Psyched to Practice - Speaker Guidelines and Proposal Instructions
Important: Submitting a proposal does not guarantee continuing education approval. PTPCEC determines whether a program is CE-eligible, which professional credit categories may apply, and the number/type of credits that may ultimately be awarded.
Instructions for Completing the PTP Continuing Education Program Proposal Form
Purpose: These guidelines help presenters and program developers complete the Psyched to Practice Continuing Education Program Proposal Form in a way that gives the PTP Continuing Education Committee (PTPCEC) the information needed to evaluate CE eligibility, educational quality, and professional applicability.
SUBMISSION CHECKLIST
Completed proposal form including:
☐ Program description (250 words or fewer)
☐ Correct number of measurable learning objectives
☐ Detailed program outline/agenda and total instructional minutes
☐ Program format and proposed length identified
☐ Ethics rationale, if ethics consideration is requested
☐ Clinical supervision rationale, if supervision credit is requested
☐ Target audience and prerequisite knowledge/experience identified
☐ Multidisciplinary relevance completed for each profession selected
☐ Level of instruction selected and consistent with content
☐ Instructional methods identified
☐ APA-style reference list uploaded, including at least three current supporting references
☐ Diversity component completed with topic-specific considerations
☐ Bio (200 words or fewer), current CV/resume, and headshot for each presenter
☐ Financial/in-kind support disclosed
☐ Artificial intelligence (AI) use disclosed
☐ Acknowledgment of use and permission of copyrighted materials
☐ Financial/proprietary interests disclosed and bias-management plan provided when applicable
Expand for Speaker Guidelines and Proposal Instructions
1. BEFORE YOU BEGIN
• Complete every section that applies to your program. If a section does not apply, write “N/A.” Leaving a section blank makes it unclear for the PTPCEC whether it is not relevant or was overlooked.
• Write for professional continuing education. The proposal should show how the activity improves professional knowledge, skill, decision-making, service delivery, or contributions to the profession.
• Keep the proposal internally consistent. The program description, learning objectives, outline, level of instruction, references, diversity considerations, and presenter expertise should all describe the same educational program.
• Attach the required supporting materials: reference list, current CV/resume, and headshot for each presenter.
• For multidisciplinary programs, explain the professional relevance of each selected discipline. Do not assume that relevance to one mental health profession automatically establishes relevance to another.
• The PTPCEC may edit program titles or descriptions for clarity and marketing while preserving the educational substance of the approved program.
2. THE CE ELIGIBILITY STANDARD
Before reviewing the details of a proposal, PTPCEC considers three threshold questions:
1. Does the program benefit professional practice and the public?
The program should enhance professional services or contributions to the profession. Topics that primarily benefit the presenter or attendee personally, such as general business growth, income maximization, or personal career advancement, require a clear professional, ethical, regulatory, or service-related connection to qualify as CE.
2. Is the content appropriate continuing professional education?
For programs to be eligible for CE credits, the material should build on preparation and be appropriate for professional learning. For instance, for psychologist CE credits, the content should build on doctoral preparation and postdoctoral learning. A program can introduce a specialty area and still be postdoctoral-level if it frames the content for practicing professionals.
3. Is the content credible?
For programs to be eligible for CE credits, the material should build on preparation and be appropriate for professional learning. For instance, for psychologist CE credits, the content should build on doctoral preparation and postdoctoral learning. A program can introduce a specialty area and still be postdoctoral-level if it Major claims should be supported by empirical, peer-reviewed, or otherwise established professional evidence. Programs may also be grounded in legal, ethical, or regulatory standards when those are the subject of the training. the content for practicing professionals.
Practical test: A proposal should make it easy for a reviewer to answer: “What will a professional be able to do better after this program, and what credible evidence supports what is being taught?”
3. HOW TO COMPLETE EACH SECTION OF THE PROPOSAL
3.1 Program Title and Presenter Information
Provide the working title and complete contact information for the person submitting the proposal and for each presenter. Use the preferred professional name exactly as it should appear in marketing and CE materials. PTP may later revise the title for marketing or clarity.
3.2 Program Description (Maximum 250 Words)
Write a concise, public-facing description suitable for a website, registration page, digital promotion, or brochure. The description should accurately represent what participants will learn. Identify the major concepts, evidence, models, interventions, assessment procedures, skills, applications, or professional issues taught.
• Include the professional problem or need the program addresses.
• Include the professional problem or need the program addresses.
• Describe the educational content, not merely why the topic is interesting.
• Avoid promotional claims that overstate effectiveness or promise outcomes not supported by evidence.
• Do not place content in the description that will not actually be taught.
3.3 Learning Objectives
Learning objectives are one of the most important parts of the proposal. They should describe observable, measurable knowledge or skills participants can demonstrate after completing the activity. Objectives should be learner-focused and should connect directly to the program description, outline, and supporting references.
PTP objective count: 1-3 hours = 3 objectives | 4-6 hours = 4 objectives | 7-8 hours = 6 objectives
Preferred action verbs include: identify, describe, explain, compare, differentiate, apply, demonstrate, select, analyze, evaluate, formulate, assess, critique, design, and use.
Vague verbs to avoid include: understand, learn, know, appreciate, become aware of, or become familiar with.
Avoid / Needs Revision
Stronger Example
“Understand the assessment of ADHD.”
“Differentiate at least three sources of assessment data used in the differential evaluation of ADHD.”
“Learn about exposure therapy.”
“Select an exposure strategy that is appropriate to the maintaining variables presented in a clinical case.”
“Become familiar with ethical issues in telehealth.”
“Apply two relevant ethical requirements to a telehealth boundary dilemma.”
Support each objective with agenda/outline content and one or more references. If an objective is not taught or cannot be supported, revise it.
3.4 Program Outline and Instructional Time
Provide an agenda or content outline detailed enough for the committee to see what will be taught and how much instructional time it receives. Identify breaks and other noninstructional periods separately. PTP awards credit based on actual educational/instructional time; the proposal form specifies that a 3-credit training must include at least 180 instructional minutes.
• Use topic headings that are specific enough to show the educational substance of the session.
• Use topic headings that are specific enough to show the educational substance of the session.
• Show the logical sequence of the program and the approximate time devoted to major sections.
• Do not count introductions, breaks, meals, marketing, housekeeping, or noneducational announcements as instructional time.
3.5 Program Status, Format, and Length
Indicate whether the program is new, previously presented, a revision of an existing PTP program, previously recorded, or based on a book/article for home study. If previously presented, provide dates and describe substantive changes. Select every delivery format that applies and indicate the proposed length. The current proposal form treats podcasts as proposed 1-hour programs.
3.6 Ethics Consideration
Select “Yes” only when ethics is a substantive component of the program. Explain the specific ethical standards, ethical decision-making issues, legal/ethical obligations, or professional dilemmas the program addresses. A brief reference to ethics within a broader program is generally not enough to establish that the activity should be categorized as ethics CE.
Avoid / Needs Revision
Stronger Example
“Ethics will be discussed throughout.”
“Participants will apply confidentiality, informed consent, and documentation requirements to three telepractice scenarios and compare the ethical implications of alternative responses.”
3.7 Clinical Supervision Credit Consideration
If you want the program considered for clinical supervision credit, explain how the program teaches supervision-specific knowledge or skills. Identify the supervision competencies, responsibilities, processes, or professional requirements that are central to the activity rather than simply noting that the topic could be useful to supervisors.
3.8 Target Audience and Prerequisite Knowledge
Select the professions for whom the program is designed. Then describe the education, training, experience, or prior knowledge participants should have before attending. This helps PTPCEC determine whether the content and level are appropriate for the intended audience.
• Be specific. For example: “Participants should have graduate-level training in psychology, counseling, social work, behavior analysis, education, or a related mental health discipline and basic familiarity with behavioral assessment.”
• Be specific. For example: “Participants should have graduate-level training in psychology, counseling, social work, behavior analysis, education, or a related mental health discipline and basic familiarity with behavioral assessment.”
• Do not select every profession unless the content is genuinely relevant to each profession.
• The PTPCEC may, upon review, determine whether the content is appropriate for professions other than those indicated, and will discuss this with the presenters as relevant.
3.9 Multidisciplinary Professional Relevance
When more than one profession is selected, explain how the content applies to the actual professional work of each audience. The committee needs more than a statement that the topic is “relevant to all mental health professionals.”
Avoid / Needs Revision
Stronger Example
“This topic is relevant to psychologists, counselors, and social workers.”
“Psychologists will apply the material to diagnostic formulation and treatment planning; counselors will apply it to case conceptualization and intervention selection; social workers will apply it to assessment of client needs and coordination of evidence-based services.”
3.10 Level of Instruction
Select the level that best matches the learner background, content depth, and learning objectives. The level should communicate what participants are expected to know before the program and how deeply the program will address the topic.
Level
Use This Level When...
Typical Emphasis
Basic / Introductory
Participants may have little or no background in the specialty area. The program introduces the theoretical underpinnings, principles, methods, or perspectives.
Breadth, foundations, emerging topics, general professional knowledge.
Intermediate
Participants have foundational knowledge or experience. The program goes beyond basics to application, limitations, integration, or contemporary use.
Depth, application, integration, limitations, refinement of existing skills.
Advanced
Participants already have established knowledge and skill in the area. The program is specialized and addresses complex, challenging, or novel applications.
Advanced integration, complex cases/contexts, specialized decision-making, skill refinement.
For psychologist CE, even an “introductory” specialty program should still be framed at a postdoctoral professional level.
3.11 Instructional Methods
Check all methods you will actually use. Choose methods that fit the objectives. For example, an objective that asks participants to apply or demonstrate a skill should ordinarily include more than lecture alone; case analysis, demonstration, guided practice, role-play, polling, or other active methods may be appropriate.
3.12 Scientific and Professional References
Upload a complete reference list, in APA Style (7th edition), of the sources used, consulted, referenced, or quoted in preparing the program. The PTPCEC proposal form requires at least three current (within 10 years), relevant, high-quality references from empirically supported journal literature supporting the major claims and learning objectives. You may include additional foundational sources when appropriate.
• Choose references for direct relevance, not simply because they concern the general topic.
• Choose references for direct relevance, not simply because they concern the general topic.
• Make sure the references support the full scope of the objectives, including each specific assessment, intervention, population, or application being taught.
• For legal, ethical, or regulatory content, include the governing statutes, regulations, cases, codes, or professional standards in addition to research support when relevant.
• A practical way to demonstrate alignment is to add the objective number(s) after each citation, such as “(LO1, LO3).”
For example:
For example:
Fuchs, D., Gilmour, A. F., & Wanzek, J. (2025). Reframing the most important special education policy debate in 50 years: How versus where to educate students with disabilities in America’s schools. Journal of Learning Disabilities, 58(4), 257-273. https://doi.org/10.1177/00222194251315196 (LO1)
Reference mapping: APA guidance emphasizes a “golden thread” linking the program narrative, learning objectives, and supporting references. As a general planning approach, use at least 3 directly relevant references and enough additional references to support the program's breadth and depth. Complex or multi-session programs may require more.
3.13 Diversity Component
The diversity section should show that relevant cultural, contextual, individual-difference, equity, and population considerations have been deliberately integrated into the program. Avoid a generic statement that “diversity will be considered.” The appropriate approach depends on the program content.
• Assessment/intervention programs: identify the populations for whom the method was developed or studied, factors that may affect interpretation or effectiveness, and groups for whom evidence is limited.
• Assessment/intervention programs: identify the populations for whom the method was developed or studied, factors that may affect interpretation or effectiveness, and groups for whom evidence is limited.
• Policy/ethics/standards programs: explain how the policy or standard may affect people or groups directly and indirectly, including relevant equity or contextual implications.
• Research/theory/other professional content: identify variables or contextual factors that meaningfully influence application, interpretation, data handling, or generalizability.
Avoid / Needs Revision
Stronger Example
“Cultural factors will be discussed.”
“The program will review evidence regarding how age, language, and sociodemographic variables may affect interpretation of the assessment and will identify populations for whom validity evidence remains limited.”
3.14 Biographical Statements, CV/Resume, and Headshots
Provide a brief biographical statement for each presenter (maximum 200 words), a current CV or resume, and a current professional headshot. The bio should emphasize credentials and experience directly relevant to the program topic rather than provide a complete career history.
3.15 Use of Artificial Intelligence in Program Development
PTP recognizes that presenters may use artificial intelligence (AI) tools to assist in developing continuing education programs. AI may be used for activities such as brainstorming, organizing content, editing or rewording text, developing examples, generating preliminary outlines, creating graphics, or assisting with administrative tasks.
AI-generated information should not be relied upon as a substitute for professional judgment, scholarly review, or verification of source material. Presenters are responsible for confirming the accuracy of factual statements, citations, references, legal or ethical information, research findings, and other professional content regardless of whether AI assisted in its development.
Presenters are expected to disclose meaningful use of AI in developing the program. This disclosure supports transparency and ensures that responsibility for the accuracy, quality, originality, and professional integrity of CE content remains with the presenter.
Presenters should identify:
• The AI tool or type of AI tool used, when applicable.
• How AI was used in developing the program.
• Whether the final program includes AI-generated content, images, graphics, case examples, references, assessment questions, or other materials.
• The steps the presenter took to review and verify AI-assisted content independently.
AI-generated information should not be relied upon as a substitute for professional judgment, scholarly review, or verification of source material. Presenters are responsible for confirming the accuracy of factual statements, citations, references, legal or ethical information, research findings, and other professional content regardless of whether AI assisted in its development.
Presenters should not enter confidential, protected, proprietary, or personally identifiable information into an AI system unless applicable law, professional standards, organizational policy, and any necessary authorization or consent permit its use. The presenter remains fully responsible for all educational content submitted to or presented through PTP.
Example disclosure:
“Generative AI was used to assist with organization of the initial presentation outline and copyediting of selected slides. All substantive content, references, clinical recommendations, and learning materials were independently reviewed and verified by the presenter. AI was not used to generate or verify the scientific references used to support the program.”
3.16 Copyright, Permissions, and Use of Third-Party Materials
Presenters are responsible for ensuring that they have the legal right to use all materials included in their program. Copyrighted material may include, but is not limited to:
The fact that an image or other material can be found through an internet search does not mean that it is free to use. Presenters should use materials that they created, materials that are clearly licensed for the intended use, materials in the public domain, or materials for which appropriate written permission has been obtained. When permission or a license is required, the presenter is responsible for obtaining it before distributing, recording, posting, or presenting the program through PTP.
• photographs and other images;
• illustrations, diagrams, charts, and figures;
• tables;
• videos, film or television clips, and audio recordings;
• screenshots;
• cartoons, memes, and artwork;
• book or article excerpts;
• assessment materials, test items, protocols, or scoring examples;
• worksheets, handouts, treatment materials, and intervention resources;
• slides or materials created by another presenter or organization; and
• other proprietary or licensed content.
The fact that an image or other material can be found through an internet search does not mean that it is free to use. Presenters should use materials that they created, materials that are clearly licensed for the intended use, materials in the public domain, or materials for which appropriate written permission has been obtained. When permission or a license is required, the presenter is responsible for obtaining it before distributing, recording, posting, or presenting the program through PTP.
Attribution or citation alone does not necessarily constitute permission to reproduce copyrighted material. Likewise, educational use does not automatically make using copyrighted material permissible. Presenters should not assume that “fair use” applies without appropriate consideration of the specific material and manner in which it will be used.
If copyrighted material cannot be appropriately licensed or permission cannot be obtained, presenters should replace it with an original, licensed, public-domain, or otherwise permissible alternative. PTP may request documentation of permission or licensing before approving or releasing a program.
3.17 Financial Support, Conflicts of Interest, and Proprietary Interests
Disclose any financial or in-kind support for development or delivery of the program. Also disclose any relationship that could reasonably be perceived as affecting objectivity, including ownership, royalties, authorship, consulting, employment, or other financial/proprietary interests related to products, tests, books, services, platforms, or programs discussed in the activity.
• A disclosure is required whether a conflict exists or not. Presenters should be prepared to state clearly at the beginning of the program that no relevant conflicts/commercial support exist when none do.
• A disclosure is required whether a conflict exists or not. Presenters should be prepared to state clearly at the beginning of the program that no relevant conflicts/commercial support exist when none do.
• If a presenter has a relevant interest, explain how they will manage potential bias. Appropriate strategies may include disclosure, balanced discussion of evidence, identifying alternatives, and explicitly discussing limitations.
• Do not use CE time primarily to promote or sell a product, service, test, book, platform, or proprietary program.
Avoid / Needs Revision
Stronger Example
“The presenter wrote the book discussed in this training.”
“The presenter receives royalties from the book discussed in the program. This relationship will be disclosed at the start of the activity. Competing resources and limitations of the presented model will also be addressed.”
4. IF ANOTHER ORGANIZATION IS INVOLVED: COLLABORATION or COSPONSORSHIP
When PTP and another organization plan a CE activity together, the arrangement may constitute a collaboration or a cosponsorship. Collaboration and cosponsorship do not mean that PTP can simply lend or transfer its approval status. PTP remains responsible for ensuring the activity meets applicable CE standards, and the PTPCEC reviews and approves all CE-related content and maintains responsibility in all cases. At times, we work with publishers who supply content from their authors or test developers; however, in all cases, PTPCEC conducts a thorough review of the content and decides on the applicability of CE credits on a case-by-case basis, and in no circumstances does the collaboration or cosponsorship suggest “co-responsibility” or “co-approval” of the content for the purpose of continuing education or professional development.
• The PTPCEC will review and approve the program and content before the event.
• The PTPCEC will review and approve the program and content before the event.
• PTP must be involved in instructor selection and remain responsible for reviewing and approving learning objectives and content, reviewing evidence, and approving promotional materials to ensure adherence to approval requirements. As such, all programs must go through the PTPCEC approval process, which requires completion of the PTP continuing education proposal form and the PTPCEC review and approval.
• Roles and responsibilities in all collaborative events should be clear. PTP will manage registration, attendance, post-event evaluations, records, complaints, and certificates.
• PTP must retain the documentation needed for its CE records and oversight responsibilities.
5. COMMON REASONS PROPOSALS ARE RETURNED FOR REVISION
• Learning objectives use vague verbs or describe what the presenter will cover rather than what the participant will be able to do.
• The outline is too general to verify the content or instructional time.
• References address the broad topic but do not support the specific learning objectives, intervention, assessment, or population being taught.
• A multidisciplinary proposal does not explain how the content applies to each selected profession.
• The diversity statement is generic and not meaningfully connected to the program content or evidence base.
• Ethics or supervision credit is requested, but the specialized content is incidental rather than substantive.
• A presenter has a financial/proprietary relationship with the material; however, the proposal does not explain how it will manage bias.
• The program level does not match the objectives, prerequisites, or depth of material.
• The proposal promises more content than can reasonably be covered in the allotted instructional time.
6. FINAL PREPARATION TIPS
• Read the proposal once as a reviewer: Can someone unfamiliar with the presentation understand exactly what will be taught, to whom, at what level, for how long, and with what evidence?
• Check the alignment from left to right: description → objectives → outline → instructional methods → references → diversity/context → presenter expertise.
• Keep claims precise. When the evidence is mixed or limited, say so and build that nuance into the program.
• Save a copy of the final approved proposal. Substantive changes in content, objectives, presenters, length, or format may require additional PTPCEC review.
7. STANDARDS BASIS FOR THESE GUIDELINES
These instructions operationalize the current PTP Continuing Education Program Proposal Form and the accompanying CE sponsor guidance provided by various professional organizations. The PTPCEC may request additional information when required by a specific credentialing body, jurisdiction, delivery format, or PTP policy.
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Psyched to Practice, LLC, is approved by the American Psychological Association to sponsor continuing education for psychologists. Psyched to Practice, LLC, maintains responsibility for this program and its content.
Psyched to Practice, LLC, is approved by the National Association of School Psychologists (NASP) to offer continuing professional development (CPDs) for school psychologists. Psyched to Practice, LLC, maintains responsibility for this program and its content.
Other mental health and education professionals are welcome to attend our webinars, workshops, and courses. Participants will receive a continuing education certificate upon completion. We encourage individuals to consult their respective licensing or accrediting boards to determine eligibility for continuing education credit within their professional field.
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