Abstract forms can be submitted for a Plenary, Special Session, Workshop, Symposium, Individual Paper or Poster.
Multiple workshops, symposia, and paper sessions will run concurrently
Click through the tabs on the right to view the details for each category.
a. Individual lectures attended by all Congress participants
b. Each plenary lecture is 20 min. long
c. Three lectures per 90-min. plenary session, plus Q&A
a. Panel presentations, two running concurrently (“half-plenary”)
b. Each panelist speaks for 20 min.
c. Three panelists per 90-min. special session, plus Q&A
a. Interactive, hands-on group session on a single topic
b. Focus on specific skills, debates, concepts
c. Submission includes a timeline of activities
d. One organizer and up to four co-facilitators
e. 90-min. duration
a. Panel presentations on a focused topic, submitted as a group
b. Three presentations per panel, each 20 min. long
c. 90-min. duration, including 25 min. of Q&A
d. A discussant may be included, but must allow for 20 min. of open audience discussion
e. May be assembled by organizers from individual papers on very similar themes
a. Assembled by organizers from papers submitted individually
b. The overall theme of each paper session may be broad (e.g., “Culture and treatment”)
c. Four-five presentations per session, each about 12-15 min. long
d. 90-min. duration, including 25 min. of Q&A
a. Individual presentation to be assembled by organizers into symposia or paper sessions
b. Preference will be given to papers that present empirical data
a. Posters should present empirical data and/or projects related to the conference theme
b. The following headings must be included: title, authors, institution, objectives, background, methods, (partial or final) results, conclusions, and references (in APA format)
c. Poster size should be 120×180 cm (4×6 ft.); font size of ≥30 pts. for headers, ≥24 pts. for text
Abstracts should include the following subsections:
Please make sure you use learning objectives, not teaching objectives. Teaching objectives state what you are trying to teach. Learning objectives are what you expect the attendee to know or be able to do after attending your presentation.
The objectives must use action verbs, which allow for the measurement of quantifiable outcomes. For example, At the conclusion of this presentation learners will be able to:
An excellent reference for this task is Robert F. Majer’s Preparing Instructional Objectives, 3rd. edition, available from Amazon.com if not at your local library.