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ADAA - 2021 Conference - ON-DEMAND - MENTAL HEALTH ONLY
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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
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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
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The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
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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
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The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
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The instructor presented the subject matter clearly
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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
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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
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The instructor was responsive to participants
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The instructor was responsive to participants
The instructor was responsive to participants
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The instructor was responsive to participants
The instructor was responsive to participants
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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
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
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
Recognize the difference between resilience factors and resilience outcomes
Identify key risk and resilience factors that contribute to mental health during the pandemic
Discuss how different resilience factors help predict health-related outcomes in different populations across the lifespan
The instructor used technology effectively
Identify two strategies to enhance child, adolescent, and adult clients’ willingness to do OCD exposures
Describe what the clinician does while taking a client through an exposure
Identify three ways to help clients by creating extreme exposures and out of office exposures
The instructor used technology effectively
Summarize current trends in the use of yoga and CBT for GAD
Recognize the relative benefits of yoga and CBT vs a stress education control for GAD
Describe factors that mediate or moderate response to yoga and CBT in GAD
The instructor used technology effectively
Describe the treatment components of parent-child interaction therapy (PCIT)
Compare the differences between traditional PCIT and PCIT adaptations for treating anxiety in preschoolers
Discuss opportunities for further research and clinical applications of PCIT adaptations for treating anxiety
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
Describe the central principles of an ABBT approach to health promotion
Identify contextual barriers to address to help promote empowerment in response to systemic inequities
Identify common misconceptions to address in teaching mindfulness
The instructor used technology effectively
Have basic knowledge on ACT processes (psychological flexibility and inflexibility)
How to apply ACT processes to youth
Learns some exercises from the intervention ACT your way
The instructor used technology effectively
List and describe four components of resiliency framework
Integrate knowledge of family-based factors that impact treatment within resiliency framework (e.g., risk/ protective factors)
Apply aforementioned knowledge to guide effective family-based assessment/intervention of youth with anxiety and OCD
The instructor used technology effectively
Help clients identify their aspirations and values
Use a strength-based and a problem-based conceptualization to plan treatment
Identify how to draw adaptive conclusions about positive experiences
The instructor used technology effectively
Formulate/implement behavioral plans for children and young adults with ADHD in the school/family setting
Explain and practice treatment modules for ADHD alone vs. ADHD with comorbid anxiety/depression
Differentially diagnose ADHD from anxiety and depression and recognize potential comorbidities
The instructor used technology effectively
Describe the obstacles and opportunities parents present in the treatment of adolescent depression
Incorporate specific skills into sessions that will improve parental effectiveness and enhance treatment
Make responsive and culturally sensitive adaptations to meet the needs of different families
The instructor used technology effectively
Identify the role implementation science plays in connecting communities with access to evidence-based mental-health practices
Distinguish between clinical research and implementation research questions, and the different outcomes measured in each
Conceptualize the pragmatic role that implementation strategies can play in clinical practice settings
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
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
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
Learn how to identify and recognize post a subtype OC disorder called BDD
Diagnosis and treatment methods including CBT designed and developed by Dr. Edna Foa
History and the prevalence of the illness will also be discusses. New Crooked Mirror Method
The instructor used technology effectively
Summarize the rationale for targeting the positive valence system in treating anxiety, depression, and suicidality
Describe treatment approaches that target positive valence processes in anxiety and depressive disorders
Summarize data regarding treatment-related changes in positive valence processes and outcomes in anxiety and depression
The instructor used technology effectively
Recognize behavioral and motivation difficulties in the treatment of anxiety and depression among children/adolescents
Apply cognitive and behavioral strategies when treating children/adolescents with comorbid emotional and behavioral difficulties
Incorporate labeled praise, rewards, clear expectations/consequences, and motivational interviewing when treating pediatric anxiety and depression
The instructor used technology effectively
Identify eight behavior patterns that can persist even after clients successfully do ERP
Apply exposure- and self-compassion-based tools to help clients address these hidden saboteurs to recovery success
Design exposures to help clients implement new mindsets that strengthen their recovery foundations
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
Implement behavioral parent training techniques as well as teach validation to parents.
Develop a skillset to teach parents how to reduce accommodation and facilitate independence.
Teach parents the role self-care plays for parents and their children.
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
Evaluate the evidence base for a home based digital therapeutic for treatment of Panic/PTSD
Identify patient characteristics likely to benefit or not benefit from CGRI
Understand modifications in practice workflow necessary for adoption in clinical practice
The instructor used technology effectively
Use a cognitive conceptualization to plan treatment
List key techniques to develop the therapeutic relationship
Describe how to flexibly structure sessions
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
Compare interdisciplinary clinic models to standard of care with respect to patient and provider experience
Explain how to create an interdisciplinary treatment team in a variety of practice settings
Discuss how to overcome barriers to successful interdisciplinary care for anxiety and mood disorders
The instructor used technology effectively
Instruct a client in logically dismantling the common dysfunctional frames of reference of OCD
Establish a new, internally-consistent paradoxical frame of reference
Explain how to activate “approach” emotions toward anxious uncertainty during exposure
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
Recognize indicators of rigid or negative cognitive style versus flexible or helpful cognitive style
Summarize promising biological correlates of cognitive style
Describe strategies for enhancing resilience through targeting attributions of stressful events
The instructor used technology effectively
Describe current approaches in treatment resistant depression for combining CBT with interventional psychiatric approaches
Highlight potential mechanisms that explain how combination treatment approaches can improve treatment outcomes
Discuss practical barriers and solutions to providing the therapy in these multi-disciplinary treatment settings
The instructor used technology effectively
Recognize the clinical phenotype and associated emotional distress of youth at risk for anxiety disorders
Summarize aspects of altered neuro-physiological functioning in youth at risk for anxiety and comorbid illnesses
Describe the utility of non-human primate models in uncovering neural mechanisms driving risk for psychopathology
The instructor used technology effectively
Recognize those at risk for postpartum anxiety and depression
Apply CBT skills to post-partum women with anxiety/depression
Describe the biological/environmental demands that influence treatment in the mother and infant
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
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
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
Understand the rationale for cognitive behavioral therapies for anxiety disorders
Learn about some of the stressors that often impact anxiety in marginalized groups
Understand how multiculturalism can be integrated into CBT for anxiety with clients experiencing culturally-specific stressors
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
Discuss strategies regarding measurement selection, technology, and education of staff in designing inpatient psychiatry outcomes
Recognize the hidden challenges in implementing outcomes in inpatient psychiatry, particularly during the COVID-19 pandemic
Discuss how to improve and/or implement outcomes measurement in inpatient psychiatry
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
Recognize signs and symptoms of co-occurring depression and opioid use disorder
Utilize evidence-based treatments for co-occurring depression and opioid use disorder
Discuss the application of these strategies using a case example
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
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
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
Describe intervention components of EBPs aimed at enhancing resilience in the school setting across tiers
Discuss implementation barriers for EBPs aimed at enhancing resilience in the school setting across tiers
Explain approaches to addressing barriers to implementation of EBPs aimed at enhancing resilience in schools
The instructor used technology effectively
Apply individual CBT anxiety and depression protocols to a group format
Adapt CBT groups for acute patients with varied comorbid disorders
Distinguish differences in applying CBT individually as compared to groups, including those that promote resilience
The instructor used technology effectively
Gain skills to use telehealth for applying EBT’s for anxiety and depressive disorders
Identify ethical considerations for the use of telehealth
Recognize appropriate use of and limitations of telehealth
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
Deliver ERP for OCD
Delivering ERP practice in group setting
Work with refractory OCD cases
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
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
Recognize symptoms of poor distress tolerance and emotion dysregulation across common childhood/adolescent mental health diagnoses
Apply principal components of interoceptive exposures and ACT to improve children/adolescent's tolerance of unpleasant experiences
Identify strategies that parents can use to reinforce development of distress tolerance and emotion regulation
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
Describe the patient preferences and beliefs regarding treatment to prevent PTSD
Discuss the interaction between trauma exposure and environment on PTSD development
Demonstrate the role of inflammation in PTSD risk and resilience following trauma exposure
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
Examine the relations between executive functioning, anxiety and depressive symptoms via EMA, experiments, and neurophysiology
Relay new meta-analytical knowledge on the impacts of mindfulness-based interventions on diverse executive functioning capacities
Catalyze research interests on the understudied role of executive functioning in common mental health problems
The instructor used technology effectively
Discuss the heterogeneity of implementation and the effectiveness of evidence-based treatments for PTSD in practice
Identify client- and treatment-level factors that influence the effectiveness of PTSD treatment in routine care
Extrapolate factors that promote uptake of EBTs for PTSD to optimize clinical outcomes
The instructor used technology effectively
Summarize preliminary outcomes and feasibility of evidence-based PTSD treatments delivered in a single week
Describe how existing evidence-based treatments were adapted to fit the single week timeframe
Describe barriers and challenges associated with evidence-based PTSD treatments delivered in one week
The instructor used technology effectively
Describe the rates of depression and suicide for different age groups
Describe potential risk factors for development of depression and suicidal thoughts and behaviors
Describe potential protective factors agains the development of depression and suicidal thoughts and behaviors
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
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
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
Identify variables that might explain heterogeneity in observed behaviors among individuals experiencing interpersonal anxiety
Conceptualize the role of person-level differences in socially anxious individuals’ responses to threat
Describe neural and behavioral responses to threat in the context of interpersonal situations
The instructor used technology effectively
Identify the difference between “thought stopping” and stopping mental rituals
Create a glossary of mental rituals that can be developed in collaboration with clients
Identify strategies for catching and resisting or interfering in the completion of subtle mental rituals
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
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
Identify neurodevelopmental changes associated with resilience following stress across species
Demonstrate the importance of sensitive periods for environmental shaping of brain development and mental health
Apply knowledge about the developing brain in clinical practice for trauma-exposed youth
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
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
Describe changes in neural networks in traumatized populations following engagement in meditative practices
Identify differential changes in PTSD symptoms following engagement in different types of meditation
Define potential mechanisms of trauma recovery via engagement in meditative practices
The instructor used technology effectively
Summarize the role of attentional biases as proposed in cognitive models of depression
Discuss different ways of assessing attentional biases
Describe how the form and function of these attentional biases may change across development
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
Describe how neuroticism relates to the longitudinal development of internalizing dimensions in early adulthood
Explain which conceptual paths of neuroticism's effects on major depressive episodes we supported
Summarize the evidence on interpretive bias and fear potentiated startle as mediators of neuroticism's effects
The instructor used technology effectively
Understand the foundation of OBH and how it is being used to treat adolescents
Understand the eligibility requirements of OBH
Use OBH as an intervention for struggling clients
The instructor used technology effectively
Discuss primary parent factors that influence treatment outcome of behavioral treatment with youth with SM
Practice positive reinforcement strategies to teach parents as a means to avoid accommodating child’s anxiety
Compare differences in outcomes when parents receive didactic vs in vivo coaching in parent training
The instructor used technology effectively
Describe the range of common mental health disorders presenting during pregnancy and the postpartum period
Outline the clinical features and effective management options for perinatal OCD
Screen for and identify perinatal OCD
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
Provide an evidence-based rationale for considering physical experiences within a PTSD diagnosis and intervention
Discuss promising PTSD-related treatment targets and strategies that could improve functional and therapeutic outcomes
Communicate the clinical and functional relevance of physical experiences associated with PTSD to patients/caregivers
The instructor used technology effectively
Learning key components of intervention that are critical in fostering long-term resilience in autistic individuals
Describe skills and interventions addressing underlying challenges that impact resiliency/mood in individuals with ASD
Understand how to access to community resources that foster resiliency within self-advocates and family members
The instructor used technology effectively
Describe 3 exposure tasks to use in ERP treatment at different ages
Explain when collaboration with school and psychiatrist is needed
Summarize 2 family interaction patterns common in childhood anxiety disorders
The instructor used technology effectively
Identify elements to increase resiliency within intensive outpatient treatment for PTSD
Describe program variations and considerations for program development focused on resilience
Discuss application of evidence-based interventions and how they increase resiliency in military veterans
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
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
Apply a gaming approach to build motivation for engagement in cognitive behavioral treatment interventions
Create interventions with gaming constructs around physical, emotional, cognitive, and social challenges to increase engagement
Create therapeutic games that incorporate CBT and E/RP can strengthen clients' motivation and therapeutic skills
The instructor used technology effectively
Describe ways that trauma affects processing of social cues and problems in social relationships
Recognize the various ways in which social cognition, trauma, and relevant outcomes can be studied
Apply novel research findings about social cognition when addressing interpersonal problems with clients with PTSD
The instructor used technology effectively
Discuss the importance of resilience in the relationship between SCS and SB in different settings
Analyze the significance of the NCM in understanding the progression to SB when facing SLEs
Understand resilience in moderating the impact of hyperarousal and suicide risk in female first responders
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
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
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
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
Describe behavioral and neural mechanisms associated with risk, resiliency and recovery in trauma-exposed individuals
Describe biological factors influencing resiliency and its behavioral\ molecular correlates in a rodent PTSD model
Describe interventions that could facilitate resiliency and recovery after a traumatic event
The instructor used technology effectively
Present novel study findings on the procedures and outcomes of techniques for upregulating positive emotions
Share innovative technology-based methods for identifying, studying, and treating positive indicators of well-being in treatment
Offer examples of smartphone-based treatment trials that examine well-being outcomes, including trials for existing interventions
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
Identify symptoms and criteria
Be able to distinguish between HOCD and concerns relating to sexual identity
Learn how to understand and implement treatment for HOCD
The instructor used technology effectively
Compare the various paths available to achieve their specific career goals across disciplines
Be able to create a plan to pursue training and expertise
Apply new information to obtain clinical positions in specialized settings
The instructor used technology effectively
Describe one biological and one cognitive predictor of dysregulated stress reactivity
Describe one biological, one cognitive, and one behavioral indicator of maladaptive stress reactivity
Explain why stress reactivity is a key risk factor for depression across the lifespan
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
Assess exercise interventions outcomes and support efficacious exercise interventions for clients with depression/anxiety-related concerns
Compare exercise interventions differing in modality/length/intensity and describe protective mechanisms of each exercise protocol
Consider the usability and feasibility of exercise interventions for specific client concerns
The instructor used technology effectively
Describe the etiology, prevalence, and conceptualization of BFRBs
Conceptualize these disorders using the Comprehensive Behavioral Model (a function based approach)
Apply knowledge to prescribe useful and effective interventions that are tailored to the individual
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
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
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
Characterize the nature of sleep disturbance across anxiety, depressive, posttraumatic stress, and hoarding disorders
Describe the physical and psychological consequences of sleep disturbance across the emotional disorders
Identify potentially efficacious treatments for improving sleep in individuals with emotional disorders
The instructor used technology effectively
Recognize the unique risks in military, law enforcement, and veterans for suicidality
Discuss how to break down barriers to the administration of effective treatments
Utilize special techniques and programs in interventions with these at-risk populations
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 awareness and understanding of the potential role of trauma exposure in obsessive-compulsive disorder
Use various terms in the literature to describe the trauma – OCD – PTSD relationship
Apply learning to case conceptualization and treatment planning for individuals with OCD and trauma histories
The instructor used technology effectively
Describe three aspects of positive emotion that are affected by MDD symptoms
Summarize potential treatment strategies for increasing positive affect in MDD
Discuss how anhedonia relates to changes in positive emotion in MDD
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
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
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
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
Demonstrate knowledge regarding specific metaphors to help clients understand and remember complex clinical topics
Use a variety of linguistic devices with clients to better communicate with clients
Demonstrate knowledge regarding the important one making psychoeducation relatable to a range of clients
The instructor used technology effectively
Assess for both DSM-5 and subclinical EDs among traumatized individuals utilizing evidence-based methods
Describe how obesity can intersect with PTSD and EDs, particularly binge eating disorder
Analyze the lived experience of two patients highlighting the importance of evidence-based approaches
The instructor used technology effectively
Describe the ways in which participating in therapy increases a clinician’s resilience
Challenge three myths surrounding therapists in therapy and identify three responses to clinical competency concerns
Identify potential risks and ethical considerations regarding self-disclosure about a therapist’s experience as a patient
The instructor used technology effectively
Summarize new data for how humans learn and process fear
Recognize how this knowledge is being used to study the mechanisms underlying PTSD
Describe how this is used to study enhancement of exposure-based therapies for anxiety and OCD
The instructor used technology effectively
Differentiate core ASD symptoms from comorbid anxiety and depressive symptoms commonly targeted in modified CBT
Apply creative and flexible treatment strategies to individualize CBT for youth on the autism spectrum
Involve parents in their child's treatment to enhance generalization and maintenance of gains
The instructor used technology effectively
Confidently diagnose comorbid ASD in a client who presents with OCD symptoms and vice-versa
Demonstrate understanding of skills & interventions to use in treating comorbid OCD and ASD
Confidently apply treatment interventions to clients presenting with the co-morbid diagnosis of OCD and ASD
The instructor used technology effectively
Assess the functions of elimination disorders to inform treatment
Understand premises and use of ERP, toilet sits, positive practice, rewards, alarms, and compliance training
List ways aspects of toileting treatment that mirror a gradual exposure process
The instructor used technology effectively
Distinguish different CBT-components within current protocols
Know the state of art research knowledge on the effectiveness of commonly used CBT-components
Apply some CBT-techniques in a new and creative way
The instructor used technology effectively
Identify resilience, risk, and maintaining factors for body image distress and disturbances
Summarize research results from diverse samples, including from psychiatric, non-psychiatric, and under-represented populations
Recognize both common and distinct resilience, risk, and maintaining factors across these diverse samples
The instructor used technology effectively
Explain the importance of process research in identifying change processes and moderators of outcome
Recognize and list three significant implications of the research findings on clinical practice
Summarize various factors implicated in change processes
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 two uses of virtual reality for enhancing resilience by treating fear and anxiety
Outline two advantages of VR exposure relative to imaginal exposure and in vivo exposure
Summarize two research findings that support using VR in treating anxiety
The instructor used technology effectively
Describe how anxiety works in the brain and body
Identify and reduce patterns of negative thinking in alternative learners
Develop the ability to externalize anxiety and reduce its influence on daily tasks and self-concept
The instructor used technology effectively
Recognize and problem solve common struggles clinicians encounter with this patient population
Demonstrate how patients can disengage from their health-related catastrophic thinking patterns
Create an exposure-based treatment plan to move patients through their health anxiety hierarchy
The instructor used technology effectively
Describe the most popular social media applications
Explain how social media is used to facilitate dissemination of psychological concept to the public
Demonstrate the use of various social media platforms
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
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
Recognize the adverse effects of worry as an attempted coping mechanisms when facing life stressors
Assess the effects of worry on a range of coping-related processes
Identify novel approaches to monitoring the physical concomitants of worry in those coping with stressors
The instructor used technology effectively
Learn current evidence-based psychopharmacology treatment for anxiety and OCD related disorders
Understand common challenges with medication management including fears, stigma, sensitivity to side effects, adherence problems
Understand medication informed consent and how to provide adequate information while encouraging compliance
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?

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