Disruptive Behavior Disorders
This course is designed to provide an overview and summary of methods used by psychologists to treat families within which there is a child with a Disruptive Behavior Disorder. Communication skill building consists of strategies where the parents are taught to provide clear explanations, use effective listening techniques, use simple one-step commands, maintain neutral affect even during stressful times and prioritize messages. Cognitive restructuring describes a set of dynamic tools whereby the parent teaches the child how to use measured and balanced reasoning processes during communication, thinking and understanding difficult situations that arise in the course of life. Problem-solving training helps parents to behave in an orderly manner in the face of challenges and stress as well to pass on problem-solving techniques to their children. Compliance training offers a set of behavioral solutions used to help families with conflict and disruption.
Self-Injury in Children and Adolescents
The purpose of this seminar is to explore topical issues in the study of self-injurious behavior by describing the development of self-injury, the social and family effects from self-injury and the neurobiology of self-injury. This seminar will focus on child and adolescent self-injurious behavior and case study materials will be presented. Clinical interventions for self-injurious behavior at home and in school settings will be described. Self-injury is defined by Dr. B.W. Walsh (2006) as “intentional, self-effected, low lethality bodily harm of a socially unacceptable nature, performed to reduce psychological distress.” Self-injurious behavior is a purposeful attempt to modify and diminish psychologist pain and discomfort and yet it directly opposes cultural and biological norms of self-preservation and protection. This seminar will address this paradox and examine the growing rates of self-injurious behavior.
The Triad: OCD, ADHD and TICs
Over the last decade there has been mounting data to suggest that children, adolescents and adults who have OCD (Obsessive Compulsive Disorder) are likely to show signs of ADHD and TIC Disorder. This seminar will suggest ways to diagnose more accurately the triad of disorders that appear to emerge from disconnections deep within the brain in an area broadly described as the Basal Ganglia. There are a variety of ways that the Basal Ganglia, deep within the subcortex, exert powerful bottom-up influences on the cortex to produce the range of symptoms noted in the Triad. Current research on each disorder will be offered relative to the development of the Basal Ganglia and suggestions for treatment will be explained. Current use of medications to treat disorders of the Triad will be described.
Neurolinguistic Development and Disorders
This seminar begins by describing the structure of language and how the young child learns the semantic and syntactic basis of language. The language acquisition process is described in the context of parent-child communication, which weaves the functional and pragmatic aspects of language into the ongoing flow of language learning. Evidence for the biological basis of language structure is presented along with ideas relating language to cognitive development. When the neurolinguistic process of language development is derailed abnormalities evolve in language capacity. Attention is given to alterations in brain development leading to conditions such as aphasia, dyslexia and transcortical conduction aphasia. The seminar ends with research looking at primate language use.
ADHD, Learning and Motivation
Participants will learn the latest research in the area of ADHD, the DSM IV description of ADHD and strategies to treat ADHD. Russell Barkley’s research on the relationship between ADHD, biologically-based motivation deficits and slow cognitive tempo will be discussed, defined and related to treatment protocols. Treatment interventions will be reviewed: collaborative problem-solving, compliance training, negotiation, problem-solving methods, providing external executive support, simple communication, positive behavior support.
Learning Disabilities
The definition of learning disabilities over the course of history will be reviewed. The latest Federal Law related to LD will be discussed and explained in the context of Response to Interventions. The neuropsychological basis of LD will be described and explained related to input, throughput and output.
Are Childhood Developmental Disorders Increasing?
Neuron-toxins are ubiquitous in the air, water and food around us. Research showing that the ambient neurotoxins affect the development of the fetal and infant brain will be reviewed and explained.
Pervasive Developmental Disorders
The DSM IV description of PDD will be explained and strategies for each will be offered. Presently, Autism, Rett’s Disorder, Child Disintegration Disorder, Asperger’s Disorder and Pervasive Developmental Disorders-Not Otherwise Specified are topics from the DSM IV included as topics within this seminar.
