AAP - 2019 64th Annual Institute and Conference: The Ghost in You: Psychotherapy and the Art of Grieving

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What activities did you attend at the event?

Wednesday, October 23 - 9:00 pm - 10:00 pm

Friday, October 25 - 1:45 pm - 3:00 pm

Thursday, October 24 - 1:45 pm - 3:00 pm

Wednesday, October 23 - 2:00 pm - 5:15 pm

Wednesday, October 23 - 6:00 pm - 7:15 pm

Thursday, October 24 - 9:00 am - 12:15 pm

Thursday, October 24 - 3:15 pm - 6:30 pm

Friday, October 25 - 9:00 am - 12:15 pm

Friday, October 25 - 3:15 pm - 6:30 pm

Saturday, October 26 - 9:00 am - 12:15 pm

Saturday, October 26 - 2:00 pm - 5:15 pm

Sunday, October 27 - 9:00 am - 10:30 am

Agreement

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

I agree

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The instructor was knowledgeable about the content

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The instructor was presented the subject matter clearly

Objective 1: Practice productive responses to loss and the many ways in which it can facilitate growth and development.

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

Objective 2: Be able to explore with clients the ways in which ghosts (unprocessed grief) can interfere with mourning and haunt the therapy process.

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

Identify at least one loss in one's life and begin to express around it in order to integrate it.

Identify three ways in which ghosts can manifest in a participant/ patient.

Learn to witness another's loss and resilience stories.

The instructor used technology effectively

Define gender non?conformity and gender-identity.

Differentiate between gender, sex, sexuality, and gender role.

List strategies for confronting their own particular blocks to seeing the gender landscape.

Explain the process of transition in individuals who choose to do so.

List at least three surgical procedures for gender confirmation surgery in individuals who choose to do so.

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.

Apply this theoretical framework in their individual work with both men and heterosexual couples.

The instructor used technology effectively

Discuss emerging understanding of components of the psychotherapy relationship as they pertain to each indivdual and their work as a psychotherapist.

Define the subjective experience of client and therapist through the lens of the large group process.

Predict the ways countertransference shows up in the psychotherapy relationship as it emerges in a large group process.

The instructor used technology effectively

Define gender non?conformity and gender-identity.

Differentiate between gender, sex, sexuality, and gender role.

List strategies for confronting their own particular blocks to seeing the gender landscape.

Explain the process of transition in individuals who choose to do so.

List at least three surgical procedures for gender confirmation surgery in individuals who choose to do so.

The instructor used technology effectively

Learn more about the therapeutic value of universality of an grief, loss, mourning and anguish.

Able to better facilitate the assimilation of grief and loss into their consultation room.

Learn about the different stages of the process related to dealing with losses.

Learn about the critical nature of affirming and validating the reality of their clients as they move though the the different stage of dealing with the loss.

Able to engage their clients in a therapeutic dialogue about mourning and loss whether it be about a family member, friend, lover, trauma or an aspect of their physical lives.

The instructor used technology effectively

Describe at least one outcome of their growing-up experience that impacts current life choices.

Differentiate between how identifying and expelling this "ghost" leaves them with grief or relief.

Apply breathing and tapping techniques to reduce experienced distress during the process.

Describe application of the process to work with patients.

The instructor used technology effectively

Name key parts of the body involved in grief reactions.

Describe the neurological mechanism of "freezing".

Identify three ways to disrupt fixed patterns of holding.

Describe the physiological effects of "bottom up" trance.

Compare experiences of two ancient poses in trance.

The instructor used technology effectively

Explain the rationale for studying MDMA as an adjunct to psychotherapy.

Discuss the possible mechanisms of action of MDMA as a catalyst to psychotherapy.

Describe the design of past and current research studies of MDMA-assisted psychotherapy.

List the results of completed clinical trials of MDMA assisted psychotherapy.

Describe the therapeutic method of MDMA-assisted psychotherapy used in clinical trials.

The instructor used technology effectively

Identify which political forces have most impacted their lives personally.

Identify 1-3 ways this impact has benefitted or stymied their personal growth.

Identify political ghosts in their family, community, country than haunt them.

Move toward an image of being a personal game changer.

List 3 applications of their workshop experience to clinical practice.

The instructor used technology effectively

Define complicated grief and other barriers to processing grief in general.

Identify and utilize traditional and non-traditional methods to resolve complicated grief.

Discuss those methods to broaden an approach to grief therapy that works for them.

Explore several meditative methods to help clients remove barriers preventing them from processing their grief.

Process their own views and resistance to grieving and how it affects one's body physically, emotionally, and spiritually.

The instructor used technology effectively

Describe and discuss the elements of authentic grief.

Compare and contrast authentic grief from avoidance and complicated grief.

Define and explain the nature of the I-Thou Relationship as it pertains to the grieving process.

Recommend effective psychotherapy practices and techniques in the treatment of patients presenting with grief related issues.

The instructor used technology effectively

List current statistics on the increase in suicides in the U.S. over the past 20 years, the difference in suicide between men and women, and the increase in suicides after a celebrity suicide.

Describe at least three emotions that arise for a person when someone who is significant in their life commits suicide.

Identify how the impact differs for the survivors when a significant person chooses suicide as opposed to a sudden, unpreventable death.

Identify how the impact differs for the survivors when the suicide is due to mental illness versus a chronic and/or terminal illness.

Identify different reactions based on the relationship between the person who suicided and the survivor (i.e. a parent, child, relative, friend, therapist, patient, etc.).

The instructor used technology effectively

Discuss how visual art (art therapy) can be useful in the grieving process.

Define ways that our past, as clinicians, affects countertransference dynamics.

Participants will apply techniques for processing art making in a group.

The instructor used technology effectively

Talk of a relationship they are grieving and/or transitioning.

List 3 ethical substrates underlying good relationship with self and other.

List 3 elements of a healing grief process.

List 2 reasons that ritual can be a powerful therapeutic transitional tool.

List 2 ways they may use elements of ritual in their clinical practice.

The instructor used technology effectively

Distinguish between DSM diagnosis and psychoanalyic formulation of the presenting problem.

Compare CBT approach to psychoanalyic/existential approach in thinking about treatment options for this "patient" i.e.Lars.

Distinguish Freud's differential diagnoses of Mourning vs Melancholia exemplified by case of Lars and this will apply to other patients who participants may see who present with profound loss.

The instructor used technology effectively

Identify the unrecognized trauma experienced by adopted individuals, adoptive parents, & birthparents themselves.

Differentiate between the grief experienced by each member of the triad. (triad = adoptee, adoptive parent, first parent.

Learn methods to bring the unconscious grief into awareness.

The instructor used technology effectively

Clarify similarities and differences in grieving and resiliency trajectories among participants.

Understand the value in verbalizing grief, loss and resilience in relationship to patient revelations.

Understand the value of support in relationship in processing unfinished business around losses or ghosts.

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.

Apply this theoretical framework in their individual work with both men and heterosexual couples.

The instructor used technology effectively

Describe at least one outcome of their growing-up experience that impacts current life choices.

Differentiate between how identifying and expelling this "ghost" leaves them with grief or relief.

Apply breathing and tapping techniques to reduce experienced distress during the process.

Describe application of the process to work with patients.

The instructor used technology effectively

Name key parts of the body involved in grief reactions.

Describe the neurological mechanism of "freezing".

Identify three ways to disrupt fixed patterns of holding.

Describe the physiological effects of "bottom up" trance.

Compare experiences of two ancient poses in trance.

The instructor used technology effectively

Explain the rationale for studying MDMA as an adjunct to psychotherapy.

Discuss the possible mechanisms of action of MDMA as a catalyst to psychotherapy.

Describe the design of past and current research studies of MDMA-assisted psychotherapy.

List the results of completed clinical trials of MDMA assisted psychotherapy.

Describe the therapeutic method of MDMA-assisted psychotherapy used in clinical trials.

The instructor used technology effectively

Identify which political forces have most impacted their lives personally.

Identify 1-3 ways this impact has benefitted or stymied their personal growth.

Identify political ghosts in their family, community, country than haunt them.

Move toward an image of being a personal game changer.

List 3 applications of their workshop experience to clinical practice.

The instructor used technology effectively

Define complicated grief and other barriers to processing grief in general.

Identify and utilize traditional and non-traditional methods to resolve complicated grief.

Discuss those methods to broaden an approach to grief therapy that works for them.

Explore several meditative methods to help clients remove barriers preventing them from processing their grief.

Process their own views and resistance to grieving and how it affects one's body physically, emotionally, and spiritually.

The instructor used technology effectively

Describe and discuss the elements of authentic grief.

Compare and contrast authentic grief from avoidance and complicated grief.

Define and explain the nature of the I-Thou Relationship as it pertains to the grieving process.

Recommend effective psychotherapy practices and techniques in the treatment of patients presenting with grief related issues.

The instructor used technology effectively

Establish a safe and strong container for group therapy.

Use group process comments to strengthen the group container.

Use vulnerable self acknowledgement statements to strengthen the group container.

Assist clients to develop deeper connection and intimacy.

Assist clients to express feelings in a clearer and more functional manner.

The instructor used technology effectively

Identify signs of productive grieving in themselves, their colleagues, and their clients.

Identify ways in which maladaptive attempts to cope with grief impair functioning and impedes therapeutic progress, e.g. through fragmentation, somatization, projection, perfectionism, and dissociation.

Specify their own responses to grief, and their personal needs, such that these will enrich rather than confuse the therapeutic relationship.

Specify examples of cultural differences in grieving, and be responsive to the different needs of grieving clients from their respective cultures.

Specify and initiate group dynamics that support grief work.

The instructor used technology effectively

Identify unresolved potential countertransference issues that could impact their work as psychotherapists.

Assist clients in recognizing transference in their relationships.

Learn new skills to assist clients to reduce the negative impact of their unresolved interpersonal conflicts.

The instructor used technology effectively

List three ways to calm, breathe and attune to a physiological aroused sympathetic nervous state sometimes experienced in a grieving process.

Name 3 methods of grounding oneself and a client when in an activated grieving state.

Differentiate between a loss event and the experience of /or diagnosis of depression.

Define 3 methods of clinically safe, mutually defined, and ethically permissible ways to hold or touch a client with grief.

State 3 ways to assist clients in accessing felt experiences and body memories of those involved in a loss.

The instructor used technology effectively

Use/demonstrate pranayam(breath work) as a grounding tool.

Understand/define meditation as opportunity for discovering unconscious thought, feelings, experiences.

Develop tools for metabolizing grief and loss.

Utilize paradoxical intention as a powerful affirming/accepting strategy.

Demonstrate Kirtan(sacred chanting) as a technique for integrating and regulating mood states.

The instructor used technology effectively

Describe the difference between a â€œwounded healerâ€ and a â€œpetty tyrantâ€.

Define the meaning of healing and identify instances of healing in your own life.

Explain how healing can be blocked in yourself and in your client.

Describe the basic natural emotions with which we are born and their purpose.

Describe the natural expression of these emotions.

The instructor used technology effectively

Describe the role of loss in evolving relationships.

Differentiate between healthy and unhealthy ways of dealing with loss.

Explain how interrupted dealing with loss interferes with relationships.

Name the stages in the grief process.

Describe the facets of complicated grief.

The instructor used technology effectively

Describe how the assumptions of various researchers colored their views of the nature of children and affected their research results.

Articulate how research has challenged theoretical views of child develpment.

Discuss the relevance of the various research results for their understanding of their patients' and their own lives.

The instructor used technology effectively

Define three ways they can be resilient during the separation and divorce process.

State common coping mechanisms for managing grief and loss associated with separation and divorce.

Summarize common reactions to separation and divorce.

Discuss and share stories of separation and divorce.

The instructor used technology effectively

Identify the specific events in participantsâ€™ lives that have caused loss, grief, and other emotions, such as their own illness, a clientâ€™s illness or death, a superviseeâ€™s illness or death.

Discuss the sequelae and implications of these events in their practice as therapists.

Describe the emotions that have been evoked by these events.

Identify fears, fantasies, denial and projections related to death and illness.

Describe how these emotions and experiences lodge in the body, bringing them to the surface and working through them so that the participant experiences identifiable relief (e.g., tension and pain reduced).

The instructor used technology effectively

Describe social/historical/cultural factors that have led to the exclusion of racism as a meaningful focus of psychotherapeutic work.

Demonstrate counter transferences that have interfered with identifying evidences of racism in therapy process.

Plan for inclusion of racism as a factor that needs to be identified and processed in psychotherapeutic work.

The instructor used technology effectively

Identify participantsâ€™ own tasks in a grieving process, and how these might be impeding connection to self and other.

Identify how ghosts may be getting in the way of connecting to self and other.

Identify three examples of therapeutic interventions to support the process of grieving and processing ghosts.

The instructor used technology effectively

Describe the dynamics of the developmental helix.

Explain our need for a "true self" and a "false self.

Describe the use of the group's "working agreement.

The instructor used technology effectively

State ways in which loss in their own lives affects the lives of their clients.

Describe ways in which the transference and countertransference is affected by grief, loss and illness.

Discuss how a therapist's illness or absence can affect the work.

The instructor used technology effectively

Identify unfinished grief in themselves and their patients.

List common causes of unfinished grief.

Facilitate patients' processing of grief.

Identify common losses as we age.

Identify signs of resignation vs. persistence in living fully.

The instructor used technology effectively

Apply attachment theory to environmental psychology.

Discover ways that disconnection and loss from the environment impairs health.

Develop awareness of landscapes and mourning.

Learn methods of assessment useful to ecotherapy.

Learn the techniques of Forest Bathing.

The instructor used technology effectively

Formulate the existence of the phenomenon of the loss of innocence and it's concommitants.

Describe events that can generate potential loss of innocence.

Explore and demonstrate the existence of this phenomenon in their own lives.

Differentiate possible responses to this loss.

Assess the functionality of individual attempts to deal with this loss.

The instructor used technology effectively

Establish a safe and strong container for group therapy.

Use group process comments to strengthen the group container.

Use vulnerable self acknowledgement statements to strengthen the group container.

Assist clients to develop deeper connection and intimacy.

Assist clients to express feelings in a clearer and more functional manner.

The instructor used technology effectively

Identify signs of productive grieving in themselves, their colleagues, and their clients.

Specify their own responses to grief, and their personal needs, such that these will enrich rather than confuse the therapeutic relationship.

Specify examples of cultural differences in grieving, and be responsive to the different needs of grieving clients from their respective cultures.

Specify and initiate group dynamics that support grief work.

The instructor used technology effectively

Identify unresolved potential countertransference issues that could impact their work as psychotherapists.

Assist clients in recognizing transference in their relationships.

Learn new skills to assist clients to reduce the negative impact of their unresolved interpersonal conflicts.

The instructor used technology effectively

List three ways to calm, breathe and attune to a physiological aroused sympathetic nervous state sometimes experienced in a grieving process.

Name 3 methods of grounding oneself and a client when in an activated grieving state.

Differentiate between a loss event and the experience of /or diagnosis of depression.

Define 3 methods of clinically safe, mutually defined, and ethically permissible ways to hold or touch a client with grief.

State 3 ways to assist clients in accessing felt experiences and body memories of those involved in a loss.

The instructor used technology effectively

Use/demonstrate pranayam(breath work) as a grounding tool.

Understand/define meditation as opportunity for discovering unconscious thought, feelings, experiences.

Develop tools for metabolizing grief and loss.

Utilize paradoxical intention as a powerful affirming/accepting strategy.

Demonstrate Kirtan(sacred chanting) as a technique for integrating and regulating mood states.

The instructor used technology effectively

Describe the difference between a â€œwounded healerâ€ and a â€œpetty tyrantâ€.

Define the meaning of healing and identify instances of healing in your own life.

Explain how healing can be blocked in yourself and in your client.

Describe the basic natural emotions with which we are born and their purpose.

Describe the natural expression of these emotions.

The instructor used technology effectively

Describe the role of loss in evolving relationships.

Differentiate between healthy and unhealthy ways of dealing with loss.

Explain how interrupted dealing with loss interferes with relationships.

Name the stages in the grief process.

Describe the facets of complicated grief.

The instructor used technology effectively

Learn more about the therapeutic value of universality of an grief, loss, mourning and anguish.

Able to better facilitate the assimilation of grief and loss into their consultation room.

Learn about the different stages of the process related to dealing with losses.

Learn about the critical nature of affirming and validating the reality of their clients as they move though the the different stage of dealing with the loss.

Able to engage their clients in a therapeutic dialogue about mourning and loss whether it be about a family member, friend, lover, trauma or an aspect of their physical lives.

The instructor used technology effectively

Describe their own struggle with lost, recovered, mourned and then effectively used racial. factors in a treatment process.

Differentiate clinical material that makes effective use of racial factors from that which does not.

Write a clinical formulation and treatment plan that addresses likely therapist and patient issues with acknowledging and working with racial factors.

The instructor used technology effectively

Understand the definition and meaning of "anticipatory grief."

Describe some of the potential impacts of anticipatory grief on relationships.

Teach tools for navigating anticipatory grief.

Help clients transform the fear that comes with anticipatory grief into loving and connecting more deeply.

The instructor used technology effectively

Describe how the subjective experience of loss is always unconsciously infused with historical material.

Discuss the relevance of culture and society on how we process and discuss loss.

Demonstrate increased skill in identifying unprocessed loss with clients.

The instructor used technology effectively

List the functions of grief and loss.

State the relationship between loss and individuation.

Describe the concept of individuation.

The instructor used technology effectively

Explain why "necessary losses" are necessary.

Explain "catalytic associations.

Describe the leader's job in the termination phase.

The instructor used technology effectively

Differentiate between the affect to the work and the affect of loss to the psychotherapy process.

The instructor used technology effectively

Identify unfinished grief in themselves and their patients.

List common causes of unfinished grief.

Facilitate patients' processing of grief.

Identify common losses as we age.

Identify signs of resignation vs. persistence in living fully.

The instructor used technology effectively

Apply attachment theory to environmental psychology.

Discover ways that disconnection and loss from the environment impairs health.

Develop awareness of landscapes and mourning.

Learn methods of assessment useful to ecotherapy.

Learn the techniques of Forest Bathing.

The instructor used technology effectively

Formulate the existence of the phenomenon of the loss of innocence and it's concommitants.

Describe events that can generate potential loss of innocence.

Explore and demonstrate the existence of this phenomenon in their own lives.

Differentiate possible responses to this loss.

Assess the functionality of individual attempts to deal with this loss.

The instructor used technology effectively

Establish a safe and strong container for group therapy.

Use group process comments to strengthen the group container.

Use vulnerable self acknowledgement statements to strengthen the group container.

Assist clients to develop deeper connection and intimacy.

Assist clients to express feelings in a clearer and more functional manner.

The instructor used technology effectively

Identify signs of productive grieving in themselves, their colleagues, and their clients.

Specify their own responses to grief, and their personal needs, such that these will enrich rather than confuse the therapeutic relationship.

Specify examples of cultural differences in grieving, and be responsive to the different needs of grieving clients from their respective cultures.

Specify and initiate group dynamics that support grief work.

The instructor used technology effectively

List the common types of â€˜ghostsâ€™ that result in midlife crises.

State Jungâ€™s key ideas for the resolution of the midlife crisis.

Explain the key ways that a therapist can help a client through â€˜the middle passageâ€™.

Describe the characteristics of necessary suffering and sacrifice.

The instructor used technology effectively

Identify ghosts that impact our daily experience.

Explore how these ghosts are impacting our current relationships.

Differentiate different ways of responding to the ghosts in our lives.

Formulate skills that will assist us in helping clients work with their own ghosts.

The instructor used technology effectively

List words, statements, behaviors, and situations that indicate unresolved grief.

Identify sources of joy within their personal lives that can be use in support of the healing process (e.g. swimming, cooking, reading, etc.)

Identify meaningful daily activities to help with the process of grieving.

The instructor used technology effectively

Discuss the research regarding the benefits of the Animal/Human Bond.

Explain attachment Theory as it applies to the animal/human connection.

Summarize the psychological and physical reactions of grief connected to the loss of a pet.

List three Resiliency Skills that can be used in the Grief Process.

The instructor used technology effectively

Identify 3 ethical principles relevant to why self-care is an ethical requirement.

Describe 3 self-care practices that are most often recommended to meet the challenge of working with clients facing grief and losses.

Describe the concept of impermanence and how to incorporate this attitude into oneâ€™s life and office to work more deeply with clients facing grief and losses.

The instructor used technology effectively

Differentiate between imaginary and real relationship with those who have died.

Work effectively with clients who claim to have a real relationship with someone who has died.

Discuss the importance of ongoing relationships with deceased persons.

The instructor used technology effectively

Communicate with patients in a way that establishes trust and therapeutic bond.

Learn about areas where loss, emotions related to loss, and unfinished business of ghosts impede a patientâ€™s progress.

Identify at least one loss in one's life and begin to express around it in order to integrate it.

The instructor used technology effectively

Evaluate the ethics of therapist self-disclosure by way of large group process on the psychotherapy relationship.

Identify therapist challenges in maintaining supportive connection in the large group process.

Demonstrate examples of successful and unsuccessful therapeutic interactions in the large group process.

Evaluate the ethics of therapist self-disclosure by way of large group process on the psychotherapy relationship.

Identify therapist challenges in maintaining supportive connection in the large group process.

Demonstrate examples of successful and unsuccessful therapeutic interactions in the large group process.

The instructor used technology effectively

Discuss emerging understanding of components of the psychotherapy relationship as they pertain to each indivdual and their work as a psychotherapist.

Define the subjective experience of client and therapist through the lens of the large group process.

Predict the ways countertransference shows up in the psychotherapy relationship as it emerges in a large group process.

The instructor used technology effectively

Objective 3: Identify ways in which dissociation, fragmentation, repression, and somatization interfere with grief work.

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 poorlyÂ

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?

Basic

Intermediate

Advanced

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: