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AAP Institute and Conference: Millennium III: Time, Transition and The Human Condition
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Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Comfort of rooms.
Overall quality of the meeting.
The educational sessions give a balanced view of therapeutic options, including the use of generic names.
Session was well organized.
The presenter, Bryant Welch, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Stephen Howard, Grover Criswell, Pat Webster, Thomas Weston & Ruth Witters-Green, were well prepared.
The presenters' teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Susan Barrett, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Debra Alvis, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Tom Weston & Nelia Rivers, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Larry Schor, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Robert Roney, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Toby Abrams & Phil Guinsberg, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Avrum Geurin , was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Franklin Abbott, Pauline Rose Clance, Jean Heinrich & Sharon Mathis, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Jack Mulgrew & Rhona Engels, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Allan Elfant & Jennifer Harp, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Grover Criswell, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Leonard Schwartzburd, Robert Allan, John Rhead, David Stone & Robert Weisz, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, John Rhead, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, David Stone, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Robert Weisz & Penelope Penland, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Robert Allan, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, DeeAnna Merz Nagel, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Franklin Abbott, Pauline Rose Clance, Jean Heinrich & Sharon Mathis, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Natan Harpaz, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Jack Mulgrew & Rhona Engels, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Allan Elfant & Jennifer Harp, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Grover Criswell, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Dairlyn Chelette, Carol Queen, Peter Rutter & Jeanne Shaw, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Carol Queen, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Peter Rutter, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Carrell Dammann & Shannon Dammann Downs, were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Mendie Cohn, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Virginia Erhardt, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Lori Oshrain, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Joel Rachelson, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Pamela Finnerty, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenters, Stephanie Ezust & Gus Kaufman, Jr., were well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, DeeAnna Merz Nagel, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Session was well organized.
The presenter, Natan Harpaz, was well prepared.
The presenter's teaching abilities were high.
Teaching methods were appropriate.
Objective 1: Identify the challenges presented to the practice of psychotherapy by the social, biological, technological, organizational, political and historical changes broadly affecting the human condition presently and in the future.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Identify three psychological states used to manipulate voters.
List the effects of mass media on the psychological manner in which voters select their leaders.
Describe the effect political manipulation has had on specific policy development in America including health care.
Describe the historical development of human consciousness and its transitions.
Identify present and changing paradigms relating the individual to multiple communities.
Discuss how to apply this knowledge to the present and future of psychotherapy and its relevance to the larger community.
Identify several assumptions about context and difference that are relevant to therapy.
Describe the Contextual Ecological Feminist Model.
Apply the model to a case study.
Explicate the theoretical tenet that mindfulness practices support the individual in developing a more secure attachment to the self and, thus, to others.
Name three key relational qualities cultivated by the practice of yoga and mindfulness.
Identify specific mindfulness approaches to help individuals connect more deeply with themselves and with others.
Describe the 12 steps.
Relate the 12 steps to significant elements of the psychotherapy process.
Explain how to integrate them into their own professional and personal functioning.
Identify ways in which their own biases and desires affect clinical work.
Identify ways in which hope and uncertainty contribute to client suffering and healing.
Discuss how to integrate social and cultural contexts in their work.
List several existential anxieties.
Distinguish between existential anxieties and those issues related to cultural norms.
Compare diverse orientations to psychotherapy.
Explain how to identify and deal with alienation in the chronically homeless population as compared with our wealthy client population.
Discuss the importance of teaching coping skills for people who feel so alone and alienated.
Examine their own feelings about the chronically homeless and the chronically wealthy, and learn how to begin to work through them.
Discuss what constitutes therapeutic impasses and treatment failures.
Differentiate productive impasses from irreparable ruptures in the therapeutic alliance.
Describe the role of the therapist in the creation and repair of therapeutic impasses and treatment failures.
Identify how fear affects countertransference and mobilizes or paralyzes professional action.
Identify how perceptions of clients and choices about theraputic goals are filtered and/or distorted by the therapist's percieved clarity.
Describe how the therapist's power facilitates and/or undermines perceptions, responses, and theraputic decisions that serve the client's best interests.
Identify their needs for and fears of autonomy.
Identify their needs for and fears of community.
Identify the tensions between their needs for autonomy  and their needs for community.
Discuss the phases of group development and their pertinence to separation and/or intimacy.
Identify characteristics of living in the Now.
Identify the impediments to living in the moment uniquely present in our culture.
Discuss what of these obstacles are part of our technological and high speed culture and what are internally generated.
Identify various trends in technology having an effect on the   practice of psychotherapy.
Describe how these technologies may enhance the participants own practice of psychotherapy.
Identify the limitations of technology in its ability contribute to effective psychotherapy and behavioral medicine.
Describe the early clinical research with psychedelics.
Identify current areas of research with psychedelics.
List several possible future areas of research with psychedelics.
Identify the potential sources of Identity Confusion in virtual therapeutic environments.
Identify two types of therapeutic interactions supported by virtual therapeutic environments.
List several types of benefits and risks that can be encountered by providing therapy in virtual therapeutic environments.
Describe the basic processes underlying Brainspotting.
Name the six steps in Brainspotting.
Name three clinical applications for Brainspotting.
Describe the conceptual framework bringing together psychodynamic and behavioral principles.
List several techniques that are effective in the practice of psychobehavioral  medicine.
Identify the variables at the interface between medical technology and psychobehavioral  medicine.
List several screening and intake considerations with regard to client appropriateness for online therapy.
Identify how the visercal awareness of death affects the therapist's perceptions, judgements and actions in therapy.
Describe the effects of fear, clarity, power, and death on their own clinical functioning.
Describe how to apply this informaiton in making ethical theraputic decisions.
Identify the benefits and liabilities inherent in individual, group and combined psychotherapy.
Choose the appropriate treatment modality based on differential diagnosis of patients.
Explain why focusing on intrapsychic process and interpersonal exchanges within a community of peers provides support for personal evolution as well as development of the community as a whole.
Discuss how exploring current intrapsychic and interpersonal process within a community of peers, simultaneously strengthens autonomy and fosters attachment.
Discuss why in joining with others in community, people must confront their fears of engulfment.
Discuss why, in standing up for their separateness, they must face their fears of rejection and abandonment.
Identify the group factors that help move towards individuation or merger.
Explain the relevance of group leaders to a balance or imbalance in individual being and collective belonging.
Differentiate the dynamic elements from families of origin that increase the ability to cope with chaos and the learning that makes coping more difficult.
Cite parallels between ADD and other forms of anxiety producing disruption.
Apply focusing techniques as a means of teaching grounding and balance in a turbulent culture.
Apply the concept of sex positivity in evaluating methods of assisting patients with sexual concerns.
Identify material from their clinical work that indicates client strivings regarding boundaries and gender roles.
Identify client barriers to establishing appropriate sexual boundaries and sexual self acceptance.
Name several therapeutic approaches to sexual issues.
Identify barriers to sexual self-acceptance in patients.
Apply the concept of sex-positivity in evaluating methods of assisting patients with sexual concerns.
Describe different viewpoints regarding the fixedness versus fulidity of gender roles.
Identify material from their clinical work that indicates the client’s strivings regarding boundaries and gender roles.
Identify material from their clinical work that indicates forces from the cultural surround that can wound or help heal their clients.
Identify factors that influence flexibility and ability to adapt to change in family systems.
Discuss the interaction of social change and change in family systems.
Identify some of the current pressures of social change on family systems.
Define and understand the meaning of bisexuality, Queer Theory, polyamory, and polyfidelity.
Explore the dynamics that determine the choices of a partner and lifestyle.
Evaluate case material that illustrates the concepts discussed.
List the components of sexual identity and describe the transgender spectrum.
Cite the common reactions and family dynamics upon learning of a loved one’s gender variance.
Describe constructive therapeutic methods for supporting and guiding family members toward a balance of self-validation and acceptance of the transgender person.
Explain the differences between sex, gender, sexual affiliation and gender role expression.
List at least four of the central issues that transgendered people struggle with during transition.
Identify vocabulary, bibliography and web resources for patients and colleagues.
Summarize fundamental Psychomotor Theory with a particular focus on the importance of use of the body interactionally in psychotherapy.
Discuss psychomotor theory regarding the polarities of being, power and vulnerability, and the need to integrate and unify them.
Demonstrate mini structures for the causes, symptoms and remedies for the integration of the inner masculine and feminine.
List key facts about aging and learning, working, changes in the brain, and the impact of medical advances on the likelihood of a healthy old age.
Identify key trends in the work/ retirement patterns of people reaching 65 in the next decades.
Describe the changes in sexuality created by the medical/ technical advances, and how this might impact an ever-changing future.
Identify three ways misogyny manifests in ourselves, our clients and the therapy process.
Describe what makes it possible to see and hear examples and effects of misogyny on clients.
Discuss how to move toward respect and appreciation of the feminine.
Explain how to revise current Informed Consent practices to include core factors related to online therapy.
Differetiate between secure and encrypted online communication.
Discuss the importance of touch as a necessary healthy intervention.
Identify appropriate and inappropriate therapeutic touch.
Apply special therapeutic interventions at points of therapeutic impasse.
Objective 2: Identify treatment modalities presently existing as well as those that are in development and potentially emerging that can effectively address the challenges we face at the beginning of the third Millennium.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Please use this space to comment on the session and the individual presenters.
Objective 3: Utilize the new and emerging treatment modalities.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Objective 4: Explain how to integrate the new and emerging treatment modalities into the therapist's existing theoretical conceptual framework.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
Objective 5: Identify the symptoms and other dysfunctional emotional, thought and behavioral patterns that interfere with patient's ability to work, to love and to play.
The above objective has increased my professional knowledge.
The above objective will increase my professional competence.
The above objective will result in changes to performance in my professional practice.
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 mode of education effective for learning?
Was the educational content free from commercial bias?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
If you answered “No” to any of the above questions, please explain:
Were you solicited by sales personnel in an educational room while you attended this educational activity?
If you answered “Yes” to the above question, please explain:
What did you learn during this activity that you intend to integrate into your practice?
List any perceived practice “gaps” (educational needs/topics) you would like further trainings focused on:
Are you interested in basic, intermediate or advanced level trainings?
What barriers might you have that would interfere with implementation of new information from this training?
How can this training be improved to impact your competence or practice?
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