Nsgp lockup fullcolor md 711x200
NSGP - NSGP 38th Annual Conference Diving in: From the Shallows to the Deep
Mr pencil

How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
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: Identify various styles of group psychotherapy based on theoretical perspectives and levels of experience.
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
Objective 2: 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.
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
Objective 3: 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.
The teaching methods used were appropriate to the objectives
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
Identify 3 socio-cultural factors that contribute to silencing women.
Develop greater awareness of psychological barriers to speaking up. Identify stages of group development.
Develop greater comfort with competition and conflict. Identify three leadership skills
The instructor used the technology effectively
Identify 3 socio-cultural factors that contribute to silencing women.
Develop greater awareness of psychological barriers to speaking up. Identify stages of group development.
Develop greater comfort with competition and conflict. Identify three leadership skills
The instructor used the technology effectively
Identify 3 socio-cultural factors that contribute to silencing women.
Develop greater awareness of psychological barriers to speaking up. Identify stages of group development.
Develop greater comfort with competition and conflict. Identify three leadership skills
The instructor used the technology effectively
Identify 3 socio-cultural factors that contribute to silencing women.
Develop greater awareness of psychological barriers to speaking up. Identify stages of group development.
Develop greater comfort with competition and conflict. Identify three leadership skills
The instructor used the technology effectively
Distinguish between objective and subjective countertransference Define countertransference resistance and develop a greater appreciation for its role in psychotherapy
Identify emotions that you may unconsciously discourage in your clinical work Study the maturational role of emotional communication between therapist and client
Clarify the importance of emotional insulation and ongoing supervision in effective psychotherapy
The instructor used the technology effectively
Distinguish between objective and subjective countertransference Define countertransference resistance and develop a greater appreciation for its role in psychotherapy
Identify emotions that you may unconsciously discourage in your clinical work Study the maturational role of emotional communication between therapist and client
Clarify the importance of emotional insulation and ongoing supervision in effective psychotherapy
The instructor used the technology effectively
Distinguish between objective and subjective countertransference Define countertransference resistance and develop a greater appreciation for its role in psychotherapy
Identify emotions that you may unconsciously discourage in your clinical work Study the maturational role of emotional communication between therapist and client
Clarify the importance of emotional insulation and ongoing supervision in effective psychotherapy
The instructor used the technology effectively
Distinguish between objective and subjective countertransference Define countertransference resistance and develop a greater appreciation for its role in psychotherapy
Identify emotions that you may unconsciously discourage in your clinical work Study the maturational role of emotional communication between therapist and client
Clarify the importance of emotional insulation and ongoing supervision in effective psychotherapy
The instructor used the technology effectively
Utilize the group as a secure base and increase comprehension of the concept of secure attachment being associated with having a safe haven
Recognize the factors that characterize secure and insecure attachment; Label attachment styles related to attachment avoidance or attachment anxiety and how these styles impede therapeutic attunement
Delineate the differences between reactive emotions and vulnerable primary emotions that are related to attachment needs and longing; evaluate their own internal working models (View-of-Self & View-of-Other) and how these models impact their clinical work
The instructor used the technology effectively
Utilize the group as a secure base and increase comprehension of the concept of secure attachment being associated with having a safe haven
Recognize the factors that characterize secure and insecure attachment; Label attachment styles related to attachment avoidance or attachment anxiety and how these styles impede therapeutic attunement
Delineate the differences between reactive emotions and vulnerable primary emotions that are related to attachment needs and longing; evaluate their own internal working models (View-of-Self & View-of-Other) and how these models impact their clinical work
The instructor used the technology effectively
Utilize the group as a secure base and increase comprehension of the concept of secure attachment being associated with having a safe haven
Recognize the factors that characterize secure and insecure attachment; Label attachment styles related to attachment avoidance or attachment anxiety and how these styles impede therapeutic attunement
Delineate the differences between reactive emotions and vulnerable primary emotions that are related to attachment needs and longing; evaluate their own internal working models (View-of-Self & View-of-Other) and how these models impact their clinical work
The instructor used the technology effectively
Utilize the group as a secure base and increase comprehension of the concept of secure attachment being associated with having a safe haven
Recognize the factors that characterize secure and insecure attachment; Label attachment styles related to attachment avoidance or attachment anxiety and how these styles impede therapeutic attunement
Delineate the differences between reactive emotions and vulnerable primary emotions that are related to attachment needs and longing; evaluate their own internal working models (View-of-Self & View-of-Other) and how these models impact their clinical work
The instructor used the technology effectively
Explore from a group analytic perspective the turbulent political, social and psychological issues we have faced from the presidential election and its aftermath.
Explore how have the national leader’s transgressions permeated the social unconscious, affected our social identities, and our therapeutic practice
This will be a town hall group format where we can learn from our differences and our differing perspectives.
The instructor used the technology effectively
Explore from a group analytic perspective the turbulent political, social and psychological issues we have faced from the presidential election and its aftermath.
Explore how have the national leader’s transgressions permeated the social unconscious, affected our social identities, and our therapeutic practice
This will be a town hall group format where we can learn from our differences and our differing perspectives.
The instructor used the technology effectively
Explore from a group analytic perspective the turbulent political, social and psychological issues we have faced from the presidential election and its aftermath.
Explore how have the national leader’s transgressions permeated the social unconscious, affected our social identities, and our therapeutic practice
This will be a town hall group format where we can learn from our differences and our differing perspectives.
The instructor used the technology effectively
Explore from a group analytic perspective the turbulent political, social and psychological issues we have faced from the presidential election and its aftermath.
Explore how have the national leader’s transgressions permeated the social unconscious, affected our social identities, and our therapeutic practice
This will be a town hall group format where we can learn from our differences and our differing perspectives.
The instructor used the technology effectively
Define psychological flexibility and list core ACT processes
Practice behavioral exercises addressing ACT processes/Participate in a structured group experience
Process structured group experience
The instructor used the technology effectively
Define transference resistance Describe emotional communication
List three common resistances to emotional immediacy; Identify commonly perceived risks of emotional immediacy
List two possible ways to resolve emotional immediacy
The instructor used the technology effectively
Identify three main contributing factors that have influenced participants' identity development as group therapists at the current stage of their career and formulate how the above is affecting their group leader interventions
In reflecting on their leader identity development and how it impacts group process and clients, compare and contrast challenges associated with their specific leader identity variables with the benefits of those variables to the group; Recognize and name culturally-based transference and counter-transference issues in the group
Specify future personal/professional goals and directions related to identity development as a group leader
The instructor used the technology effectively
Participants will expand their clinical range to include working with people with substance use concerns.
Participants will gain competence in applying Harm Reduction principles to their work and will increase their cultural competence as they experience and learn about the stigma of people with alcohol and other substance use disorders.
Participants will be able to apply Stages of Change and Motivational thinking to their work and expand their notions of success, from "recovery" to "optimal living "
The instructor used the technology effectively
Identify their own M/D relationship and uncover problems/challenges.
Validate the strengths of their mothers? daughters?
Decide if change is needed. Present tools to make that change
The instructor used the technology effectively
Identify feelings that arise at the crossroads of what’s new and what’s familiar; Explain your own relationship to being big as a leader
Delineate features of a process that make historical mindsets visible
Describe two techniques for establishing a safe-enough group culture; Name one way in which attachment to remaining small operates in your professional life
The instructor used the technology effectively
Participans will extend their potential range of application of group theory and technique and be encouraged to try creative extensions of their own conceptualizations and applications of group theory and practice
Shared group exploration of boundaries and experience of practice in certain settings and with certain client population
Identify personal readiness for application of concepts to professional practice and explore concerns and risk/benefit of possible changes in approach
The instructor used the technology effectively
Define and develop embodied attunement Integrate body, mind, emotions and define Nia FreeDance
Apply concepts of somatic psychology to psychotherapy
Define and develop body awareness and non-verbal communication
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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 transference phenomenon Describe the function of the group contract
Identify the stages of group development Identify individual/group resistances
The instructor used the technology effectively
Compare and contrast different termination reactions and phenomena
The instructor used the technology effectively
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
The instructor used the technology effectively
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
The instructor used the technology effectively
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
Explore from a group analytic perspective the turbulent political, social and psychological issues we have faced from the presidential election and its aftermath.
Explore how have the national leader's transgressions permeated the social unconscious, affected our social identities, and our therapeutic practice.
The instructor used the technology effectively
The will be a town hall group format where we can learn from our differences and our differing perspectives.
Objective 4: 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.
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?

Additional comments:

Mr question
Provided by amedco