Presented by Joel Schwartz, PsyD and Reese Ramponi, APRN, PMHNP-BC
December 1-2, 2022
9:00AM-1:10PM PDT / 11:00AM-3:10PM CST / 12:00PM-4:10PM EST
This program, when attended in its entirety, offers 8.0 CEs for Psychologists, 8.0 IL CEUs for Concelours and Social Workers, 8.0 California BBS CEUs for Councelors, Social Workers, and Marriage and Family Therapists, or 8.0 NASP CDPs for School Psychologists
Event held online via Zoom, link to access provided upon registration.
As more and more people are collaborating online, and an emphasis on lived experience is becoming the norm in both research and interventions, it is becoming abundantly clear much of our scholarship on ADHD is woefully biased and inadequate. Most of what we know about ADHD comes from a deficits or medical model that centers neurotypical experience as normal and most functional. The result of this is that most knowledge, treatments, conceptualizations, and theories of ADHD are inherently ableist; practitioners see differences in functioning as less than human or disordered/deficient. When viewing ADHD related phenomena purely through a neurotypical lens, we develop a narrative that is completely disconnected from the actual lived experience of people with ADHD. This continues a scientific tradition of centering majority experiences as normal in order to pathologize or minimize the importance of a minority experience.
In the last 15 years or so, advocates have been developing a new paradigm to understand neurological brain differences. Borrowing from other social justice movements, the neurodiversity paradigm views conditions such as autism and ADHD as stemming from naturally occurring biodiversity. If we begin to understand ADHD from this perspective, including contributions from ADHD researchers, bloggers, theoreticians, and clinicians, we begin to develop an entirely different understanding of what ADHD actually is and how societal values, standard treatments, and modern hegemonies end up hurting and disabling ADHD folks, often in unseen ways. This program weds recent research on ADHD with lived experience of ADHD people under a banner of neurodiversity to inform clinicians about how to best work with ADHD from an interdisciplinary perspective.
After attending this advanced-level workshop, participants will be able to:
1. Use the language of the nuerodiversity paradigm, social model of diability, and the impact of ablesism on the therapuetic process in order to avoid inducing shame during interventions.
2. Demonstrate fundamentals of ADHD assessment and diagnosis from a neurodiversity perspective
3. Discuss the basics of neurodiversity affirming therapy with ADHD clients and how it differs from current pathology-based models
4. Explain how various medication for ADHD can be utilized in ND affirming ways
5. Use skills in advocating for client support needs at work/school/home
6. Identify uncnscious biases around gender, race, and ability in order to work more effectively with ADHD clients of all races, genders, and sexual orientatons
7. Explain why omitting lived experiences leads to injustice and ineffective interventions.
8. Work with couples, familes with ADHD members in a manner that honors and values ADHD experiences
Program Standards and Goals:
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.
Workshop Schedule (Shown in CST):
11:00 am – Event Begins
11:00am-1:00pm – Morning Session
1:00pm-1:10pm – Brief Break
1:10pm-3:00 pm – Afternoon Session
3:00 pm – Event Ends
Registration and Fees:
General Admission: $250
Student Admission: $175
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.
Hallowell, E. M. (2022).?Adhd 2.0: New science and essential strategies for thriving with distraction–from childhood through adulthood. Random House USA Inc.
Ota, T., Yamamuro, K., Okazaki, K., & Kishimoto, T. (2021). Evaluating Guanfacine Hydrochloride in the Treatment of Attention Deficit?Hyperactivity Disorder (ADHD) in Adult Patients: Design, Development and Place in Therapy.?Drug design, development and therapy,?15,1965–1969.?https://doi.org/10.2147/DDDT.S221126
Loren, R. E. A., Vaughn, A. J., Langberg, J. M., et.al. (2015). Effects of an 8-session Behavioral
Parent Training Group for Parents of Children with ADHD on Child Impairment and
Parenting Confidence. Journal of Attention Disorders, 19, 158–166.
Parker, J., Wales, G., Chalhoub, N., Harpin, V. (2013). The long-term outcomes of interventions
for the management of attention-deficit hyperactivity disorder in children and adolescents: A systematic review of randomized controlled trials. Psychology Research and Behavior Management, 6, 87-99.
Target Audience: All mental health workers, doctors, nurses, teachers, any professional who wants to work with ADHD.
Psychologists: This program, when attended in its entirety, is available for 8.0 continuing education credits. 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. If participants have special needs, we will attempt to accommodate them.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 8.0 hours of continuing education.
Social Workers. This program, when attended in its entirety, is available for 8.0 hours of continuing education.
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 8.0 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.
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.
Please address questions, concerns and any complaints to OfficeofCE@thechicagoschool.edu.
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.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
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 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) and social workers (License Number: 159.001036).
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.
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.