Weekend Training Program Learning Goals

2019-2020 Learning Goals

Weekend 1 – October 5 & 6, 2019

Group A1 – Dialogue
Michelle

  1. Describe the principle of Presence
  2. Describe the principle of Commitment to Dialogue
  3. Describe the principle of Inclusion
  4. Describe the principle of Confirmation
  5. Contrast the concepts of “presence” vs “seeming”
  6. Describe how increased awareness contributes to dialogue
  7. Explain Buber’s I-It and I-Thou modes of relating and how both are necessary

Group A2 – Dialogue
Lynne

  1. Describe the principle of Presence
  2. Describe the principle of Commitment to Dialogue
  3. Describe the principle of Inclusion
  4. Describe the principle of Confirmation
  5. Contrast the concepts of “presence” vs “seeming”
  6. Describe how increased awareness contributes to dialogue
  7. Explain Buber’s I-It and I-Thou modes of relating and how both are necessary

Group B – Phenomenology
Armin

  1. Describe the phenomenological method
  2. List 3 principles guiding existential phenomenology & the phenomenological method
  3. Describe how the phenomenological method is applied in clinical practice
  4. Describe the relationship between the awareness process, the paradoxical theory of change, and the phenomenological attitude
  5. Describe Merleau-Ponty’s concept of embodied perception
  6. Discuss how Merleau-Ponty’s concept of embodied perception relates to the Gestalt Therapy definition of Self as a dynamic, boundary process
  7. Discuss the implications of Merleau-Ponty’s concept of embodied perception for our work with clients

Weekend 2 – November 2 & 3, 2019

Group A1 – Paradoxical Theory of Change
Christine

  1. Describe the paradoxical theory of change
  2. Discuss what it means that the gestalt therapist is not a “change agent”
  3. Explain the relationship between awareness and change in gestalt therapy theory
  4. Discuss the notion that the moment of awareness is itself a curative moment
  5. Define and discuss the gestalt therapy concept of support
  6. Discuss the impact of the paradoxical theory of change on the therapeutic relationship
  7. Begin to identify the application of the paradoxical theory of change in the clinical demonstrations provided
  8. Explain how we reconcile the paradoxical theory of change with active interventions

Group A2 – Paradoxical Theory of Change
Gary

  1. Define & discuss the Paradoxical Theory of Change
  2. Discuss & explain how one can do therapy without becoming a “change agent”
  3. Define & discuss the gestalt therapy concept of support
  4. Explain the relationship of awareness to the Paradoxical Theory of Change
  5. Explain how a gestalt therapist can practice dialogue and the PTC and also guide experiments & other active interventions
  6. Discuss how dialogue and the Paradoxical Theory of Change can be consistent with confrontation
  7. Apply the concepts of the PTC & support to their own clinical work

Group B – Field Theory
Friedemann

  1. Identify two of the theoretical “roots” of gestalt therapy field theory
  2. Discuss why a person cannot be fully understood without considering the field or context they live in
  3. Describe what is meant by the term “phenomenal field”
  4. Explain the term “perspectivalism”
  5. Discuss what is meant by “co-creation of reality” in therapy
  6. Name some of the field conditions in a therapeutic situation 
  7. Discuss clinical work from a field theory perspective

Weekend 3 – December 7 & 8, 2019

Group A1 – Shame
Gary

  1. Discuss the concept of shame
  2. List shame triggers
  3. Discuss the concept of guilt
  4. Compare the experience of shame and guilt
  5. Discuss the shame-guilt bind
  6. Discuss the treatment of shame, guilt, and the shame-guilt bind
  7. Describe how the principles of Dialogue and the Paradoxical Theory of change support the treatment of patients with strong shame tendencies
  8. Utilize concepts of shame, guilt, and shame triggers to recognize triggers for shame in patients and your own work as therapists
  9. Recognize the difference between embarrassment and shame
  10. Use an understanding of childhood developmental experience to explain the formation of shame experience in patients and self 

Group A2 – Shame
Ren

  1. Describe their own history with shame from a field perspective
  2. Identify some experiences of shame in themselves and others
  3. Describe the guilt-shame bind
  4. Identify some of their own triggers for shame in their work as therapists
  5. Recognize the differences between embarrassment and shame
  6. Distinguish between shame and guilt
  7. Discuss how the paradoxical theory of change, dialogue, and the phenomenological method support working with shame

Group B – Dialogue Centered Psychotherapy
Michelle

  1. Explain Buber’s I-It and I-Thou modes of relating and how both are necessary
  2. Explain the difference between an “I-thou” moment with an “I-thou” attitude
  3. Describe Buber’s comparison of empathy and inclusion
  4. Describe the principle of Inclusion
  5. Explain why, according to Buber, “dialogue” must include an element of surprise
  6. Explain the phrase that “relationality is irreducible”
  7. Explain what is meant by “the between”

Weekend 4 – January 25 & 26, 2020

Group A1 – Foundational Concepts of Gestalt Therapy
Armin

  1. Describe 2 of the evolutionary changes that led to the emergence of contemporary relational gestalt therapy
  2. Discuss the relationship between organismic self-regulation and creative adjustment
  3. Explain the concepts of figure and ground and their relevance for therapy
  4. Describe the gestalt therapy concept of the contact boundary
  5. Explain the gestalt therapy approach to anxiety
  6. Identify the role of contact and support in the clinical demonstrations provided
  7. Discuss the gestalt concept of polarities and its relevance for clinical work

Group A2 – Foundational Concepts of Gestalt Therapy
Christine

  1. Describe 2 of the evolutionary changes that led to the emergence of contemporary relational gestalt therapy
  2. Discuss the relationship between organismic self-regulation and creative adjustment
  3. Explain the concepts of figure and ground and their relevance for therapy
  4. Describe the gestalt therapy concept of the contact boundary
  5. Explain the gestalt therapy approach to anxiety
  6. Identify the role of contact and support in the clinical demonstrations provided
  7. Discuss the gestalt concept of polarities and its relevance for clinical work

Group B – Working with Couples
Ren

  1. Articulate what is meant by Robert Lee’s suggestion to “interpret conflicts as a need for support”
  2. Name 3 experimental techniques that can be used in Gestalt couples therapy
  3. Describe how Buber’s dialogic approach can be used by the couples therapist
  4. Identify how students might be personally challenged to apply the dialogic attitude in their own relationships
  5. Identify particular challenges and/or concerns in working as a couples therapists
  6. Name one strength and one growing edge for themselves based on their learning this weekend
  7. Discuss how working for particular behavioral outcomes is antithetical to a dialogic approach

Weekend 5 – February 29 & March 1, 2020

Group A1 – Interventions as Experiments
Ren

  1. Describe when experiments are effective as a part of the therapeutic process
  2. Describe how experiments are effective as part of the therapeutic process
  3. Explain the idea that “dialogue itself is an experiment”
  4. Discuss whether there is a conflict between working relationally with experiments and the paradoxical theory of change
  5. Discuss why an attitude of uncertainty would be important when working relationally with experiments
  6. Describe the difference between “using a technique” and working relationally

Group A2 – Interventions as Experiments
Michelle

  1. Describe when experiments are effective as a part of the therapeutic process
  2. Describe how experiments are effective as part of the therapeutic process
  3. Explain the idea that “dialogue itself is an experiment”
  4. Discuss whether there is a conflict between working relationally with experiments and the paradoxical theory of change
  5. Discuss why an attitude of uncertainty would be important when working relationally with experiments
  6. Describe the difference between “using a technique” and working relationally

Group B – Diversity
Lynne

  1. Describe how being “racistly-situated” is an aspect of our ground
  2. Critique the concept of “dialogue,” using a socio-historical analysis
  3. Assess “white fragility” in the contacting process
  4. Utilize the concept of emotional courage to cope with the inevitable guilt, shame and grief involved with expanding awareness of one’s power and privilege
  5. Describe your own social-location and how it shapes contacting in various settings
  6. Plan for therapeutic dialogues in which I can broaden our awareness of the interplay of our socio-cultural grounds

Weekend 6 – May 2 & 3, 2020

Group A1 – Relationality
Friedemann

  1. Explain the relationship of shame to the development of the relational perspective in Gestalt therapy
  2. Identify instances in my work with patients in which my awareness of relational themes is in the background
  3. Describe instances in which a relational perspective enhances my capacity to explore cultural themes
  4. Discuss the similarities between a “relational approach” and a “field theory perspective”
  5. Explain the idea of the intersubjective emergence of experience
  6. Explain the mutual influence of therapist and patient on all experience in the therapeutic conversation
  7. Describe the difference between “using a technique” and working relationally

Group A2 – Relationality
Armin

Group B – Experience of Self
Christine

  1. Compare the individualist and field perspectives on the concept of self, other and relationship
  2. Critique the individualist paradigm and its limitations
  3. Describe the difference between self as an entity and self as a process
  4. Explain the gestalt concept of self as a boundary process
  5. Discuss the implications of this concept for clinical work with clients
  6. Discuss how the concept of self as process is related to the phenomenological experience of self
  7. Discuss the intersubjective nature of experience