Work with Children, Adolescents and the Family System
Presented by Kate McNulty, LCSW and Mychal Threets
Friday, April 18, 2025
9am-11:30am PT / 11am-1:30pm CT / 12pm-2:30pm ET
Event held online via Zoom, link to access provided upon registration.
Families of children with neurodivergent traits interface with various systems: extended family; educational institutions; healthcare providers; and social networks. They receive much conflicting information on child-rearing and social norms. These children are characterized as having “special needs,” and while they require accommodations, these arrangements can be difficult to achieve, so parents become advocates for their families. In addition there is a likelihood these children and adolescents will be gender-variant and/or LGBT.
Working with children and teens involves teaching them self-advocacy. Neurodivergent youth experience peer groups differently from the majority culture. Self-awareness includes observing sensation and emotion and can lead to young people disagreeing with parental and authority figures. Therapy practice addresses these inherent tensions and contradictions to support families as they go through their collective developmental stages.
Zoom link will be available on course page in “My Courses” upon event registration.
This program, when attended in its entirety, offers 2.5 CEs for Psychologists, 2.5 IL CEUS for Counselors and Social Workers, 2.5 BBS California CEUs for LPCCs, LPSWs, and LMFTs, 2.5 ISBE CPDUs for Illinois Educators, 2.5 NASP CPDs for School Psychologists, 2.5 AASECT CEs for Sexuality Educators, Counselors, and Therapists, or 2.5 NBCC Clock Hours. (*NBCC Clock Hours are available for live program attendance only.)
Families of children with neurodivergent traits interface with various systems: extended family; educational institutions; healthcare providers; and social networks. They receive much conflicting information on child-rearing and social norms. These children are characterized as having “special needs,” and while they require accommodations, these arrangements can be difficult to achieve, so parents become advocates for their families. In addition there is a likelihood these children and adolescents will be gender-variant and/or LGBT.
Working with children and teens involves teaching them self-advocacy. Neurodivergent youth experience peer groups differently from the majority culture. Self-awareness includes observing sensation and emotion and can lead to young people disagreeing with parental and authority figures. Therapy practice addresses these inherent tensions and contradictions to support families as they go through their collective developmental stages.
After attending this intermediate-level program, participants will be able to:
- Apply developmental theory to neurodivergent children, teens and families with developmental disorders/differences.
- Distinguish the role of the therapist based on identified client needs and the context of systemic change stated in the treatment plan.
- Demonstrate an understanding of techniques for therapist self-care when treating problems originating in discrimination and stigma.
This program meets APA’s continuing education STANDARD 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education GOAL 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
This program meets AASECT Core Knowledge Area for:
B — Developmental sexuality from a bio-psycho-social perspective across the lifespan.
D — Sexual orientation and/or gender identity.
General Admission: $40
The Chicago School Faculty/Staff/Alumni: $30*
Students: $20*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Kate McNulty, LCSW
Kate McNulty has worked with neurodivergent youth and families for over 20 years in residential and outpatient settings. She has trained and supervised other therapists in the principles of this specialization. She has sought out specialized diagnostic training due to work in demanding Emergency Department settings. Their knowledge has developed over the past 20+ years in private practice and arriving at accurate diagnosis remains an ongoing clinical fascination. Kate is certified as a Gottman Therapist and Trainer and an AASECT Sex Therapist and Supervisor.
Mychal Threets
“My objective right now is to find out what brings as many people as possible library joy. We will never give up on the future, on literacy, on education, on the library kids, on hope. The hope of belonging, the hope of being just as you are, the hope of joy. Having a library card is your passport to a plethora of worlds full of wonder and curiosity. Having a library card helps libraries stay open, it helps the portal to those worlds remain accessible. Having a library card connects you with neighbors. Having a library card is joy!” Random House has acquired rights to Mychal Threets’s debut picture book, I’m So Happy You’re Here. Publication is expected in 2026.
Correale, C., Borgi, M., Cirulli, F., Laghi, F., Trimarco, B., Ferraro, M., & Venerosi, A. (2022). The Impact of Health and Social Services on the Quality of Life in Families of Adults with Autism Spectrum Disorder (ASD): A Focus Group Study. Brain Sciences, 12(2), 177. https://doi.org/10.3390/brainsci12020177
Hamilton, L. G. (2024). Emotionally based school avoidance in the aftermath of the COVID-19 pandemic: neurodiversity, agency and belonging in school. Education Sciences, 14(2), 156. https://doi.org/10.3390/educsci14020156
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.635690
Wong, T. S. M., & Shorey, S. (2022). Experiences of peer support amongst parents of children with neurodevelopmental disorders: A qualitative systematic review. Journal of Pediatric Nursing, 67, e92–e99. https://doi.org/10.1016/j.pedn.2022.09.004
Target Audience: Masters and Doctoral level psychotherapists and counselors.
Psychologists. This program, when attended in its entirety, is available for 2.5 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 2.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 2.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 2.5 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
School Psychologists. This program, when attended in its entirety, is available for 2.5 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
Illinois Educators. This program, when attended in its entirety, is available for 2.5 hours of continuing professional development units. The Chicago School of Professional Psychology is an approved provider for continuing professional development by the Illinois State Board of Education.
Sexuality Educators, Counselors, and Therapists. This program meets the requirements of the American Association of Sexuality Educators, Counselors and Therapists (AASECT) and is approved for 2.5 CE credits. The Office of Continuing Education at The Chicago School of Professional Psychology has been approved as an AASECT Provider of continuing education credits! Provider number 23-519-CW. These CE credits may be applied toward AASECT certification and renewal of certification. Completion of this program does not ensure or guarantee AASECT certification. For further information please contact [email protected].
National Board. This program, when attended in its entirety, offers 2.5 NBCC Clock Hours. The Chicago School of Professional Psychology has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 3036. Programs that do not qualify for NBCC credit are clearly identified. The Chicago School of Professional Psychology is solely responsible for all aspects of the programs.
Non-Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.