Samples of the New Presentation Types for Abstract Submission
Panel Discussion
Personal Story
Research Report
Experiential Workshop
Practice Report
Scholarly Paper
Poster
Bridging Research and Practice
Experiential Workshop
2010 Presentation Type: Panel Discussion
Description of Presentation Type:
1. A single topic is presented by a moderator for discussion by a panel of 3-5 experts on the topic addressed. Panel members will share their knowledge through discussion on the validity, value, and applicability of the topic.
2. Time: 90 minutes—15 minutes for introducing the subject, 1 hour for discussion, and 15 minutes for summary and audience questions.
Sample Abstract:
Submitted By: Jane Moore EdD. FT, Associate Professor
Additional panelists: Kathy Gilbert, Darcy Harris, Eunice Gorman, Tom Attig
Abstract Numbers: 198220
Sample Title:
Death Education Online: Lessons Learned
Sample Abstract for 2010:
As pedagogy and technology have advanced in all academic areas, so too has distance education developed in the field of thanatology. This panel of experienced online death educators will discuss the insights they've gained as they developed and implemented courses in death, dying, and bereavement. Panel members will discuss approaches to content and pedagogy and the unique characteristics of online thanatology classes. Discussions will include:1) Developing a course organization that works for students and faculty2) Pedagogy that supports learning in the online environment3) Challenges and opportunities in teaching death education online4) Developing teaching strategies that are efficient and effective.
Resources:
1. Gilbert, K. (2004). Death education on the 'net': Development and delivery of 'grief in a family context,' in G. Cox & R. Bendikson,(Eds.) Teaching the sociology of dying and death (pp. 83-91), Washington, DC: American Sociological Association.
2. AACTE Committee on Innovation and Technology (Eds.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
3. Balk, D. (2007). The handbook of thanatology: The essential body of knowledge for the study of death, dying and bereavement. New York: Routledge.
Objectives:
1. recognize the issues that emerge in teaching thanatology online
2. discuss the character of student and faculty roles in online education
3. develop a framework for planning for online education in thanatology
2010 Presentation Type: Personal Story
Description of Presentation Type:
1. An anecdotal account having practice or educational applications explicitly related to the ADEC Body of Knowledge.
2. Time: 60 minutes – 45 minutes for presenting the information, and 15 minutes for dialogue with attendees.
Sample Abstract:
Submitted By: Patricia Boies JD, CT, Writer; Hospice Representative
Abstract Numbers: 198682
Sample Title:
The Palm Still Waves: A Mother/Daughter Reunion
Sample Abstract for 2010:
My 10-year-old daughter Gina, our only child, collapsed outside her fourth grade classroom from a cerebral hemorrhage. As I tried to make sense of her death, I kept writing, working in my garden, searching for meaning, spiraling inward and out again. I chronicled the first nine months after her death, in all their grief and glory. Now, nine years later, much of what came to me then stays true. Continued practice in the art of surrender, and of return, sustains me now. This presentation describes my creative and spiritual response to death and explores my evolving relationship with my daughter.
Resources:
1. Judith, A. (2004). Eastern body, western mind. Berkeley, California: Ten Speed Press.
2. Bentley, G. E. (Ed.) (2005). William Blake: Selected poems. New York: Penguin Books.
3. Corr, C.A., Nabe, C. M., & Corr, D. M. (2006). Death and dying, life and living (5th ed.). Belmont, California: Thomson Wadsworth.
Objectives:
1. Recognize how the process of creative expression, including nontraditional forms, can help deal with grief and loss.
2. Identify factors that complicate grief for parents whose only child has died, changing their relationship.
3. Understand the value of surrender in allowing one to emerge renewed in mind, body, and spirit.
2010 Presentation Type: Research Report
Description of Presentation Type:
1. A presentation of original research which offers a new perspective in thanatology, and the relationship of this new information to existing research and theory.
2. Time: 60 minutes – 45 minutes for presenting the information, and 15 minutes for dialogue with attendees.
OR
Time: 30 minutes—20 minutes for presenting the information, and 10 minutes for dialogue with attendees. (Time needed to be determined by the presenter and submitted with the abstract proposal.)
Sample Abstract:
Submitted By: Robert A. Neimeyer PhD, Associate Professor
Abstract Numbers: 198804
Sample Title:
The Toll of Violence: African American Adjustment to Homicide Loss
Sample Abstract for 2010:
Over half of all murder victims in the United States are African American, but little is known about the effects of traumatic loss on survivors. For this reason, we studied 54 African Americans recently bereaved by homicide, investigating predictors of their psychosocial adaptation. Results provided evidence of high incidence of complicated grief among survivors, which did not seem to wane with time since the loss. Moreover, disabling grief was often co-morbid with depression and PTSD, although high levels of meaning making about the loss generally mitigated adverse outcomes.
Resources:
1. Bonnano, G. A., Neria, Y., Mancini, A., Coifman, K., Litz, B., Insel, G. (2007). Is there more to complicated grief than depression and posttraumatic stress disorder? A test of incremental validity. Journal of Abnormal Psychology, 116(2). 342-351.
2. Currier, J. M., Holland, J. M., Coleman, R. A., & Neimeyer, R. A. (2007). Bereavement following violent death: An assault on life and meaning. In R. Stevenson & G. Cox (Eds.) Perspectives on violence and violent death (pp. 175-200). Amityville, NY: Baywood.
3. Rosenblatt, P. C., & Wallace, B. R. (2005). Narratives of grieving African-Americans about racism in the lives of deceased family members. Death Studies, 29(3), 217-235.
Objectives:
1. Identify grief responses unique to African Americans
2. Recognize the challenges that face survivors of homicide
3. Describe the role of coping behavior, meaning reconstruction, and psychopathology in African American bereavement due to homicide
2010 Presentation Type: Experiential Workshop
Description of Presentation Type:
1. A presentation designed to actively involve attendees in active engagement in activities, small or large group processes, simulation and/or other training components.
2. Time: 90 minutes—30 minutes for introducing the rationale or theoretical basis of the planned experience, 45 minutes for active involvement of attendees, and 15 minutes for debriefing.
Sample Abstract:
Submitted By: Liana Lowenstein MSW, Child Psychotherapist
Abstract Numbers: 198769
Sample Title:
The Creative Use of Therapeutic Games with Bereaved Children
Sample Abstract for 2010:
A form of play therapy, organized games can be psychotherapeutic tools, effective with children reluctant to engage in traditional play or 'talking' therapy. Games can facilitate physical, cognitive, emotional, and social growth through enjoyable activity. Participants will learn theory, techniques, and guidelines for the use of therapeutic games with bereaved children and families. We will discuss the history and value of game play and game selection. Participants will learn how to present games, debrief, and gain strategies to handle challenging client behaviors. Innovative, therapeutic games presented here will help children and families process grief, commemorate the deceased, and facilitate coping.
Resources:
1. Drewes, A. (Ed.) (2009) Blending play therapy with cognitive-behavioral therapy: Evidence-based and other effective treatments and techniques. Hoboken, NJ: Wiley.
2. Lowenstein, L. (2006). Creative interventions for bereaved children. Toronto: Champion Press.
3. Reddy, L., Files-Hall, T., & Schaefer, C.E. (2005). Empirically based play interventions for children. Washington, DC: American Psychological Association.
Objectives:
1. Identify the therapeutic value of game play.
2. Identify the process of presenting games, and how to debrief after games.
3. Use at least 5 new and creative games in individual, group, or family sessions with bereaved children and families.
2010 Presentation Type: Practice Report
Description of Presentation Type:
1. An analytical description of a promising new and innovative intervention including research or program, in a counseling or institutional setting, including the underlying theory and/or research model.
2. Time: 60 minutes—45 minutes for presenting the information, and 15 minutes for dialogue with attendees.
Sample Abstract:
Submitted By: Theresa Blakley PhD, Associate Professor
Abstract Numbers: 197658
Sample Title:
The Trauma Dialogues: Facilitating an Empowered Voice for Homicide-loss Survivors
Sample Abstract for 2010:
After a loved one’s murder, grieving family members wrestle with intrusive symptoms that undermine everyday functioning. Flashbacks of the event, fantasies of violence, and hypervigilance typically complicate murder’s aftermath. De-mystifying these experiences can be empowering for survivors. “The Trauma Dialogues” is a psycho-educational exercise that identifies and explains distressful bio-psychosocial symptoms that follow severe trauma. The role of two primary categories of PTSD symptoms, dissociation and hyperarousal, will be described in setting of trauma accommodation and role played with a trauma survivor. Presenters will discuss their experiences in utilizing “The Trauma Dialogues” in group and workshop settings with homicide-loss survivors.
Resources:
1. Holmes, E., Grey, N., & Young, K. A. D. (2005). Intrusive images and “hotspots of trauma memories in posttraumatic stress disorder: an exploratory investigation of emotions and cognitive themes. Journal of Behavior Therapy and Experimental Psychiatry, 36, 3-7.
2. Kindt, M. & Engelhard, I. M. (2005). Trauma processing and the development of posttraumatic stress disorder. Journal of Behavior Therapy and Experimental Psychiatry, 36, 69-76.
3. Miller, C. (2006). When the unconscious knows best. Harvard Mental Health Letter, 23(1), 8.
Objectives:
1. Participants will be able to identity 9 commonly experienced symptoms of distress following severe trauma, considering the functions of each in trauma accommodation tasks.
2. Participants will become familiar with bio-psychosocial commonalities and challenges experienced by survivors of homicide-loss.
3. By seeing the exercise enacted and discussing its implications, participants will acquire a working knowledge of one psycho-educational experience that can be used with homicide-loss survivors or adapted for survivors of other severe trauma types.
2010 Presentation Type: Scholarly Paper
Description of Presentation Type:
1. A theory-based discussion focused on exploring and analyzing new and current issues, trends, perspectives, and models in the field of thanatology.
2. Time: 60 minutes – 45 minutes for presenting the information, and 15 minutes for dialogue with attendees.
Sample Abstract:
Submitted By: Albert Strickland BA, Writer
Abstract Numbers: 198798
Sample Title:
Living Beyond Loss: Themes of Dying, Death, and Bereavement in Gospel and Blues Music
Sample Abstract for 2010:
Gospel and blues music conveys a poignant awareness of mortality tempered by resilience in the human encounter with loss. Illustrated with songs and stories, this presentation highlights the insights these genres offer about constructive ways to cope with loss. Gospel songs of solace and hope sustain and encourage people through hard times that accompany the losses that beset human life. Participants will be introduced to the significance of these expressions through performance, lecture, and discussion. In addition to placing these musical forms in historical and cultural context, participants will gain an appreciation for them as aides in coping with loss.
Resources:
1. Burgard, A. M. (2005). Hallelujah: The poetry of classic hymns. Berkeley: Celestial Arts.
2. Henderson, B. (2006). Simple gifts--Great hymns: One man’s search for grace. New York: Free Press.
3. Stowe, D. W. (2004). How sweet the sound: Music in the spiritual lives of Americans. Cambridge, Mass.: Harvard University Press.
Objectives:
1. explain how music has a healing power to reframe memories of persons whose death we grieve in ways that promote a sense of connection and reunion.
2. describe how gospel and blues music provide complementary ways of coping with loss and grief.
3. summarize how music can assist in bereavement support and provide solace to individuals who are bereaved or experiencing significant loss events.
2010 Presentation Type: Poster
Description of Presentation Type:
1. A visual format presentation of projects, interests, and research-in-progress, aided by appropriate handouts and informal personal interaction with the presenter. Presentations will be grouped by topic.
2. Time: Designated 1-hour time slot for poster presentations will be assigned.
Sample Abstract:
Submitted By: Nancy Ludwick RN, BSN, Footprints Family Support Group Coordinator
Abstract Numbers: 197772
Sample Title:
Footprints Family Support Group: A Neonatal Intensive Care Unit Family Bereavement Program
Sample Abstract for 2010:
The Footprints Family Support Group, a core group of NICU staff, provides individual counseling, resource identification, scrapbooking, hand-painted memory boxes, professional photos, autopsy meetings with neonatologist and bereavement nurse, written materials, one month home visit and follow-up phone calls, and handmade sympathy cards at key timepoints after the loss. Orientation of new NICU nurses includes orientation to Footprints. Our community education efforts include a Resolve Through Sharing seminar for area health-care professionals and bereaved parents. Precious Parents, for parents who have suffered a perinatal loss, meets monthly and offers a quarterly newsletter, family activities, on-line interaction and community education.
Resources:
1. Dyer, K.A.(2005). Identifying, Understanding, and Working with grieving parents in the NICU,Part II:Strategies. Neonatal Network,24,27-40.
2. Chan, M.F.,Wu, L.H., Day, M.C.,& Chan, S.H.(2005).Attitudes of nurses toward perinatal bereavement. Journal of Neonatal Nursing,19, (3), 240-252.
3. Badenhorst, W., Hughes, P.(2007).Psychological aspects of perinatal loss.Best Practice & Research Clinical Obstetrics and Gynaecology,21 (2), 249-259.
Objectives:
1. N/A
2. N/A
3. N/A
2010 Presentation Type: Bridging Research and Practice
Description of Presentation Type:
1. A presentation translating theoretical research content into practice, or practice into research questions, to promote dialogue between the two entities. Session will utilize two presenters, one oriented toward research and the other oriented toward practice.
2. Time: 60 minutes – with 45 minutes for presenting the information, and 15 minutes for dialogue with attendees. (If more than two presenters, should be submitted under “Panel Discussion” listed below.)
Sample Abstract:
Submitted By: Robin Goodman PhD, Clinician and Judith Cohen, MD, Researcher
Abstract Numbers: 198388
Sample Title:
Research That Matters - 2009: Childhood Traumatic Grief: Lessons Learned from Research and Practice
Sample Abstract for 2010:
This symposium focuses on childhood traumatic grief (CTG). CTG is thought to develop following a violent death or from naturally occurring deaths that the child perceives as traumatic. The condition has trauma-related and grief-related components. These young persons develop symptoms that share features with PTSD as well as grief that prevents their engaging in normative and comforting bereavement activities. Results of ongoing research on CTG as well as a clinical treatment protocol for CTG will be presented. Information about obtaining curriculum training, video presentations, and caregiver materials via the National Child Traumatic Stress Network will be provided.
Resources:
1. Brown, E.J. & Goodman, R.F. (2005). Childhood traumatic grief: An exploration of the construct in children bereaved on September 11th. Journal of Clinical Child and Adolescent Psychology, 34 (2), 248-259
2. Cohen, J.A., Mannarion, A.P., Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. NY: Guilford
3. Goodman, R.F., Brown, E.J. (2008). Service and science in times of crisis: Developing, planning and implementing a clinical research program for children traumatically bereaved after 9/11. Death Studies, 32 (2), 154-180
Objectives:
1. Understand the current conceptualization and research of childhood traumatic grief
2. Understand the similarities and difference between childhood traumatic grief and non traumatic grief reactions
3. Identify the key components of a specific treatment for childhood traumatic grief
2010 Presentation Type: Experiential Workshop
Description of Presentation Type:
1. A presentation designed to actively involve attendees in active engagement in activities, small or large group processes, simulation and/or other training components.
2. Time: 90 minutes—30 minutes for introducing the rationale or theoretical basis of the planned experience, 45 minutes for active involvement of attendees, and 15 minutes for debriefing.
Sample Abstract:
Submitted By: Christien Manzella
Abstract Numbers:
Sample Title:
Whose Grief?
Sample Abstract for 2010:
New findings in the field of grief and bereavement suggest that effective treatment for complicated grief includes intensifying and amplifying the griever’s pain. It has been found that those suffering with complicated grief benefit from experiencing and expressing their emotions and also speaking about the death. While most grief and bereavement counselors have explored their personal losses, significant obstacles can still occur, especially when a griever is expressing intense and deep suffering. Using Meditative techniques and inquiry, we will focus on finding ways for grief counselors to inquire about and articulate these obstacles. We will explore ways for grief counselors to be clear about whose grief is present.
Resources:
1. Almaas, A.H. (2008) The unfolding now. Boston: Shambhala Press.
2. Neimeyer, R.A. (2005) Complicated grief and the quest for meaning: A constructivist contribution. Omega, 52, 37-52.
3. Shear, K., Frank, E., & Houck, P.R. (2005) Treatment of complicated grief: A randomized controlled trial. JAMA, 293, 2601-2608
Objectives:
1. Discuss using meditative techniques and inquiry to articulate and explore the ways our personal story and view of ourselves as grief professionals can be an obstacle to being present with our clients.
2. Discuss the interaction between our own life story and grief in relation to listening as a witness when working with clients
3. Discuss the ways that using inquiry can be used to explore being present and aware of where we are in relation to our lives and the lives and grief of our clients.