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ADAA - 2021 Conference - LIVE - MENTAL HEALTH ONLY
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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 following:
The program was relevant to my work.
Content matched stated objectives.
Technology user friendly?
Course material presented the course content effectively?
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
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: Understand the meaning of resilience, as demonstrated through translational models, human subjects research, and clinical applications.
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 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
Objective 2: Identify the genetic, epigenetic, neurobiological, developmental, and psychosocial underpinnings of resilience
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Be exposed to preventive and treatment interventions aimed at enhancing resilience across the life span
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
Define resilience from a contemporary systems perspective for scalability and collaboration across disciplines
Delineate a resilience framework and strategies for promoting resilience in practice and policy
Describe new directions of multisystem translational research on resilience
The instructor used technology effectively
Utilize the fight-or-flight alarm to enhance drive and motivation
Neutralize self-defeating thinking to decrease anxiety and increase adaptability
Apply strategies to increase self-sufficiency, productivity, self-esteem, and resiliency
The instructor used technology effectively
Conceptualize complex anxiety disorders and OCD from specific evidence-based approaches
Utilize creative treatment strategies for challenging anxiety and related disorders
Describe an integrative approach utilizing strategies from multiple evidence-based practices
The instructor used technology effectively
To learn a conceptual model of interracial anxiety and avoidance
To explore one’s own racial associations and challenges in interracial relationships
To address racial anxiety and engage more skillfully with racially different clients in therapy
The instructor used technology effectively
Describe a school-based intervention for youth thinking of suicide or have made a suicide attempt
DIscuss an intervention to facilitate the use of safety planning for reducing suicidal behavior
Explain an intervention to assist people in managing their suicidal ideation and behavior
The instructor used technology effectively
Understand important distinctions between medical cannabis patients and recreational cannabis users
Summarize findings from studies assessing the cannabinoids and anxiety
Identify changes exhibited by medical cannabis patients after three months of MC treatment
The instructor used technology effectively
Learn how minority stress affects psychological distress among SGM clients
Understand how to incorporate minority stress into case conceptualizations
Improve understanding of how their own comfort around sexuality affects the treatment process
The instructor used technology effectively
Describe self-focused safety-seeking behaviors commonly relied upon by socially anxious persons
Describe how self-focused safety-seeking behaviors negatively impact socially anxious persons
Describe strategies to train socially anxious persons in curious, external focus
The instructor used technology effectively
Articulate the relationship of resilience to biological markers
Describe and discuss the importance of life events, resilience, and biological markers
Apply the findings presented in this study to clinical work
The instructor used technology effectively
Summarize the impact of COVID-19 on depression and anxiety symptoms across the lifespan
Identify individuals at the greatest risk for development of depression and anxiety symptoms during COVID-19
Describe the effects of the pandemic on vulnerable youth
The instructor used technology effectively
Describe how digital health technologies can increase access to care
Explain ways of facilitating user engagement across platforms (mobile-apps and videoconferencing, E-learning)
Summarize research on technological advances and tools their readiness for routine clinical care
The instructor used technology effectively
Describe various cultural adaptation frameworks and their use in behavioral clinical research
Discuss challenges and opportunities in the implementation of psychosocial interventions in real-world settings
Identify evidence-based strategies for building resilience in diverse populations through culturally adapted psychosocial interventions
The instructor used technology effectively
Identify 3 emotion regulation skills to assist with managing intense emotions associated with grief
Describe the difference between grief related to suicide and other types of loss
Identify 3 risk factors and 3 protective factors considered in suicide assessments
The instructor used technology effectively
Recognize subtle and indirect neutralizing behavior, parenting traps and “pinch points,” and the cycle of escape
Differentiate between the right and wrong goals of treatment and the face-value content of symptoms versus the underlying distress
Apply a systematic cognitive-behavioral and exposure-based approach to focus on addressing the underlying distress, instead of the face-value content
The instructor used technology effectively
Normalize and validate experiences of missteps at early stages of your career
Learning strategies to foster resilience and enhance coping with career challenges
Apply skills learned from speakers’ experiences to personal career challenges
The instructor used technology effectively
Identify specific transdiagnostic mechanisms that drive and maintain depression and related problems in diverse clients
Target transdiagnostic mechanisms to help clients develop enhanced coping skills and increase resilience to relapse
Assess transdiagnostic mechanisms in "repeat customers" to sharpen therapy focus, reduce recidivism, and build resilience
The instructor used technology effectively
Define resilience and its six components
Describe two resilience intervention models
Identify four strategies to target skills that enhance resilience
The instructor used technology effectively
Assess benefits and drawback of self-disclosure when treating anxiety and depression
Identify various emotional stressors that impact clinicians at different stages of training
Demonstrate understanding of the emotional impact of highly volatile interactions with clients
The instructor used technology effectively
Explain how to apply the the cognitive behavioral model to anxiety disorders
Describe and demonstrate common cognitive interventions for anxiety disorders
Describe and demonstrate common behavioral interventions for anxiety disorders
The instructor used technology effectively
Identify aspects of treatment that occur specifically in long-term refractory cases
Evaluate ethical aspects of working with long-term clients
Identify strategies for remaining engaged and invested in helping refractory clients make progress
The instructor used technology effectively
Recognize the neuroimmune mechanisms of stress resilience in preclinical models
Identify neurodevelopmental and neuroendocrine components that are thought to underlie resilience
Apply knowledge about the understanding of resilience related to psychotherapy approaches
The instructor used technology effectively
Identify their ideal group practice structure
Compare and contrast the different systems and services they might select while building their practice
Assess their personal strengths and limitations when considering whether to start a group practice
The instructor used technology effectively
Discuss real cases that were determined to be treatment failures
Describe factors that may lead to treatment failures
Explain how treatments can be adjusted to decrease treatment failures
The instructor used technology effectively
Discussion of evidence-based curricula and modes of dissemination to increase mental health resilience in schools
Translate evidence-based skills into school-friendly practices; e.g., methods to reinforce skills in classrooms
Approaches for assessing acceptability and effectiveness of interventions in school settings (and inherent associated challenges)
The instructor used technology effectively
Define impostor syndrome
Describe the relationship of impostor syndrome and marginalized groups
Identify 5 subtypes of imposter
The instructor used technology effectively
Summarize three benefits of using improv-based interventions to target social anxiety
Practice 3 improv-based strategies that are designed for pairs and groups
Describe 3 improv-based exercises that will be relevant to their own clinical practice
The instructor used technology effectively
Analyze strengths and weakness of reproductive studies with a view to recognizing sources of bias
Compare pharmacological profiles of psychotropic agents and how those profiles inform dose management and safety
Apply risk profiles for maternal mental illness and psychotropic use to perinatal clinical decision-making
The instructor used technology effectively
Distinguish different invasive and non-invasive neuromodulation treatments: transcranial magnetic stimulation, deep brain stimulation and ablation
Describe the potential of different neuromodulation techniques for the treatment of PTSD
Define brain regions that are candidate targets for neuromodulation treatments
The instructor used technology effectively
Summarize findings of a randomized-clinical trial of an intervention designed to build resilience amongst youth
Summarize potential efficacy of mindfulness training in youth with significant exposure to early life stress
To better identify ways to scale interventions for young adults suffering from distress disorders
The instructor used technology effectively
Explain hazards of descriptors like "expert" in the context of offering/promoting services to the community
Describe differences amongst trainings, experiences, and knowledge bases as applied to working with clinical populations
Apply professional ethical guidelines to the development of services offered within clinical practices
The instructor used technology effectively
Describe how rigidity can present in Selective Mutism cases and interfere with normal trajectory
Name 2 strategies that directly address rigid presentations of SM
Discuss management of parental expectations; use flexible treatment modalities
The instructor used technology effectively
Describe the contributions of economic hardship, downward mobility, neighborhood poverty, and racial discrimination to biomarkers that act as indicators of the biological weathering of young, rural African Americans’ bodies.
Describe what is “skin-deep resilience” and how it contributes to health disparities
Describe how family-centered prevention programs designed for rural African Americans have health benefits years after participation in prevention programming
The instructor used technology effectively
Identify how systems of oppression manifest as contextual risk
Develop a better understanding of how to employ a strengths-based perspective in work with marginalized youth
Consider opportunities to move beyond a sole focus on resilience to think more about opportunities to disrupt systems of oppression
The instructor used technology effectively
List transdiagnostic risk factors that predict suicidal thoughts and behaviors
Identify how transdiagnostic risk factors confer risk for suicide, particularly following the COVID-19 pandemic
Consider the role of anxiety symptoms and pain in the development of suicidal ideation
The instructor used technology effectively
Explain how to create a plan for managing the entire internship application process
Describe how to prepare the application to maximize chances of being selected for an interview
Discuss how to get the most from the interview process
The instructor used technology effectively
Assess how engagement with mHealth interventions for depression is conceptualized and measured in research
Predict how users will engage with a free, publically available mental health app
Describe college students' use of digital mental health interventions during the COVID-19 pandemic
The instructor used technology effectively
Recognize factors that contribute to the intergenerational transmission of trauma
Describe how genetic and environmental factors can interact to increase risk
Discuss potential early intervention targets for children exposed to trauma
The instructor used technology effectively
Recognize the role of different brain circuits in the pathophysiology of anxiety and related disorders
Describe advancements in fMRI that can be applied in the context of treatment outcome research
Compare hypothesized neural mechanisms underlying different evidence-based treatments for anxiety and related disorders
The instructor used technology effectively
Assess the value of novel biomarkers for prognosis of post-traumatic stress disorder
Recognize neural circuits and related physiological outputs that increase resilience to PTSD after trauma exposure
Plan ways to use inexpensive biomarkers for early identification of individuals at risk for PTSD
The instructor used technology effectively
Understand and critically evaluate positive affect related research for emotional disorders
Implement novel positive affect related treatment for mood and anxiety disorders
Have the knowledge to integrate positive affect approaches into various treatment approaches
The instructor used technology effectively
Demonstrate culturally sensitive assessment and interventions when working with LGBTQ clients affected by trauma, depression, and micro-aggressions
Apply different treatment interventions for an adult client struggling with complex trauma, depression and history of micro-aggressions
Distinguish the similarities and differences between Functional Analytical Psychotherapy (FAP), Acceptance and Commitment Therapy (ACT), and Cognitive Behavior Therapy (CBT) when working with trauma
The instructor used technology effectively
Define and identify systemic inequities that are present at their institutions and/or training/work settings
Generate actions to take to address inequities and create systemic change within professional/other settings
Disseminate information regarding the importance of identifying and addressing inequities observed and experienced
The instructor used technology effectively
Recognize risk factors for anxiety, depression, and suicidal ideation in adolescents during the COVID-19 pandemic
Understand the effects of sleep disturbance during COVID-19 on risk for anxiety/depression among adolescents
Identify the protective effects of coping ability, style, and effectiveness on resilience during COVID-19
The instructor used technology effectively
To understand the evidence based pharmacotherapies for PTSD
To understand the evidence based psychotherapies for PTSD
To understand the newest findings on controversial treatments for PTSD (ketamine, MDMA assisted psychotherapy)
The instructor used technology effectively
Recognize network analysis as a tool to identify central facilitators and barriers in implementation research
Explain mechanisms by which consultants affect clinician fidelity and assess their accuracy of clinician skills
Describe quantitative and qualitative factors related to clinician attitudes toward evidence-based psychotherapies and client outcomes
The instructor used technology effectively
Understand the difference in clinical evidence between racemic ketamine (off-label) and esketamine (FDA-approved) for TRD
Discuss challenges of providing clinical ketamine services at a tertiary care center
Discuss the need for integration of ketamine in clinical care for treatment-refractory mood disorder patients
The instructor used technology effectively
Describe and explain five approaches to frontline health care worker support in response to COVID-19
Delineate barriers and successes around the use of support groups with health care workers
Describe three recommendations for health care worker support in response to future public health emergencies
The instructor used technology effectively
List 4 clinical disorders where shame and self-criticism effect treatment outcome
Describe a study showing shame predicted relapse with individuals recovering from alcohol abuse disorder
Explain how self-compassion interventions can be integrated into treatment for anxiety and mood disorders
The instructor used technology effectively
Analyze repetitive negative thinking (RNT) as a transdiagnostic cognitive process
Explain key cognitive, attentional, and emotional mechanisms in the development and maintenance of RNT
Describe implications for targeting RNT in enhancing the treatment of affective disorders
The instructor used technology effectively
Demonstrate acceptance-based interventions when working with problematic perfectionistic behaviors
Conceptualize problematic perfectionism through a functional contextual behavioral model
Demonstrate skills to shift from “everything needs to be perfect” into “somethings can be perfect"
The instructor used technology effectively
Recognize main types of beliefs that could interfere with adaptation to loss
Identify ways to assess client’s problematic beliefs, for example, with the Typical Beliefs Questionnaire
Summarize how different techniques of the Complicated Grief Treatment contribute to modifying such problematic beliefs
The instructor used technology effectively
Delineate the broad range of negative sequelae associated with the two ACEs
Describe mechanisms by which the ACEs 'get under the skin' to confer risk for deleterious mental and physical health outcomes
List key factors associated with promoting resilience and recovery
Please tell us about any sessions you found particularly good or bad.
Please tell us about any objectives you feel we accomplished well or poorly. 
Please tell us about any presenters you found particularly good or bad.
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

Additional comments:

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