2019 Conference – Square Peg – Round Holes: Dare to be Different

2019 Conference – Square Peg – Round Holes: Dare to be Different 600 600 Advance LA
Advance LA 2019 Conference

Square Peg - Round Holes: Dare to be Different

The Help Group’s 2019 Advance LA Conference, Square Peg – Round Holes: Dare to be Different featured internationally prominent experts whose research and practice support young adults with autism, learning differences, and ADHD. 2019’s conference focused on neurodiversity, Dialectical Behavior Therapy (DBT), LGBTQ+ research and support, social skills, career paths, executive functioning, and more.

Friday, May 10, 2019

The Help Group’s 2019 Advance LA Conference, Square Peg – Round Holes: Dare to be Different, took place on Friday, May 10 at the American Jewish University and featured 20 internationally prominent experts whose research and practice support young adults with autism, learning differences and ADHD. This year’s conference theme focused on neurodiversity, Dialectical Behavior Therapy (DBT), LGBTQ+ research and support, social skills, career paths, executive functioning, and more. More than 300 parents, educators, clinicians, researchers, graduate, and undergraduate students were in attendance.

Our Keynote Speaker, Steve Silberman discussed the growing movement to frame autism and other conditions, such as dyslexia and ADHD, as natural human variations that deserve support and accommodations, rather than disorders that need to be eradicated from the human genome. Silberman advocates that neurological differences are authentic forms of human diversity, that all human lives have value, and that atypical forms of brain wiring can also convey unusual skills and aptitudes. He argues that society should help individuals make the most of their native strengths and special interests, rather than focusing on trying to correct their deficits or normalize their behavior.

In addition to Steve Silberman, other featured sessions and speakers included a popular DBT track by Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW, Luncheon Speaker Rabbi Sherre Hirsch,  and our afternoon keynotes Dr. Anthony Rostain and Dr. B. Janet Hibbs who showed fascinating video footage from a young adult’s perspective on transitioning into college and adulthood. There was also a highly attended session by two young adults discussing their unique friendship and advice on how to form lasting connections.

Session Descriptions

(8:15AM – 9:15AM)

MORNING KEYNOTE SPEAKER

Neurodiversity: Great Minds Don’t Always Think Alike

Steve Silberman
Level: Intermediate; Audience: General

In this lecture, Steve Silberman discusses neurodiversity — the growing movement to frame autism and other conditions, such as dyslexia and ADHD, as natural human variations that deserve support and accommodations, rather than disorders that need to be eradicated from the human genome. Silberman advocates that neurological differences are authentic forms of human diversity, that all human lives have value, and that atypical forms of brain wiring can also convey unusual skills and aptitudes.

He argues that society should help individuals make the most of their native strengths and special interests, rather than focusing on trying to correct their deficits or normalize their behavior. Silberman will explain how the concept of neurodiversity emerged from the disability-rights movement after decades of misconceptions that caused great harm to autistic people and their families.

Learning Objectives – At the end of this session, participants will be able to:

  1. Recognize and critique assumptions based on these misconceptions
  2. Design programs and presentations based on an accurate view of how the concept of neurodiversity emerged from the specific timeline of autism’s discovery and the broader history of advocacy for inclusion in education and employment
(9:25AM – 10:30AM)

SESSION 1

A.
Six Super Skills: Building Executive Functioning to Dream It and Do It

Lara Honos-Webb, Ph.D.

Level: Intermediate; Audience: General

This workshop will help attendees learn the six super skills to build executive functioning: Find Gifts, Goal Setting, Chunking, Boost Motivation, Emotional Regulation, and Attention Management. Participants will learn how to increase focus and persistence, and decrease impulsivity. Dr. Honos-Webb will offer recommendations on how to shift from patching up weaknesses to building on strengths in order to increase motivation and confidence to solve real-world problems.

Four strategies for success in the workplace will also be reviewed, including: Finding Gifts, Finding Support Outside the Work Environment, Meeting Needs in the Work Setting, and Finding the Right Match. The emerging science of attention management will also be discussed.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify the six super skills to build executive functioning
  2. Explain the benefits of finding strengths and interests for increasing attention and emotional regulation
  3. Use specific self-talk solutions for young adults
  4. Identify four strategies for success in the workplace
  5. Summarize the science of attention management

B.

Gender Dysphoria: A Deeper Dive Beyond the Diagnosis

Johanna Olson-Kennedy, M.D. and Aydin Olson-Kennedy, LCSW

Level: Intermediate; Audience: General

Gender dysphoria (GD) is broadly described as the persistent emotional, physical or mental distress caused by the discordance between one’s gender identity and assigned sex at birth. This workshop will explore dimensions of gender dysphoria that are rarely discussed in academic settings, reviewing how GD might present across different developmental stages, and how it may impact the developmental trajectories of transgender youth and young adults. The presenters will demonstrate how limited the existing diagnostic criteria currently are in describing this nuanced experience, and how providers can assist youth in identifying and better mitigating gender dysphoria.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify additional presentations of gender dysphoria
  2. Identify the unique challenges transgender individuals face because of gender dysphoria
  3. Explain the impact of gender dysphoria on the developmental trajectories of transgender youth

C.

Empathy and Neurodiversity

Jenara Nerenberg, M.S.

Level: Intermediate; Audience: General

The history of psychological research has pathologized sensitivity and sensitivity is a trait that shows up across neurodivergences such as autism, synesthesia, and the highly sensitive person (HSP). Among girls and women, however, the societal pressure to mask and camouflage has made it difficult to be open and candid about deep sensitivity — and depression and anxiety often result instead.

In this workshop, participants will learn about the overlap of five traits that often go unrecognized in girls and women: autism, ADHD, SPD, HSP, and synesthesia. Attendees will hear examples from interviews with women who are writers, designers, entrepreneurs, tech leaders, teachers, and more. Why is it important to pay attention to sensitivity and heightened empathy amongst young women? Because if we don’t model how to honor it for them now, they will pick up societal messages to cover it up and then land in the psychiatrist’s office instead asking for help with anxiety and depression — when the root sensory trait is not being properly recognized.

Participants will learn about new research and vocabulary to introduce instead that generates a narrative shift within families, schools, therapeutic settings, and within the person herself.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify empathy as a core component in individuals on the spectrum, especially in girls and women who “mask”
  2. Identify co-existing traits of high sensitivity and empathy with autism, including synesthesia, HSP, and SPD
  3. Describe case examples from women leaders on the spectrum in diverse industries
  4. Identify the terminology of the neurodiversity framework and its impact on media, narratives, and broader conversations

D.

Mindful Parenting (Dialectical Behavior Therapy Track)

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Level: Intermediate; Audience: General

Attendees of this session will learn about mindfulness and how to incorporate it into parenting. The speakers will discuss different communication strategies as well as the obstacles that get in the way of effective communication between parents and teens. Mindful parenting will teach individuals how to slow down, pause, and parent according to one’s values. Attendees will also learn how to use Dialectical Behavioral Therapy (DBT) strategies to de-escalate emotional arousal as it pertains to parent/child communication issues that can arise due to emotional vulnerability.

Learning Objectives – At the end of this session, participants will be able to:

  1. Discuss how to incorporate mindfulness into parenting
  2. Describe effective strategies of communication between parents and teens
  3. Use Dialectical Behavior Strategies to de-escalate emotional arousal
(10:40AM – 11:45AM)

SESSION 2

A.
Managing Peer Conflict and Rejection for Young Adults with ASD: The UCLA PEERS Program

Elizabeth Laugeson, Psy.D.

Level: Intermediate; Audience: General

This session will focus on evidence-based strategies for handling peer conflict and rejection for adults with autism spectrum disorder and other social challenges. Concrete rules and steps of social etiquette, which have been validated through research trials, will be highlighted. Evidence-based methods of social skills instruction utilized in the PEERS social skills intervention will be summarized.

Learning Objectives – At the end of this session, participants will be able to:

  1.  Describe the unique social challenges of adults on the autism spectrum
  2. List evidence-based methods for teaching social skills to adults with autism spectrum disorder
  3. Discuss ecologically valid strategies for handling peer conflict and rejection

B.

Virtual Interview Training for Transition-Age Youth with Autism Spectrum Disorders

Matthew Smith, Ph.D., MSW, MPE, LCSW

Level: Intermediate; Audience: General

This session will present the brief history of the development and evaluation of Virtual Reality Job Interview Training, a tool that helps adults with disabilities find employment. In addition, this session will focus more intensely on the process to adapt this tool to meet the needs of transition age youth with autism spectrum disorders and report on our initial findings when evaluating the adapted tool in high school students.

Learning Objectives – At the end of this session, participants will be able to:

  1. Discuss the evidence supporting the delivery of virtual interview training in their service agency or school
  2. Identify the practical applications of virtual interview training in their service agency and school
  3. Develop an initial strategy to deliver virtual interview training at their service agency or school

C.

Rethinking the Role of Shame in Addiction

Adi Jaffe, Ph.D.

Level: Intermediate; Audience: General

Addiction is one of the most prevalent and destructive mental health issues the United States has ever faced, with overdose deaths alone overtaking all other forms of accidental deaths in the nation. Still, treatment engagement is extremely poor and outcomes are disappointingly lacking, leaving many hopeless in the face of disaster. This workshop will reconsider our current approaches to treating addiction and offer a completely new take on the problem, rethinking our current understanding to the treatment problem.

Every clinician comes across clients whose drinking, drug-use or compulsive behaviors interferes with their therapeutic process. Nevertheless, most clients report not wanting to completely quit drinking and begin to withdraw when presented with traditional treatment options. This workshop will allow participants to overcome barriers to engagement while providing a toolkit to help clients improve even if they are resistant to traditional approaches, are not interested in complete abstinence, or do not identify as “addicts.”

We will discuss and elucidate research regarding the role of labels in shame and stigma and treatment resistance. Additional barriers to treatment engagement will be discussed along with other factors important in developing resistance to treatment. Finally, we will discuss tools and techniques, along with a different set of language and belief-based approaches to improving engagement and retention, which have been shown to lead to improved treatment outcomes.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify key barriers to treatment engagement and identify the role of shame and stigma in poor outcomes
  2. Learn new approaches to engage clients/loved ones in treatment
  3. Help educate and guide clients/loved ones towards improvement in a non-shaming way

D.

Who’s In Charge? Me or My Emotions? (Dialectical Behavior Therapy Track)

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Level: Intermediate; Audience: General

Attendees of this session will learn about emotions, what they do, and why it is important to understand emotions in order to manage them.  Attendees will also learn how Dialectical Behavioral Therapy (DBT) uses the principals of emotion regulation to assist teens as well as family members communicate more effectively and decrease emotional vulnerabilities.

Learning Objectives – At the end of this session, participants will be able to:

  1. Analyze emotions and why it is important to understand emotions in order to manage them
  2. Describe how Dialectical Behavior Therapy uses emotion regulation to increase effective communication and decrease emotional vulnerabilities among teens and their families
(11:50AM – 12:50PM)

LUNCH

Living Well in the Face of Life’s Most Challenging Moments

Rabbi Sherre Hirsch

(1:00PM – 2:15PM)

AFTERNOON KEYNOTE

The Stressed Years of Their Lives: College and the Launch to Adulthood for Neurodiverse Youth

Anthony Rostain, M.D., M.A. and B. Janet Hibbs, Ph.D., MFT

Level: Intermediate; Audience: General

When Dr. Hibbs’ son Jensen left for college, his parents had every reason to believe he was prepared. Unfortunately, things didn’t turn out exactly as planned. Jensen became severely depressed and withdrew from school on medical leave. His journey from crisis to recovery led Dr. B. Hibbs to co-author a book with Jensen’s psychiatrist, Dr. Rostain, an expert in college student mental health. It is a parents’ guide for preparing kids for college and beyond. This session will focus on the specific challenges faced by young people on the spectrum (and their families) as they move into the world of higher education. It will cover key topics such as social-emotional preparation, promoting executive functioning, choosing the right school, managing negative mindsets, finding safety nets to support students with special needs, identifying holes in the school’s support system, and managing crises if they arise.  

Learning Objectives – At the end of this session, participants will be able to:

  1. Cite the key indicators of social-emotional readiness for college
  2. Outline a plan for selecting the right college or post-secondary program
  3. List the three main negative mindsets that interfere with successful transition to college
  4. Describe how executive functioning can be fostered prior to the end of high school
  5. Identify obstacles to and strategies for helping students in crisis
(2:25PM – 3:30PM)

SESSION 3

A.
Treating Anxiety in Young Adults Using Cognitive-Behavioral Therapy

Margaret Distler, M.D., Ph.D.

Level: Intermediate; Audience: General

Cognitive behavioral therapy (CBT) is a well-established, evidence-based psychotherapy for treating anxiety disorders across all ages. Anxiety disorders in young adults have unique presentations due to the demand of early adulthood, such as new developmental tasks, educational rigors, and social environments. This presentation will review the application of CBT in young adults with anxiety disorders. Topics will include: 1) principles of CBT; 2) unique presentation of anxiety disorders in young adults; 3) conceptualization of young adults with anxiety disorders from a cognitive-behavioral perspective, and 4) special techniques using CBT to treat young adults with anxiety disorders.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify unique stressors in young adulthood that contribute to anxiety symptoms
  2. Apply specific CBT techniques to treat young adults with anxiety disorders

B.

Our Neurodiverse Friendship: How Two Unlikely Friends Learned to Beat Loneliness, Form Lasting Connections, and Create a Place Where Everyone Could Belong

Daniel Wendler, M.A. and Kyler Shumway, M.A.

Level: Intermediate; Audience: General

Best friends, authors, and soon-to-be-clinical psychologists Dan Wendler and Kyler Shumway take the stage to share insights gained from their neurodiverse friendship. You’ll learn how Dan’s Asperger’s diagnosis and Kyler’s struggles with social anxiety and bullying paved the way for their unique connection. You’ll also discover the practical strategies they used to overcome loneliness and create a life of friendship, and learn how to apply those some strategies in your own life or the lives of others. Laugh along with Kyler and Dan’s inside jokes, be inspired by Kyler and Dan’s stories, and discover a renewed hope that everybody – no matter their differences – can find a place to belong.

Learning Objectives – At the end of this session, participants will be able to:

  1. Use practical strategies to help themselves or others form new friendships or deepen existing ones
  2. Identify and correct patterns that prevent themselves or others from forming satisfying friendships
  3. Apply personal values to motivate change in themselves or others

C.

Gender Non-Conforming Youth and Autism Spectrum Disorders

Jason Bolton, Psy.D. and Bryan Scheihing, LMFT

Level: Intermediate; Audience: General

Although exact prevalence in youth is not established, it is clear that an increasing number of children, youth, and young adults are presenting to clinics for services related to their gender identity. The prevalence of individuals of all ages identifying as transgender and/or experiencing gender dysphoria seems to be about 0.2% – 0.3% of the population. While gender variation is not a disorder, these youth are known to be an underserved population with specific medical and mental health needs. They are at risk for being victims of abuse and rejection by family, friends, and peers; and developing mental health issues, including mood disorders, suicidal thinking, self-harm behaviors, and anxiety.

Tantamount to this talk, co-occurring autism spectrum disorders are increasingly being recognized in gender nonconforming youth. Studies have shown that those with ASD are 4 to 8 times more likely to identify as transgender or experience gender dysphoria than the general population. There is currently no well-researched understanding of this relationship though neuro-biological theories and theories based upon common characteristics of those with ASD have been described. In accordance with these emerging data, The Help Group, especially within its Non-public schools geared towards students with ASD, has experienced an increase in the number of students referred with ASD who are gender non-conforming. Responding to community need, The Help Group has created Kaleidoscope, a specialized program designed to provide gender-affirming services to LGBTQ+ youth and young adults with social/learning differences.

Learning Objectives – At the end of this session, participants will be able to:

  1. Describe the terms and concepts associated with gender variation
  2. Discuss the risks and specific mental health and health needs of gender non-conforming youth and young adults
  3. Assess the emerging data regarding possible correlations between gender nonconformity and ASD
  4. Describe the concept of Gender Affirming Support and Care

D.

Treating Family Systems Using DBT (Dialectical Behavior Therapy Track)

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Level: Intermediate; Audience: General

This session will cover the importance of treating the family system when working with teens and children in Dialectical Behavioral Therapy (DBT). This presentation introduces and describes short-term family interventions to improve family relationships and satisfaction, which is referenced as DBT-Family Skills Training (DBT-FST). Attendees will learn how to structure the family environment to help families maintain homeostasis and consistency in the home. Validation techniques, as well as behavioral principles of change, will also be discussed.

Learning Objectives – At the end of this session, participants will be able to:

  1. Describe the importance of treating the family system when working with teens and children in Dialectical Behavior Therapy
  2. Discuss short-term family interventions to improve family relationships and satisfaction
  3. List validation techniques and behavioral principles of change

E.

The Opposite of Anxiety: Facilitating The Skills of Unconditional Confidence

Dave Mochel, M.A.

Level: Intermediate; Audience: General

Anxiety and stress are on the rise among both adolescents and adults. The effects of this are showing up particularly in special needs populations. We can help our students/children/clients develop beliefs and daily practices that cultivate their inherent ability to meet challenge, discomfort, and setback with confidence, compassion, and courage. We will look at the effect of how we use attention, language, and physiology to work skillfully with life’s inevitable ups and downs.

Learning Objectives – At the end of this session, participants will be able to:

  1. Distinguish between a conditional and unconditional approach to well-being
  2. Apply three simple practices for building unconditional confidence
  3. Apply three simple interventions for focusing attention on capability rather than discomfort
(3:40PM – 4:45PM)

SESSION 4

A.
Cutting Edge Psychopharmacology (Classical & Holistic) of ASD in Neurodiverse Young Adults

Lance Steinberg, M.D.

Level: Intermediate; Audience: General

This presentation will explain psychopharmacology used across the world in treating young adults with Autism Spectrum Disorder. The emphasis will be on evidence-based data, much of the information overlapping pediatric and adolescent treatments, used in Europe and the United States.

Learning Objectives – At the end of this session, participants will be able to:

  1. Identify evidence-based medication for ASD and comorbidities in neurodiverse young adults
  2. Delineate some of the major side effects of psychopharmacologic medicines
  3. Recall that some ethnic groups may metabolize differently than others
  4. Discuss how sex hormones and gender affect medication choice

B.

Autism in the Workplace—Strategies for Success in Tech Fields

Ellis Crasnow, Ph.D. (Moderator), Rebecca Beam, Angel Miles Nash, Ph.D. and Mellissa Toler, M.S.

Level: Intermediate; Audience: General

Individuals on the autism spectrum often have significant natural skills and abilities that lend themselves extremely well to STEM pursuits. Given the large number of job openings in technology fields, it seems appropriate to match the high number of individuals on the spectrum who are skilled in those areas and seeking employment with the demand for those with these special skills. In this panel presentation, we will address these as well as other issues to pinpoint the training, education, and skill set necessary for young adults on the autism spectrum to thrive in technology fields.

Learning Objectives – At the end of this session, participants will be able to:

  1. Discuss the ways in which the present educational model limits success for young adults on the autism spectrum
  2. Identify strategies for improving the participation of those on the autism spectrum in the workforce
  3. Highlight areas of workplace demand due to rapid growth which might be well suited to young adults on the autism spectrum with the relevant technical skills

C.

Community Resources: Supporting Greater Independence for Young Adults

Heather Humphrey, M.A., LMFT (Moderator), Loreena Garcia, MPA, Malahat Mansouri and Nazanin Nejad

Level: Intermediate; Audience: General

Navigating the world of adulthood is sometimes overwhelming. There are so many options and it is often difficult to find the right fit for each young adult. This panel will address some of the resources available to assist young adults with disabilities with the transition to adulthood and will explore the options available to young adults who are interested in employment, post-secondary education/vocational training, individualized and group community-based services, and benefits planning. Panelists will include representatives from the Department of Rehabilitation, the Regional Center, Work Incentives planning/SSI navigation, and community-based service providers.

Learning Objectives – At the end of this session, participants will be able to:

  1. Describe current supports that are available to assist young adults with disabilities in obtaining employment, accessing post-secondary education, and/or vocational training
  2. Identify community-based options for young adults with disabilities who may need additional support to reach their goals
  3. Identify resources and tools to assist young adults with benefits planning as it relates to SSI
  4. Apply strategies to improve outcomes for youth with ASD and related disabilities in transitioning to adulthood as it relates to employment, independence, and self-sufficiency

D.

You Mean You Can’t Read My Mind? Getting Your Needs Met and Factors That Get In The Way (Dialectical Behavior Therapy Track)

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Level: Intermediate; Audience: General

Attendees will learn the importance of being effective in interpersonal relationships and factors that get in the way. Attendees will also learn that communicating thoughtfully instead of letting your emotions impulsively guide your interactions builds stronger, healthier relationships. Interpersonal effectiveness includes training and practice in listening, communicating, and relating to other people.

Learning Objectives – At the end of this session, participants will be able to:

  1. Describe factors that can inhibit having effective interpersonal relationships
  2. Analyze the benefits of communicating thoughtfully as opposed to letting emotions guide interactions

Presenters

KEYNOTE SPEAKERS

LUNCH GUEST SPEAKER

Rabbi Sherre Hirsch

Sherre Hirsch is a rabbi, author and spirituality expert dedicated to empowering individuals to be their own most trusted spiritual guides. She currently serves as Hillel International’s Senior Rabbinic Scholar, focused on developing a culture of wellness and spirituality on 550 campuses worldwide. She is also the Spirituality Consultant for Miraval Properties, where she organizes retreats and leads workshops focused on grief, healing, and spirituality.

Hirsch launched her rabbinic career as the first woman rabbi at Sinai Temple, Los Angeles’s largest and oldest conservative synagogue. During her eight-year tenure on the pulpit, she was instrumental in the founding of Friday Night Live and other nationally-recognized innovative programming.

Since then, she has published two books with Random House – We Plan, God Laughs: What to Do When Life Hits You Over the Head, an Amazon top 100 in all books, and Thresholds: How to Thrive Through Life’s Transitions to Live Fearlessly and Regret-Free – a Vanity Fair “Best Type.” She is the co-founder of NotAlone, a mobile app empowering 18-24 year-olds to connect consciously and enhance their social, emotional well-beings. Hirsch also served as the Spirituality Consultant for Canyon Ranch Properties for 15 years and was honored as Jewish Women International Women to Watch.

Hirsch’s modern approach to ancient Jewish wisdom and relatable framework for spirituality has made her a sought after speaker, teacher, consultant, counselor, and national media contributor. She is married to Dr. Jeffrey Hirsch and resides in Los Angeles with her four children, foster son and rescued dog, Latke.

Listed Alphabetical By Last Name

PRESENTERS

SPEAKERS FROM THE HELP GROUP

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