AAP-14 2011 Summer Workshop - Stepping into the Void: Psychotherapy Process in Action

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Wed 2:00 pm-5:15 pm

Thu 9:00 am-12:15 pm

Thu 3:00 pm-6:15 pm

Fri 9:00 am-12:15 pm

Sat 9:00 am-12:15 pm

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Please rate the following:

The program was relevant to my work.

Content matched stated objectives.

Usefulness of handouts/AV.

Quality of facilities.

How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?

If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain:

Please rate the speaker(s) as a group. You will have the opportunity to elaborate on an individual speaker in the following question.

Having completed the activity, please rate your ability to meet each of the following overall conference objectives:

Cite ways for helping the therapist tolerate and appreciate moments of being open to new experiences

Discuss how to help patients who are dealing with change, trauma, addiction recovery and loss to construct a new more adaptive, nourishing life structure

Identify the components of relational process and depth psychotherapy

If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:

Having completed the activity, please rate your ability to meet each of the following objectives:

Describe anxiety about and resistance to working with dreams

Identify similarities between automatic waking behavior and dreaming

Identify differences between automatic waking behavior and dreaming

Cultivate the practice of compassion toward self and others to assist with therapist equanimity and full presence with clients’ affects

Identify narcissistic vulnerability to ego wounding and the antidote in open-hearted presence

Compare stance of clinging and resistance of uncertainty with the stance of relaxed presence and openness

Identify the different steps in a person's change process

Discuss the importance of taking risks in order to get more of what is needed and wanted out of life

Explain how to guide patients through the scary process of risking and changing interpersonal behaviors

Differentiate between a high-structure and low-structure group

Explain the concept of risk-reward ratios as it relates to active vs. non-interventional group psychotherapy leadership

Describe their own group persona and how it relates to their leadership style preferences

Describe philosophical and psychological foundations of questions regarding the concept of change and the connection between experience and change

Discuss phenomena related to experiencing self in previously unknown ways

Describe expansion and contraction in individual and group process

Describe customary ways of relating to others in ambiguous situations

Identify the safety/security they get from having a role

Describe ways unexpected events affects their relational style and psychotherapeutic effectiveness

Identify the elements of the ‘unknown’ in another’s story

Describe the process of active listening that facilitates coming to know the other and to developing a shared understanding of the other’s experience and its implications

Describe the process of making genuine present contact with the other

Demonstrate the relationship between stone carving and psyche’s defenses

Compare and contrast the relationships between feelings and behaviors or actions during periods of unknown and uncertain territory

Explain how judgment can affect process and outcome of decision making

Explain how to resist the urge to rush into superficial understanding of the other

Explain how to stay with uncertainty more fully and become more comfortable with risking stepping into the fertile void

Discuss tolerance and appreciation of the self and other when stepping into the fertile void

Describe the inherent characterological basis for resistance to loving

list their most predominate behaviors that protect and defend from loving rather then invite loving

Practice new behavioral skills that invite loving rather then defending against it

List of experiences which might awaken covert death anxiety in ourselves and our patients

Discuss fears which may be associated with death

Summarize Yalom’s theories regarding the ability to overcome the terror of death which, according to him, is distinct from the fear of death

State the basic moral principles that serve as the foundation for ethical decision making in psychotherapy

Describe a model ethical decision-making process that incorporates basic principles of critical thinking and risk-benefit analysis

Identify potential ethical dilemmas and boundary crossings that occur when therapists or clients are in periods of uncertainty, transition, or crisis

Describe the psychological stages of pilgrimage and their connection to stages in group psychotherapy

Describe the advantages of incorporating walking/hiking (or movement) into group and individual psychotherapy

List the personal growth and psychotherapy benefits of outdoor experiences (therapy occurring outdoors)

List universal characteristics of dreams

Identify differences between universal and specific characteristics of dreams

Describe the metaphorical nature of dreams

List three Buddhist techniques for helping clients to stay with their fears, emptiness and uncertainty

Compare a Buddhist formulation of a client issue with a Western psychological formulation

State the four limitless qualities in Buddhist thought, and identify when they are relevant to clinical material

Describe how to possible provide interpretations and feedback to another in a direct fashion

Discuss how to listen to and utilize feedback constructively in creating something better

Explain the importance of courage and honesty in significant relationships

Differentiate between the stages of the change process

Cite options for describing to clients the necessity of taking risk to bring about real and lasting relationship changes

Demonstrate examples of taking risks in a group setting

Identify different leadership styles and the advantages of each way of leading

Associate an individual's needs in a group with that person's leadership style in a group setting

Identify common obstacles to group development, as well as how to remove them, and how to help others to remove them

Compare a model of change with the concept of “flow,” with attention to examples that arise in the group

Identify three or more strategies for facilitating creativity, growth, and well-being in the context of tolerating risk or the unknown

Discuss parameters for applying these strategies in clinical practice

Describe how shame is produced when expected positive affect is not forthcoming and how to apply these lessons to their practices

Describe how challenges in their personal life affect relational style and their work with patients

Summarize the parallels between group process, individual process, and how to work with clients facing destabilizing unexpected challenges

Distinguish between when a client is inviting contact/allowing vulnerability and when the client is creating blocks and defending/protecting against contact when they are relating their experience

Identify moments when they as therapists are open and leaning into the ‘inter-subjective space’ to better understand the other

Explain how to assist both parties the speaker and the listeners to work toward understanding and contact

Explain how psychological integration produces different outcomes in a circumstance without much external structure

Describe why stone carving is a psychological metaphor for one’s life encounters with unclear paths and circumstances

Identify the characteristics which define the dynamics of the creative process as it applies to Jungian theory and practice

Define professional self-reflection

Describe the components of relational competency in psychotherapy

Identify behaviors of self-awareness that are foundations of therapeutic effectiveness

Present and utilize a group working agreement

Describe resistences to "immediacy"

Explain how to interrupt attempts to scapegoat

Describe the new degree of freedom when writing personally or professionally using this method

Discuss how listening to one's inner voice can translate into a new writing ability

Discuss new ways to give valuable, non-critical feedback to others

Outline the normal process of individuation and differentiation throughout the life cycle

Identify pivotal points of individuation/differentiation in their own lives and those of their patients

Identify obstacles to individuation/differentiation in their lives and those of their patients

List several emotional reactions to a client’s death

Describe the usual sequelae of a client suicide

Name the stages of grief

Describe the usefulness of therapist’s subjectivity as a tool for grasping another’s subjective world

Define professional self-awareness and self-monitoring

Summarize the existential choices of stepping into the group process experience

Describe the process of "accounting"

Describe the use of "roles" in the group's development

Facilitate a balanced termination

Explain how to access emotionally laden life stories from early untapped memories

Discuss learn writing tools that will allow them to connect with their unconscious

Identify the consequences of individuation/differentiation

Discuss the consequences of failing to individuate/differentiate

Explain how to therapeutically resolve obstacles blocking individuation/differentiation

Identify the major issues faced upon a client’s death

Discuss the ramifications of a client’s death

Describe how to enhance one’s emotional repertoire upon a client’s death

Identify the basic tenets of adventure-based counseling

List the key elements of a well-designed, trust-building adventure program

Define eustress

Identify their own sexual maps

Describe how their hesitations impact their work as therapists

Name at least two sexual practices or experiences that they do not engage in themselves

Discuss the elements, usage and power of art therapy in the therapeutic environment

Describe the fears of judgment and shame while moving into a process, lacking confidence about the outcome

Discuss the value of art as a tool for eliciting unconscious emotional and traumatic experiences

Identify and label core issues and self-defeating patterns of behavior that emerge when experiencing stress or uncharted life changes

Identify therapist-based reactions to patients' material or relational style that cause the therapist distress

Identify the positive and self-limiting aspects of the patient’s relational style and the manner in which these particular destructive elements is defeating the patient’s ability to reach desired goals

Describe character development and formation by entering into newer, alternative roles/affective states

Discuss current topics in relational psychotherapy related to their lived experience of role and affect in a dramatic production

Compare the centrality of uncertainty in the therapeutic process with the risk of entering into the temporary alternative world of a staged play reading

Describe the effects of anticipated loss upon the emotional and physical well-being of their clients

Identify the psychological defenses that they use to endure the anticipation of great loss

List ways to continue to stay emotionally present in their own lives and in client sessions while assimilating or experiencing or integrating the loss of a family member or friend

Identify the types of patients and types of diagnoses that would benefit best from the pilgrimage experience, movement during psychotherapy, outdoor groups

Describe the psychological stages of pilgrimage and their connection to stages in group psychotherapy

Describe the advantages of incorporating walking/hiking (or movement) into group and individual psychotherapy

List the personal growth and psychotherapy benefits of outdoor experiences (therapy occurring outdoors)

Identify the types of patients and types of diagnoses that would benefit best from the pilgrimage experience, movement during psychotherapy, outdoor groups

Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the educational content scientifically sound?

Was the educational content free of commercial bias?

Was the mode of education effective to learning?

How much did you learn as a result of this educational program?

What did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient problems or patient challenges do you feel you are not able to address appropriately or to your satisfaction?

What problems are your patients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient outcomes?

Additional comments: