AAP - Identity and Transformation: I, We, and Other

How would you like your name to appear on your certificate?

Profession

What activities did you attend at the event?

November 5, 2014 - 2:00PM - 5:15PM

November 5, 2014 - 8:00PM - 9:30PM

November 6, 2014 - 9:00AM - 12:15PM

November 6, 2014 - 2:15PM - 5:30PM

November 7, 2014 - 9:00AM - 12:15PM

November 7, 2014 - 1:45PM - 2:45PM

November 7, 2014 - 3:00PM - 6:15PM

November 8, 2014 - 9:00AM - 12:15PM

November 8, 2014 - 2:15PM - 5:30PM

November 9, 2014 - 9:00AM - 10:30AM

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):

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.

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:

Objective 2: Identify empathic and ethical challenges in working with people of different racial, ethnic, gender, and sexual identities

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: Explore how providing space in psychotherapy to articulate the unspeakable about identity differences

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.

Describe EP and its supporting theories

Demonstrate use of 2 EP Methods

Name 2 obstacle to effective treatment and their correction

Demonstrate use of EP in treatment of anxiety

Explain use of EP in treating trauma vs PTSD

Identify ways in which the creation of a learning community sets a tone for the intrapsychic and interpersonal exploration of issues of diversity and identity

List ways that the large group experience creates a container in which issues of identity and transformation can be safely discussed

Discuss ways that a final large group community experience can help with termination issues following an intensive emotional learning experience

Identify four features of the most developmentally facilitative attachment relationships

Use three self-monitoring questions to help identify the impact on therapy of their own attachment patterning

Explain how to work with the enactments that arise as the attachment patterns of therapist and patient intersect

Identify three components of their identity

List characteristics of the Leader's identity in working group; including providing structure, boundaries and safety, offering encouragement for participation, modeling appropriate and relevant self-disclosure, naming group themes, as well as reinforcing authentic communications among group members

Name personal goals, related to growth and identity transformation, both personally and professionally based upon knowledge of their histories and relational patterns

Discuss barriers to engagement with others who are perceived as "different" from the self, in therapeutic relationships; including expressions of fear, secrecy, shame, hostility, and withdrawal from the group

Describe EP and its supporting theories

Demonstrate use of 2 EP Methods

Name 2 obstacle to effective treatment and their correction

Explain use of EP in treating trauma vs PTSD

Discuss use of EP in treating addiction

Delineate the important components of the group working agreement

Describe how attention to the group's developmental stages increases the impact of leader interventions

Explain the concept of "necessary loss."

Create interventions using "your self vs. your story."

List the characteristics of their identity

State the ways in which they developed the characteristics of their identity

Describe the ways in which they can implement change to their identity

Name significant theories of personality development

Demonstrate a clearer sense of their own self-identity and its origins

Summarize the impact of their self-identity and how they interact with others

List the conflicts arising when oneâ€™s identity is in the process of change

Explain how self-identity is not static

Name 5 common energetic stances used for defense

Explain the neuro-physiological hook-ups that restore balance and energy

List the six steps for entering an altered state of awareness, known as the Cuyamungue Method

Demonstrate three postures from the Hunter-Gatherer era that can promote a sense of wholeness

Choose stances that will ground themselves more fully in the present moment

Describe a common career trajectory that traces a path from early trauma through the â€œcontrolling-caregivingâ€ strategy identified by attachment researchers to the work of the clinician

Explain shame as a two-person phenomenon within the mind of one personâ€”and in this light to recognize their own and their patients projective defenses against shame

List common enactments that emerge in the interaction of the attachment patterning of therapist and their patients

Identify 3 ethical and risk management issues relevant to providing psychotherapy to clients electronically

List 3 effects of providing psychotherapy to clients electronically on core elements of psychotherapy

Describe 3 risk management strategies critical to working with psychotherapy clients electronically

Describe the connections between psychotherapy (narrative approach), professional values/ethics, universal human rights, and self-identity

Discuss how these constructs are applied to a clinical case example focused on positive adolescent identity development

Differentiate between loneliness and being alone

Identify feelings related to isolation and loneliness

Discuss how their isolation relates to their psychological style and how it affects counter-transference and identity

Differentiate a relational model from an interpersonal model and other theoretical approaches

List skills in the embracing of their own experience

Name their ability to help patients to further embrace their own experience

Name unconscious forces shaping aspects of participant's clinical practice

Compare and contrast specific aspects of participant's clinical practice determined by here and now vs. historical and countertransference based approaches

Formulate strategies that assist participant's to shift from their own character driven approaches to their practice to more flexible, patient determined strategies approach to their practice

Describe important elements of their own (family, educational, cultural, social) identities and the effects upon their identity of their trauma history, and relate these historical experiences to their ways of participating present day professional and personal relationships

Identify important elements of other's (family, educational, cultural, social) identitites and trauma history, and evaluate others in-group interpersonal behaviors in the context of relevant history

Compare the therapeutic effects of communicating resonant empathic expressions when others are discussing the ways in which their identity formation has been limited or damaged, vs. expressing judgments and interpretations within a group setting

Demonstrate a clearer sense of their own self-identity and its origins

Summarize the impact of their self-identity and how they interact with others

List the conflicts arising when oneâ€™s identity is in the process of change

Explain how self-identity is not static

Name 5 common energetic stances used for defense

Explain the neuro-physiological hook-ups that restore balance and energy

List the six steps for entering an altered state of awareness, known as the Cuyamungue Method

Demonstrate three postures from the Hunter-Gatherer era that can promote a sense of wholeness

Choose stances that will ground themselves more fully in the present moment

Identify specific developmental tasks and challenges in supervision

Discuss the implications of the unconscious for the supervisory relationship

Demonstrate a deeper understanding of unconscious processes at work in the client/therapist relationship

Demonstrate a basic recognition, theoretically/clinically, of the mutually influencing nature of the supervisory relationship

Differentiate the Buddhist concept of no-self from the traditional psychological concept of the self

Identify and choose mindfulness based strategies as adjuncts to traditional psychotherapeutic interventions

Demonstrate the experiential application of multiplicity to clients in meeting various parts of themselves

Explain and discuss the ways in which the Buddhist concept of no-self may inform the theory and practice of contemporary psychotherapy

Describe the effects of biological, psychological, and social aging on the capacity to work as a therapist

Explain the interaction between the therapist's evolution and the differentiation of the people with whom he or she works

Plan strategies for improving therapeutic effectiveness by consciously employing the increased skills identified

List three therapeutic skills that are increased with age

Identify ways in which the creation of a learning community sets a tone for the intrapsychic and interpersonal exploration of issues of diversity and identity

List ways that the large group experience creates a container in which issues of identity and transformation can be safely discussed

Discuss ways that a final large group community experience can help with termination issues following an intensive emotional learning experience

Delineate the important components of the group working agreement

Describe how attention to the group's developmental stages increases the impact of leader interventions

Explain the concept of "necessary loss."

Create interventions using "your self vs. your story."

List the characteristics of their identity

State the ways in which they developed the characteristics of their identity

Describe the ways in which they can implement change to their identity

Name significant theories of personality development

Differentiate the Buddhist concept of no-self from the traditional psychological concept of the self

Identify and choose mindfulness based strategies as adjuncts to traditional psychotherapeutic interventions

Demonstrate the experiential application of multiplicity to clients in meeting various parts of themselves

Explain and discuss the ways in which the Buddhist concept of no-self may inform the theory and practice of contemporary psychotherapy

List the attributes of unitive awareness

Explain two ways in which unitive awareness can be therapeutic

Describe common defense mechanisms used to avoid being conscious of unitive awareness

Enumerate three procedures to overcome such defense mechanisms

Explain how to engage in at least one procedure to enhance unitive awareness

Define Identity and Aging from existing literature on Identity and on Aging

Describe how the definition of identifying as "old" became societal norms in our country over the decades

Discuss how these societal norms were passed down through the generations of their particular culture and families of origin and how they have impacted them

Compare past identities of "old" with present ones

List ways that new definition of aging put pressures on us to conform (be eternally sexual, productive, etc.)

Identify psycho-sexual milestones in their own develop that facilitate and/or hinder assessing sexual issues in their clinical work

Explain their own and others counter - transferential triggers that impact working with sexual identity issues in individuals, couples, and groups

Demonstrate greater awareness, comfort and ease in discussing sexual health and sexual issues with clients

List various working definitions of Loss, Trauma and Resiliency

Describe the connection of loss, trauma, and resiliency to Identity Formation and Identity Transformations

Identify various theories of Identity and Transformation (i.e., Weinreich & Saunderson 2003, Chapter 1, pp 54â€“61).

Compare how various cultures relate loss, trauma, and resiliency to Identity formation

Discuss their own experiences of loss, trauma and subsequent resiliency (or the lack thereof) and their impact on the participants' own identity formation

Identify and define concepts of "inner light" and "dark forces" inherent in all of us

Describe the tensions that exist between the two theoretically as well as intra-personally

Differentiate between individual inner light/darkness and collective/universal forces of light and darkness

Differentiate the stages and tasks of adult development

Distinguish between the theories of Erik Erikson and Daniel Levinson

Evaluate where oneself is in these developmental tasks

Engage in conversation with other participants about stage attainment, unmet personal expectations, and the 'unfinished' tasks of adulthood

Identify key scientific evidence supporting contemplative based couples therapy

Implement mind/body interventions designed to de-escalate conflict

Describe how to implement experiential interventions designed to cultivate each partner's awareness of feelings, beliefs, and behaviors that promote emotional intimacy

Identify the advantages and limitations of their own as well as other styles of psychotherapy

Compare and evaluate psychotherapy styles used in both group and individual based on attunement to the patient

Explain how to increase awareness and understanding of their own more subtle conscious and unconscious processes

Define the role of large-group identity in international relationship

List the characteristics of extreme religious fundamentalism

Compare the psychology of reparative leaders with the psychology of destructive leaders destructive ones

Explain the intertwining of personal psychology with large-group psychology

Identify interpersonal risk-taking behaviors that promote growth and expend self-knowing and esteem, including self-disclosures, the expression of difficult feelings, the expression of differences with other(s), and discussion of shameful and traumatic histories

Define leadership skills involved in promoting difficult conversations and growthful relationships within the group: i.e. being inclusive of competing and disparate voices within the group, facilitating a full dialogue between members who hold different perspectives, and bridging connections between members, culminating in expanding the healthy group identity

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