SCTRI - 18th Systems-Centered Annual Conference

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Profession

What activities did you attend at the event?

Pre-Conference Weekend Institute

Full Week Training (301-IC, 401-IC & 502-IC)

Large Group

Monday - Friday Early Morning Training/Full Morning Training

Monday Late Morning Training

Tuesday Late Morning Training

Wednesday Late Morning Training

Thursday Late Morning Training

Friday Late Morning Training

Intermediate/Advanced Mon & Tue Morning Training

Intermediate/Advanced Wed - Fri Morning Training

Intermediate/Advanced Mon - Fri Morning Training

Monday Afternoon Workshops

Tuesday Afternoon Workshops

Thursday Afternoon Workshops

Friday Afternoon Workshops

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.

Objective 1: Experience how the method of functional subgrouping changes how groups typically deal with 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.

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: See how the world is different when we see systems rather than just people

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 what happens when we go compliant and when we go defiant

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 the symptoms of anxiety and the skills to undo anxiety

Identify tension in the body, describe the function of tension and how to let go of tension

Discriminate between feelings coming from thoughts vs. feelings coming from the here-and-now direct experience

Use SCT methods to come into the present, work in the present, and modify defenses in the present context

Subgroup functionally by joining on similarities, rather than separating from and rejecting differences

Define "noise" in verbal communication systems

Produce Avoidance (noisy) behavior and Approach (congruent) behaviors

Produce behaviors representing the Personal, Factual and Orienting columns of the SAVI Grid

Name three SAVI behavior sequences (Alerts) that signal emerging noise in the communication system

Practice strategies to reduce communication noise in at least 3 common redundant sequences

List 1 similarity and 1 difference between Complex Responsiveness Processes' and SCTâ€™s view of uncertainty

Describe one way the SCT protocol for undoing anxiety can help take up roles in organizations

List one driving and one restraining force for using the SCT Phases of Development map to make sense of our experience in organizations

List one way the SCT notions of Role, Goal and Context help to stay curious at the Edge of the Unknown

Practice using Functional Subgrouping to experience emergence in a task group

Differentiate disgust experientially from anger and other emotions

Differentiate disgust theoretically from basic emotions

Practice bodily regulation of disgust

Practice awareness of inner boundaries

Analyze how disgust relates to one-up and one-down roles related to authority

Demonstrate ability to introduce functional subgrouping to a group

Demonstrate ability to use SCT protocols for undoing distractions, anxiety, tension, depression, outrages, and role-locks

Apply a basic understanding of the theoretical context for the use of SCT protocols

Create a force field to analyze what helps or hinders the application of protocols

Demonstrate ability to provide feedback based on facts, not opinions

Develop ability in shifting from person to member in a developing group in each of its phases of system development

Utilize leadership and membership roles working in the context of a peer task-focused group

Explore and weaken the restraining forces in shifting from person to member

Explore hatred of authority

Explore the role relationships with external authority and oneâ€™s internal authority

Describe leader interventions in creating a working SCT group

Discuss the leader's use of methods and techniques of SCT in relation to the group's movement through the early phases of development

Create a force field of leader behaviors as driving or restraining forces toward the development of all system levels (M,SG,GAW)

Discuss leader interventions and consequent behavioral data in relation to the Theory of Living Human Systems

List 3 examples of member, subgroup and group-as-a-whole behaviors as reflections of phase of group development

Analyze SCT interventions and relate to driving and restraining forces in the phases of system development

Identify a predictable hierarchy of defense modification

Describe observations and apply experience to a Theory of Living Human Systems and systems-centered practice

Compare isomorphy between group being observed and observing group

Assess effectiveness of functional subgrouping in advanced training group (Authority Issue Group)

Describe the unique challenge of relating to the large group context

Apply skills in relating to the large group context in a way that increases the potential to include (rather than exclude) diversities

Demonstrate a practical understanding of the unique challenge of relating to the large group context

Practice using functional subgrouping to recognize and integrate differences instead of ignoring or scapegoating them

Describe one driving and one restraining force to large group functioning that you observed

Apply the skill of functional subgrouping to contain differences necessary for the group as resources for growth, as an alternative to stereotyped subgrouping that occurs spontaneously in response to differences and personal defenses

Apply the skill of exploring experience in the here-and-now as differentiated from the feelings generated by familiar cognitive misconstructions of reality

Demonstrate skills for reducing anxiety

Demonstrate skills for reducing tension

Demonstrate skills for reducing depression

Demonstrate member behaviors that contribute to building a systems-centered group that explores current experiences

State specific behaviors that are driving forces for maintaining member role

Discriminate (as evidenced by naming) different behavioral outputs from one's inner person roles (survivor and explorer) versus interperson roles (a.k.a. member roles)

State at least 2 restraining forces to taking up membership (functional interperson roles) in an experiential training group context

Assess how one's own behaviors can be a driving or restraining force towards systems goals

Describe the concept of an old unadaptive role

Construct a force field to explore the driving and restraining forces related to exploring and undoing old roles

Describe specific behaviors which are driving or restraining toward the goal

Describe the benefits and the costs of old unadaptive roles

Analyze the one-up/one-down roles in the authority phase

Apply the concept of a member role to practice shifting from one's personal experience to one's experience in a larger context

Use the method of functional subgrouping to test the hypothesis that discrimination and intergration of difference contributes to survival, development and transformation

Discuss the similarities and differences in experience at different system levels: person, member, subgroup and group-as-a-whole

Identify and reduce the restraining forces appropriate to the phase of development

Articulate fresh ways of taking up membership by exploring and reducing stereotyped habits of membership

Recognize and reduce restraining forces to moving into member role by exploring boundary between person and member systems in context of the phase of system development

Apply SCT methods and techniques to reduce restraining forces in group development

Practice containing person system experience as potential resource for group development

Apply force field structure to organize observations of group development as well as to oneâ€™s driving and restraining forces for moving from person to member role

Assess group implicit goals and phase of development from force field data

Describe three goals of the Container role

Name three internal behaviors that support the Container role

Name three verbal behaviors that support taking the Container role

Name one criterion for lightening the work of a subgroup

Name one criterion for deepening the work of a subgroup

State one goal of functional subgrouping

Apply two behaviors that support functional subgrouping

Describe one impact functional subgrouping has on the communication climate

Describe how the theory of Living Human Systems (TLHS) introduces an innovative approach to the existing person-centered, member-centered, leader-centered and group-as-a-whole approaches currently used in the field of psychology

Define the major constructs of System Hierarchy and System Isomorphy

Describe the SCT method of Functional Subgrouping and use it to enable the discrimination and integration of differences as an alternative to ignoring or scapegoating them

Describe the fork-in-the-road as a method to vector energy

Apply explaining versus exploring as a fork-in-the-road

Practice using the fork-in-the-road method

State the connection between theory (TLHS) and practice (SCT)

Practice thinking systems and not just people

Describe and diagram the essential system variables identified in a theory of living human systems

List the three sources of anxiety identified in SCT

Describe the discrimination between mind reads and negative predictions

Describe the discrimination between anxiety that defends against experience and anxiety at the edge of the unknown

Practice consulting within a ten-minute frame

Discuss the difference between vectoring the consultation to the person and vectoring it to the problems the consultee has in his or her role in a specific context

Employ centering as the first step in developing a mutual system between the consultant and the consultee

Describe the theoretical underpinnings of the distraction exercise

Practice the protocol of the distraction exercise

Describe how the distraction exercise contributes to building a system

Identify active verbal behaviors defining communications

Decribe the SAVI grid as a form in which different kinds of communication behaviors can be identified

Give examples of verbal behaviors serving as either driving or restraining foces to the transfer of the information contained within the communication

Demonstrate a basic theoretical understanding of force fields through group discussion

Construct a force field by identifying a goal, and driving and restraining forces to that goal

Use the force field in problem-solving to move toward a goal

Explain the phases of system development defined by SCT

Describe at least one developmental challenge inherent in each phase

Describe and apply the hierarchy of defense modification weakening restraining forces relevant to the phases of system development

Discriminate observable data from opinions and stories

Describe Kurt Lewinâ€™s concept of a force field and how it relates to system development from an SCT perspective

Practice using force fields to clarify implicit and explicit goals of a system

Practice using the skill of functional subgrouping in a group, building a context where members join on similarities, while differences are contained and explored, rather than scapegoated

Apply the concept of role, goal and context in the system, by using the distraction exercise to bring energy across the boundaries in time, space and reality so individuals take up their member role in a given context

State and apply the fork-in-the-road technique that helps build the discrimination between explaining or exploring an experience

Apply an understanding of the goal and vector of a protocol to the specific steps

Apply an understanding of the theoretical context for the use of SCT protocols

Apply an understanding of the Phases of System Development to the use of SCT protocols

Describe the relationship of Structural, Functional and Vectoring interventions to System development

Describe the hierarchy of defense modification and its relationship to the Phases of System Development

Center myself with a somatic, emotional and empathic centering meditation

Through subgrouping, identify triggers and behaviors associated with my adaptive and functional roles in the context of the world-as-a-whole

Utilize centering meditation to shift from person to member role

Identify my role and the goal of my role in working with(in) a group in an organization

Use a force field to analyze an OD intervention in relation to the group's goals

Describe one idea for how I might apply what I have learned from SCT to my work in organizations

Describe one impact functional subgrouping has on the communication climate

Assess the impact of functional subgrouping on conflict resolution where differences of opinion are high

Practice functional subgrouping where opinions are the major differences

Identify the difference between a survival and an adaptive role

Describe two communication patterns signaling survival and adaptive roles

Give one example of an output from an internal role and its relationship to uncertainty

List three common readjustment challenges facing veterans

Explain how SCT's theoretical underpinning and structured approach can help veterans transition to civilian life

State how SCT can help veterans manage the type of uncertainty that they encounter in civilian life

Describe at least one driving, and one restraining, force toward the goal of sitting with uncertainty and allowing the process to emerge when doing SCT psychotherapy

Discuss two advantages of using the concept of â€œpsychotherapy systemâ€ when conceptualizing the change process that occurs in psychotherapy

State one method I could use to collect data if I chose to do a research study in my practical work

Discuss interventions as hypotheses which can be tested by looking at the relationship between prediction and outcome

Describe how the context of an intervention (i.e., the phase of system development) will influence the outcome

Explain how thinking through the system (person, member, subgroup, group as a whole) to which an intervention is aimed helps a clinician or consultant take up their professional role

Discuss the influence of survival roles and curious observer roles on end-of-life planning at various system levels (e.g., person, family, medical team)

Describe the driving and restraining forces to end-of-life planning

Discuss strategies for reducing the restraining forces to end-of-life planning at various system levels

Describe one survival role in relation to politics

Name two restraining forces to taking up membership ina political system

List two adaptive roles as a citizen in my community

Describe two SCT interventions appropriate to apply in a given phase of development of a large organization

Analyze the potential usefulness of SCT leadership interventions in an organization with which I am familiar

Describe two potential organizational goals that could be impacted with SCT interventions

Identify one driving and one restraining force for me as a new trainer

Identify one way to reduce a restraining force in my taking up a training position

Demonstrate the role of "uncertainty at the edge of the unknown" in SCT theory

Compare SCTâ€™s terms of "mind reads" and "negative predictions" to Brownâ€™s use of the phrase â€œThe story Iâ€™m making upâ€

Discuss how Brownâ€™s concept of clarity of values can be used to complement the SCT protocols

Describe how empathy and self-compassion are important in both Brownâ€™s work and SCT in managing defenses that arise at the edge of the unknown

Describe how to build a reality-testing system in individual SCT therapy

Describe what subgrouping in individual therapy looks like

Give examples of how the therapistâ€™s Person-as-a-Whole system can be used to assess phase of development of the therapist-client system

Describe the driving and restraining forces for a person living with cancer to explore oneâ€™s fear of death and stay curious at the edge of unknown

Discuss when, how, and which SCT interventions to use when fear of death arises in a group of people living with cancer (and people in general)

Describe the experiences of a member in a support group that uses functional subgrouping

Describe at least two applications of SAVI at work

Assess the impact of different SAVI strategies in relation to my role in the context and the goal of the context

Name at least two verbal behaviors that support my being curious when applying SAVI at work

Differentiate disgust experientially and theoretically from anger and other emotions

Practice bodily regulation of disgust

Analyze how disgust relates to inner authority

List two driving and two restraining forces to taking a global perspective on geo-political shifts and climate change

Describe the feeling of uncertainty at the edge of what is not known

List two action steps I can take to care for the earth

Analyze the difference between the role systems of person, member, and person-as-a-whole

Contrast the subjectivity of the survivor roles with the objectivity of the curious observer roles

Describe how different roles relate to different levels of the person system hierarchy

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):

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: