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

This evaluation form is for participants of our workshops. Complete this form within two weeks of the workshop date to receive your certificate. If the online evaluation is submitted past the two week deadline, the certificate may be subject to a $10 administrative fee.

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Your name is required for CE purposes for social workers and psychologists. Both boards require our organization to keep a copy of your evaluation for 5 years to prove you completed this workshop. Data from this evaluation is used without names for analysis purposes for the staff and presenters.

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Please indicate your reaction to the statements about the session you are evaluating by selecting the appropriate rating for each statement.

Educational Objectives

Please rate how the following objectives were met.

1. Identify factors that contribute to sexual issues with age

2. Evaluate personal/clinical biases related to sexuality of older adults

1. Review of Childhood Adverse Experiences study linking childhood traumas to increased illness, mental health diagnoses, injuries and early death.

2. Describe research that supports that trauma is held in the body, not just our thoughts.

1. Identify and explore contributing factors of high anxiety in adolescents

2. Learn and explore effective treatment techniques in working with adolescents with high anxiety

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

2. Discuss how guiding clients through the “6 F’s” facilitates their self-awareness and self-compassion.

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

4. Articulate how IFS is applicable to clients with sexual intimacy issues.

1. Identify five key developmental stages and associated qualities within the male experience that may impede the therapeutic process

2. Recognize patterned thinking and reactions by male clients that indicate resistance to the therapeutic process

3. Apply specific verbal and non-verbal communication skills to use with male clients that will invite active engagement and participation in therapy

4. Identify therapeutic techniques which will engage males using the therapeutic process

5. Apply insights about male-ness to ways of coaching male clients into realizing their own therapeutic goals

6. Asses how both male socialization and the therapeutic process may be impacted by race, ethnicity, age, class and sexual/gender orientation, as well as the multiple ways that exist for expressing masculinity

1. Identify major relationship skews commonly associated with chronic illness

2. Understand the psychosocial implications for individual and family development of various chronic illnesses

1. Define key concepts of the neuroscience of intimate relationships

2. Discuss how brain development is affected by early experience

3. Apply knowledge about the brain in their daily practice

4. Discuss neuroscience and brain-based ways of understanding relational problems

5. Apply a brain-based approach to parenting that can deepen clinical work with impaired caregivers

6. Explain how therapy can foster healthier brain functioning in clients

1. Identify risk factors and protective factors for suicide

2. Identify common signs and symptoms suggesting possible suicidality

3. Describe therapeutic interventions to engage with and assist clients who are experiencing suicidal ideation and/or behaviors

4. Describe therapeutic interventions to engage and support families of suicidal clients

5. Identify common challenges arising for clinicians when working with suicidal clients

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

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

3. Verbally express increased awareness of personal attitudes, values, feelings and beliefs about numerous aspects of sexuality

4. Discuss the connection between sexual knowledge and self-awareness about human sexuality

5. Articulate an understanding of the wide spectrum of human sexual arousal and behavior

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

7. Discuss variants of sexual behaviors, tendencies and preferences (including but not limited to heterosexual, homosexual, pansexual, kink, fetish, BDSM, trans persons, etc.).

8. Articulate feelings about topics of comfort and discomfort.

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

10. Assess and describe increased tolerance and acceptance of specific sexual practices

1. Articulate and process their own experiences with “me too” and understand how this may be impacting their clinical work.

2. Discuss the link between “me too” experiences and various chronic health problems in women, including pelvic and sexual pain.

3. Explain how to complete a culturally competent assessment which also screens for “me too” experiences.

4. Establish treatment goals that empower women beyond treating their pelvic or sexual pain and “me too” experiences to broader areas of their life (confidence in the workplace, assertiveness skills with partner, etc.)

5. List specific treatment concerns when treating women with “me too” experiences.

6. Identify evidence-based treatment strategies for treating pelvic and sexual pain, and related trauma disorders from “me too” experiences.

1. Define MCT and identify its many key factors.

2. Identify the 19 master conflicts which underlie a couple’s symptoms, including sexual symptoms.

3. Articulate a new way of conceptualizing attraction and partner choice.

4. Assess quickly and accurately the clinical connection between a couples’ sexual and non-sexual problems.

5. Intervene at the most effective treatment level.

6. Use an effective way to bypass a couple’s defensive structure.

7. Integrate couple’s and sex therapy seamlessly.

1. Identify 3-4 themes in bereavement after a suicide loss.

2. Describe the differences between uncomplicated grief and complicated grief and what they mean for treatment.

3. Explain interventional strategies in working with individuals bereaved by suicide that are effective.

4. Describe the unique issues influencing suicide bereavement in military and veteran families.

1. Identify their own histories, values and attitudes toward religion, spirituality and sexuality in therapy.

2. Discuss their own competency in addressing religion spirituality, and sexuality in therapy.

3. Distinguish their own histories, values and attitudes toward gender nonconforming clients.

4. Assess when gender nonconforming clients would benefit from the utilization of spiritual interventions in the therapy process.

5. Apply informed consent and identify professional boundaries when using spiritual and sex therapy interventions in the therapeutic process.

1. Recognize and describe how and why mood disorders in the perinatal period are unique.

2. Differentiate between “normal” perinatal experiences and symptoms that are of clinical concern.

3. Design effective, efficient, and appropriate interventions utilizing screening tools, interview questions, and The Postpartum Stress Center’s Voice of Depression Response Model.

4. Discuss the impact of special circumstances (breastfeeding, NICU, perinatal loss, adoption, depression in the partner) on therapeutic process and treatment planning.

1. Recognize the efficacy of SBIRT in addressing harmful and hazardous substance use behavior patterns.

2. Identify effective screening tools to use with adolescents.

3. Utilize motivational enhancement techniques to move young people toward positive change during a brief intervention.

4. Identify appropriate school-based and community resources if a referral for further assessment is necessary.

Describe three (3) components of negative communication

Apply the three step approach to perpetual problems in a case to increase understanding and empathy

Describe the role of attachment as an integrative construct in maximizing secure therapeutic bonds with clients.

Implement the attachment-focused blueprint called therapeutic posture in role plays that demonstrate the implementation of therapeutic styles in therapy relationships.

Assess attachment dynamics in a variety of clients, including individuals, couples, and families in order to learn how to conceptualize the four domains and therapist styles that achieve attunement with differing clients.

Identify how the adaptation of therapeutic styles to clients’ adult attachment styles works in couple’s therapy when targeting differing underlying childhood attachment patterns.

Discriminate four discrete disorganized attachment styles for individuals and family systems that can be identified and guide the use of therapeutic posture for clients with complex childhood attachment experiences.

Presenter 1

Alishia Kalos, PsyD

Wanda Sevey, MDiv, LMFT

Rita DeMaria, Phd, LMFT, CST

1. Presenter's knowledge and command of topic

2. Presenter's enthusiasm and effectiveness

3. Presenter's communication of topic effectively

4. Group participation allowed by presenter

5. Presenter fielded questions adequately

6. Overall evaluation of presenter 1

General comments about the presenter 1

Presenter 2

Tom Wood, PhD, LCSW

Kim Ludwigsen, PhD, CST

Briana Bogue, MFT, ABD

1. Presenter's knowledge and command of topic

2. Presenter's enthusiasm and effectiveness

3. Presenter's communication of topic effectively

4. Group participation allowed by presenter

5. Presenter fielded questions adequately

6. Overall evaluation of presenter 2

General comments about the presenter 2

Content

1. Diversity of viewpoints presented

2. Material's relevance to my practice

3. Sufficient depth of topic

4. Format was appropriate to the topic

5. Additional materials (i.e. handouts) enhanced the presentation

General comments about the overall content of the presentation:

Facility/Conference Logistics

1. The facility was appropriate for this seminar (i.e. comfortable and conductive to a learning environment)

2. The number of participants was appropriate for the meeting room size

3. Special needs were met or accommodated appropriately

4. Program brochure was informative and accurate

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General Feedback

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