Council for Relationships | Workshop Evaluation

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Learning Objectives

The following learning objectives were met (please indicate your agreement for each):

Objective #1: Write reflections on thoughts, questions, and curiosities of oneself as a therapist as it relates to clinically intervening with individuals who are suicidal and come from minoritized communities.*

Objective #2: Discuss novel theoretical explanations for suicidality in minoritized populations .*

Objective #3: Describe connections between oppression, intersectionality, stigma, discrimination, trauma and structural violence as mechanisms that produce disparities in mental illness.*

Objective #4: Apply a scientific research lens to make sense of real-life lived experiences of minority individuals and vice versa.*

Objective #5: Provide a safe space for clinicians to grow in their level of inquiry and unlearning personal biases to ultimately achieve breakthroughs in their professional and personal lives.*

Objective #1: Describe research supporting DBTs efficacy.*

Objective #2: List expected outcomes from Comprehensive DBT.*

Objective #3: Assess a client’s appropriateness for DBT treatment.*

Objective #4: Explain the Biosocial Theory.*

Objective #5: Define the five stages of treatment in DBT.*

Objective #6: List the target hierarchy for Stage 1.*

Objective #7: List the five functions of DBT.*

Objective #8: List the four skills modules.*

Objective #9: List two principles guiding DBT treatment.*

Objective #1: Discuss core assumptions of the model including multiplicity of mind, Parts, and the Larger Self.*

Objective #2: Identify how dynamics amongst these entities underlie many dilemmas experienced by clients and how IFS offers a path toward healing.*

Objective #3: Explain how working with one’s own system as a therapist enhances clinical work with clients.*

Objective #1: Describe the three levels of ASD presentation and common ranges of behaviors within each categorization, according to the DSM-V, while attending to the uniqueness of each autistic individual.*

Objective #2: Conceptualize the ASD spectrum as a form of neurodivergence.*

Objective #3: Compare the Applied Behavior Analysis model to a de-pathologized neurodivergent model.*

Objective #4: Analyze case studies demonstrating various presentations of autism in family systems.*

Objective #1: Review APA, NASW, and AAMFT directives regarding touch, gifts/bartering, and multiple relationships.*

Objective #2: Analyze the clinical impact of touch, gifts, and invitations, exploring the risks on both sides of the boundary, ie. touching/not touching, accepting or refusing gifts/invitations.*

Objective #3: Identify variables to consider in decision making on the edge of boundaries.*

Objective #4: Develop strategies for assessing the impact of decisions in the moments and sessions following the clinical response to the boundary.*

Objective #1: Define the empirical construct of self-compassion and identify misconceptions.*

Objective #2: Describe the role of self-compassion in alleviating compassion fatigue and burnout.*

Objective #3: Identify and differentiate the constructs of mindfulness, loving-kindness, compassion, and self-compassion.*

Objective #4: Demonstrate self-compassion strategies to sustain emotional connection during challenging conversations.*

Objective #5: Design interventions to teach simple mindfulness and self-compassion practices to clients to enhance emotion regulation.*

Objective #1: List at least two historical sexual traumas that have impacted American sexuality.*

Objective #2: Analyze the impact of colonization on modern day sexuality. *

Objective #3: Define and discuss self-of-the-therapist/educator issues that arise from the course activities and experiences.*

Objective #1: Identify attitudes, values, feelings, and beliefs regarding sexuality.*

Objective #2: Indicate increased comfort when addressing and discussing a wide range of sexual topics the self and others.*

Objective #3: Describe how to promote non-judgmental and respectful attitudes toward others whose attitudes, values, feelings, beliefs, and sexual behaviors differ from those of the  SAR participant.*

Objective #4: Articulate increased awareness of personal attitudes, values, feelings, and beliefs about numerous aspects of sexuality.*

Objective #5: Explain the effects of race, religion, and culture on sexual identity.*

Objective #6: Review the positive and negative power  of masturbation.*

Objective #7: List the key ingredients to satisfying intimate relationships.*

Objective #8: Describe the connection between sexual knowledge and self-awareness about human sexuality.*

Objective #9: Demonstrate comprehension of the anatomy of the human sexual system.*

Objective #10: Identify increased knowledge about sexology.*

Objective #11: Explain the rationale for how and why understanding the above issues contributes to the ethical use of self as a therapist in the treatment of sexual intimacy issues.*

Objective #1: Explain how early life stress affects brain development.*

Objective #2: Apply knowledge of brain functioning to development of treatment plans.*

Objective #3: Identify patterns of state shifting in clients during therapy sessions.*

Objective #4: Reframe client’s symptoms and increase motivation for working on change, using knowledge about neurobiology.*

Objective #1: Identify their own somatic markers that may signal implicit bias.*

Objective #2: Develop tools and language to broach the subjects of race and identity with clients.*

Objective #3: Integrate one or more somatic practices into a current treatment plan.*

Objective #1: Define and implement the somatic and ethical concepts of “coming into (com)passionate relationship with the embodied sexual self” and “ethical curiosity,” and “erotic privilege” in clinical practice with trans and non-binary clients.*

Objective #2: Apply at least three (3) techniques or interventions presented in this workshop to one’s practice as demonstrated by a small group discussion about application of principles.*

Objective #3: Demonstrate an increased level of comfort and confidence in addressing sexual health concerns with trans, non-binary, and gender expansive folx within clinical settings.*

Objective #1: To better understand the effects of sexual trauma with African American men and to identify help seeking behaviors of those survivors.*

Objective #2: Address what factors help facilitate African American male victims of sexual trauma to disclose their experience of sexual trauma.*

Objective #3: Help educate the community at large of issues facing African American men who identify themselves as survivors of sexual trauma.*

Objective #4: Discuss the gaps in research and interventions towards a vulnerable population in sexual assault.*

Objective #1: List the three components of cultural humility.*

Objective #2: Identify three modalities and techniques for practice with black woman and sexuality.*

Objective #3: Discuss three theories that challenge the stigma that impact practice with black women.*

Objective #1: Participants will review DSM-5 criteria for the diagnosis of eating disorders, including common comorbid conditions and lesser-known eating pathology.*

Objective #2: Participants will be able to identify 2-3 examples of compounded ED risk among populations with intersecting, marginalized identities.*

Objective #3: Participants will be able to identify 3-5 examples of ways ED symptomology functions within and is maintained by both the family system and caregiver styles.*

Objective #4: Participants will be able to list 3-5 ways to improve communication between client and family, friends, or partners.*

Objective # 1: Identify core assumptions from the IFS model such as multiplicity of mind, Self, and the protective system.*

Objective #2: Discuss how parts of the personality can use the sexual arousal cycle to do their jobs.*

Objective #3: Demonstrate how exploring the therapist’s own internal system increases capacity to be present and effective with clients.*

Objective #4: Articulate how IFS is applicable to clients with sexual intimacy issues.*

Objective #1: Assess traumatic events and their impact on post trauma symptoms and functioning.*

Objective #2: Explain how traumatic events and childhood abuse affect brain functioning.*

Objective #3: Apply basic principles of trauma informed care in their clinical work.*

Objective #4: Identify the continuum of trauma treatments, describe their focus on different domains of human experience, and describe an integrative approach to conceptualizing the impact of top-down and bottom-up approaches.*

Objective #5: Explain how family-based therapy addresses the inter-generational transmission of trauma.*

Objective #1: To identify and assess potential prejudices and biases that the students may hold related to military culture, service members and/or veterans, and military connected family members.*

Objective #2: To describe the impact of military culture and military ethos on a service member’s, veteran’s, and/or military connected family member’s sense of self, others, and worldview.*

Objective #3: To identify how military ethos may contribute to strengths, coping skills, stress, stigma, help seeking, and mental health behaviors.*

Objective #4: To identify specific questions or approaches to use when working with military/veterans and military connected family members.*

Objective #5: To list and explain specific stressors (i.e., reintegration, grief and loss, suicide, SUD, IPV, moral injury, military sexual trauma, PTSD, Traumatic Brain Injury (TBI), and intergenerational trauma) through the lens of military culture and experiences.*

Objective #6: To describe current research on outcomes and behaviors applied specifically to problems related to military service and identify the unique findings related to military/veteran personnel and military connected family members.*

Instruction

Teaching methods were effective.*

Visual aids, handouts, and oral presentations clarified content.*

Presenter 1

Amelia Noor-Oshiro, MPH

Kathryn Patrick Butts, LCSW, DBT-LBC

Patricia Rich, LCSW, CST-S

Rabbi Margot Stein, MFT

Karen L. Smith, MSS, LCSW

Annie Allen, PhD

Anne Mauro, LMFT, DHS, CST, CSE

Alishia Kalos, PsyD, CST

Jonathan Baylin, PhD

Tajah Schall, MA, LPC, R-DMT

Lucie Fielding, PhD, MA, LMHCA, Resident in Counseling

Vincent G. Walford, PhD, MPH

Ruby Bouie Johnson, LCSW, LCDC

Samantha DeCaro, PsyD

Patricia Rich, LCSW, CST-S

Bea Hollander-Goldfein, PhD, LMFT

Nancy Isserman, MSW, PhD

Knew the subject matter.*

Presented content effectively (i.e., promoted deep reasoning and learning).*

Maintained my interest.*

Answered questions effectively.*

Was responsive to questions, comments, and opinions.*

Provided a variety of applied examples (e.g., case presentations).*

Presenter 2

Shaelene Lauriano Kite, LPC, DBT-LBC, RYT, ACS

Thomas Wood, LCSW, PhD, CST

Frani Pollack, PhD, LCSW

Will Barnes, DMin, MFT, CH, COL, Ret.

Knew the subject matter.*

Presented content effectively (i.e., promoted deep reasoning and learning).*

Maintained my interest.*

Answered questions effectively.*

Was responsive to questions, comments, and opinions.*

Provided a variety of applied examples (e.g., case presentations).*

Setting and Program Logistics

Select mode of attendance:*

In-person
Online/virtual

Facility was adequate for my needs.*

Facility was comfortable and accessible.*

Virtual platform was easy to access and navigate.*

Technology was appropriate to support participant learning.*

Special needs were met or accommodated appropriately.*

Program brochure was informative and accurate.*

General comments about setting/venue or logistics:

Learning

Information could be applied to my practice or other work context.*

Information contributes to achieving personal or professional goals.*

Issues of diversity were addressed.*

How much did you learn as a result of this program?*

How useful was the content of this program for your practice or other professional development?*

I would recommend this program to others.*

Participant Information

Select License

Please note years in your profession

Narrative

What was your overall impression of the program? What went well? What could have been improved?

What did you learn that was new or different? How and/or will this information change how you practice?

Topics or presenters you would like to see at future CE events:

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If you have additional feedback, questions, or concerns you may email Abby Bronstein, Professional Development Manager at abronstein@councilforrelationships.org.

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