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AFTA - 41st Annual Meeting and 8th Open Conference - 2019
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
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. 
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
Objective 2: Analyze differences between traumatic ruptures and other ruptures in relationships.
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
Objective 3: Understand processes critical to repair in relationships involving emotional bonds, constructive dialogue, reparative actions, accountability and hope.
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
Share practices that provide an opportunity for practitioners to tend to their mind, body, and spirit.
Discuss concepts of energetic "protection" before meeting with clients, and energetic "cleaning" after meeting with clients.
Develop an understanding of healing practices that are sometimes preferred by Latina/o/x clients.
The instructor used technology effectively
Create connections with other LGBTQI members and guests of AFTA
Collaborate on developing ideas about current needs and concerns facing LGBTQI clinicians and students which AFTA might address
Collaborate on developing ideas about current needs and concerns facing LGBTQI clients and their families, which AFTA might address. 
The instructor used technology effectively
Collaborate on building a sense of community with other AFTA members and guests of color
Discuss expectations and concerns that people of color have for talking about race with each other and others
Identify skills and strategies that are helpful in bridging conversations about race and other targeted differences.  
The instructor used technology effectively
Create a safe environment to explore difficult, uncomfortable issues around micro-aggressions
Explore the effect of micro-aggressions and individual responses to them
Understand what factors might support or challenge the ability/willingness to act to interrupt micro-aggressions when they occur
The instructor used technology effectively
Understand the concept of collective ethics, and fostering intentional relationships of respect and dignity across differences
Develop ideas for repair through practices of critique and collective accountability
Reflect on how we can collectively optimize our capacity to create cultures of critique and repair
The instructor used technology effectively
Focus on rupture and repairs in mentoring, teaching and supervision.
Propose ways to quickly recognize and amend therapist mistakes
Discuss how failure sometimes offers more creative, cooperative and suprising ways of being.
The instructor used technology effectively
Describe what contributes to feelings of MFT career and collegial relational satisfaction/dissatisfaction
Develop a supportive framework to access and utilize resources for personal and professional growth
Organize resources to keep them connected to colleagues, mentors, and publications that will affirm their growth and sustainability as a whole therapist
The instructor used technology effectively
Learn how to integrate Outsider Witness Group practice into family therapy
Learn how to implement critical reflectivity in therapy
Learn how to apply these techniques into their own work
The instructor used technology effectively
Perceive the value of qualitative approaches in family therapy’s context
Be familiar with the explicitation interview method
Be sensitized to the interest of exploring their reflection in action to improve their clinical practice and their clinical supervisions
The instructor used technology effectively
Explain Emotional Emancipation Circles and how to gain access for training/referral purposes
Report on practical challenges and solutions with implementation
Recognize how bicultural Chinese Americans can internalize as shame the multiple ruptures in their contextually layered self
The instructor used technology effectively
Identify how dialogical approaches are useful in repairing ruptures, restoring dialogues, and sustaining systemic change
Learn, interpret, and integrate into their own practice the history, the guiding principles, and the key elements of Open Dialogue, the mental health service system of care delivery practiced in Western Lapland since the 1980's
Identify and understand the influence of historical and socio-cultural location of the MCC framework and movement
The instructor used technology effectively
Practice medical family therapy concepts
Identify the issues of power and injustice in the workplace as it relates to minorities in advances professional careers
Enhance their clinical services to Iranian-immigrant IPV clients
The instructor used technology effectively
Critically evaluate the unique challenges of working with Second Generation adolescents and their families
Describe U.S. and Japanese family structures
Identify unique experiences of resilience and gratitude experienced by first generation Cambodian American adult children of the Khmer Rouge genocide survivors
The instructor used technology effectively
Highlight how professionals serving a client on a team are vulnerable to ruptures that can be harmful to client well-being
Discuss specific examples of rupture and repair that have occurred in our work
Gain an understanding about what classroom dynamics and clinical situations lead to risk for rupture and what can be implemented to reduce the number of ruptures that occur
The instructor used technology effectively
Promotes cross-generational transmission of ideas and discoveries in the field of family therapy
Increases knowledge of critical moments of the history of the field of family therapy
Connects the history of family therapy with the history of the pioneers who have shaped the field.
The instructor used technology effectively
Learn ways to work to eliminate racial bias in the criminal justice system
Learn ways to work to eliminate class bias in the criminal justice system
Interact following the film in order to generate an AFTA agenda to address the issues raised in the film
The instructor used technology effectively
Have a deeper understanding of the ways in which our familial ancestors’ stories are relevant to our current cultural self-awareness by witnessing the narratives offered by the presenters
Describe coping strategies used by Vietnam POWs during captivity
Describe the Filipino American history, identity, and culture
The instructor used technology effectively
Discover relational skills that can help to challenge systemic inequality in classroom, therapy and supervisory environment
Gain new insights as to how social locations affect approaches to teaching, supervision and clinical work
Discover how social locations promote or hinder a social justice orientation across family therapy education and practices
The instructor used technology effectively
Describe and illustrate the world of military-service members and veterans
Recognize unique intersections of systemic oppression and resilience in underserved populations
Describe the history and context of the African Diaspora
The instructor used technology effectively
Analyze the political divide through the lens of cybernetics and general system theory
Understand the relationship between the current political climate and negative mental health outcomes
Be invited to trouble Westernized narratives that dominate the field of therapy and counselling globally and question the impact this limited view may have on clients
The instructor used technology effectively
Be introduced to view conflict differently
Extend conceptualization of neuroemotional relational attachment processes to account for the role of systemic power disparities
Assess the cycle of student professional development in the integration of multicultural issues
The instructor used technology effectively
Identify multilevel factors leading to couple ruptures
Use interventions to facilitate empathy
Apply active techniques to enhance repair 
The instructor used technology effectively
 Develop a greater appreciation for the beneficial role grandparents play in grandchildren’s lives
List three cultural variations in grandparent styles
Identify long-term, life-long benefits of relationships with grandparents. 
The instructor used technology effectively
Learn about the elderly as a developmental stage in the life span
Become aware of the diverse issues involved in working with the very aged and their families
Consider the complexity of collaboration with multi-disciplines and contexts involved with the care of the elderly
The instructor used technology effectively
Learn how paying attention to inner movements, sensations and feelings may inform and guide their work with clients and larger systems
Learn how to use Constellations to "see" what is out of balance in a system and who/what needs to be acknowledged to bring it back into harmony
Explore finding common language to describe shared/universal spiritual experience
The instructor used technology effectively
Learn techniques for structuring conversations about oppression
Learn strategies for engaging parties in conversations about oppression
Learn strategies for de-escalating conversations about oppression
The instructor used technology effectively
Analyze specific socio-political strains through the lens of various family conceptual frameworks including the multisystemic formulation of a problem definition
Construct macrosystemic interventions targeting the problem definition at levels of second and third-order cybernetic change
Collaboratively define, appraise, and evolve the role of family therapy scholars and clinicians in regard to addressing macrosystemic dysfunction
The instructor used technology effectively
Consider similarities and differences between organizational wok and family therapy in addressing rupture and repair
Describe some of the challenges of power and privilege
Discuss the importance of adapting practices to particular cultures
The instructor used technology effectively
Interpret the Eurocentric patterns in the current state of affairs of MFT training programs
Describe alternatives to rupture and repair the current colonial means of production of knowledge in MFT training
Question Eurocentric patterns in their local contexts for the possible design of unique alternatives
The instructor used technology effectively
Increase strategies to engage families and caregiving systems to best serve gender expansive children and youth
Identify examples of spiritual resistance and resilience within transgender individuals and families
Be exposed to developmentally informed models of therapy for dealing with these families
The instructor used technology effectively
Define effective mentoring strategies for minority
Gain awareness of the effects of color-blindness in therapeutic and supervisory relationships
Identify common challenges faced by clinicians-in-training when attempting to repair clinician-client ruptures
The instructor used technology effectively
List effective contextual teaching strategies (at least three) for understanding diversity and complexity among Asian Pacific Islander communities furthering relational repair, bridging and social justice;
Recount the major methods and findings of the study
Define Emotional Blackmail and the triad of fear, obligation and guilt (FOG)
The instructor used technology effectively
Identify basic principles of Positive Psychology and their applicability to family systems
Consider the concept of negativity bias in their intake assessments
Evaluate options for future direction of the field in and out of psychiatry and mental health practice.  
The instructor used technology effectively
Identify 3 strategies to increase self-of-therapist awareness
Identify cultural differences when training MFTs about self-of-the-therapist and self-awareness in East Asian societies
Describe social justice, diversity, multiculturalism and cultural equity perspectives for diverse families through use of personal, relational family narratives
The instructor used technology effectively
Reflect on how grieving processes can be re-examined from the perspective of social justice
Understand resilience as a relational and systemic concept
Estimate the importance of bilingual Spanish English training in MFT from an ethical and political stance
The instructor used technology effectively
Identify the issues of power and injustice in the workplace as it relates to minorities in advances professional careers
Become familiar with the importance of stress management and resiliency in families with ASD
Describe how incest has impacted the African-American mother in multiple facets
The instructor used technology effectively
Critique current offerings of online parenting programs from a feminist lens
Demonstrate an understanding of the different between human trafficking victims and sex workers, and the unique needs of each population
Develop knowledge about socioeconomic intersections
The instructor used technology effectively
Be introduced to CEACRM and how severe trauma can be transformed to heroes and heroines
Propose an alternative method of viewing those who engage in gun and gang violence in the Black Community
Learn to apply the CCM to the populations they serve
The instructor used technology effectively
Learn about Promotores’ role as transformative researchers in community-academic research partnerships
Learn about the Promotora Model as a social justice practice in Family Therapy field
List the barriers to the dissemination and implementation of research-based intervention knowledge into practice in community health organizations
The instructor used technology effectively
Learn about Promotores’ role as transformative researchers in community-academic research partnerships
Compare and contrast three different perspectives on emotion regulation: the process model, mindfulness, and mentalized affectivity
List the six types of temporal differences about which couples often conflict but initially found attractive
The instructor used technology effectively
Identify key critiques of mindfulness
Identify how meditation is embedded in an ethical framework that demands social engagement
Learn several practices of relational meditation that address challenging social injustice and dismantling a neoliberal ideology
The instructor used technology effectively
List some of the fundamental differences between stepfamilies and first-time families
List some of the ruptures stepfamily structure creates
List some evidence-informed strategies for meeting stepfamily challenges
The instructor used technology effectively
Describe an integrative systemic framework for understanding the harmful and healing relationships among humans, animals, plants and minerals based on the writing on Gregory Bateson
Describe at least six specific therapeutic practices that engage humans with animals, plants, and minerals to promote repair
List the steps suggested at the political and policy levels to promote qell-being and furtherance of the entire globe during this critical moment of global warming and destruction of the ecosphere
The instructor used technology effectively
Describe social justice, diversity, multiculturalism and cultural equity perspectives and strategies for diverse families through use of personal, relational family narratives
Identify (at least 3) strategies to incorporate family narratives and theory for working more effectively with families in multiple settings
Explain cultural sources of stigma and shame for diverse families leading to mental health challenges and disparities, inequities in seeking family services
The instructor used technology effectively
Appreciate how long-standing sexual stereotypes or “dementors,” embraced by both men and women continue to foster male sexual violence against women
Learn about a) the ranges of behavior associated with sexual violence and misconduct; b) approaches that have proven effective in different settings, including addressing the role of consensus and the “bystander effect;” c) how the process of restorative justice (vs. retributive responses) contributes to the healing process
Appreciate how intersectional factors alter our experience of sexual violence, as with same-sex or transgender violence, or violence associated with race, poverty, disability or incarceration
The instructor used technology effectively
Have an increased understanding of gender patterns in different cultures “Eastern” and “Western”
Have an expanded appreciation of changing gender norms in “Eastern” and “Western” societies
Have a greater awareness of the intersections of life cycle, social class, and cultural issues in the definition of gender norms in “Eastern” and “Western” cultures
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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