Two Day Institutes Evaluation 2022

Welcome to the session evaluation page for AGPA Virtual Connect 2022.
To evaluate your sessions and obtain your CE certificate, follow this process:

1. Fill out an evaluation for the session you attended.

2. If you're attending multiple events (Two-Day Institute, Special Institute and/or Conference), complete all evaluations before submitting your CE Form.

3. If this is the evaluation for the only or last Connect 2022 session you're attending, on the "thank you" page select the link for the online CE form

4. Complete the CE form only once and include all sessions you attended

PGE Learning Objectives:

‎The attendee will be able to:‎

1. Identify the phases of group development and the leader’s role in each phase. ‎
‎2. Identify one’s role in the group and those of others ‎
‎3. Define and apply such concepts as transference, resistance, content versus process and ‎termination. ‎
‎4. Describe key process interactions in the group. ‎
‎5. Recognize leader behaviors that facilitate the group process. ‎
‎6. Identify approaches to addressing termination.‎

NID Learning Objectives:‎

The attendee will be able to:‎

Identify the phases of group development and the leader’s role in each phase.
Identify one’s most familiar and more uncomfortable roles as a leader.
Identify countertransferential and transferential challenges.
Describe key process interactions including cultural dynamics in the group.
Recognize leader behaviors that facilitate and inhibit the group process and working with cultural dynamics.
Identify approaches to addressing microaggressions, ruptures, and termination.

II. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the difference between objective and subjective countertransference. ‎
‎2. Define countertransference resistance and recognize its role in group leadership.‎
‎3. List common sources of countertransference resistance.‎
‎4. Identify leader values which encourage acceptance of their groups.‎
‎5. Discuss the role of self-acceptance in effective group leadership.‎
‎6. Identify interventions to facilitate emotional communication.‎

III. Learning Objectives:
The attendee will be able to:‎
‎1. Explain the process for establishing enough safety to address race-based trauma.‎
‎2. Utilize the terms Agent and Target to move beyond words like "minority" that can in and of ‎themselves be marginalizing.‎
‎3. Prepare group members to recognize person of color on person of color bias.‎
‎4. Apply Leticia Nieto’s Target Skill Model of Survival, Confusion, Empowerment, Strategy, and ‎Recentering.‎
‎5. Analyze whether repair of microaggressions is effective or ineffective.‎
‎6. Teach how to focus on impact rather than intent when unpacking bias.‎

IV. Learning Objectives:
The attendee will be able to:‎
‎1. Apply a Jungian orientation to group psychotherapy interventions.‎
‎2. Identify archetypal material in personal stories.‎
‎3. Describe the characteristics of complexes.‎
‎4. Utilize a Jungian approach to the transference to facilitate individuation.‎
‎5. Characterize Jung’s Approach to the unconscious.‎
‎6. Define individuation, and encourage it in groups.‎

V. Learning Objectives:
The attendee will be able to:‎
‎1. Identify the strong reactions generated in the group by the exploration of current losses due to the ‎pandemic and social unrest in the country.‎
‎1. Discuss the tasks of the life cycle of the group as members explore issues around isolation and ‎connection.‎
‎3. Apply the didactic material to the groups they lead.‎
‎4. Analyze the impact of the "existential givens" of responsibility and freedom within the group and ‎outside the group.‎
‎5. Define existential psychotherapy.‎
‎6. Recognize the resistance to exploring these "existential givens" and the subtle ways that it impacts ‎our lives.‎
‎7. State the impact of transference and countertransference on the exploration of these existential ‎concerns.‎

VI. Learning Objectives:
The attendee will be able to:‎
‎1. Define the concept of the secure base in attachment theory, as both an external and internal entity. ‎
‎2. Describe the mechanisms by which the secure base facilitates emotional self-regulation.‎
‎3. Distinguish between secure vs. insecure self-states.‎
‎4. Provide an example of how resistance facilitates emotional self-regulation in group therapy. ‎
‎5. Describe how racial/ethnic/cultural differences influence the development or impairment of ‎epistemic trust and vigilance in group therapy.‎
‎6. Define three interventions meant to resolve resistance to secure attachment.‎

VII. Learning Objectives:
The attendee will be able to:‎
‎1. Identify the leader's fears that interfere with addressing loving and angry feelings in group. ‎
‎2. Identify individual and group manifestations of love and hate. ‎
‎3. Formulate interventions that address emotional needs of group members. ‎
‎4. Develop the technique of joining as an emotional intervention in group for individuals, subgroups ‎and groups. ‎
‎5. Develop the techniques of bridging to promote ego support, feedback, subgroup and group ‎cohesion. ‎
‎6. Identify the group member's fear of expressing feelings. ‎
‎7. Examine the interpersonal adaptations to fear and desire that are being expressed in the group. ‎
‎8. Develop emotional interventions that take in to account the individual and groups' capacity to ‎tolerate.‎

IX. Learning Objectives:
The attendee will be able to:‎
‎1. Define aggression.‎
‎2. Identify destructive aggression.‎
‎3. Identify healthy aggression.‎
‎4. Define observing ego.‎
‎5. Define progressive emotional communication.‎
‎6. Use observing ego to inform intentional, progressive emotional communication.‎
‎7. Define intersectionality.‎
‎8. Identify personal bias that impedes progressive, emotional communication.‎
‎9. Define regression.‎
‎10. Define countertransference.‎
‎11. Define transference.‎
‎12. Utilize somatic awareness for affect regulation.‎

XI. Learning Objectives:
The attendee will be able to:‎
‎1. Define emotional communication and its significance in group psychotherapy.‎
‎2. Name the relationship between emotional receptivity, attunement, and the group leader’s voice.‎
‎3. Define the role of immediacy in illuminating participants’ histories and resistances.‎
‎4. Describe the difference between induced and subjective countertransference.‎
‎5. Describe how countertransference feelings are used to resolve resistances.‎
‎6. Identify three signs indicative of group leader resistance.‎

XIII. Learning Objectives:
The attendee will be able to:‎
‎1. Explain from historical perspective understandings of the sadistic-masochistic configuration.‎
‎2. Describe the current theoretical understanding from a relational perspective.‎
‎3. Explain the theory of enactment as a mode of communication‎
‎4. explain the therapist involvement in both successful and unsuccessful enactments.‎
‎5. Describe the contributions of the group atmosphere to the establishment bi-directional inductions.‎

XV. Learning Objectives:
The attendee will be able to:‎
‎1. Appraise their own and others' subjective experience.‎
‎2. Focus on intersubjective issues in group therapy.‎
‎3. Use relational/intersubjectively-informed interventions in groups.‎
‎4. Work with enactments and reparations in group therapy.‎
‎5. Accept and utilize their limitations as group therapists.‎
‎6. Work with different emerging self-states in the group
‎7. Describe the meaning of rupture and repair.‎
‎8. Identify microaggression in groups.‎

XVI. Learning Objectives:
The attendee will be able to:‎
‎1. Describe how difference is experienced from an early developmental perspective and how it can ‎impact future representations of difference.‎
‎2. Describe how the group serves as an attachment function.‎
‎3. Explain how members of privileged and marginalized identities may experience their attachment to ‎the group differently.‎
‎4. Explain how different experiences of the dominant culture may impact group members’ trust and ‎transferential experiences in group.‎
‎5. Describe how to welcome difference as a way of building group cohesion.‎
‎6. Explain why the leader’s knowledge of their social identities is so important in group work.‎
‎7. Describe how ego supportive interventions are useful in addressing microaggressions in groups.‎
‎8. Explain how groups naturally want to join around homogeneity and fear difference.‎
‎9. Describe how disclosure of emotional vulnerability lessens the potential of replicating oppressive ‎dynamics.‎
‎10. Describe how groups with strong cohesion can be curious about difference.‎

XVII. Learning Objectives:
The attendee will be able to:‎
‎1. Describe the benefits of cultivating transferential relationships.‎
‎2. Apply a non-judgmental, exploratory process to group psychotherapy.‎
‎3. Explain the ways a leader can encourage more free associating in group process.‎
‎4. Define interventions that contribute to neurobiological changes through group interactions.‎
‎5. Utilize emotional inductions as a guide for interventions.‎
‎6. Identify patterns emerging between group members.‎
‎7. Study old feelings that are connected with the here and now interactions.‎
‎8. Name potential unconscious patterns that emerge in group interactions.‎
‎9. Promote progressive communications between group members.‎
‎10. Utilize new relational approaches with each other to encourage neurobiological change.‎
‎11. Identify automatic reactions within oneself and in other group members.‎
‎12. Study the benefits of experiencing memories, using working memory brain capacity, to ‎recontextualize the past with the present.‎

XVIII. Learning Objectives:
The attendee will be able to:‎
‎1. Offer a general definition of nonverbal communication.‎
‎2. List four types of body language seen in an online and face-to-face groups. ‎
‎3. Name what is missing in nonverbal communication when conducting online groups.‎
‎4. Explain the basic concepts of Polyvagal Theory. ‎
‎5. Describe how to use Polyvagal Theory in online and face-to-face groups.‎
‎6. Identify nonverbal signals from group members.‎

XIX. Learning Objectives:
The attendee will be able to:‎
‎1. Apply RLT (Relational Life Therapy) principles as a supplemental and beneficial frame to modern ‎analytic work in group.‎
‎2. Cite the two self-skills necessary for full-respect living. ‎
‎3. Describe the four relational patterns as derivatives from the center of health.‎
‎4. Contrast the use of leverage with the support of adaptive defense.‎
‎5. Apply active engagement in furthering maturational development.‎
‎6. List the five-stage process of relational maturity as detected in a modern analytic group.‎
‎7. Differentiate and utilize the wounded child, the adaptive child and the functioning adult as identified ‎in the group process.‎

XXII. Learning Objectives:
The attendee will be able to:‎
The attendee will be able to:‎
‎1. Describe basic psychodrama practice. ‎
‎2. Distinguish between the use of the therapy session for a report of events vs. creating experiences ‎in the “here and now” of the session. ‎
‎3. Appreciate the power and effectiveness of psychodrama action concepts and techniques, and ‎explain Interviewing, Soliloquy, Doubling, Role Taking and Role Reversal.‎
‎4. Use one selective psychodrama technique as a therapeutic intervention in individual, couple, family ‎or group psychotherapy to facilitate access to emotions.‎
‎5. Use one selective psychodrama technique as a therapeutic intervention in individual, couple, family ‎or group psychotherapy to facilitate conflict resolution.‎
‎6. Use one sociometric or psychodrama technique for building connection and cohesion in families, ‎couples and groups. ‎