resolution in interaction focused brief therapy . TP 3 Topical Panel 3

SAN DIEGO TRAINING THERAPISTS

Stephen Gilligan, Scott Miller, Bill O’Hanlon

(more)


12:45 - 1:45 PM

K 4 Keynote Address 4 Golden Ballroom

Cloe Madanes, HDL, LIC in Psych TRANSPARENCY IN THERAPY Madanes will discuss the importance of bringing transparency to therapy. Being transparent means to share all relevant information with our clients in a way that is timely and valid. It means sharing the reasoning and intent underlying our statements, questions and actions. When you are transparent you create better results because clients understand your thinking. Therapy no longer needs to be based on mysterious, privileged knowledge – this is, after all, the age of Google, when anyone can get any question answered in a matter of seconds. Thera-pists need to step up and share as much of their knowledge and thinking as possible. Examples and case sto-ries will illustrate how therapists can become transparent. Educational Objectives: 1. Explain why transparency in therapy is important. 2. Give two examples for explaining to a client why you are asking a question. 3. Give two examples for explaining to a client why you are making a suggestion

or giving a directive.


Saturday, December 10 Interactive Events

Cont’d


8:00 – 9:00 AM cont’d 9:15 – 10:15 AM cont’d 10:30 – 11:30 AM cont’d

D 1 Dialogue 1: GOLDEN WEST

CREATIVE THERAPY ELICITS AND RE-QUIRES UNIQUE EXPERIENCES

Steve Lankton and Stephen Gilligan

CH 1 Conversation Hour 1 CALIFORNIA

LYNN LYONS

CH 2 Conversation Hour 2 ROYAL 123

JOHN NORCROSS


MICHELE WEINER-DAVIS


SCOTT MILLER


MINDFULNESS, BUDDHIST PSYCHOLOGY, NEUROSCIENCE, AND ATTACHMENT

Ron Siegel and Stan Tatkin


MICHAEL YAPKO


CHRISTINE PADESKY

E D U C A T I O N A L O B J E C T I V E S

Conversation Hours - Learn the philosophies of various practitioners and theorists.

Topical Panels - Compare and contrast clinical and philosophical perspectives of experts. Dialogues - Given a topic, describe the differing approaches to psychotherapy, and identify the strengths and weaknesses of each.

2:00 – 3:00 PM


CLINICAL HYPNOSIS AS A VEHICLE FOR PROMOTING BETTER DECISIONS

Michael Yapko Too often our clients make poor decisions that serve to unnecessarily complicate their lives. In this clinical hypnosis session, the focus will be on using hypnosis to encour-age a better quality of decision making in some area of the client's life. Educational Objectives: 1. Demonstrate how hypnosis can influence decision mak-ing. 2. Demonstrate how hypnosis can cre-ate a context that makes decision making more intentional and successful.

CD 8 Clinical Demonstration 8 TOWN AND COUNTRY

STRATEGIC TREATMENT OF ANXIETY Reid Wilson

The cutting-edge anxiety treatment is now pushing further into the confrontational. You will learn a persuasive strategy, built out of whole cloth within the first session, which will help clients find the courage and motivation to purposely seek out anxiety as their ticket to freedom from crippling fear. Practical methods enable clients to ignore the content of their worries and to explore the feeling of uncertainty rather than flee-ing from it. Educational Objectives: 1. Identify one primary problem that make clients vulner-able to anxiety 2. Identify the two therapeu-tic strategies to win over anxiety TP 4 Topical Panel 4

SAN DIEGO ANXIETY DISORDERS

Lynn Lyons, Christine Padesky, Wendel Ray, Ron Siegel


DEVELOPMENT OF EXPERTISE Scott Miller and Jeffrey Zeig

(more)

3:15 – 4:15 PM


STORYTELLING FOR EFFECTIVE BRIEF THERAPY

Bill O’Hanlon Stories have the ability to engage people emotionally and to move them to change, but telling the right story at the right time to the right person is an art and a skill. This demonstration will show a gentle, artful and respectful way of doing brief therapy that uses stories to invite change. Educational Objectives: 1 .Apply stories in brief therapy; 2. Create an individualized story for a particular client CD 10 Clinical Demonstration 10

TOWN AND COUNTRY MINDFULNESS INFORMED

PSYCHOTHERAPY Ron Siegel

Clinicians are enthusiastically discovering that mindfulness practices can enlighten and enliven their lives, both inside and outside the therapy hour. These tech-niques hold great promise for personal development and as a powerful method to enhance virtually all forms of psychother-apy. But what does mindfulness-informed therapy actually look like? This demon-stration, using volunteers from the audi-ence, will illustrate how mindfulness prac-tices and insights derived from them can inform treatment. Educational Objectives: 1. Describe the three essential skills developed by mind-fulness practices 2. List some of the clini-cal decisions involved in mindfulness-oriented treatment 3. Describe what mindfulness-oriented treatment might look like in practice. TP 5 Topical Panel 5

SAN DIEGO FAMILY AND MARITAL THERAPY

Lynn Lyons, Wendel Ray, Stan Tatkin, Jeff Zeig

(more)

4:30 – 5:30 PM


SEWING PARTNERS TOGETHER: TECHNIQUES FOR MOVING COUPLES

TOWARD SECURE FUNCTIONING Stan Tatkin

This one-hour presentation will demonstrate cross-dialogic and other strategic tech-niques for shepherding couples to-ward “secure functioning,” an attitudinal and behavioral expectation that couples operate as a two-person psychological sys-tem. Because the concept of secure-functioning is principle based and not per-sonality based, the success of secure-functioning relationships does not depend upon attachment orientation. The presenta-tion will endeavor to help the clinician utilize psychobiological strategies to help clarify partner attachment strategies, true desires, and unspoken agendas in couple therapy. Educational Objectives: 1. List at least five characteristics of a secure-functioning relationship. 2. Apply at least three inter-ventions for moving couples toward secure functioning. 3. Differentiate and describe the difference between secure attachment and secure-functioning relationships CD 12 Clinical Demonstration 12

TOWN AND COUNTRY HELP ME UNDERSTAND MY PROBLEMS

Christine Padesky Early in therapy it is important to develop a shared understanding of client problems. Padesky demonstrates collaborative use of a 5-part model which helps clients under-stand how their various problems are linked. She then shows how a few simple questions can prompt clients to use this model to be-gin to plan steps for effective change. In the discussion that follows, she illustrates how these processes can build on client strengths as well as principles of evidence-based practice. Educational Objectives: 1. Observe a 5-part model which helps clients understand any problem(s) 2. List two questions that prompt clients to propose initial steps for change

(more)


Saturday, December 10


2:00 – 3:00 PM cont’d CH 7 Conversation Hour 7

CALIFORNIA STAN TATKIN


BILL O’HANLON

Saturday, December 10

3:15 – 4:15 PM cont’d


ACTION PACKED THERAPY: HELPING CLIENTS LEARN

FROM EXPERIENCE Christine Padesky and Michael Yapko


STEPHEN GILLIGAN


REID WILSON

4:30 – 5:30 PM cont’d

TP 6 Topical Panel 6 SAN DIEGO

ABOUT MILTON H. ERICKSON Stephen Gilligan, Steve Frankel,

Bill O’Hanlon, Jeff Zeig


THE EXPERIENCES OF TWO SEASONED THERAPISTS: DEVELOPING YOUR OWN STANCE SEPARATE FROM CHANGING

TRENDS, EXPECTATIONS, AND DIAGNOSES Lynn Lyons and Rick Miller


RON SIEGEL


STEPHEN LANKTON

5:45 - 6:45 PM Atlas Foyer

Authors’ Hour- Book Signing

Interactive Events Cont’d

Sunday, December 11

Workshops

8:30 - 11:30 AM CONNIRAE ANDREAS, PHD

METAPHORS OF MOVEMENT Explore a new way to discover and work with our unconscious metaphors for our life issues, developed by Andrew T. Austin of the UK. Do you feel “stuck”? Is something “holding you back”? Is it difficult to know what direction to go? Instead of creating metaphors for our clients, we can elicit the metaphor they already have, and explore it in depth. Once this inner landscape is revealed, new directions and possibilities often become blatantly obvious. This introduction will include brief demonstration(s) and group explorations. Educational Objectives: 1. Identify the key question to ask to elicit someone’s metaphor. 2. Describe one example of someone’s metaphor and its solution/resolution. 3. Describe an example of using idioms to match someone’s metaphor.

MICHAEL HOYT, PHD SINGLE SESSION THERAPY:

WHEN THE FIRST SESSION MAY BE THE LAST The most common length of treatment is one session. In this workshop, guidelines will be presented for recogniz-ing which patients are most likely to benefit from a single session and how we can provide it successfully. A struc-ture will be presented for organizing the specific tasks and skills involved in different phases of therapy (pre-, early, middle, late, follow-through). Case examples, some on videotape, will illustrate brief therapy techniques applicable in a one-session-at-a-time therapy and in the course of longer treatments. The discussion will highlight productive attitudes, methods for finding a focus, ways of facilitating and utilizing clients' strengths, and applica-tion to workshop participants' own clinical cases. The presenter is the co-originator of the Single Session Therapy approach and has published widely and presented numerous workshops on brief and single session therapy. Educational Objectives: 1. Demonstrate understanding of basic features of brief therapy. 2. Recognize tasks and skills associated with different phases of treatment. 3. Identify guidelines for single session therapies. 4. De-scribe numerous single session interventions. 5. Demonstrate understanding of application to participants' own clinical cases.

LYNN LYONS, LICSW HUMOR, HYPNOSIS AND HOMEWORK:

CONCRETE STRATEGIES FOR HELPING ANXIOUS AND DEPRESSED KIDS IN AND OUT OF THE THERAPY OFFICE

Anxiety and depression go hand in hand; untreated anxiety during childhood is a top predictor of depres-sion in adolescents and young adults. This workshop teaches how to interrupt the patterns of anxiety and depression in children, first by recognizing what patterns need to change and then using creative and hyp-notic language, homework, humor to actively make shifts happen. Concrete strategies are based on three frames that help simplify and target the patterns so common in anxiety, depression, somatic, and sleep problems. Educational Objectives: 1. Describe the three frames that are therapeutic targets for anxious and depressed children. 2. List two benefit of focusing on process over content when creating hypnotic interventions. 3. Create a homework assignment that targets one of the three therapeutic frames.

RICK MILLER, MSW INTEGRATIVE THERAPY WITH GAY MEN...THE GIFT OF PRESENCE

It is essential to know something of the deep and complicated background of all gay men, including the myriad consequences of growing up a minority even in one’s own family, in which self-identity takes shape when there is no mirror. In this workshop, you will be introduced to powerful strategies for enhancing and increasing sensory awareness, and for creating resources for restoring connections within. Such connections provide a bridge be-tween the self and body, something that is often disowned by gay men. Internal unification provides healing from old wounds creating a shift to internal happiness. These beneficial therapeutic processes indirectly address unre-solved issues that may not even be in patients’ awareness. Addressing this provides integrative healing to cli-ents, offering possibilities for a profound sense of happiness in new ways. Educational Objectives: 1) Define why hypnosis is a preferred treatment modality for gay men. 2) Utilize at least three successful hypnosis scripts with gay men. 3) Learn how to best interact with gay clients to en-hance the outcomes of hypnosis.

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Royal 456

San Diego

Pacific 1


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Workshops, cont’d BILL O’HANLON, MS

NO THEORY THERAPY: A SIMPLE WAY TO DO AND THINK ABOUT BRIEF THERAPY

There are features that most brief therapies share. Dropping all the theoretical jargon, it becomes very sim-ple. This presentation will provide a simple way to get therapy started on the right foot so it ends well and as quickly as possible. Educational Objectives: 1. Identify the way to start therapy on the right foot; 2. List the three ways to inter-vene to create therapeutic change; 3. List the two ways the client and therapist can know that therapy was successful.

WENDEL RAY, PHD SYSTEMIC THERAPY-

LESSONS FROM THE PALO ALTO GROUP Fundamental concepts central to present-day effective systemic therapy will be described in this presenta-tion. The connection between present day systemic therapies and research conducted during the 1950s and 1960s by the Palo Alto Group and the Mental Research Institute (MRI) will be described. Featured will be the contributions of Palo Alto Group members Gregory Bateson, Don Jackson, MD, John Weakland, Jay Haley, and William Fry. Seven specific, learnable concepts and techniques will be taught that make treat-ment more effective and efficient. Educational Objectives: 1. Develop an operational understanding of communication / interaction focused theory and interviewing techniques derived from the Palo Alto Group. 2. Demonstrate understanding of skills for translating individual diagnostic labels into relationship interactions within the patient/client cur-rent living contexts of clients. 3. Describe asking relationship-focused questions to effectively and effi-ciently facilitate change.

ERNEST ROSSI, PHD AND RICHARD HILL, MA, MED, MBMSC HOW TO FIND YOUR PASSION AS A MIND-BODY PSYCHOTHERAPIST

We will summarize the Rossi 50+ year saga of exploring the theory, research and practice of Mind-Body Psychotherapy with live demonstrations for the entire audience as well as individual volunteers with a focus on 4 Essential keys: 1. Milton Erickson’s Minimal Cues Optimizing Therapeutic Hypnosis, 2. The 90-120 minute 4-Stage Creative Cycle, 3.The Novelty-Numinosum-Neurogenesis Effect , 4.The Basic Rest-Activity Cycle of Everyday Mind-Body Healing. Yoga activity will be experienced as appropriate through-out. Educational Objectives: 1. List 4 stages of the creative cycle that optimize therapeutic hypnosis. 2. Define each term of the Novelty-Numinosum-Neurogenesis Effect. 3. Draw the 4-Stage Basic Rest-Activity Cycle of Everyday life.

ANDREAS STEINER, DIPL.-PSYCH., MA THE FUNDAMENTALS OF FAMILY CONSTELLATIONS

Family Constellations are a treatment method invented by Bert Hellinger and developed by his expositors. This well-grounded and solution-oriented application can change recalcitrant problems in a short time be-cause it addresses core issues and utilizes the power of the family system, revealing hidden gemstones of love. Restoring the natural symmetry of respect and affiliation rids clients of the burdens that make life pain-ful and sad. Constellations can optimize life energy and diffuse problematic scripts that cause redundant dysfunctional patterns. This workshop is suitable not only for therapists who practice the method of family constellations —the knowledge of this therapeutic strategy can be applied in every kind of counseling. Educational Objectives: 1. Identify the main dynamics how former family generations influence the present in order to understand the deeper sense behind problematic scripts and their resistance; 2. Demonstrate guiding the client to the hidden love in his family system, to help transforming “ensnared love” into “aware love” in order to leave adopted burdens behind; 3. Utilize strong emotions and pain that the client is afraid of in order to terminate long-lasting troubles; and, 4. Demonstrate understanding of avoiding traps that mislead both the therapist and the client.

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Town and

Country

Pacific 3

California

Pacific 4,5

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KEEP THIS SYLLABUS! Make sure to put your name and contact information on the inside cover. You will be using it throughout the conference. It will also serve as a reference over the next year.



Sunday, December 11

STAN TATKIN, PSYD, MFT INFORMAL TRANCE INDUCTION IN COUPLE THERAPY:

PARTNERS IN CHAIRS This first of two workshops will demonstrate the use of informal trance in couple therapy. PACT therapists use rolling chairs (office chairs) as a major therapeutic tool for both the couple and therapist in managing arousal, attention, and for inducing trance states. Attendees will learn the basic tenants of PACT and a common approach to inducing informal trance states in partners using rolling chairs. Partners go into a deeper state whereby the therapist can probe, prod, and investigate more implicit issues that plague the relationship. Attendees will view clinical video demonstrations as well as live demonstrations to further illustrate this technique. Educational Objectives: 1. Describe the three theoretical domains of PACT. 2. Apply interventions using cross-questions, cross-interpretations, going down the middle, and bending metal. 3. Use at least two ways of getting the couple into a trance state using chairs and cross questions. 4. Assess partner capacity for contact maintenance. 5. Analyze partner response by reading the face, eyes, voice, heart rate, and body movements.

MICHAEL YAPKO, PHD KEYS TO UNLOCKING DEPRESSION

Depression is the most common mood disorder in the world and is currently ranked by the World Health Organization (WHO) as the second greatest cause of human suffering and disability. It is growing in preva-lence in every demographic group, but especially young people. Depression’s tentacles reach into every aspect of peoples’ lives, including relationships, productivity and physical health. What have we learned about depression? What are the factors that give rise to depression and what can we do to treat and even prevent depression? Too often therapists think they know all there is to know about depression, yet what we know continues to be challenged and corrected as new studies emerge. In this workshop, we'll consider some of the best therapeutic strategies available for treating depression actively and experientially. Educational Objectives: 1. Describe and discuss the merits and liabilities of antidepressant medications, currently the most common form of treatment in the U.S. 2. Identify and discuss some of the key cognitive, social and perceptual patterns that give rise to depression and the implications for treatment. 3. Describe and structure the components of an experiential intervention.

JEFFREY ZEIG, PHD ATTUNEMENT

Attunement can be considered the deepest level of rapport, a foundation of empathy. We will learn how to attune to affect, behavior, cognition, attitude, perception, and relationship patterns —even how to attune to the preconscious associations that drive behavior. A precursor to every intervention, attunement will be described from the perspective of hypnosis, psychotherapy, and social psychology. Clinical applications will be demonstrated and discussed. Includes small-group practice exercises. Educational Objectives: I. Define attunement 2. Indicate three ways in which attunement can be used in psychotherapy. 3. Given a patient, describe three ways to use attunement.

1:00 – 4:00 PM ASSEN ALLADIN, PHD

ACCESSING AND HEALING EMOTIONAL INJURIES IN ANXIETY DISORDERS The concept of Wounded Self, derived from the work of Alladin (2013, 2014, and 2016) and Wolfe (2005) provides theoretical rationale for utilizing both conscious, and in some clients, unconscious psychothera-pies for treating anxiety disorders. The Course will focus on brief unconscious strategies for accessing and healing emotional injuries. Educational Objectives: 1. Identify theoretical and empirical rationale for using conscious and unconscious psychotherapies with anxiety disorders. 2. Describe unconscious strategies for accessing and healing emo-tional injuries.

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Royal 123

Golden Ballroom

Golden West


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4,5

Workshops, cont’d


LYNN LYONS, LICSW WHY CALMING DOWN IS NOT ENOUGH:

ACTIVE STRATEGIES TO HELP ANXIOUS KIDS AND PARENTS When children and their parents are in the grips of worry and stress, it feels overwhelming and mysterious. Anxiety is a very persistent master; when it moves into families, it takes over daily routines, schoolwork, bedtime and recreation. To make matters worse, the things adults (including many therapist and school systems) do to help and console anxious children actually make the anxiety stronger. This workshop teaches concrete strategies that normalize worry and put families on offense rather than defense. The goal is not the elimination of symptoms, but the ability to respond and react to worry in a different way. Empha-sis will be on the use of process-based versus content-based interventions as the key to lasting change. Educational Objectives: 1. Identify the biggest myths, misconceptions, and mistakes that parents make when dealing with childhood fears and phobias. 2. List the seven core treatment principles that can be successfully applied to any anxiety-related problem. 3. Create two therapeutic interventions that illustrate a focus on the process of anxiety rather than the content of the fear.

MICHAEL MUNION, MA BECOMING STRATEGIC

This workshop examines the distinctions among Brief, Solution-Focused, and Strategic interventions, with emphasis given to development of genuinely strategic interventions. The workshop also provides a frame-work for assessing clients along two important dimensions that impact therapeutic outcome: motivation and sense of agency (one’s perception of their ability to create change in their own lives). Educational Objectives: 1. Assess and enhance client’s motivation for change. 2. Demonstrate a technique to help clarify and improve therapeutic outcome

BILL O’HANLON, MS THE SCIENCE OF PERSUASION AND BRIEF THERAPY

In brief therapy, we have to be better than long-term therapists in getting people to change and cooperate with treatment. Recent research from social psychology, behavioral economics and the new brain science show three powerful principles for being persuasive. Why do marketers know all this and most therapists do not? Come and learn how to be at least as persuasive as marketers. Educational Objectives: 1. List the three major non-conscious influences on decision-making and behavioral change. 2. Use social following to increase cooperation in therapy. 3. Cite one study about social following.

WENDEL RAY, PHD MRI BRIEF THERAPY -

FROM THE INITIAL CONTACT TO THE FINAL INTERVIEW Conceptually simple, MRI Brief Therapy takes seriously the idea that it is not so much problems in living that bring people into therapy, but ineffective efforts being made to resolve those difficulties that inadvertently exac-erbate and perpetuate the problem into irresolvable vicious cycles. Effective brief therapy facilitates clients to Interrupt efforts being made to resolve the problem that inadvertently perpetuate the problem, and in doing so the problem often dissipates on its own. This workshop will use rare video recordings of John Weakland and Richard Fisch, two pioneers of the mode to teach basic components of the approach to achieve effective and efficient brief therapy. Educational Objectives: 1. Identify the basic steps of the model: 1. What is the complain and How is it a problem? 2. Identify the attempted solution (AS) that inadvertently perpetuate the problem. 3. Describe basics of refram-ing and task assignment effective and efficient brief therapy.

ROBERT RESNICK, PHD “UNDER THE RADAR”:

CONTEMPORARY GESTALT THERAPY FIFTY YEARS LATER THEORY, FILM AND LIVE DEMONSTRATIONS A powerful, process and solidly theoretical model, Contemporary Gestalt therapy is based on Applied Dia-logic Existential Phenomenology. Bob Resnick, trained and personally certified by Fritz Perls (1969) was chosen by Perls to introduce Gestalt Therapy to Europe. Theory and live demonstrations. Comments, ques-tions, discussions—and a sense of humor—are welcome. Educational Objectives: 1. Demonstrate understanding of the differences between content and process. 2. Describe Gestalt Therapy as it is today and not a memory from hi profile 1960’s distortion. 3. Describe how field theory, phenomenology and dialogue are all connected.

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Pacific 1

Town and

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Pacific 3

Pacific 2

Sunday, December 11


ERNEST ROSSI, PHD, AND RICHARD HILL, MA, MED, MBMSC THE MHE MIND-BODY STEM RESEARCH GROUP

We will review the little-known history of the MHE/Ravitz/Rossi research, which developed the first quan-tum electrodynamic field theory of therapeutic hypnosis from 1950 to 2016. We will use the STEM (Science, Technology, Engineering, and Math) perspective to plan, promote & publish research on MHE’s naturalistic hypnosis, consciousness, cognition & therapeutic states in Open Access High Impact Scientific Journals. Everyone is welcome to this first organizational meeting. Educational Objectives: 1. List contributions by MHE and Ravitz to the paper: Ravitz L (1950). Electrometric Correlates of the hypnotic state. Science, 112, 341-342. 2. List the 4 fields of STEM research that under-pin therapeutic hypnosis. 3. List your possible contributions to The MHE Mind-Body STEM Research Group.

STAN TATKIN, PSYD, MFT INFORMAL TRANCE INDUCTION IN COUPLE THERAPY: PARTNERS IN A POSE

This second of two workshops will demonstrate the use of informal trance in couple therapy. PACT therapists use of posing (partners holding stationary positions) as a major therapeutic tool for both the couple and therapist in managing arousal, attention, and for inducing trance states. Attendees will learn a common PACT approach to inducing informal trance states in partners using what’s been termed, The Lovers Pose. Partners go into a deeper state whereby the therapist can probe, prod, and investigate more implicit issues that plague the relationship. Attendees will view clinical video demonstrations as well as live demonstrations to further illustrate this technique. Educational Objectives: 1. Apply the technique of lovers pose in their office. 2. Apply interventions using cross-questions, cross-interpretations, going down the middle, and bending metal. 3. Use at least two ways of getting the couple into a trance state using continuous eye contact, voice, and cross-questions. 4. Apply at least two psychodramatic skills that include casting and staging. 5. Analyze partner response by reading the face, eyes, voice, heart rate, and body movements.

MICHAEL YAPKO, PHD THE DISCRIMINATING THERAPIST: KNOWING WHY DOESN'T TEACH YOU HOW

In this workshop, we will explore the patterns of thought involved in how people make important life choices, especially those that carry the potential to really make a critical difference in their emotional well-being and quality of life. Instead of asking why and then theorizing why someone makes poor choices, our emphasis will be on how one decides to do this, not that, in especially vulnerable situations, i.e., those that hold great potential for causing psychological distress. Specifically, we will focus on helping our clients de-velop what are called “discrimination criteria,” the key factors that help one determine whether to take one path or another in some particular situation. The value of asking “how” questions during the client interview as a means for identifying quickly where the client needs discrimination criteria will be emphasized as the precursor to effective use of hypnosis in treatment. Educational Objectives: 1. Describe and discuss the role of global cognition in peoples' problems. 2. Model asking the "how" question to identify therapeutic targets. 3. List and describe the mechanisms for teaching discrimination criteria to enhance client decision making.

JEFFREY ZEIG, PHD EVOLVING THE CLINICIAN

Skills and experience, research and theory ... each plays a central role in the development of effective ther-apy practice. And then there is something else. When we recall the work of such figures as Milton Erickson, Virginia Satir, and Carl Whitaker, we detect another layer: artistry. Surprisingly, artistry is something that can be taught, or more accurately, expanded. Everyone has the capacity. And it is artistry that brings forth all of that skill, experience, research and theory in effective and generative ways. In this course, we will identify the creative patterns of Erickson (and others) and then bring them to life through demonstration and experiential exercises. We will expand our lenses (ways of viewing), strengthen our muscles (ways of doing), and foster greater flexibility (ways of being). Educational Objectives: 1. Describe the psychoaerobic system. 2. Indicate the place of experiential develop-ment in improving therapeutic outcomes. 3. Describe how the state of the therapist influences outcomes.

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Royal 123

Golden Ballroom

Golden West

Workshops, cont’d DAN SHORT, PHD

TRANSFORMATIONAL PROBLEM SOLVING: THE APPLIED SCIENCE OF BRAIN GROWTH, HAPPINESS, AND SELF-EMPOWERMENT

Learn the essential mindsets, strategies and dialogue needed to help clients become independent and happy. In this model, each and every problem is viewed as an opportunity to discover new abilities and ex-panded choice. In addition to solving the presenting problem, clients are empowered for a lifetime of skillful problem solving. Educational Objectives: 1. Describe and simplify complex problems using strategies linked to specific ques-tions and suggestions. 2. Demonstrate understanding of reducing reliance on external services by equip-ping your client with self-sufficiency through the transmission of problem-solving knowledge

CLOSING REMARKS 4:15 – 4:30 PM

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Monday, December 12

Post-Conference 8:00 AM - 4:30 PM REGISTRATION GOLDEN PACIFIC FOYER

9:00 AM - 12:00 PM

M a s t e r C l a s s

BRIEF THERAPY: EXPERIENTIAL APPROACHES COMBINING GESTALT AND HYPNOSIS

JEFFREY ZEIG, PHD AND ERVING POLSTER, PHD

Gestalt therapy and Ericksonian hypnotherapy are experiential methods of change. In combination they can be synergistic. Psy-chotherapy is best when clients have first-hand experience of an alive therapeutic process. Such dynamic empowering experiences pave the way for dynamic understandings. Drs. Polster and Zeig will engage with each other and participants to examine common-alities and differences in their work in this engaging all-day work-shop. Educational Objectives: 1) Describe the synergy between Gestalt Therapy and Ericksonian Hypnotherapy. 2) List at least two commonalities and two differences between Gestalt Therapy and Ericksonian Hypnotherapy.

1:30 PM - 4:30 PM

M a s t e r C l a s s

Part 2


MC 1 Pacific 1

12:00 - 12:30 PM LUNCH BREAK

MC 2 Pacific 1

Answering the most important question of each morning…

Where’s the coffee?

Answer: The Golden Ballroom Foyer

Wednesday: 7:15 - 8:15 AM

Thursday: 7:30 AM - 8:30 AM

Friday: 7:45 - 8:45 AM

Saturday: 7:15 - 8:15 AM

Sunday: 7:45 - 8:45 AM

Monday: 8:15 - 9:15 AM

Registration & Exhibits

Bookstore

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