IAEDP - Symposium 2011

How would you like your name to appear on your certificate?

Profession

What activities did you attend at the event?

Wednesday, March 2, 2011 - 9:00AM - 4:00PM/12:00PM - 4:00PM - Pre-Conference Session

Thursday, March 3, 2011 - 9:00AM - 12:00PM

Thursday, March 3, 2011 - 12:15PM - 2:15PM

Thursday, March 3, 2011 - 5:30PM - 10:00PM

Friday, March 4, 2011 - 9:00AM - 10:30AM - Keynote

Friday, March 4, 2011 - 10:40AM - 12:10PM - Breakout Sessions

Friday, March 4, 2011 - 12:15PM - 2:00PM

Friday, March 4, 2011 - 2:00PM - 3:30PM - Breakout Sessions

Friday, March 4, 2011 - 4:00PM - 5:30PM

Saturday, March 5, 2011 - 9:00AM - 10:30AM

Saturday, March 5, 2011 - 10:40AM - 12:10PM - Breakout Sessions

Saturday, March 5, 2011 - 12:15AM - 2:00PM

Saturday, March 5, 2011 - 2:00PM - 3:30PM - Breakout Sessions

Saturday, March 5, 2011 - 2:00PM - 5:30PM - Breakout Sessions

Saturday, March 5, 2011 - Breakout Sessions - 4:00PM - 5:30PM

Sunday, March 6, 2011 - 9:00AM - 10:30AM/9:00AM - 12:00PM - Special Workshop/Breakout Sessions

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Please rate the following:

The program was relevant to my work.

Content matched stated objectives.

Usefulness of handouts/AV.

Quality of facilities.

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:

Please rate the speaker(s) as a group. You will have the opportunity to elaborate on an individual speaker in the following question.

Objective 1: Determine Symptom change vs. recovery with an understanding of Co-morbidity and Co-addiction and understand the meaning of Outcome measures compared to â€œRealâ€ Evidence based treatment..

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.

If you have additional comments regarding the session or individual speaker(s) - e.g. teaching ability, expertise, organization of materials, etc. - please use the space below:

Objective 2: Discuss the importance of the emerging scientific research and how to incorporate it into patient care protocols.

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.

Having completed the activity, please rate your ability to meet each of the following objectives:

Identify eating disorders and their comorbid conditions

Implement an initial treatment plan

List states of malnutrition and concerns impacting on treatment recommendations

Identify 3 experiential practices designed to assist in helping patients take charge of their lives

Explain the importance of utilizing universal truths to develop and facilitate expression, discovery and transformation when working with eating disorder patients

Illustrate the importance of recovered patient mentors to help motivate others in recover

Identify components of "recovery" vs symptom change in eating disorder therapy

Explain the difficulties in "evidence based treatment" modality with clients who face on average 7 years to treat

Utilize effective treatment of eating disorders in light of methodological issues

Identify and define various defensive systems that appear in the treatment of eating disorders

Explain the role and meaning of the therapist's counter defenses

Develop both cognitive and emotional interventions to resolve rigid defensive behaviors

Name at least one benefit of increased dialogue between researchers and clinicians

List alternative viewpoints of what constitutes "evidenced based" treatment

Identify at least one alternative therapy that has evidence to support is use

Enhance their clinical intervetnion skills with families of specific ethnic origins such as Asian families, Latina families, Native Indian families and Africian American families

Gain skills via role play/case vignettes

Develop ways to work through the unique "resistances" of various subgroups

Identify new models of family therapy

Explain the role of family education in the family therapy process

Utilize the "five most useful topics" within family education

Identify what the flow state and psychoneuroimmunology theories are and explain how they influence the integration of the arts in healthcare

Utilize own connection to the arts to integrate the arts into their own life and practice

Explain the creative process and increase their ability to utilize the creative process for the benefit of themselves and their clients

Define orthorexia and its implications in eating disorders

Identify the various conflicting nutritional information and expound on its validity

Disucss the various modern day nutritional icons that have influenced dietary preferences and fears

Identify similarities between common physiological disorders and eating disorders

Utilize this information to elicit cooperation rather than compliance during treatment of patients with eating disorders

Facilitate integration of the common mind body dichotomy that occurs in patients which worsens body image disturbances

Name the most common co-occuriing psychiatric disorders seen in patients with Eating Disorders

Describe the most prevalent substances of abuse seen in patients with Eating Disorders

Explain the use of psychopharmacology in treating eating disorder patients and their co-occurring disorders

Identify Triggers and resistance in working with Eating Disordered clients who are stuck

Utilize variuos forms of gentle eating techniques in their practice to guide clients through the difficulties associated with food relationship

Explain the ways in which food experientials can be used to unlock past negative food traumas

Restate the ethical considerations of the eating disorders professional in the field of eating disorders

Gather knowledge of the requirements for obtaining certification and the competency levels involved in the treatment of all types of eating disorders

Identify at least 10 benefits of becoming a certified professional in the field of eating disorders

State the gaps between research and practice in the eating disorders field

Point out how the most recent findings in neuroscience are being incorporated in the treatment of eating disorders

Translate this information into their research and clinical work to best serve the needs of patients and their families

Identify patient deficits and impairments in reinforcement learning, harm avoidance, social neurocognitive processes and contextual integration

Incorporate effective treatment strategies for addressing these deficits or impairments in the treatment planning for anorexia nervosa or bulimia nervosa patients

Utilize presented values awareness, mindsight and connectedness principles in patient therapy

Identify at least 4 different types of food trauma

Explain the impact that food trauma can have on a patient's ability to normalize their food behaviors

Assess a patient's needs, willingness, and readiness to re-introduce foods indicated in a traumatic experience

Summarize the criteria used by insurance companies to determine whether benefits are paybale for eating disorder treatment

Apply insurance companies criteria to determine whether benefits are payable for eating disorder treatment

Explain how providers can document their evidence-based treatment to satisfy the criteria of insurance companies and maximize the client's insurance benefits

Explain the 3 elements of the philosophy of yoga and how they are instrumental in eating

Summarize the 3 benefits of yoga for eating disorder recovery

Identify current research on yoga and how it can benefit someone with an eating disorder or other co-occurring disorders

Describe interventions to support specific skills acquisition in trauma survivors

Explain rationale for skills building and working with dissociation

Delineate advantages of group skills training in this population and list inclusion criteria

Summarize the biological and evolutionary roots of trauma and their implications for treatment

Identify how age, attachment issues, and incomplete survival and orienting responses to threat, all interact to become potential sources of trauma

Explain why trauma is more accurately viewed as an injury rather than as a disease or disorder

Identify the limitations of current evidence-based skills in the treatment of complex developmental trauma disorders

Describe four types of skills necessary for the comprehensive and successful treatment of complex trauma-related disorders and comorbid symptoms and disorders

Explain the rationale for additional skills training as part of trauma therapy

Explain what the research studies have discovered about the neurobiological implications of eating disorders

Identify complex research findings in a manner that is easy to understand and communicate to patients

Incorporate scientific evidence into their treatment plans with patients and families

Explain the ethics of the self-care imperative and the mechanics of creating a culture of self-care

Identify difficulties impacting professional well-being

Prepare a written plan of specific, personal, and practical wellness initiatives to increase their ability to thrive as an eating disorder professional

Describe the mechanisms by which one can identify comfortable satiety

Identify the differences between biological (internal) and emotional (external) eating behavior

Define intuitive eating and examine its contribution to eating disorder recovery

Summarize the power of drama

Compare the drama therapy with psychodrama

Identify 2 methods of drama with clients

Summarize the biological and evolutionary roots of trauma and their implications for treatment

Identify how age, attachment issues, and incomplete survival and orienting responses to threat, all interact to become potential sources of trauma

Explain why trauma is more accurately viewed as an injury rather than as a disease or disorder

Identify perfectionism, obsessiveness, stubborness and comparision

Explain how to uselabeling and cognitive skills to deflate and oppose perfectionism, obsessiveness, stubborness and comparision

Summarize how to employ eating exercises and shared meals to challenge the perfectionism, obsessiveness, stubborness and comparison

State at least one example of research showing the benefits of meditation

Apply techniques for helping in the present moment

Outline techniques used to help clients with their reactivity to situations

Use a client's life story as a means to extricate the themes and circumstances that surround the function of their eating disorder

Address the thoughts, feelings, and behaviors through the life story process so as to identify the foundational needs of the client

Incorporate cognitive behavioral therapy skills within the communication of the life story, teaching the client and family members

Identify the 6 steps to building a chapter

Implement chapter policies and procedures to develop an Executive Board and fill Chair positions

Explain how to maintain, attract and increase membership

Practice the process presented for decoding symbolic meaning in a client's eating disorder behaviors to reveal its unique adaptive function

Incorporate creative approaches that are needed for the client to achieve peace with her food and her body

Explain the importance of the Health at Every Size model and learn to use the core concepts as a teaching

Describe the essential role that a mentor fulfills within the integrated treatment team from the perspective of all five participants

Create and foster inter-disciplinary mentoring relationships as a bridge to sustained recovery, continuum of care reform, continued clinical excellence, and cessation of societal stigma 3

Utilize effective mentoring-based support resources to reinforce and strengthen the value of work done in the therapeutic setting

Identify the advantages to using art and sandplay therapy with eating disordered patients

Summarize practical examples which include topics, projects, materials, amd instruction so that they will be prepared

Create their own art to reinforce objectives and enable the interpretation of common concepts

Tell the difference between emotional reactions to real food versus virtual reality and food paragraphs

Explain the differences in emotional reactions between patients affected by anorexia and bulima and the control group

Define what mandala is, how it can be used in the treatment of eating disorders and how to help clients express their inner images through this technique

Please answer the following:

Do you believe this activity was appropriate for the scope of your professional activities?

Was the educational content scientifically sound?

Was the educational content free of commercial bias?

Was the mode of education effective to learning?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

If you answered "No" to any of the above questions, please explain.

Were you solicited by sales personnel in an educational room while you attended this educational activity?

If you answered "Yes" to the above question, please explain.

What 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 problems or patient challenges do you feel you are not able to address appropriately or to your satisfaction?

What problems are your patients 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 outcomes?

Additional comments: