Length
4 hours
CE Credit
4.0 units
Recorded
September 6, 2024
“Neurodiversity” is the fact that there are inherent differences in how human minds perceive and interact with the world. The neurodiversity paradigm arose in the 1990s but has been increasingly a focus in the mental health space, especially concerning autistic individuals. That is, this framework rejects the idea of one “normal” or “correct” style of neurocognitive functioning and to stop pathologizing autistic ways of thinking and behaving.
This presentation will focus on neurodiversity-affirming principles for clinical practice and attendees will learn specific skills to bring to evidence-based treatments with autistic children and adults. However, it should be noted that there is not a “one-size-fits-all” approach and autistic clients have their own needs. The goal is to learn fundamental principles and gather tools to implement in the best way for individual clients.
There are several ways to learn from this training. You can either watch the recording for free or take the self-paced course for CE credit. We also have the slides available to download.
(Free) You can watch the full recording of this training for free on our YouTube Channel. This is perfect if you’re not seeking CE credit or would like to preview the training before taking the course.
($45) You can receive 2 hours of self-paced, asynchronous CE credit for this training.
UCEBT is approved by the American Psychological Association to sponsor continuing education for psychologists. UCEBT maintains responsibility for this program and its content.
Additionally, this presentation is approved for 2 hours of home-study CE credit through NASW-UT, UAMFT, and UMHCA.
Follow along with the recording by downloading the presentation slides personal use.
However, please note that no part of the materials available through the Utah Center for Evidence Based Treatment may be copied, photocopied, reproduced, translated or reduced to any electronic medium or machine-readable form, in whole or in part, without prior written consent of the presenter and creator of the presentation. Contact info@ucebt.com for questions.
The neurodiversity paradigm of autism argues that problems in living stem, in large part, from the societal exclusion autistic people face. This aligns with research that supports autistic mental health is reflected by acceptance and quality of support given, not necessarily with “symptom” severity. However, much of our understanding and interventions in psychology reflect a medical model of autism spectrum disorder, which is inherently deficit focused, therefore often increasing misunderstanding of autistic clients and barriers to them receiving care. From an ethical lens, practitioners should increase their understanding of neurodiversity in order to increase accessibility for a specific population.
At the conclusion of this presentation attendees should be able to balance professional ethics with neurodiversity affirming principles with working with autistic clients and use neurodiversity affirming skills to support enhanced relationships and treatment outcomes for autistic clients.
Learning Objectives:
Laura Rowley, Ph.D., licensed clinical psychologist, obtained her doctorate from Wayne State University. She completed her APA-accredited internship and postdoctoral fellowship at Primary Children’s Hospital. Laura was the Program Director for the Assessment and Testing Team at Utah Center for Evidence Based Treatment. Her expertise in assessment includes assessment of autistic children and adults and treatment of coinciding problems in living.
Baron-Cohen, Simon. “Editorial Perspective: Neurodiversity – a Revolutionary Concept for Autism and Psychiatry.” Journal of Child Psychology and Psychiatry, vol. 58, no. 6, 19 May 2017, pp. 744–747, https://doi.org/10.1111/jcpp.12703.
Hunt, Adam D., and Tanya L. Procyshyn. “Changing Perspectives on Autism: Overlapping Contributions of Evolutionary Psychiatry and the Neurodiversity Movement.” Autism Research: Official Journal of the International Society for Autism Research, vol. 17, no. 3, 17 Jan. 2024, pubmed.ncbi.nlm.nih.gov/38233966/, https://doi.org/10.1002/aur.3078.
Monteiro, M. (2010). Autism conversations: Evaluating children on the autism spectrum through authentic conversations. Western Psychological Services.
Pantazakos, T., & Vanaken, G.-J. (2023). Addressing the autism mental health crisis: The potential of phenomenology in neurodiversity-affirming clinical practices. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1225152
Singer, J. (1998). Odd people in: The birth of community amongst people on the autistic spectrum: A personal exploration of a new social movement based on neurological diversity. Sydney: Faculty of Humanities and Social Science University of Technology, Sydney.
Walker, Nick. “NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS – NEUROQUEER.” Neuroqueer, Nick Walker, 2014, neuroqueer.com/neurodiversity-terms-and-definitions/.
We have provided expert virtual trainings and self-paced courses for
continuing education credit since 2020 on a variety of evidence-based topics.
The unique mission of UCEBT is to improve the quality of mental health care by enhancing access to comprehensive evidence-based treatments, evaluations, and testing.
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