9am-11:30am PT / 11am-1:30pm CT / 12pm-2:30pm ET

This session describes the origins and foundation of the Neurodiversity concept and subsequent clinical applications. Session includes an introduction to seminal studies leading to the Neurodiversity model. Material referenced is from multidisciplinary contributors to Neurodiversity beyond the mental health field such as Education, Cognitive Science, Crip Theory and Mad Studies. The session addresses critical and opposing views regarding Neurodiversity.

This review lays the groundwork for the course, which builds toward connecting efforts to ameliorate problems caused by neurodiversity and using a strengths-orientation as a guiding framework. The course will examine neurodivergent experiences across the life span including aspects of social, relational, sexual and emotional development.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

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.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

Interpersonal relationship issues are among the most common problems encountered in outpatient therapy. Even if the client enters with a different initial concern, the content of individual psychotherapy frequently gravitates toward this topic. The therapist should be equipped to address or redirect this material to ensure the client’s goals remain the guiding principle of the sessions.

With clients who are neurodivergent or who have neurodivergent family members, a thorough understanding of the effects of neurodivergence on relationships is necessary to reinforce the therapeutic alliance and supports clients’ perspective-taking. Working with couples, chosen family or other relationship configurations frequently demands knowledge of neurodivergence to adapt and accommodate the therapeutic approach for client needs.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

The word Neurodiversity describes a social movement as well as an array of clinical categories and diagnostic terms. This concept represents an effort toward inclusivity and valuing differences.

This class will review contemporary measures used in the statistical and scientific exploration of atypicality to address prevalence of certain traits, to expand upon the model of normal/ abnormal. We will discuss the anatomical structure and functional aspects of neurodivergent brains and how these structures appear to affect connectivity.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

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.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

Managing mood and sleep patterns varies across the range of neurodivergent populations. Due to the unusual levels of stress people experience while living with these traits, mood and sleep are typically challenging to some extent. For all humans, sleep is foundational to health and affects the fluctuation of mood and energy.

Therapists routinely offer guidance and build skills on self-regulation and beneficial habits; however, these strategies often require substantial modification and customizing for clients with neurodevelopmental disorders and other neurodivergent qualities. These clients are often physically vulnerable and may live with chronic health conditions and lack of supports; effective therapy with these populations can contribute to their well-being and longevity.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

Clients who are neurodivergent are likely to spend more time seeking healthcare services than the general population. They are often unequipped to clearly articulate their symptoms or to respond efficiently to interview questions. The therapist’s role can include advocacy or collaboration as a go-between. To optimize their clients’ physical health and relationships with other professionals, a therapist may function as interpreter or mediator.

Within the scope of practice as mental health professionals, we will consider what forms of support and understanding clients require from other disciplines and how to facilitate their communication and relational connections with caregivers and systems.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

Competence with gender identity and sexual expression are an essential aspect of work with the neurodiverse population. The full range of sexual experience is seen in this group, but these clients are more likely to deviate from sexual norms than the general population.

Practicing from an affirming and well-informed framework includes active, ongoing work with therapist biases and cultural assumptions. The goal is to progress from an attitude of acceptance to a knowledgeable level of therapist competence. To work skillfully with disability and unconventional sexual practices, the therapist becomes conversant with sexual subgroups and communities.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

Adults with neurodivergent traits regularly face decisions about disclosure of disability. They must choose whether to forego or make requests for accommodations on the job. These situations demand nuanced conversations and have lasting implications for clients, so qualified therapists are equipped to deliberate these questions with them and point clients to helpful resources.

To support clients with an array of knowledge about varied life circumstances and challenges, specialists in neurodivergence draw on a systemic understanding of their clients’ life roles and the unique demands they encounter.

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9-11:30am PT / 11am-1:30pm CT / 12-2:30pm ET

The clinical framework of neurodivergent-affirming practice is rooted in advocacy for disability rights. Therapists who integrate this model into their work are equipped to engage clients and to collaborate effectively with their support networks. Strengths-based, systemic thinking increases rapport with those who have complex disorders.

Operating with a thorough understanding of disability allows the therapist to extend their learning beyond the discipline of mental health. This equips them to better customize clinical techniques to fit the needs of individual clients and to maximize client self-determination.

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