2-Day Conference: ADHD, Neurodiversity and Clinical Practice

Credit

Program Information

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

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Canada Credit - *

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after passing the online post-test (80% passing score) and completing the evaluation). Instructional methods will include PowerPoint, didactic lecture, and others.

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Program content is reviewed periodically per accrediting board rules for currency and appropriateness for credit. Credit approvals are subject to change. Please note, your licensing board dictates whether self-study is an acceptable form of continuing education, as well as which credit types are acceptable for continuing education hours. Please refer to your licensing board's rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. 
For other credit inquiries not specified below, please contact info@pesi.com or 800-844-8260 before purchase.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.  

For Planning Committee disclosures, please see the statement above.  For speaker disclosures, please see the faculty biography.

 

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Canada Credit - ---

Earn up to 12.25 CE hours. Please see below, for more details, as credit amounts vary by jurisdiction and profession. 

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Canada Credit - Social Workers - National ASWB ACE

PESI, Inc., #1062, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: January 27, 2023 - January 27, 2026. Social workers completing this course receive 12.25 Clinical continuing education credits.

 

Course Level: Intermediate Format: Recorded asynchronous distance. Full attendance is required; no partial credits will be offered for partial attendance.

 

Canadian Social Workers: Canadian provinces may accept activities approved by the ASWB for ongoing professional development.

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Canada Credit - Canadian Psychologists

PESI, Inc. is approved by the Canadian Psychological Association to offer continuing education for psychologists. PESI, Inc. maintains responsibility for the program. This program is approved for 12.0 self-study continuing education hours. Full credit statement at: www.pesi.com/cpa-statement

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Canada Credit - Other Professions

This self-study activity qualifies for 12.25 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.

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US National Boards - Occupational Therapists & Occupational Therapy Assistants

 

PESI, Inc.  is an AOTA Approved Provider of professional development. Approved provider # 3322. This Distance-Learning Independent activity is offered at 1.225  CEUs Intermediate, OT Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.   Full attendance at this live activity qualifies for 12.25 contact hours.

 

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Handouts

Speaker

David Nowell, PhD Related seminars and products

Clinical Neuropsychologist

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David D. Nowell, PhD, is a clinical neuropsychologist in private practice in Northborough, Massachusetts. He offers consultations to patients on an inpatient rehabilitation unit and is an adjunct instructor in neuropsychology to graduate students in the Clark University psychology program. Dr. Nowell speaks internationally to clinicians on such topics as executive functioning, non-medication management of ADHD, and applying findings from Positive Psychology. He is passionate about motivation and deep happiness and helping his clients distinguish the essential from non-essential in their lives. And when he’s out of the office, you’ll probably find him exploring the outdoors.

 

 

Speaker Disclosures:
Financial: Dr. David Nowell maintains a private practice and has employment relationships with Clark University, Massachusetts Rehabilitation Commission Disability Determination Services, and Fairlawn Rehabilitation Hospital. He is a presenter with TATRA Training and receives compensation. Dr. Nowell is an IME provider and receives compensation. He receives a speaking honorarium and recording royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. David Nowell is a member of the American Psychological Association, the Massachusetts Neuropsychological Association, and the International Neuropsychological Society.

 

 

Ari Tuckman, PsyD, MBA Related seminars and products

Additional Info

Program Information

Access never expires for this product.

For a more detailed outline that includes times or durations of time, if needed, please contact cepepesi.com

Visit our FAQ page at https://www.pesicanada.ca/faq or contact us at https://www.pesicanada.ca/contact-us.

Objectives

David Nowell's Presentation:

1. Identify the most common co-occurring conditions with ADHD.
2. Review specific strategies for working with shame in assessment and counseling/psychotherapy process.
3. Identify what clinical research reveals about the impact of physical exercise on brain function.
4. Discuss the impact of even moderate sleep deprivation on cognitive functioning.
5. Identify a 4-pronged system for deep engagement with our calendars.
6. Integrate an appreciation and affirmation of neurodivergence in your work with the ADD/ADHD client.
7. Describe the current understanding of neuroplasticity, and apply that understanding to clinical interventions with the ADHD client.
8. Understand the role of dopamine in motivation and goal management.
9. Describe prenatal and perinatal and early childhood risk factors for ADHD related challenges.
10. Review a brief parent training model for children with ADHD as well as their typically developing siblings.
11. Describe the specific application of mindfulness with the ADHD client.
12. Create a client-focused treatment plan which balances top down and bottom up supports.

Ari Tuckman's Presentation:

1. Apply a model of ADHD and time to guide treatment.
2. Explain the benefits and side effects of commonly used medications for ADHD.
3. Lead clients in a nuanced discussion about whether to try medication for ADHD.
4. Assist clients with ADHD to overcome barriers to greater productivity.
5. Assist families of elementary and middle school students with ADHD to overcome common struggles.
6. Assist families of high school students with ADHD to overcome common struggles.
7. Assist post-high school young adults with ADHD to manage independent functioning.
8. Explain how to think about disclosing a diagnosis of ADHD at school, at work, and in social settings.
9. Explain how the lived experience of ADHD leads to certain maladaptive coping mechanisms.
10. Treat the maladaptive coping mechanisms that are common to those with ADHD
11. Explain how ADHD contributes to common relationship dynamics.
12. Adapt couples therapy interventions for couples with one ADHD partner.

Outline

Brief Overview of Neuroanatomy

Understanding ADHD and Other Neurodivergence as Spectrum

Workplace or Classroom Environmental Changes to Support the ADHD Client

• Growth mindset and neuroplasticity

Risk Factors for ADHD

• Prenatal and perinatal and genetic contributions
• Early environmental influences

Strategies for Self-regulation Around Technology

Models of Executive Functioning

The Challenge of Co-Occurring Conditions

Organizing Treatment and Support Around Top Down/Bottom-up Framework

• Respecting neurodiversity and client autonomy when it comes to selection of treatment goals
• Behavioral targets to determine when treatment is effective
• Bottom up Supports
• Top-Down Supports

Abbreviated Parent Training Model

Living in the Gap Between Ability and Performance

• Disappointment, frustration, grief, shame

How ADHD Impacts Functioning and Identity

Goals of Treatment

ADHD is All About Time: A More Useful Model for Understanding and Working with ADHD

• Time horizon
• Temporal discounting
• Strategies to help clients see time and feel the future more effectively

Medication: What Non-prescribers Need to Know to Help Clients Make Informed Choices

• What it means to take medication for a psychological condition
• Why some clients resist medication—help them make an informed choice
• Medications for ADHD: doses, side effects, and recommended prescribing patterns

How to Get Things Done

• Strategies to improve functioning on daily tasks

Lay the Groundwork for Launch (Kindergarten – 8 grade)

• Manage attention and distractions
• Is the problem skills or motivation?
• Master homework, screen time, and rushed mornings

Prepare for Launch (9th – 12th)

• Break out of the teenage power struggle
• Promote active problem solving
• The college application is diagnostic

Does the Family Need to Delay the Launch?

• Parents’ fears about a gap year
• Benefits of gap years
• Setting the gap up to do what it should

The Successful Post-high School Launch

• Clarify parents’ role
• What it takes to be successful in college
• What else can you do besides college?

Individual Therapy to Build Resilience and a Stronger Mindset

• To tell or not to tell: Disclosing ADHD and handling social situations

Improve Clients’ Self-esteem and Agency

Address the Common Maladaptive Coping Mechanisms that Block Success

Couples Therapy When One Partner Has ADHD

• Under-/over-functioner dynamic
• Clarify desires and work better together
• Preserve time and goodwill to have fun together

Target Audience

• Counsellors
• Educators/Teachers
• Marriage & Family Therapists
• Nurses
• Physicians
• Occupational Therapists
• Occupational Therapy Assistants
• Psychologists
• Speech-Language Pathologists
• Social Workers
• Other Mental Health Professionals