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AMEDCOT - 2017 I&C: Psychotherapy Relationship: What Works?
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The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
The instructor was knowledgeable about the content
The instructor used the technology effectively
The instructor was presented the subject matter clearly
The instructor was responsive to participants
CHES MEMBERS ONLY -- Please enter your CHES ID#
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):
Having completed the activity, please rate your ability to meet each of the following objectives:
Comprehend the conceptual framework for this experiential body-oriented therapy.
Name needs that correspond with body sensations and movements.
Summarize how to help clients externalize their inner blueprint into enrollments of parts of themselves.
Discuss emerging understandings of components of the psychotherapy relationship as they pertain to each individual and their work as a psychotherapist
Define the subjective experience of client and therapist through the lens of the large group process
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Apply concepts, measures, and research findings concerning individual differences in adult attachment, various aspects of attachment
State the theoretical and research literature on adult attachment and be conversant with the key concepts, controversies, and new directions in attachment research
Explain the use of attachment concepts in assessment, case formulation, and therapy itself
Talk about and manage or influence one’s own and a client’s attachmentrelated thoughts, feelings, and behaviors
Relate what is presented concerning attachment theory and research to what is discussed in the speaker’s subsequent workshop and the other plenary speakers’ talks (e.g., mentalization, working alliance).
Compare the therapeutic effects of communicating resonant empathic expressions with others vs. expressing judgments and interpretations in creating therapeutic relationships
Discuss patients’ barriers to building therapeutic relationships; including fears, secrecy, shame, hostility, and withdrawal from engagement
Predict the ways countertransference shows up in the psychotherapy relationship as it emerges in a large group process
Evaluate the ethics of therapist self-disclosure by way of large group process on the psychotherapy relationship
Explain the theoretical and research literature on adult attachment and be conversant with the key concepts, controversies, and new directions
Explain the use of attachment concepts in assessment, case formulation, and therapy itself
Explain how to think about one’s own and a client’s attachment-related thoughts, feelings, and behaviors
Tell how best to relate to clients with certain kinds of attachment issues and how to intervene in the context of individual and/or couples therapy
Relate what is presented concerning attachment theory and research to what is discussed in the workshop leader’s and other plenary speakers’ talks (e.g., mentalization, working alliance)
Explain why, when we enter a relationship with a preconceived idea of how relationships go, we can intentionally or unintentionally, play out a role based on our childhood relationship with our parents or siblings and invite our patient to play the complementary role, and vice-versa (especially).
Differentiate how the patient sees us versus how we view ourselves. For example, when we become the “omnipotent guru” while the patient takes the role of “eager know-nothing,” both therapist and patient don’t get to discover their our own power and competency in the therapy.
List certain roles that a person with a traumatic history of being abused plays out—for example, a person who had to accept in childhood that it is okay for an angry parent to beat them develops “helpless victim,” “abuser” or “passive bystander” roles.
Demonstrate how the social roles we learn in severe trauma and abuse situations can lead us to pair off with someone who will continually switch between the “victim” and “abuser” roles with us, resulting in a perpetual repetition of a neverending, mutually harmful entanglement.
Compare the continuation of this cycle due to the “passive bystander” roles we and/or the patient learned from those who stood by as we and/or our patients suffered in childhood.
Differentiate between mentalization and pseudomentalizationthinking and reacting
Name the common non-mentalizing interactive patterns that arise in couples and families
Demonstrate and match mentalization interventions relative to the couple or family member’s ability to mentalize
Model the “unknowing” posture and the capacity to “reboot” within the dynamic of the couple’s or family’ problematic interactions
List at least 5 ways that a therapist’s and or client’s father or fathering relationships can affect the therapy relationship
Explain the predominant father dynamics in the therapist’s and their clients’ important relationships
Outline techniques for addressing and healing father-child dysfunction as it manifests in other relationships, including the therapy relationship
Discuss how fathering interacts with how the therapist and patient tolerate affective states
List how fathering is masculine or feminine in the therapist’s and the patient’s paradigms
Demonstrate knowledge of changes in sexual functioning that occur with age
List three changes in sexual expression that can occur with age
Describe two approaches to inviting clients to discuss their sexual issues
Describe two instances where the therapist became aware of changes in sexual expression
Describe three instances where clients share sexual exchanges
Identify three personal or cultural assumptions, feeling or beliefs guiding your own attitudes and practices related to the online world, social media or the use of technology in practice
Identify three ethical principles relevant to the use of social media and technology in clinical practice
Identify three ways to protect the safety and confidentiality of clients in the digital world
Describe three ways that providing therapy to clients electronically impacts the core elements of psychotherapy
Define Gender nonconformity
Differentiate between gender, sex, sexuality, and gender role
List strategies for confronting their own particular blocks to seeing the gender continuum
List the most appropriate things to reveal in psychotherapy
Differentiate between ethical and unethical revelations
Predict when to reveal themselves in therapy
Describe personal examples of countertransference and transference in the consulting room
Identify clues to when unconscious forces are governing the relationship dynamics of both therapist and patient
Identify the childhood origins of the roadmaps guiding relationship styles and behaviors
Describe different styles of communication
Use additional skills for discerning “open” and “closed” methods of relating
Recognize the nuances in pivotal words
Discern and implement a heightened ethical consciousness, with an enhanced intention and commitment to making this pervasive in the psychotherapy they offer their patients
Identify, evaluate, and describe the influence which their own personal psychotherapies have had in shaping WHO they are and HOW they themselves practice psychotherapy
Discern and describe the experiential sources and models of their most powerful positive, productive, healing and transformational personal therapy
Utilize senses other than sight to experience what may have been missed in connecting with clients in the development of the therapeutic relationship
Discuss research about core components of the therapeutic relationship and the role vision plays in developing these components
Experience how the vulnerability of losing sight impacts the closeness of the group
Identify three characteristics shared by long-term friendships and successful psychotherapy
Identify three requirements for establishingand maintaining long-term friendships and strong therapeutic alliances
Discuss three challenges shared by long-term friendships and long-term psychotherapy
Describe and contrast different group leader theoretical styles including psychodynamic (group as a whole), existential, relational, and experiential
State conditions and timing for when a group leader intervenes vs observes
Demonstrate knowledge of the existential stages of the group development
Define mentalizing as a mental process
Differentiate mentalizing from metacognition and other psychological constructs
State the developmental origins of mentalizing
Discuss the relationship between mentalizing and epistemic trust
Evaluate the importance of mentalizing as a central psychotherapy process
Identify three components of creating safety in the work: setting boundaries pertaining to time, members’ contact, and confidentiality as they pertain to a therapeutic relationship
Identify important leadership functions in creating a therapeutic group as well as reinforcing authentic communications and connectivity between group members
Describe the best ways to deal with client reactions to therapist self-revelation
Discuss the counter-transferential component of self-revelation
Define what the shadow is and how it affects self-revelation
Explain how experiences outside the therapeutic relationship shape our expectations, reactions and experiences within the patienttherapist relationship
State the role of professional supervision in exploring transference and counter-transference issues
Differentiate more effective and less effective ways of exploring and responding to transference and counter-transference experiences
List the rich variety of ways clients communicate beyond words
Recognize the role of transference and counter transference in the contamination of communication
Define how backgrounds influence relational patterns
Discern and describe the experiential sources and models of their most powerful negative, disappointing, harming and traumatizing personal therapy
Discern the components of heightened ethical consciousness
Develop an enhanced intention and commitment to interleaving these components throughout their work
Evaluate their own progress in implementing the above
Explore how losing the data acquired through sight impacts the therapeutic relationship
Identify personal barriers and resistance to utilizing non-visual senses in working with clients and in relating to others in the therapist’s life
Compare and contrast the experience of connection without sight and connection with sight
Describe and discuss the experience of having an impaired sense
Discuss how attending to non-visual components in the therapy room connect with the evidence about growth through the therapeutic relationship.
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Demonstrate working in the here-and-now
Demonstrate and describe relational interventions
Contrast working with a patients strength vs weakness or dysfunction
Demonstrate an understanding of the mentalizing problems of borderline personality disorder
Name mentalizing and non-mentalizing interventions in clinical practice
Develop and maintain a mentalizing therapeutic stance
Use some basic mentalizing techniques in everyday clinical work
Name three characteristics of addiction that are analogous to story lines in fairy tales
Summarize pre-existing psychological vulnerabilities that can result in the rapid mood alteration of addiction being more compelling for populations that become addicted as compared with populations that do not become addicted
Summarize predictable challenges to the therapy relationship in the early stages of psychotherapy when working with someone with addiction
Identify 4 ethical principles relevant to understanding your racial identity and biases
List 4 significant historical periods of racial discrimination in the U.S. and connect the impact of those eras to contemporary racial issues
Define white privilege and evaluate its impact on both people of color and white people in the US
Locate personal level of racial identity development using the applicable racial identity model
List and illustrate some of the relationship options which clients may need your help in exploring
Describe and contrast various monogamous and consensually non-monogamous relationship formats
Diagram the interaction patterns within various non-monogamous relationship forms
Model non-judgmental responses to the discussion of clients’ relationship choices
Explain some of the benefits and challenges that come with each type of relationship choice discussed
Describe one of the mechanisms of action related to adverse childhood events and midlife disease
List three brain structures implicated in the traumatized brain
Use group process to choose reciprocity and visceral safety
Describe the professional code of ethics mandates around maintaining relationship boundaries
Identify the ethical dangers of drifting outside of the boundaries of the therapy relationship
Describe the process of analyzing and evaluating an ethical problem related to the therapeutic relationship
Identify the similarities between actual addictions and more general, driven ways of thinking, feeling and behaving
Identify and describe the differences between actual addictions and more general, self defeating feelings, thoughts and behaviors
Describe where they are on the addiction continuum
Understand/define ‘breath work’ as a tool for self-examination, self-awareness, and selfregulation
Utilize paradoxical intention as a positive, affirming tool
Practice/demonstrate yoga , meditation, kirtan as centering/grounding tool
Identify at least three therapist relational behaviors that improve the effectiveness of psychotherapy
Describe three patient matching dimensions that enhance treatment outcomes
Explain how to avoid the use of discredited relationship behaviors that contribute to dropout and failure
Identify therapist challenges in maintaining supportive connection in the large group process
Demonstrate examples of successful and unsuccessful therapeutic interactions in the large group process
Identify personal goals, and risks necessary for them to build therapeutic relationships, based upon knowledge of their histories and relational patterns
Identify interpersonal risk-taking behaviors in groups, including self-disclosures, the expression of difficult feelings, the expression of differences with others, and discussion of shameful emotions/behaviors
1
Use group process to claim ownership of body, mind, and soul
Describe three ways yoga compliments psychotherapy
Achieve proper alignment in four yoga poses
Discern the difference between an ethical relational dilemma versus a clinical and transferential dilemma
Participants will be able to identify their own personal danger zones related to ethical drifting
Apply the process of evaluating an ethical problem via real time case examples
Describe the pleasures, importance, and value of their self-defeating patterns
Evaluate the emotional costs of maintaining their self-defeating patterns
Explain how they can apply their deepened understanding of their own and each other’s addictive patterns to their work with their clients
Use reframing as a powerful tool for defensiveness
Practice mindfulness as a strategy to access feeling
Determine a client’s treatment and relationship preferences in ways that improve outcomes
Assess reliably a client’s stage of change within one minute and tailor treatment to that stage
Tailor therapy to a patient’s level of reactance, thereby decrease dropouts
Explain the importance of Borderland consciousness with regard to the human community, Nature, and Global Warming
Demonstrate the rudiments of applying a Borderland understanding of psyche to clinical practice
Explain the importance of the Navajo healing model with regard to the dynamic relationship between Nature, healer, and patient
Demonstrate the rudiments of applying the Navajo healing model to clinical practice
Describe feeling safe and open to the group experience
List three examples of feelings associated with countertransference in the therapeutic relationship
Describe three ways to use countertransference to enhance the therapeutic relationship
Identify at least one area of your own countertransference with a patient in your practice
Report increased ease in discussing your feelings with a patient
Discuss the ways in which early trauma or encouragement block or disinhibit creative expression and risk-taking
Describe how therapeutic, non-critical alignment through understanding the feelings projected into artistic endeavors can forge positive transference
Plan therapeutic interventions aimed at releasing more primitive aspects of the self, without shame
Demonstrate examples of successful and unsuccessful interpersonal interactions in therapy
Demonstrate greater understanding of how their relational style affects the therapeutic relationship
Define how their subjective experience affects the therapy
Describe three individual areas that she/he finds difficult/shaming or is at ease with conducting an assessment of sexual issues with clients
List three personal sexual values that inhibit or facilitate speaking directly with clients about the client’s sexual concerns, interests, and erotic functioning
Compare and contrast their own sexual countertransference issues with those of other workshop participants and describe, in real time, the ways in which these ‘therapist centered variables’ hinder or promote client progress
Explain a theoretical understanding of men’s fears of women and their underlying causes
Describe psychological, developmental and sociological causes of men’s fears of women
Discuss some of their own fears of women, and/or recognize them and understand them more fully in others
Recognize some of the indications of men’s fears of women in their clinical work
Formulate treatment strategies to help men and couples overcome these fears in the service of greater intimacy
Identify feelings that they experience in relationship to the patient, particularly subtle feelings with are not obviously related to the patient
Locate consistencies and areas of congruence between their feelings and feelings that the patient has experienced, or that other people have experienced in relationship to the patient
Determine whether their feelings are reflective of the patient’s own feelings, the feelings that other’s have felt towards thee patient, or aspects of the therapist’s own emotional life history that may have been activated in the psychotherapy relationship
Discuss emerging understandings of components of the psychotherapy relationship as they pertain to each individual and their work as a psychotherapist
Define the subjective experience of client and therapist through the lens of the large group process
Predict the ways countertransference shows up in the psychotherapy relationship as it emerges in a large group process
Evaluate the ethics of therapist self-disclosure by way of large group process on the psychotherapy relationship.
Identify therapist challenges in maintaining supportive connection in the large group process.
Please tell us about any session you found particularly good or bad
Please tell us about any objective you feel we accomplished well or poorly. 
Please tell us about any presenter you found particularly good or bad
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?
PHARMACIST need to answer this question.  Notice to ACPE Professions:  In order for us to report your hours to your ACPE dahsboard, you MUST provide us with your NABP ID (123456) and your DOB (MM/DD format). Please be sure you enter these information accurately, or hours will be be uploaded to your dahsboard. 

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?

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?

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