Sensorimotor Psychotherapy for Trauma Themes–Module 2A | May 7-July 22, 2022 PTZ

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 how stress, distress, and trauma impact ANS regulation.*

List three indicators of sympathetic nervous system hyperarousal.*

List three indicators of parasympathetic dorsal vagal hypoarousal.*

Describe complex and relational trauma.*

Explain one way in which the impact of oppression-based trauma (race-based, intergenerational/collective, gender identity-based) differs from complex relational trauma.*

Explain the SP model for the dissociative continuum.*

Define state dissociation; psychoform and somatoform.*

Name a potential indicator of psychoform dissociation.*

Name a potential indicator of somatoform dissociation.*

Explain the correlation between othering and oppression and dissociation.*

Explain the correlation between sense of self; states of well-being, challenge, stress, distress, and trauma; and dissociation.*

Explain how procedural learning related to traumatic experience differs from procedural learning that occurs from repetition.*

Describe the correlation between procedural learning and affective states, emotions, and belief systems.*

List one way to work with procedural learning in the accessing stage.*

List two ways to work with procedural learning in the processing stage.*

Describe the rationale for working with the organization of experience to evoke state specific procedural learning.*

Describe the two types of Sensorimotor Psychotherapy Experiments.*

Provide a rationale for the pause before the experiment.*

Explain the concept of ANS arousal modulation.*

Explain the correlation between Polyvagal theory and the Sensorimotor Psychotherapy Modulation Model.*

Identify indicators of safety, danger, and life-threat (according to Polyvagal theory).*

Explain what a resource is in the Sensorimotor Psychotherapy approach.*

Explain the difference between survival resources and creative resources.*

Describe the benefit of somatic resources in phase one work.*

Identify and discuss a rationale for a somatic resource to regulate hyperarousal, and a somatic resource to regulate hypoarousal.*

Identify an indicator of transformation.*

List the three main skills for transformation.*

List two skills to apply when challenges come up in transformation.*

Provide a rationale for creating space for emotions that come up with transformation.*

List two Sensorimotor Psychotherapy skills unique to the integration stage.*

Name one way to deepen the transformation through all core organizers in the integration stage.*

Provide a rationale for the Sensorimotor Psychotherapy concept of savoring the transformation.*

Provide a rationale for somatic integration.*

Discuss a rationale for phase one interventions based on client's presenting issues and goals, phase oriented treatment, and client's regulatory capacity.*

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.

L. Marie Damgaard*

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

Clinical Relevance

Teaching Strategies

Level of Expertise

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: