AAP - 2017 I&C: Psychotherapy Relationship: What Works?
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What activities did you attend at the event?
Sunday, October 15, 2017 - 6:00PM - 9:00PM
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T1: Ecopsychology
Monday, October 16, 2017 - 9:00AM - 5:00PM
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T1: Ecopsychology
Tuesday, October 17, 2017 - 9:00AM - 5:00PM
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T1: Ecopsychology
Wednesday, October 18, 2017 - 9:00AM - 10:00AM
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T1: Ecopsychology
Wednesday, October 18, 2017 - 2:00PM - 5:15PM
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T1a: Transformational Integrative Group Psychotherapy: A Training Institute
Wednesday, October 18, 2017 - 7:30PM - 8:45PM
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Opening Experience & Community Meeting
Wednesday, October 18, 2017 - 9:00PM - 10:00PM
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Scholarship Process Groups
Thursday, October 19, 2017 - 9:00AM - 12:15PM
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Plenary: Research on Attachment Processes in Close Relationships
Scholarship Process Groups
Thursday, October 19, 2017 - 1:45PM - 2:45PM
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Community Meeting
Thursday, October 19, 2017 - 3:00PM - 6:15PM
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#1 An Attachment-Theoretical Perspective on Therapists, Clients, and the Client-Therapist Relationship
#2 Attachment Roles: Keeping Them Alive in the Room
#3 "I Know What My Partner Is Thinking!": Moving the Troubled Couple from Certainty to Curiosity
#4a Fathering: From Emotional Stabilization to Spiritual Guidance
#5 The Dance of Sex and Aging for Therapists and Clients: Increased Capacities
#6 The Tangled Web of Social Media, Technology and Therapy: New Challenges for the Therapy Relationship (Ethics)
#7 Relating Outside the Box (Diversity & Ethics)
#8A Therapist Self-Revelation and the Psychotherapy Relationship (Ethics)
#9A Who Are You? Who Am I? Navigating the Currents of Transference and Counter-Transference in the Therapeutic Relationship
#10A Finding a Language of Connection
#12A What Do We Not See That Could Work?
#13A Women Valuing Women: Long Term Friendships
#14A The Good Shepard: The Psychotherapy Relationship in Group Therapy
T1b: Transformational Integrative Group Psychotherapy: A Training Institute
Friday, October 20, 2017 - 9:00AM - 12:15PM
-- Select an Activity --
Plenary: Mentalizing: A Core Process in all Psychotherapies
Scholarship Process Groups
Friday, October 20, 2017 - 1:45PM - 2:45PM
-- Select an Activity --
Community Meeting
Friday, October 20, 2017 - 3:00PM - 6:15PM
-- Select an Activity --
#8B Therapist Self-Revelation and the Psychotherapy Relationship (Ethics)
#9B Who Are You? Who Am I? Navigating the Currents of Transference and Counter-Transference in the Therapeutic Relationship
#10B Finding a Language of Connection
#12B What Do We Not See That Could Work?
#13B Women Valuing Women: Long Term Friendships
#14B The Good Shepard: The Psychotherapy Relationship in Group Therapy
#15 Mentalizing for Borderline Personality Disorder
#16 We're Not in Kansas Anymore: The Psychotherapy Relationship in Addiction and Recovery
#17 Ethical Perspectives on Racism: What Therapists Need to Know (Diversity & Ethics)
#18 Beyond Coupledom: Consensual Non-Monogamy and Polyamory: What is the Role of the Therapist in Exploring Client's Relationship Options?
#19A Work in Progress: Self Care from the Inside Out
#22A Kundalini Yoga: An Exploration of What Works
#4b Fathering: From Emotional Stabilization to Spiritual Guidance
Saturday, October 21, 2017 - 9:00AM - 12:15PM
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Plenary: Psychotherapy Relationships and Responsiveness That Works
Saturday, October 21, 2017 - 2:00PM - 5:15PM
-- Select an Activity --
Scholarship Process Group
#14C The Good Shepard: The Psychotherapy Relationship in Group Therapy
#19B Work in Progress: Self Care from the Inside Out
#22B Kundalini Yoga: An Exploration of What Works
#23 Personalizing Psychotherapy: A New Therapy for Each Patient
#24 Borderland Consciousness: A New Clinical Paradigm Reflected in a Dialogue Between Western and Navajo Clinical Approaches
#25 Illusion and Reality: Navigating the Territory of Countertransference; Love, Hate and Apathy
#26 Artistic Endeavors as a Road to Confront Character
#27 What Does and Does Not Work in Relationships: An Experiential Group
#28 Sexual Countertransference in the Psychotherapeutic Relationship: An Experiential Group to Facilitate What Works
#29 Men's Fears of Women
#30 Whose Feeling Is It Really?
Sunday, October 22, 2017 - 9:00AM - 10:30AM
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Closing Community Meeting
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Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was presented the subject matter clearly
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The instructor was presented the subject matter clearly
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was presented the subject matter clearly
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was presented the subject matter clearly
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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No
The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was responsive to participants
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The instructor was responsive to participants
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
Yes
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The instructor was presented the subject matter clearly
Yes
No
The instructor was responsive to participants
Yes
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The instructor was knowledgeable about the content
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The instructor used the technology effectively
Yes
No
The instructor used the technology effectively
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No
The instructor was presented the subject matter clearly
Yes
No
The instructor was responsive to participants
Yes
No
The instructor was knowledgeable about the content
Yes
No
The instructor was knowledgeable about the content
Yes
No
The instructor used the technology effectively
Yes
No
The instructor was presented the subject matter clearly
Yes
No
The instructor was responsive to participants
Yes
No
The instructor was responsive to participants
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No
The instructor used the technology effectively
Yes
No
The instructor was presented the subject matter clearly
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No
The instructor was knowledgeable about the content
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The instructor was responsive to participants
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The instructor used the technology effectively
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The instructor was presented the subject matter clearly
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The instructor was knowledgeable about the content
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Previous
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Objective 1: Demonstrate greater understanding of how the therapist’s own relational style impacts the therapeutic relationship
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Describe the indigenous-based psyche and life cycle wheel
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
State the benefits and applications of Council Process to the practice of psychotherapy
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Describe the history and importance of ritual in the human journey
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Identify uses of Ecopsychology in personal and professional life
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Articulate intentions for use in personal and professinal life
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Previous
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Objective 2: Identify evidence-based components that support a secure psychotherapeutic may contribute or detract from the psychotherapeutic relationship
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Previous
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Objective 3: Discuss the complexities of transference and countertransference and how these factors may contribute or detract from the psychotherapeutic relationship
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Comprehend the conceptual framework for this experiential body-oriented therapy.
Excellent
Very Good
Good
Fair
Poor
Name needs that correspond with body sensations and movements.
Excellent
Very Good
Good
Fair
Poor
Summarize how to help clients externalize their inner blueprint into enrollments of parts of themselves.
Excellent
Very Good
Good
Fair
Poor
Discuss emerging understandings of components of the psychotherapy relationship as they pertain to each individual and their work as a psychotherapist
Excellent
Very Good
Good
Fair
Poor
Define the subjective experience of client and therapist through the lens of the large group process
Excellent
Very Good
Good
Fair
Poor
Apply concepts, measures, and research findings concerning individual differences in adult attachment, various aspects of attachment
Excellent
Very Good
Good
Fair
Poor
State the theoretical and research literature on adult attachment and be conversant with the key concepts, controversies, and new directions in attachment research
Excellent
Very Good
Good
Fair
Poor
Explain the use of attachment concepts in assessment, case formulation, and therapy itself
Excellent
Very Good
Good
Fair
Poor
Talk about and manage or influence one’s own and a client’s attachmentrelated thoughts, feelings, and behaviors
Excellent
Very Good
Good
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Poor
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).
Excellent
Very Good
Good
Fair
Poor
Compare the therapeutic effects of communicating resonant empathic expressions with others vs. expressing judgments and interpretations in creating therapeutic relationships
Excellent
Very Good
Good
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Discuss patients’ barriers to building therapeutic relationships; including fears, secrecy, shame, hostility, and withdrawal from engagement
Excellent
Very Good
Good
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Predict the ways countertransference shows up in the psychotherapy relationship as it emerges in a large group process
Excellent
Very Good
Good
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Poor
Explain the theoretical and research literature on adult attachment and be conversant with the key concepts, controversies, and new directions
Excellent
Very Good
Good
Fair
Poor
Explain the use of attachment concepts in assessment, case formulation, and therapy itself
Excellent
Very Good
Good
Fair
Poor
Explain how to think about one’s own and a client’s attachment-related thoughts, feelings, and behaviors
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
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Poor
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)
Excellent
Very Good
Good
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Poor
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).
Excellent
Very Good
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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.
Excellent
Very Good
Good
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Poor
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.
Excellent
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Good
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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.
Excellent
Very Good
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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.
Excellent
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Differentiate between mentalization and pseudomentalizationthinking and reacting
Excellent
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Name the common non-mentalizing interactive patterns that arise in couples and families
Excellent
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Demonstrate and match mentalization interventions relative to the couple or family member’s ability to mentalize
Excellent
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Model the “unknowing†posture and the capacity to “reboot†within the dynamic of the couple’s or family’ problematic interactions
Excellent
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Demonstrate knowledge of changes in sexual functioning that occur with age
Excellent
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List three changes in sexual expression that can occur with age
Excellent
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Describe two approaches to inviting clients to discuss their sexual issues
Excellent
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Describe two instances where the therapist became aware of changes in sexual expression
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Describe three instances where clients share sexual exchanges
Excellent
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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
Excellent
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Identify three ethical principles relevant to the use of social media and technology in clinical practice
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Identify three ways to protect the safety and confidentiality of clients in the digital world
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Describe three ways that providing therapy to clients electronically impacts the core elements of psychotherapy
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Define Gender nonconformity
Excellent
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Differentiate between gender, sex, sexuality, and gender role
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List strategies for confronting their own particular blocks to seeing the gender continuum
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List the most appropriate things to reveal in psychotherapy
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Differentiate between ethical and unethical revelations
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Predict when to reveal themselves in therapy
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Describe personal examples of countertransference and transference in the consulting room
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Identify clues to when unconscious forces are governing the relationship dynamics of both therapist and patient
Excellent
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Identify the childhood origins of the roadmaps guiding relationship styles and behaviors
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Describe different styles of communication
Excellent
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Use additional skills for discerning “open†and “closed†methods of relating
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Recognize the nuances in pivotal words
Excellent
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Utilize senses other than sight to experience what may have been missed in connecting with clients in the development of the therapeutic relationship
Excellent
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Discuss research about core components of the therapeutic relationship and the role vision plays in developing these components
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Experience how the vulnerability of losing sight impacts the closeness of the group
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Identify three characteristics shared by long-term friendships and successful psychotherapy
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Identify three requirements for establishingand maintaining long-term friendships and strong therapeutic alliances
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Discuss three challenges shared by long-term friendships and long-term psychotherapy
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Describe and contrast different group leader theoretical styles including psychodynamic (group as a whole), existential, relational, and experiential
Excellent
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State conditions and timing for when a group leader intervenes vs observes
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Demonstrate knowledge of the existential stages of the group development
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Define mentalizing as a mental process
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Differentiate mentalizing from metacognition and other psychological constructs
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State the developmental origins of mentalizing
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Discuss the relationship between mentalizing and epistemic trust
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Evaluate the importance of mentalizing as a central psychotherapy process
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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
Excellent
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Identify important leadership functions in creating a therapeutic group as well as reinforcing authentic communications and connectivity between group members
Excellent
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Describe the best ways to deal with client reactions to therapist self-revelation
Excellent
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Discuss the counter-transferential component of self-revelation
Excellent
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Define what the shadow is and how it affects self-revelation
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Explain how experiences outside the therapeutic relationship shape our expectations, reactions and experiences within the patienttherapist relationship
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State the role of professional supervision in exploring transference and counter-transference issues
Excellent
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Differentiate more effective and less effective ways of exploring and responding to transference and counter-transference experiences
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List the rich variety of ways clients communicate beyond words
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Recognize the role of transference and counter transference in the contamination of communication
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Define how backgrounds influence relational patterns
Excellent
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Explore how losing the data acquired through sight impacts the therapeutic relationship
Excellent
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Identify personal barriers and resistance to utilizing non-visual senses in working with clients and in relating to others in the therapist’s life
Excellent
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Compare and contrast the experience of connection without sight and connection with sight
Excellent
Very Good
Good
Fair
Poor
Describe and discuss the experience of having an impaired sense
Excellent
Very Good
Good
Fair
Poor
Discuss how attending to non-visual components in the therapy room connect with the evidence about growth through the therapeutic relationship.
Excellent
Very Good
Good
Fair
Poor
Demonstrate working in the here-and-now
Excellent
Very Good
Good
Fair
Poor
Demonstrate and describe relational interventions
Excellent
Very Good
Good
Fair
Poor
Contrast working with a patients strength vs weakness or dysfunction
Excellent
Very Good
Good
Fair
Poor
Demonstrate an understanding of the mentalizing problems of borderline personality disorder
Excellent
Very Good
Good
Fair
Poor
Name mentalizing and non-mentalizing interventions in clinical practice
Excellent
Very Good
Good
Fair
Poor
Develop and maintain a mentalizing therapeutic stance
Excellent
Very Good
Good
Fair
Poor
Use some basic mentalizing techniques in everyday clinical work
Excellent
Very Good
Good
Fair
Poor
Name three characteristics of addiction that are analogous to story lines in fairy tales
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
Fair
Poor
Summarize predictable challenges to the therapy relationship in the early stages of psychotherapy when working with someone with addiction
Excellent
Very Good
Good
Fair
Poor
Identify 4 ethical principles relevant to understanding your racial identity and biases
Excellent
Very Good
Good
Fair
Poor
List 4 significant historical periods of racial discrimination in the U.S. and connect the impact of those eras to contemporary racial issues
Excellent
Very Good
Good
Fair
Poor
Define white privilege and evaluate its impact on both people of color and white people in the US
Excellent
Very Good
Good
Fair
Poor
Locate personal level of racial identity development using the applicable racial identity model
Excellent
Very Good
Good
Fair
Poor
List and illustrate some of the relationship options which clients may need your help in exploring
Excellent
Very Good
Good
Fair
Poor
Describe and contrast various monogamous and consensually non-monogamous relationship formats
Excellent
Very Good
Good
Fair
Poor
Diagram the interaction patterns within various non-monogamous relationship forms
Excellent
Very Good
Good
Fair
Poor
Model non-judgmental responses to the discussion of clients’ relationship choices
Excellent
Very Good
Good
Fair
Poor
Explain some of the benefits and challenges that come with each type of relationship choice discussed
Excellent
Very Good
Good
Fair
Poor
Describe one of the mechanisms of action related to adverse childhood events and midlife disease
Excellent
Very Good
Good
Fair
Poor
List three brain structures implicated in the traumatized brain
Excellent
Very Good
Good
Fair
Poor
Use group process to choose reciprocity and visceral safety
Excellent
Very Good
Good
Fair
Poor
Understand/define ‘breath work’ as a tool for self-examination, self-awareness, and selfregulation
Excellent
Very Good
Good
Fair
Poor
Utilize paradoxical intention as a positive, affirming tool
Excellent
Very Good
Good
Fair
Poor
Practice/demonstrate yoga , meditation, kirtan as centering/grounding tool
Excellent
Very Good
Good
Fair
Poor
Identify at least three therapist relational behaviors that improve the effectiveness of psychotherapy
Excellent
Very Good
Good
Fair
Poor
Describe three patient matching dimensions that enhance treatment outcomes
Excellent
Very Good
Good
Fair
Poor
Explain how to avoid the use of discredited relationship behaviors that contribute to dropout and failure
Excellent
Very Good
Good
Fair
Poor
Identify personal goals, and risks necessary for them to build therapeutic relationships, based upon knowledge of their histories and relational patterns
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
Fair
Poor
Use group process to claim ownership of body, mind, and soul
Excellent
Very Good
Good
Fair
Poor
Describe three ways yoga compliments psychotherapy
Excellent
Very Good
Good
Fair
Poor
Achieve proper alignment in four yoga poses
Excellent
Very Good
Good
Fair
Poor
Use reframing as a powerful tool for defensiveness
Excellent
Very Good
Good
Fair
Poor
Practice mindfulness as a strategy to access feeling
Excellent
Very Good
Good
Fair
Poor
Determine a client’s treatment and relationship preferences in ways that improve outcomes
Excellent
Very Good
Good
Fair
Poor
Assess reliably a client’s stage of change within one minute and tailor treatment to that stage
Excellent
Very Good
Good
Fair
Poor
Tailor therapy to a patient’s level of reactance, thereby decrease dropouts
Excellent
Very Good
Good
Fair
Poor
Explain the importance of Borderland consciousness with regard to the human community, Nature, and Global Warming
Excellent
Very Good
Good
Fair
Poor
Demonstrate the rudiments of applying a Borderland understanding of psyche to clinical practice
Excellent
Very Good
Good
Fair
Poor
Explain the importance of the Navajo healing model with regard to the dynamic relationship between Nature, healer, and patient
Excellent
Very Good
Good
Fair
Poor
Demonstrate the rudiments of applying the Navajo healing model to clinical practice
Excellent
Very Good
Good
Fair
Poor
Describe feeling safe and open to the group experience
Excellent
Very Good
Good
Fair
Poor
List three examples of feelings associated with countertransference in the therapeutic relationship
Excellent
Very Good
Good
Fair
Poor
Describe three ways to use countertransference to enhance the therapeutic relationship
Excellent
Very Good
Good
Fair
Poor
Identify at least one area of your own countertransference with a patient in your practice
Excellent
Very Good
Good
Fair
Poor
Report increased ease in discussing your feelings with a patient
Excellent
Very Good
Good
Fair
Poor
Discuss the ways in which early trauma or encouragement block or disinhibit creative expression and risk-taking
Excellent
Very Good
Good
Fair
Poor
Describe how therapeutic, non-critical alignment through understanding the feelings projected into artistic endeavors can forge positive transference
Excellent
Very Good
Good
Fair
Poor
Plan therapeutic interventions aimed at releasing more primitive aspects of the self, without shame
Excellent
Very Good
Good
Fair
Poor
Demonstrate examples of successful and unsuccessful interpersonal interactions in therapy
Excellent
Very Good
Good
Fair
Poor
Demonstrate greater understanding of how their relational style affects the therapeutic relationship
Excellent
Very Good
Good
Fair
Poor
Define how their subjective experience affects the therapy
Excellent
Very Good
Good
Fair
Poor
Describe three individual areas that she/he finds difficult/shaming or is at ease with conducting an assessment of sexual issues with clients
Excellent
Very Good
Good
Fair
Poor
List three personal sexual values that inhibit or facilitate speaking directly with clients about the client’s sexual concerns, interests, and erotic functioning
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
Fair
Poor
Explain a theoretical understanding of men’s fears of women and their underlying causes
Excellent
Very Good
Good
Fair
Poor
Describe psychological, developmental and sociological causes of men’s fears of women
Excellent
Very Good
Good
Fair
Poor
Discuss some of their own fears of women, and/or recognize them and understand them more fully in others
Excellent
Very Good
Good
Fair
Poor
Recognize some of the indications of men’s fears of women in their clinical work
Excellent
Very Good
Good
Fair
Poor
Formulate treatment strategies to help men and couples overcome these fears in the service of greater intimacy
Excellent
Very Good
Good
Fair
Poor
Identify feelings that they experience in relationship to the patient, particularly subtle feelings with are not obviously related to the patient
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
Fair
Poor
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
Excellent
Very Good
Good
Fair
Poor
Identify therapist challenges in maintaining supportive connection in the large group process.
Excellent
Very Good
Good
Fair
Poor
Evaluate the ethics of therapist self-disclosure by way of large group process on the psychotherapy relationship
Excellent
Very Good
Good
Fair
Poor
Demonstrate examples of successful and unsuccessful therapeutic interactions in the large group process
Excellent
Very Good
Good
Fair
Poor
List how fathering is masculine or feminine in the therapist’s and the patient’s paradigms
Excellent
Very Good
Good
Fair
Poor
Discuss how fathering interacts with how the therapist and patient tolerate affective states
Excellent
Very Good
Good
Fair
Poor
Outline techniques for addressing and healing father-child dysfunction as it manifests in other relationships, including the therapy relationship
Excellent
Very Good
Good
Fair
Poor
Explain the predominant father dynamics in the therapist’s and their clients’ important relationships
Excellent
Very Good
Good
Fair
Poor
List at least 5 ways that a therapist’s and or client’s father or fathering relationships can affect the therapy relationship
Excellent
Very Good
Good
Fair
Poor
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Objective 4: Define how the subjective experience of both the client and the therapist impact their relationship
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
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Objective 5: Identify and explore therapist challenges in maintaining supportive connections with clients
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
Previous
Next
Objective 6: Demonstrate examples of successful and unsuccessful therapeutic interactions
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
Strongly Agree
Agree
I don't know
Disagree
Strongly Disagree
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Overall program
Rate your satisfaction with the content and quality of the program
Very Satisfied
Satisfied
Somewhat Satisfied
Neutral
Somewhat Dissatisfied
Dissatisfied
Very Dissatisfied
Was the educational content scientifically sound?
Yes
No
If no, please explain...
Did you perceive any commercial bias or influence in the educational content?Â
Yes
No
If yes, what...
Did this program improve your competence or performance?Â
Yes
No
If yes, how...
If no, please explain...
The program was up-to-date and relevant to my professional practice
Strongly Agree
Agree
Somewhat Agree
Neutral
Somewhat Disagree
Disagree
Strongly Disagree
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Location/Facility
Was the location suitable?Â
Yes
No
The facilities were conducive to learning
Yes
No
Additional comments about facility/location
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Next
What did you learn that will help you in your practice?Â
Previous
Next
What questions are you having in your practice that you would like to see addressed in an educational activity?
Previous
Next
Questions, concerns and accomodations were addressed efficiently and in a timely manner
Yes
No
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Additional comments
Previous