Council for Relationships - Helping people understand, respect, and improve the quality of their relationships

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Learning Objectives

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

Objective #1: Identify legal and ethical dilemmas facing couple and family therapists.*

Objective #2: Discuss key components of the ethical code of the American Association of Marriage and Family Therapists and the Pennsylvania State Code.*

Objective #3: Apply a process of legal and ethical decision-making to clinical situations in Couple and Family Therapy.*

Objective #1: Identify risks and solutions to breaches of confidentiality in new teletherapy practice.*

Objective #2: Create a protocol to support clients in reducing distraction in their environment.*

Objective #3: Rehearse tactics for addressing shared pandemic/social distancing stressors with clients.*

Objective #4: Develop telehealth approach to offering containing function for clients.*

Objective #1: Discuss the role of the mental health professionals who treat clients on psychoactive medications.*

Objective #2: Discuss the role of neurotransmitter systems in the etiology of mental disorders and how psychoactive medications affect them.*

Objective #3: List the major classes of drugs that are used to treat mental disorders.*

Objective #4: Describe the adverse effects and drug interactions of commonly prescribed medication and when to alert the prescriber about them.*

Objective #5: Analyze the role of half-life in the efficacy of insomnia medications and how it may affect the patient.*

Objective #1: Describe the profound impact of both COVID-19 and social inequality on the functioning of clients within the community mental health system and discuss clinical approaches that effectively address these challenges.*

Objective #2: Identify clinical approaches that can successfully treat the clinical problems that arise from the interaction of both recent and historical trauma.*

Objective #3: Discuss the continuum of trauma treatments, their focus on different domains of human experience, and the importance of integrating a systemic orientation to understanding the impact of traumatic experiences.*

Objective #4: Explain the contributions of the Transcending Trauma Project to our understanding of factors that mediate coping and adaptation after extreme trauma.*

Objective #1: Outline suicide risk factors including racial disparities indicated with COVID-19.*

Objective #2: Describe challenges and strategies in conducting virtual suicide risk assessments.*

Objective #3: List questions regarding the COVID-19 pandemic and racial bias to integrate into risk assessments*

Objective #4: Discuss research-based strategies to effectively intervene virtually with suicidal clients.*

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: Use knowledge about neurobiology to reframe client’s symptoms and increase motivation for working on change.*

Objective #1: Indicate increased comfort when addressing and discussing a wide range of sexual topics related to the self and others.*

Objective #2: 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 #3: Verbally express increased awareness of personal attitudes, values, feelings, and beliefs about numerous aspects of sexuality.*

Objective #4: Discuss the connection between sexual knowledge and self-awareness about human sexuality.*

Objective #5: Articulate an understanding of the wide spectrum of human sexual arousal and behavior.*

Objective #6: Explain how participating in a SAR contributes to the ethical use of self as a therapist in the treatment setting.*

Objective #7: Discuss alternate sexual behaviors, tendencies, and preferences (including, but not limited to, heterosexual, homosexual, pansexual, kink, fetish, BDSM, trans persons, etc.).*

Objective #8: Articulate feelings about topics of comfort and discomfort.*

Objective #9: Describe aspects of human sexual behavior and/or sexual expression that represent areas for further professional exploration.*

Objective #10: Assess and describe increased tolerance and acceptance of specific sexual practices.*

Objective #1: Invite their teams into conversations about race, racial inequality, racial trauma, white privilege, and other potentially uncomfortable, but important issues without the typical guilt and/or anger associated with such discussions.*

Objective #2: Formulate effective trauma strategies for Persons of Color, Blacks, and African Americans which are practical and relevant.*

Objective #3: Identify specific strategies for addressing the effects and impacts of systemic racism and anti-blackness in mental healthcare.*

Objective #1: Apply the concept of “blocked care” to working with “stressed-out” parents.*

Objective #2: Help parents learn to be “social bufferers” to their children.*

Objective #3: Apply the concept of PACE to help engage “hard to engage” children.*

Objective #1: Participants will be able to identify 1-3 diversity factors that influence sexual quality of life.*

Objective #2: Participants will be able to identify 1-3 medical factors that influence sexual quality of life.*

Objective #3: Participants will be able to differentiate between normative sexuality changes that occur with age as well as individual, psychological, psychosocial, and relational factors that influence sexuality throughout the lifespan.*

Objective #4: Participants will be able to identify 1-3 ways that they may be able to better support sexual quality of life for clients managing cancer and chronic illness.*

Objective #1: Discuss the definitions and research of racial stress, encounter, socialization, and literacy.*

Objective #2: Explain how racial trauma undermines learning, relationship trust, and health outcomes.*

Objective #3: Practice racial storytelling and conversation using racial mindfulness.*

Objective #4: Demonstrate increased awareness of how thoughts, body reactions, and feelings influence racial decision-making.*

Objective #5: Apply and practice racial literacy coping skills during professional interpersonal racial encounters to improve cultural and racial competence.*

Objective #1: Identify examples from their own caseloads of ways clients have expressed anxieties, guilt, and resentment about payments.*

Objective #2: Identify ways clinicians manage client aggression through payment policies and payment exceptions.*

Objective #3: Identify two pros and two cons of offering sliding scales on the clinical relationship between client and clinician.*

Objective #1: Use knowledge about the self-regulating brain to help their clients understand themselves better.*

Objective #2: Apply the concept of “double safety” to integrate relational and intra-personal processes in treatment.*

Objective #3: Teach couples how to practice shifting from “first looks to second looks” to improve communication and build trust.*

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: Define and describe suicide as a public health problem.*

Objective #2: Identify 3-4 themes in bereavement after a suicide loss.*

Objective #3: Define postvention and learn interventional strategies in working with individuals bereaved by suicide.*

Objective #4: Learn the expressive art of collage through a Meaning Reconstruction focus on the event story and back story narrative.*

Objective #5: Explain what three questions support a creative process grounded in Rynearson’s Restorative Retelling.*

Objective #6: Describe three creative interventions that support grief work, anchored in Neimeyer’s framework of bracing, pacing, and facing which fosters sense-making, benefit-finding, and identity-reformation.*

Objective #1: Articulate an expanded and nuanced definition of colorism.*

Objective #2: Describe and discuss the ways in which colorism impacts relationships.*

Objective #3: Name 2-3 specific interventions and suggestions for assisting clients in processing and healing from trauma associated with experiences of colorism.*

Objective #1: Analyze their internalized biases and perspectives specific to sex work and adopt new ways of conceptualizing sex workers as people and clients demonstrated by increased allyship in their local community over the next few months (identifying local sex work organizations, reaching out to offer services, donating to organizations).*

Objective #2: Design inclusive marketing strategies and gain at least 1 sex worker client and implement recommended treatment interventions for sex work clients within the next 6 months.*

Objective #3: Modify their approach to liberation/anti-oppression work to include sex work populations as identified clients. Describe the gaps in prior social justice and clinical work and make a plan to fill those gaps in their practice over the next 6 months.*

Objective #1: Describe the role of biology and socialization in the development of patterns of harmful behavior.*

Objective #2: Identify differences among people who act harmfully toward their intimates.*

Objective #3: Recognize the internal process of someone who discloses harmful or abusive behavior.*

Objective #4: Describe appropriate assessment techniques to screen for abuse, and strategies for responding to disclosures of intimate partner abuse.*

Objective #5: Identify key differences in therapeutic work with adults who engage in harmful behaviors and adults who are being harmed.*

Objective #1: Demonstrate a familiarity with three types of eating disorders and the underlying issues with which they tend to be associated.*

Objective #2: Identify two clinically effective strategies for assessing whether a client has an eating disorder while joining effectively with the client in the process.*

Objective #3: Define and be able to utilize two treatment interventions that can effect change for a client struggling with an eating disorder.*

Objective #1: Participants will be able to identify the seven core emotional systems and their functions, and to describe how the three levels of brain/mind interact to create our experience.*

Objective #2: Participants will be able to explain how imbalances in the core defensive systems (RAGE, FEAR, PANIC/GRIEF) can disrupt the optimal functioning of the SEEKING system and the affiliative systems of CARE, PLAY, and LUST, contributing to mental health challenges, relationship issues, and sexual disorders.*

Objective #3: Participants will be able to explain how the brain and body are “sexed” in two separate processes in utero, how male and female brains differ, and how “new relationship energy” and different “libido types” can impact both active and responsive sexual desire.*

Objective #4: Participants will be able to explain how using breath tools can empower emotional rebalancing and identify two tools that they can implement in their own clinical practice to help clients identify and address imbalances in their core emotional systems.*

Objective #1: Identify a variety of kink activities and kink practitioners.*

Objective #2: Create a script for engaging in a kink scene.*

Objective #3: Critique Black Feminist Theory, Critical Race Theory, and Person Centered Therapy on their implications of sex and kink positivity.*

Objective #4: Discuss the experiences of kinksters of color and how these experiences may be relevant to work with current or future clients.*

Objective #1: Identify and describe at least three specific dominant norms that influence their own clinical practice and/or the larger organization in which they work.*

Objective #2: Assess their own assumptions about platonic and romantic relationships to identify the influence of dominant norms and discuss the ways these assumptions may impact clinical judgement and treatment decisions.*

Objective #3: Recognize the way dominant normative assumptions in regard to “normalcy” or “healthy” are embedded into our beliefs regarding platonic and romantic relationships, and how these assumptions are made complicated by the many intersecting identities our clients hold (e.g., race, gender, sexuality, etc.).*

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.*

Objective #1: Describe the residual effects of slavery with self-of-the-therapist themes.*

Objective #2: Analyze the influence that the residual effects of slavery have had on descendants of enslaved Africans and those who are not.*

Objective #3: Apply suggested interventions for addressing the residual effects of slavery within clinical practice.*

Instruction

Teaching methods were effective.*

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

Presenter 1

Alexis Bové, MS, JD, MFT

Karen Smith, MSS, LCSW

Joel Horwitz, PhD

Cynthia Chestnut, PhD

Terri Erbacher, PhD

Jonathan Baylin, PhD

Alishia Kalos, PsyD, CST

Ann Colley, LMFT, MDiv, MBA

Alishia Kalos, PsyD, CST

Howard C. Stevenson, PhD

Karen Smith, MSS, LCSW

Bea Hollander-Goldfein, PhD, LMFT

Jill Harrington, DSW, LCSW

Kamilah Marie Woodson, PhD

Angie Gunn, LCSW, CST

Tony Lapp, LCSW

Fran Gerstein, LCSW, MSW, BCD

Nan Wise, PhD, LCSW, MSW, MA, CST

DeVon S. Jackson, MS in Counseling

Nancy Isserman, MSW, PhD

Shanae Adams, MA, LPCC, NCC, CIGT

Erica Wilkins, PhD, LMFT

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

Bea Hollander-Goldfein, PhD, LMFT

Thomas Wood, LCSW, PhD, CST

Frani Pollack, PhD, LCSW

Sharon Strouse, MA, ATR-BC, LCPAT

Krista M. Malott, LPC, PhD in Counselor Education & Supervision

Will Barnes, DMin, MFT

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

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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

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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?

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If you have additional feedback, questions, or concerns, please feel free to contact Abby Bronstein, Professional Development Manager, at abronstein@councilforrelationships.org.

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