Aap normal1
AAP - 2019 Summer Workshop: Mirror, Mask & Shadow: Can You See Me?
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.
Only Florida licensees need to answer this question. Notice to Florida Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Florida alpha-numberic license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Only Ohio licensees need to answer this question. Notice to Ohio Licensees: In order for us to report your hours to CE Broker, you MUST provide us with your Ohio alpha-numeric license number (e.g., CDCA.XXXXXX, LICDCII.XXXXXX, LCDCII.XXXXXX, LICDC.XXXXXX). Please be sure to enter this number accurately, or CE Broker will not record your hours. 
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 1: Develop a greater understanding of inter-subjectivity and how this impacts the therapeutic relationship.
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 2: Demonstrate understanding of the history of cultural factors and how personal stories impact insight within our clients, ourselves and groups.
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 technology effectively
Lead a sacred ritual in a experiential psychotherapy group.
Create a safe setting for shame-melting work.
Apply the principles from group psychotherapy experiential work to the individual setting.
Name the significant parent functions.
Demonstrate how to externalize the internal mapping of a client.
The instructor used technology effectively
Recognize and describe the ways in which men's fears of women manifest in individual and couples psychotherapy.
Describe the underlying psychological and sociocultural causes of men's fears of women in intimate relationships.
Differentiate the progression of men's fears of women from those that are more conscious and acknowledge to those that are more unconscious and defended against.
Describe the impact of men's fears of women on both their individual patients and the larger sociocultural context of their clinical work.
Learn how to apply this theoretical framework in their individual work with both men and heterosexual couples.
The instructor used technology effectively
Know how the therapist's perspective may "mask" an ability to engage in authentic communication.
The instructor used technology effectively
Lead a sacred ritual in a experiential psychotherapy group.
Create a safe setting for shame-melting work.
Apply the principles from group psychotherapy experiential work to the individual setting.
Name the significant parent functions.
Demonstrate how to externalize the internal mapping of a client.
The instructor used technology effectively
Recognize and describe the ways in which men's fears of women manifest in individual and couples psychotherapy.
Describe the underlying psychological and sociocultural causes of men's fears of women in intimate relationships.
Differentiate the progression of men's fears of women from those that are more conscious and acknowledge to those that are more unconscious and defended against.
Describe the impact of men's fears of women on both their individual patients and the larger sociocultural context of their clinical work.
Learn how to apply this theoretical framework in their individual work with both men and heterosexual couples.
The instructor used technology effectively
Define the emotional components that make up "the in-between" or liminal space.
Define the cognitive components that make up liminal space.
Define the social role of the therapist in liminal space.
Define social or hierarchical shifts in liminal space.
Articulate the more primitive psychological energies involved in entering a threshold space.
The instructor used technology effectively
Identify four ways group dynamics in a therapy setting can refect/refract roles in other life spaces.
Identify their own predominant roles in groups and recognize such roles in others.
Initiate strategies for expanding insight into group dynamics.
Specify conditions in a community that foster versus impede growth.
The instructor used technology effectively
Differentiate between the idealized best self and the shadow side of Oscar Wilde's character Dorian Gray.
Explain what a cohesive sense of self includes for a patient.
Define a compliant false self in a patient.
The instructor used technology effectively
Discuss "Moral Foundation Theory" as described in Jonathan Haidt's book, The Righteous Mind: Why Good People are Divided by Politics and Religion.
List six moral foundations.
Explain three political moral matrices.
The instructor used technology effectively
List three elements of sterotypes of aging.
Identify 1-3 ways their aging process may be different than existing stereotypes.
Identify what they grieve in their aging process.
Move toward an image of their individual aging paradigm.
List two reasons ritual can be effective in life transitions.
The instructor used technology effectively
Define the terms Inter-subjectivity and Therapeutic Relationship as well as implement them in measurably concrete ways with their patients. Explain Inter-subjectivity with examples.
Define projection, self-decption and disintegration as well as be able to use writing practices to incorporate these terms into their ongoing work with their patient population.
Upon the conclusion of this workshop group participants will be able to effectively define: Parallel Process and incorporate it into their work as a psychotherapist with their patient population. Parallel process has its origins in the 1950’s as a way to better help the supervisee in the supervision process between the two: “The process was termed reflection by Harold Searles in 1955, and two years later T. Hora (1957) first used the actual term parallel process – emphasizing that it was rooted in an unconscious identification with the client/patient which could extend to tone of voice and behavior. The supervisee thus enacts the central problem of the therapy in the supervision, potentially opening up a process of containment and solution, first by the supervisor and then by the therapist. Alternatively, the supervisor's own countertransference may be activated in the parallel process, to be reflected in turn between supervisor and consultant, or back into the original patient/helper dyad. Even then, however, careful examination of the material may still illuminate the original therapeutic difficulty, as reflected in the parallel situation. “
The instructor used technology effectively
Participants will be able to differentiate the unique ways in which women come to be mothers without children.
Participants will be able to identify ways in which societal expectations of women can exclude women without children.
Participants will be able to describe the unique experiences of women without children and how this impacts a woman's identity.
Participants will be able to list ways in which women already "mother" in non-traditional ways.
The instructor used technology effectively
Describe the techniques used in action methods in individual and group psychotherapy.
Acquire skills used to apply action methods in psychotherapy.
Demonstrate a knowledge of action methods.
The instructor used technology effectively
Describe ways that projections impact connection.
Discuss how perceptions of the other relate to unexamined parts of self.
Demonstrate methods for making genuine contact within a group context.
The instructor used technology effectively
Participants will be able to discuss directly with their clients about the most complicated counter-transferential feelings arising in the consultation room.
Participants will be able to tolerate, manage, and intervene ethically with the pleasant and unpleasant transferential feeling of their clientele.
Attendees will be able to differentiate when they are handling difficult relational issues in an appropriate, ethical, and effective therapeutic manner.
The instructor used technology effectively
Based on our discussion of Tension Myositis Syndrome(TMS), participants will be able to distinguish the the difference between physiological and psychogenic disorders.
Participants will be able to demonstrate an understanding (through examples) of how chronic pain masks repressed emotions.
Participants will site examples from their own experience with chronic pain and /or that of their clients, indicating a true understanding of the connection between the mask of pain and threatening repressed/suppressed emotional content.
Participants will be able to site at least two case studies which represent examples of the this groundbreaking work of Tension Myositis Sydrome.
The instructor used technology effectively
Contrast and compare human interactions in which consideration of self-disclosure is an important issue.
Increasingly predict when "mask" is choosing us rather than our choosing it.
Demonstrate to ourselves and others the ability to discern under what conditions safety invites coming from behind the mask.
The instructor used technology effectively
Assess their own sense of aging and its impact on their sexuality.
Identify at least one way their age, health, or sexual condition is impacting their work with clients/patients.
Describe at least one way to manage their sexual countertransference.
The instructor used technology effectively
Discuss significant new awareness of how to negotiate the complex balance of one's own needs and the needs of other people in relationships.
Demonstrate their understanding of how to apply this new knowledge in therapy relationships with individual clients and in working with couples and families to teach them how to apply these understandings.
Distinguish constructive self-care skills from self-serving justifications for self-centered behaviors in all kinds of relationships.
Demonstrate behaviors that indicate increased insight into one's own "shadow side" motivations that might hurt others and ignore the consequences of one's own choices in relationships
Articulate enhanced awareness of how negotiations with other people can reach apparent stalemates and how reaching out with empathy can open up new possibilities from "stuck" places.
The instructor used technology effectively
Evaluate the therapist's own perspective by exploring the degree of projection (or Mirror) by which the therapist may be unknowingly participating.
The instructor used technology effectively
Define the emotional components that make up "the in-between" or liminal space.
Define the cognitive components that make up liminal space.
Define the social role of the therapist in liminal space.
Define social or hierarchical shifts in liminal space.
Articulate the more primitive psychological energies involved in entering a threshold space.
The instructor used technology effectively
Identify four ways group dynamics in a therapy setting can refect/refract roles in other life spaces.
Identify their own predominant roles in groups and recognize such roles in others.
Initiate strategies for expanding insight into group dynamics.
Specify conditions in a community that foster versus impede growth.
The instructor used technology effectively
Differentiate between the idealized best self and the shadow side of Oscar Wilde's character Dorian Gray.
Explain what a cohesive sense of self includes for a patient.
Define a compliant false self in a patient.
The instructor used technology effectively
Discuss "Moral Foundation Theory" as described in Jonathan Haidt's book, The Righteous Mind: Why Good People are Divided by Politics and Religion.
List six moral foundations.
Explain three political moral matrices.
The instructor used technology effectively
List three elements of sterotypes of aging.
Identify 1-3 ways their aging process may be different than existing stereotypes.
Identify what they grieve in their aging process.
Move toward an image of their individual aging paradigm.
List two reasons ritual can be effective in life transitions.
The instructor used technology effectively
Define the terms Inter-subjectivity and Therapeutic Relationship as well as implement them in measurably concrete ways with their patients. Explain Inter-subjectivity with examples.
Define projection, self-decption and disintegration as well as be able to use writing practices to incorporate these terms into their ongoing work with their patient population.
Upon the conclusion of this workshop group participants will be able to effectively define: Parallel Process and incorporate it into their work as a psychotherapist with their patient population. Parallel process has its origins in the 1950’s as a way to better help the supervisee in the supervision process between the two: “The process was termed reflection by Harold Searles in 1955, and two years later T. Hora (1957) first used the actual term parallel process – emphasizing that it was rooted in an unconscious identification with the client/patient which could extend to tone of voice and behavior. The supervisee thus enacts the central problem of the therapy in the supervision, potentially opening up a process of containment and solution, first by the supervisor and then by the therapist. Alternatively, the supervisor's own countertransference may be activated in the parallel process, to be reflected in turn between supervisor and consultant, or back into the original patient/helper dyad. Even then, however, careful examination of the material may still illuminate the original therapeutic difficulty, as reflected in the parallel situation. “
The instructor used technology effectively
Participants will be able to differentiate the unique ways in which women come to be mothers without children.
Participants will be able to identify ways in which societal expectations of women can exclude women without children.
Participants will be able to describe the unique experiences of women without children and how this impacts a woman's identity.
Participants will be able to list ways in which women already "mother" in non-traditional ways.
The instructor used technology effectively
Describe the techniques used in action methods in individual and group psychotherapy.
Acquire skills used to apply action methods in psychotherapy.
Demonstrate a knowledge of action methods.
The instructor used technology effectively
Describe the impact of mentalization on the individual psychotherapy process.
Describe the impact of patient self-reflection on the psychotherapy process.
Describe how to orient group psychotherapy members to mentalization and self-reflection.
The instructor used technology effectively
Use/demonstrate breath as a grounding tool.
Understand/define meditation as an opportunity for seeing the 'true-self'.
Differentiate mirror, mask, shadow inside ourselves.
Utilize paradoxical intention as a powerful affirming/accepting strategy.
Choose reframing as a therapeutic antidote to defensiveness.
The instructor used technology effectively
List the elements of mirroring in psychotherapy.
List the elements of masking in psychotherapy.
List the elements of the shadow in psychotherapy.
List four ways of counteracting mirroring in psychotherapy.
List four ways of counteracting masking in psychotherapy.
The instructor used technology effectively
Develop an understanding of projections stemming from internal narratives about ourselves and others.
Describe how the vulnerability of losing sight impacts the closeness of the group.
Explore how losing the data acquired through sight impacts the therapeutic relationship.
Identify personal barriers and resistance to utilizing non-visual senses in working with clients and in relating to others in the therapist's life.
Compare and contrast the experience of connection without sight and connection with sight.
The instructor used technology effectively
Participants will be able to attend/focus/manage their darkest judgements/feelings for a client.
Participants will be better able to hold onto their center and manage our own feelings when confronted with the harsh and negative feelings from a client.
Participants will learn various methods of engaging the client with our negative reactions, feelings and judgement in a useful and therapeutic manner.
Participants will learn to understand the basis for anger is commonly anguish and hurt in order to not get lost in the client's angry feelings.
Participants will learn that just trying to comfort, soothe, empathize or be compassionate with our clientele will not enable the client to fully understand how to process and work through their negative feelings.
The instructor used technology effectively
Explain the dynamic between themselves and the other members of he group as they contrast what appears to be mirror, mask or Shadow.
Differentiate their taking charge of themselves with their expectation to be passive and receive in a group setting.
Recommend to their patients self motivation verses reliance on important relationships to push their evolution.
Evaluate how much of their time is spent regarding others for direction instead of listening to their own internal process.
The instructor used technology effectively
Demonstrate ability to work creatively and collaboratively with others and in shared endeavors.
Describe how aspects of the therapist's identity, as part of our own mirror, mask and shadow, can change with age and impact the therapy relationship.
Summarize how co-creation of experience can foster connection in the therapeutic relationship and personal growth.
Demonstrate ability to use personal experience to connect and support the other in therapeutic interactions and relationships.
List at least three ways to promote the co-creation of experience to a more cohesive identity as a result of this workshop.
The instructor used technology effectively
Discuss the most recent research findings regarding the use of psychedelics and entactogens in treating PSTD, addiction and treatment-resistant depression.
Dispel much misinformation and misunderstanding about the nature, use and typical effects of these substances.
Describe some of the theoretical underpinnings in regard to what makes these molecules so potentially useful to the processes of healing and evolution.
Differentiate between “recreational” and psychotherapeutic use of these substances.
Summarize some basic frameworks and evolving clinical approaches for integrating the use of these substances in time-limited and ongoing psychotherapeutic treatment.
The instructor used technology effectively
Expand the definition of bicultural and biracial as broader than an individuals’ parentage.
List at least two identity conflicts that might arise for bicultural or biracial individuals.
Identify at least one culturally specific family dynamic that might contribute to an individual’s identity formation.
Identify differences between first generation immigrants and subsequent generations’ identities as bicultural.
Identify the effects of racism and “nationalism” on the identity formation of bicultural and biracial individuals.
The instructor used technology effectively
Describe three ways questions/statements can be used to identify accurate communication.
The instructor used technology effectively
Define the emotional components that make up "the in-between" or liminal space.
Define the cognitive components that make up liminal space.
Define the social role of the therapist in liminal space.
Define social or hierarchical shifts in liminal space.
Articulate the more primitive psychological energies involved in entering a threshold space.
The instructor used technology effectively
Describe the impact of mentalization on the individual psychotherapy process.
Describe the impact of patient self-reflection on the psychotherapy process.
Describe how to orient group psychotherapy members to mentalization and self-reflection.
The instructor used technology effectively
Use/demonstrate breath as a grounding tool.
Understand/define meditation as an opportunity for seeing the 'true-self'.
Differentiate mirror, mask, shadow inside ourselves.
Utilize paradoxical intention as a powerful affirming/accepting strategy.
Choose reframing as a therapeutic antidote to defensiveness.
The instructor used technology effectively
List the elements of mirroring in psychotherapy.
List the elements of masking in psychotherapy.
List the elements of the shadow in psychotherapy.
List four ways of counteracting mirroring in psychotherapy.
List four ways of counteracting masking in psychotherapy.
The instructor used technology effectively
Develop an understanding of projections stemming from internal narratives about ourselves and others.
Describe how the vulnerability of losing sight impacts the closeness of the group.
Explore how losing the data acquired through sight impacts the therapeutic relationship.
Identify personal barriers and resistance to utilizing non-visual senses in working with clients and in relating to others in the therapist's life.
Compare and contrast the experience of connection without sight and connection with sight.
The instructor used technology effectively
Participants will be able to attend/focus/manage their darkest judgements/feelings for a client.
Participants will be better able to hold onto their center and manage our own feelings when confronted with the harsh and negative feelings from a client.
Participants will learn various methods of engaging the client with our negative reactions, feelings and judgement in a useful and therapeutic manner.
Participants will learn to understand the basis for anger is commonly anguish and hurt in order to not get lost in the client's angry feelings.
Participants will learn that just trying to comfort, soothe, empathize or be compassionate with our clientele will not enable the client to fully understand how to process and work through their negative feelings.
The instructor used technology effectively
Explain the dynamic between themselves and the other members of he group as they contrast what appears to be mirror, mask or Shadow.
Differentiate their taking charge of themselves with their expectation to be passive and receive in a group setting.
Recommend to their patients self motivation verses reliance on important relationships to push their evolution.
Evaluate how much of their time is spent regarding others for direction instead of listening to their own internal process.
The instructor used technology effectively
Identify three ethical principles in our professional code of ethics that are relevant to defining professional competency and maintaining competency throughout one’s professional career.
Describe ways that professional competency may represent a mask that compromises healing in psychotherapy.
Identify three healing factors in psychotherapy, that are personal characteristics or behaviors of the psychotherapist, that provide healing at the deepest level.
The instructor used technology effectively
Identify three ethical principles in our professional code of ethics that are relevant to defining professional competency and maintaining competency throughout one’s professional career.
Describe ways that professional competency may represent a mask that compromises healing in psychotherapy.
Identify three healing factors in psychotherapy, that are personal characteristics or behaviors of the psychotherapist, that provide healing at the deepest level.
The instructor used technology effectively
Explain how some of their grieving has impacted them physically, psychologically, and spiritually.
Compare and contrast complicated grief reactions with healthier grief reactions.
Demonstrate ways grief can resurface years after we think we have processed it.
Explore one's own fears about grief and how it has affected our quality of life.
Discuss one's own experience with grief.
The instructor used technology effectively
Participants will be able to describe the shadow side and what It means.
Participants will be able to state ways in which the shadow side can come up in session and how to work with clients' shadow.
Clients will be able to recommend shadow work with the clients.
The instructor used technology effectively
Explain how Art Therapy can be used for self-expression.
Understand how non-verbal communication can help move the clinical work forward.
Articulate ways Art Therapy helps people remove masks.
The instructor used technology effectively
Identify two descriptions of "shadow" that can guide the work of the psychotherapist.
The instructor used technology effectively
Demonstrate methods that empower clients with the strength and openness to delve into their opposites, e.g. mirror vs. shadow
Explain the use of "pacing" as it relates to encouraging our clients to move to deeper levels of experience.
Discuss the contrasts that show themselves in the process experience with regard to the thematic words of "mirror, mask and shadow."
The instructor used technology effectively
Name the ethical issues related to providing a "safe" milieu for internal exploration in a large group process.
Objective 3: To allow practitioners opportunities to examine their own mirrors, masks and shadows and list seven (7) ways of making genuine contact within group contexts.
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