Melissa Institute Evaluation- May 7, 2021

Please score your agreement with or assessment of the following questions and statements by rating on a scale of 1 to 5, with 5 representing the highest level of satisfaction or agreement. *

Scoring Key: 5=Strongly Agree 4= Somewhat agree 3=Neither agree nor disagree 2= Somewhat disagree 1=Strongly disagree

	5	4	3	2	1
The skills learned in this CME course enhanced my professional competence.	The skills learned in this CME course enhanced my professional competence. - 5	The skills learned in this CME course enhanced my professional competence. - 4	The skills learned in this CME course enhanced my professional competence. - 3	The skills learned in this CME course enhanced my professional competence. - 2	The skills learned in this CME course enhanced my professional competence. - 1
The skills learned in this CME course will be applied in the treatment of my patients	The skills learned in this CME course will be applied in the treatment of my patients - 5	The skills learned in this CME course will be applied in the treatment of my patients - 4	The skills learned in this CME course will be applied in the treatment of my patients - 3	The skills learned in this CME course will be applied in the treatment of my patients - 2	The skills learned in this CME course will be applied in the treatment of my patients - 1

As a result of attending this conference, to what extent do you agree that you will be better able to: (rate the objectives) *

Scoring Key: 5=Strongly Agree 4= Somewhat agree 3=Neither agree nor disagree 2= Somewhat disagree 1=Strongly disagree NA=Not applicable

	5	4	3	2	1	N/A
Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities;	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - 5	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - 4	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - 3	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - 2	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - 1	Explain the role of emotional competence in successful school experiences and incorporate science-based techniques to promote connection, engagement, and belonging within families, schools and communities; - N/A
Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions;	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - 5	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - 4	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - 3	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - 2	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - 1	Overcome obstacles in the implementation of active bystander violence prevention interventions, community enhancement initiatives and youth school-based interventions; - N/A
Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities;	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - 5	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - 4	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - 3	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - 2	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - 1	Recognize multisystemic roadblocks to key resources to deal with cumulative burdens and support the healthy development of at-risk children, families, and communities; - N/A
Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities.	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - 5	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - 4	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - 3	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - 2	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - 1	Incorporate into professional practice evidence-based skills and interventions to promote mattering and well-being as well as be acquainted with key resources readily available to help individuals, organizations and communities. - N/A

How satisfied or dissatisfied were you with the following conference content? *

Scoring Key: 5=Strongly satisfied 4= Somewhat satisfied 3=Neither satisfied nor dissatisfied 2= Somewhat dissatisfied 1=Strongly dissatisfied

	5	4	3	2	1
Lecture materials.	Lecture materials. - 5	Lecture materials. - 4	Lecture materials. - 3	Lecture materials. - 2	Lecture materials. - 1
Ron Slaby, Ph.D.	Ron Slaby, Ph.D. - 5	Ron Slaby, Ph.D. - 4	Ron Slaby, Ph.D. - 3	Ron Slaby, Ph.D. - 2	Ron Slaby, Ph.D. - 1
Debra Pepler, Ph.D.	Debra Pepler, Ph.D. - 5	Debra Pepler, Ph.D. - 4	Debra Pepler, Ph.D. - 3	Debra Pepler, Ph.D. - 2	Debra Pepler, Ph.D. - 1
Jim Larson, Ph.D.	Jim Larson, Ph.D. - 5	Jim Larson, Ph.D. - 4	Jim Larson, Ph.D. - 3	Jim Larson, Ph.D. - 2	Jim Larson, Ph.D. - 1
Guerda Nicolas, Ph.D.	Guerda Nicolas, Ph.D. - 5	Guerda Nicolas, Ph.D. - 4	Guerda Nicolas, Ph.D. - 3	Guerda Nicolas, Ph.D. - 2	Guerda Nicolas, Ph.D. - 1
Donald Meichenbaum, Ph.D.	Donald Meichenbaum, Ph.D. - 5	Donald Meichenbaum, Ph.D. - 4	Donald Meichenbaum, Ph.D. - 3	Donald Meichenbaum, Ph.D. - 2	Donald Meichenbaum, Ph.D. - 1
Isaac Prilleltensky, Ph.D.	Isaac Prilleltensky, Ph.D. - 5	Isaac Prilleltensky, Ph.D. - 4	Isaac Prilleltensky, Ph.D. - 3	Isaac Prilleltensky, Ph.D. - 2	Isaac Prilleltensky, Ph.D. - 1

Rate the following *

Scoring Key: 5=Great Deal 4= A Good Bit 3=Some 2=Little 1=Very Little

	5	4	3	2	1
How much did you learn as a result of this CE program?	How much did you learn as a result of this CE program? - 5	How much did you learn as a result of this CE program? - 4	How much did you learn as a result of this CE program? - 3	How much did you learn as a result of this CE program? - 2	How much did you learn as a result of this CE program? - 1

Rate the following *

Scoring Key: 5=Extremely useful 4= A Good Deal Useful 3=Somewhat Useful 2=A Little Useful 1=Not Useful

	5	4	3	2	1
How useful was the content of this CE program for your practice or other professional development?	How useful was the content of this CE program for your practice or other professional development? - 5	How useful was the content of this CE program for your practice or other professional development? - 4	How useful was the content of this CE program for your practice or other professional development? - 3	How useful was the content of this CE program for your practice or other professional development? - 2	How useful was the content of this CE program for your practice or other professional development? - 1

Was this course fair, balanced and without commercial bias? *

Yes

If you checked "No,” please explain why: *

What, if any, new skills/strategies will you apply in your clinical practice? *

If you do not plan to implement any new skills/strategies in your clinical practice, what is keeping you from doing so?

Please provide any additional comments or suggestions.

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Melissa Institute Evaluation- May 7, 2021