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NSGP - You Are Not Alone: The Sustaining Power of Groups in Challenging Times
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Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Objective 1: Identify various styles of group psychotherapy based on theoretical perspectives and levels of experience. Describe how group psychotherapy can help group members and leaders deepen the experiences of self with others, in mind and in body, and within the interpersonal field that groups construct.
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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: Employ learned group psychotherapy skills at deeper levels and with ever more flexible application.
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: Identify and distinguish among the variety of types of group including self-help, support, psychoeducational and psychotherapy.
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.
Participants will be able to identify their individual pattern of participation as a citizen in a community
Participants will be able to define social processes and connect them to large group processes
Participants will be able to specify social subgroups and their interrelationships
Participants will be able to specify pros and cons of LG participation
Participants will be able to analyze the hidden influence of society on our behavior
Identify the stages of group development
Identify individual/group resistances
Identify transference phenomenon
Describe the function of the group contract
and dynamic elements
Identify the stages of group development
Identify individual/group resistances
Identify transference phenomenon
Describe the function of the group contract
Compare and contrast different termination reactions and phenomena
Identify the stages of group development
Identify individual/group resistances
Identify transference phenomenon
Describe the function of the group contract
Compare and contrast different termination reactions and phenomena
Identify the stages of group development
Identify individual/group resistances
Identify transference phenomenon
Describe the function of the group contract
Compare and contrast different termination reactions and phenomena
Provide a basic description of Functional Subgrouping and how it decreases isolation in groups
Identify a technique found in SCT that could be used by most group therapists
Articulate the difference between Explaining and Exploring in SCT and how exploring facilitates here-and-now connection to ourselves
Provide a basic description of the defenses in the Flight phase of Group development
Identify one of the three common sources of anxiety and an intervention that will reduce anxiety
Identify one's social identities and how they impact power dynamics in group
Explain why difference is important in establishing group cohesion
Explain how members of privileged and minority identities may experience their attachment to the group differently
Explain how different experiences of the dominant culture may impact group members’ trust and transferential experiences in group
Describe how to welcome difference as a way of building group cohesion
Identify the similarities of group members
Identify the differences of group members
Describe various leadership interventions.
Explain transference and countertransference challenges of leadership
Describe how to create a safe environment for the group
Participants will be able to identify their individual pattern of participation as a citizen in a community
Participants will be able to define social processes and connect them to large group processes
Participants will be able to specify social subgroups and their interrelationships
Participants will be able to specify pros and cons of LG participation
Participants will be able to analyze the hidden influence of society on our behavior
Define progressive emotional communication
Differentiate forms of bridging (reactive from identifying)
Contrast three types of resistant group members (caretaker; interrupter; diverter)
Distinguish treatment destructive resistances from non-treatment destructive resistances
Determine the impact of secure and non-secure boundaries on the impact of group treatment
Clarify treatment issues related to BPD
Identify specific group approaches to address problems associated with BPD
Explain how group therapy is uniquely effective for treating BPD
Identify how group therapy lends itself to managing safety issues, which can be cumbersome in other treatment modalities
Address counter transference issues associated with treating BPD patients
Distinguish between different forms of countertransference reactions, including objective & subjective, complementary & concordant
Define countertransference resistance and develop a greater appreciation for its role in psychotherapy
Identify emotions leaders may unconsciously discourage in their groups
Discuss the role of self-acceptance in effective group leadership, the importance of emotional insulation, and ongoing supervision
Discuss the maturational role of emotional communication between leader and member
Identify the hopes and fears participants have of starting their own group
Define the type and focus of the group you want to start
Identify the important elements of forming a group and selecting and preparing member
Consider challenges that may arise in terms of membership and setting
Articulate similarities and differences between starting a group and joining a group
Members will be able to identify ways they shy away from hearing group's anger
Members will experience their ambivalence in regards to accepting groups anger
Members will see how anger in group can connect member together
Members will experience how too little expression of anger can stifle groups interaction
Members will see how to set limits so anger doesn't set up a member to be scapegoated
Make a personal list of pros and cons of retirement
Go deeper: Do an in-depth inventory of your countertransference issues about retirement, especially around destabilizing core identity (e.g., mental health provider, self-sacrificing caretaker, bread winner, professional, skilled contributor to society)
Identify the complex power dynamics of the ending phase of group caused by the therapist’s retirement; Positive and negative transference and heightened awareness of the real relationships in the room
Develop an effective support system for going through your own process of retirement (e.g., collegial support group and positive role models as you plan your exit from your brilliant career)
Identify common group processes
Appreciate the legacy of childhood experiences
Anticipate common complications in working with groups
Identify core technical principles for intervening in groups
Enhance an understanding of the group as a system with its particular structural
Identify three challenges for professionals working with chronically ill patients
Discuss the vulnerabilities we bring to the work.
Describe three benefits of working with patients who are chronically ill.
Prepare yourself to use three caregiver resources for our self-care
Explore and share goals for taking home two positive strategies to handle challenges of working with patients with chronic illness
Define psychological flexibility
List core ACT processes
Practice behavioral exercises addressing ACT processes
Participate in a structured peer-consultation experience
Set goals for transferring experience into daily clinical work
Creating effective boundaries of time and space in the classroom.
Designing contracts that guide classroom life, and learning how to discuss contract violations constructively
Leading classes differently at different stages of group development.
Building a classroom culture that balances students’ needs for safety and cohesiveness with the need for authentic expression of differences.
Using the power of the class as a whole to respond effectively to students’ expressions of emotion, and to disaffected students.
Participants will be able to identify their individual pattern of participation as a citizen in a community
Participants will be able to define social processes and connect them to large group processes
Participants will be able to specify social subgroups and their interrelationships
Participants will be able to specify pros and cons of LG participation
Participants will be able to analyze the hidden influence of society on our behavior
Compare and contrast the process of group therapy by watching the same group proceed under two contrasting leaders
Observe the impact of Internal Family Systems theory on the leader’s interventions in developing group cohesion
Observe the impact of a body-centered approach on leader’s interventions in group development
Identify the special strengths afforded by these two theoretical approaches to group leadership
Participate in discussion with group members and group leaders to deepen the impact of emotional learning through observation
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?

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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