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If you are an ASCH member, by logging in before you start this process, all the following contact information will be populated for you.  Your UserID is your ASCH member number, and your Password is your last name, first letter capitalized.  Click Login to log in to the website. 

SUBMISSIONS ARE DUE JUNE 22, 2020, by 5:00 p.m. CDT.


Incomplete submissions not adhering to relevant guidelines will not be considered.  All submissions must contain an experiential component of some kind.

If you do not complete the form all at once, click on “Submit” at the bottom of the form, and your submission will be saved at that time.  You can return to the site, log in, and see a list of your submissions at the bottom of the left hand column of the page entitled "ASCH Annual Meeting Submission Form" under the "Education" tab by clicking on “Display Submissions List”.  You can then either view the details of any incomplete submissions, edit those submissions, or add a new submission by clicking on “Add a New Submission” at the top of the left hand column on that page.  

When you click “Submit” at the bottom of the submission form, you should receive an e-mail with a copy of your submission.  If you do not receive such an e-mail, your submission may not have been received, and you should contact Kathy Matousek via e-mail at, or by telephone at +1-630-980-4740.

If you have questions, contact Kathy Matousek, Education Manager, between the hours of 9:00 a.m. - 5:00 p.m. CDT at +1-630-980-4740, extension 217; or via e-mail at



You need to submit 4 learning objectives for every session. Below you will find assistance on how to compose quality learning objectives and 4 questions to answer that will yield your 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, debunk, explore, 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


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




All proposals must be accompanied by at least three relevant references from published literature. Each reference should be designated by its primary level of evidence according to the following criteria:

Level 1 - Based on randomized control trials;
Level 2 - Based on non-randomized case series and studies;
Level 3 - Based on professional knowledge.

Presenters are encouraged and 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.

ASCH members can use the searchable literature database to help identify relevant references.  

 Continuing Medical Education Credit


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.  



Advance 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.)

If you plan to include an experiential component please describe it below. (250 words or less)


Please note that the teaching slots are 90 minute or 3 hours in length.  Please think carefully about the most appropriate length of your proposed workshop.

Are you willing to reduce or expand your time if asked to do so in order to still be included in the program if your proposal is accepted?


All presenters who may potentially take part in this program must be included in the submission. For presentations with multiple presenters, one presenter will be considered the primary presenter or “Chair”. Correspondence will be sent to the Chair only. It is the responsibility of the Chair to maintain communication with any co-presenters.


Note: ASCH does not provide laptop computers. Presenters must supply their own laptop computers. 


Please upload a CV for the primary presenter and for any additonal presenters in the field(s) provided below.  This should be the last thing that you do before submitting your presentation. 


By clicking submit, I understand that the deadline for proposal submission is June 22, 2020 and that submission of a proposal does not guarantee its acceptance.