Webinar: Less Slides, More Impact: Evidence-Based Engagement Strategies for Professional Conferences

Description

Many conference presentations deliver large amounts of information yet leave audiences remembering very little. Research on adult learning and educational psychology suggests that meaningful professional engagement emerges not from information density, but from emotional authenticity, active participation, and cognitively informed presentation design.

Educational research demonstrates that authentic connection between presenter and audience plays a central role in engagement and learning. When presenters communicate enthusiasm, share relevant professional experiences, and create a sense of shared purpose, participants are more likely to perceive the content as meaningful and applicable to their own practice (Hattie, 2009; Petersen & Hattie 2025). Such relational approaches support reflective engagement and make learning processes more visible and accessible to professional audiences.

Interactive and experiential learning strategies further enhance professional development. Kolb’s Experiential Learning Theory highlights the importance of integrating concrete experience, reflective observation, abstract conceptualization, and active experimentation in professional learning environments (Kolb, 1984). Conference presentations that include case examples, audience reflection, small-group dialogue, or scenario-based discussion engage multiple cognitive processes and strengthen the translation of knowledge into clinical practice.

Presentation design also significantly affects learning outcomes. According to Mayer’s Multimedia Learning Theory, reducing unnecessary cognitive load by limiting dense slides and excessive information helps audiences focus on core messages and conceptual understanding (Mayer, 2009). Strategic minimalism in presentation design allows attendees to engage more deeply with complex clinical material and the presenter’s narrative.

Finally, adult learning theory emphasizes that professionals are motivated by relevance and problem-centered learning. When presentations incorporate real-world clinical examples, reflective dialogue, and practical application, participants are more likely to integrate new knowledge into their professional contexts (Lowe, 2021).

By combining emotional authenticity, experiential participation, and cognitively informed presentation design, conference presentations can move beyond passive information delivery to become meaningful learning experiences. This workshop introduces practical strategies for creating engaging professional presentations that support reflection, retention, and application within mental health practice.

Learning Objectives

After participating in this workshop, attendees will be able to:

• Describe key principles from adult learning theory and educational psychology that influence engagement in professional conference presentations.
• Identify how emotional authenticity and presenter–audience connection contributes to meaningful learning and professional engagement.
• Apply experiential learning strategies, such as case discussions and audience interaction, to enhance participation and knowledge retention in professional presentations.
• Evaluate how cognitive load and multimedia learning principles influence the design of effective presentation slides and materials.
• Integrate evidence-based strategies for creating engaging presentations that support reflection, retention, and application in mental health practice.

Speakers:

Anette Birgersson

Anette is a licensed Cognitive Behavioral Psychotherapist who has been practicing since 2003. She began her career in 1998, working with children and adolescents exhibiting sexually harmful behavior and/or trauma within Social Services. Since then, she has gained extensive experience working with these groups in both outpatient and residential settings.

Anette is trained in CBT, DBT, TF-CBT, PE, EMDR, and ERGT. She has also developed a specialized program for treating problematic behaviors and sexually abusive youths/children called "The Wizard Skills."
Currently, Anette runs her own company, Skills Clinic, while pursuing her PhD at Marie Cederschiölds University. She frequently guest lectures at universities in Sweden and facilitates workshops and training events all over the world. Anette regularly presents at conferences in the USA, Australia and Europe. She provides training and education to professionals and students on the assessment and treatment of children and adolescents with harmful sexual behaviors, as well as in TF-CBT and DBT.

Anette supervises numerous clinicians in Europe and the USA, including those in child psychiatry, state residential programs, and private practice, who work with children and adolescents with sexually harmful behavior and/or trauma. At Skills Clinic, she is actively involved in daily operations, overseeing DBT skills training groups, group therapy, and program development.

Anette is a member of the ATSA Child and Adolescent Committee.

Christin Santiago

Christin is a Clinical Recreation Therapist and holds a master’s in public administration and was selected as the Commonwealth Fellow to Suffolk University.  She earned a Certificate in Leadership and Healthcare Management as part of the Moakley Business School at Suffolk University.  Currently, she is the Executive Director of Skills Clinic, a clinic based in Sweden whose focus is on providing training, supervision and resources to those treating and caring for individuals who display challenging behaviors.  Founded in partnership with Anette Birgersson, they have provided supervision and trainings across the globe for clinicians, residential staff, parents and teachers. 

Her professional experience centers around developing innovative treatment programs that foster a mind-body connection, especially for those who have experienced trauma.  Christin’s approach is rooted in the foundation of Recreation Therapy but incorporates principles of DBT and TF-CBT to create a “needs and vulnerabilities” lens through which to look at behaviors.  This approach builds resilience and empowerment in clients and has been applied to youth, teens and adults across all abilities and expressions. 

Beyond her professional experience, she has volunteered with the Special Olympics for over 25 years.  In 2016 she was chosen as the Coach of the Year for Special Olympics of Massachusetts, and in that same year was one of 16 coaches to be considered for National Coach of the Year. In 2018 she was selected as the head Athletics coach for Special Olympics of Massachusetts to participate in the National USA Games in Seattle, Washington. And in 2019 was inducted into the Special Olympics Hall of Fame. 

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