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ICAAD - 2020 ONLINE WORLD CONFERENCE
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.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
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):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: A platform dedicated to expanding knowledge, exchanging ideas, advancing the prevention and treatment of addiction and behavioral, mental, and emotional health issues.
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 presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor used technology effectively
Learn strategies and skills for managing anger.
Attendees will learn where we can implement personal strategies, to find their positive power.
Understand of media manipulation and how to distinguish between the truth and the lies.
The instructor used technology effectively
Learn new knowledge about a particular complex trauma (Boarding School Syndrome).
Highlight the interaction of trauma with addictive behaviour.
Learn treatment interventions to enhance performance.
The instructor used technology effectively
Latest evidence around what psychiatric drugs do together with the likely incidence and severity of withdrawal reactions.
Recognize potential withdrawal reactions so they are not misinterpreted as relapse or the occurrence of a ‘new’ problem.
Understand the implications of the evidence for therapeutic practice including for example distinguishing between giving medical advice (which is the province of prescribers) and discussing medical information, and understanding when usual. psychotherapeutic practice might need to be suspended in favour of more supportive work.
The instructor used technology effectively
Understand the change in research focus from efficacy to mechanisms.
Reflect on how treatment and therapy from addictions produce change in ways not explained by the underlying theory.
Critique the 'technology model' of psycho-social interventions.
The instructor used technology effectively
Provide a view of where practitioners could upskill further.
Provide a view of where practitioners could upskill further.
Provide detailed Outcomes data compiled by EAP.
The instructor used technology effectively
Experience how improvisation can be used as a means of creating valuable skills for recovery and mental health.
Understanding of what story is and does and how this can be used as a therapeutic tool in groups through creative writing.
Explore how to create engaging containers that allow a group facilitator to step into a new role and avoid common problems in group.
The instructor used technology effectively
Understanding static and dynamic risk factors for suicide in context of addiction.
Learn accurate and concise communication of suicide risk.
Learn awareness and identification of high-risk mood states.
Understand prevention of suicide through multidisciplinary team (MDT) working and continuing care.
The instructor used technology effectively
Define the different ways horses are incorporated in therapy services and identify how evidence-based interventions can be facilitated through this experiential framework.
Explain how incorporating horses can work and benefit clients with various addiction, behavioural, emotional and mental health needs.
Identify steps in making appropriate referrals and implementing this intervention.
The instructor used technology effectively
Learn strategies and practical steps that we can all use as employers and employees.
Understand published research focused on mental health and employers. 
The instructor used technology effectively
Learn how to relate through the mind/body experience of connection or disconnection.
Lost tools for professionals to support expression of feelings once they are triggered to the surface of consciousness.
The instructor used technology effectively
Understand the spectrum of addiction, and what has become known as the "grey area" drinker.
Reflect on the gaps/breaks in the conversation between mental health/substance use disorders.
Present new modalities for early intervention and After Care through Coaching.
The instructor used technology effectively
Understand the nervous system’s role in addiction (self-medication) and relationships.
Learning about the difference between an mobilised and immobilised response to threat.
Learning how to transition yourself or a client into an embodied response to safety.
The instructor used technology effectively
Identify general principles of attachment theory.
Describe how attachment theory can be used to better conceptualise childhood maltreatment.
Describe the qualities of the two main dimensions of attachment insecurity: anxiety and avoidance.
The instructor used technology effectively
Discuss the role virtual reality is playing to understand trauma, stress, and fear.
Understand the impact of perception has in decision making related to the addiction cycle.
Discuss clinical practices to build capacity in the parasympathetic nervous system to support decision making in the stress response.
The instructor used technology effectively
Identify and recognize difference between depression and despair.
Identify practical tools to assist clients in recognizing how to take action with their fears and frustrations.
Provide statistics and other practical resources to support clients in existential despair.
The instructor used technology effectively
Discuss pathophysiological processes implicated in the clinical presentation of depression.
Describe evidence-based conventional and integrative treatments for depressive disorders.
Review novel and experimental approaches for difficult to treat depression.
The instructor used technology effectively
Understand the latest debates around CSBD (Compulsive Sexual behaviour Disorder) and Sex Addiction.
Understand the principles of CORE OM and how it can be used to evaluate treatment efficacy in addiction.
Recognise the reasons why sobriety may increase psychological distress.
The instructor used technology effectively
Examine the historical context of behavioural health theory.
Learn the importance of how a balanced lifestyle leads to healthy emotional decisions.
Identify clients’ profiles and guide them to cognitive techniques leading to better balance and empowering growth.
The instructor used technology effectively
Demonstrate an understanding of the interweave between grief and trauma in cases of complex grief.
Identify at least three clinical interventions to address complex grief.
Identify diagnostic criteria for complicated grief.
The instructor used technology effectively
Learn the benefits of approaching recovery from substance use disorders as well as mental health from a chronic versus acute model.
Understand what peer recovery support professionals are and can do in providing extended recovery support including research backing their effectiveness.
Learn of the various outcomes measures including engagement, use events, and the building of recovery capital as being powerful tools impacted by peer recovery support.
The instructor used technology effectively
Examine how new applications of old data science techniques and technology accelerants can transform our field.
Provide three action-oriented steps for each audience member to consider within their own practice.
Examine the historical context of behavioural health theory.
The instructor used technology effectively
Learn to help client increase access to their inner experience.
Understand and improve skill in working in here and now of therapeutic relationship.
Understand common attributes of master therapists.
The instructor used technology effectively
Learn the neurobiology of attachment, addiction and trauma and the implications on the use of purpose and meaning in changing neuropathways in the brain.
Explore purpose and meaning from the perspective of shame reduction and as a tool for managing trauma reactivity.
Learn the specific use of this model with those recovering from substance and process.
The instructor used technology effectively
Establish clear intervention goals to facilitate resilience rather than perpetuate vulnerabilities.
Assess and map all levels of youth, family and community involvement and collaboration.
Understand current transitions through individual and family life cycle stages.
The instructor used technology effectively
Learn about the treatment modality developed for the intervention with patients with compulsive addiction.
Understand the stages of therapy provided.
Review the research evidence highlighting its success.
The instructor used technology effectively
Understand the evidence base for the use of ICT in psychiatry and psychotherapy.
Understand the scope use of ICT in substance misuse services currently.
Stimulate thinking about new applications and innovative ways of services delivery in Substance Misuse services through the use of ICT.
The instructor used technology effectively
Understand approaches to mental health treatment with the use of commercially available digital resources.
Discuss the implications of potential application of new media resources to the treatment of addictions and considering their add-on functionality to the more classical methods of treatment.
Learn an often biased approach to video games (or VGI’s) as tools designed for ‘mindless fun’ and/or ‘addictive escapism’ by encouraging an experimental utilisation of such widely accessible and varied tools/intervention to own clinical practice.
The instructor used technology effectively
Learn best practice in supporting families affected by gaming addiction, gambling and compulsive behavioural disorders. We must help young people to become responsible human beings coexisting with technology without being ruled by it.
Explore and identify the key anchors towards starting meaningful conversations and developing early intervention dialogues within the family setting.
Understand why gaming is such an infiltrator in the lives of some young people.
The instructor used technology effectively
Explore the Mother/Son relationship and how conflicting behaviours can predispose a child to a confusing emotional intensity in manhood.
Explore anger and rage when carried within a boy and how this inner sickness can affect his adult relationships with himself and others.
Examine the void within us, the path back to our soul and the importance of nurturing a healthy connection to ourselves from a place of ‘into-me-see’ intimacy.
The instructor used technology effectively
Provide epidemiological data on substance use disorder treatment for racial and ethnic groups.
Discuss how cultural competence and knowledge enhances proficiency in clinical skills, programmatic development, and administrative practices.
Identify core culturally responsive principles for counseling individuals from diverse ethnic groups.
The instructor used technology effectively
Learn how hospitals are managing the opioid epidemic.
List protocols and learning on Detox within hospital settings.
Identify care continum - emergency room through detox, residential treatment, partial hospitalization, and intensive outpatient care.
The instructor used technology effectively
Update on latest Policy on alcohol and prevention models.
Learn outcomes and resarch on recovery living and reward incentive.
Understand how social enterprise and recovery work is extending clean time outcomes.
The instructor used technology effectively
Learn how nutrition can play a foundational role in mental, emotional and physical resilience.
Understand ancient strategies to address trauma, although some of the processes are thousands of years old, they are still as relevant today.
Learn the route to long term brain health is often through the gut, restoring and optimising gut function is essential for any long term health and recovery.
The instructor used technology effectively
Recognize the current impact of lockdown on obesity and mental health in children and adolescents.
Understand the association between obesity and mental health in young people.
Develop preventative strategies and treatment of paediatric obesity and mental health.
The instructor used technology effectively
Understand common counter-transference (CT) errors and be able to distinguish between personal and diagnostic CT.
Understand the many therapists increase resistance and then blame it on the client.
Describe supervision that helps therapists consider when they may be abusive towards clients.
The instructor used technology effectively
Explore evidence into clinical applications of psychedelics in mental health and substance misuse.
Summarize the modes of action and treatments involving psychedelics.
Explore the research proposals into future use of psychedelics in mental health and substance misuse treatment.
The instructor used technology effectively
Understand the cultural shifts and trends around family and how they are impacting our mental health.
Learn how we can build networks of comradery and support.
Learn how we can forge a culture of “kinship” that can help combat the loneliness epidemic and strengthen our collective resilience.
The instructor used technology effectively
Explain the relationship between health and mental health.
Discuss the interaction between the immune system, genes, brain dynamics, and mental health.
Critique how autoimmune disorders contribute to depression, anxiety, and cognitive problems.
The instructor used technology effectively
Introduce a new model of treatment (educate participants) for partners of addicts.
Compare and contrast codependence and prodependence to understand the differences between the models.
Develop three new terms to utilise when intervening loved ones of addicts.
The instructor used technology effectively
Understand the ‘better than well’ theory in addiction recovery.
Recognize how strengths-based approaches impact quality of life.
Provide examples of the transformative power of recovery capital across individual, social, and community domains.
The instructor used technology effectively
List a range of resources for the care continuum.
Exploring the ethical, cultural and religious sensitivity for recovery coaches and interventionists working with complex clients.
Learn a systems approach to create a clinical recovery team for clients.
The instructor used technology effectively
Understand that maladaptive behaviours, including addictive behaviours, may be an attempt to regulate physiological state in a quest to feel safe.
Learn about a face-heart connection that defines a social engagement system linking bodily feelings with facial expression, vocal intonation, and gesture.
Understand a neural process (neuroception) that evaluates risk in the environment and triggers adaptive neural circuits that promote either social interactions or the defense systems that might lead to addictive behaviours.
The instructor used technology effectively
Demonstrate an understanding of the history of addiction and mental health for women and ways in which if impact womens' ability to receive access to care.
Demonstrate an understanding of the theoretical framework in which to work with women that emphasises connection, not separation, as the guiding principle in working with women and girls.
Identify gender-responsive interventions to promote a definition of recovery that focuses not on what is eliminated or removed from a woman’s life but on what is being added to her life.
The instructor used technology effectively
Research to design interventions specifically for the adolescent male that will result in treatment compliance and reduction in symptomatology.
Create assessment tools to measure the effectiveness of interventions, and then use those results to reinforce growth trajectories.
Learn engagement strategies that support adolescent growth and complement existing cultural realities (e.g. technology, social media, popular culture).
The instructor used technology effectively
Participants will differentiate the source of conflict between the client versus the team.
Identify how to maintain personal validation despite disruption in the workplace and clients that are suffering.
Explore strategies that will assist them in dealing with conflict.
The instructor used technology effectively
Learn a new way of looking at addiction as a vibratory frequency that has roots in family history and one’s “Addiction Story,” which helps to destigmatize addiction and remove associated guilt and shame.
Learn daily practices in breathing, meditation, and yoga that will give you access to the extraordinary power within you.
Learn a pathway to a newer, healthier relationship with food.
The instructor used technology effectively
Identify burnout, compassion fatigue and trauma activation symptoms within themselves and colleagues.
Understand how to mitigate exposure, manage symptoms and obtain support in the event they are.
Identify their own bias, beliefs and ideas around colleagues in crisis.
The instructor used technology effectively
Learn 5 clinical outcomes music therapy successfully addresses.
Learn 4 ways to engage with music to affect clinical outcomes.
Learn key physiological responses to music that promote positive clinical outcomes.
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:

How did you attend this course?
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