AAP 2010 Summer Workshop

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Profession

What activities did you attend at the event?

Training Institutes T1a, T2a

Workshops T1b-T2b, 1 to 14a

Workshops 5b-10b, 12b-18a

Workshops 11b to 24

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Please rate the following:

The program was relevant to my work.

Content matched stated objectives.

Usefulness of handouts/AV.

Quality of facilities.

If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain:

Please rate the speaker(s) as a group. You will have the opportunity to elaborate on an individual speaker in the following question.

After attending the meeting, I feel I can meet each of the following objectives:

Compare and contrast their own "I" in the presence of the other group members, or the "Thou"

Explain why missing "I-Thou" opportunities can cause therapeutic impasses and premature terminations

Discuss how to become aware of unconscious feelings and thoughts through movement

If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:

Summarize the history and research pertaining to the use of Animal Assisted Psychotherapy

Explain how to use somatic tracking techniques applicable to calm and ex-cite one's self

List the ethical constraints of utilizing a body-integrated approach to psy-chotherapy

Identify resistances to termination

Explain the role of the working agreement in the group's development

Describe the importance of dyadic interpersonal regulation of anxiety and trauma, as well as internal self-regulation

Having completed the activity, please rate your ability to meet each of the following objectives:

Explain how to remain attentive to the conscious and unconscious material that arises in the both the group process and content during a supervision group

Identify specific areas in the conduct of therapy groups that will become focal points in group supervision

Explain how to conduct group supervision in a way that reduces the threat to the case presenter and focus on countertransference and parallel process

Compare and contrast the two major models of change in psychotherapy

Identify each of these models in a variety of clinical cases

Summarize the core process of embracing experience that underlies the process of change across theoretical approaches

Develop a contract for a supervision group

Define the elements that go into a supervision group contract

Identify ethical issues in supervision

Differentiate productive tension from non-productive tension in psychotherapy

Compare interventions appropriate for productive and non-productive tension in psychotherapy

Differentiate productive and non-productive impasses in psychotherapy

Differentiate between productive tension and non-productive tension in psychotherapy

List interventions appropriate for productive and non-productive tension in psychotherapy

Differentiate between productive and non-productive impasses in psychotherapy

Identify unconscious feelings and thoughts through movement

Evaluate body language as indicator of unconscious feelings, thoughts, and actions

Cite effective and safe ways to communicate with clients regarding unconscious thoughts

Compare conscious and unconscious legacy of the paternal love relationship

Identify the effect of the paternal legacy in personal and professional life

Create a list of practical resolves to use in lessening the burden and increase the appreciation of father in our life and work

Name three energetic techniques which enhance one’s own sense of embodiment as well as relate authentically with the other

Describe the impact of the practice of body awareness, breath and meditation on how you relate to yourself and others

Describe how to apply “vertical alignment” and the practice of “present time” relating to your work with clients and in your other relationships

Identify decision points the therapist makes during the sessions

Articulate the role of the therapeutic contract and how it helps to maintain a focus

Identify the principle methods of avoidance and the effect on the I – Thou connection between the therapist and patient

Discuss the various ways a dog impacts the therapeutic environment including issues of transference and countertransference, the therapeutic alliance, and access to patient’s emotions

xplain how to help patients incorporate techniques of self-soothing, play, and open and honest communication and an expression of a range of feelings with the use of therapy dogs

Discuss the history and research pertaining to use of Animal Assisted Psychotherapy

List the various types of illusions which keep us from seeing the truth

Describe the emotional state of those lost in illusions

Identify behaviors which interfere with accurate empathy

Summarize the “I-Thou” relationship from Martin Buber’s theoretical perspective

Explain how the relationship has evolved today

Name three somatic tracking techniques for purposes of teaching self-regulation to clients

Practice a basic body-scan technique for aiding clients to track sensations related to affective experience

Articulate their own counter-transference using words paired with sound, movement, art, and stillness

Explain the socio-historical influence upon Martin Buber in formulating his philosophy

Summarize the differences between I-Thou relations and I-It relations

Compare the I-Thou relationship from the I-It relationship in regard to Nature, Humans and Spirit

Demonstrate the relationship between stone carving and psyche

Explain how stone carving is a psychological metaphor for life

Identify the characteristics which define the dynamics of the creative process as it applies to Jungian theory

Summarize the fundamental concepts of the Humanistic-Existential orientation to psychotherapy

Compare and contrast the concepts of choice, freedom, self-determination and responsibility in their relationship to work with any patient population

State the fundamental aspects of therapeutic presence

Describe emerging leadership roles in the beginning group

List three boundaries important to the group envelope

Describe the leaders’ contributions to early group formation

Discuss the importance of identifying and expressing accurate feelings and current needs in the context of building an intimate relationship

Describe how feelings and affective need states can be effectively communicated within a relationship process

Explain the importance of internal self-regulation of anxiety

Explain the process of embracing experience in both an outside-in and inside-out model of change

Describe how to utilize the therapeutic relationship to assist patients with the process of more fully embracing their experience

Describe how to utilize the person of the therapist to assist patients to change by further embracing their experience

Discuss interventions appropriate to dealing with both productive and non-productive impasses

Explain how to integrate outside-in and inside-out models of change over the course of a psychotherapy

Describe how to make further use of clinical experience to facilitate the patient’s process of change

List interventions appropriate to dealing with both productive and non-productive impasses

Integrate outside-in and inside-out models of change over the course of psychotherapy

Describe how to use their own clinical experience to facilitate the patient’s process of change

Discuss the role of the consultant and the theoretical constructs that guided their evaluation

Summarize what next steps they might have taken if they were the therapist

List ways to apply this to their own approach to therapy

Assess their dog’s stress levels in the therapy room by utilizing dog calming signals and stress signs and responding appropriately

Discuss the potential problems of having a therapy dog in the therapy room including distraction and liability issues

Describe the various grief responses in response to the illness or death of a dog, and how the experience of the loss can trigger other earlier losses

Summarize the didactic information presented

State the simple rules for emotional congruence

Compare the words of someone in an illusional state with someone free of illusion so as to treat the former in an appropriate manner

Discuss participants ability to recognize when they are having an “I-Thou” dialogue as participants in this workshop, as therapists, patients, colleagues, family, etc

List methods of facilitating dialogue with individual patients, groups of patients, family, colleagues, community and beyond

Describe five common somatic expressions of anxiety and facilitate affective-expressive alternatives for clients in need

Practice facilitating and modeling exaggerated expressions of inhibiting and activating common emotions to create a safe therapeutic container for client work

Clinically describe the three primary ethical constraints of utilizing a body-integrated approach to psychotherapy

Compare and contrast Buber's notions of psychology with Freud

Compare and contrast Buber's view of psychology and religion with Jung

Compare and contrast Buber's ideas about psychotherapy with Rogers

Summarize the I-thou mode of relating

Explain how to apply this interactive mode of therapy with differing client populations

Discuss the significance of the healing relationship within the context of humanistic psychotherapy

Identify common resistances to entering a working phase

Discuss the role of conflict in group development

Identify their different transferences to the two leaders

Match current anxious and distressed feelings with experiences of historical trauma and cumulative trauma reservoirs

Evaluate the "lenses" through which current interpersonal situational stressors are viewed based upon their histories and trauma reservoirs

Discuss the value of dyadic interpersonal regulation of anxiety

Discuss the relationship between Jung’s theory of opposites – thought, emotion, intuition and sensation - and the four directions of the sweat lodge

Describe how a sweat lodge can be used as a healing pathway for addictions, traumas, grief and shame based feelings

Evaluate the importance of the therapist’s awareness and respect for client’s cultural and spiritual diversity

Describe what is needed in order to claim yourself ”I” fully

Cite ways to use humor, creativity, and meditation to positively reframe the most difficult parts of the self

Practice staying grounded and curiously observant in the most demanding moments of I-Thou

Describe the defenses they erect against loving feelings

Identify and describe their longings to and for love

Identify the conflict between the need to protect themselves from anticipated hurt based on their past, and their desires for and to love in the present

Summarize what it means to be in an I-Thou relationship

Discuss the therapeutic value of personal courage within interpersonal exchanges as a means of fostering intra-psychic evolution and the release of creative energy

Explain how focusing on the intrapsychic and the interpersonal experiences that develop within the “symbolic lifetime” of this process group can be useful for evolving both the individuals in the group and the community as a whole

Cite the difference between first and second steps in a person's change process

Discuss the importance of taking risks in order to get more of what they need and want out of life

Explain how to support and guide clients through the scary process of change

Explain how someone is able to gain self-awareness of feelings and thoughts through the art of stone carving

Discuss the relationship between the creative/expressive processes of stone carving and the creative/expressive processes in psychotherapy

Explain how to help clients formulate a plan or idea and carry it through to completion

Explain how to reach the "engaged encounter" in therapy

Describe how to respond to the client in an authentic way so to facilitate their capacity to respond genuinely

Explain how a relationship that is affirming and validating of the client is one of the prime ingredients of the therapeutic process

Cite at least one example of “the exquisite timing of the unconscious"

Identify resistances to termination

Discuss the role of the working agreement in the group’s development

Describe how to resonatine to others' relationship stories, particularly with ‘unwanted’, ‘wrong’, ‘shameful’ dystonic feelings

Explain how to articulate resonance with, validate, sooth and integrate unwanted affective experiences in self and other

Describe the value of both following and leading in relationships

Identify when to realistically protect themselves from interpersonal danger and when to risk greater intimacy

Compare their defenses against versus authentic bids for intimacy

Identify the similarities and differences between their experience in this workshop and that of their patients

Describe what is "just right" in their interpersonal relationships

Describe what is "just right" in the community

Discuss how to contend with the increasingly complex reality of the I–Thou relationships that develop within the time boundaries of this workshop

Differentiate between the first and second steps in the change process

List options for describing to clients the necessity of taking risk to bring about real change

Cite examples of taking risks in a group setting

Define “Empathy/Respect Dance and Dynamic”

Explain where, how and why "I" may lose Empathy and/or Respect for "Thou”

Summarize how to apply their response to the "Where, How and Why" to help their patient improve their skills to enhance intimacy in their lives

Identify the continuing role addiction has in the therapeutic relationship

List strategies for keeping the relationship authentic when addiction is present

Describe the therapist’s response to the addict's behavior throughout the various stages of the I-Thou relationship

Identify the nature of their own I-I ethical relationship

Identify the nature of their I-Thou ethical relationship with psychotherapy

Evaluate the nature and quality of the interface between the I-I ethical relationship and the I-Thou ethical relationship

Describe the ubiquity across the span of relationships of the challenges to the I:Thou

Identify individual defense mechanisms which interfere in particular relationships in seeing the other and in being seen

Discuss methods to attend to missed opportunities in the consultation room

Describe the differences between social anxiety disorder, avoidant personality disorder, and schizoid personality

Demonstrate the primary inhibitions to revealing the true self

Discuss therapeutic interventions which encourage overcoming the fears of revealing the self

Discuss the relationship between Jung’s theory of opposites – thought, emotion, intuition and sensation - and the four directions of the sweat lodge

Describe how a sweat lodge can be used as a healing pathway for addictions, traumas, grief and shame based feelings

Evaluate the importance of the therapist’s awareness and respect for client’s cultural and spiritual diversity

Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the mode of education effective to learning?

If you answered "No" to any of the above questions, please explain.

How much did you learn as a result of this educational program?

What 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 problems or patient challenges do you feel you are not able to address appropriately or to your satisfaction?

What problems are your patients 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 be improved to better impact competence, performance and/or patient outcomes?

Additional comments: