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IPA - 2021 44th Annual Conference of the International Psychohistorical Association
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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 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
Objective 1: Be aware of the psychohistorical trans-disciplinary approach to mental health illness as conceptual framework for delivery of service, promoting a person-centered rather than an illness-centered perspective.
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
Objective 2: Utilize the psychohistorical trans-disciplinary approach of promoting a person-centered rather than an illness-centered perspective in clinical mental health practices
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
Objective 3: Analyze (1) clients’ personal and relational history, childhood traumas, ways of survival, personal strengths to build upon, as well as societal/ cultural/ political hindrances, and (2) personal biases (of the practitioner), to find local and global solutions and to reach clients’ goals rather than focus on disabilities (goal oriented v. disability oriented)
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
Understand the basic tenets of the adaptive leadership framework.
Analyze the leadership development implications of how we were parented.
Reflect on the relationship between the roles we play in our families and the roles we play in the workplace and the implications for exercising leadership in the workplace.
The instructor used technology effectively
Discuss the role of macrohistorical traumas in the construction of large group identities.
Explain how large group identities are transmitted through the socialization of children.
Illustrate the role of border psychology in large group identity using historical case material.
The instructor used technology effectively
Explain some ways that a psychoanalytic perspective illuminates the nature of nationalism.
Apply insights from the presentation to a real or hypothetical clinical case in which ethnic identity becomes salient in the consulting room.
The instructor used technology effectively
Analyze clinical cases in which ethnic identity becomes salient in the consulting room.
Discuss a real or hypothetical clinical case involving intergenerational transmission of trauma.
Explore one’s own subjectivity in dealing with the past, de-scotomizing what they are not prepared to see.
The instructor used technology effectively
Identify sources of relational trauma and discuss the impact of different forms of childhood trauma on adult personality.
Compare parenthood (ways of being) and parenting (ways of doing) as it applies to work with children, adults, and families.
Compare the concepts of self- and mutual regulation in contemporary attachment theory.
The instructor used technology effectively
Analyze all of the forms of racial, gender and socioeconomic ways of discrimination and their impact on psychological functioning.
Identify 4 social theoretical models to help understand discrimination and its impacts.
Integrate these theoretical models in various psychotherapy practice approaches.
The instructor used technology effectively
Identify the impact of US politics and economics on the mental health of clients and Americans in general.
Expand understanding of identity issues beyond diagnosis as defined by the DSM-V.
The instructor used technology effectively
Assess the relevance of the conceptual tools of psychoanalysis for the understanding of the societal issues in the work of contemporary French post-Freudian authors. 
Recognize the scope and function of the mother imago in religious conflicts in 19th century France (1789-1905) 
Discuss the function of maternal representation in the social imagination.
The instructor used technology effectively
Analyze psychological underpinnings of history and the role of world-views and ideologies in overcoming current ideological gridlock.
Discuss psychological concepts associated with embracing the worldview of the left or on the right, and how to overcome polarization.
The instructor used technology effectively
Discuss the importance of psychobiographies as bridges between psychology and history.
Understand psychobiography as a qualitative research method, which can be developed through many different procedures, and which can be utilized in academic and clinical work.
The instructor used technology effectively
Discuss the world’s philosophies as a transcultural expression of consciousness.
Explore healing as engaging childhood relational traumas and other unconscious complexes that are the focus of psychoanalysis and psychohistory.
The instructor used technology effectively
Identify and analyze neurobiological phenomena of neuroplasticity, neurointeg-ration, laterality principle, connectome-based brain mapping as contributing to uniqueness of one's mind dealing with conflicts.
Utilize the concept of the Triune Brain functioning in analyzing conflicts
Identify and analyze neuropsychological phenomena of affect regulation, mirroring, confirmation bias, and mindfulness as contributing to one's approach to conflicts as a part of a group.
The instructor used technology effectively
Analyze the issue of "objectivity"/ subjectivity of counter-transference.
Discuss countertransference as the source of hopeless distortion of our "findings," as well as the factor of deepening of analytic work. 
The instructor used technology effectively
Discuss the role of meaning-making in working with end-of-life clients. 
Explain how religious faith provides meaning for many end-of-life clients. 
Illustrate the role of religious faith in the end-of-life context using hypothetical or actual clinical material.  
The instructor used technology effectively
The instructor used technology effectively
Discuss how the matriarchs of the Old Testament, Sarah, Rebecca, Rachel and Leah, illustrate an absent presence that is still reflected in psychoanalytic theory. 
Analyze the narratives of he matriarchs as breeders that maintain the patriarchal line of authority, and after that become invisible.
The instructor used technology effectively
To better understand the application of group concepts, e.g., goals, norms, pressures to uniformity, cohesiveness, leadership style.
Understand the influence of a group, both positive and negative, upon the individual members.
The instructor used technology effectively
Explore the images and fear of death (as in the Late Middle Ages caritas) and how individuals and society dealt with it, and how this relates to our current "COVID situation."
Utilizing the concept of caritas to deal with fears, and in particular, with fears of death.
The instructor used technology effectively
Utilize gender advocacy and acknowledgment of women in classical music as a method of negating gender disparities.
Analyze how the Me-Too movement influenced the acknowledgement of women in the classical music world.
The instructor used technology effectively
Understand how the psychoanalytic principles of the "stranger, the other and the outsider" can be used to understand race and racism.
Identify multiracial prejudice in case material.
The instructor used technology effectively
Analyze how American and British rock music repeats psychohistorical assertions - from rebellion to affirmation of self-actualization, and then -disillusion and resilience. 
Examine the trends in counterculture rock and their relationship with psychosocial trends.
The instructor used technology effectively
The instructor used technology effectively
Analyze how lack of understanding of countertransference in mental health treatment can be detrimental to patient's health.
Differentiate clinically between neurotic and borderline personality structures and diagnoses.
The instructor used technology effectively
The instructor used technology effectively
Understand the specific interplay of social structural and childhood experiences in the development of social dominant and authoritarian personality traits, and how these relate to mental health practice.
Understand the impact of at least one aspect of gender and racial differences in the development of identification with the aggressor, and how this relates to mental health practice.
The instructor used technology effectively
Examine the concept of inter-generational collective trauma as it pertains to the history of psychoanalytic institutes and the conspiracy of silence, secrets and implicit bias and processes pertaining to race, social class and otherness.
Examine a Black cis female’s subjectivity, identities and multiplicity as a training analyst in changing negotiations with a NYC psychoanalytic institute.
Discuss tangible collective leadership actions as psychoanalytic institutes commit to change and continued awareness of inclusion, transparency, equity and social justice.
The instructor used technology effectively
Explain the differences between child abuse and pedophilia.
Describe the psychodynamics of pedophilia.
The instructor used technology effectively
Analyze how Candide responds to external and internal stimuli from a developmental perspective of separation-individuation theory.
Trace the development and interaction of the object relations and ego psychology theories throughout Voltaire's story.
The instructor used technology effectively
Demonstrate the importance of a historical perspective when considering psychoanalysis and the political.
Demonstrate that a clinical psychoanalysis can include politically liberating processes by linking social life with intrapsychic suffering.
The instructor used technology effectively
Understand and apply a relational approach to working with "unrepresented states."
Identify and describe two psychic effects of "airless syndrome" (i.e. non recognition of self/other).
Describe "an unsymbolized object" in psychoanalytic situation and apply this concept to life and clinical situations. 
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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