Advanced Integrative Training in Sensorimotor Psychotherapy | Module 3 | Evaluation

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 for Sensorimotor Psychotherapy for Trauma Themes – Online Module 1A:

1. Identify therapist’s implicit and explicit contact statements to client’s “narrative” and “present moment experience” during observation and clinical practice in Reinstating Orienting and Defensive Responses disrupted by Traumatic Experience.*

2. Apply SP skill of “contact” to “funnel toward a frame” in a Phase Two trauma-themed clinical session.*

3. Assess quality and effectiveness of therapist’s contact statements for attunement and “funneling to frame”.*

4. Analyze and connect client’s verbal and somatic “narrative” by explicitly naming and elucidating connection between “core organizers.”*

5. Apply SP principles of unity and nonviolence by using contact statements that are open to collaboration with and feedback from the client.*

6. Apply SP skill of “tracking” for indicators client’s ANS arousal state and level of consciousness for ODR.*

7. Apply SP skill of tracking for somatically held procedural defense strategies for ODR.*

8. Apply SP skill of “framing,” by identifying a “core organizer” activated by the client’s narrative and the arousal state of the client for collaborative exploration.*

9. Apply SP skill of “5-Step Cycle” to study the organization of experience in relational connection with the client and within the SP Principles.*

10. Assess application of the “5-Step Cycle” and the therapist’s ability to bring forward the “organization of experience”, stay in relational connection, identify procedural tendencies, and work within the SP principles.*

11. Apply SP skill of “stitching to the frame” to manage states of consciousness of client in clinical practice.*

12. Assess client’s readiness, using the Window of Tolerance conceptual framework, for Phase Two traumatic memory reprocessing.*

13. Demonstrate SP skill of “refining the frame” in the processing stage, (selecting for one of reinstating orienting, sequencing one of ANS arousal, orienting, or defensive response, or through physical experiment reinstating and active defense).*

14. Apply somatic or relational resource to support reinstating orienting or defensive responses.*

15. Create a physical experiment that includes movement to challenge procedural learning for ODR.*

16. Apply SP skills at the transformation stage of the process to identify and explicitly name the transformation of a client in clinical practice, apply techniques if there are blocks to transformation, and assess the somatic elements of transformation*

17. Apply SP Skill of “5-step Cycle” to help client deepen physiological awareness of a transformation, highlight changes in capacity to orient and defend at a somatic level (linking core organizers explicitly as necessary), and integrate the transformation into in procedural tendency.*

18. Implement use of movement during the integration stage of the process in clinical practice to help client integrate insights related to or an actual reinstated capacity to engage in orienting and defensive responses.*

19. Assess application of SP skills as a therapist in clinical practice, particularly ability to work with clients somatically, with reinstating orienting and defensive responses.*

20. Assess ability as a therapist in clinical practice to be in attunement with the client, and adapt application of skills based on client’s state, participation, and collaboration.*

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.

Jennifer Gardner MA, LICSW, CST*

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: