Co-Occurring Disorders in Assessment and Ongoing Therapy
Presented by Kate McNulty, LCSW
Friday, March 7, 2025
9am-11:30am PT / 11am-1:30pm CT / 12pm-2:30pm ET
Event held online via Zoom, link to access provided upon registration.
This class applies principles from the neurodiversity movement to the task of differential diagnosis in psychotherapy. Self-advocates in need of mental health services promote disability rights and social justice. This clinically complex client group experiences a broad array of psychiatric diagnoses; however, their focus has shifted from the cure of disease to seeking acceptance and affirmation from treating professionals.
At the same time their goals include amelioration of problems that interfere with their quality of life. Professionals who take a collaborative approach and demonstrate humility in their work with neurodivergent clients are likely to be clinically effective and enjoy professional satisfaction.
Clients experiencing neurodivergent diagnoses are seeking increased satisfaction through their support systems; They express interest in maximizing quality of life despite multiple disabilities. They also seek adequate supports, both institutionally and through their intimate lives. Therapists can serve as critical resources and offer guidance to clients who are managing co-occurring conditions.
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, or 2.5 NBCC Clock Hours. (*NBCC Clock Hours are available for live program attendance only.)
This class applies principles from the neurodiversity movement to the task of differential diagnosis in psychotherapy. Self-advocates in need of mental health services promote disability rights and social justice. This clinically complex client group experiences a broad array of psychiatric diagnoses; however, their focus has shifted from the cure of disease to seeking acceptance and affirmation from treating professionals.
At the same time their goals include amelioration of problems that interfere with their quality of life. Professionals who take a collaborative approach and demonstrate humility in their work with neurodivergent clients are likely to be clinically effective and enjoy professional satisfaction.
Clients experiencing neurodivergent diagnoses are seeking increased satisfaction through their support systems; They express interest in maximizing quality of life despite multiple disabilities. They also seek adequate supports, both institutionally and through their intimate lives. Therapists can serve as critical resources and offer guidance to clients who are managing co-occurring conditions.
After attending this intermediate-level program, participants will be able to:
- Recognize the probability of diagnostic overlap and apply reasoning to construct one example of a reliable diagnostic hypothesis.
- Compare diagnostic formulation from the seat of power to collaborative diagnostic interviewing.
- Illustrate descriptive analytics and contrast with diagnostic analytics.
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 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.
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 been in private practice since 1999 and previously worked in Emergency Departments. She trains and consults with mental health professionals and agencies on neurodiversity, relationship therapy and sex therapy. 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.
Fusar-Poli, L., Avanzato, C., Maccarone, G., Di Martino, E., Avincola, G., Grasso, S., Rapisarda, G., Guarnieri, F., & Signorelli, M. S. (2024). The Association between Attention-Deficit–Hyperactivity Disorder and Autistic Traits with Psychotic-like Experiences in Sample of Youths Who Were Referred to a Psychiatric Outpatient Service. Brain Sciences, 14(8), 844. https://doi.org/10.3390/brainsci14080844
Garrett, C. (2022). “There is beauty in diversity in all areas of life including neurological diversity” (Bella): A mixed method study into how new thoughts on neurodiversity are influencing psychotherapists’ practice. Zeitschrift Für Psychodrama Und Soziometrie, 21(S1), 147–161. https://doi.org/10.1007/s11620-021-00638-5
Kanner, A. M., Shankar, R., Margraf, N. G., Schmitz, B., Ben-Menachem, E., & Sander, J. W. (2024). Mood disorders in adults with epilepsy: a review of unrecognized facts and common misconceptions. Annals of General Psychiatry, 23(1). https://doi.org/10.1186/s12991-024-00493-2
Pearlman-Avnion, S., Cohen, N., & Eldan, A. (2017). Sexual Well-Being and Quality of Life Among High-Functioning Adults with Autism. Sexuality and Disability, 35(3), 279–293. https://doi.org/10.1007/s11195-017-9490-z
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.
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.