AAP - 2013 58th Annual Institute & Conference

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Profession

What activities did you attend at the event?

Oct. 23 - 2:15 - 5:30 PM

Oct. 23 - 9:00 - 10:15 PM

Oct. 24 - 9:00 - 12:15 PM

Oct. 24 - 3:00 - 6:15 PM

Oct. 25 - 9:00 - 12:15 PM

Oct. 25 - 3:00 - 6:15 PM / 2:00 - 5:30 PM

Oct. 26 - 9:00 - 12:15 PM

Oct. 26 - 3:00 - 6:15 PM

Agreement

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

I agree

Please rate the 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:

Distinguish between method and relationship research and describe 10 aspects of relationship that have been demonstrated to be effective

Detail 6 factors that can be used to tailor treatment approach to individual clients

Discuss how participants currently tie non-diagnostic assessment to altering their approach

Summarize a theoretical approach that postulates an idiosyncratic characterological basis for resistance to loving

Discuss the origins of protection as understood through Attachment Theory concepts

Analyze dysfunctional patient behaviors by using concepts such as Relational Carbon Monoxide Poisoning, and Programmed Historical Experiences

Differentiate and diagnosis structural level emotional problems from higher-order neurotic or psychotic problems

Discuss key parameters associated with the development of a “good enough environment” for psychotherapeutic efforts

Identify key components of a healthy working through process for traumatic events

Evaluate the group composition for cohesion

Review the activation and illumination of the here and now within the group

Summarize three elements of the group’s culture

Analyze and describe the developmental forces which go into the creation of psychopathic psychological organizations

Identify the presence of psychopathic tendencies and forces at work

Identify and analyze psychopathic transactions as they are occurring

Describe and distinguish reactance and resistance. Measure reactance level and delineate possible alterations of technique based on reactance level

Differentiate and assess two major coping styles, 4 attachment styles and discuss matching treatment approach to these styles

Describe how participants may change their engagement style, focus and structure with particular clients based on client traits

Confront defenses that are based on a "false self"

Develop skills in exploring situations involving "necessary loss"

Provide respectful support for the emotional experience of "necessary loss"

Define developmental stages of the individual as well as the family, the interaction of two dynamics and new developmental tasks emerging from need to balance both

Adjust one’s therapeutic approach depending on the developmental stages and the transitional aspect of the stages

Differentiate between pathological and normal aging processes and how it influences therapeutic work

Name and be able to compare and critique at least three different definitions of “compassion”

Collect at least two specific methods for cultivating compassion that can be taught to others

Explore the intentional practice of self-compassion as a therapeutic skill

List three elements necessary to produce positive outcomes for marital or couples therapy

Discuss various therapeutic and cognitive approaches to working with patients Programmed Historical Experiences

Critique and integrate approach in working with their more difficult resistant couples

Identify group boundaries

List the eleven therapeutic factors of a group

Define a corrective emotional experience

Express how they are reacting to the unknown territory of a new group of people

Share their feelings and thoughts about the events taking place in the here-and-now group interactions

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

Describe the major differences between more categorical and more inferential/dimensional approaches to conceptualizing personality differences and psychological suffering

Formulate the psychologies of their clients in a more nuanced way than descriptive diagnosis allows

Conceptualize personality organization, personality disorder, and established psychological syndromes via dimensional, inferential, and biopsychosocial concepts

Identify and demonstrate essential boundaries for establishing “safety” within a process group

Demonstrate and practice showing compassion toward fellow group members to facilitate self-acceptance

Explain role of accountability in forming and maintaining group boundaries

Apply an understanding of workaholism to clinical practice

Identify and self-diagnose issues with workaholism

Generate preventive and management strategies for compulsive working

Increase awareness and understanding of how creative writing helps self knowledge

Increase support and offer reactions aimed at diminishing pain

Teach practical thinking and tools that can be used to diminish past hurt

List principle methods of emotional avoidance in family businesses and the impact on organizational efficiency

Select useful methods of facilitating dialogue between family co-workers

Identify appropriate interventions to improve emotional regulation in the workplace and reduce conflictual interactions

Describe three ways in which an understanding of fractal geometry can enhance the clinical process of psychotherapy and elucidate the effect of psychiatric medication on health and illness

List three elements of movement and how these manifest during the process of therapy

Discuss, from firsthand experience, how these concepts can deepen the experience of the present moment and share this experience with other participants

Describe the major differences between more categorical and more inferential/dimensional approaches to conceptualizing personality differences and psychological suffering.

Formulate the psychologies of their clients in a more nuanced way than descriptive diagnosis allows.

Conceptualize personality organization, personality disorder, and established psychological syndromes via dimensional, inferential, and biopsychosocial concepts

Utilize their understanding of the clinical material for formulating answers to managed cost utilization review programs that will result in securing additional sessions for treatment

Discuss boundary and transference-related material associated with the idea that “it’s the object relationship, not the interpretation that cures”

Review in depth technical alliance and timing matters associated with the therapy process that promotes working through of self-ruptures

Identify the connection between responsibility and caring

Develop tolerance and compassion for one’s own insecurities

List the connections between responsibility and personal freedom

Develop, identify, and describe various working definitions of Accountability and Shame

Develop, identify and describe working definitions, along with their connection between, Accountability, Boundaries and Compassion

Identify their own experiences of accountability versus shame

Demonstrate accountability to others via interpersonal dialogue

Discuss the principles of Experiential Psychotherapy during the present moments of establishing relationships with others

Openly critique ability for compassion

Analyze the existing literature and identify the variables underlying the process of change across various theoretical orientations

Practice the process of more fully embracing experience

Observe and critique demonstrations of the process of embracing experience

Identify when responding with compassion vs. wisdom

Differentiate between compassion and wisdom

Discuss psychological style and where it falls on the continuum between compassion and wisdom

Demonstrate Gifted Compassionate Therapy as a useful context for qualifying the ‘angst’ within the human condition

Identify the ‘absolutes’ of GCT

Interpret the four manifest functions that make up the human positioning system (HPS) and remove ego as the ‘default’ compass

Write two examples of “generational shame”

Indicate correct research findings and limitations related to multi-cultural practice

Identify cultural factors influencing therapeutic relationships

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Identify new understandings about what they have learned about their typical roles and choices in group settings

Define and list previously unconscious and unvalued aspects of themselves

Notice when and how they have stretched beyond the boundaries of their previous tendencies in group settings

Identify how each of us is part of nature and how we transcend it

List the distinctions between immature and mature love

Recognize how a person’s task in life is to give birth to him/her authentic self

Explain the differences between Accountability and Shame, including theories and research on the neurological imprinting that is different for both

Apply information to the treatment of the individuals, couples and groups in your practice, with the goal of reducing Shame and enhancing Accountability, the usage of Boundaries in the pursuit of greater self and other Compassion

Distinguish between the Affective experience of Accountability as well as for Shame, and the Behavioral impact on Boundaries and Compassion

Practice the process of helping others to more fully embrace experience

Practice helping patients embrace experience from the inside-out and from the outside-in

Receive feedback about your practice

Practice moving towards the less familiar side of the compassion/wisdom continuum

Identify what counter-transference they are experiencing that facilitates an imbalance between compassion and wisdom

Practice learning compassion or wisdom techniques to regain balance and connect with self and others more effectively

Explain the rules that govern family systems

Identify family dynamics that can cause symptoms in families

Describe the benefits of family constellation work

Describe in depth the clinical issues surrounding the therapist’s experience of loss

Differentiate the complex dynamics that arise in the face of the therapist’s experience of loss, as they relate to the questions of accountability, boundaries and the therapist’s compassion for her patients and colleagues

Utilize a new model for understanding the transference-countertransference issues inherent in the experience of the therapist’s loss

Compare formulations relying solely on internalization with those that attend to the ongoing events of the person’s life

Describe how active intervention methods can be utilized in combination with depth psychological formulations

Describe how the therapist’s efforts integrate attention to the patient’s past and present

Articulate ethical guidelines useful for determining therapist behavior around intimacy in psychotherapy, including use of touch, self disclosure and others

State examples of challenging ethical situations in psychotherapy

List decision-making points in determining psychotherapist’s behavior around ethical issues pertaining to psychotherapy

Investigate and describe psychopathic dynamics in the therapist (participant), and their possible effect on the therapeutic relationship

Identify and test out possible interventions and techniques in the therapy to confront psychopathic behavior

Evaluate the limitations and strengths available to a therapist (participant) in dealing with psychopathic forces in the therapeutic encounter

Create opportunities to be able to freely join and/or individuate within an interpersonal relationship

Formulate and express in developing I-Thou relationships

Define boundaries of this time limited experience

Identify important leadership functions in creating a working group.

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

Objective 1: Demonstrate the centrality of the role of Accountability in psychotherapy and psychotherapeutic relationships

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

Objective 2: Raise the participants' awareness of how the relational Boundaries create positive and negative effects on the therapeutic process

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

Objective 3: Create healthy conversation about ways to maximize the positives and minimize the negatives in therapeutic encounters

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

Objective 4: Explore ways in which space is created or limited in therapeutic relationships

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

Please answer the following:

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

Was the educational content scientifically sound?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

Was the mode of education effective to learning?

If you answered "No" to any of the above questions, please explain.

Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?

If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):

Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?

If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):

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

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

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

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

Basic

Intermediate

Advanced

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/client outcomes?

Additional comments: