Advanced Training Certification Program

ADVANCED TRAINING CERTIFICATE PROGRAM 2025-2026

Apply here.

The Advanced Training Program of the Gestalt Institute of Pittsburgh is a graduate level program that incorporates advanced theory, practical application and experiential learning, case consultation and personal and professional development. It provides an in-depth examination of the theoretical underpinnings of Gestalt therapy and techniques that build upon what was provided in the Two Year Gestalt Training Program for Professionals.

The Advanced Training Program is comprised of 8 weekend modules focusing on intensive learning and practice in the provision of Gestalt Therapy. The curriculum includes specialty treatment areas such as couples and family therapy, addiction, abuse, trauma, diversity, body process, suicidality and ethics. These areas are of special interest to our faculty who will present them with theory, practice and supervision.

We will begin accepting applications in March 2025. If you are interested in applying please contact Dr. Petrone at tpetrone1@verizon.net or Dr. Maura Krushinski at maurakrushinski@gmail.com or call them Dr. Krushinski at 412-310-5737 or Dr. Tom Petrone at 412-310-7180. We are looking forward to talking with you about this unique learning experience. You may also apply here.

Mission Statement: The mission of the Gestalt Institute of Pittsburgh is to educate, enlighten and excite trainees about the theory, integration and application of Gestalt therapy. Our Faculty provides the highest quality programs to individuals seeking training, personal development and support for their professional and personal endeavors. The Institute is guided by belief in the wholeness of human experience, adherence to the highest ethical standards and support of social justice values.

Program Description: This program provides participants with the time and opportunity to develop and practice the foundational skills they acquired in a Two Year Training in Gestalt Therapy at an advanced level. It supports development from a practitioner of Gestalt theory and skills to becoming a more senior and more accomplished Gestalt therapist. The advanced program offers the opportunity for theoretical inquiry, skill development and personal growth experience necessary to integrate Gestalt theory and methodology into each therapist’s personal and professional therapeutic style.

Admission Requirements: *All applications for enrollment are reviewed on an individual, case-by-case basis.

The Advanced training program is designed for mental health professionals who:

Have successfully completed and earned a certificate from a Two Year training program in Gestalt therapy or the equivalent course of studies at a Gestalt Institute (approved by GIP)
Are practicing professionals in direct service or administrative roles in the public or private mental health sector, as well as professionals employed in positions that deal with employees’ emotional and mental health concerns, including but not limited to:
Qualified mental health professionals holding a degree in their respective field at a Masters and/or Doctoral degree level.
Licensed human services professionals including Psychologists, Social Workers, Licensed Professional Counselors and Marriage and Family therapists
Teachers and school counselors in both educational and community settings.
Graduate students preparing for professional careers in mental health disciplines, behavioral sciences, or in the area of human services in which Gestalt methods would be a relevant extension of basic professional competence.
Professionals who are practicing law and specializing in mediation services
Other Two Year Program graduates who are not practicing mental health professionals but meet the basic criteria for admission

Requirements for Acceptance:

2 year training certificate
Faculty interview
Completed non-refundable application, and application fee
Financial contract

Faculty:

This Advanced training program is staffed by The Faculty of the Gestalt Institute of Pittsburgh. The members of the faculty of the Pittsburgh Gestalt Therapy Training Program for Professionals are practicing therapists with a broad base of experience and in-depth study of Gestalt Therapy. They have earned certificates for completing 2-year Gestalt Training programs and have completed advanced Training in Gestalt.

Thomas Petrone, Ed.D. Institute Director, Licensed Psychologist, LPC, NCC
Maura Krushinski,D. Program Director, Licensed Psychologist, LPC, NCC, ACS

GIP Faculty:

Connie Kramer MS.E.D. LPC, NCC
Kristy Carnahan MS.E.D., LPC, NCC
Stephanie Helsel, Ph.D., LPC, NCC, ACS
Marisa Floro, LCSW, C.S.T.

Tuition: Tuition for the Advanced Gestalt Training for Professionals Program is $2,500.00

Payment options:

One payment of $2200. Due by the initial training weekend ($300 savings)
Two payments of $1200. ($2400) First payment due by the first weekend and second payment due the fifth weekend. ($100 Savings)
Eight payments of $312.50 due at the beginning of each training weekend

If you require a different payment schedule, contact us to discuss options ASAP
Please note payment can be paid by cash, or check without any extra fees. PayPal, Venmo or credit card payments are accepted but require a processing fee.

Refund Policy: Cancelations up to 7 days prior to the start of the Advanced Training will receive full tuition refund minus a $30 cancelation fee. Please refer to the Program Financial Contract for complete payment and refund policy details

Continuing Education Credit:

The Advanced program offers the opportunity to earn 96 Continuing Education credits through NBCC. There is no provision for making up missed hours, and CE credit will not be awarded for partial attendance. Credit is awarded for each weekend completed in its entirety.

The Gestalt Institute of Pittsburgh has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5069. Programs that do not qualify for NBCC credit are clearly identified. GIP is solely responsible for all aspects of the program.

No faculty or staff member nor The Gestalt Institute is funded by any entity who would benefit from the presentation of this program.

Please direct application inquiries to Dr. Thomas Petrone:
Tpetrone1@verizon.net or call 412-310-7180

In addition to the general Program Objectives included in this Program Description we have included a document that lists Learning Objectives for each module and supportive current references (including peer reviewed references).

Learning Objectives: After participating in the Advanced Training participants will be able to:

Describe in detail advanced understanding of primary components of the Gestalt psychotherapeutic approach, namely phenomenological-existential theory, field theory, and organismic metabolism.
Demonstrate advanced proficiency in and conduct essential Gestalt interventions including orienting/awareness techniques, integration techniques (empty chair, polarity identification), and projective techniques (dream analysis, fantasy/metaphor visualization exercises) within the context of culturally responsive and clinically informed application.
Demonstrate and practice advanced proficiency in at least two essential Gestalt experiential group interventions, including therapeutic experiments, within the context of a Gestalt systems approach to group dynamics.

Program Overview:

Program Format:

Eight 12.0 contact hour training modules that include:

Education: Lecture, discussion, practice
Practicum: Skill development learning lab – supervised practice
Personal growth and development: Support for personal growth and development

Program Hours – Saturdays 9 to 5 and Sundays 9 to 4

Program Modules Schedule:

2025

Module One: October 11-12 Group Orientation/Contact Styles

Module Two: November 8-9 Theoretical grounding/Creative Adaptation/Figure formation

Module Three: December 6-7 Physical Process

2026

Module Four: January 17-18 Clinical Intentionality/Use of the Gestalt Cycle/Ethics/Suicidality

Module Five: February 13-14 Creative Arts

Module Six: March 14-15 Contact/Polarities/Diagnosis/Top Dog/Underdog

Module Seven: April 4-5 Supervision/Clinical Intentionality

Module Eight: May 2-3 Completing the Cycle – Review and Preparation for the Future

Program Curriculum:

BEGINNING

October 11-12

Sensation

Group Orientation//Process
- Expectations
- Contact Styles – review and self-awareness
- What do you remember from your training?
- Use of theory in your practice – exclusively or blended
- Group Process

November 8-9

Awareness

Theoretical grounding
- Phenomenology/Existential underpinnings
  - Client as the expert; Reduction of Therapist
    - Knows Best
  - The role of Creative Adaption in the Compensating Self
  - Figure/ground
    - Figure formation
    - Figure frenzy
    - Multiple figures
    - Ground understanding
    - Reduction of interpretation

December 6-7

Mobilization of Energy

Physical Process
- Sensory and embodied experience of making contact with the environment
- How the body “keeps the score”
Physical reflection of experience
The goals of physical process work
The physical process experience of the client and therapist in co-created contact
Tracking the physical experience in therapy

MIDDLE

January 17-18

Mobilization of Energy
- Clinical Intentionality
  - Diagnosis and treatment planning
  - Use of the Cycle of Experience – self and others
  - Use of Paradoxical Intention/Theory of Change
  - Use of the experiment
  - Eliminating the Fix It dynamic
  - What makes the work Gestalt?

Ethics and integrity (3 CEU credits offered)

Suicidality – the Ultimate Retroflection (1 CEU credit offered)

February 13-14

Action

Creative Arts
- Role of projection
- The creative experiment
- Self-regulating organism
- Non-interpretive meaning making

March 14-15

Contact

Making Contact with Clients
Recognizing and Honoring Differences
Systems from a Gestalt Perspective
Effective use of Polarities in the Experiment
Top Dog/Underdog dynamic – the Dichotomy Within
Diagnosis from a Gestalt Perspective
Integrated victimization
Resiliency

April 4-5

Integration
- The Whole is Greater than the Sum of its Parts
  - Splitting and Integration
  - Recognizing the Axis II Split
- Supervision
  - Creating supportive ground for the therapist
  - The client as mirrors for the therapist
  - Therapist interruptions to contact
  - Review of above topics
  - Shared Clinical questions/feedback

ENDING

April 2-3

Withdrawal

What comes next
Being a Gestalt Therapist
Staying connected to the theory
Group experience

*** Program Subject to Change ***

**Please note that content on Ethics and Suicidality that is required for licensed Mental Health professionals will be presented during the training in a format that will offer 3 CE credits for ethics and 1 credit for suicidality and suicide prevention at no additional cost.

ADVANCED TRAINING CERTIFICATE PROGRAM

The Advanced Training Program of the Gestalt Institute of Pittsburgh is a graduate level program that incorporates advanced theory, practical and experiential learning, case consultation and personal and professional development. It provides an in-depth examination of the theoretical underpinnings of Gestalt therapy and techniques that build upon what was provided in the Two Year Gestalt Training Program for Professionals.

The Advanced Training Program is comprised of 8 weekend modules focusing on intensive learning and practice in the application of Gestalt Therapy. As we explore the curriculum we will focus on topics including specialty treatment areas such as couples and family therapy, addiction, abuse, trauma, diversity, body process, suicidality and ethics. These areas are of special interest to our faculty who will presentation them with theory, practice and supervision.

The Advanced Training Program offers the opportunity to earn 96 Continuing Education credits. Through NBCC .

This document contains the Advanced Program Outline including Module topics, Learning Objectives and APA style references that were used in the development of each training module.

Module 1: Group Orientation/Contact Styles

Learning Objectives: Based on previous Gestalt Training, the initial module for the Advanced Program provides a rigorous review of the primary elements of Gestalt theory with particular emphasis on Gestalt Contact styles. Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective

Discuss the Historical Context: Describe the origins and development of Gestalt Therapy, including key figures such as Fritz Perls, Laura Perls, and Paul Goodman.
Define Core Principles: Identify and describe the fundamental principles of Gestalt Therapy, such as awareness, here-and-now focus, and the phenomenological method.
Explore the Gestalt Cycle of Experience: Explain the Gestalt Cycle of Experience, including stages like sensation, awareness, mobilization, action, contact, and withdrawal.
Awareness and Present-Centeredness: Demonstrate techniques to enhance clients’ awareness and promote present-centeredness in therapy sessions.
Figure-Ground Perception: Explain the concept of figure-ground perception and its application in Identifying clients’ experiences and issues.
Gestalt Techniques and Experiments: Practice core Gestalt techniques such as the empty chair, role-playing, and bodywork, and identify their therapeutic purposes.
Dialogic Relationship: Compare a variety of therapeutic approached to the dialogic relationship in Gestalt Therapy and how to cultivate an authentic and present therapeutic relationship.
Contact and Boundary Disturbances: Identify common contact and boundary disturbances (e.g., introjection, projection, retroflection, deflection, and confluence) and their impact on the therapeutic process.
Integration of Opposites: Explain the concept of integrating polarities within the self and how this can lead to a more holistic sense of self-awareness and functioning.
Ethical and Cultural Considerations: Discuss ethical issues and cultural considerations in Gestalt Therapy practice, including the therapist’s self-awareness and sensitivity to clients’ diverse backgrounds.

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Gold, E., & Zahm, S. (2020). Buddhist psychology informed Gestalt therapy for challenging times. The Humanistic Psychologist, 48(4), 373–377.

Kellogg, S., & Garcia Torres, A. (2021). Toward a chairwork psychotherapy: Using the four dialogues for healing and transformation. Practice Innovations, 6(3), 171–180.

Klapp, S. T., & Jagacinski, R. J. (2011). Gestalt principles in the control of motor action. Psychological Bulletin, 137(3), 443–462.

Nelson, W. M., & Groman, W. D. (1978). Temporal perspective from the Gestalt therapy assumption of present-centeredness. Psychotherapy: Theory, Research & Practice, 15(3), 277–284.

Rodomonti, M., Fedeli, F., De Luca, E., Gazzillo, F., & Bush, M. (2019). The adaptive function of fantasy: A proposal from the perspective of control-mastery theory. Psychoanalytic Psychology. Advance online publication.

Twohig, M. P., Ong, C. W., Krafft, J., Barney, J. L., & Levin, M. E. (2019). Starting off on the right foot in acceptance and commitment therapy. Psychotherapy, 56(1), 16–20.

Wagner-Moore, L. E. (2004). Gestalt Therapy: Past, Present, Theory, and Research. Psychotherapy: Theory, Research, Practice, Training, 41(2), 180–189.

Perls, F., Hefferline, R. F., & Goodman, P. (1951). Gestalt Therapy: Excitement and Growth in the Human Personality. Julian Press.

Polster, E., & Polster, M. (1973). Gestalt Therapy Integrated: Contours of Theory and Practice. Vintage.

Module 2: Theoretical grounding/Creative Adaptation/Figure formation

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

An Advanced Examination of Theoretical Grounding in Gestalt Therapy

Understanding Core Principles of Gestalt Theory: Identify the foundational principles of Gestalt therapy, including the concepts of awareness, contact, and the here-and-now focus, and how these principles inform therapeutic practice.
Comprehending the Holistic Nature of Gestalt Therapy: Discuss and explain the holistic approach of Gestalt therapy, which considers the integration of thoughts, emotions, behaviors, and body sensations, as well as the importance of the environment and context.
Exploring the Concept of Self and Self-Functions: Demonstrate mastery of the Gestalt concept of the self and its functions, including the id, ego, and personality functions, and how these contribute to the formation of identity and behavior.
Grasping the Phenomenological Approach in Gestalt Therapy: Critique and discuss the phenomenological approach, focusing on the client’s subjective experience and the therapist’s role in helping clients explore and describe their experiences without preconceived notions.

An Advanced Examination of Creative Adaptation in Gestalt Therapy

Facilitating Creative Adaptation in Therapy: Identify techniques that encourage clients to creatively adapt to changing circumstances, using Gestalt experiments and exercises to explore new ways of thinking, feeling, and behaving.
Utilizing Creative Methods to Enhance Awareness: Utilize creative methods, such as art, movement, role-playing, and metaphor, to help clients increase awareness and gain new insights into their experiences and patterns.
Encouraging Spontaneity and Flexibility: Create a model of therapeutic skills that focusses on fostering spontaneity and flexibility in clients, helping them break free from rigid patterns and experiment with new behaviors and perspectives.
Applying Gestalt Principles to Real-Life Challenges: Identify how to apply Gestalt principles and creative adaptation techniques to help clients navigate real-life challenges and transitions, promoting resilience and growth.

An Advanced Examination of Figure Formation and Dissolution

Understanding the Process of Figure Formation: Identify the process of figure formation, where certain aspects of experience become the focus of awareness, and how this process is influenced by needs, interests, and environmental factors.
Exploring Figure-Ground Dynamics: Demonstrate mastery of the dynamics of figure and ground, understanding how the figure (focus of attention) emerges from the ground (background context) and how shifting these dynamics can lead to new insights and awareness.

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Gold, E., & Zahm, S. (2020). Buddhist psychology informed Gestalt therapy for challenging times. The Humanistic Psychologist, 48(4), 373–377.

Kellogg, S., & Garcia Torres, A. (2021). Toward a chairwork psychotherapy: Using the four dialogues for healing and transformation. Practice Innovations, 6(3), 171–180.

Praszkier, R., & Nowak, A. (2023). In and out of sync: An example of Gestalt therapy. Trends in Psychology, 31(1), 75–88. https://doi.org/10.1007/s43076-021-00133-8

Shariat, A., Ghazanfari, A., Yarmohammadian, A., & Solati, K. (2020). The effectiveness of Gestalt therapy on depression, self-differentiation, integrative self-knowledge and positive psychological characteristics in the elderly. Aging Psychology, 6(3), 249–267.

White, B. A., Miles, J. R., Frantell, K. A., Muller, J. T., Paiko, L., & LeFan, J. (2019). Intergroup dialogue facilitation in psychology training: Building social justice competencies and group work skills. Journal of Diversity in Higher Education, 12(2), 180–190.

Widiger, T. A., & Crego, C. (2019). The bipolarity of normal and abnormal personality structure: Implications for assessment. Psychological Assessment, 31(4), 420–431.

Yontef, G. (1993). Awareness, Dialogue and Process: Essays on Gestalt Therapy. The Gestalt Journal Press.

Zoubaa, S., Dure, S., & Yanos, P. T. (2020). Is there evidence for defensive projection? The impact of subclinical mental disorder and self-identification on endorsement of stigma. Stigma and Health. Advance online publication.

Module 3: A Gestalt Approach to Physical Process in Therapy

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

Understanding the Connection between Physical Sensations and Emotional States: Identify how physical sensations and bodily experiences are connected to emotional states and psychological processes, emphasizing the holistic nature of human experience in Gestalt therapy.
Developing Somatic Awareness in Clients: Prepare and practice techniques to help clients develop greater awareness of their bodily sensations, postures, and movements, fostering a deeper connection between body and mind.
Identifying and Working with Body Language and Non-Verbal Cues: Demonstrate skills in reading and interpreting body language and non-verbal cues, understanding how these expressions can provide insights into clients’ unspoken emotions and experiences.
Facilitating the Expression of Emotions through Physical Movement: Utilize physical movement and body-focused exercises to facilitate the expression of emotions, helping clients release pent-up feelings and gain new insights.
Exploring the Role of Breath in Emotional Regulation: Discuss the practice and use breath work as a tool for emotional regulation and grounding, teaching clients how to use breathing techniques to manage stress and anxiety.
Working with Somatic Manifestations of Trauma: Compile a list of ways in which trauma can manifest in the body, learning techniques to help clients become aware of and process traumatic memories stored in physical sensations and responses.
Integrating Mindfulness and Body Awareness Practices: Identify and critique the integration of mindfulness practices with body awareness techniques, helping clients cultivate a present-focused awareness of their physical and emotional experiences.
Addressing Chronic Pain and Psychosomatic Symptoms: Apply the use of physical process techniques to work with clients experiencing chronic pain and psychosomatic symptoms, exploring the psychological and emotional factors contributing to these conditions.
Enhancing Embodied Presence and Authenticity in the Therapeutic Relationship: Identify the manifestations of one’s own embodied presence and authenticity in the therapeutic relationship, using their awareness of physical sensations to enhance their attunement to clients.
Applying Gestalt Techniques to Body-Centered Interventions: Assess the application of specific Gestalt techniques, such as the use of experiments, body scanning, and grounding exercises, to facilitate body-centered interventions that promote holistic he

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Henrichs-Beck, C. L., & Szymanski, D. M. (2017). Gender expression, body–gender identity incongruence, thin ideal internalization, and lesbian body dissatisfaction. Psychology of Sexual Orientation and Gender Diversity, 4(1), 23–33.

Hitti, S. A., Avila, M., McDonald, S. E., Romo, S., Benzel, G. K., Hernandez, R. E., Vazquez, G., Sullivan, T. N., & Corona, R. (2020). The relation between body image perceptions, parental messages, and depressive symptoms among Latinx college students. Cultural Diversity and Ethnic Minority Psychology, 26(3), 412–418.

Junne, F., Zipfel, S., Wild, B., Martus, P., Giel, K., Resmark, G., Friederich, H.-C., Teufel, M., de Zwaan, M., Dinkel, A., Herpertz, S., Burgmer, M., Tagay, S., Rothermund, E., Zeeck, A., Ziser, K., Herzog, W., & Löwe, B. (2016). The relationship of body image with symptoms of depression and anxiety in patients with anorexia nervosa during outpatient psychotherapy: Results of the ANTOP study. Psychotherapy, 53(2), 141–151.

Karazsia, B. T., Murnen, S. K., & Tylka, T. L. (2017). Is body dissatisfaction changing across time? A cross-temporal meta-analysis. Psychological Bulletin, 143(3), 293–320.

MacKenzie, M. B., & Kocovski, N. L. (2010). Self-reported acceptance of social anxiety symptoms: Development and validation of the Social Anxiety—Acceptance and Action Questionnaire. International Journal of Behavioral Consultation and Therapy, 6(3), 214–232.

Newman, S. (2020). Review of Clinical evolutions on the superego, body, and gender in psychoanalysis [Review of the book Clinical evolutions on the superego, body, and gender in psychoanalysis, by J. S. Lieberman]. Psychoanalytic Psychology, 37(1), 86–87.

Rosen, J. C., Reiter, J., & Orosan, P. (1995). Cognitive-behavioral body image therapy for body dysmorphic disorder. Journal of Consulting and Clinical Psychology, 63(2), 263–269.

Rosenmann, A., Kaplan, D., Gaunt, R., Pinho, M., & Guy, M. (2018). Consumer masculinity ideology: Conceptualization and initial findings on men’s emerging body concerns. Psychology of Men & Masculinity, 19(2), 257–272.

Stapleton, P., Crighton, G. J., Carter, B., & Pidgeon, A. (2017). Self-esteem and body image in females: The mediating role of self-compassion and appearance contingent self-worth. The Humanistic Psychologist, 45(3), 238–257.

Summers, B. J., & Cougle, J. R. (2018). An experimental test of the role of appearance-related safety behaviors in body dysmorphic disorder, social anxiety, and body dissatisfaction. Journal of Abnormal Psychology, 127(8), 770–780.

Van de Grift, T. C., Cohen-Kettenis, P. T., de Vries, A. L. C., & Kreukels, B. P. C. (2018). Body image and self-esteem in disorders of sex development: A European multicenter study. Health Psychology, 37(4), 334–343.

Module 4: Clinical Intentionality/Use of the Gestalt Cycle/Ethics/Suicidality

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

An Advanced Examination of Gestalt Clinical Intentionality

Understanding Clinical Intentionality in Gestalt Therapy: Identify the concept of clinical intentionality, which refers to the therapist’s conscious use of self and therapeutic interventions to facilitate client awareness and growth, emphasizing the importance of being present and attuned to the client’s needs and experiences.
Cultivating Mindful Presence and Attunement: Demonstrate skills in cultivating mindful presence and attunement, learning to stay grounded and responsive to the client’s moment-to-moment experiences, and using these observations to guide the therapeutic process intentionally.
Balancing Directive and Non-Directive Approaches: Assess the balance directive and non-directive approaches in therapy, understanding when to actively guide the therapeutic process and when to allow the client’s natural awareness and exploration to unfold.

An Advanced Examination of the Use of the Gestalt Cycle

Understanding and Applying the Gestalt Cycle: Explain the stages of the Gestalt cycle (sensation, awareness, mobilization, action, contact, satisfaction, withdrawal) and learn to identify where clients may be stuck or interrupted, using this understanding to facilitate the client’s completion of the cycle.
Facilitating Awareness and Action through the Gestalt Cycle: Utilize the Gestalt cycle as a framework to facilitate clients’ awareness and action, helping them to recognize and articulate their needs, take effective actions to meet these needs, and process their experiences to achieve closure and satisfaction.

An Advanced Examination of the Gestalt Approach to Ethics and Boundary Management

Demonstrate an understanding of three core concepts of Gestalt theory in recognizing and addressing three common ethical dilemmas
Apply two skills of Gestalt therapy as applied to the ethical decision-making process, diagnosis, and treatment planning while engaging in the provision of mental health services
Demonstrate the use of an ethical decision-making model when providing mental health services.

An Advanced Examination of the Gestalt Approach to Suicide Risk Assessment and Prevention

1. Summarize three interventions for tracking suicidal behavior, feelings, and ideation in the management of suicidal clients

2. Identify two ways to assess for possible environmental and community-based sources of distress leading to suicidality

3. Explain the primary differences between suicide ideation, intent, gestures and attempts

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Gold, E., & Zahm, S. (2020). Buddhist psychology informed Gestalt therapy for challenging times. The Humanistic Psychologist, 48(4), 373–377.

Greenberg, L. S., & Webster, M. C. (1982). Resolving decisional conflict by Gestalt two-chair dialogue: Relating process to outcome. Journal of Counseling Psychology, 29(5), 468–477.

Hallis, L., Cameli, L., Dionne, F., & Knäuper, B. (2016). Combining Cognitive Therapy with Acceptance and Commitment Therapy for depression: A manualized group therapy. Journal of Psychotherapy Integration, 26(2), 186–201.

Nelson, W. M., & Groman, W. D. (1978). Temporal perspective from the Gestalt therapy assumption of present-centeredness. Psychotherapy: Theory, Research & Practice, 15(3), 277–284.

Wagner-Moore, L. E. (2004). Gestalt Therapy: Past, Present, Theory, and Research. Psychotherapy: Theory, Research, Practice, Training, 41(2), 180–189.

Widiger, T. A., & Crego, C. (2019). The bipolarity of normal and abnormal personality structure: Implications for assessment. Psychological Assessment, 31(4), 420–431.

SUICIDE

Maltsberger, J., Schechter, M., Herbstman, B., Ronningstam, E., Goldblatt, M.J. (2015). Suicide studies today: Where do we come from? Who are we? Where are we going? Crisis: The Journal of Crisis Intervention and Suicide Prevention, 36(6), 387-389.

Schembari, B. C., Jobes, D., Horgan, R. (2016). Successful treatment of suicide risk: What helped and what was internalized? Crisis: The Journal of Crisis Intervention and Suicide Prevention, 37(3), 218-223

Sommers-Flanagan, J., Shaw, S. (2017). Suicide risk assessment: What psychologists should know? Professional Psychology: Research and Practice, 48(2), 98-106.

Ethics

Chenneville, T. & Schwartz-Mette, R. (2020). Ethical considerations for psychologists in the time of COVID19. American Psychologist, 75(5), 644-654.

Clement, P. (2013). Practice-based evidence: 45 years of psychotherapy’s effectiveness in a private practice. American Journal of Psychotherapy, Vol 67(1), 23-46.

Elliott, R. (2014). Review of Gestalt therapy in clinical practice: From psychopathology to the aesthetics of contact. Psychotherapy, 51(3), 462-463.

*American Psychological Association. (2003 + 2010). Ethical Principles of Psychologists and Code of Conduct. Retrieved from: https://www.apa.org/ethics/code/principles.pdf

Module 5: A Gestalt Approach to Creative Arts Therapy

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

1. Understanding the Integration of Gestalt Therapy and Creative Arts Therapy: Identify the theoretical foundations of Gestalt therapy and creative arts therapy, understanding how the integration of these modalities can enhance therapeutic processes by combining verbal and non-verbal communication.

2. Utilizing Creative Arts to Enhance Awareness and Expression: Utilize creative arts, such as visual arts, music, dance, and drama, to help clients access and express emotions, thoughts, and experiences that may be difficult to articulate verbally.

3. Facilitating the Use of Metaphor and Symbol in Therapy: Explain the use of metaphor and symbol through creative arts, understanding how these elements can facilitate deeper exploration of clients’ inner worlds and unconscious material.

4. Encouraging Spontaneity and Play in the Therapeutic Process: Design techniques to encourage spontaneity, play, and creativity in therapy, helping clients break free from rigid patterns and explore new ways of being and relating.

5. Working with the Gestalt Cycle through Creative Arts: Utilize the Gestalt cycle (sensation, awareness, mobilization, action, contact, satisfaction, withdrawal) in creative arts therapy, using artistic expression to help clients move through each stage of the cycle.

6. Developing Somatic Awareness through Creative Expression: Demonstrate how to use creative arts to enhance clients’ somatic awareness, helping them connect with their bodily sensations and understand the relationship between physical experiences and emotional states.

7. Exploring Identity and Self-Concept through Creative Arts: Create techniques to help clients examine and express aspects of their identity and self-concept through creative arts, facilitating self-exploration and personal growth.

8. Addressing Trauma and Healing through Creative Arts: Critique the use creative arts as a safe and supportive medium for exploring and processing trauma, helping clients express and release traumatic experiences in a non-verbal and symbolic manner.

9. Fostering Group Dynamics and Community through Creative Arts: Apply creative arts in group settings, understanding how collaborative artistic activities can enhance group cohesion, communication, and mutual support.

10. Ethical and Cultural Considerations in Creative Arts Therapy: Demonstrate an understanding of the ethical and cultural considerations involved in integrating creative arts into Gestalt therapy, including issues related to cultural sensitivity, confidentiality, and the therapist’s role in facilitating artistic expression.

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Gold, E., & Zahm, S. (2020). Buddhist psychology informed Gestalt therapy for challenging times. The Humanistic Psychologist, 48(4), 373–377.

Kellogg, S., & Garcia Torres, A. (2021). Toward a chairwork psychotherapy: Using the four dialogues for healing and transformation. Practice Innovations, 6(3), 171–180.

Kepner, J. I. (1995). Healing Tasks: Psychotherapy with Adult Survivors of Childhood Abuse. Jossey-Bass.

Klapp, S. T., & Jagacinski, R. J. (2011). Gestalt principles in the control of motor action. Psychological Bulletin, 137(3), 443–462.

Nelson, W. M., & Groman, W. D. (1978). Temporal perspective from the Gestalt therapy assumption of present-centeredness. Psychotherapy: Theory, Research & Practice, 15(3), 277–284.

Perls, F., Hefferline, R. F., & Goodman, P. (1951). Gestalt Therapy: Excitement and Growth in the Human Personality. Julian Press.

Polster, E., & Polster, M. (1973). Gestalt Therapy Integrated: Contours of Theory and Practice. Vintage.

Karazsia, B. T., Murnen, S. K., & Tylka, T. L. (2017). Is body dissatisfaction changing across time? A cross-temporal meta-analysis. Psychological Bulletin, 143(3), 293–320.

Rosen, J. C., Reiter, J., & Orosan, P. (1995). Cognitive-behavioral body image therapy for body dysmorphic disorder. Journal of Consulting and Clinical Psychology, 63(2), 263–269.

Module 6: A Gestalt Approach to Contact/Polarities/Diagnosis/Top Dog/Underdog

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

An Advanced Examination of the Gestalt Concept of Contact

Understanding Contact and Awareness: Discuss the concept of Contact in Gestalt therapy, which refers to the process of becoming aware of oneself and others, and the environment. They will explore how effective contact is essential for healthy functioning and self-awareness.
Exploring Contact Styles and Boundaries: Explain the different contact styles, such as confluence, isolation, and introjection, and learn to recognize and work with these styles in therapy. They will also explore the role of boundaries in establishing healthy contact.
Enhancing Presence and Authenticity in Contact: Utilize skills to enhance presence and authenticity in the therapeutic relationship, helping clients become more present and engaged in their interactions with others.

An Advanced Examination of the Gestalt Concept of Polarities

Identifying and Understanding Polarities: Demonstrate ability to employ the concept of polarities, which refers to the existence of opposing forces or aspects within the self, such as strength and vulnerability. They will learn to identify these polarities in clients and understand their significance.
Facilitating Integration of Polarities: Utilize practice techniques that help clients integrate and balance polarities, promoting self-acceptance and reducing internal conflict. This may involve role-playing, dialogue, and other experiential methods.
Using Creative Interventions to Explore Polarities: Prepare creative interventions, such as art, movement, and metaphor, to help clients explore and express their polarities, fostering a deeper understanding of themselves.

An Advanced Examination of Gestalt Diagnosis

Understanding Gestalt Diagnosis: Identify and Assess the Gestalt approach to diagnosis, which focuses on understanding the client’s present experience and process rather than labeling or categorizing symptoms. They will explore the importance of viewing clients holistically.
Using Phenomenological Inquiry for Diagnosis: Critique phenomenological inquiry, using open-ended questions and observations to explore the client’s experience without preconceived judgments or interpretations.

An Advanced Examination of Gestalt Top Dog/Underdog

Exploring the Concepts of Top Dog and Underdog: Identify the concepts of “Top Dog” and “Underdog,” which represent internal conflicts between the critical, controlling aspect of the self (Top Dog) and the passive, submissive aspect (Underdog). They will learn to identify these dynamics in clients.
Facilitating Dialogue between Top Dog and Underdog: Plan methods of facilitating dialogues between the Top Dog and Underdog aspects of the self, helping clients become aware of and resolve these internal conflicts. This process aims to reduce self-criticism and promote self-compassion and acceptance.

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Apodaca, T. R., & Longabaugh, R. (2009). Mechanisms of change in motivational interviewing: A review and preliminary evaluation of the evidence. Addiction, 104, 705–715. doi:10.1111/j.1360-0443.2009.02527.x

Durosini, I., & Aschieri, F. (2021). Therapeutic assessment efficacy: A meta-analysis. Psychological Assessment, 33(10), 962–972. https://doi.org/10.1037/pas0001038

Falvey, J. E. (2001). Clinical judgment in case conceptualization and treatment planning across mental health disciplines. Journal of Counseling &Amp; Development, 79(3), 292-303. https://doi.org/10.1002/j.1556-6676.2001.tb01974.x

Hovmand OR, Storebø OJ, Reinholt N, Gryesten JR, Arnfred SM. What is the effect of using collaborative assessment on symptomatology as an intervention in the treatment of mental illness? A systematic review and meta-analysis protocol. Syst Rev. 2022 Nov 17;11(1):244. doi: 10.1186/s13643-022-02124-x. PMID: 36397127; PMCID: PMC9673370.

Widiger, T. A., & Crego, C. (2019). The bipolarity of normal and abnormal personality structure: Implications for assessment. Psychological Assessment, 31(4), 420–431.

Wiekens, C. J., & Stapel, D. A. (2010). Self-awareness and saliency of social versus individualistic behavioral standards. Social Psychology, 41(1), 10–19.

Williams, E. N., Hurley, K., O’Brien, K., & DeGregorio, A. (2003). Development and Validation of the Self-Awareness and Management Strategies (SAMS) Scales for Therapists. Psychotherapy: Theory, Research, Practice, Training, 40(4), 278–288.

Module 7: Supervision/Clinical Intentionality

Learning Objectives: Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

Gestalt Supervision

Understanding the Role of Supervision in Gestalt Therapy: Describe the function of supervision in Gestalt therapy, focusing on how it supports therapists’ personal and professional development, ensures ethical practice, and enhances the quality of client care.

Exploring the Supervision Relationship: Identify the dynamics of the supervisory relationship, including the roles and responsibilities of the supervisor and supervisee, and how these roles impact the learning and growth process.

Applying Gestalt Principles in Supervision: Apply core Gestalt principles, such as awareness, dialogue, and experimentation, within the supervision context to facilitate deeper self-awareness and skill development for supervisees.

Using Phenomenological Inquiry in Supervision: Create functional practices using phenomenological inquiry to explore supervisees’ experiences, focusing on present-moment awareness and the exploration of emerging phenomena in the therapeutic process.

Enhancing Reflective Practice through Supervision: Create skills to enhance reflective practice, helping supervisees critically examine their clinical work, identify strengths and areas for growth, and integrate new insights into their practice.

Clinical Intentionality

Defining Clinical Intentionality in Gestalt Therapy: Identify core aspects in order to define clinical intentionality and explore its importance in guiding therapeutic interventions. They will learn how intentionality shapes the therapeutic process and helps therapists align their actions with clients’ needs.

Cultivating Presence and Attunement in Therapy: Utilize the ability to cultivate presence and attunement, learning to be fully present with clients and attuned to their emotional and psychological states, thus enhancing therapeutic effectiveness.

Balancing Directive and Non-Directive Approaches: Create a plan on how to balance directive and non-directive approaches in therapy, understanding when to guide clients actively and when to facilitate their self-directed exploration and growth.

Utilizing the Gestalt Cycle in Clinical Practice: Utilize the Gestalt cycle of experience (sensation, awareness, mobilization, action, contact, satisfaction, and withdrawal) to understand and intervene in clients’ processes, enhancing their ability to facilitate change.

Ethical Considerations in Clinical Intentionality and Supervision: Discuss ethical considerations related to clinical intentionality and supervision, including issues of power dynamics, confidentiality, and the importance of maintaining professional boundaries and cultural sensitivity.

Module 8: Completing the Cycle – Review and Preparation for the Future

Learning Objectives: Based on participation and the first 7 modules of the Advanced Training Program, the final module for the Advanced Program provides a rigorous review of the primary elements of Gestalt theory with particular emphasis on review of theory, assessment of competency in application and a critique of each group member’s personal integration of the 8 module training experience. GIP expects that each trainee will demonstrate the depth and breadth of the competency achieved in this post-doctoral level, Advanced Training. Upon completion of this module participants will be able to meet the observable and measurable actions that are embedded within each objective.

Deepening Understanding of Gestalt Theory Principles: Describe understanding of core Gestalt principles, such as figure-ground perception, awareness, and the here-and-now focus, and explore how these concepts evolve and manifest in advanced therapeutic practice.
Exploring Advanced Techniques and Interventions: Identify and refine advanced Gestalt techniques, such as working with paradoxical interventions, creative experimentation, and the use of language and metaphor in facilitating change.
Integrating Gestalt Therapy with Other Therapeutic Approaches: Prepare ways to integrate Gestalt therapy with other therapeutic modalities, such as cognitive-behavioral therapy (CBT), psychodynamic approaches, or mindfulness-based therapies, to create a more holistic treatment approach.
Advanced Work with Polarities and Dichotomies: Design more sophisticated skills in working with polarities and dichotomies, including more complex and nuanced applications in therapy, to help clients achieve greater self-integration and resolve internal conflicts.
Enhancing the Use of Self in Therapy: Plan the advanced use of self as an instrument in therapy, including managing countertransference, using self-disclosure appropriately, and maintaining authentic presence in the therapeutic relationship.
Working with Complex Clinical Presentations: Apply Gestalt therapy principles and techniques to complex clinical presentations, such as trauma, personality disorders, and chronic mental health conditions, tailoring interventions to meet the specific needs of these clients.
Cultivating Advanced Diagnostic and Assessment Skills: Demonstrate refined diagnostic and assessment skills, including the ability to recognize and work with subtle emotional, relational, and somatic cues in the therapy process.
Engaging in Process-Oriented and Relational Therapy: Compare and Contrast the process-oriented and relational aspects of Gestalt therapy, including working with the therapeutic alliance, managing ruptures and repairs, and fostering deep relational work.
Applying Gestalt Therapy in Group and Systemic Contexts: Explain the application of advanced Gestalt concepts in group therapy and systemic contexts, including family therapy and organizational consulting, understanding the dynamics of larger systems and groups.
Engaging in Continuous Professional and Personal Development: Compile a list of continuous professional and personal development skills, including ongoing supervision, training, and self-reflection, to maintain and enhance their skills as advanced Gestalt therapists.

Relevant and recent (past ten years) references including peer-reviewed journal articles and publications

Bourgault du Coudray, C. (2020). Theory and Praxis in Experiential Education: Some Insights From Gestalt Therapy. Journal of Experiential Education, 43(2), 156–170. https://doi.org/10.1177/1053825920904387

Holistic irreducibility: Humanistic practice as the gateway to phenomenal mind. (2022). Journal of Counseling & Development, 100(2), 215–224. https://doi.org/10.1002/jcad.12415

Keum, B. T. (2018). Older adult research in the Journal of Counseling Psychology, The Counseling Psychologist, and Counselling Psychology Quarterly: A 15-year review and implications for research. Counselling Psychology Quarterly, 31(4), 446–459. https://doi.org/10.1080/09515070.2017.1324762

Lee, B. (2017). Language Matters in Counselling Diversity. British Journal of Guidance & Counselling, 45(5), 500–507. https://doi.org/10.1080/03069885.2016.1265914

Lazarin, B. (2019). Identity House and a Gestalt Experiment Revisited. Gestalt Review, 23(3), 282–292. https://doi.org/10.5325/gestaltreview.23.3.0282

Pahlavani, M., & Ashori, M. (2024). Effect of gestalt play therapy on empathy in hard-of-hearing children. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. https://doi.org/10.1007/s12144-024-06134-x

Praszkier, R., & Nowak, A. (2023). In and out of sync: An example of Gestalt therapy. Trends in Psychology, 31(1), 75–88. https://doi.org/10.1007/s43076-021-00133-8

Tucker, P. (2023). Enhancing dialogue about cultural difference through Gestalt group work theory and practice. Gestalt Review, 27(1), 56–78. https://doi.org/10.5325/gestaltreview.27.1.0056

Thomas, M., Crabtree, M., Janvier, D., Craner, W., Zechner, M., & Bussian, L. B. (2022). Bridging religion and spirituality with gestalt psychotherapy to improve clinical symptoms: Preliminary findings using gestalt pastoral care. Psychotherapy, 59(3), 400–404. https://doi.org/10.1037/pst0000425

Tursi, M. M., Sellers, C. R., & Marquis, A. (2022). Managing threats: A grounded theory of counseling engagement in clients with experiential avoidance. Journal of Counseling & Development, 100(1), 14–26. https://doi.org/10.1002/jcad.12401

Wilkinson, B. D. (2023). Understanding experiential awareness in humanistic‐phenomenological counseling. Journal of Humanistic Counseling, 62(2), 145–159.
https://doi.org/10.1002/johc.12196

Statement on Multicultural Considerations and Equitability:

The field-theoretical and the phenomenological tenets as well as the principles of holism take, per definition, cultural differences into consideration. Implicit in its field-theoretical understanding is the fact that human beings are not islands but impacted by social influences as well as impactful on others. With respect to the existential field, each person shares a world with others in a variety of ways contributing to meaning and value. (Kirchner, 2000). As such the faculty of the Gestalt Institute of Pittsburgh are dedicated to conveying respect to all program participants without bias toward gender, physical disability, culture, ethnic origin, spiritual/religious orientation, sexual orientation or other personal differences. It is the expectation of the Gestalt Institute of Pittsburgh that all program participants will exercise the same principles.

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