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Affirming Strategies for Working with Neurodiverse Clients

  • The Chicago School 325 North Wells Street, Room 719 Chicago, IL, 60654 United States (map)

Program Offers 3 APA CEs for Psychologists, 3 CEUs for Social Workers and Counselors, and 3.5 Units Type II BACB® CEs

This event is co-sponsored by Upswing Advocates – LGBTQIA Training + Coaching and The Chicago School of Professional Psychology

 

Workshop Description:

Neurodiversity is: "A concept where neurological differences are to be recognized and respected as any other human variation. These differences can include those labeled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others" (National Symposium on Neurodiversity, 2011). The neurodiversity movement calls for an understanding of neurological differences across individuals, and it advocates for the social acceptance of people with non-neurotypical diagnoses, experiences, and behaviors. This is a shift from a more traditional medical model of viewing neurological differences as pathology, and instead, it views neurology differences as natural variation within the human species (Jaarsma & Welin, 2012).

 

Based on a collaboration with members of the neurodiverse community in the Chicago area, this presentation will review the key elements of a neurodiverse approach to understanding client experience and share the perspectives of neurodiverse people who have received therapy and other services from helping professionals. Finally, this workshop will present concrete strategies that helping professionals can employ when working with neurodiverse clients as well as an opportunity for discussion of how these strategies apply to each attendee’s professional practice. Empirically supported literature and data will be presented where applicable and available, and audience questions and discussion will be welcomed throughout the workshop.

 

Learning Objectives:

After attending this introductory-level workshop, participants will be able to:

(1) Explain how a perspective of neurodiversity differs from a more traditional view of mental illness, intellectual disabilities, and other neurological differences across individuals.

(2) Select ways in which a “client as expert” model can be used to make adaptations to the therapy environment that can empower clients and increase the impact of services.

(3) State several concrete strategies a helping professional can use in order to create an affirming environment for neurodiverse clients.

 

Professional Bio of Fawna Stockwell, PhD, BCBA-D, Director of Research and Practice at Upswing Advocates, Affiliate Faculty at The Chicago School of Professional Psychology

Fawna Stockwell, PhD, BCBA-D is the Founder and Director of Research and Programs at Upswing Advocates: a nonprofit organization that provides sliding scale coaching, groups, trainings, and research opportunities that focus on the LGBTQIA community. Over the past 10 years, Fawna’s research has focused on topics including polyamory, communication in relationships, gender, sexual behavior, BDSM, mindfulness, and effective skill-building strategies. They have a vision of using precise measurement and an individualized approach to connect people to affirming, accessible interventions that create meaningful change. Fawna is also an Affiliate Faculty member at The Chicago School of Professional Psychology and is a member of the Board of Directors at Howard Brown Health.

 

Professional Bio of Worner Leland, MS, BCBA, Director of Development and Promotion at Upswing Advocates, Adjunct Faculty at The Chicago School of Professional Psychology

Worner Leland, MS, BCBA is the Director of Development and Promotion at Upswing Advocates: a nonprofit organization that provides sliding scale coaching, groups, trainings, and research opportunities that focus on the LGBTQIA community. For the past two years, Worner has also served as a sex educator with a focus on expanding affirming sexual education, consent education, and education on sexuality and data collection. Their research has focused on intimacy-related behaviors in the queer community, and they value centering affirmation of all identities and relationship styles in intimacy-related research. Worner is also an Adjunct Faculty member at The Chicago School of Professional Psychology and is President of the Association for Behavior Analysis International Sexual Behavior Research and Practice Special Interest Group.

 

Program Standards and Goals

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.

 

Workshop Schedule:

11:45am: Registration Opens

12:00am: Workshop Begins

1:30pm: 15-minute Break

1:45pm: Break Ends/Workshop Resumes

3:15pm: Workshop Ends

**Lunch will not be provided. Attendees may bring their own lunch or eat beforehand.

 

Registration and Fees:

General Admission: $40.00

TCSPP Faculty, Staff, & Alumni Admission: $30.00

TCSPP Current Site Supervisors Admission: $30.00

Student Admission: $15.00

**Lunch will not be provided. Attendees should bring their own lunch.

 

Refund Policy:

100% of tuition if refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.

To register, go to https://www.eventbrite.com/e/affirming-strategies-for-working-with-neurodiverse-clients-tickets-35760989081

 

References:

(1) Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348.

(2) Write Where It Hurts. (2017, August 2). Invalid measures invalidate us: Ciscentrism and ableism in the trans autism literature [Web log comment]. Retrieved from https://www.writewhereithurts.net/invalid-measures-invalidate-us-ciscentrism-and-ableism-in-the-trans-autism-literature/

(3) Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20-30.

(4) Mackenzie, R., & Watts, J. (2011). Is our legal, health care and social support infrastructure neurodiverse enough? How far are the aims of the neurodiversity movement fulfilled for those diagnosed with cognitive disability and learning disability? Tizard Learning Disability Review, 16(1), 30-37.

(5) Schrader, S., Jones, N., & Shattell, M. (2013). Mad pride: Reflections on sociopolitical identity and mental diversity in the context of culturally competent psychiatric care. Issues in Mental Health Nursing, 34(1), 62-64.

 

CONTINUING EDUCATION:

 

Target Audience: All mental health disciplines including Behavior Analysts, Counselors, Social Workers, and Psychologists. Graduate students welcome.

 

Psychologists. This program, when attended in its entirety, is available for 3 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. Please address questions, concerns and any complaints to Moira Jackson at 312-467-2364. 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.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 3 continuing education units. The Chicago School of Professional Psychology is licensed in the State of Illinois 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 3 continuing education units. The Chicago School of Professional Psychology is licensed in the State of Illinois to provide continuing education programming for social workers. License Number: 159.001036

Behavior Analysts: This program offers 3.5 units Type II BACB® CE Credit.

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.

Earlier Event: November 10
Coaching
Later Event: November 13
Coaching