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APsaA - 99th Annual Meeting - Follow Up Survey
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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.
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
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Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
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Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
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Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
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Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
Please rate the speaker(s) as a group.  You will have the opportunity to elaborate on an individual speaker in the following question. 
This  training gave me strategies I could use in my practice (professional competence).
I was able to use the strategies from the training to improve my professional performance.
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).  
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?).

The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
After attending this training my patient outcomes improved.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.

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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The quality of instruction and teaching ability (did the instructor present materials in a clear or orderly fashion, gear materials to a level appropriate to the audience, respond to questions and needs of the audience?). 
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.

The Instructor’s level of knowledge and expertise. 

The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise. 
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
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The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
The Instructor’s level of knowledge and expertise.
Having completed the activity, please rate your ability to meet each of the following objectives:
Identify the main components of psychoanalytic therapy with couples and families
Compare individual psychoanalysis
Develop an assessment plan for work with couples and families
List the role of play in seeing families of young children
List the role of evaluating interaction in couple therapy
Formulate elements of unconscious structure in conjoint therapy
Improve capacity in psychoanalytic therapy of couples or families
Recognize the influence of countertransference within a patient-analyst dyad
Detect the presence countertransference and learn effective methods of intervention from a supervisory position
Explain what spiritual maturity is deeply grounded in the working through of one's own unique nature
Explain how to write-up their cases to submit to the Certification Examination Committee
List the interview process and the functions of the CEC
List how theorectical concepts may influence their capacity to understand the analytic process
List commonly under-acknowledged moral aspects of financial arrangements
Identify some typical ehtical issues raised by the fee
Compile alternative ways of thinking ethically as well as technically with the fee
Re-evaluate ethical as well as technical reasons about changes in the fee during difference phases of an analysis
Define and describe some essential aspects of comparative psychoanalysis
Comprehend the basic concepts of self psychology and will be able to appreciate what is meant by an "experience near" theory
Describe the work of the negative and the special techniques required to deal with issues of trauma occurring before the emergence of the capactiy to symbolize
Interprete the concept within the transference in contrast to interpreting the transference
Registers primitive mental apparatus early experience particularly in the body rather than in the mind and also in early deformations of the formal aspects of the functioning of the ego
Demonstrate a deeper knowledge of the history of psychoanalysis, its many past thinkers and In particular the originality of Sbain Speilrein
List the great complexities of the processes of grief and mourning
Comprehend the prominent role played by superego issues of guilt, shame, omnipotence of responsibility and resentment as well as of superego splits
Relate to the impact of the rituals of mourning
List perspectives of various ways of listening to the material and how theorectical concepts may influence their capacity to understand the analytic process
Identify, describe and apply a developmental perspectie to problems that arise in the treatment of children and adolescents
Generate interventions based on a dynamic understand of emotional and cognitive development and demonstrate the importance of psychoanalytic prinicples in the treatment of children and adolescents
Identify perverse dynamics found in analytic patients
Integrate this understanding into the overall diagnostic assessment
Develop psychoanalytic
Define shame, not simply as an affect, but as a complex and often hidden dynamic system often covered over by more visible parts of the clinical or theorectical picture
Describe typical diagnostic, dynamic, and developmental issues encountered in this patient group
Compare different theoretical and technical approaches to the treatment of this kind of patient
Identify better the kind of contribution he or she can provide in view of integrating psychoanalytic perspectives in disucssion of issues such as human rights, women's rights, peace, conflict resolution and environment
List the various terms and language used by self identified transgender people and mental health professions
Rate the challenges and complexity involved in this work, understand the place for psychoanalytic thought in this dyad
Clarify their ability and/or desire to work with this population
Express inspiration by the effectiveness of the work presented
Describe those factors that both facilitate an analytic process as well as inhibit it's development
Define and describe the tools of applied pscyhoanalysis by studying the structure of character, especially the bonds of romantic love
Name the relevance of neuroscientific and narrative methodologies of research to the practice of psychoanalysis
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical owrk
Compare approaches to the same clinical material by different colleagues
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical owrk
Compare approaches to the same clinical material by different colleagues
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical owrk
Compare approaches to the same clinical material by different colleagues
Comprehend the interplay of surface and unconscious determinants of psychotherapy process
Apply psychoanalytic understanding to their own clinical work
Comprehend the history behind the Oedipus Complex
Define and describe the Oedipal configurations and their interpretation in clinical work
Explain how patients can use memories to present
Define themeselves as well for gaining control over others in the absence of a reality check
Observe and identify how memory operates and suports characterological ways of thinking and behavior
Explain the purpose, meaning, and power of mnemonic distortions and how to interpret them when they occur in psychotherapy
Describe the typical dynamic issues encountered in this patient group
Compare the dynamic patterns that are unique to periods of the life cycle
Generate interventions that incorporate a developmental perspective
Demonstrate the rationale for applying psychoanalytic priniciples to this challenge group of patients
List the therapeutic process from the Kleinian point of view
Identify how the analyst works in the here-and-now
Explain how he attempts to eludicate the leading edige of anxiety in the transference
Tell how he uses his counter transference to identify how he is being used either for or against understanding
List the termination phase and process, meaning of play in the course of treatment of children who are in the pre-oedipal phase when they begin analysis
Examine the process for insight into technical and structural understanding of work
Gather an increase ability to understand their own cases and the process of psychoanalytic psychotherapy
Explain in further details about working with the transference and understanding and making use of unconscious material
Evaluate the nature of psychoanalytic-educator collaboration
Identify the challenges and complexity of the work
Clarify the difference between the role of teacher, consultant and therapist
Rate an accurate appraisal of their interest in doing this kind of work
Explain whether educator or clinician - this kind of work because of its evident effectiveness, power and utility
List specific techniques of consultation
Examine how consultation leads to teachers making interventions in the school setting which promote therapeutic action
Explain their understanding of infantile mental life and it contribution to sadomasochism
Discuss how dream analysis deepens the analytic process
Recommend greater ease/further skill in working with dream material
Summarize your understanding of our History
List the change in requirements for graduation from psychoanalytic institutes
Explain clarification about the waiver for non-training analysts, the developmental model, and changes in certification procedures
Identify actual therapeutic practice has changed over the past fifty years
Assess the potential benefits and risks of a more integrative approach to psychoanalytic therapy and organizational structure
Compare different models of therapeutic intervention for preschool children and their parents
Define the value of videotape analysis to understand clinical process
List the general priniciples of open systems theory that underscore the process of growth and change in healthy development and psychotherapy
Explain how one listens to and gathers the clinical data
Distinguish the distinctions between hypotheses generated and the evidence for them
Locate verbal and nonverbal cues that may be otherwise overlooked
Consider further implications in the nature of therapeutic action
Interpret distortions of their individual patients convey about their partners, in gesture and tone as well as in words
Contend with the repetitive enactments that create in the individual powerful resistances to analysis and are linked to the couple relationship
Observe the mutually synergizing interactions and effects between a simultaneous individual and couple treatment by means of precise interventions
Describe the manifestation of defensive processes in the characteristics, interactions, and switches of dissociated aspects of mental structure and function
Formulate interpretations that simultaneously address parallel distributed dissociative processes
Identify and clarify varieties of disruption of the communicative field with dissociative patients
Appraise the meanings of switch processes occurring during sessions and their participation in the relationship between the dissaciative patient and the analyst
Describe ways in which clinical experience and academic research complement and enrich one another
Distinguish key aspects of Yiddish literature
Rate the contributions of academic research to psychoanalytic knowledge
Define and describe the skills needed to explpre the psychotherapeutic approaches that ameliorate the difficulties of the patients who are undergoing at present or were subjects in the past of the process of assisted reproductive technology
Identify certain dynamics that are particular to children who have experienced parent loss
Define the impact of loss on development
List treatment strategies that help the child integrate the loss
Name implications for both child and adult psychoanalytic treatment
Identify issues of transference and countertransference relevant and unique to this clinical work
Identify Bion's basic ideas in the way they are applied to different clinical situations
Differentiate impasses and analytic "failure" from more expectable processes of resistance and working through
Explain the contributions of both patient and analyst to the impasse, as well as greater appreciation for the necessity of self-analytic work and/or consultation in the resolution of the impasse
List the functions of sports as an important psychological adaptive mechanism for coping and mastery
Identify what psychological qualities go into becoming a world class athlete
Comprehend what special stressors these athletes confront in the face of high level competition and possible injury
Name lessons that can be learned from these champion athletes that can apply for the health and fitness for all of us
Identify, describe and apply a developmental perspective to problems that arise in the treatment of children and adolescents
Generate interventions based on a dynamic understanding of emotional and cognitive development
Demonstrate the importance of psychoanalytic principles in the treatment of children and adolescents
Review literature regarding revival of archaic gender identity conflicts in the life of adult women and their resolution in the analytic process
Demonstrate heightened sensitivity to themes of gender identity conflicts as they appear in the manifest and latent discourse of their analyzands
Identify and discuss manifestations of Dissociative Identity Disorder in the transference
List effective techniques for helping patients who have this disorder
Describe some salient contributions to psychoanalysis of Paul Gray
Use some of his theoretical and technical suggestions in the treatment of patients in psychoanalysis or psychotherapy
Comprehend Freud's original concept of Eros and its later modification
Explain how film technologies serve as mediums to express the internal world of drives and object relations
Summarize the erotic imagination's functions as a wellspring of creativity and reparation
Comprehend the analytic process
Define and describe the attributes of analytic process
Organize and write about the analyst's work more easily
Demonstrate how to help the beginning clinical writer amekt he analytic experience more accessible and clear
Practice writing about analytic process to reveal and bring alive the experience of both the patient and the analyst
Summarize clinical account
Formulate psychoanalytic concepts so that they can stimulate creative work in neuroscience
Identify the resistances within psychoanalysis
Describe recent developments in the legal consequences of the 1996 Jaffee-Redmond decision
Apply this knowledge to protect their patients and their therapy
Explain the complicated ethical issues involved in training people from another culture and the ethical issues they bring to their training
Summarize the impact of psychotherapy supervision on the therapist and the process of treatment
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical work
Compare approaches to the same clinical material by different colleagues
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical work
Compare approaches to the same clinical material by different colleagues
Describe how the featured discussant thinks about a specific clinical case
Apply some of the featured discussant's ideas to his or her own subsequent clinical work
Compare approaches to the same clinical material by different colleagues
Comprehend the interplay of surface and unconscious determinants of psychotherapy process
Apply psychoanalytic understanding to their own clinical work
Identify opportunities and obstacles in working with people from American's underclass who are experiencing intergenerational trauma
Point out how threats against large-group identify assume the central role in initiating and maintaining malignant prejudice and massive sadism
Appraise the cultural/historical consequences of shared regression, internalization, externalization, and difficulty in mourning
Plan psychoanalytically informed strategies for peaceful coexistence
Explain the intertwining of internal and external wars in individuals
Identify and evaluate differing views panelists hold of the significance and clinical emphasis on patient's past experience
List the differeing approach to the past can enhance therapeutic action
Explain the privacy of the health information of their clients and themselves
Maintain information by third parties
Discuss best practices in following HIPAA regulations
Identify patients who may benefit from analytic support for their parenting
Point out potential pitfalls to this approach
Evaluate the potential advantages, disadvantages, and dynamic complexities of treatments shared between a psychotherapist and a medicating psychiatrist
Compare ways a great ranging work of literary art bears on and tests psychoanalysis
Characterize how psychoanalytic knowledge helps to illuminate the play
State how interactions of narcissism and love, wisdom and folly, and tradition and newness play a pivotal role
Identify the concept of empathy as mode of observation and data-gathering
Summarize the relationship of Freud's discovery of psychic reality as our domain of inquiry
Locate added implications thereby for the nature of our listening and of our use of theory
Comprehend that music is a point of entry into affect and unconscious processes
Summarize how music and psychoanalysis share the concepts of multiple function, overdetermination, and infinite displacement
State how music contributes to the organization of psychic life
Explain how music and psychoanalytic concepts mutually inform and can enhance each other both inside and outside consulting rooms and conert halls
Comprehend the reasons why many patients are resistant to analysis
Identify the interpretive and non-interpretive means to help patients explore the idea of analysis
Define when a patient may be ready for a recommendation for analysis and how to make it
Describe ways to demonstrate to referral sources and to the public the accessibility, expertise, and professionalism of the analyst
Define the current HIPAA requirements
Describe the technical steps necessary to insure compliance with HIPAA requirements
Monitor the impact of these procedures on the clinical psychoanalytic situation
Identify several ways in which common developmental themes in psychanalysis will be highlighted in children and adolsecents with a chronic physical illness
Explain how these issues may be expressed in enactments between analyst and patient
Summarize the termiantion process and how it may be affected by these issues
Identify various ways the people in the patient's life inhabit the analyst's mind
List the variety of ways analysts use these 'objects' as a source of data about the patient's interal world
Point out some of the pitfalls in this process, as the analyst's view of these figures becomes more or less fixed
Summarize the impact of shared characteristics of patient and therapist on the process of psychotherapy
Comprehend what an emphasis on social space brings to psychoanalytic technique and practice, including but not limited to, interpretation, therapeutic setting, and the geopolitics of developmental stages
Define ways in which psychoanalytic perspectives are applicable to notions of social space
List ways in which material spaces reflect and shape psychic space
Characterize the dissociation model of mind and unformulated experience
Differentiate these ideas from repression-based models in which the unconscious is defined as a reservoir of symbolized meanings
Outline the significance of continuous mutual influence in the formulation of both the patients and the anaylst's experience in the consulting room
List particular phenomenon being defined in this session as enactment
Use this conception to create clinical interventions that address the enactment
Summarize the potential for subtle forms of enactment in ordinary clinical process
Distinguish among several contemporary perspectives on enactment
Assess their own views in relation to those perspectives
Identify external coercive forces but also interal vulnerabilities which foster descent and entrapment within our inhumanity
Articulate the sources of resuce from this 'evil-doing' state of mind
Integrate information about neurological development in Asperger's with analytic knowledge about the unconscious components of early dvelopment
Apply this understanding of the complex nature of the pathogenesis of Asperger's to analytic treatment of adults and children
Assess the relevance and utility of the various models of parent work
Summarize the new model of "concurrent parent work"
Identify the latest approaches to working dynamically with psychotic patients and should be able to increase the comfort zone in working with such patients
List techniques for establishing the therapeutic alliance
Observe ego and reality testing
Discuss working with the delusional system and/or hallucinatory experience
I was able to transfer information from this training into my practice.
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
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The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
The above objective will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
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The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:

The above objectives will increase my professional competence, will result in changes to performance my professional practice, and/or will result in improved patient outcomes as follows:
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An example of information I was able to transfer to my practice from this training is:

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities
Please rate the adequacy of the physical facilities
Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

Please rate the adequacy of the physical facilities

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If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:
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I was unable to transfer information from this training to my practice due to the following barriers:

My professional competence (available strategies) would be improved if I had training on:

My professional performance (implementation of strategies) would be improved if I had training on:

My patient outcomes (results of implemented strategies) would be improved if I had training on:

I get more out of the following types of learning (check all that apply):

Provide your comments and suggestions to further improve competence, performance and/or patient outcomes in future meetings:

Mr question