All Submissions Are Now Closed

The Battle of the Alamo in San Antonio, Texas in 1836 was a temporary defeat for those seeking self-governance. This loss became a rallying cry for those who prevailed and declared Texas an independent nation that in 1845 became the 28th state of the United States of America. The Alamo’s history serves as an ample metaphor of our collective challenges and growth opportunities in mind, body, and spirit. As such, it is fitting that the 2019 Annual ASCH meeting is in San Antonio where we will explore ways to assist ourselves and those we care for using clinical hypnosis interventions to facilitate ego strengthening and enhance the resilience needed to soldier on, and promote freedom of mind, body, and spirit.

Preference will be given to clinical and research submissions that demonstrate hypnotic approaches to ego strengthening and resilience building. In particular, we hope to explore the following areas:
1. The role of hypnosis in promoting ego strengthening in ways that can benefit the client or patient. 
2. Hypnotic applications that build resilience of mind, body, and soul in clients or patients.
3. Evidence-based studies that support the use of hypnosis in ego strengthening and resilience building.

Recognizing that hypnotic trance can occur with or without formal induction, we encourage submissions that explore hypnotic communications in the broader health and mental health areas within the treatment relationship that are ego strengthening or resilience building and their association with treatment outcomes.


The 2019 Annual Scientific Meeting and Workshops Program Committee invites proposals for presentations and workshops of 90-minute or 3 hour lengths.  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 but are not limited to:

Acute trauma 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 Gender issues Geriatric care Habit change 
Hypnoanalysis Hypnosis and CBT Hypnosis and family therapy  Integrative treatments
Medical applications Mindfulness Mood disorders/anxiety Neuroscience
Pain management Performance enhancement Pediatric Trauma PTSD
Sexual dysfunction Sleep disorders 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: 
David Reid, PsyD
Robert Staffin, PsyD, ABPH
Moshe Torem, MD



Our research program will be organized around relevant topical tracks for those in the medical, behavioral and dental health arenas. We especially welcome submissions that advance our understanding of hypnotic phenomena, mechanisms of action, and clinical efficacy, as well as other research or clinical issues including enhancement of other treatment modalities, and suggested projects for future research.  

Scientific papers will be judged according to the following rank-ordered criteria (highest=first). 

1. Controlled studies with clear outcomes (pure research of a specific phenomenon). 
2. Replication studies. 
3. Evidenced based approaches (i.e. direct testing of a specific clinical approach). 
4. Qualitative research with relatively low N (at least 10). 
5. Emphasis on recent innovations. 
6. Outcome research w/o controls. 
7. Exploratory research with low N. 
8. Techniques backed with anecdotal evidence. 

In addition to describing the participants’ background in hypnosis, abstracts for research presentations should state the following:
Background and aims of the project; 
Methods used; 
Summarize the results obtained;
List at least two educational objectives; include at least three relevant references from published literature in peer-reviewed journals; 
Describe the clinical or research practice gap addressed; and 
Offer conclusions reached including research and clinical implications.  

Research Presentation Co-Chairs

Laurence Sugarman, MD, ABMH
Eva Szigethy, MD, PhD



(A)  Continuing Medical Education (CME) Credits
It is the desire of the Program Committee that all submissions strive to meet the requirements for CME approval, though they understand that not all presentations are applicable to a medical setting.   

For submissions that wish to be considered for Continuing Medical Education (CME) approval, there must be clearly identified content that addresses the needs of professionals in the medical fields in both the abstract and learning objectives of your submission.  Individuals submitting workshop proposals should be prepared to outline their strategy for presenting this medical content in the submission.

If CMEs will be offered for your workshop/presentation you must list specific objectives addressing knowledge, skills, and practice gaps/needs for medical professionals.   These should include information and skills gained, and practice changes expected to occur and which are appropriate for this group. These can also include ways that the information and skills will help medical professionals diagnose and refer patients with the specific problems presented. The presentations and workshops must then include information and/or skills to meet these objectives. Examples of quality learning objectives may be found in section B.

Not all presentations accepted will be approved for CME credit.

(B) 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, to learn, know, appreciate, become aware of, and become familiar with in your objectives. They are not measurable.  

Examples of acceptable measurable action words:  Analyze, Apply, Articulate, Assess, Create, critique, Compare, Compile, Construct, Compute, Define, Describe, Design, Develop, Discuss, Differentiate, Demonstrate, Evaluate, Explain, Formulate, Identify, List, Name, Plan, Prepare, Predict, Prioritize, Rate, Recite, Recognize, Revise, Select, Use, Utilize, Write

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 

Other examples of quality learning objectives:
Generate realistic treatment plan based on patient’s physical and mental health status
Identify the difference between system and symptom treatment goals
Formulate a strategy or schema for hypnotic management of acute and/or chronic illnesses
Identify at least 3 distinct physical symptoms that may be amenable to hypnotic interventions for palliation of symptoms
Describe and/or articulate 3 distinct hypnotic strategies for pain management
Articulate at least 1 specific area where hypnosis for medical issues is inappropriate/unethical under current scope of practice

(C) 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:  

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.

(D) 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.

(E) 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. 

(F) 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 are those relationships in which the individual 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 is received, or expected. 

ASCH-ERF focuses on financial relationships with commercial interests in the 12-month period preceding the time that the individual is being asked to assume a role controlling content of the CME activity. ASCH-ERF has not set a minimal dollar amount for relationships to be significant.  Inherent in any amount is the incentive to maintain or increase the value of the relationship. ASCH-ERF defines “’relevant’ financial relationships” as financial relationships in any amount occurring within the past 12 months that create a conflict of interest.

With respect to personal financial relationships, “contracted research” includes research funding where the institution gets the grant and manages the funds and the person is the principal or named investigator on the grant. 

This includes financial relationships of a spouse, partner or significant other to any individual involved in the development, planning, approval or execution of an ASCH-ERF educational program. For this purpose we consider the relevant financial relationships of your spouse, partner or significant other that you are aware of to be yours. 

Definition of a Commercial Interest
A commercial interest is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. Providers of clinical service directly to patients are not considered to be commercial interests - unless the provider of clinical service is owned, or controlled by, a commercial interest as defined below.

Within the context of this definition and limitation, ASCH-ERF considers the following types of organizations to not be commercial interests. 

501-C Non-profit organizations Government organizations Non-health care related companies Liability insurance providers
Health insurance providers Group medical practices For-profit hospitals For profit rehabilitation centers
For-profit nursing homes Blood banks Diagnostic laboratories
Circumstances create a conflict of interest when an individual has an opportunity to affect CME/CE content about products or services of a commercial interest with which he/she has a financial relationship.

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. 

Examples of possible conflicts of interest include, but are not limited to:
1. The society representative’s personal business provides goods or services to the society for consideration (that is, for some kind of payment).
2. A friend or relative of the society representative provides goods or services to the society for consideration.
3. A vendor or business acquaintance with whom the society representative has an outside business relationship provides goods or services to the society for consideration.
4. The society representative receives a referral fee or preferential discount, gift, or other valuable consideration from a vendor, a promoter, fundraising event sponsor, or any other outside party, for referring society business to such party.

All potential conflicts of interest or financial relationships, no matter how small or seemingly insignificant, and whether only in appearance are to be reported to the ASCH Education Committee prior to engaging any educational planning, execution or follow up.

If you have any questions regarding financial relationships or conflicts of interest, contact Kathy Matousek, ASCH Education Manager at +1-630-980-4740 or