Nurturing the Heart with the Brain in Mind - Cohort 2

Nurturing the Heart with the Brain in Mind – Cohort 2

Objectives

Instruction:

Faculty

Content and Credibility:

Teaching Methods:

Commitment to Change:

Name*

First Last

This activity offers CE credit for:*

American Psychological Association (APA)
Association of Social Worker Boards (ASWB)
Attendance Certificate

All other clinicians will receive a Certificate of Attendance

How long did it take you to complete this activity?

Hours*

HH:MM

Name as it should appear on certificate*

Email*

Please state the degree which this course met the stated objectives Learning Objectives

Describe the importance of cultivating nonjudgmental presence as a foundation of safety.*

Describe the three branches of the autonomic nervous system, according to Stephen Porges.*

Explain the meaning of neuroception and how it differs from perception.*

List four features each of the right and left hemispheres of the brain, according to Iain McGilchrist.*

Describe the brainstem’s role in regulating the rhythms of the embodied brain.*

List the seven social-emotional circuits of the midbrain identified by Jaak Panksepp.*

Discuss the midbrain circuits that come online when we experience disconnection from others.*

List three ways that experiential methods such as sand tray and non-dominant hand drawing can help our clients heal implicit memory and early traumatic experiences.*

Describe how implicit memories are formed.*

Discuss the components of implicit memory and how we can identify them in our clients.*

List the two essential components of disconfirming experiences.*

Describe the impact of traumatic experiences on the development of the various aspects of memory.*

Describe the neurobiological correlates of avoidant attachment.*

Describe the neurobiological correlates of ambivalent attachment.*

Discuss the neurobiological correlates of disorganized attachment.*

Discuss the role of rupture and repair in the establishment of secure attachment.*

Describe the kind of in utero experiences that can generate the foundation for pockets of disorganization.*

Discuss the kinds of autonomic nervous system activation we might experience when our clients drop into pockets of disorganization.*

Describe the neurobiology of our presence in ventral vagal parasympathetic providing the foundation for organizing disorganized attachment.*

Discuss how we can determine if we are within the joined window of tolerance when experiences of disorganization arise in our clients.*

Describe the kinds of disconfirming experiences that will help our clients with ambivalent attachment move toward earned secure attachment.*

Describe the kinds of disconfirming experiences that will help our clients with avoidant attachment move toward earned secure attachment.*

Describe three characteristics of earned secure attachment.*

Discuss the ways that our own attachment status may impact our work with our clients.*

Describe the role of mirror neurons and resonance circuitry in the development of the inner community.*

Describe the neurobiology of the layering in the inner community.*

Describe the adaptive nature of protectors both at the time of their development and now.*

Demonstrate how to approach and befriend protectors.*

Discuss the development of particular protectors in response to embedded traumatic experiences, including both interpersonal and genetic factors.*

List three kinds of protectors that may develop for each of the three insecure attachment patterns.*

Demonstrate how to talk with clients about inner community.*

Demonstrate skill in speaking with clients about internalized others.*

Describe the processes through which inner community members can experience implicit healing.*

Discuss the value of practicing the gradual development of radical inclusion of all parts and how this fosters safety in our clients.*

Demonstrate skill in supporting clients in the practices of sand tray and non-dominant hand drawing with regard to inner community members.*

Describe the relationship of attachment experiences to the development of inner community.*

Demonstrate the ability to articulate for clients the way that both members of unresolved inner pairs can heal.*

Discuss, with reference to a particular client, how your inner community members can be activated.*

Describe one experience of offering disconfirming experiences to both members of an inner dyad.*

Describe the relationship between changes in implicit memory and explicit story.*

Describe how metaphors reveal which hemisphere of our brain is dominant.*

Describe possible changes in the belly brain, heart brain, autonomic nervous system, brainstem, and midbrain as a result of gradually emerging narrative change.*

Describe the changes you are seeing over time in this regard with one client.*

List the aspects of the embodied brain that we have studied.*

Describe the neurobiological and interpersonal characteristics of the four attachment patterns.*

Discuss the neurobiology of the formation of embedded traumas, and the process of changing implicit memory through disconfirming experiences.*

Describe the neurobiology of the development of the inner community, and process for healing both members of a dyad.*

Discuss how this year’s learning is becoming a narrative that supports nonjudgmental awareness and increased compassion for our clients.*

The offering presented information clearly and logically.*

Rate the quality of the faculty member(s) listed below, from 5 (Excellent) to 1 (Poor)taking into consideration their content, clinical relevance, teaching strategies, and level of expertise.

Bonnie Badenoch, LMFT, PhD*

Jo Hadlock-King, LICSW*

Will you change the way you practice based on this activity?*

Yes
No

Do you feel the activity was balanced and objective?*

Yes
No

Do you feel the activity was free of commercial bias?*

Yes
No

The course represented current best practice information.*

Approximately what percent of this content was NEW to you?*

What I liked about this activity…? (Select all that apply)*

It increased my knowledge
It will improve my communication with the healthcare team
It provided information in ways that I can review again later
It gave me the opportunity to apply information to realistic scenarios that I confront in my practice
It facilitated applying values/ethics to interprofessional practice

Training aids (study guide, slides, pocket cards, learning portal) were useful to clarify content.

The diversity of learning methods was appropriate for the subject matter and accommodating to various learning styles

As a result of my participation in this activity, I will commit to:

What was the most useful information you gained from this activity?

Future course topic recommendations:

Clinical Relevance

Teaching Strategies

Level of Expertise