AAP - 2012 57th Annual I&C: The Core of Psychotherapy: Experience in Relationship

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Wednesday, October 24, 2012 - 2:15PM - 5:30PM

Wednesday, October 24, 2012 - 9:00PM - 10:15PM

Thursday, October 25, 2012 - 9:00AM - 12:15PM

Thursday, October 25, 2012 - 2:15PM - 5:30PM

Friday, October 26, 2012 - 9:00AM - 12:15PM

Friday, October 26, 2012 - 3:00OM - 6:15PM

Saturday, October 27, 2012 - 9:00AM - 12:15PM

Saturday, October 27, 2012 - 2:15PM - 5:30PM

Agreement

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

I agree

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

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 in detail (e.g. session title, speaker name, situtation):

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:

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

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

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

Identify the crucial importance of ten relationship variables in discussion with clients, administrators, funding sources and the public

Analyze the current state of research and its importance to the ten relationship variables critique the limitations of RCT’s and the rationales for their use

Identify with clarity and specificity the elements of the therapeutic approaches which have proven to be effective in our own practices

State the main differences in the 3 approaches

Identify 2 major interventions in each approach

Identify alliance related methods in each approach

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

Develop and understanding of spiritually competent psychotherapy and its application to group psychotherapy

Describe current perspectives on integration of therapies in psychotherapy across modalities and theoretical orientations

Summarize the elements that make it more therapeutically conducive to share secrets

Describe the reasons that clients might keep secrets in general

Describe why clients might keep secrets from the therapist in particular

Identify methods we can use to help us to focus on our process by which we can hold ourselves accountable and thus increase our effectiveness

Examine ourselves and identify those motives that make us vulnerable to those with an interest in narrowing and devaluing the work we do

Integrate our learning by developing a plan for applying research findings to the effectiveness of our own clinical work

Discuss their internal experience within an interpersonal exchange

Identify and discuss their current limits within community of peers

Discuss the developing tension that may exist between their needs for autonomy and their needs for community

List defenses they use to hide parts of themselves they fear and dislike

Analyze purposes of defenses used to remain hidden to themselves and others

Explore feelings and thoughts as a result of revealing more of themselves to others

Identify assumptions that guide supervisory principles and interventions

Contrast experiential and relational aspects of supervision with conventional models

Demonstrate their ability to integrate experiential supervisory strategies

State and access the components of experience (Malone) via mindful awareness (Kurtz) and embodied expression

Identify three principle methods for accessing and expressing core experience

List and practice methods of mindful facilitation of presence and dialogue with individual patients, and groups of patients

Identify the principles of a creative performance based approach to clients’ personal growth

Explore the utilization of performance in multiple arenas where human development is involved

Define initial tools for utilizing creativity-based approaches in their therapeutic and work environments

Review what exactly is meant by staying in the present in psychotherapy

Practice implementation of present focus in psychotherapy

Explore and evaluate the value of present focus in psychotherapy

List the 6 basic feeling states and explain how identifying these states can improve communication in emotionally intimate relationships

Explain how understanding the sequential triggering of the 5 negative feeling states can produce behavior change and revise long-held negative misconceptions

Using the feeling state theory as a model, identify a topic, concept or theory that is personally enlivening, and develop engaging ways to introduce this element into therapy and integrate it into the patient's process

Describe the origin and roots of the method “Walking in your shoes” and the steps of the body based process

Express and report the impulses of the bodymind (sensations, feelings, thoughts)

Differentiate between pre-existing intellectual conception and present body sensation

Explain how to increase awareness and understanding of their own and others main character flaw

List the theory and practice of creative stream of consciousness writing in accessing unconscious processes

Identify the unique group process that is created when writing is used to process emotion and defenses

Utilize phenomenological inquiry in establishing a relational psychotherapy with clients

Demonstrate affect and rhythmic attunement with clients

Practice Inter-Subjective contact in an experiential psychotherapy

Describe the process of embracing experience as the core process underlying change across therapeutic approaches

Identify and evaluate a variety of therapeutic approaches to embracing experience

Explain how to gain increased capacity to utilize the process of embracing experience in a variety of ways in their therapeutic work

Review the destructive impact secrets might have on the therapy

Contrast how keeping a secret may be self protective

Recite how the sharing of secrets can be a step toward wholeness

Explore current intrapsychic and interpersonal exchanges within this container provides support for being able to live in the present moment

Explain the experience the value of both joining and individuating within the ongoing discussions within this workshop

State the experience being grounded in their own experience in the moment and be able to discuss this openly within interpersonal exchanges

Explore impact on them of others' self revelations

Define and list previously unconscious and unvalued aspects of themselves

Model for and demonstrate to their patients how the therapeutic relationship can be used to reveal hidden parts of self to produce greater self awareness, self acceptance and capacity for intimacy

Identify assumptions that guide supervisory principles and interventions

Contrast experiential and relational aspects of supervision with conventional models

Demonstrate their ability to integrate experiential supervisory strategies

Utilize the concepts of self-regulation, psychological functions, and affect-attunement in establishing a relational psychotherapy with clients

Demonstrate presence, protection and developmental-understanding with clients

Practice the methods of Contact-in-Relationship in an experiential psychotherapy

Demonstrate the use of art making in an 'opening way' and using it in a 'containing' way

Talk about images in a way that owns projection responsibly/therapeutically

Make art and reflect on it either privately in a journal or out loud about how it reflects you/your life

Identify one’s personal Shadow by looking at transference/counter-transference phenomena, projections, humor, dreams/day dreams, and heroes through small group exercises and video presentations

Compare one’s conscious perceptions to Shadow awareness through small and large group discussion

Uncover one’s personal “gold”, the unrealized Shadow potential, through small group exploration

Describe at least two reasons that you speak sometimes even though it’s not necessarily in the pt’s interest that you are doing so

Identify at least two ways that pts invite you to speak even though it’s not necessarily in their interest that you do so

Identify occasions in which you regretted saying something to a pt that you later learned you had in fact acted in the pt’s interest

Describe the use of a working agreement

Formulate group interventions using group developmental stages

Demonstrate resistance to here and now reality

Describe the ethical importance of self-care

Define one's personal tense of life and the implications for providing psychotherapy

Explain and demonstrate the psychobiology of using the Imago Dialogue

Discuss the western cultural paradigm of “either-or” and compulsive competitiveness and the effect of the same as individuals and couples seek to find healing and personal growth in psychotherapy and like experiences

Discuss and explore the potential for movement to a “yes-and” paradigm and the possibilities for creating healing experiences from the backdrop of this viewpoint

Discuss and explore a theoretical model, which can be taught to clients, concerning how internal healing can be manifested in individuals through experiential therapies and like experiences

Name the phases of the addiction process as proposed by George Koob

Identify the neural circuitry and chemistry of each phase of the addiction process

Describe the indications, efficacy and potential complications of medications that interact with the neural circuits that drive addiction

Summarize basic research findings on the topic of women and money

Describe one technique used for experiential work with women clients on the topic of money

Discuss the pros and cons of group work for women clients in dealing with financial concerns

Explore principles and techniques to develop curiosity in the therapy experience

Detect indicators within the self of the therapist to facilitate the therapeutic process

Practice methods of curious awareness without judgment

Use a simple exercise to gather body information

List 5 basic developmental needs and some ways deficits show up in the body and behavior

Describe a method for redirecting clients toward healing, self-affirming thoughts and behaviors and away from self-deprecation and self-harm

Identify 3 ethical and risk management issues in providing experiential psychotherapy electronically

List 3 components of experiential psychotherapy when working electronically

Describe 3 risk management strategies critical to working electronically

Demonstrate 3 ways writing facilitates well-being

Describe how writing promotes relationships within the self and between therapist and client

Apply writing approaches to expand clinical skills and deepen the therapist-client relationship

Discuss the human need for relationship and why therapy works

Discuss the person of the therapist and their personal strengths and challenges

Use non-verbal communication to express their needs

State briefly, the theoretical basis for the use of images/artmaking in therapy

Describe at least two reasons that you withhold something even though it’s not necessarily in the pt’s interest that you are doing so

Describe at least two ways that pts invite you to withhold something even though it’s not necessarily in their interest that you do so

Identify at least one occasion in which you regretted NOT saying something to a pt that you later learned you had in fact acted in the pt’s interest

Identify and interrupt scapegoating activity

Differentiate a member serving as a container for the group from one being scapegoated

Confront resistances to group termination

Review and clarify the physical dimensions distinctive to each tense: eye gaze, posture, language and affect

Identify the client's intention in the past, present or future, or un-lived life and recommend an action.

Provide skills for facilitating change in the client's tense of life

Discuss and explore how to respect and use a client’s metaphor system to generate healing and growth experiences in symbolic work

Discuss and identify the principal elements and theoretical underpinnings of the Four Quarters Container communications model and its potential for generating healing experiences for primary love relationships

Practice creating communication from the Four Quarters Container model and discuss the practicalities of generating healing and relationship building communication

Specify key events in the history of somatization

Discuss attachment theory and its applicability to illness behavior

Address the relationship between personality disorders, somatization, and attachment style

Identify three components of boundary setting in groups

Verbalize boundaries pertaining to time, members’ contact, and confidentiality as they pertain to a therapeutic groups

Identify important leadership functions in creating a working group; including providing structure and safety, offering encouragement for participation, modeling self-disclosure, naming group themes, as well as reinforcing authentic communications among group members

Compare the therapeutic effects of communicating resonant empathic expressions with others vs. expressing judgments and interpretations within a group setting

Describe resistances to engagement in therapeutic relationship; including expressions of fear, secrecy, shame, and withdrawal from the group

Describe important elements of their own (family, educational, cultural, social) history and trauma history, and relate these understandings with their present day professional and personal relationships

Identify important elements of other’s (family, educational, cultural, social) history and trauma history, and relate these understandings with others’ in-group interpersonal behaviors

Identify personal goals in group, based upon knowledge of their histories and relational patterns

Identify risk-taking in groups, including self-disclosures, the expression of difficult feelings, the expression of differences with other(s), and discussion of shameful and traumatic histories

Identify leadership skills involved in promoting difficult conversations and building cohesion within the group: i.e. being inclusive of competing and disparate voices within the group, facilitating dialogue between members, and bridging connections between members, culminating in creating a working group

Describe the elements of a successful termination within a group, including participants’ expressions of appreciations, regrets, and resentments pertaining to their experiences within the group