DSM-5-TR: Neurodivergent & Neurocognitive Disorders
Presented by Joshua Wyner, Ph.D, LMFT
Tuesday, February 13th, 2024
9-11am PT / 11am-1pm CT / 12-2pm ET
Event held online via Zoom. Link to access located in Course page upon registration.
The DSM–5–TR serves as the federal government’s official manual for the diagnosing of mental disorders. The literature presented with the text provides practicing clinicians with research, current codes, and criteria for diagnosing mental disorders and other conditions. This program will provide a review of the chapters, cover changes from the DSM to the DSM-TR, and offer a refresher for the practicing clinician.
During this 2-hour presentation, Dr. Wyner presents the current state of Neurodivergent and Neurocognitive Disorder diagnoses, as outlined in the DSM-5-TR, from a neurodiversity-affirming lens. Combining our best understanding of systemic theory with the most current research into neurodiversity, this presentation aims to depathologize neurodiversity, allowing clinicians to both diagnose and support their clients more accurately and comprehensively.
Event held online via Zoom. Link to access located in Course page upon registration.
When attended in full, this program offers 2.0 CEs for Psychologists, 2.0 IL CEUs for Counselors and Social Workers, 2.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists, or 2.0 NASP CPDs for School Psychologists.
After attending this intermediate level program, participants will be able to:
- Articulate the diagnostic criteria for a variety of neurodivergent and neurocognitive disorder diagnoses as defined in the DSM-5-TR, and be able to apply those criteria to psychotherapeutic work.
- Describe current best practices regarding neurodiversity-affirming care from a depathologized lens.
- Design and implement effective interventions for neurodivergent clients based in current best practices.
This program meets APA’s continuing education STANDARD 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $30
TCS Students: $15
TCS Faculty/Alumni: $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, tuition is nonrefundable.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Barkley, R.A. (2019). Neuropsychological Testing is Not Useful in the Diagnosis of ADHD: Stop It (or Prove It)!. The ADHD Report. Guilford Press Periodicals. 27(2).
Damasio, A.R. (2010). Self Comes to Mind: Constructing the Conscious Brain. New York: Vintage Books.
Koutsoklenis A, Honkasilta J. ADHD in the DSM-5-TR: What has changed and what has not. Front Psychiatry. 2023 Jan 10;13:1064141. doi: 10.3389/fpsyt.2022.1064141. PMID: 36704731; PMCID: PMC9871920.
Rosen, N.E., Lord, C. & Volkmar, F.R. The Diagnosis of Autism: From Kanner to DSM-III to DSM-5 and Beyond. J Autism Dev Disord 51, 4253–4270 (2021). https://doi.org/10.1007/s10803-021-04904-1
Joshua Wyner, Ph.D, LMFT
Dr. Josh is a Clinical Neuroscientist, Marriage & Family Therapist, and Licensed Professional Clinical Counselor. He uses his unique understanding of the relationship between mind, body, and heart to help clients become more mindful of their thoughts and emotions. He began his career as an engineer, working at USC’s Optical Materials and Devices Laboratory where he helped develop retinal prosthetics to restore vision to blind. However, he quickly discovered that his real interest was in the human aspects of helping people see, not building the devices themselves. He soon transitioned to USC’s Neuroscience and Marriage & Family Therapy programs, where he studied with Dr. Laura Baker at the USC Twin Project. There he worked with twins to discover how environment and genetics help shape who we become. He then transitioned to educational work, serving as the Department Chair for The Chicago School’s MFT Department in Los Angeles, where he created their new COAMFTE-accredited MFT program. He now serves as full-time faculty at The Chicago School’s MFT program and is the President & Executive Director of Willow Family Health, a nonprofit counseling center dedicated to providing neurodiversity-affirming care and therapist training.
Target Audience: Psychologists, Counselors, Social Workers, Marriage and Family Therapists, and School Psychologists.
Psychologists. This program, when attended in its entirety, is available for 2.0 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 2.0 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 2.0 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 2.0 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 2.0 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.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
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.