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AAP - 2018 Institute & Conference: Sounds of Silence: Working the Edge of the Unspoken
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The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Develop a great understanding of how the therapist's avoidance of and discomfort with racial conversations 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.
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.
The teaching methods used were appropriate to the objectives
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Demonstrate knowledge of current research on traumatic and cultural factors that lead to self-silencing in the client
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.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Identify and explore how to incorporate meditation and mindfulness practices in the psychotherapeutic process
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.
The teaching methods used were appropriate to the objectives
The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
Develop a greater understanding of how the therapist’s avoidance of and discomfort with racial conversations impacts the therapeutic relationship.
Demonstrate knowledge of current research on traumatic and cultural factors that lead to self-silencing in the client.
The instructor used the technology effectively
Clarify similarities and differences in therapeutic communications
Understand the value in verbalizing in relationship to patient revelations.
The instructor used the technology effectively
Learn about current research on racial disparities in early childhood
Learn the research support for engaging racial encounters
Learn about racial literacy strategies of storytelling and emotional regulation to use in face-to-face encoun-ters with clients
Begin practicing racial literacy and stress reduction strategies
The instructor used the technology effectively
Understand the value of silent support in relationship to patient revelations.
Learn to silently witness another's story.
The instructor used the technology effectively
Develop more confidence in leading sacred ritual work.
Learn about how to integrate lineage work and when and how to use it.
Explore an approach to help melt shame in a group setting.
Evaluate how to utilize silence and pauses in work.
The instructor used the technology effectively
List 3 brain structures involved in emotional health.
List 3 brain benefits of yoga.
Identify "gifts" available.
Achieve proper alignment in 3 basic yoga poses.
Create a resolve.
The instructor used the technology effectively
Learn about current research on racial disparities for clients of color health outcomes.
Learn the research support for engaging racial encounters directly on behalf of therapists.
Practice racial literacy strategies of storytelling, emotional regulation, and roleplaying to use in face-to-face encounters with clients and colleagues.
The instructor used the technology effectively
Participants will be able to define Gender non-conformity.
Participants will be able to differentiate between gender, sex, sexuality, and gender role.
Participants will be able to list strategies for confronting their own particular blocks to seeing the gender landscape.
The instructor used the technology effectively
Identify the historical and cultural factors and contexts that influence the development and dissemination of Visual Sexual Stimuli (VSS).
Examine how participants' knowledge, beliefs and values surrounding VSS impact clinical work with individ-uals, couples, children and adults.
Discuss how employing constructs of compulsive use of VSS can help or hinder clinical progress.
The instructor used the technology effectively
Delineate ethical issues often avoided by therapists.
Demonstrate increased understanding of racial and gender issues as they relate to ethics in psychotherapy.
Better understand and choose when and how to give voice to sensitive ethical issues.
The instructor used the technology effectively
Understand the use of yoga, mindfulness, and meditation in practice.
Demonstrate knowledge of current research on traumatic factors that lead to self-silencing in the client.
Identify and explore how to incorporate meditation and mindfulness practices in the psychotherapeutic process.
Delineate ethical issues related to therapist avoidance and self-silencing, and demonstrate understanding of how this impacts the relationship with the client.
Discuss the complexities of suppressed expression of thoughts and feelings in the client and demonstrate knowledge of ways to facilitate client self-expression through bottom up approaches.
The instructor used the technology effectively
Describe the methodology used in action methods.
Acquire skills at using action methods in individual and group psychotherapy practice.
Demonstrate a knowledge of action methods.
The instructor used the technology effectively
Describe attachment styles that create an increased vulnerability to addiction.
Describe the cyclical nature of secrecy, isolation, shame, and addiction.
Discuss countertransference vulnerabilities that represent predictable challenges in working with clients with addiction.
The instructor used the technology effectively
Understand facets of improv as a therapeutic tool.
Understand the rudiments of performance and improvisation theory and practice.
Learn how to create a performance stage for exploring experiences.
Explore the boundaries and experiences of silence for therapeutic processes.
The instructor used the technology effectively
Define mindfulness and list at least 3 research-based benefits.
Discuss how mindfulness practices can help reduce parent reactivity and enhance family connections.
List 4 informal mindfulness practices for parents.
The instructor used the technology effectively
Compare their bodies in neutral, shame and armored positions.
Investigste an early shaming experience and move toward healing.
Discuss Vulnerability as a way to break through Shame.
The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
Describe and recognize ‘silencing the self’ and how it affects emotional and physical health across cultures and contexts.
Demonstrate knowledge of current research on traumatic and cultural factors that lead to self-silencing in the client.
Understand the use of the Silencing the Self Scale to assess elements of self-silencing.
Discuss pathways for recovery of authentic voice.
The instructor used the technology effectively
Identify their own style of communicating.
Identify three examples of nonverbal therapeutic communication.
The instructor used the technology effectively
Identify and explore how to incorporate meditation and mindfulness practices in the psychotherapeutic process.
Delineate ethical issues related to therapist avoidance and self-silencing, and demonstrate understanding of how this impacts the relationship with the client.
The instructor used the technology effectively
Describe the mindfulness skills and practices that best support the learning of new skills.
Introduce a mindfulness practice session that will engage patients.
Demonstrate an interpersonal skill, and describe how it supports a clients goals for treatment.
Define Dialectics as an approach to treatment and give some examples of dialectical dilemmas.
Explain Radical Acceptance, and describe how it can reduce misery.
The instructor used the technology effectively
Describe their own body processes using more specific and discrete words and concepts.
Recognize the particular state of being associated with borderline and schizophrenic personality organiza-tions.
Examine reactions to the encounter with psychotic states and their effect on them.
Consider ways to use to non-language, evoked sensory reactions in themselves to understand the patient's communication.
Begin to develop psychotherapeutic interventions using a method of following non-language communication and the participant's sensory somatic experience as a guide.
The instructor used the technology effectively
Discuss the core principles of the gestalt psychotherapy process.
Demonstrate their awareness of self and other.
Demonstrate a deeper understanding of the core principles of facilitating emotional intimacy.
Utilize the application of non-verbal emotional intimacy in professional and personal arenas.
Enhance their ability to evaluate the difference between emotional expression and thinking expression.
The instructor used the technology effectively
Participants will be able to explain the science and physiology of why self-compassion is more effective than self-criticism.
Participants will be able to evaluate and explain possible resistance clients may have to practicing self-compassion skills and how to debunk societal myths.
Participants will differentiate between motivating with self criticism and motivating with self compassion.
Participants will practice self-compassion skills to help clients heal core beliefs and old wounds and have tools to guide clients through this process.
Participants will practice and describe how self-compassion skills can be used to tolerate and even learn to embrace painful emotions to assist in emotion regulation.
The instructor used the technology effectively
Describe the two fundamental relational fears that encourage withholding.
Compare common unspoken negative and positive sentiments and the effects of each.
Discuss the barriers (defenses) that perpetuate withholding.
Explain techniques for increasing safety in the session.
Describe approaches for encouraging self-revelation.
The instructor used the technology effectively
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The instructor used the technology effectively
Describe how self-silencing manifests in therapy and affects it, both within the therapist and client.
Evaluate how gender, culture and race affect a person’s self-silencing in therapy and movement toward au-thentic voice.
Explain how the teachings and practice of mindfulness/meditation may inadvertently affect clients’ view of what it is permissible to say and feel, leading to self-silencing.
The instructor used the technology effectively
Delineate how dreams express unconscious processes.
Demonstrate knowledge of differences between Freudian and Jungian dream theories.
The instructor used the technology effectively
Describe EP and its supporting theories.
Demonstrate use of EP in treatment of anxiety and addiction.
Explain use of EP in treating trauma and PTSD. 
The instructor used the technology effectively
Describe what Brainspotting is and what it can be used for.
Explain the value of silence in the session.
Describe what W.A.I.T. is and how to use it. 
Define and state examples of limbic-countertransference. 
State how Self-spotting can support self-care. 
The instructor used the technology effectively
Participants will be able to differentiate between addiction and problem usage.
They will be able to compare and contrast the difference between 12-step beliefs and the belief's of most therapists. 
They will understand and predict the course of addiction over a client's lifetime. 
The instructor used the technology effectively
Utilize silence as an intentional tool within therapy sessions. 
Understand the healing power of silent eye contact in melting shame. 
Be more comfortable with silent connection with psychotherapy clients. 
The instructor used the technology effectively
Describe at least one intra- or interpersonal and at least one societal consequence of sexual silencing. 
Identify at least one way they have themselves experienced silencing around some aspect of their sexuality.
Identify at least one personal way and one professional way in which they have been impacted by sexual silencing. 
Describe one change they will make in their practice of psychotherapy to help break the silence about sexu-ality. 
The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
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The instructor used the technology effectively
Describe the several adaptive functions of shame and the process by which shame becomes dysfunctional.
Delineate four major defensive strategies against shame, how they manifest, and how to utilize "antidotes" to shame.
Employ at least three top down and three bottom up interventions to resolve chronic shame, and utilize a specific relational strategy to minimize the chance of the client becoming overwhelmed when addressing shame.
The instructor used the technology effectively
Apply body/mind techniques of meditation and breath to deepen connection to somatic sense of self.
Utilize tissue paper collage to o represent dream and emerging group process symbols.
Utilize clay scribble sculpting o represent dream and emerging group process symbols.
Utilize fast writing o represent dream and emerging group process symbol.
Review images using free association and amplification to understand personal and group meanings.
The instructor used the technology effectively
Participants will be able to be more observant of the non-verbal elements present in their consultation room.
Participants will be able to differentiate the ability to foster greater connection to their clients by the en-hancement of their capacity to demonstrate increased attunement with the client.
Participants increased capacity for empathy will enable them to facilitate greater intimacy which will yield deeper work with their clients.
Participants will be able to describe the linear and non-linear associations that are going on in our heads are, in fact, the roots for greater understanding of the other.
Participants will select to pay increased attention to their own internal reactions and understand that these are additional grist of the mill in psychotherapy.
The instructor used the technology effectively
List four ethical principles that can increase professional awareness when having conversations about race with clients and colleagues. 
Locate personal position of racial identity development using the appropriate model.
Identify two ways to apply racial identity development concepts to their workplaces.
Experience circle dialogue as a way to facilitate difficult conversations.
Identify two ways to respond when you are challenged in a racially difficult situation. 
The instructor used the technology effectively
Demonstrate awareness of the therapist’s personal history with being, implicitly or explicitly, silenced verses being encouraged to speak and be heard. 
Understand the impact that the therapist’s personal history has on our ability to speak authentically within the context of the therapeutic process with clients. Explore various theories on development, such as Erik Er-ickson’s Stages of Development, Freud’s Psychosexual Development, Lawrence Kohlberg’s stages of Moral De-velopment, and Piaget’s theory of Cognitive Development.
Demonstrate knowledge of current research on how traumatic family or cultural factors that can lead to self-silencing in the therapist and in the client. Explore various theories on Trauma and trauma’s impact on and with the therapist. Review and process various means of current treatment with Trauma and historical wounds: EMDR, Progressive Counting (PC), Somatic Experiencing, Biofeedback, Internal Family Systems Thera-py, Sensorimotor Psychotherapy.
Identify techniques of overcoming roadblocks to personal expression in the therapist.
Discuss the complexities of client histories that can lead to self-silencing in the client and demonstrate knowledge of ways of facilitating increased client self-expression. These would include both identifying trauma and treatment techniques, but not excluding other means that may silence and ultimately self-silence clients.
The instructor used the technology effectively
Demonstrate knowledge of the connectivity of mind and body and the usefulness of such connectivity in re-solving deep emotions.
Utilize mindful brain-body contact to identify emotions in our bodies.
Utilize mindful brain-body contact to identify memories of formative experiences around gender, sexuality, spirituality, and religion.
Identify core values and beliefs around gender, sexuality, spirituality, and religion.
Identify how formative experiences and core beliefs present themselves in the here and now in the person of the psychotherapist.
The instructor used the technology effectively
Differentiate the most frequent “ghosts” in the therapy room. 
Compare indicators in the countertransference to tune up our observing mind. 
Identify a common language to name common obstacles in the understanding of our clients. 
Select and name at least one “ghost” that fogs understanding of self or others. 
Choose one action to take in order to locate the silenced presence in the room. 
The instructor used the technology effectively
Explain the psychobiological foundations of complex dissociative intrapsychic organizations. 
Delineate an integrative treatment approach to complex dissociative disorders. 
Describe at least five interventions that directly address dissociation. 
The instructor used the technology effectively
List 3 ethical principles that are relevant to therapists’ decision to speak up or be silent in the consultation room or in public.
Identify 3 variables that lead to therapists’ self-disclosures or speaking a difficult truth in the consulting room being therapeutic. 
Describe 3 factors that determine whether a therapist’s decision to speak out in public or remain silent may be regarded as ethical or unethical. 
The instructor used the technology effectively
Demonstrate the ability to utilize body-based therapeutic techniques in the realms of meditation and yoga in the clinical setting. 
Explain how, when, and why various body-based therapeutic techniques are used for particular psychological disorders. 
Utilize meditation and yoga techniques to "meet the mood" of your client in order to enhance emotional regu-lation.
The instructor used the technology effectively
List the basic theory, stages and several techniques used in psycho-dramatic work.
Demonstrate several psycho-dramatic tools they can use in their own therapy groups. 
Discuss the benefits and contraindications for the use of psychodrama in group work. 
The instructor used the technology effectively
Describe particular ways in which their specific passive behaviors are contributing to silencing the authentic self. 
Match specific passive behaviors with resulting impacts on their professional and personal relationships.
Discuss their individual understanding of the origins of their individual passive dynamics and the implica-tions for personal behavior modification.
The instructor used the technology effectively
Silence & the Language of Death is specifically designed for the professional. By participating in the work-shop as outlined by the presenter, the caregiving professional will experience common existential processing. 
The trained caregiver will have a closer relationship with personal reflections on his or her final breath that will lead to more intentional experiences with family members, friends, and the world at large. 
Therapeutically, the professional will practice with greater sensitivity and compassion while attending to the existential angst of clients. They say a client will only go as far as we go. After attending the program, the thera-pist will be able to carefully guide the client into a most feared topic with the potential for growth and develop-ment. 
The instructor used the technology effectively
Participants will identify playful activities that will rejuvenate hope and facilitate communications for clients. 
Participants will guide activities with intentionality based on knowledge of underlying neurological and physi-ological constructs. 
Participants will describe how playful activities restore hope while opening new pathways for discussion and processing information thus positively impacting intrapersonal development and self-expression. 
The instructor used the technology effectively
Demonstrate the ability to identify potential meaning that occurs during silence. 
Compare the difference between dishonesty and shame. 
Identify moments of potential therapeutic breaches and repair. 
The instructor used the technology effectively
List the decisions she or he made about silence and estimate the costs and benefits of each decision.
Name the events that facilitated group engagement. 
Define the boundaries that were helpful to him/her in this group experience.
The instructor used the technology effectively
Differentiate between types of consensual non-monogamies.
Identify possible personal and relational issues that clients in CNM relationships might face.
Evaluate one’s own reactions to CNM and identify social, religious, professional, and personal issues that may influence their attitudes towards consensual non-monogamies.
Summarize steps to address issues identified in #3.
The instructor used the technology effectively
Describe the benefits and challenges of silence that the group psychotherapy experience provides. 
Identify the process of coming into presence as a leader or participant in group psychotherapy. 
Evaluate personal comfort around silence in the group experience. 
Demonstrate an awareness of the dynamics of the unspoken in group psychotherapy. 
The instructor used the technology effectively
Identify how verbal tone, amplification, and emphasis affect verbal communications.
Communicate with patients in a way that establishes trust and therapeutic bond.
Learn about areas of shame and silence within them.
The instructor used the technology effectively
Discuss the complexities of suppressed expression of thoughts and feelings in the client and demonstrate knowledge of ways to facilitate client self-expression.
Demonstrate knowledge of research related to the benefits of authentic self-expression.
Recognize self-silencing as one impact of shame in self and others in group settings
Objective 4: Delineate ethical issues related to therapist avoidance and self-silencing, and demonstrate understanding of how this impacts the relationship with the client
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.
The teaching methods used were appropriate to the objectives
Objective 5: Discuss the complexities of suppressed expression of thoughts and feelings in the client and demonstrate knowledge of ways to facilitate client self-expression
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.
The teaching methods used were appropriate to the objectives
Objective 6: Demonstrate understanding of the ways in which use of mindfulness and meditation practices may have the unintended consequence of encouraging self-silencing in the client
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.
The teaching methods used were appropriate to the objectives
Objective 7: Demonstrate knowledge of research related to the benefits of authentic self-expression
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.
The teaching methods used were appropriate to the objectives
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
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):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters 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?

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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