Requirements for Acceptance as a CE Session
Continuing Education credit will be sponsored through The Society for the Advancement
of Psychotherapy – Division 29 of the APA. The Society for the Advancement of
Psychotherapy – Division 29 of the APA – is approved by the American Psychological
Association to offer continuing education for psychologists. The Society for the
Advancement of Psychotherapy – Division 29 of the APA – maintains responsibility for
the program and will review submissions, learning objectives, and CVs before approving
sessions for CE status.
To be eligible you must submit:
1. A short description of the submission. The submission abstract will serve this
purpose.
2. A complete CV for each participant- which must be uploaded with your submissionsee the submission portal
3. Learning objectives relevant to the practice of psychologists, which must also be
uploaded in the appropriate field in the submission portal. (1 per hour on average- or
one per paper in panel).
Required Proposal Learning Objectives
There should be roughly one objective per hour of learning or one objective per paper in
a symposium/panel.
Therefore:
 A full day workshop 6 hours long requires 6 learning objectives.
 A discussion group of 50 minutes requires 1 learning objective.
 A Symposia with three papers requires 3 learning objectives
What learning objectives your submission should include:
All proposals should have formal learning activities that:
a. Are relevant to psychological practice, education and science.
b. Enable psychologists to keep pace with emerging issues and technologies.
c. Allow psychologists to maintain, develop and increase competencies in order to
improve serves to the public and enhance contributions to the profession.
How to Write Good Learning Objectives
The Society for the Advancement of Psychotherapy – Division 29 of the APA maintains
responsibility for the CE program and will review submissions, learning objectives, and
CVs before approving sessions for CE status.
Guidelines
1. Learning Objectives must be statements that clearly describe what the participants
will know or be able to do as a result of having attended an educational program or
activity. That is, the objectives must describe outcomes not processes: i.e., “participants
will be able to demonstrate…”/ “will be able to create …”
2. Learning Objectives must be observable and measurable and reflect outcomes not
processes that should: a) focus on the learner; and, b) contain action verbs that
describe measurable behaviors.
Consider using these verbs 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
Avoid using these verbs describing individual’s internal processes when writing
Learning Objectives such as:
• know, understand
• learn, appreciate
• become aware of, become familiar with
Examples of well-written Learning Objectives:
This workshop is designed to help you:
1. Summarize basic _______ theory and technique
2. Observe demonstrations of _______ technique and phenomena
3. Recognize differences between _______ and _______
4. Utilize _______ in controlling _______ and _______
5. Practice _______ technique in dyads
Learning objectives should also be written in a manner that leads to determining
whether participants learned what you planned to teach them.