Tuesday

Wednesday

Thursday

Friday

For those trained in EMDR and seeking an EMDRIA approved program, please note that application has been made for EMDRIA credits. This course will address the Preparation Phase of EMDR treatment and will incorporate instruction and demonstration in EMDR Resource Development and Installation.

Deborah L. Korn, Psy.D., maintains a private practice and serves as a faculty member at the Trauma Center at Justice Resource Institute in Boston. She has been on the faculty of the EMDR Institute for the past 14 years. She is a co-investigator in an NIMH-funded study of EMDR vs. Prozac in the treatment of PTSD with Bessel van der Kolk, M.D., and the author of "Preliminary Evidence of Efficacy for EMDR Resource Development and Installation in the Stabilization Phase of Treatment of Complex Posttraumatic Stress Disorder" in the Journal of Clinical Psychology. Dr. Korn is an EMDRIA-approved consultant in EMDR, a member of the EMDRIA Clinical Advisory Board and on the Editorial Board of the Journal of EMDR Practice and Research. She presents and consults internationally on the treatment of adult survivors of childhood abuse and neglect and various other trauma-related topics. She has been a regular presenter at the EMDR International Association Conference and was invited to present EMDRIA's first "EMDR Masters Series". Dr. Korn is widely regarded as a highly skilled clinician and excellent teacher with an engaging and warm style.

Aaron Nelson

The Neuropsychology of Memory: What Every Clinician Needs to Know
August 11-15, 2008

Our ability to remember is an amazing feat - a miracle - which most of us take for granted. The process of converting perception to representation to recollection invokes the participation of multiple brain regions and neural networks working in exquisite collaboration. The plasticity of these component processes, as well as the associated neuroanatomy, is what gives our memories their ever-changing quality.

Although memory loss is a hallmark of neurodegenerative disease, not all memory failure is abnormal. Where is the boundary between normal age-related change and incipient disease? Can we improve on normal memory? What are the ethical challenges posed by cognitive enhancers? We have made great strides in our understanding of how memory and the brain change over the life span, yet there is so much we still don't know.

Monday
What is memory? • How are memories formed? • Multiple memory systems • Short-term memory and long-term memory • Working memory • Declarative memory • Episodic memory • Semantic memory • Procedural memory • Memory consolidation • A short primer on the brain's memory anatomy

Tuesday
Normal memory lapses and distortions • Schacter's Seven Sins • The Rashomon Effect • What do patients actually complain of? • How your brain ages • The cycle of neuronal death and neurogenesis • Neuronal communication problems • Is there anything "normal" about aging? • Which cognitive functions are most vulnerable to aging? • Which cognitive functions are age resistant? • Plasticity

Wednesday
Memory Disorders • Amnesia • Mild cognitive impairment • Dementia • Causes of memory problems • Genes • Hormones • Common age-related illnesses • Neurological disorders • Cancer • Mood disorders and stress • Medications • Sleep Problems • Diet and nutrition • Alcohol and drugs • Smoking • Toxic exposure

Thursday
Evaluation of memory disorders • Structural and functional brain imaging • Neuropsychological testing • Other specialized tests • Treatment of memory disorders • Memory medications • Drugs for Alzheimer's disease, mild cognitive impairment, and other dementias • Alternative remedies for memory loss • New drugs under study • Cognitive enhancers • Non-pharmacological approaches to treating memory disorders

Friday
Prevention and proaction: the path to optimal memory • Practical strategies to enhance everyday memory • Behaviors for effective learning and memory • Memory techniques • On the horizon: Preventing and curing memory disorders

Aaron Nelson Ph.D., is co-founder of the Brigham Behavioral Neurology Group, now the Division of Cognitive and Behavioral Neurology at Brigham and Women's Hospital in Boston. Dr. Nelson received his undergraduate education at Rutgers College and earned his Masters and Ph.D. degrees in clinical psychology from Virginia Commonwealth University. Dr. Nelson is board certified in clinical neuropsychology (ABPP/ABCN) and is chief of neuropsychology at Brigham and Women's Hospital. He is an assistant professor at Harvard Medical School and founded the Harvard Partners Consortium in Neuropsychology in 1999. He is on the medical advisory board of The Brain Tumor Society and serves as the neuropsychology consultant to the Boston Bruins of the National Hockey League. He has authored scholarly papers, written book chapters, and lectured for numerous courses and rounds. He has served as a reviewer for Neuropsychology and Journal Watch Neurology published by the New England Journal of Medicine. Dr. Nelson recently authored a book entitled The Harvard Medical School Guide to Achieving Optimal Memory, published by McGraw Hill.

Andrew Newberg

Spirituality, the Mind, and Beliefs
August 18-22, 2008

This course is about the relationship between spirituality, beliefs, and the mind. It will explore how spirituality and our beliefs affect mental health and how various practices can improve mental health. It draws upon sources from medicine, psychology, pastoral care and spiritual and religious disciplines. Participants will learn how to critically review research on brain function and spiritual experience. They will learn what scientific modalities are now available to study the relationship between the body and spirit. They will also learn the limitations of scientific modalities. The course will explore the relationship between the brain, the mind, and spiritual experience and will consider current theories on their relationship. There will be an emphasis on how beliefs, both religious and non-religious, affect the human person, particularly in regard to mental and physical health. A significant focus will be on the theological and philosophical implications of this field of research and will challenge participants to develop new approaches to their own work. There will be a discussion of the practical applications of various practices such as meditation. One such approach that we have developed, called Compassionate Communication, will be demonstrated. The course will challenge participants to develop new approaches to their own study/work.

Monday
Definitions and Methodology: The history of the study of spirituality, beliefs, and the body will be explored.

Tuesday
Science and Spiritual Experience: Basic brain function and how it may relate to spiritual experiences.

Wednesday
Religion and Mental Health: How does spirituality affect us psychologically and can spirituality alleviate psychological problems?

Thursday
Beliefs and Health: This session more directly explores the impact of beliefs on the brain and body.

Friday
Practical Applications for Science and Religion: We will discuss how meditation and prayer can be incorporated into a therapeutic setting, and specifically explore the Compassionate Communication technique, as well as other meditation techniques that alter beliefs. We will also discuss crucial implications for philosophy and theology.

Andrew B. Newberg, M.D., is an associate professor of radiology and psychiatry at the University of Pennsylvania and a staff physician in nuclear medicine. He graduated from Penn School of Medicine in 1993. He is Board Certified in Internal Medicine, Nuclear Medicine, and Nuclear Cardiology. In collaboration with the Departments of Neurology and Psychiatry he has studied specific disorders and conducted various activation studies to explore how brain function is associated with mental states. His special interest is the study of mystical and religious experiences and the mind/body relationship in its clinical and research aspects. His research focuses on the relationship between brain function and mystical and religious experiences. He also studies the physiological correlates of acupuncture, meditation, and other alternative therapies. He has taught medical students, undergraduate and graduate students, as well as medical residents about stress management, spirituality and health, and the neurophysiology of religious experience. He has published numerous articles and chapters on brain function, brain imaging, and religious and mystical experiences. He coauthored Born to Believe: God, Science, and the Origin of Ordinary and Extraordinary Beliefs (Free Press), and the best selling book, Why God Won't Go Away: Brain Science and the Biology of Belief (Ballantine). He has presented at scientific and religious meetings throughout the world and has appeared on Good Morning America, 20/20, Nightline, ABC World News Tonight as well as in a number of media articles including Newsweek, Time, the New Scientist, and the Los Angeles Times.

Ronald T. Potter-Efron

Therapeutic Approaches to Anger, Rage and Domestic Violence Counseling
August 18-22, 2008

The field of anger management and especially domestic abuse counseling emerged as somewhat of a maverick discipline during the 1980's and 90's. It was primarily informed by a male power and control paradigm that was frequently implemented within an anti-therapeutic, anti-couples counseling milieu. This useful but limited model has been gradually challenged because of the need to treat clients who don't fit well into its conceptualization such as violent women, mutually aggressive couples, and those with significant underlying psychological conditions. The result is a stimulating array of approaches, old and new, that can be utilized to help appropriate clients. The goal of this course will be to address a selected number of these approaches while stimulating thoughtful discussion of the underlying conceptual and therapeutic issues.

Teaching methods will include lecture, small group discussion and practice sessions, observation of filmed interviews, handouts, power point presentation, and exercises designed to help participants understand the dynamics of their own anger experiences.

Monday
Introduction: the many words associated with anger; Gestalt therapeutic awareness cycle approach to anger problems; Assessment of anger concerns: Use of a comprehensive questionnaire, the State-Trait Anger Expression Inventory and an instrument that distinguishes eleven different ways that anger may be expressed.

Tuesday
Core therapeutic approaches to anger and aggression problems: Behavioral therapy for immediate control; Cognitive therapy for longer-term improvement; Affective approaches and Relaxation techniques for stress reduction; Existential therapy for deeper change.

Wednesday
Treatment of eleven anger styles: three hidden styles (anger avoidance, passive aggression and anger turned inward), four explosive styles (sudden anger, shame-based anger, excitatory anger and instrumental anger), and four chronic styles (habitual anger, paranoia, moral anger, and resentment/hate).

Thursday
Rage and our imperfect brains: Differences between rage and strong anger; Possible underlying brain mechanisms that predict raging; Use of rage questionnaire and rage episode forms; Sudden vs. seething rage; Treatments for survivor rage, impotent rage, and shame-based rage.

Friday
Use of attachment theory to treat abandonment rage; Gender-appropriate models for treating domestic abuse; Systems therapy approach to treating angry couples and angry families.

Ronald T. Potter-Efron, M.S.W., Ph.D., is a clinical psychotherapist and co-owner at First Things First Counseling and Consulting in Eau Claire, WI, where he is also the Director of the clinic's Anger Management Center. He is author of several clinical volumes for therapists, including the Handbook of Anger Management (a Behavioral Science Book Club main selection) and Shame, Guilt and Alcoholism. Dr. Potter-Efron is best known for his well-received books for the general public that include Angry All The Time; Letting Go of Shame; Rage: A Step By Step Guide to Overcoming Extreme Anger; Letting Go of Anger; and the workbook entitled Stop the Anger Now. He has facilitated professional seminars throughout the United States and Canada as well as in Panama, Hong Kong, and Europe.

Brad Sachs

When No One Understands: Courage, Creativity and Compassion in the Treatment of Adolescent Anguish
July 28 - August 1, 2008

Adolescence is a profound juncture in the family's development that entails every member beginning to strike a new balance between continuity and change, equilibrium and evolution, separateness and attachment. This balancing act requires each generation to find ways to grieve for what is being lost in order to cultivate what will be gained.

The adolescent must grieve for the death of her childhood in preparation for making the transformation into young adulthood. The parents must grieve for the death of their influence over and relevance to their teen in preparation for discovering or reclaiming sources of meaning and purpose in their lives other than parenthood.

When parents and/or adolescents are unable to recognize and resolve the depths of this unavoidable grief, anguish is the inevitable result, anguish that can express itself in numerous ways, in either generation. Symptoms of thought, mood and anxiety disorders, psychosomatic illness, chemical dependencies, eating disorders, promiscuity, under- and over-achievement, and relational instability can all be understood as manifestations of an essential family mourning process that has been hindered or gone awry.

This course will utilize a multi-modal approach including lecture, discussion, structured exercises, case presentation, role-play, and the presentation of music, poetry, and video and film clips to conceptualize a humanistic approach to the treatment of adolescents and their families. It will reveal, rather than conceal, the complexity of this dramatic developmental passage such that clinicians can better strategize and intervene with courage, creativity and compassion when adolescent anguish brings teens and their parents into treatment.

Throughout the week, participant-therapists' personal history and counter-transferential responses will be explored so as to assist in deepening their clinical empathy, understanding and maneuverability.

The workshop will be of value to clinicians at all levels of expertise, and attendees will be encouraged to share their most challenging cases for the purposes of group discussion and support.

Monday
Who Do You Think You Are?
Uncovering the Inner Life of Adolescents and their Families
Grief, Forgiveness, Growth and Healing During Adolescence

Tuesday
Dancing to the Music of Time
Change and Transformation in the Family System During Adolescence
The Unique Challenges of Senior Year and Early College/Adulthood

Wednesday
The Reluctant Embrace
The Treatment of Adolescent Suicidality, Self-Injury and Self-Harm

Thursday
Prism and Prison
The Good Enough Parent, The Good Enough Marriage, The Good Enough Divorce
During Adolescence

Friday
Resilience in the Face of Despair
Uncovering the Inner Life of the Adolescent Therapist

Brad Sachs, Ph.D., is a psychologist, educator, leadership consultant, and the author of When No One Understands: Letters to a Teenager on Life, Loss, and the Hard Road to Adulthood; The Good Enough Teen: Raising Adolescents with Love and Compassion (Despite How Impossible They Can Be); The Good Enough Child: How to Have an Imperfect Family and be Perfectly Satisfied; and Things Just Haven't Been the Same: Making the Transition from Marriage to Parenthood.

Dr. Sachs is in independent practice, and lectures, consults and conducts workshops nationally and internationally on child, adolescent, and family treatment and development. He is the founder and director of The Father Center, a program designed to address the needs and concerns of new, expectant, and experienced fathers.

Dr. Sachs is also a poet and musician, whose most recent projects include In The Desperate Kingdom of Love: Poems 2001-2004, and the CD Hard Tales to Tell, a cycle of original songs based on stories his patients have shared.

Dr. Sachs lives in Columbia, Maryland with his wife, Karen Meckler, M.D., where they raise their three adolescents and two dogs with equal amounts of uncertainty and humility.

For additional information about Dr. Sachs's work, please visit: www.bradsachs.com

Amy Weintraub

LifeForce Yoga: Empower Your Clients to Manage Their Moods
August 4-8, 2008

Using the laboratory of their bodies and their minds to work with their moods, Yogis gave us a prescription for maintaining optimal mental health. We'll explore this nearly 5000-year-old prescription, learning aspects of Yoga often ignored in a regular Yoga class, such as body sensing, sound, breath, imagery, meditation, and affirmations that arise from the client's authentic experience of self. And we'll practice ways you can introduce Yogic techniques in the treatment room-neither mat nor touch necessary! You'll learn Yogic strategies to help clients focus, relax, and have greater access to feeling states. These practices can provide an alternative or adjunct treatment for clients who are not responding to medication or have received only so much relief from cognitive restructuring strategies.

Every day, in the process of learning Yogic techniques to help clients manage their moods and increase self-efficacy, you will be practicing tools for self-care. Discover for yourself the physiological changes occurring in the body during Yoga practice that produce the immediate "feel good" affect, and experience the shift in your own outlook as we practice simple exercises that can change your life and the lives of your clients.

This workshop is designed for all level of Yoga practitioners, including beginners. Every day will include easy and accessible movement, yogic breathing, and meditation or guided relaxation. Along with didactic components and practice, the format will include emotional process from a Yogic perspective in dyads and small groups. Yoga mats will be provided. Bring your own props.

Monday
The Safe Container

Tuesday
Beyond Mindfulness

Wednesday
Giving the Mind a Bone

Thursday
Grief in the Tissues
Yoga as an adjunct treatment for PTSD:

Friday
Beyond Self-Efficacy

Amy Weintraub, MFA, E-RYT 500, is the author of Yoga for Depression and the founder and director of the LifeForce Yoga Healing Institute in Tucson, AZ, where she maintains a Yoga therapy practice. Amy is a senior Kripalu teacher and Mentor and serves as the LifeForce Facilitator for the Psychotherapy Networker symposia. She leads professional trainings and workshops in LifeForce Yoga internationally in medical, academic, and retreat settings, and was a 2007 Colloquium Speaker at the Boston University Graduate School of Psychology. She writes frequently on the subject of Yoga and mental health and is featured on the first home Yoga practice series, LifeForce Yoga to Beat the Blues-Level 1 & 2 (DVD), and the CD Breathe to Beat the Blues. Amy maintains an archive of research and news on Yoga and mental health on her web site www.YogaForDepression.com.

Ofer Zur

Ethics with Soul: Applying Therapeutic Boundaries with Care and Integrity
June 30 - July 4, 2008

Using popular film clips, clinical vignettes and discussions, we will explore the flexible and ethical applications of therapeutic boundaries such as touch, self-disclosure, gift exchange, bartering, home visits, going on a walk with a client, adventure therapy and social or professional dual relationships. Social dual relationships are often unavoidable and can be clinically helpful in many small communities. Similarly, professional dual relationships are unavoidable in training institutions, universities, colleges and professional associations.

Most graduate school courses and risk management or ethics workshops instill fear and trepidation in psychotherapists with their clear injunction against touch beyond a handshake, and their rigid ban on gift exchange, bartering or dual relationships. In contrast to this rigid, inhuman approach, there is a growing body of research and literature, which shows that appropriate boundary crossing enhances therapeutic alliance and clinical outcome. Yet risk management protocols, driven by insurance companies and malpractice attorneys, seem to dominate our profession. This course will help practitioners differentiate between helpful boundary crossing and harming boundary violation and will encourage flexible and ethical approaches to boundaries, which are likely to increase our effectiveness without increasing risk to ourselves or our clients. The aim of the course is to free therapists to practice with integrity and soulfulness rather than with fear and trepidation.

This course will teach psychotherapists to:

1. Discern the differences between boundary violations, boundary crossings and dual relationships.
2. Review the ethical and clinical complexities of boundaries.
3. Clarify the stance of the Code of Ethics on boundary crossing.
4. Utilize ethical decision-making and risk-benefit analysis.
5. Provide clear guidelines for employment of ethical boundaries in therapy.

Monday
To Cross or Not to Cross? The Ethics of Therapeutic Boundaries

Tuesday
To Touch or Not to Touch?

Wednesday
Self-Disclosure, Gifts & Out-of-Office Experiences

Thursday
Dual Relationships, Telehealth (E-Therapy) & Bartering

Friday
Ethics with Soul and Practice with Integrity

Ofer Zur, Ph.D., is an author of four books, a forensic and ethics consultant, teacher and clinical psychologist in private practice in Sonoma, CA. Dr. Zur has been instrumental in helping the field of psychotherapy shift away from rigid and fearful risk management practices towards more human, flexible and effective approaches to therapeutic boundaries. His first book, Dual Relationships and Psychotherapy, co-edited with Dr. Arnold Lazarus, was a landmark and his 2007 book, Boundaries in Psychotherapy, was published by no other than the American Psychological Association -- a testimony to how the field is changing and how reason is winning over dogma.

Dr. Zur has also been a pioneer in the anti-managed-care movement and has spent the last twenty years championing the idea of managed-care-free, fee-for-service private practice. He authored The Complete Fee-For-Service Private Practice Handbook (2006) and The HIPAA Compliance Kit, 3rd Ed. (Norton, 2005). He is a former oceanographer and a deep-sea diver. His passions are critical thinking, backpacking, traveling, and he is strongly drawn to remote parts of Africa where he used to work and conduct research in fish farming.

Salman Akhtar

The Circle of Hope: Understanding and Managing Major Emotions in Dynamic Psychotherapy
August 20-24, 2007

With each successful outcome of the need-appeal-gratification cycle of infancy and childhood, a layer of 'basic trust' is laid down. As further experience accrues, this leads to a confident expectation that one will survive hardships and that the outer world will continue to provide gratification of instinctual wishes and developmental needs. Hope, then, becomes a fountainhead of life. This is indeed salutary. However, some experience with hopelessness is also essential for growth. Excessive optimism can be pathological and a defense against rage. Such rage often manifests itself in the clinical setting where some frustration is built in. When an individual has been exposed to chronic frustrations in childhood however, there is a tendency towards hating others. While pleasurable in a perverse way, this is never entirely free of guilt and remorse. It also diminishes the view of one's self as a good person and causes shame. Psychotherapy, when it works well, and sometimes even the lived experience of life, leads to the emergence of sadness and mourning about such intrapsychic developments. If fixation upon a masochistically idealized mourning can be avoided, the capacity for genuine love (in which affectionate and sensual feelings are deeply synthesized) arises. And, loving others and receiving love from them consolidates the experience of hope. This is, in a nutshell, the 'circle of hope'. Illustrations from clinical work, movies, poetry, and literature, as well as from daily life experiences will be provided to highlight such dynamic ebb and flow. Guidelines for working with excessive or inoptimal presence of these emotions in the clinical setting will also be discussed.

Monday
Hope and Pathological Hope
Origins of Hope • Hope and Hopelessness during Normal Development • Pathological Hope and the "Someday…" Fantasy • The Role of Hope in Establishing Therapeutic Alliance • The Therapist as the Conveyor of Hope • Interpreting and Resolving Pathological Hope to Convert it into Realistic Hope

Tuesday
Envy and Hatred
Origins of Hatred • Hatred and Its Manifestations • The Relationship of Hatred to Rage and Arrogance • Envy and Jealousy and Their Relationship to Hatred • Three Transference Configurations Associated with Hatred • Countertransference Hatred and Its Management • Containing and Interpretive Approaches to Hatred in the Clinical Situation

Wednesday
Guilt and Shame
Definition and Manifestations of Guilt • Preoedipal Guilt • Separation Guilt • Oedipal Guilt • Survivor Guilt • Distinctions between Guilt and Shame • From Guilt to Masochism or to Gratitude oInability to Accept Therapeutic Help • Negative Therapeutic Reaction • Technical Interventions aimed at Resolving Inordinate Guilt

Thursday
Grief and Sadness
Mourning as an Integral Part of Development • Inability to Mourn • Normal and Pathological Nostalgia and The "If Only…" Fantasy • Forgivable and Unforgivable Traumas • Pathological Grief Reactions • Technical Interventions to Facilitate Blocked and Frozen Emotions of Grief

Friday
Love and Realistic Hope
Components of Mature Love • Inability to Fall in Love • Inability to Remain in Love • Falling in Love with the 'Wrong' Kinds of People • Inability to Fall Out of Love • Inability to Feel Loved • Love in the Clinical Situation • An Integrated Technical Approach to Malignant Erotic Transference • Enhancement of the Capacity for Mature Love and the Birth of Realistic Hope

Salman Akhtar, M.D., is professor of psychiatry at Jefferson Medical College and training and supervising analyst at the Psychoanalytic Center of Philadelphia. He is the author of Broken Structures (1992), Quest for Answers (1995), Inner Torment (1999), Immigration and Identity (1999), New Clinical Realms (2003), Objects of Our Desire (2005) and Regarding Others (2006). His more than 250 scientific publications also include 22 edited books. Widely sought as a speaker and winner of many prestigious awards, Dr. Akhtar is a Scholar-in-Residence at the Inter-Act Theatre Company in Philadelphia and has published six volumes of poetry.

Kenneth Cloke

Into the Heart of Conflict: Resolving Chronic Interpersonal, Organizational, and Political Disputes
July 2-6, 2007

Every conflict we experience is an opportunity to exercise empathy and honesty, strengthen our communication skills, become more open-minded and open-hearted, and increase our ability to find wisdom, clarity, balance, and inner peace under difficult conditions. Each conflict therefore leads us not only to settlement and resolution, but potentially also to transformation and transcendence. How to find and follow this path, and discover the practical techniques and dangerous questions that guide us toward these ends is the substance of this course.

This workshop will present techniques for entering into the heart of conflict, encouraging open-hearted communication, reaching forgiveness and reconciliation. It will explore ways of increasing empathy in the midst of rage, togetherness in the midst of separation, and celebration in the midst of failure. It will assist participants in using conflict to revitalize their personal and work lives and locate the transformational and transcendent power of conflict. It will explore the frontiers and limits of conflict resolution, including internal frontiers of spirituality, and external frontiers of family and organizational systems, and the chronic sources of social and political conflict. It will support participants in finding ways of using conflict as a catalyst for personal, family, organizational and social change.

Monday
Understanding the dynamics of interpersonal, family, workplace, community and organizational conflicts, learning "dangerous" empathy and honesty, understanding the hidden meaning of conflict stories, and gaining an overview of the internal and external frontiers of conflict resolution.

Tuesday
Ways of working with intense emotions, including anger, shame, fear, grief, and passive-aggressive behavior, not only in others, but within ourselves. De-escalating highly emotional conflicts, resolving family and small group conflicts, and working with difficult behaviors.

Wednesday
Understanding the systemic sources and resolving organizational and workplace disputes, including labor-management and cross-cultural conflicts, organizational disputes, sexual harassment and discrimination claims, and wrongful termination and disciplinary disputes.

Thursday
How to mediate in the face of evil, war and terrorism, what fascism and oppressive relationships do to language and relationships, and how to overcome impasse. How to initiate informal problem solving, promote collaborative decision making, participate in interest-based negotiations, overcome resistance, and use conflict resolution systems design principles to resolve international and cross cultural conflicts.

Friday
How to create open-hearted conversations between people who do not like or trust one another, work with the energy or "spirit" of people who are in conflict, respond to revenge and encourage forgiveness, reconciliation, and personal transformation, and design rituals of release, completion.

Kenneth Cloke is director of the Center for Dispute Resolution, and a mediator, arbitrator, consultant and trainer, specializing in resolving complex multi-party conflicts, and organizational conflict resolution systems. He is the author of The Crossroads of Conflict: A Journey into the Heart of Dispute Resolution; Mediating Dangerously: The Frontiers of Conflict Resolution; and Mediation, Revenge and the Magic of Forgiveness. He is co-author with Joan Goldsmith of Thank God It's Monday! 14 Values We Need to Humanize The Way We Work; Resolving Conflicts at Work: 8 Strategies for Everyone on The Job; Resolving Personal and Organizational Disputes: Stories of Transformation and Forgiveness; The End of Management and the Rise of Organizational Democracy; and The Art of Waking People Up: Cultivating Awareness and Authenticity at Work. His next book, The Politics of Conflict: Mediating Evil, War, Injustice and Terrorism will be published in 2007. He received a B.A. from UC Berkeley; a J.D. from UC's Boalt Law School; Ph.D. from UCLA; LLM from UCLA Law School and has done post-doctoral work at Yale Law School. He has taught law, mediation, history, political science, sociology and other social sciences at Southwestern University School of Law, Antioch University, Occidental College, USC and UCLA. He is currently an adjunct professor at Pepperdine University School of Law and Harvard Law School's Program on Negotiation, Insight Initiative. He has international mediation and training experience in Brazil, China, Cuba, Great Britain, India, Ireland, Japan, Mexico, Nicaragua, Netherlands, New Zealand, Pakistan, Philippines, USSR, and Zimbabwe.

Edward Hallowell

ADHD Across the Life Span:
A Strength-Based Model of Diagnosis and Treatment
July 16-20, 2007

From childhood through adulthood, ADHD can present both difficult dilemmas as well as unique opportunities for change, growth, and success. Dr. Hallowell defines the goal of diagnosis and treatment as the transforming of ADHD from a chronic liability into an overall asset in life. The purpose of this seminar is to show participants how to do precisely that, as well as to present all the exciting new information we have learned about ADHD in the past decade.

In 25 years of working with people of all ages who have ADHD, Dr. Hallowell has learned that a strength-based approach to diagnosis and treatment leads to the best outcomes. This means from the very first moment the clinician meets the patient or client, he or she looks for talents, skills, and strengths and builds a treatment plan geared to promote those first and foremost. This approach mobilizes hope, excitement, and a cascade of positive energy which drives the treatment to much greater success than is observed in other kinds of treatment.

Interweaving advanced material with introductory information, aimed both at professionals and non-professionals, this seminar will explore the entire world of attention deficit / hyperactivity disorder in its human dimensions as well as its clinical and scientific. The seminar will provide a solid, practical basis in the diagnosis and treatment of ADHD in all ages.

Monday
Introduction

Tuesday
Biology of ADHD

Wednesday
Conditions that Co-exist with ADHD

Thursday
How to Find the Buried Treasures in ADHD

Friday
The Role of Medication in the Treatment of ADHD

Edward M. Hallowell, M.D., is founder of The Hallowell Center in Sudbury, Mass., an outpatient clinic, and he is the author of 12 books, most recently Delivered from Distraction: Getting the Most Out of Life with Attention Deficit Disorder. On the faculty of Harvard Medical School from 1983 - 2003, Dr. Hallowell now spends his professional time seeing patients, giving lectures, and writing books. He lives in Arlington, Mass. with his wife, Sue, and their three children, Lucy, Jack and Tucker.

Having ADHD himself, having two children who have it, having treated it in children and adults for 25 years, Dr. Hallowell is uniquely qualified to discuss both the clinical as well as the personal and human aspects of living with ADHD.

Dan Hughes

An Attachment-Focused Treatment for Children and Youth with Complex Trauma
August 20-24, 2007

When children and youth experience repetitive, intrafamilial trauma due to exposure to abuse, neglect and losses, the areas of impairment that they manifest are much more pervasive than those which characterize PTSD. These "domains of impairment" involve attachment, biological states, affect regulation, dissociation, behavioral control, cognitive functioning and self-concept. (See Psychiatric Annals, May, 2005) As a result, successful treatment for such complex trauma must also be comprehensive enough to facilitate the developmental momentum necessary to begin the process of reducing these areas of impairment. Such treatment needs to offer interventions that provide safety, self-regulation, self-reflection, traumatic experiences integration, relational engagement, and positive affect enhancement. (National Child Traumatic Stress Network Workgroup on Complex Trauma, Psychiatric Annals, May, 2005) These six treatment goals are highly congruent with the developmental factors which are facilitated by attachment security. As a result, principles congruent with attachment security might well serve as a guide for the interventions that are likely to be the most successful.

Children and youth exposed to complex trauma are at risk to manifest a form of functioning that is consistent with features of attachment disorganization. Such individuals are at risk for many forms of psychopathology as they enter adulthood. In contrast, attachment security is a protective factor against psychopathology. As a result, an overall, organizing, treatment goal would be to facilitate a child or youth's readiness, ability, and opportunity to develop attachment security with a caregiver, or if that is impossible, with the therapist herself.

Attachment-focused treatment provides the child with an attachment-figure who is available, sensitive, responsive, and who provides interactive relational repair. This adult also manifests a coherent state of mind with respect to attachment. Therapeutic interactions involve characteristics of intersubjectivity, namely affect attunement, joint attention and awareness, and congruent intentions. Contingent, nonverbal, affect-laden communications predominant in the ongoing dialogue that is both affective and reflective (A/R Dialogue). When the child or youth has a suitable caregiver, the therapist includes that person in the treatment in order to facilitate attachment security within that relationship. The therapist also provides recommendations to the caregiver regarding the child's day to day care that are congruent with the attachment principles described. If there is no suitable caregiver, the therapist provides individual treatment and serves as an attachment figure herself.

Videotapes of treatment sessions and role plays will be incorporated into each session.

Monday
Attachment Security, Disorganization, and Complex Trauma.
The nature of Intersubjectivity and its role in attachment security.
Complex Trauma: the interwoven traits of shame and terror.
The therapeutic Integration of trauma into the autobiographical narrative.

Tuesday
The therapist-caregiver alliance.
The caregiver's attachment and parenting histories.
The caregiver's participation in treatment.
Daily Life: a context for development and integration.

Wednesday
Affective/Reflective Dialogue.
Playfulness/Acceptance/Curiosity/Empathy.
Connection-Break-Repair.
Characteristics of Conversations.

Thursday
Being with children.
Nonverbal/verbal communication.
Talking with/for/about.
Acceptance of resistance and mistakes.

Friday
Individual psychotherapy when there is no suitable caregiver.
The continuous discovery of strengths: within the symptoms and in response to trauma.

Dan Hughes, Ph.D., is a clinical psychologist who, for much of the past 30 years has specialized in the treatment of abused and neglected children and youth within the context of foster care, adoption, and residential/group care. Discovering that many of these children have great difficulty utilizing their caregivers in their efforts to resolve their past experiences of trauma, abandonment, and loss, Dr. Hughes turned to attachment theory and research to better understand these children and youth and provide more effective interventions for them and their parents. This treatment model became known as Dyadic Developmental Psychotherapy and it gradually expanded into a general model of family treatment.

Dr. Hughes is a consultant and trainer for treatment programs and therapists throughout the US, Canada, and the UK. He is affiliated with the Institute for the Arts and Psychotherapy Graduate Program as well as Family Futures Treatment Program in London, UK. He is the author of Building the Bonds of Attachment (1998, 2nd Edition, 2006) and Attachment-Focused Family Therapy, to be released by WW Norton in 2007. A recent summary of DDP can be found in his article, "An Attachment-Based Treatment of Maltreated Children and Young People," Attachment and Human Development, 2004, 6, 263-278.

Sue Johnson

Transforming Love and Attachment in Couple Relationships: Emotionally Focused Therapy
August 13-17, 2007

Couple therapy is entering a new era as a scientific discipline. We now know the key factors in marital satisfaction and distress, we can achieve significant and lasting change in distressed relationships, explain how this change occurs, and successfully apply couple interventions to "individual" problems such as depression and chronic illness. One of the pillars of this revolution is the new understanding of adult love articulated in recent literature and research on attachment theory. Attachment offers us a model of effective dependency that provides the couple therapist with a general map and direction in therapy as well as a guide to key emotions and needs and the defining moments in a couple's interaction. Attachment also views partners as the hidden regulators of an individual's emotional and physical health, offering a model that allows couple interventions to be used as a powerful resource in promoting health and resilience.

EFT integrates experiential and systemic interventions to expand both key emotional responses and cycles of interaction. EFT is empirically validated and demonstrates excellent outcomes - 86% to 90% significant improvement in relationship distress after a brief intervention. Research suggests that results are generally stable even in the face of significant life stress. This approach has been used with a variety of couples, including those facing anxiety disorders such as post traumatic stress. EFT for couples appears to translate well across culture and class, focusing as it does on the universals of key emotions and attachment needs and fears. EFT views adult love as a wired in and adaptive attachment response. The process of treatment is set out in three stages: de-escalation, restructuring interactions towards secure attachment and consolidation. The focus in each session is on process, especially the processing of emotions and key interactional moves or patterns as they occur in the present. The therapist is a relationship consultant who offers a safe platform where each partner can distil, expand and transform experience and find new ways to connect with the other. Interventions are systematized (Johnson, 2004) and key moments of change have been studied and outlined. EFT is consonant with recent research on marital distress, the nature of emotion and the nature of adult love. This model is now taught across North America, Asia, Europe and Australia and is at the cutting edge of couple interventions.

Monday
The new era in couple therapy.
An introduction to the EFT model - Rogers and Minuchin meet John Bowlby.
Emotion - the music of the dance.

Tuesday
Now we know about love: Attachment as a guide to love and loving.
Video viewing of EFT interventions and exercises Tuesday through Friday.

Wednesday
The three stages of EFT
EFT interventions and change events.

Thursday
Impasses in therapy - attachment injuries and the forgiveness process.
Working with traumatized couples.

Friday
Becoming an EFT therapist
Case discussion and application of the model to different cultures and problems.

Sue Johnson, Ed.D., is a professor of clinical psychology at the University of Ottawa, Canada and research professor at Alliant University in San Diego, CA. She is also director of the Ottawa Couple and Family Institute and Center for Emotionally Focused Therapy. Sue is the main proponent of Emotionally Focused Therapy and is known as an outstanding clinician, presenter and trainer of couple therapy. Her 2004 book, The Practice of Emotionally Focused Couple Therapy: Creating Connection is the basic text for EFT, now one of the best validated and systematic approaches to couples therapy. Sue also writes on adult attachment, emotion and trauma. She has focused particularly on the contribution of attachment theory to couple therapy. Sue's latest work focuses on the forgiveness of injuries and on the use of couple therapy for trauma arising from childhood abuse, battle stress and illnesses such as breast cancer.

She is a fellow of the American Psychological Association and received the American Family Therapy Academy research award in 2005 and the American Association for Marriage and Family Therapy Outstanding Contribution to the Field award in 2000. Sue is an Approved Supervisor with AAMFT. For a complete guide to her publications and recent presentations please go to the website for EFT.

Edgar Schein

The Essence of Change: Brainwashing, Culture Evolution and Organizational Therapy
July 9-13, 2007

This week we will try to make sense of the whole range of learning and change phenomena that occur in individuals, groups and organizations. By reviewing and updating the various research areas I have been involved with over the last 50 years we will analyze: drastic individual change (coercive persuasion), career development, human resource planning, process consultation, group dynamics, organizational culture and the impact of subculture dynamics on critical problem areas such as "safety culture" in the nuclear and health care industry. The concepts will be illustrated by many stories based on my experiences as a researcher and consultant.

Through this analysis we will build a theory of change dynamics focusing on: the elaboration of Lewin's unfreezing, changing, and refreezing model, the role of disconfirmation in initiating change, the management of survival anxiety in relation to learning anxiety, and the creation of psychological safety as the key to adult learning. Particular emphasis will be given to managed culture change, the conceptual issue of how to define health at the organizational/systemic level, what "therapy" for an organization consists of, and what we mean by the increasingly common term "safety culture".

This program is designed both for beginners who want to explore various aspects of the theory and practice of organizational learning, change, and development, and for more advanced researchers and practitioners who want to explore a conceptual integration of individual and systemic perspectives. The program is primarily lectures, discussion, and daily small dialogue groups.

Monday
An overview of how coercive persuasion, career anchors, process consultation, culture and change arose as key elements in my own research and consulting career, with special emphasis of what is to be learned from the analysis of the "brainwashing" of POWs and civilians during the Korean conflict in the 1950's. First overview of learning and change dynamics.

Tuesday
Human resource planning through an analysis of career anchors, career dynamics, and job/role planning. Change as growth and job evolution.

Wednesday
The philosophy and practice of process consultation and the role of the consultant in "discovering"culture as one works with organizations. Helping systems to make their own needed changes.

Thursday
How leaders create, embed, evolve, and destroy cultural elements will be reviewed and managed culture change as a formal process will be analyzed. Is culture change different?

Friday
What is organizational health and what is organizational therapy? The role of sub-cultures and their impact on "safety culture" will be explored. Summary of change theory and change dynamics.

Edgar H. Schein, Ph.D., received his undergraduate education at the University of Chicago and Stanford. His Ph.D. (1952) is from Harvard's Department of Social Relations where he majored in social psychology but was heavily influenced by clinical psychology, sociology and anthropology. After four years of work at the Walter Reed Army Institute of Research in David Rioch's Department of Neuropsychiatry, he moved to MIT's Sloan School where he is now Sloan Fellows Professor of Management Emeritus and Senior Lecturer.

His early research on the "brainwashing" of Korean prisoners of war was published in Coercive Persuasion (1961). Subsequently, he worked on organizational socialization and career development (Career Dynamics, 1978) and organizational culture (Organizational Culture and Leadership (third edition, 2004). He wrote one of the first textbooks on Organizational Psychology, now in its third edition, and developed the concept of Process Consultation.

Richard Schwartz

Internal Family Systems Workshop
July 23-27, 2007

The Internal Family Systems Model is a method of therapy which fosters transformation, gently, quickly, and effectively. It views multiplicity of mind as our natural state and our "parts" as sub personalities that may be healed and transformed by bringing the Self into its rightful role as leader of the internal system. The Self, a core of valuable leadership qualities, is our true nature - compassionate and loving. Although IFS has been most widely used as a treatment for trauma, it is a flexible model that provides abundant opportunities for application. IFS advances treatment in several areas: First, by showing respect and appreciation for the client's protective parts, it reduces resistance and backlash. Second, it helps clients fully unburden the extreme beliefs and emotions they accrued from their traumas. Third, affect is regulated in a simple and effective way so that clients are not overwhelmed during sessions. Fourth, because it is the client's Self that is leading in the healing, transference is reduced and clients do much of the work on their own, between sessions. Fifth, IFS gives therapists practical ways to understand and work with their countertransference so they can remain in the open-hearted state of Self leadership with clients. Sixth, it frees therapists from the role of trying to police clients symptoms like suicide, eating disorders, addictions, and self-mutilation. Seventh, therapists are free to be themselves, without having to be clever or controlling, and come to enjoy partnering in the fascinating and sacred process that naturally unfolds as clients heal themselves.

This workshop is designed for therapists who had little exposure to IFS as well as those who know the basics of IFS, but have trouble when clients resist, have particularly difficult parts, or when it comes to using the model with couples or larger systems. We will begin with an overview of IFS and then move onto the deeper exploration of issues that arise during treatment. This course will also provide the opportunity to participants to identify and work with the parts of themselves that interfere in their relationships with clients. The workshop will be a balance of lectures, demonstrations and experiential exercises.

Monday
Introduction to IFS and overview of the process of IFS therapy

Tuesday
Working with resistant clients and or difficult parts

Wednesday
IFS applied to couples

Thursday
IFS applied to groups, families, and larger systems

Friday
How to work with parts of the therapist that interfere with IFS therapy

Richard Schwartz, Ph.D., long associated with the Institute for Juvenile Research at the University of Illinois-Chicago and more recently with The Family Institute at Northwestern University, has dedicated more than 25 years of service to troubled families and individuals. As one of the leading figures in the study of human systems, he has developed the Internal Family Systems (IFS) Model of Psychotherapy (tm), which has become one of the fastest growing approaches to psychotherapy today. Dr. Schwartz founded and directs The Center for Self Leadership in Oak Park, Illinois and lectures world-wide. He is co-author of the most widely-read family therapy textbook, is a fellow of the AAMFT, and a member of the editorial board of four professional journals. As a teacher, he is known for his warmth and clarity and for creating safe and empowering learning environments.

Matthew Selekman

Self-Harming and Suicidal Adolescents: A Collaborative, Strengths-Based Therapy Approach
July 23-27, 2007

Adolescent self-harming behavior is on the rise and one of the most challenging presenting problems therapists, healthcare, and school professionals will face today. Therapists are often intimidated by their cutting and burning behaviors and the army of helping professionals often already involved with these adolescents and their families. Many of these youth have experienced multiple treatment failures, feel emotionally disconnected from family and peers, and come from families where there may be difficulties with marital or post-divorce conflicts, invalidating family interactions, gender power imbalance issues, or family secrets. Some of these youth may have problems with mood management, powerful self-defeating thoughts, and experience difficulties with self-soothing. Many of these adolescents regularly switch symptoms from self-harming to substance abuse, bulimic, and sexually acting out behaviors. In extreme and chronic self-harming situations, some of these adolescents may begin to have suicidal thoughts and want to permanently put a stop to their emotional pain. Simply altering outmoded family beliefs and disrupting entrenched and destructive family interactions may not be enough to facilitate the connection-building process and create a sense of place in the adolescent's key relationships with parents, siblings, extended family members, and peers. Since these youth and their families situations tend to be quite complex, they require a flexible, ecologically-based approach that targets interventions at the adolescent, family, peer group, school, and other larger systems levels.

The Institute format will combine information-rich didactic presentation, extensive use of videotape examples of major therapeutic strategies and techniques, and skill-building exercises.

Monday
Key aggravating factors that fuel adolescent self-harming behavior today
Most common reasons why adolescents say they self-harm
Important research findings on adolescent self-harm
The self-harming adolescents as expert consultants' project
Collaborative strengths-based therapy: An overview
The improvisational therapist: Staying alive and creating possibilities outside the comfort zone with challenging families
Guidelines for cultivating an inventive therapeutic mind

Tuesday
The multisystemic family assessment framework
Key assessment questions to ask self-harming adolescents
Application of the multiple intelligences framework for intervention design and selection
Co-creating a therapeutic climate ripe for change in the first family consultation session
Interviewing for possibilities: Eliciting client expertise, untold family stories, and establishing well-formulated treatment goals

Wednesday
Effective research-based engagement strategies with difficult adolescents
The mind as ally: Mindfulness meditation, visualization, and other distress management tools
The chilling out room: An effective multi-sensory intervention
Guidelines for how parents can prevent and constructively manage their adolescents' self-harming behavior
Angry, laissez-faire, highly pessimistic, and mental-health and substance abuse-impaired parents: Guidelines for fostering cooperative relationships and empowering parents to be the agents of change

Thursday
Suicidal adolescents: Key family dynamics
Red-flags for assessing suicide risk potential
The suicide watch
Guidelines for tailor-making and matching direct and indirect therapeutic experiments and rituals with family members' unique characteristics
Use of concerned extended family members, peers, and adult inspirational others as resources in family therapy
The Stress-Busters' Leadership Group<

Friday
Co-constructing change: Effective collaborative tools and strategies for fostering transformative dialogues with helping allies from larger systems
Trouble-shooting guidelines for getting unstuck with resistant adolescents and their families
Covering the back door: Effective goal-maintenance strategies and constructive management of inevitable slips
The Pathways to Possibilities Program: An innovative intensive outpatient program for self-harming, bulimic, and substance-abusing adolescents and their families

Matthew D. Selekman, MSW, is a highly seasoned family therapist in private practice and the co-director of Partners for Collaborative Solutions (www.partners4change.net), an international family therapy training and consulting firm in Evanston, Illinois. He is an adjunct faculty member at the Adler School of Professional Psychology in Chicago. Matthew received the Walter S. Rosenberry Award in 2006 and 2000, and an award in 1999 from The Children's Hospital in Denver, Colorado for having made significant contributions to the fields of psychiatry and the behavioral sciences. He is the author of numerous articles and four professional books: Working with Self-Harming Adolescents: A Collaborative, Strengths-Based Therapy Approach; Pathways to Change: Brief Therapy with Difficult Adolescents (Second Edition), Solution-Focused Therapy with Children: Harnessing Family Strengths for Systemic Change, and Family Therapy Approaches with Adolescent Substance Abusers. Matthew has presented workshops on his collaborative, strengths-based family therapy approach with challenging children and adolescents extensively throughout the United States, Canada, Mexico, South America, Europe, and Australia.

Martha Straus

All the Rage: Helping Adolescent Girls in Crisis
July 30-August 3, 2007

Millions of adolescent girls are in a crisis of rage and despair. Some try to disappear through starvation, others carve indecipherable symbols onto their arms or run away from home, still others bully and get bullied, hide weeping in their rooms, or attempt suicide. How can therapists become more effective with this volatile population? This highly practical workshop, based in a developmental-relational model of intervention, explores concrete strategies and methods for helping girls in crisis. Participants will learn how to read the subtext of provocative, self-destructive, and confusing behaviors, and what questions to ask to help rally support for the girls from their family and relationship networks. We'll examine the limitations of old standards of care such as self-harm contracts and confidentiality rules, and discuss how to interview and intervene in the most stressful cases including: relational aggression, eating disorders, self-injury, suicidal gestures, and oppositional and defiant acting out. Attendees will also find out about the ten principles of effective practice, and become knowledgeable about a variety of strategies that work, including harm reduction, inviting resistance, and developing a protective circle of adults. By the end of the week, participants will know what it takes to stay hopeful even in the most anguishing cases, and how to sustain connections that will help struggling adolescent girls become competent and independent young women.

Monday
Adolescent Girls in the 21st Century

Tuesday
Home, School, Work, and Community--Systems in an Uproar

Wednesday
Signaling for Help

Thursday
Interviewing and Intervening - Internalizing Problems

Friday
Interviewing and Intervening - Externalizing Problems

Martha B. Straus, Ph.D., is a professor in the Department of Clinical Psychology at Antioch New England Graduate School in Keene, New Hampshire, and adjunct instructor in psychiatry at Dartmouth Medical School. She maintains a private practice in Brattleboro, Vermont, and consults regionally and nationally to schools, hospitals, community mental health centers, and social service agencies on child, adolescent, and family development, attachment, trauma, and therapy. Straus graduated with honors from Brown University and received her doctorate in clinical and community psychology from the University of Maryland. She completed her internship at the Yale Child Study Center where she was a Ziegler Fellow in Child Development and Social Policy. Straus' postdoctoral years were spent in the department of psychiatry at Children's Hospital and Harvard Medical School. She's the author of numerous articles and four books including most recently, No-Talk Therapy for Children and Adolescents, and the forthcoming, Adolescent Girls in Crisis: Intervention and Hope. Martha Straus is also the mother of two teenaged girls, which helps her remain both humbled and hopeful.

Bessel van der Kolk

Frontiers of Trauma Treatment
July 16-20, 2007

The majority of people who seek psychiatric care have histories of trauma, chaos, or neglect. In the past two decades there has been not only an explosion of knowledge about how experience shapes the central nervous system and the formation of the self, but also about what constitutes effective intervention. Advances in the neurosciences, attachment research and in information processing show how brain function is shaped by experience and that life itself can continually transform perception and biology. Overwhelming experiences alter the capacity for self-regulation and memory processing due to changes in subcortical, i.e., "unconscious", levels of the brain. The memory imprints of the trauma(s) are held in bodily states and physical action patterns, which causes the entire human organism to automatically react to current experiences as a replay of the past. While insight and understanding are useful to deal with confusion and secrecy, it rarely is enough to deal with the unspeakable, intolerable and unacceptable nature of traumatic experience.

Effective treatment of post-traumatic problems needs to include addressing the imprint of trauma on the physical experience of the self as helpless and in danger. Recovery needs to incorporate dealing with defensive efforts that helped ensure survival, incorporate physical experiences that contradict feelings and sensations associated with helplessness and disconnection, as well as an effective way of integrating fragmented memories of trauma. Experiencing physical mastery (as in yoga and specific body based techniques) often is necessary to initiate new ways of perceiving reality and promote new behavior patterns. Helping the organism to bring the traumatic experience to an end is the goal of treatment.

This course will present current research findings about how people's brains, minds and bodies are affected by traumatic experiences and, with the help of experiential work and videotapes, illustrate the principles of posttraumatic therapy. We will explore specific techniques that address affect regulation, the integration of dissociated aspects of experience, overcoming helplessness, and the re-integration of human connections.

Monday
Trauma and developmental psychopathology. The acquisition of affect regulation, attachment and psychopathology, the breakdown of information processing in trauma.

Tuesday
Affective neuroscience for thoughtful clinicians. Introduction to the neurobiology of attachment, the nature of the threat response, attention, exploration and concentration. Lessons from neuroimaging and psychophysiology.

Wednesday (with Betta de Boer-van der Kolk)
Experiential exercises for self-regulation, concentration, attention, mirroring and trauma processing, including EMDR.

Thursday
Assessment & treatment planning. Recognition and treatment of trauma-based action patterns and dissociative responses. Completing of incomplete trauma responses. Words, actions and relationships in the treatment of learned helplessness and dissociation.

Friday
From fight/flight to being alive to the present-groups, theater and re-integration with the present.

Bessel van der Kolk, M.D., is a clinical psychiatrist who has studied the impact and resolution of trauma on human beings for the past thirty years. His research has ranged from developmental impact of trauma to neuroimaging and from memory processes to the use of EMDR and theater groups in PTSD. He is professor of psychiatry at Boston University School of Medicine and medical director of the Trauma Center in Boston, where he also serves as director of the National Center for Child Traumatic Stress Community Practice Site. He is past president of the International Society for Traumatic Stress Studies. He has taught at universities and hospitals throughout the world. He is author of over a hundred scientific articles, author of Psychological Trauma and co-editor of Traumatic Stress.

David Wexler

MEN: Contemporary Theories and Creative Interventions for Male Depression, Aggression, and Relationship Issues
July 2-6, 2007

Traditional models of psychotherapy and couples' therapy have often fallen short in trying to reach men - and in recognizing patterns of both defenses and strengths that men bring with them into relationships. This workshop will focus on the contemporary and creative perspectives on male psychology and particularly on how to reach men and bring out their best qualities in relationships.

Interweaving popular film clips with some of the latest theory and research about men's psychology, Dr. Wexler will use these scenes to illuminate men's issues from a compassionate, self psychological perspective. Particular emphasis will be placed on the "broken mirror" phenomenon and research about the ways in which men experience women as being powerful and turn to women excessively for validation of the self. The presentation will also focus on learning about language and imagery that make sense to men and helping them frame positive changes as part of a "masculine" narrative.

• Understand the self psychological perspective of "good men behaving badly"
• Recognize and work with fundamental psychological needs of "mirroring" that affect men in their relationships with women
• Understand the latest research about male brain patterns and male psychology
• Identify the most contemporary perspectives on male-type depression and how this affects relationships
• Understand current research about the ways in which males process emotions and often act in dysfunctional ways to defend against dysphoric affect
• Develop a more informed and compassionate perspective about men's emotional struggles in relationships
• Learn specific strategies for helping men deal with emotions and communicate more effectively in intimate relationships

Tuesday
Male Type Depression: The Irritable Man Syndrome
Covert Depression
Projection of Blame
Mid-Life Men
Imaginary Crimes
Tough Guise

Wednesday
Male Relationship Violence: One Size Does Not Fit All
Typologies of Domestic Violence Offenders
Psychopathy: Bad Men Behaving Badly
Triggers for Abuse
Getting "Punk'd"
When Sex is Not Sex
Decoding, Decision-Making, Enactment

Thursday
Guy Talk: Effective Therapeutic Language & Interventions for Defensive Men
The Odysseus Challenge
Relational Heroism
Pacing & Leading
Defusing Shame
The Relationship Manual
"Real Men" & The Stories They Tell
Felonies & Misdemeanors
Accountability & Disinhibitors

Friday
Celebrating Masculinity: Bringing Out the Best Qualities in the Men We Love And Treat
Mentors and Models
Setting Limits
Celebrating Masculinity
Twinship & Self-Disclosure
Authenticity and True Intimacy

David B. Wexler, Ph.D., is a clinical psychologist in private practice in San Diego, specializing in the treatment of relationships in conflict. He is the executive director of the Relationship Training Institute, which provides education and treatment internationally for relationship development and the prevention and treatment of relationship violence. Dr. Wexler has trained thousands of community professionals, military personnel, and law enforcement officials through extensive seminars on his Domestic Violence 2000 model throughout the world. The California Psychological Association has also designated Dr. Wexler as a Master Lecturer and he received the Distinguished Contribution to Psychology award at their annual convention in 2003.

Dr. Wexler is the author of When Good Men Behave Badly: Change Your Behavior, Change Your Relationship, Is He Depressed or What?: What to Do When the Man You Love is Moody, Irritable, and Withdrawn, and STOP Domestic Violence. Dr. Wexler has been featured on the Dr. Phil show and the TODAY show, in the Washington Post, "O" magazine, Cosmopolitan, Redbook, Men's Health, and on hundreds of radio and TV programs throughout North America. Dr. Wexler receives rave reviews for his ability to integrate theory, contemporary research, video examples, creative clinical strategies, and humor in training professional audiences.

Chris Worley

A New Model of Organization Effectiveness
July 30-August 3, 2007

Most models of organization design and change are over 100 years old; they were born in an age where environments were stable or at least predictable. As a result, we've been designing organizations and change processes with not so implicit assumptions that organizations should be predictable, stable, and in equilibrium. Traditional organizations are characterized by rules, regulations and provisions that limit experimentation, by job descriptions that are rarely revised, by continuous improvement and six-sigma processes that try to control variation, by reward systems that recognize consistent performance, and by numerous checks and balances that ensure that the organization operates in the prescribed manner. Moreover, traditional approaches to change assume stability. The whole notion of "unfreezing" and refreezing implies that an organization exists is some form of equilibrium that needs to be disrupted and then re-established. The logics of alignment, stability, and unfreezing/refreezing were powerful because they supported traditional views of how to be effective. This is a very fragile house of cards when you assume the world is changing more and more rapidly.

The purpose of this workshop is to present and explore a different approach, what we call the Built to Change model. It assumes that organizations are changing all the time. It suggests that organizations need to think about managing dynamic relationships that account for both short and long-term performance and effectiveness. Achieving "critical configuration" and "dynamic alignment" implies that organizations must engage in processes of futuring instead of industry analysis, in processes of strategizing instead of competitive advantage, in processes of creating value instead of capabilities, and in processes of designing instead of searching for the right structure. The whole model challenges the deeply held assumptions of stability and the way they pervade our language and thinking.

Exploring these ideas and their implications are the subject of this workshop. Following an overview of the Built to Change Model, each day explores an aspect of the model, how our traditional logics and thinking are challenged by these new assumptions, and how organizations can move toward a more built to change philosophy.

Monday

Tuesday

Wednesday

Thursday

Friday

Chris Worley, Ph.D., is a senior research scientist at the Center for Effective Organizations at the University of Southern California's Marshall School of Business. He is also an associate professor of organization theory at Pepperdine University where he teaches in the Master of Science in Organization (MSOD) program. He served as director of the MSOD program from 1997 - 2005, and was the Luckman Distinguished Teaching Fellow from 1995 to 2000. In addition to more than 30 articles, chapters, and presentations on strategic change and organization design, he has authored Built to Change, Integrated Strategic Change, and four editions of Organization Development and Change, the leading textbook in the field. Chris served as Organization Development and Change Division Chair for the Academy of Management, on the advisory board for the Jossey-Bass/Wiley Series on Organization Change and Development, and the editorial boards of the Journal of Strategic Management Education and the Journal of Applied Behavioral Science. His recent consulting clients include Microsoft, Infonet, Intel, the State of California, American Healthways, British Petroleum, and the Canadian Broadcasting Company. He lives in San Juan Capistrano with his wife, Debbie, and three children, Sarah, Hannah, and Sam.