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ADHD: Everything You Should Know
November 14, 2021 @ 12:00 pm - November 18, 2021 @ 3:00 pm
ADHD: Everything You Should Know in Two Half-Days
With: Stephen P. Hinshaw, Ph.D.
DATES: 11/14/21 and 11/18/21
TIME: Each day: 12:00 PM–3:00 PM EST (9:00 AM –12:00 PM Pacific)
PLACE: Online webinar
Special group rate discounts for groups of 3 or more as well as special student rate. Please contact us at firstname.lastname@example.org
Fee includes full technical support, handouts, and CE credits.
Registration is on a first-come-first-served basis.
Topics to be addressed in this workshop:
- Defining ADHD and the many controversies that surround it in the current era.
- Describing General Principles of Developmental Psychopathology, to set the stage for the seminar’s objectives
- Describing the Developmental Continuum of ADHD symptoms and impairments from early childhood through adulthood
- Underlying Mechanisms:
- Sustained Attention, Executive Functions, Poor Response Inhibition, Low Intrinsic Motivation
- Interactions and inter-relations across these 4 areas
- Causal Factors
- Prenatal and perinatal risk factors
- Interrelations between biological risk and context
- Role of culture
- As maintaining/exacerbating factor, not primary cause
- Trauma and ADHD
- Importance of authoritative parenting (warmth, structure, autonomy encouragement, reasoning)
- Peer Interactions
- Females and ADHD
- Longstanding historical neglect
- Gender ratios and psychopathology in general
- ADHD presentation in girls and women across the lifespan
- Berkeley Girls with ADHD Longitudinal Study (BGALS): Core findings
- Major risk for internalizing symptoms and self-harm and unintended pregnancy
- Core childhood predictors and adolescent mediators
- Prevalence of ADHD: Continuing to rise?
- Reasons for increases in diagnosed prevalence:
- Substandard assessment practices
- Educational policy, including consequential accountability
- Reasons for increases in diagnosed prevalence:
- Interventions for ADHD:
- Evidence-based interventions: Behavioral and Cognitive-Behavioral Treatments; Medications
- Range of less-documented interventions
- Discussion of how behavioral and CBT interventions are delivered
- Discussion of effects of stimulant and non-stimulant medications
- Effects of treatments, including optimal benefits from combination treatments
- Review and Continued Discussion of Myth vs. Fact, and Reasons for Continuing Controversy
Meet the Instructor:
Stephen P. Hinshaw, PhD.
Stephen Hinshaw is Professor of Psychology at the University of California, Berkeley, where he was Department Chair from 2004-2011. He is also Professor of Psychiatry and Behavioral Sciences, and Vice-Chair for Child and Adolescent Psychology, at the University of California, San Francisco. He received his B.A. from Harvard (summa cum laude) and, after directing school programs and residential summer camps, his doctorate in clinical psychology from UCLA, before performing a post-doctoral fellowship at the Langley Porter Institute of UC San Francisco.
His work focuses on developmental psychopathology, clinical interventions with children and adolescents (particularly mechanisms underlying therapeutic change), and mental illness stigma. He has directed research programs and conducted clinical trials and longitudinal studies for boys and—more recently—for girls with inattention and impulse-control problems (who often express many comorbid disorders), having received over $20 million in NIH funding and an equal amount in foundation funding. He has been Principal Investigator of the Berkeley site for the Multimodal Treatment Study of Children with ADHD (MTA) since 1992. He is co-director of the UCSF-UC Berkeley Schwab Dyslexia and Cognitive Diversity Center, and he directs the UCLA -UC Berkeley Awareness and Hope (stigma reduction) component of the UCLA Depression Grand Challenge.
Hinshaw has authored over 370 articles and chapters (h-index, Google Scholar = 123), plus 12 books, including The Mark of Shame: Stigma of Mental Illness and an Agenda for Change (Oxford, 2007), The Triple Bind: Saving our Teenage Girls from Today’s Pressures (Random House, 2009), and (with R. Scheffler) The ADHD Explosion: Myths, Medications, Money, and Today’s Push for Performance (Oxford, 2014). His newest book, with St. Martin’s Press—Another Kind of Madness: A Journey through the Stigma and Hope of Mental Illness— was released in 2017. It was selected as Best Book (2018) in the category of autobiography/memoir from the American BookFest. Overall, he was one of the 10 most productive scholars in the field of clinical psychology across the past decade.
From 2009-2014 he was editor of Psychological Bulletin, the most cited journal in general psychology. He is a fellow of the Association for Psychological Science, the American Psychological Association, and the American Association for the Advancement of Science (AAAS).
Hinshaw received a Distinguished Teaching Award from UC Berkeley’s Division of Social Sciences in 2001. He also received the 2020 Phi Beta Kappa of Northern California Excellence in Teaching Award. His Teaching Company (‘Great Lecture’) series, “Origins of the Human Mind,” was released in 2010.
His research efforts have been recognized by the Distinguished Scientist Award from the Society for a Science of Clinical Psychology (2015), the James McKeen Cattell Award from the Association for Psychological Science (2016)—its highest award, for a lifetime of outstanding contributions to applied psychological research—the Distinguished Scientific Contributions Award from the Society for Research in Child Development (2017), and the Ruane Prize for Outsanding Achievement in Chid and Adolescent Psychiatric Research, from the Brain & Behavior Research Foundation (2019). He is also the recipient of the American Psychological Association’s Distinguished Scientific Contributions Award (2020) and the Sarnat International Prize in Mental Health, from the National Academy of Medicine (2020). These awards reveal the breadth and depth of his research efforts; he is the only individual ever to have been awarded all six.
He was recently elected to the American Academy of Arts and Sciences (2021).
He has been featured regularly in the media, including the New York Times, Washington Post, Huffington Post, Wall Street Journal, Los Angeles Times, San Francisco Chronicle, Today Show, CBS Evening News, ABC World News Tonight, CNN, network nightly news, and many more.
November 12,2021 or until all training spaces are filled, whichever comes first.
Notification of Acceptance
Applicants will be notified, via email, of acceptance when registration is complete and payment is received.
Tuition/registration payments are refundable (minus $25) until October 14, 2021. Cancellations after this date are non-refundable. In this situation, we will attempt to find someone to take your slot (based on our waiting list).
Level of clinician
Conference is via webinar. Disability Access – If you require ADA accommodations, please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification
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Please Note: Licensing Boards change regulations often, and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling.
Continuing Education Credit (6) is granted through Nefesh International for the following professions: Psychologists, Social workers, Mental Health Counselors, and LMFTs. It is the participant’s responsibility to check with their individual state boards to verify CE requirements for their state.
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This program is co-sponsored by NEFESH International and Neuhoff Psychological Consulting . NEFESH International is approved by the American Psychological Association to sponsor continuing education for psychologists. NEFESH International, maintains responsibility for the program and its content.
Participants must have paid the tuition fee, logged in and out each day, attended the entire webinar, and completed an evaluation to receive a certificate (for pre-recorded program, a post-test with a passing grade of 80% is required.) Failure to log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available electronically after satisfactory course completion. A link will be provided for those who have completed the training.
By the completion of this training participants will:
- Explain the core cognitive and affective systems (attentional, executive, inhibitory, motivational) that appear to underlie ADHD presentation.
- Identify the major issues (e.g.,direct-to-consumer ads, substandard assessment practices, school policies valuing test score improvements, medicalization) that fuel controversy related to ADHD.
- Pinpoint the core changes from early childhood, to childhood, adolescence, and adulthood with respect to the core symptoms and impairments related to ADHD.
- Apply knowledge of genes and heritability, along with prenatal and perinatal risk factors, in explaining individual differences in ADHD symptoms.
- Evaluate the roles of parenting, schools, and culture in shaping ADHD symptoms and impairments.
- Analyze the similarities and differences in female vs. male presentation of ADHD (a) at different ages and (b) in terms of core life impairments
- Explain the components of (a) behavioral and CBT interventions and (b) stimulant and non-stimulant medications in ameliorating the symptoms and impairments related to ADHD.
- Compare and contrast the differences between unimodal and multimodal interventions for ADHD.
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