Annual Conference Workshops

Day 1 | Saturday, June 1, 2019

Keynote: Reciprocal Resilience: A Family Affair with

Patricia Harte Bratt, PhD

What makes some people and families more resilient than others? Why do some people exposed to the same troubling circumstances adapt more readily? How do clinicians, educators, first responders cope with repeatedly listening to the traumatic or overwhelming stories they hear in the course of their work? What might drive them to continue this difficult work, despite all the challenges?

Patricia Bratt demonstrates through current cases and from her recently released book, recently released book, Mutual Growth in the Psychotherapeutic Relationship: Reciprocal Resilience, how we can listen and interact in ways that promote growth in both the listener and the heard.

According to Dr. Bratt, “We can help build resilience in people, families, and groups. They can become resilient in the true meaning of the word, to both adapt and learn to use adverse events as moments of growth. Just as important there are tools we can use in clinical supervision and training of mental health professionals and educators. These strategies can promote a process of Reciprocal Resilience in which each party can grow, enabling them to experience some surprising benefits from the work they do.”

Objectives:

Participants will be able to:

Define current theory about the concept of resilience and Reciprocal Resilience.

Discuss what makes some people and families more resilient than others?

Describe parallels between family conflict resolution, the therapeutic or supervisory relationship, and mutual growth.

Explain three psychological benefits for clinicians of working with trauma cases.

Identify at least three intervention strategies that can be used in any interaction to promote emotional growth for both parties. E.g. relationship modeling, priming, collaboration, symbolic communication, neuro-emotional mirroring.

10:45am – 12:15pm Workshop Series 1

(Please click on workshop name to see description.)

Writing Family Stories: From Myth to Truth –Rosemary McGee and Nancy Gerber

This workshop will introduce participants to writing as a method of therapeutic intervention. It will examine the impact of the concept of writing as a modality that relieves stress and promotes emotional resilience through the externalization of thoughts, memories, and feelings. Group writing strengthens interpersonal relationships and reduces feelings of isolation and alienation. Through participatory writing exercises participants will explore writing’s healing benefits and the advantages of using techniques with their patients and clinical groups. The process will involve writing, reading, sharing, listening, and discussion.

Objectives:

  • Identify the therapeutic benefits of individual and group writing.
  • Experience writing as a modality that fosters healing and emotional resilience.
  • Explain the healing benefits of writing and specific writing techniques, and integrate those techniques into their practice with individuals and groups.
  • Direct writing exercises exploring the advantages of using writing techniques with their patients and clinical groups.

Mothers and Daughters –Annette Vaccaro

This talk will present a developmental perspective of the relationship between mothers and daughters. Particular attention is given to attachment patterns, mutual identification and coregulation through communication that emerge between mothers and daughters within the family life cycle. Modern Psychoanalytic intervention strategies and case vignettes will illustrate the application of the literature and strategies. Breaks in communication will be studied in their relevance to protecting the relationship between mothers and daughters and movement toward maturation.

Objectives:

  • Define at least one common communication pattern of mothers and daughters in infancy, childhood, adolescence, adulthood and old age
  • Share at least one real life example of the common communication patterns of mothers and daughters.
  • Illustrate at least one motivation for breaks in verbal communication between mothers and daughters.
  • Choose at least one intervention strategy which could be applied to a case vignette

Duality: Helping Children with Special Needs Navigate the Digital World — Tom Tufaro

This presentation will be focused on the common pitfalls inherent in the new digital world with a special emphasis on how children with special needs are affected. Participants will learn the various technologies that are popular with children, how these technologies can be helpful, yet dangerous, strategies for securing their children’s technology, and how to recognize when children have been negatively affected.

Objectives:

  • Understand that technology has a duality – positive and negative
  • Become aware that technology is unavoidable and children who are seen as “digital natives” require guidance and to be taught digital responsibility.
  • Analyze and evaluate current trends in neurological, psychological and sociological research based on children’s use of technology
  • Understand the law can protect children, but adults are ultimately responsible for the technology they allow children to access
  • Evaluate the need for and use of popular programs and applications that children commonly use

Instilling Confidence in Girls and Young Women – Judy Lapides

This talk will focus on girls and young women and the difficulties they face in finding their own value and voice. In today’s media driven culture, perfectionism regarding body, clothing, language and social contacts can often continue well beyond adolescence. As we know, the self-deprecation that young women often experience during these years can become a more serious threat to their well-being. A modern psychoanalytic understanding and approach to working with this population, can make an enormous difference to girls and their families. We will explore through case examples, a variety of approaches that can be used to help girls develop and find their own voices and inner strength.

Objectives:

  • Identify the contributing societal and familiar issues that contribute to the lack of confidence in girls
  • Understand the psychological effects of prolonged stress in young girls
  • Understand the importance of helping girls understand their own strengths
  • Learn new techniques for communicating with girls

1:15pm – 2:45pm Workshop Series 2

Intergenerational Trauma: The Invisible Weight of a Trauma Not Experienced First Hand – Eva Silver

Many people don’t realize they suffer from Intergenerational Trauma because the trauma did not start with them. The root of their anxiety, depression, and fear can be traced back generations sometimes. Untreated trauma in a parent is transmitted to the child in many ways, including individual psychological mechanisms, family dynamics, messaging about the dangers of the world, and even altered DNA. In this workshop we will define intergenerational trauma, explore how to recognize it, identify the mechanisms of transmission, and discuss how to treat it.

Objectives:

  • Define intergenerational trauma
  • Illustrate how to recognize it
  • Identify the mechanisms of transmission
  • Employ appropriate treatment techniques

Objectives:

  • Be able to define anxiety
  • Delineate examples of its presentation
  • Develop tools to cope with anxiety in themselves or family members.

Money Matters –Lillesol Kane

Learning to set fees, collect payments and develop more comfort in the language of money can help clinicians not only develop successful practices, but also help their patients develop the tools as well for successful and satisfying lives. Money and financial issues are always part of the treatment; we need to learn more in how to address them. This presentation will present clinical material to highlight and discuss some of the common challenges in setting fees and collecting payment.

Objectives:

  • Identify and understand their own difficulties in setting and collecting fees.
  • Understand their patients’ resistances and difficulties in setting and paying their fees as well.

COUPLES IN CONFLICT – Patricia Bratt

Couples work can present significant challenges to the therapist and both partners in the couple. This workshop explores the unique interpersonal dynamics presented in the couple’s situation. Induced feelings often district the therapist from studying the meaning behind communications between partners. Identifying with the partner who seems on the surface to be either trying harder to cope or appears victimized can lead the therapist to assumptions that mask a deeper agenda. The therapist’s own history of relationships may positively or negatively impact the experience of working with the couple. The impulse to provide solutions can distract from encouraging the couple to come to their own resolutions.

The two primary reasons for couples’ discord: Transference vs True Love and Narcissistic Identification are described and discussed. Stories demonstrating the main ways these resistances to satisfying relationships are acted out: sex, control, betrayal, abandonment, neediness, denial and their variations highlight the mine field therapists must navigate, dealing with and utilizing induced feelings, in this type of work.

The workshop explores an approach in which the couple is viewed as the patient or client, rather than as two opposing forces. Techniques for promoting intra-couple balance and strengthening ego resources are described through case vignettes. Participants will learn to identify the symbolic communications hidden in the couple’s conflict, and to use it for promoting more direct communication. Strategies for encouraging mutual acceptance and growth within the couple are described.

There will be ample opportunity for participant discussion.

Objectives:

Participants will be able to:

Describe three significant factors that present challenges to therapists doing couples work.

Discuss the two primary reasons for couples’ discord: Transference-True Love and Narcissistic Identification.

Identify at least three intervention strategies that can be used to promote emotional growth for couples in conflict.

Design and Utilize at least three intervention strategies that can be used to promote emotional growth for couples in conflict.

3:00pm – 4:30pm Workshop Series 3

Relating and Empowering Bi-Racial Families – Glen Bembry

Description: This workshop will address the issues for families in raising bi-racial children in a race conscious world. The unique issues of adopting a biracial identity for the children of biracial parents will be explored. As the biracial population in the U.S. increases, new models of understanding mixed race children will be discussed.

Objectives:

  • Consider new challenges faced by biracial children
  • Examine the issue of children’s identity when parents are racially different
  • Discuss how biracial children suffer rejection from each racial group

TREATING BORDERLINE PERSONALITY DISORDER – George Grant

Mentalizing is the process of attributing meaning both to the internal psychic processes of others and internally to one’s own psychic processes.  It is rooted in our early development and the result of successfully forming a stable attachment to our primary caregivers and being able to maintain the constancy of that internalized attachment through the vicissitudes of various emotional states and relationships.  BPD is both a serious and complex disorder characterized by difficulty with emotional regulation, impulse control, and both unstable relationships and self-image.  This presentation will focus more on the clinical interventions through an example f process, as opposed to the first presentation which focused on strategies used by people with BPD to manage their lack of ability to mentalize, the problems BPD patients have with mentalization, the structure of MBT (Mentalization-Based Treatment), therapist stance and attitude, basic interventions, and the role and effectiveness of both individual and group therapy.

Objectives:

  • Understand how clinical interventions can be effective in the treatment of BPD
  • Recognize the role of Mentalization-Based Treatment (MBT) by examining a case example in detail.
  • Developing mentalization that can help the patient develop beyond borderline functioning.

Objectives:

  • Identify two countertransference resistances when working with Parents
  • Recognize two transference resistances when working with parents

A Clinical Approach to Grandparenting: How to be the Best Grandparent Ever – Vicki Semel

With grandparents often so central in child care these days, this workshop will examine with a clinical perspective the serious nature of this responsibility. Understanding the dynamics of the grandparent, parent, and child relationships will be examined developmentally. Intervention strategies for ideal grandparenting will be proposed.

Objectives:

  • Describe two traits that make an ideal grandparent
  • Compare and contrast two interventions that improve or worsen a grandparent/parent/child relationship
  • Employ two interventions in a grandparent/parent/ interaction that will improve relationships

Day 2 | Sunday, June 2, 2019

(Please click on workshop name to see description.)

12:45am – 2:15pm Workshop Series

Instilling Confidence in Girls and Young Women – Judy Lapides

This talk will focus on girls and young women and the difficulties they face in finding their own value and voice. In today’s media driven culture, perfectionism regarding body, clothing, language and social contacts can often continue well beyond adolescence. As we know, the self-deprecation that young women often experience during these years can become a more serious threat to their well-being. A modern psychoanalytic understanding and approach to working with this population, can make an enormous difference to girls and their families. We will explore through case examples, a variety of approaches that can be used to help girls develop and find their own voices and inner strength.

Objectives:

  • Identify the contributing societal and familiar issues that contribute to the lack of confidence in girls
  • Understand the psychological effects of prolonged stress in young girls
  • Understand the importance of helping girls understand their own strengths
  • Learn new techniques for communicating with girls

Objectives:

  • Identify the therapeutic benefits of individual and group writing.
  • Experience writing as a modality that fosters healing and emotional resilience.
  • Explain the healing benefits of writing and specific writing techniques, and integrate those techniques into their practice with individuals and groups.
  • Direct writing exercises exploring the advantages of using writing techniques with their patients and clinical groups.

Objectives:

  • Identify two countertransference resistances when working with Parents
  • Recognize two transference resistances when working with parents

Money Matters –Lillesol Kane

Learning to set fees, collect payments and develop more comfort in the language of money can help clinicians not only develop successful practices, but also help their patients develop the tools as well for successful and satisfying lives. Money and financial issues are always part of the treatment; we need to learn more in how to address them. This presentation will present clinical material to highlight and discuss some of the common challenges in setting fees and collecting payment.

Objectives:

  • Identify and understand their own difficulties in setting and collecting fees.
  • Understand their patients’ resistances and difficulties in setting and paying their fees as well.

2:30pm – 4:00pm Workshop Series 2

TREATING BORDERLINE PERSONALITY DISORDER – George Grant

Mentalizing is the process of attributing meaning both to the internal psychic processes of others and internally to one’s own psychic processes.  It is rooted in our early development and the result of successfully forming a stable attachment to our primary caregivers and being able to maintain the constancy of that internalized attachment through the vicissitudes of various emotional states and relationships.  BPD is both a serious and complex disorder characterized by difficulty with emotional regulation, impulse control, and both unstable relationships and self-image.  This presentation will focus more on the clinical interventions through an example f process, as opposed to the first presentation which focused on strategies used by people with BPD to manage their lack of ability to mentalize, the problems BPD patients have with mentalization, the structure of MBT (Mentalization-Based Treatment), therapist stance and attitude, basic interventions, and the role and effectiveness of both individual and group therapy.

Objectives:

  • Understand how clinical interventions can be effective in the treatment of BPD
  • Recognize the role of Mentalization-Based Treatment (MBT) by examining a case example in detail.
  • Developing mentalization that can help the patient develop beyond borderline functioning.

Duality: Helping Children with Special Needs Navigate the Digital World — Tom Tufaro

This presentation will be focused on the common pitfalls inherent in the new digital world with a special emphasis on how children with special needs are affected. Participants will learn the various technologies that are popular with children, how these technologies can be helpful, yet dangerous, strategies for securing their children’s technology, and how to recognize when children have been negatively affected.

Objectives:

  • Understand that technology has a duality – positive and negative
  • Become aware that technology is unavoidable and children who are seen as “digital natives” require guidance and to be taught digital responsibility.
  • Analyze and evaluate current trends in neurological, psychological and sociological research based on children’s use of technology
  • Understand the law can protect children, but adults are ultimately responsible for the technology they allow children to access
  • Evaluate the need for and use of popular programs and applications that children commonly use

MOTHERS-IN-LAW AND DAUGHTERS-IN-LAW – Demetria DeLia

How can these women  have a cooperative, loving relationship that benefits all members of their family, including themselves?

Objectives:

  • Recognize the underlying conflicts that impede harmonious relationships between mothers-in-law and daughters-in-law
  • Examine strategies to promote conflict resolution
  • Discuss mothers-in-law and daughters –in-law need to maintain control of their own children

Mothers and Daughters –Annette Vaccaro

This talk will present a developmental perspective of the relationship between mothers and daughters. Particular attention is given to attachment patterns, mutual identification and coregulation through communication that emerge between mothers and daughters within the family life cycle. Modern Psychoanalytic intervention strategies and case vignettes will illustrate the application of the literature and strategies. Breaks in communication will be studied in their relevance to protecting the relationship between mothers and daughters and movement toward maturation.

Objectives:

  • Define at least one common communication pattern of mothers and daughters in infancy, childhood, adolescence, adulthood and old age
  • Share at least one real life example of the common communication patterns of mothers and daughters.
  • Illustrate at least one motivation for breaks in verbal communication between mothers and daughters.
  • Choose at least one intervention strategy which could be applied to a case vignette

IStrive Presentation and Dinner | 4:15-7:00 pm

Description of a program designed to help young adults, high-functioning with ASD, address issues connected with their diagnosis that interfere with social development, ego functioning, relationship building and maintenance, career development, and self-esteem. The iStrive program, developed by ACAP as part of its commitment to Applied Psychoanalysis, became operational in January 2019. Recognizing the importance of providing growth and resilience tools for this population, and their families who imminently face the prospect of loss of services when their child turns 21, ACAP designed a Saturday program to help bridge that gap. A unique aspect of the approach is the integral involvement of both parents and the participants in designing each aspect of the program. While every activity and goal is implemented using the Modern Psychoanalytic method, goals are defined in collaboration with parents and participants. Participants understand they are leaders in developing a program where they will ultimately be mentors for new members who join.

IStrive’s Goals

Extend socialization and friendship skills

Provide services for weekend hours

Improve social and emotional functioning

Create community awareness and education

Provide group activities and individual psychotherapy

Family respite care

Provide training and support to the caretakers

Provide internship opportunities for students in mental health fields

Speakers including program participants, parents, and iStrive staff will discuss their experience with the program, how it has helped, and what they hope for going forward. They will give personal examples of how the techniques used have helped them to grow, identify strengths, reduce anxiety, and plan for future.

Film and Photos will bring to life some of the experiences of the group, as well as testimonials.

Shared Dinner Discussion opportunity will be provided during a dinner at which iStrive staff, parents, and participants are available at each table to introduce topics relevant to greater familiarity with the current status of resources, research and treatment for this population and their families.

Objectives:

Participants will be able to:

Describe significant external, community factors that present challenges to young adults with ASD in maturing to productive adulthood.

Discuss at least two of the emotional challenges this population encounters when facing adulthood.

Identify at least three therapeutic, intervention strategies that can be used to promote emotional growth for this population.

Articulate a deeper understanding of the obstacles families encounter when their ASD child enters young adulthood, and a richer perspective how to approach working in therapy with these families.

Outline:

 

15 Min – Discuss and describe the need for an iStrive, program major challenges families, young adults and
therapists face in working with this complex situation.

20 Min – Program participants, parents, and iStrive staff will discuss their experience with the program, how it
has helped, and what they hope for going forward.

15 Min – Film and Photos will bring to life some of the experiences of the group, as well as testimonials.

10 Min – Q & A.

60 min – Dinner Discussion

PRESENTER BIOS:


Patricia Bratt, PhD is a psychoanalyst with practices in Livingston, NJ and New York City. She is a Director of the Academy of Clinical & Applied Psychoanalysis (ACAP), ACAP’s Applied Division, sponsoring programs for professionals and the community on topics relevant to clinical practice, everyday life challenges, workplace and school functioning. She is Director of ACAP’s Trauma and Resilience Studies programs, has been a consultant for hostage negotiation and Critical Incident Stress Management teams, developed ACAP’s CISM team that served more than 3,000 victims of the 9/11 tragedy. Dr. Bratt is faculty and training supervisor at ACAP. She is the author of articles on group dynamics, stress in relationships, resilience, and working with memory impaired trauma victims.


Demetria DeLia, Ph.D.,LCSW – Dr. DeLia holds a master’s degree in education, an MSW and Ph.D. in Social Work; she is a certified psychoanalyst and has received post-doctoral certification in EMDR; she is a published author and has been approved by NASW-NJ as a ceu presenter since 2009 (including the Clinical Case Seminar approved in 2009); she is certified as a NASW-NJ Supervisor; she also presented a workshop at the 2016 NASW Conference. She serves as Dean of Research at ACAP and is a faculty member for the MA in Mental Health Counseling offered at ACAP through the Boston Graduate School of Psychoanalysis.


Nancy Gerber, Ph.D., MAP, received her doctorate in English from Rutgers University. From 2000 to 2008 she taught undergraduate courses in the English and Women’s Studies departments at Rutgers-Newark. She is the author of Losing a Life: A Daughter’s Memoir of Caregiving, which she wrote to chronicle the shock her family experienced after her father suffered a massive stroke. The book was described by PsycCritiques as a work “that merits consideration in a wide array of disciplines, including gerontology, literature, psychology, and family studies.” Her second book, Fire and Ice, was published in 2014 and was nominated for a Gradiva Award from the National Association for the Advancement of Psychoanalysis. She has facilitated writing workshops at Rutgers, the Holocaust Council of Metrowest, and public libraries, and is currently facilitating a Write to Heal on-going group at the Academy of Clinical and Applied Psychoanalysis (ACAP). Dr. Gerber earned a Masters in Psychoanalysis from Boston Graduate School of Psychoanalysis-New Jersey (BGSP-NJ), in 2016, and is an advanced clinical candidate at ACAP.


George Grant started working-life as an electrical engineer in telecom. During the telecom bust of the early 2000s, he turned crisis into greater meaning by becoming a high school physics teacher. In an effort for this recovering engineer to better understand his students, he started taking a class each semester in the evening at ACAP in Livingston, NJ in 2007. Today Mr. Grant has an MA in Mental Health Counseling from the Boston Graduate School of Psychoanalysis, is an advanced candidate in the psychoanalytic certificate program at ACAP, has retired from teaching, works part time at the JCNV, has a growing clinical practice, and has been one of the founding members of i-Strive, a program for young adults on the spectrum who have aged-out of other programs. Mr. Grant also holds a BSEE and an MBA in addition to holding endorsements in teaching mathematics and physical science at the secondary level from the state of NJ.


Lillesol Kane, PhD, NCPsyA is a psychoanalyst with a private practice in Morristown, NJ. She has degrees from Johns Hopkins, Brown and the University of Sydney, Australia and is completing a Masters in Mental Health Counseling from BGSP-NJ in Livingston, NJ. She has a special interest in the emotional conflicts that money and financial matters elicit in both patients and therapists alike.


Judy Lapides holds a Masters Degree in Mental Health Counselling from the Boston Graduate School of Psychoanalysis New Jersey and a Masters Degree in Fine Arts from Montclair State University. She received a certificate in Psychoanalysis from The Academy of Clinical and Applied Psychoanalysis in Livingston, NJ. She is a NJ Certified Psychoanalyst. Ms Lapides has spent many years working with adolescent girls. She taught to adolescent girls at Kent Pace School fin Summit, NJ for 17 years. During those years she applied modern psychoanalytic techniques to her teaching. Ms. Lapides has been treating adolescent and young adult women for the past nine years- (both during her modern psychoanalytic training and now in her private practice). She is currently a fellow and teaching assistant at The Academy of Clinical and Applied Psychoanalysis. Ms Lapides has a private practice in Morristown, NJ where she treats adolescents, adults and couples.


Rosemary S. McGee, D.M.H.,MAMHC, LAC is a Humanities scholar and Medical Humanities faculty member at Morristown Medical Center, teaching Medical Humanities to Internal Medicine residents and facilitating Literature and Medicine sessions with medical staff. She is a member of the MMC Bioethics Committee. In addition, Dr. McGee is an adjunct professor at Drew University in Madison, NJ, and owns and operates Arseya, a custom book publishing company. She serves as President Emeritus of the Board of Trustees of Mrs. Wilson’s House, in Morristown, NJ, is a trustee emeritus for St. Peter’s Prep School in Jersey City, and teaches poetry and writing to community groups. Dr. McGee’s first book, Spilling My Guts, was published in 2007. She holds a doctorate in Medical Humanities from Drew University, and a masters in Mental Health Counseling from Boston Graduate School of Psychoanalysis-New Jersey (BGSP-NJ). Currently, she is an advanced clinical candidate in the certificate program at the Academy of Clinical and Applied Psychoanalysis (ACAP).


Vicki Semel, PsyD is a psychoanalyst, psychologist, and political scientist with 30 years experience working clinically with issues involving countertransference and vicarious trauma. She is the President of ACAP, has published widely about treatment issues with the elderly, countertransference, and conflicts in treatment


Eva Silver, MSW, a graduate of Simmons School of Social Work and Boston Graduate School of Psychoanalysis, has been working in the mental health field for more than 35 years. Her work in numerous psychiatric hospitals and out-patient clinics provided extensive experience with the full range of psychological disorders. She has taught at psychoanalytic institutes in Boston and Seattle, and is currently on the faculty at ACAP. Mrs. Silver is in private practice in Livingston, N.J., where she sees individuals and families, and provides supervision to clinicians.


Ms. Thomas received a Bachelor of Fine Arts at Corcoran School of Art. She went on to receiving an MS in Art therapy at College of New Rochelle. Her interest in the unconscious lead her to become a modern psychoanalyst, receiving a certificate from the Academy of Clinical and Applied Psychoanalysis in 2015. She then received a MA in Mental Health Counseling at Boston Graduate School of Psychoanalysis. For 17 years Lisa has worked at Essex County Hospital Center as an art therapist serving severe and persistent mentally ill adults. She facilitates mainly on group therapy, both verbal and art therapy. She has provided supervision for art therapy and modern psychoanalytic students since 2005. Lisa has been in private practice for 10 years, working with a variety of populations in Livingston, NJ.


Dr. Thomas Tufaro has advanced training in modern psychoanalysis, organizational and educational psychology and leadership theory. He is a 20-year educator and educational leader who has trained hundreds of parents, educators, mental health professionals and organizational leaders on best practices and other related topics. He has worked as a teacher, department supervisor and district-level leader, is the founder and CEO of Tufaro Educational Consulting, LLC and is an adjunct professor at Centenary University. He holds a B.A. in English Literature from William Paterson College, an M.A.Ed. in Educational Administration from St. Peter’s College and an Ed.D. in Educational Leadership from the College of St. Elizabeth.


Annette Vaccaro, Ed.D., LCSW, SCP, ATR-BC, ACS is a psychoanalyst with a general practice in Livingston, NJ. She is Director of Curriculum and a grant writer supporting community mental health education for workers who serve vulnerable populations at The Academy of Clinical and Applied Psychoanalysis (ACAP). She has a specialty in clinical supervision within psychoanalysis, counseling, social work and art therapy. She received a doctorate from Argosy University.