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IFTA - 2019 World Family Therapy Conference
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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
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The instructor was knowledgeable about the content
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The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
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The instructor was knowledgeable about the content
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The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
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The instructor was knowledgeable about the content
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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 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
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
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
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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
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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 used the technology effectively
Appreciate the complexity of systemic supervision by identifying the role, style, and context in which she practices.
The instructor used the technology effectively
At the end of this workshop, participants will glean information about— • recidivism—what it is and what it looks like in mental health • schizophrenia—working definitions, key facts, and national/global stats • related research theories/perspectives—what they speak to regarding this phenomenon • biological/environmental factors—effects on intentional systems of care • a unique collaborative methodology that emerged from presenters’ case study
The instructor used the technology effectively
Participants will be able to design collaborative, culturally appropriate treatment for youth and their families that is effective for engagement, retention and long-term healing of individual and family members.
The instructor used the technology effectively
After this workshop, the learner will be able to (a) define the difference between CCKs and TCKs, listing their unique benefits and challenges, (b) identify counseling techniques and technologies for working with TCKs and TCK families, (c) discuss ethical and multicultural implications related to work with TCK families, and (d) report on self-awareness regarding one’s own cultural background and values.
The instructor used the technology effectively
Participants will learn about an overview of the existing literature on parenting from the perspectives of family therapy, parenting research, and parent training and education
Participants will learn about core-components related to parents’ personal growth
Participants will learn some clinical strategies for facilitating parent-growth in family and couple therapy
The instructor used the technology effectively
After this workshop, the learner will be able to assess their current comfort/discomfort level working with presence with clients, including any steps that may be needed to enhance movement in that direction.
The instructor used the technology effectively
The learner will be able to use the presented technique in his/her therapeutic work with couples and families as well as with individuals.
The instructor used the technology effectively
After this workshop, the learner will be able to consider the necessary elements in sexuality education in religious uni-sex school.
The instructor used the technology effectively
After this workshop, the learner will be able to describe the essential elements of clinical supervision, including key considerations, primary resources needed, and strategies to navigate common challenges within the supervisory relationship.
The instructor used the technology effectively
Identify the basic tenets of EMDR and how it is integrated with play therapy and expressive arts techniques.
The instructor used the technology effectively
Implement a personalized self-care regimen.
The instructor used the technology effectively
After this workshop, the learner will be able to apply a clear systemic orientation to therapeutic cases.
The instructor used the technology effectively
Following this workshop the attendee will gain a deeper understanding about the challenges of working with adolescent and young adult substance abusers.
The instructor used the technology effectively
Appreciate the value of technology assisted treatment and an adaptive approach to manualized family treatment.
The instructor used the technology effectively
After this workshop, learners will have introductory knowledge of issues facing young people who have migrated alone or with their families.Specifically how these issues materialize when negotiating age appropriate identity conflicts.
The instructor used the technology effectively
Weigh the evidence for intervening with vulnerable families using housing and supportive services.
The instructor used the technology effectively
After this workshop, the learner will be able to state the conflicts and needs of first-time Chinese parents and the implications for social services in Hong Kong.
The instructor used the technology effectively
Create guidelines for meaningful online interactions among supervisors and supervisees.
Name specific perks and downfalls of an online supervision setting.
Address ethical questions pertaining to an online supervision setting.
The instructor used the technology effectively
Recognize the potential of songs in therapy, consider and favor implementing songs in family therapy.
The instructor used the technology effectively
After this workshop, the learner will be able to state at least three reasons for later-life divorce. 2. After this workshop, the learner will be able to differentiate at least three challenges unique to later-life divorce.
After this workshop, the learner will be able to differentiate at least three challenges unique to later-life divorce.
The instructor used the technology effectively
Create an art-based genogram, and describe its use in family therapy.
The instructor used the technology effectively
Identify the second-order problem.
The instructor used the technology effectively
Participants will state a clearer grasp of John Weakland's Interactional approach to the current models of interactionally oriented family and brief therapy.
Participants will increase their knowledge of the historical literature interactional perspective as historical literature and other educational resources relevant to the current practice of family and brief therapy.
The instructor used the technology effectively
Gain knowledge regarding the factors that play a role in clients' and couple and family therapists' in session experience of pivotal moments in Couple and Family Therapy sessions.
The instructor used the technology effectively
Identify benefits and challenges of participating in short term population-based interventions or mission trips.
The instructor used the technology effectively
Know how to integrate clinical evidence into clinical supervision
The instructor used the technology effectively
Differentiate between sex positivity and sex negativity perspectives.
Apply a sex positive approach to assessing couples.
Integrate sex positivity into couple interventions.
The instructor used the technology effectively
have more confidence and creativity in the application and use of sculpting in their therapy practice, and will be able to list the 5 essential elements needed for transformational change to take place in therapy.
The instructor used the technology effectively
Develop a team based intervention for intransigent parental rejection where risk and safety is not the deterrent.
The instructor used the technology effectively
Articulate what is the theory behind an Islamic Psychology.
The instructor used the technology effectively
Learn some teaching method in clinical teaching
The instructor used the technology effectively
Learn how the strengths-based family intervention could help a person with psychiatric diability and their family members, as well as the patterns of mutual recovery between the dyads.
The instructor used the technology effectively
Identify ethical guidelines for conducting teletherapy
State the specific clinical topics which must be addressed by the therapist when conducting teletherapy and using social media
The instructor used the technology effectively
Be able to consider how family therapy services can be provided in different formats, settings and intensities within a collaborative system of care.
State the specific clinical topics which must be addressed by the therapist when conducting teletherapy and using social media
The instructor used the technology effectively
Utilise at least one action method within their clinical practice and understand theoretical an clinical underpinnings.
The instructor used the technology effectively
Conceptualize countries from a systemic perspective
Assess strengths and areas of growth of their own countries
The instructor used the technology effectively
Describe shame as applied to adolescent clients
Discuss the application of expressive interventions for adolescent clients
List various expressive interventions for use with adolescents dealing with issues of shame
The instructor used the technology effectively
Develop innovative and practical methods to integrate neuroanalysis and neurofeedback with Marriage and Family Therapy interventions
The instructor used the technology effectively
Identify the online MFT students’ unique experiences in their professional identity development.
Identify unique elements in online MFT education that need to be addressed to help the process of professional identity development.
The instructor used the technology effectively
Be able to think differently about how to respond to 'clinical risk' in a way which is collaborative and relational, and will therefore be less burdened with a sense of individual responsibility
The instructor used the technology effectively
Create and increase self-awareness by developing the therapist’s comprehension of their own cultural background and how these impacts their personal attitudes, values, and beliefs
Increase individual perspectives cultural backgrounds
Employ cultural sensitive skills and interventions (Sue & Sue, 2012)
The instructor used the technology effectively
Participants can expect to leave the workshop with a clearer idea of how our personhood shows up in the work we do.
Participants will also learn to identify what they currently do, or what they need to do in terms of self-care, and how to continue to meet those needs.
The instructor used the technology effectively
dentify the stages of breast cancer, identify new terminology used by patients and caregivers to describe the stages of breast cancer, apply supportive language to patients who have been newly diagnosed or are surviving years later, and apply skills to working with couples diagnosed with Stage IV Metastatic Breast Cancer.
The instructor used the technology effectively
After this presentation, the participants will be able to learn people attitudes toward relationship started online and how online dating differs from other meeting styles. Further, obtained information will be helpful for clinicians working with couples who have different meeting stories.
The instructor used the technology effectively
List 3 factors that contributes to a healthy family function.
The instructor used the technology effectively
Understand moral injury and be able to identify the need for collaborative efforts between clergy and therapists in creating treatment plans for veterans dealing with moral injury in local communities.
The instructor used the technology effectively
Describe the main premises of POTT.
Define the concept of signature theme and recognize its centrality in the POTT model.
Learn about different assignments and tools used in POTT for supervision, especially the “Supervisory Instrument” and the “Post Supervisory Questionnaire”.
The instructor used the technology effectively
Gain competency for working with client population that undergo divorce
Intervene in presence of high levels of conflict that come with divorce
Be more vigilant and challenge to cognitive distortions that divorcing couples have
Employ different strategies to foster constructive communication between family members
Enhance their own and clients' knowledge and awareness about special normative and nonnormative events that may occur with divorce
The instructor used the technology effectively
After this workshop, the leaner will be able to identify strategies to engage clients using spirituality in their healing process.
The instructor used the technology effectively
Identify the need for children who are less secure in their attachment base to develop secure attachment capacities
Differentiate attachment styles and approaches to enhance attachment
Work collaboratively with school and community personnel to promote opportunities for the development of attachment in children (and adults)
The instructor used the technology effectively
To utilize social constructionist guidelines in helping clients creatively re-author their stories.
To creatively, and effectively utilize storytelling in work with clients.
To introduce ideas which will stimulate the evolution of new techniques in clinical practice and empower counselors to utilize and apply their creativity in such situations.
To generate therapist interest in and utilization of client generated metaphors in clinical practice.
For participants to feel that the principles they have evolved for effective practice can fit with this model.
The instructor used the technology effectively
Consider the embodied experience of grief and 'Undigestible' stories.
Use the 'Co-ordinated Management of Meaning' (CMM) in bereavement.
Use the CMM LUUUUHT Model systemically with the bereaved.
How to help clients re-story the process of grief from an individually held experience to a relational one.
Use of 'radical presence' and 'spiritual relational reflexivity' in therapeutic work with bereavement, spirituality and the dying.
The instructor used the technology effectively
Examine their ability and commitment toward helping parents divorce in a way that respects Relational Ethics including safeguarding and strengthening bridges built between them and their children.
The instructor used the technology effectively
The instructor used the technology effectively
State the common interaction pattern and features of grandchildren being drawn into the triangulation with their mother and paternal grandmother and forming alliances with caregiver.
Identify familial and cultural factors that affected grandchildren’s experience in facing stressful conflicts and help-seeking behaviour.
Formulate principles for counselling intervention in working with multi-generational families.
The instructor used the technology effectively
Be able to find a relationship between Differentiation of Self and Relational Ethics that could allow a deeper understanding of how both elements occur in the emotional and relational processes of a family and its transgenerational family patterns.
The instructor used the technology effectively
Supervise MFTs and systemic clinicians at various stages of professional development
The instructor used the technology effectively
Follow a successful process as a parenting coordinator. How to include children in parenting coordination will be a skill that they will be provided with. Learners will also be alert to the ethical dilemmas and pitfalls in this role.
The instructor used the technology effectively
Co-create a dialogical space, open for improvisation and collaborative learning and navigate creatively towards meaningful goals of family members.
The instructor used the technology effectively
Integrate a systematic approach to intervention.
The instructor used the technology effectively
Comprehend the myth of motherhood myth and all impacts in gay male parenthood.
The instructor used the technology effectively
Identify critical elements of developing sexuality
Address family related concerns related to sexuality
Implement strategies to support families that are facing challenges related to sexual development
The instructor used the technology effectively
Develop hope in clinical practice. Participants will also become familiar with the 3H 3 Horizons model used in Futures thinking.
The instructor used the technology effectively
Reflect on their own spiritual and existential literacy , and see what is needed to develop this competence furtther.
The instructor used the technology effectively
Use an assessment to help Indian couples identify the unique cultural messages they have received about what to expect from a romantic partner and to deconstruct some unhelpful dominant narratives they may have about marriage.
The instructor used the technology effectively
Differentiate psychopathology from attachment strategies to survive in family dynamics. It will learn about an attachment model to work in family therapy.
The instructor used the technology effectively
Identify key principles and outcomes of intercultural collaboration for systemic education programme development within an African context.
The instructor used the technology effectively
identify possibble manenrs of acting and thinking in response to governmental guideliens and injunctions.
The instructor used the technology effectively
Discuss the experiences of transgender individuals and their families within various sociopolitical contexts.
Understand how the medical field (e.g., mental health field) has influenced our own biases in pathologizing transgender individuals, perpetuating stigma and marginalization.
Explore the complexity of trans-inclusive therapy when considering intersecting social identities.
Describe the tenets of critically informed, narrative couple’s therapy and how to apply this framework for helping transgender couples.
The instructor used the technology effectively
discriminate between hiearchical model and growh model and have an idea about his/her attitudes. They can be aware of their relations, self and reasoning in regard to hiearchical and growth model.
The instructor used the technology effectively
present how individual and relational aspects of a clients life predict work functioning and be able to evaluate how the use of a total sample and clinical sample impacts on the evaluation of change in therapy.
The instructor used the technology effectively
To have a greater awareness of the double bind and its possible manifestation within the psychiatric context.
The instructor used the technology effectively
Relate somatic intelligence to their reflective practice in supervision
The instructor used the technology effectively
Describe the research findings supporting the use of a new technology to enhance supervision and outline the benefits of integrating the new technology into supervision.
The instructor used the technology effectively
Learners will increase professional awareness of obstacles, objections, and hesitations to the clinical application of FIT with adults and children.
Participants will demonstrate competency in the three I’s of FIT: Introducing, Integrating, and Informing.
Learners will gain working knowledge of the application of the Outcome Rating Scale (ORS) and Session Rating Scale (SRS).
Participants will learn to integrate evidence-based measures to gauge treatment progress, goal alliance, and the therapeutic alliance, with confidence.
The instructor used the technology effectively
After this workshop, participants will be up-to-date with recent notions of self-injurious behaviours in adolescence. They will see this expression of adolescent distress in the context of the family. Family practitioners will have further ideas about responding more effectively when working systemically with adolescents and their families.
The instructor used the technology effectively
Increase the therapist’s awareness about own resources, internal processes to reach congruence
Learn about Satir Transformational Sytemic Therapy model's Iceberg Metaphor
The instructor used the technology effectively
Apply the primary principles of family therapy to the process of the group treatment of substance abuse in an inpatient setting. The learner will also be able to implement the process of group process development to other group therapy applications.
The instructor used the technology effectively
Describe an evolving model of healthcare integration that includes multi-disciplinary teams.
The instructor used the technology effectively
Examine their ideas and biases regarding faith in the therapy process.
Gain knowledge of effective faith based interventions.
Develop Faith Positive Therapy
The instructor used the technology effectively
describe of how a ‘paradigm of gifts’ can organise future projects in systemic theory and practice development, and in research.
The instructor used the technology effectively
Examine their understanding of the intersection of sexual and religious identities, articulate what religious traumas LGBTQ+ individuals face, state their understanding of LGBTQ+ individuals' sexual identity development in a heteronormative religious environment and apply their understanding of how to honor religious LGBTQ+ individuals' stories in clinical practice.
The instructor used the technology effectively
Identify ways to initiate collaborative efforts and integrate whole person care.
The instructor used the technology effectively
Participants will be able to state a clearer grasp of Paul Watzlawick and MRI Brief Therapy colleagues interactional focused theory to the practice of family and brief therapy.
Participants will increase their knowledge of the interactional perspective as historical literature and other educational resources relevant to the current practice of family and brief therapy.
The instructor used the technology effectively
Identify the need to shift habitual techniques to creatively meet the client and issue more effectively
Utilize theory, skills, and imagination to meet the needs of the client
Have more fun and avoid burn-out by employing the arts and creative juices to one's everyday practice
The instructor used the technology effectively
Discuss the major challenges and setbacks that affect entrepreneurs’ mental health and wellbeing, and strategize methods ways to work with these individuals and their families.
The instructor used the technology effectively
State the differences in divorce rates between first, second and higher order marriages in short and long range.
The instructor used the technology effectively
State the unique challenges TCK’s face.
List interventions that can help TCK clients experience greater levels of relational and life satisfaction through social engagement.
The instructor used the technology effectively
Identify the effects of life adversities on Latinx families and list several approaches to clinical assessment of adversities/trauma
The instructor used the technology effectively
Describe the paradigm of gifts view of the Milan systemic psychotherapy method, and the implication of this for practice innovation.
The instructor used the technology effectively
Identify cultural differences and similarities of family therapy evolution, current state and future directions in four countries - Hungary, Russia, Turkey and the USA.
The instructor used the technology effectively
The instructor used the technology effectively
Articulate ethical boundaries and practices regarding when and how to integrate matters of personal faith in the context of family therapy.
The instructor used the technology effectively
Identify and clinically address domestic violence problems at multiple levels, including cultural, relational, and physiological.
The instructor used the technology effectively
understand the relevance and impact of family involvement in patients motivation to enter and engage in treatment for dual disorders. Understands the role of the family in the interaction between disorders (mental illness and addiction).
Understands the role of the family in the interaction between disorders (mental illness and addiction).
Understand the role of family therapy in the long-term recovery of an individual with dual disorders.
Understand how family history and origins impact the diagnosis and treatment of patients with dual disorders.
Have practical tips on how to implement family involvement an therapy into existing programs.
The instructor used the technology effectively
Describe and begin to practice and ‘jazz with the ‘Mirrors of Possibility’ methods in couple and marital therapy. Appreciate the archetypal power of ‘mirrors’ in ancient wisdom traditions and spirituality. Play with different ways of inviting multiple reflections using the metaphor of mirrors.
Begin to help clients re-position aspects of embodied emotions and parts of ‘self’ in the couple relationship. Help couples connect with their inner-voices of multi-being, inter-being and relational possibilities. Develop more positions of connection and curiosity in couple relationships.
Enhance the therapeutic relationship with the couple. Consider constraints, resources, problems and possibilities using the ‘Mirrors of Possibility’ with a couple. Adopt 'reflexivity' as an ethical posture.
Practice ‘radical presence’ and become more familiar with CMM and the ethic of relational responsibility to help address personal, interpersonal, local, historical, cultural and ecological issues within the relationship via the ‘Mirrors of Possibility’. Explore ways of reaching beyond dominant discourses to salvage discourses of liberation and relational healing. Deconstruct the ‘unitary self’ and develop the practice of ‘multi-being-based relational reflexivity’ using the ‘Mirrors of Possibility’. Describe and begin to practice the extension of the CMM model into ideas of multi-being and inter-being.
The instructor used the technology effectively
Improve clinical outcomes working with couples with prostate cancer. Delegates will also be able to describe the evidence base of the manual, and have access to the manual to guide their treatment.
The instructor used the technology effectively
Increase knowledge of research supporting increased family engagement in client support and treatment.
Engage in innovative methods to increase family's understanding and engagement in client support and treatment.
The instructor used the technology effectively
Engage in an Active dialogue about tribe and gender
Identify ways to apply a sensitive approach
The instructor used the technology effectively
Define socioculturally attuned family therapy; identify at least one way they can increase their awareness of societal context and power dynamics; and consider how to apply this awareness in practice.
The instructor used the technology effectively
Identify cultural differences and similarities of family therapy evolution, current state and future directions in four countries - Hungary, Russia, Turkey and the USA.
The instructor used the technology effectively
Name and describe some of the difficulties experienced by immigrant therapists because of their minority status.
Describe how immigrant therapist faced and overcame these difficulties.
Become more aware of how the position of power (privilege or oppression) can be used in the therapeutic relationship.
The instructor used the technology effectively
Conceptualize the role of insidious trauma within family dynamics and identify appropriate interventions.
The instructor used the technology effectively
Become aware of the impact of their default positions and actively use that awareness to overcome stuckness and feelings of going nowhere and as a result improve the chances of achieving positive outcomes.
The instructor used the technology effectively
Maintain authentic contact and connection with SELF when working within the family system
Activate and utilize resources of SELF and family members
Trust intuition to guide the therapeutic process
The instructor used the technology effectively
Be able to incorporate their client's spirituality/faith in the therapy room
Be confident in addressing spirituality and faith whether or not they subscribe to a specific religion
Be sensitive to client's beliefs and how to utilize their own beliefs to help their clients without imposing their faith onto the client.
The instructor used the technology effectively
Assess for manifestations of attachment-related distress in couples and be better equipped with possible interventions for the same.
The instructor used the technology effectively
List some of the individual, relational and familial factors that are associated with dyadic adjustment.
The instructor used the technology effectively
identify useful evidence-based treatment strategies parents and families can use to help their children recover from trauma.
The instructor used the technology effectively
Consider using some of the elements or consider participating in the development of the method and setup: Pathfinders – the Open Path Method - a collaborative therapy setup.
The instructor used the technology effectively
Gain an understanding of current trends regarding the adaptation of Western models of family therapy in non-Western contexts.
Discuss complexities and unintended consequences of the exportation of family therapy around the world.
Explore current social sciences scholarly discussion about the element to consider when transporting one clinical tradition to another cultural context.
Discuss clinical examples to assist in tying the concepts presented to actual clinical practice
Discuss guidelines for adapting Western models to fit global “majority world” contexts
The instructor used the technology effectively
Learn about Open Dialogue developing in each of our countries and internationally.
The instructor used the technology effectively
Recognise some of the unique cultural issues that affect the sex lives of their AA clients and be able to administer an assessment that can guide treatment and help to meet their clients' therapeutic goals.
The instructor used the technology effectively
Safely deliver couples treatment for couples experiencing partner violence.
Encourage dialogue in couples seeking treatment for partner violence
Address strengths in couples seeking treatment for partner violence.
The instructor used the technology effectively
Learn the logic of MFS and how they add to the effectiveness of EBP
Identify the core components of MFS
Understand the benefits and challenges of MFS
The instructor used the technology effectively
Learn about the therapeutic benefits of the use of digital arts technology with Latino Youth and integrate innovative approaches to clinical practice.
The instructor used the technology effectively
Explore methods for developing international collaborations that can improve the clinical training of family therapy students, recognizing the barriers and the unique opportunities.
The instructor used the technology effectively
Learn how to use the concept of the person-of-the-therapist in clinical supervision;
Describe how the growth the of the therapist can encourage and facilitate the growth of the client; and,
Learn to promote creativity in clinical supervision.
The instructor used the technology effectively
Identify power differentials within a couple’s relational process and intervene using transparent and respectful dialogue.
The instructor used the technology effectively
Recognise the significant potential therapeutic and healing impacts of treatment that is person-centred and directs the focus from diagnosis, alone, to the person-in-interaction-with-their-family-system.
The instructor used the technology effectively
Identify basic standards set by IACSTE
Differentiate the difference between Tier 1 and Tier 2 Accreditation
Identity obstacles and strengths in achieving accreditation by IACSTE
The instructor used the technology effectively
Utilize a model to effectively evaluate marital viability in couples therapy.
The instructor used the technology effectively
Apply the experience of ambiguous loss to parenting someone with a mental illness.
Apply the theory of family resilience to families affected by childhood mental illness.
Develop strategies to support and ignite existing care giving capacities to support parents in staying engaged in care, developing skills, and building hope.
The instructor used the technology effectively
Assess for presence of significant attachment related issues in married individuals presenting with couple distress, which will help in better planning of intervention.
The instructor used the technology effectively
After this workshop, the learner will have knowledge of effective treatments for older adults. The learner will also understand the implications of mental health treatment for the families of aging individuals.
The instructor used the technology effectively
Present research that shows the relevance of the concept of forgiveness in substance use disorder patients and their families.
Present a clinical framework in which guilt, resentment, and anger can be addressed using the concept of forgiveness and show how the 12 step approach, specifically looking at steps four through nine are integrated with forgiveness.
Provide participants with interactive case discussion, small group participation, and brief presentations that will offer basic tools to implement these concepts in their clinical practice.
The instructor used the technology effectively
Practice in a way that genuinely embraces and adapts to ever present difference and inequality.
The instructor used the technology effectively
Describe the points of convergence and divergence of the theories of attachment and differentiation in treating couples, and how each theory is applied in working with couples.
The instructor used the technology effectively
Participants will describe individual and systemic developmental processes that may impact the development and maintenance of SUDs.
Participants will explain ways in which SUDs may impact individual and systemic developmental processes.
Participants will describe systemic impacts of SUDs in terms of vertical and horizontal stressors and family resilience.
Participants will apply information related to individual and family development and systemic processes to conceptualize presenting concerns of couples and families impacted by SUDs, select and implement assessment processes that attend to these contexts, consider theoretical frameworks for treatment, and select appropriate interventions for working with these couples.
The instructor used the technology effectively
After this lecture the learner will have a pathway for addressing and healing wounds of societal oppression and issues of social justice within a Satir Model framework.
The instructor used the technology effectively
Observe through clinical illustration of composite case studies, the diagnosis of antisocial personality disorder examined from an interactional approach, highlighting not only the patterns of interaction associated with this disorder, but also its various interactional and systemic treatment considerations.
The instructor used the technology effectively
Explain the main components of developing, conducting, and delivering an international course
The instructor used the technology effectively
Conceptualize the supervisory working alliance in terms of IPs
Assist supervisees to recognize IPs with clients
Use IPs to open conversations about culture
The instructor used the technology effectively
The learner will become aware of innovative clinical interventions to differentiate between the responses of adults and children during a Sound Healing session.
The instructor used the technology effectively
Self care and co-creating communities of support
The instructor used the technology effectively
Describe various polyamorous systems.
Intervene therapeutically in poly-centric ways.
The instructor used the technology effectively
Discern the unique needs when working with children and families impacted by Developmental Disabilities
The instructor used the technology effectively
Identify some of the peculiar sources of moral injury among child soldiers in Africa and be able to highlight any two reports that indicate the contributions of culture and the community in the treatment of moral injury in the African context.
The instructor used the technology effectively
Have knowledge about family therapy as a politics of practice
Integrate family therapy as an evidence-based practice
The instructor used the technology effectively
Use the Solution Focused questions process to address client problems.
Be familiar with the specific phrases to use to in session to increase the likelihood that the client will be able to answer the question in a useful way.
Be more confident and competent in using the Solution Focused Approach when the client talks about the problem.
The instructor used the technology effectively
Identify at least three family treatment modalities for adolescent eating disorders.
The instructor used the technology effectively
Provide a model of therapy to identify the unique clinical needs of blended military families, assist military couples in effectively navigating the challenges of unit-natural family blending, and develop long-term skills for relationship maintenance.
The instructor used the technology effectively
Enhance their knowledge of the historical background of the sensate focus intervention.
Gain specialized skills and knowledge regarding the nuances of providing sexually related interventions with same-sex couples.
Apply the adapted sensate focus intervention to meet the needs of same sex couples.
The instructor used the technology effectively
Gain deeper knowledge and awareness about the importance of applying a culturally sensitive framework in the areas of training, supervision and service provision
The instructor used the technology effectively
Use the L.O.V.E. approach to help their clients achieve their goals effectively.
The instructor used the technology effectively
Participants will identify strategies for an empathic, responsible and trustworthy child abuse cases referral within the family and community contexts.
The instructor used the technology effectively
Participants will learn about BSFT’s theoretical underpinnings and family systems diagnostic schema.
Participants will learn about BSFT’s restructuring sequence.
Participants will learn about how a BSFT treatment is implemented by observation of a session videotaped demonstration.
The instructor used the technology effectively
Reflect upon how to make the voices of children/teenager more understandable in FamilyTheraphy.
The instructor used the technology effectively
Reflect upon how to make the voices of children/teenager more understandable in FamilyTheraphy.
The instructor used the technology effectively
Reflect upon how to make the voices of children/teenager more understandable in FamilyTheraphy.
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?

Additional comments:

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