What did you like about the conference? What would make it better?
Please rate the following according to the scale provided:
Overall quality of the session.
How did you hear about the conference? (Mark all that apply)
Relevancy to your work.
I based my decision to come on the following reason (please rank in order, with 1 being the most important):
Speakers
Usefulness of handouts/AV.
Workshop selections
Teaching Methods.
CE credits
David Fogel and Lenore Pomerance
Fern Beu, Doris Jackson, Lyn Sommer, Gary Frankel
David Hawkins and Adam Klein
Jack Mulgrew
Roy Clymer and Phyllis Clymer
Rhona Engels and Loretta Sparks
Kristin Staroba and Robin Truitt
Ceil Berlin and Susan Berlin
Arthur Weinfeld
Nicholas Kirsch
Natan HarPaz
John Rhead
Judith Piat
Ellen Libby
Toby Abrams
Ray Lovett
Brian Cross
Sharon Bernstein
Murray Scher
Carole Light, Kathryn Van der Heiden
Penelope Penland
Josh Fendel, Melissa Leehan
Barry Sternfeld
Lee Blackwell
Reggie Schoonover
Location/time of year
Affordability
Please rate how well the following objectives were met:
Examine the current medical, psychological, and social definitions of normal sexual desire.
Describe how the working agreement is used in a group therapy setting.
Identify the differences between intrapsychic and interpersonal experiences.
Identify ways being a therapist impacts the primary relationship.
Identify fears and defenses that inhibit establishment of beginning group safety and dialogue.
Discuss the theoretical underpinnings of “here and now” process as it relates to the concept of presence.
Discuss the primary relationship with mother particularly exploring the “trust vs. mistrust” aspect/dynamics.
Demonstrate the relationship between stone carving and psyche.
Identify their characteristic risk v safety tendencies in interpersonal (therapeutic) encounters.
List several ways in which spiritual dynamics manifest themselves in a psychotherapy session and a therapy group.
List several stages and the tasks involved.
Describe the benefits of favorite child status to the individual, parent and community.
List the benefits of co-therapy in clinical practice.
Name three troubling and three helpful paternal influences.
Compare various therapeutic approaches (medical, psychological, and social) to desire-related sexual problems as they present in clinical practice.
Name and use three somatic tracking techniques for themselves and clients.
Identify the positive relationship between the ability to provide therapeutic help for others and the experience of personal and emotional confrontation with one’s own past.
List several ways to cope with the loss of vitality.
Describe the impact of creative risk taking on body experience.
Identify several ethical dilemmas in clinical practice.
Identify the benefits and liabilities inherent in individual, group and combined psychotherapy.
Name several alternate psychotherapeutic interventions in both group and individual psychotherapy.
Describe the difference between using sex or gambling and being intimate with self and another.
Describe the essential group structural ingredients that provide safety and thus encourage willingness to risk.
Identify appropriate and inappropriate therapeutic touch.
Identify typical fears about becoming intimate.
Networking
Examine the clinical relevance of current DSMIV designations of sexual desire disorders as they relate to clinical examples and case studies.
Describe how to enhance the participants’ work by increasing their focus on immediacy.
Describe how addressing interpersonal interactions can assist in modifying intrapsychic disturbances.
Identify various events/situations in the primary relationship that present risks for negative impact on the therapy.
Explain how to promote beginning group cohesiveness by identifying and promoting efforts to listen and to connect with one’s own feelings with others.
Define “presence” as used in the psychotherapeutic context.
Identify the differences between explaining and exploring as a way to deepen the relationship between the child and the parent.
Demonstrate how stone carving is a psychological metaphor for life.
List several factors determining when to risk and encounter v when to play it safe.
Describe the way interpersonal dynamics can reflect spiritual dynamics.
Describe the psychological crises of adulthood and old age.
Identify the risks of favorite child status to the individual, parent and community.
Examine the professional and psychological challenges and risks of co-therapy.
Describe how "father" lives on in daily life.
Apply several stimulating and calming breath and movement techniques to assist clients with self regulation, self-soothing and anxiety management.
Explain why consciously experiencing what is vulnerably precious is vitalizing.
Describe the type of person who will deplete energy.
Identify the impact on the body sensations of blocking or suppressing creative risk taking.
Describe how the concepts covered may be applied to the participants’ work settings.
Choose the appropriate treatment modality based on differential diagnosis of patients.
Explain how to best apply one of those interventions.
Explain how addiction is created and maintained.
Explore ways the therapist’s “presence” can creatively balance building trust with promoting therapeutic risk-taking.
Apply special therapeutic interventions at points of therapeutic impasse.
Identify characterological defenses against intimacy.
Apply the principle that in group therapy process is more important than progress, from the leaders position.
Name ways that the power differential in the therapeutic relationship may negatively affect the therapist’s primary relationship.
Identify specific fears and projections about fellow participants.
Identify five (5) commonly observed defenses that inhibit a person’s ability to remain genuinely present with another.
Apply new techniques for identifying trust and safety in the self, separate from trust and safety with “mother” and to identify boundaries to set for the self to support that learning.
Identify resistances to the work of termination of therapy and group therapy.
Discuss ways to increase willingness to take interpersonal risks in a mindful way.
Name at least one author whose work is relevant to the group theme.
Identify basic strengths of adulthood and old age.
Summarize the broad body of literature supporting the theory of the favorite child syndrome.
Describe critical developments in terms of the relationship between co-therapists in order for co-therapy to work for therapists and clients alike.
Compare Jungian, psychoanalytical, self psychology approaches to studying father’s legacy.
Identify the characteristics which define the dynamics of the creative process as it applies to Jungian theory.
Explain how to integrate body and somatic techniques with existing psychodynamic, experiential, and humanistic therapeutic approaches.
Identify various risk and safety factors in group therapy.
Name three resources for dealing with risk.
Identify in another person their engagement in creative risk-taking behavior.
Name several of the challenges and difficulties faced by other professionals in the field.
Discuss the importance of touch as a necessary healthy intervention.
Identify the advantages and limitations of one’s particular style of psychotherapy.
Discuss the role of trauma in the development of sexual and gambling addiction/compulsion.
Experientially demonstrate how overcoming our fears in the interpersonal encounter increases vitality.
Describe strategies for overcoming their typical defenses against intimacy.
Describe how to work through fears and projections about fellow participants through effective listening and honest dialogue
Identify the value of risk as it relates to vitality.
Identify defenses in themselves and describe ways of overcoming these inhibitors.
Identify at least one form of resistance to spiritual experience.
Compare the value of working in a group as opposed to individual therapy.
Examine how the chance of risk is arrived at in group therapy.
Identify qualities in oneself that make one vulnerable to a depleter.
Apply a focus on process when leading groups.
Analyze new patterns of feeling and behavior toward fellow participants.
Identify group process dynamics that influence group and individual experience of remaining present.
Discuss how to be more comfortable with addressing spiritual material in a group.
Apply supportive listening as a way of altering a person’s sense of disconnection, isolation and shame.
Explain how to increase one’s level of vitality.
Discuss the interpersonal dialogue in the present moment of the group as a window on intrapsychic development.
Identify their own resistances to spiritual experience.
Explain the necessity of risk in order to create an environment that nurtures grown and change.
Contrast the “role” of being a psychotherapist from the “art” of being a person within a group.
Apply spiritual concepts to an assessment of group process.
Describe the differences between an I-thou relationship and an I-IT intrapersonal relationship.
