Association for Training on Trauma and Attachment in Children

2018 Call for Presentations

attach association for training on trauma and attachment in children30th Annual ATTACh Conference
Virginia Beach
October 4-6, 2018

Conference Focus:

The objective of the annual ATTACh Conference is to address the most recent innovations in the treatment of attachment injury and the resulting effects on development.

This call for presentations asks for interventions that focus on healing the mind, body, and spirit in evidence-based protocols as well as effective models that you are using in the field. Our conference brings together professionals and parents who seek to enhance their skills and ability to achieve effective human connections with those who have struggled with adversity. They want to hear from you and know what it is that you are doing to help families in your area of expertise.

Advanced- Level presentations on:
􀀀 Exploration of how trauma affects development
􀀀 How to heal family systems
􀀀 In-depth etiology of the neurobiology of attachment
􀀀 Sensorimotor interventions for the treatment of trauma
􀀀 Evidence-based treatments in attachment disturbances
􀀀 Implications and best practice for education around attachment, trauma, and neurobehavioral challenges
􀀀 Special topics:
• Attachment in the LGBTQ community and raising children who identify as LGBTQ
• Legal issues: Divorce, Custody, and Facilitating Attachment
• Culture and Diversity
• Attachment Facilitation in the Military
• Social policy that impacts attachment processes in our culture and country
• Attachment: a human developmental process, etiology, and ethnology
• Practical workshops that teach usable skills and tools
• Fetal Alcohol Spectrum Disorder and attachment
Please know that you are welcome to submit topics for special consideration that are not listed here.

The Conference will be divided into different tracks. PLEASE READ and carefully select the appropriate track for your workshop. Please feel free to consult with ATTACh about your selection if you are not sure.

  • Parent track: these workshops pertain to supporting caregivers in their lived experiences with extra focus and preference on hands-on skills and tips
  • Education track: advocacy, strategies, policies, and theory pertaining to the education of children with attachment difficulties and/or trauma.
  • Sensorimotor approaches track: for parents and professionals to understand the link between sensory integration issues in children
  • Child Welfare track: Presentations should use evidence-based practice specific to enhancing understanding and practices in child welfare around trauma-informed care.
  • Intermediate professional track: these workshops are for those who are furthering their knowledge of attachment issues; may be broader in scope.
  • Advanced professional track: these workshops provide in-depth coverage of specialized topics without reviewing introductory material. Assume that the participants in these workshops have a good deal of background and experience in attachment issues.

Workshops offered at the post-graduate level will be eligible for CE credits.

Target Audience:
Parents, psychiatrists, psychologists, mental health clinicians, social workers, occupational therapists, residential treatment staff, registered nurses, child welfare professionals, adoption and foster care agency staff and administrators, educators, advocates, juvenile justice personnel, and researchers.

Expense Policy and Other Notes:
Thank you for submitting a proposal to speak at this conference. Your time and commitment to
improving the lives of others are greatly appreciated.

Proposal Acceptance
􀀀 All lead presenters will be informed by e-mail when their proposals have been received. If you do not receive confirmation of receipt within a week of submission, please contact the ATTACh office.
􀀀 Acceptance letters will be sent ONLY to Lead Presenters. Lead presenters will be responsible for notifying co-presenters of the acceptance of their proposal.

Conference Registration
􀀀 In order to keep down the cost for attendees and reach the greatest number of professionals and parents as possible, conference registration fees for the lead presenter will be waived for the day they present.
􀀀 Co-presenters must pay the full registration fee to attend additional workshops.
􀀀 Travel expenses, meals, hotel accommodations and handouts are the responsibility of the presenters.

Presentation Handouts
􀀀 Presenters are expected to bring their own handouts for participants. The approximate number of attendees for your workshop will be provided to you approximately two weeks in advance of the first day of the conference.
􀀀 Handouts must be submitted electronically to the ATTACh office two weeks before the conference for inclusion on the conference flash drive, CD and/or ATTACh website.
Please refrain from including personal or otherwise confidential information on these materials.

􀀀 LCD projectors and computers to run presentations will NOT be provided for you.
􀀀 AV equipment available to presenters is listed above. Please keep in mind that this equipment is very expensive to rent, so please only request what you need. Any additional equipment requested after August 4, 2018, will be accommodated, if possible, at the expense of the presenter.
􀀀 In most cases, rooms will be set theater style due to space constrictions.

Guidelines for Writing Behavioral Learning Objectives and Assessments
• Learning objectives, or learning outcomes, are statements that clearly describe what the learner will know or be able to do as a result of having attended an educational program or activity.
• Learning objectives must be observable and measurable.
• Learning objectives should (1) focus on the learner, and (2) contain action verbs that describe
measurable behaviors.

Verbs to consider when writing learning objectives:
• list, describe, recite, write
• compute, discuss, explain, predict
• apply, demonstrate, prepare, use
• analyze, design, select, utilize
• compile, create, plan, revise
• assess, compare, rate, critique

Verbs to avoid when writing learning objectives
• know, understand
• learn, appreciate
• become aware of, become familiar with

Example of well-written learning objectives:

This workshop is designed to help you:
1. Summarize basic hypnosis theory and technique;
2. Observe demonstrations of hypnotic technique and phenomena;
3. Recognize differences between acute and chronic pain;
4. Utilize hypnosis in controlling acute pain;
5. Apply post-hypnotic suggestions to chronic pain; and
6. Practice hypnotic technique in dyads.
• Objective learning assessments should be written in a manner that determines whether participants learned what you planned to teach them. The evaluation (or learning assessment) should be based on the stated learning objectives of the program.

Example of a well-written learning assessment:

Based on the content of the workshop, I am able to: <- Strongly Disagree Strongly Agree-> (Scale of 1 to 5)
1 Describe at least two theoretical approaches to hypnosis;
2 Employ at least two hypnotic induction techniques;
3 Explain how psychological approaches differ when applied to acute vs. chronic pain;
4 Demonstrate a technique for applying hypnosis to acute pain;
5 Provide a post-hypnotic suggestion for controlling chronic pain; and
6 State that I had the opportunity to practice the technique during the workshop.

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