2016 IHLRN Workshops

The following programs will be offered during this year’s week-long 47th IHLRN
Annual Conference at Embassy Suites, La Quinta, CA.
This unique, informal conference continues to create a week of learning and
networking for people interested in Virginia Satir’s therapy work. IHLRN and the
Virginia Satir Global Network have applied for co-sponsorship with the National
Board of Certified Counselors in order to offer continuing education credits for the
workshops listed below and are awaiting approval.
The conference culture encourages personal growth and interaction between
members. Workshop topics include and go beyond the core interest in family
therapy. Participants from a wide range of fields add to the rich exchange of
ideas. One of the cornerstones of this annual conference is our Open University
format. Any attendee can offer a workshop. This encourages the free exchange
of innovative ideas and learning. To some this may seem to invite chaos, but this
aspect of the IHLRN conference’s culture has met the test of time.

List of CE Workshops:

Program 1, Betsy Gast, MED, LMHC,1 1/2 hours, Gestalt Dream Work
Instructor in Humanistic Therapies
Program content: From a Gestalt perspective, dreams are symbolic and every
element of a dream is a projection of some aspect of self. By enacting parts of
the dream, the dreamer increases awareness of hidden aspects of one’s life and
is able to integrate them productively.
Learning objectives:
1.a Participants will review basic concepts of Gestalt Therapy, figure/ground,
projections, polarities, integration
1.b Participants will understand the process of Gestalt dream processing as a
therapeutic tool.
1.c Participants will apply the working model of Gestalt processing to a
personal dream.

Program 2, Betsy Gast, MED, LMHC, 1 1/2 or 2 hours, Integrating Sex Therapy
Instructor in Group Work and Therapeutic Methods for Children
Program content: Sex is a positive dimension in life, an invaluable part of
individual and couple comfort, intimacy, desire, pleasure and satisfaction.
Therapist are often uncomfortable in discussing sex and working with the sexual
aspect of individual’s lives and couple relations. This workshop will provide some
basic information and strategies to enhance therapists’ comfort and skill in
integrating sex into the therapeutic discourse.
Learning Objectives:
2.a Participants will learn the five purposes for sex: pleasure, intimacy, tension
reduction, self-esteem, and reproduction.
2.b Participants will learn how to do a sexual history
interview.
2.c Participants will learn how to assist clients in setting realistic expectations for
relational and sexual satisfaction using the “Good Enough Sex” Model.
(Barry W. McCarthy, PhD)

Program 3, Linda Powers Leviton, MA, MMFC, LF, 1 1/2 hours, The Effective
Apology, Director, Gifted Development Center West Coast
Program Content: An interactive program of program to learn and apply the
communication tool of The Effective Apology.
Among the social conventions we are taught, and expected to apply is the
apology: “Tell the little girl, you are sorry you took their toy,” “Apologize to the
man for bumping him.” Whether forced, elicited, heartfelt, or with an agenda, the
apology may or may not be well-received. This workshop elaborates the
conditions that work best for an effective apology, and provide a template for
framing the apology to include all three elements of Virginia Satir’s
communication model–the self, the other and the context. Participants will then
practice applying what they have learned in successively more difficult
circumstances.
Learning Objectives:
3.a Participants will learn when, how, and why to use an apology most
effectively.
3.b Participants will get experience applying their new tools by practicing them in
triads.
3.c Participants will gain insight into why previous apologies and other
communication strategies have not worked in past.

Program 4, Linda Powers Leviton, MA, MMFC, LF, 2 hours, Change Model using
Triads, Director, Gifted development Center West Coast
Program Content: The change model will be reviewed and immediately the
participants will be divided into TRIADS to practice applying it.
Learning Objectives:
4.a Participants will understand the Satir Change Model.
4.b Identify ways it can be applied to yourself or clients
4.c Apply it to a real life situation with your triad to identify strategies to help
tolerate the chaos phase and move to practicing a new status quo.!

Program 5, Robert McGarey, MA, 1 1/2 hours, How to be Assertive and Loving
Founder and Executive Director, Human Potential Center
Program Content: Clients frequently enter counseling with an inability to feel
empowered an take charge of their lives. This workshop presents the basic
concepts of assertiveness and gives the therapists in the audience an
opportunity to experience first-hand know how to move from an aggressive or
passive posture into an assertive one, so that they then have the ability to assist
their clients in making the same transition.
Learning Objectives:
5.a Participants with be able to describe the difference between passive,
aggressive and assertive stances and identify each in interpersonal
situations.
5.b Participants will be able to identify the benefits of assertive behavior for
others and oneself, compared to aggressive and passive behavior.

Program 6, Robert McGarey, MA, 1 1/2 hours, Building Sound Self-Esteem
Founder and Executive Director, Human Potential Center
Program Content: Poor self-esteem is both a cause and a result of past life
traumas, unhealthy rearing as a child, damaging relationships, and a client’s
disempowering belief systems. In this workshop therapists learn about the
damage that low self-esteem can cause and how a therapist can help reverse
that damage and help the client build a healthy, empowered sense of self.
Learning Objectives:
6.a Participants will be able to define what self-esteem is and how it relates to a
person’s self worth.
6.b Participants will be able to describe the difference between self-esteem and
self-image, self-concept, self-confidence, arrogance and conceit.
6.c Participants will be able to explain how Carl Rogers’ practice of !
Unconditional Positive Regards helps build sound self-esteem, and why.
6.d Participants will be able to explain Barksdale’s Observable Realities, and
why they provide a solid foundation upon which to build a healthy sense of self.

Programs 7 and 8, Robert McGarey, MA,1 1/2 hours each, Dream Work,
Founder and Executive Director, Human Potential Center
Program Content: The purpose of this workshop is to demonstrate the
therapeutic use of dreams, primarily utilizing techniques drawn from Gestalt
Therapy. In the first workshop the presenter will provide a quick preview of
various approaches to dreamwork. The presenter will then ask for a volunteer
from among the attendees and demonstrate Gestalt dreamwork, pausing along
the way to explain each step of the process, which generally takes 60 to 90
minutes. The therapists in attendance then have an opportunity to ask questions
and make comments about the process.
Number 8 workshop is like workshop 7, except that a therapist in the audience
has the opportunity to actually guide the dreamwork, under the active guidance
of the presenter.
Learning Objectives:
7.1 Participants will be able to describe at least 2 approaches to working with
dreams
7.2 Participants will be able to describe the basics of Gestalt dreamwork,
including characters. Interviewing the Character, Points of Transition and
how to identify characters to use in the work.
7.3 Participants will be able to feel sufficiently familiar with this technique that the
therapist can practice it with their own dreams, with a goal of implementing it in
their practice.

Program 9, Liv Monroe, BS, 1 1/2 hours, Dance of Nonviolent Communication
Teacher Nonviolent Communication 1999 to present
Program Content: Participants will learn how to use the tools for transforming
being judgmental into a state of understanding, whether you are the one being
judgmental or another person is. Participants will learn and practice
communication skills to transform “furious” into curious whether you are the
furious one of someone else is.
Learning Objectives:
9.a Participants will be able to translate blame and criticism from others and
negative self talk into the the inner longings that lead to making life more
wonderful for everyone involved.
9.b Participants will demonstrate speaking ones truth in a way less likely to be
received defensively.
9.c Participants will be able to reconnect with another when ones words are not
appreciated.

Program 10, Maria Rosa Reifler, MA, LMFT, 1 1/2 hours, Self Management,
Counselor Marriage and Family Therapist
Program Content: This workshop covers the principles that come from wisdom in
living a full life. Treating oneself and others with respect, making responsible
choices, valuing each person’s uniqueness, understanding how the brain works,
taking care of one”s body, using personal power in a positive way, managing
personal feelings, communicating clearly, solving problems, planning, inner
wisdom, gratitude, and working with others successfully.
Learning Objectives:
10.a Participants will learn self-management principles.
10.b Participants will learn 3 empowerment techniques.
10.c Participants will learn how to practice communication skills.

Program 11, Ann Steiner, 1 1/2 hours, PH. D., LMFT, The Nuts and Bolts of
Groups. Faculty, Psychotherapy Training Institute, Private Practice: Lafayeffe, CA
Program Content: This primarily didactic workshop provides participants with a
comprehensive overview of the different types of group work, ways to evaluate
their preferred leadership style, how to design, set up and maintain healthy
groups. Common challenges, the importance of screening, preparation, and
termination agreements will be discussed as they apply to participant’s needs.
Learning Objectives:
11.a Participants will be able to describe and understand the major differences
between the different types of “group work”.
11.b Participants will be able to describe the different roles and tasks undertaken
by leaders/teachers of different types of groups.
11.c Participants will identify common countertransference issues, warning
sings, use and management of the leader’s own issues.
11.d Participants will be able to describe the essential ingredients for a healthy
group.
11.c Participants will be able to describe the advantages of using written group
agreements, Satir’s temperature readings and termination agreements.

Program 12, Bill Roller, MA, LMFT, 1 1/2 to 2 hours, Group Dynamics & New
Heroism Consultant, teacher and supervisor of psychotherapists of mental health
clinics
Program Content: What group dynamics allow individuals to obey their
conscience? New Research by Bill Roller and Phil Zimbardo has investigated
the situational context that allows people to take nonviolent action in defense of
ethical principles or people in need, even at personal risk to oneself. The
Berkeley Civic Courage and Heroism Experiment explored the capacity of group
members to act collaboratively creating a group process that is sociocentric not
egocentric, meaning it focused on the cooperation of the many and the
idealization of one individual.
Learning Objectives:
12.a Participant will understand the methods to create a Strategic Subgroup in
support of conscientious behavior.
12.b Participants can discriminate between sociocentric and egocentric
leadership.
12.c Participants can re-direct the scapegoating process and actively resist
aggressive scapegoating both inside and outside the group boundary.
12.d Participants can identify the phases of group development and leadership
roles that contribute to the collaborative group process.

Program 13, Bill Roller, MA, LMFT, 1 1/2 to 2 hours, Triads Consultant, teacher
and supervisor of psychotherapists of mental health clinics
Program content: The concept of Triads came early in psychotherapy theory.
Virginia Satir focused on the family model of father, mother and child. At the
2015 IHLRN conference, Bill developed a structure by thinking of an individual
having a speaking voice, a part that listens to that voice and an external
observing part that gives feedback on the interaction. This year, Bill will again
return to the Triad model and go deeper into
advantages of using the Triad model.
Learning Objectives:
13.a Participants will be able to better understand VS therapy approaches
including family reconstruction. Specifically, the capacity to resist scapegoating
members !of ones own family (group) is directly related to our capacity to resist
scapegoating those who are perceived as aliens outside our group!
13.b Participants will enhance their knowledge of the Dynamics of a Family
Triad.
13.c Participants will be able to demonstrate Triad model.

Program 14, Walter Zahnd, MSW, 1 1/2 hours to 2 hours, Story Telling &
Sculpting, Professor Emeritus of Social Work, California State University, Chico,CA
Program content: This workshop will present sculpting as a tool to enhance the
clinical practice of professionals. The workshop will focus on two specifics
components of sculpting. First, Story telling and Second experience in Human
Sculpting. Workshop will focus on group participation.
Learning Objectives:
14.a Participants will learn about the relationship between the story and the
sculpt.
14.b Participants will learn hands on by participating in creating the story and
the sculpt.
14.c Participants will participate in a small group experience of going from story
to sculpt.

Program 15, Walter Zahnd, MSW, 1 1/2 – 2 hours, Positive Intention
Professor Emeritus of Social Work, California State University, Chico, CA
Program content: This workshop will present the “light” that Virginia Satir taught
about and wrote about when she said: “When I look at a person it is like I am
looking thru a tunnel and I can see the light at the end.” Virginia Satir’s work
was on making contact with this and supporting its growth. This will be discussed
and identified as the individual’s positive intention. Individual’s will be invited to
begin to look at other behavior by identifying their positive intentions. The
Positive Intention process will be taught, illustrated and practiced.
Learning Objectives:
15.a Participants will learn about VS “light” in the context of Clinical practice of
connecting or not connecting with an individuals “light”.
15.b Participants will learn the internal steps required to connect with other’s
positive intentions.
15.c Participants will learn the steps and begin to practice them in the context of
the workshop.

Program 16, Walter Zahnd, MSW, 2 – 3 hours, The Human Kaleidoscope
Professor Emeritus of Social Work, California State University,
Program content: The Human Kaleidoscope presents a wholistic view of a
human being that is universal and is applicable to the individual over the life
span and culture. It will be taught by including the components found in the
“Iceberg “ metaphor, as well as other teaching from Satir. Walter draws
extensively on his observations of Virginia at work over the year he was traveling
with her.
Learning Objectives:
16.a Participants will be able to identify and define the three components of the
Human Kaleidoscope.
16.b Participants will learn how the HK is useful in both assessment and
intervention.
16.c Participants will understand the HK is universal and across cultures and life
span.

Program 17, Sharon Loeschen, MSW, 1/1/2 to 2 hours, Gang Intervention
Clinical Social Worker, Author of “Satir Process”
Program Content: Five years ago Sharon read an article in the LA Times
describing the work of a Priest/psychologist who was having amazing results
working with teens that were vulnerable to being pulled into the gang life. She
was touched by his work, contacted him and told him about a Satir based
psycho-educational program that Margarita Suarez and she had created that
might add to his work. It was well received and she has been working with gang
interventionists ever since. Out of this work she created a new psychoeducational
workbook that the gang interventionists can use to
teach life skills to their clients. It is called, “Choosing Your Life Story (Life Skills
Training)”. The session will introduce the tool and the participants will experience
exercises from it.
Learning Objectives:
17.a The participant will gain an understanding of how Satir based principles can
be applied to gang intervention.
17.b The participant will gain an understanding of how Satir based skills can be
applied to mentoring skills.
17.c The participant will experience skill practices taken from the “Choosing your
Life Story” workbook.

Program 18, Richard Kennedy, Psy. D, LCP,1 1/2 to 2 hours, The Use of EMDR
Clinical Psychologist
Program Content: Update on the evolution of the use of EMDR in clinical
practice, and a description of the past and current research validating its
effectiveness. The use of EMDR to treat Trauma-adaptive vs maladaptive
resolution of traumatic memories. Understanding the Adaptive Information
Processing model. The differences between dysfunctionally stored and
adaptively stored memories EMDR how it works-accessing maladaptively stored
memory-processing the memory resolution of the memory as client assimilates
adaptive information. What a client experiences before and after processing.
Overview of the 8 Phases of EMDR therapy. The three pronged approach to
treatment (past, present and future focus). The importance of the use of
Touchstone memories in EMDR treatment process. New areas where EMDR is
being used. This would include descriptions of a Positive Feeling State –
Addictions Protocol, Pain Protocol, Recent Events Protocol, and EMDR
attachment focused model to heal the Parent-Child Bond.
Learning Objectives:
18.a Participant will be aware of EMDR as an effective and validated treatment
modality for numerous clinical situations.
18.b Participant will be aware of the development and theoretical underpinnings
of EMDR
18.c Participant will understand the rationale behind the 8 stages of EMDR
Treatment
18.d Participant will learn of the new areas of clinical treatment where EMDR
has evolved in its use in psychotherapy treatment.