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NEW deadline for submissions is Friday, July 7, 2017. 

We are pleased to announce a provisional 2-week deadline extension for the 'Call for Presentations' for the ASCH Annual Meeting.  The original deadline was Friday, June 23rd.   The new provisional deadline is Friday, July 7th.

As part of the deadline revision, we will still give first review priority to submissions received by the original June 23rd deadline.  After that, submissions will be reviewed as received up until the 7th or the workshop slots are filled, whichever comes first.

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For many years, clinical hypnosis has received significant attention and empirical support for the treatment of numerous physical and mental health challenges. One aspect of hypnosis that has yet to be featured at an annual meeting is the hypnotic relationship that clinical hypnosis occurs within.  Hypnosis, as a treatment process, is inherently relational. It is applied in an individualized manner since each patient, and each patient-clinician pairing, is unique.  The tone, pacing, and content of hypnotic suggestions all derive from the uniquely intersubjective qualities of the treatment relationship. At this annual meeting, we will explore the bidirectional association between hypnosis and the treatment relationship. How does the treatment relationship influence the unfolding of the hypnotic process? How does the process of hypnosis influence the treatment relationship that holds it? 

Preference will be given to clinical and research submissions that study the relational aspects of hypnosis.  In particular, we hope to explore the following areas:  

(1) the relational process of treatment as it unfolds in and out of formal hypnosis; 
(2) hypnotic applications that are derived from the aspects and qualities of the treatment relationship; and 
(3) the interaction of the relationship and hypnotic process in influencing treatment outcome. 

Finally, we would like to highlight the importance of studying hypnotic qualities of communication and suggestion in their existence outside of a formal trance state in the treatment process. Given this, we encourage submissions from the broader health and mental health community on hypnotically-derived communication within the treatment relationship and its association with treatment outcomes.

SUBMISSIONS FOR ADVANCED WORKSHOPS
The 2018 Annual Scientific Meeting and Workshops Program Committee invites proposals for presentations and workshops of two-hour and three hour  formats. 

Content categories related to the theme are given first priority during the review process.  Additionally, submissions on a wide range of topics pertinent to hypnosis will also be considered.  Examples include:

Alert hypnosis           
Alternative treatment approaches
Behavior modification          
Biofeedback              
Cancer
Cardiac care              
Child/adolescent health and development    
Dental applications
Developmental disabilities
Eating disorders and weight control
Ego-state therapy
EMDR 

      Energy psychology  
         Gender issues

Geriatric care
Habit change            
Hypnoanalysis          
Hypnosis and CBT
Hypnosis and family therapy
Integrative treatments          
Medical applications
Mindfulness
Mood disorders/anxiety       
Multicultural issues

Pain management 
Performance enhancement
Pediatric Trauma
PTSD            
Sexual dysfunction
Sleep disorders        
Spirituality
Traumatic Brain Injury          
Use of technology with clinical hypnosis
Wellness approaches

 

Advanced Workshop proposals must contain language that clearly informs participants IF an experiential learning component will be a part of the presentation, and describe the form that it will take (e.g., group hypnosis, individual demonstration, etc.)


The Program Committee will evaluate each submission based on relevance to the meeting theme, the field of hypnosis and or clinical practice as well as previous evaluations of the presenter's work. In addition, a clear statement of educational objectives and a concise abstract will add to the presentation's acceptability. Important items include:

1.       Relevance to program theme.
2.       Relevance to clinical practice.
3.       Clarity of educational objectives.
4.       Specificity of description of target audience.
5.       Research verifying approach through at least 3 different studies.

Advanced Workshop Co-Chairs:

CheryL Beighle, MD
David Reid, PsyD
Robert Staffin, PhD, ABPH


IMPORTANT INFORMATION FOR ALL SUBMISSIONS:

(A) Learning Objectives

In order to adhere to ASCH Standards of Training, all submissions must be accompanied by at least 4 quantifiable learning objectives. 

How to write quality learning objectives:  

Objectives describe the behavior of the learner, and: 

• are stated clearly;
• define or describe an action; and
• are measurable, in terms of time, space, amount, and/or frequency.

Quality learning objectives should: 

•  Describe the information, skills, behaviors, or perspectives participants in the session will acquire through attendance and participation;
•  Clearly identify the outcomes or actions participants can expect to demonstrate as a result of the educational experiences; and 
•  Identify how they relate to changes in a clinicians practice and how they hope to accomplish that.

Learning objectives should address not only what the learner will learn but also how what they learned will affect change in their performance in practice thus changing patient care.  Write learning objectives that relate to these outcomes and that reflect the content of the session.

Please make certain the learning objectives are quantifiable and measurable. 

DO NOT USE Understand or To Learn in your objectives. They are not measurable. 

Examples of Acceptable Measurable Action Words:  Explain, Demonstrate, Analyze, Formulate, Discuss, Compare, Differentiate, Describe, Name, Assess, Evaluate, Identify, Design, Define, List, Recognize, Prioritize, Create, Construct, Articulate, Apply, Assess, and Develop.


Examples of quality learning objectives

At the conclusion of this workshop participants will be able to:

•  Construct 3 metaphors appropriate for pain management
                         Quantifiable outcomes          

•  Deliver hypnotic interventions to patients in an original manner                 
Addresses how is this presentation is changing the participants practice

• Articulate and practice ego-state therapy as a new method of treatment
New skills attainment

(B) References

All scientific research referred to, reported or used in continuing education in support or justification of a patient care recommendation must conform to the generally accepted standards of experimental design, data collection and analysis.

All the recommendations involving clinical medicine in a continuing education activity must be based on evidence that is accepted within the profession of health care as adequate justification for their indications and contraindications in the care of patients.


All proposals must include at least four relevant references from published literature in peer-reviewed journals. Each reference should be designated by its primary level of evidence according to the following criteria:  

Examples:

Level 1 - Based on randomized control trials

Marc, I. (2008). "Hypnotic analgesia intervention during first-trimester pregnancy termination: an open randomized trial." American Journal of Obstetrics and Gynecology 199(5): 469.e461-469.

Mackey, E. F. (2010). "Effects of hypnosis as an adjunct to intravenous sedation for third molar extraction: a randomized, blind, controlled study." The International Journal of Clinical and Experimental Hypnosis 58(1): 21-38.

 Level 2 - Based on non-randomized case series and studies

Berger, M. M. (2009). "Impact of a pain protocol including hypnosis in major burns." Burns: Journal of the International Society for Burn Injuries.

Level 3 - Based on expert opinion

Watkins, J. G. (2009). "Hypnosis: seventy years of amazement, and still don't know what it is!" The American Journal of Clinical Hypnosis 52(2): 133-145.

Presenters are expected to cite level 1 evidence directly relating to the proposal if it is available. They should also indicate that every effort has been made to provide workshop participants with the highest quality evidence-based practices.

(C) Commercial Content

The content or format of a continuing education activity or its related materials must promote improvements or quality in healthcare and not a specific proprietary business interest of a commercial interest.  From time to time, presentations may be built round a specific strategy, modality, or application.  In order to comply with accreditation requirements, education content must give fair weight and time to similar strategies, modalities or applications.

Presentations must give a balanced view of therapeutic options. Use of generic names will contribute to this impartiality. If the educational material or content includes trade names, where available trade names from several companies should be used, not just trade names from a single company.

For example, if a presentation is developed to discuss one modality for ego strengthening then the content must also reference similar modalities and research.

(D) Promotional Activities

There can be NO promotional references/activities on the educational floor or within educational content. 

Faculty members are not to refer by name to books, CD, DVD or any other commercial products that may be available for purchase during a presentation or on the educational floor as this is considered promotional activity. 

Faculty members may also not encourage attendees to make purchases of any specific products or services. 

They may only refer to the content within those items as it applies to the topic of the discussion.

(E) Financial Disclosure & Conflict of Interest

Faculty must disclose all financial relationships with any commercial interest during a 12 month period to the continuing education provider.  It is the responsibility of the provider to evaluate relevance of the relationships for any conflicts of interest.

FINANCIAL RELATIONSHIPS

Financial relationships are those relationships in which the individual or his/her significant other benefits by receiving a salary, royalty, intellectual property rights, consulting fee, honoraria, ownership interest (e.g., stocks, stock options or other ownership interest, excluding diversified mutual funds), or other financial benefit. 

Financial benefits are usually associated with roles such as employment, management position, independent contractor (including contracted research), consulting, speaking and teaching, membership on advisory committees or review panels, board membership, and other activities from which remuneration of any amount is received, or expected within the past 12 months, which includes but is not limited to…

  Employment or management position Independent contractor(contracted research and clinical trials) Consultant Speaker’s Bureaus and teaching engagements Membership on advisory committees or review panels Publishing Royalties Intellectual property rights Consulting fee Honoraria Ownership interest  (e.g., stocks, stock options or other ownership interest, excluding diversified mutual funds) Other financial benefit

This includes financial relationships of a spouse or partner to any individual involved in the development, planning, approval or execution of an ASCH educational program. 

CONFLICT OF INTEREST
A conflict of interest exists in any situation where a person having official responsibilities for the society has been empowered to make decisions on behalf of the organization and who, as a result of that power, can potentially benefit personally, directly or indirectly, from an entity or person conducting business with the society. Financial relationships create conflicts of interest in CE when individuals have both (A) financial relationship with a commercial interest and (B) The opportunity to affect the content of CE about the products or services of that commercial interest.  The presence of this conflict of interest does not preclude the person from participating. It does not make the content that they create false or misleading. 

If you have any questions regarding financial relationships or conflicts of interest, contact Emma Leighton, ASCH Director of Education and meetings at +1-630-980-4740 or education@asch.net.