2020 Conference – Imagining Possibilities

2020 Conference – Imagining Possibilities 600 600 Advance LA
Advance LA 2020 Conference

Imagining Possibilities

The Help Group’s 2020 Advance LA Conference, Imagining Possibilities, features internationally prominent experts whose research and practice support young people with autism, learning differences and ADHD in their transition to college, the workplace, and beyond. This year’s conference theme focuses on the many strengths neurodiverse young adults can harness as they transition to adulthood.

The Help Group’s
Advance LA Conference

Cutting-Edge Research & Best Practices
for Neurodiverse Young Adults

*This event has been postponed due to the COVID-19 pandemic. Check back again for a new date.*

Friday, May 8th
8 a.m. to 4:45 p.m.

American Jewish University – Los Angeles, CA

Parents and professionals come together for a day of inspiration, knowledge, and action. This year’s theme focuses on neuro-diversity and the many strengths young adults can harness as they transition to adulthood. Attendees will have six sessions, including morning keynote, and 20 topics to choose from – see sessions here.

Conference is open to therapists, educators, clinicians, researchers, parents, graduates, and undergraduates. CE’s available – click here to learn more!

Keynote Speaker: Daniel Siegel, M.D.

Plus distinguished speakers in the areas of:
DBT ●  Autism ● LGBTQ+ Support
Mood & Anxiety Disorders ● ADHD

Questions?
Email us at registration@thehelpgroup.org or call 818-779-5165.

MEDIA PARTNER & EXHIBITORS

Thank you to our media partner:

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Presenters

KEYNOTE SPEAKER

Dr. Dan Siegel

Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of

the Mindful Awareness Research Center at UCLA. He is also the Executive Director of the Mindsight Institute which focuses on the development of mindsight, teaches insight, empathy, and integration in individuals, families and communities.

Dr. Siegel has published extensively for both the professional and lay audiences. His five New York Times bestsellers are: Aware: The Science and Practice of Presence, Mind: A Journey to the Heart of Being Human, Brainstorm: The Power and Purpose of the Teenage Brain, and two books with Tina Payne Bryson, Ph.D: The Whole-Brain Child, and No-Drama Discipline. His other books include: The Developing Mind, The Pocket Guide to Interpersonal Neurobiology, Mindsight, The Mindful Brain, The Mindful Therapist, and also with Tina Payne Bryson, Ph.D. – The Yes Brain and The Power of Showing Up. Dr. Siegel also serves as the Founding Editor for the Norton Professional Series on Interpersonal Neurobiology which contains over seventy textbooks.

For more information about his educational programs and resources, please visit: www.DrDanSiegel.com and www.mindsightinstitute.com

(LISTED ALPHABETICAL BY LAST NAME)

PRESENTERS

SPEAKERS FROM THE HELP GROUP

Session Descriptions

(8:15AM – 9:15AM)

MORNING KEYNOTE SPEAKER

The “Yes Brain” Grown Up: Cultivating Courage, Curiosity & Resilience into Young Adulthood

Dan Siegel, M.D.

This lecture will explore the essence of adolescents – the Emotional Spark, Social Engagement, Novelty-seeking, and Creative Exploration that occurs in this point of development. Dr. Siegel will focus on the critical neurological changes that occur in adolescence and the resulting changes in behavior, internal experience, and challenges to integration. You will learn how early life experiences – and how we make sense of these experiences – influence our mind and future relationships. Dr. Siegel will describe how adolescents and adults can learn to cultivate presence and engage in reflective dialogues to better understand each other and connect and will provide insight and practices to help cultivate mindsight abilities, which can be used in personal and professional contexts.

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

  1. Describe the changes that occur in the emotional, social, motivational, memory, appraisal, and reward systems in adolescent development
  2. Differentiate the biological process of puberty from the internal process of adolescence
  3. Implement mindsight tools and exercises that promote integration, provide self-regulatory capability, and support adolescent development
  4. Describe the evolutionary history and purpose of the remodeling period of the adolescent brain and how this process relates to the adolescent mind
  5. Explore how genetics, epigenetics, experiences, and our adaptation to experiences shape our development
  6. Identify the key processes of neuroplasticity and how to take advantage of this unique quality to promote well-being
  7. Explain Dr. Siegel’s Hand Model of the Brain and apply this model to situations in which one has “flipped his or her lid”
  8. Describe different attachment models, including secure vs. non-secure and organized vs. disorganized attachment patterns
  9. Identify how self-reflection, presence, and making sense of our own experiences affect adolescents around us
(9:25AM – 10:30AM)

SESSION 1

A
(DBT) Fostering Self-Regulation and Self Esteem in Young Adults

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Participants will learn validation strategies and how to use them with teens, and young adults to foster self-regulation, distress tolerance, and skills pertaining to self-regulation.

The workshop will explore principals of validation techniques along with the function of behavior in order to help promote independence and self-esteem in teens and young adults.

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

  1. How to incorporate validation strategies in work with teens and young adults.
  2. Understand behavior and the functions of behavior in working with teens and young adults.
  3. Learn and apply distress tolerance techniques

B

The Importance of Building a Sense of Belonging in LGBTQ+ Youth

Bryan Scheihing, LMFT

Information coming soon

C

Hope as a Skill: Understanding and Treating Suicide Risk in America

M. David Rudd, Ph.D.

The session will review an empirically-supported hope-based model for the understanding of suicide risk in American culture. Hope as a core construct is defined, with its component parts identified. The importance of facilitating hope as a skill across all clinical domains will be discussed, along with its impact on public health. Issues of stigma are identified and discussed. Clinical examples will be provided, along with the review of a range of effective clinical strategies.

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

  1. Achieve an empirically informed understanding of suicide risk in America
  2. Recognize the importance of hope as a core skill, along with its component parts
  3. Recognize clinical strategies that facilitate the development of hope and reduce suicide risk.

D

Autism at Work: Creating and Scaling Autism Hiring Initiatives

Hala Annabi, Ph.D.

Information coming soon

(10:40AM – 11:45AM)

SESSION 2

A
(DBT) Emotion Regulation: Learning to Love ALL of Your Emotions

Sasha Ginsburg-Gutstein, LCSW and Erin Lotz, LCSW

Emotional Regulation is one of the main concepts in Dialectical Behavioral Therapy (DBT). Individuals will learn about emotions: where they come from, why we have them and what they communicate to others, as well as ourselves. Participants will learn how to work with clients to practice acceptance and self-validation as important steps that can help individuals learn how to love and accept ALL of their emotions.

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

  1. Learn the functions of emotions and how they impact behavior.
  2. Develop specific skills around emotional regulation.
  3. Learn how emotions develop and where they come from.

B

Supporting Transgender Autistic Teens & Young Adults: Meeting Realities with Hope and Courage

Finn Gratton, LMFT, LPCC

Research indicates that approximately 5-20% of the transgender population is also autistic. Many transgender autistic people are in the midst of social and medical transition during teen and young adult years. Gender affirmative care for these individuals entails identifying specific supports necessary for access to social support and medical care and ongoing advocacy for the fulfillment of these access and support needs.

This presentation will explore ways that non-conforming gender identities and presentations expressed by autistic people are similar and different from those expressed by neurotypical people. We will also look at the particular challenges faced by transgender autistic people at transition age, and how providers and family can support individuals in being their authentic selves during this critical time.

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

  1. Apply understanding of cisgender and hetero-centric bias to the revision of support strategies.
  2. Describe how autistic and neurotypical transgender experiences are similar and different
  3. Create individualized strategies for supporting teens and young adults in their social and medical transitions.
  4. Describe the intersection between gender affirmative and neurotype-affirmative care

C

Beyond Medication: Transcranial Magnetic Stimulation (TMS) and the Future of Psychiatry

Mindy Werner-Crohn, M.D.

Dr. Werner-Crohn will introduce TMS – an FDA- cleared device to treat Major Depressive Disorder and one particular TMS device that is also FDA -cleared to treat OCD in patients 18yo and older. Currently there are many patients who do not adequately respond to medications and therapy for these disorders. TMS delivers MRI- type pulses that stimulate the brain without damaging any tissues. It is noninvasive, non-systemic, safe, effective, and done in an outpatient setting. She will describe what the treatment entails, it’s effectiveness, and the exciting indications it is being used to treat abroad as well as what other indications it is being studied to treat.

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

  1. Become aware of the treatment modality Transcranial Magnetic Stimulation (TMS)
  2. Learn what TMS is used to treat and its outcomes so they can refer people to it
  3. Become familiar with the research being done with TMS for future indications in psychiatry and neurology
  4. Discussion with a patient who has had TMS treatment

D

Autism in the Workplace: Creating Positive Employment Outcomes for Generation A

Amy Jane Griffiths, Ph.D., NCSP

Information coming soon

E

Changing the Neurodiversity Narrative

Jenara Nerenberg

While topics such as ADHD, autism, dyslexia, and SPD are often discussed in the context of young children–especially boys–what happens when these children enter young adulthood, and what happens when they don’t receive such diagnoses until they enter college? Journalist Jenara Nerenberg takes us into the hidden sensory worlds of neurodivergent women where heightened sensitivity is our guide. Found across ADHD, autism, synesthesia, and sensory processing disorder (SPD), such sensitivity is often mistaken for something else entirely and misdiagnosed or obscured by anxiety and/or depression. What is the path forward for young women to thrive in adulthood with a proud sense of neurodivergent identity intact? From Greta Thunberg to Hannah Gadsby, future narratives surrounding neurodiversity are in the midst of a grand transformation.

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

  1. Understand the role that gender bias plays in mental health research, diagnostic criteria, and diagnostic rates
  2. Identify five distinct neurodivergences that share heightened sensory processing sensitivity
  3. Learn the array of initiatives underway at major innovative companies from Adobe to Verizon that are laying the foundation for embracing neurodiversity at work.
(1:00PM – 2:15PM)

SESSION 3

We Are In This Together

Rabbi Sherre Hirsch

Young Adult Panel
Moderator: Jason Bolton, Psy.D.
Panelists: Tom Iland, CPA, Emily Ann Iland, M.A., Jessica McCabe, and Lydia Brown

Information coming soon

(2:25PM – 3:30PM)

SESSION 4

A
(DBT) Effective Communication

Carissa Gallardo, M.A., LMFT and Pam Jacobson, M.A., LMFT

As we learn and practice taking a dialectical stance, we can increase the likelihood of building a sense of belonging and connection. We will look at the DBT transaction model and develop an understanding of how one’s emotions, opinions and judgments impact those we are communicating with just as their emotions, opinions and judgments have an impact on us. With intention and awareness, we can apply the DBT skills of relational mindfulness, emotion regulation, distress tolerance and validation in order to decrease polarization, reduce reactivity and increase accurate expression.

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

  1. Understanding the Transaction Model, the “In’s and Out’s” of validation, the importance of self-regulation during conflict moments
  2. How to practice and use these skills in our daily lives. Strategies for regulating emotions so that one can communicate with intention and accuracy.

B

At the Intersection of Gender, Sexuality, and Autism: Best Practices for Parents and Clinicians

Eva Mendes, LMHC, NCC

There is increasing evidence that suggests that there’s a strong link between autism and divergent/nonconforming gender identities and sexual orientations. Drawing on insights from her decade-long experience as an autism/Asperger/ADHD specialist, Eva Mendes will cover some of the basics of the overlap between ASD and LGBTQ identities and how to implement concrete strategies and resources to help your child or clients who are part of these two spectrums.

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

  1. In this workshop, you will learn about the latest research on the overlap between ASD and LGBTQ. Eva will go over the various divergent identities of gender and sexuality and how these may intersect with autism.
  2. You will hear first-person accounts of people on the spectrum themselves on how they were able to successfully understand, navigate, and integrate their multiple identities.
  3. If you’re a clinician, you will learn ways to deal with the challenges that arise when working with individuals who identify as being on these dual spectrums. Upon completion, you will have a foundation of understanding how to identify if someone is one the spectrum, ASD-specific therapeutic techniques that really work, working with personal biases, helping to protect this often vulnerable population and how being LGBTQ with autism is different from just being LGBTQ.
  4. If you’re a parent, you will gain insight into your child’s mindset and how to best support them on this journey and connect them to the right resources. You will be able to ask questions and have a discussion on how to handle questions from family, friends and coworkers surrounding your child’s autism and/or LGBTQ identity.

C

Adult ADHD from Chaos to Concentration—Proven Techniques for Harnessing Strengths, Getting into the Zone, and Finding Success on Demand

Phil Boissiere, LMFT

In this workshop Phil Boissiere will be actively engaging attendees as he presents key techniques and skills from his new model of managing Adult ADHD (publicly for the first time).  Attendees will leave with clear strategies that work together to address the challenges of ADHD in a holistic manner on-demand. Single “go to” skills are great to have in your arsenal as a person with ADHD or as a clinician. However, when a single effective skill is combined with techniques for regulating the nervous system and techniques for managing run away negative thinking, the results are far more impactful.

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

  1. Identify how skills, thoughts, and nervous system regulation work together holistically for managing ADHD.
  2. Apply multiple skills and techniques in unison on-demand whether at work, home, or in a clinical setting.
  3. Improved sense of empowerment and intrinsic motivation to obtain successful outcomes.
  4. The ability to evaluate which particular skills and techniques should be used in any given moment to thrive with adult ADHD.

D

The Two Faces of Autism: Strengths, Weaknesses, and Pathways to Success for Young Adults

Ellis Crasnow, Ph.D.

Autism is most often characterized by what individuals on the spectrum cannot do, or in terms of behaviors that need to be changed. An alternative view is that natural human variation result in individuals with both strengths and challenges, and this is true of all of us. The two views have different implications for which human behaviors are valued, and which should be eliminated, and how. Attendees at this presentation will explore the different approaches and their impact on success in college, career and in life.

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

  1. Describe the medical model of treatment for individuals on the autism spectrum
  2. Describe the human variation model of treatment for individuals on the autism spectrum
  3. Apply the best model, particularly as it relates to college and career
  4. Identify strategies for improving the participation of those on the autism spectrum in college and the workplace
(2:25PM – 3:30PM)

SESSION 4

A
(DBT) Effective Communication

Carissa Gallardo, M.A., LMFT and Pam Jacobson, M.A., LMFT

As we learn and practice taking a dialectical stance, we can increase the likelihood of building a sense of belonging and connection. We will look at the DBT transaction model and develop an understanding of how one’s emotions, opinions and judgments impact those we are communicating with just as their emotions, opinions and judgments have an impact on us. With intention and awareness, we can apply the DBT skills of relational mindfulness, emotion regulation, distress tolerance and validation in order to decrease polarization, reduce reactivity and increase accurate expression.

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

  1. Understanding the Transaction Model, the “In’s and Out’s” of validation, the importance of self-regulation during conflict moments
  2. How to practice and use these skills in our daily lives. Strategies for regulating emotions so that one can communicate with intention and accuracy.

B

At the Intersection of Gender, Sexuality, and Autism: Best Practices for Parents and Clinicians

Eva Mendes, LMHC, NCC

There is increasing evidence that suggests that there’s a strong link between autism and divergent/nonconforming gender identities and sexual orientations. Drawing on insights from her decade-long experience as an autism/Asperger/ADHD specialist, Eva Mendes will cover some of the basics of the overlap between ASD and LGBTQ identities and how to implement concrete strategies and resources to help your child or clients who are part of these two spectrums.

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

  1. In this workshop, you will learn about the latest research on the overlap between ASD and LGBTQ. Eva will go over the various divergent identities of gender and sexuality and how these may intersect with autism.
  2. You will hear first-person accounts of people on the spectrum themselves on how they were able to successfully understand, navigate, and integrate their multiple identities.
  3. If you’re a clinician, you will learn ways to deal with the challenges that arise when working with individuals who identify as being on these dual spectrums. Upon completion, you will have a foundation of understanding how to identify if someone is one the spectrum, ASD-specific therapeutic techniques that really work, working with personal biases, helping to protect this often vulnerable population and how being LGBTQ with autism is different from just being LGBTQ.
  4. If you’re a parent, you will gain insight into your child’s mindset and how to best support them on this journey and connect them to the right resources. You will be able to ask questions and have a discussion on how to handle questions from family, friends and coworkers surrounding your child’s autism and/or LGBTQ identity.

C

Adult ADHD from Chaos to Concentration—Proven Techniques for Harnessing Strengths, Getting into the Zone, and Finding Success on Demand

Phil Boissiere, LMFT

In this workshop Phil Boissiere will be actively engaging attendees as he presents key techniques and skills from his new model of managing Adult ADHD (publicly for the first time).  Attendees will leave with clear strategies that work together to address the challenges of ADHD in a holistic manner on-demand. Single “go to” skills are great to have in your arsenal as a person with ADHD or as a clinician. However, when a single effective skill is combined with techniques for regulating the nervous system and techniques for managing run away negative thinking, the results are far more impactful.

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

  1. Identify how skills, thoughts, and nervous system regulation work together holistically for managing ADHD.
  2. Apply multiple skills and techniques in unison on-demand whether at work, home, or in a clinical setting.
  3. Improved sense of empowerment and intrinsic motivation to obtain successful outcomes.
  4. The ability to evaluate which particular skills and techniques should be used in any given moment to thrive with adult ADHD.

D

The Two Faces of Autism: Strengths, Weaknesses, and Pathways to Success for Young Adults

Ellis Crasnow, Ph.D.

Autism is most often characterized by what individuals on the spectrum cannot do, or in terms of behaviors that need to be changed. An alternative view is that natural human variation result in individuals with both strengths and challenges, and this is true of all of us. The two views have different implications for which human behaviors are valued, and which should be eliminated, and how. Attendees at this presentation will explore the different approaches and their impact on success in college, career and in life.

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

  1. Describe the medical model of treatment for individuals on the autism spectrum
  2. Describe the human variation model of treatment for individuals on the autism spectrum
  3. Apply the best model, particularly as it relates to college and career
  4. Identify strategies for improving the participation of those on the autism spectrum in college and the workplace
(3:40PM – 4:45PM)

SESSION 5

A
(DBT) Parenting Dialectical Dilemmas­—Taking a Middle Path

Carissa Gallardo, M.A., LMFT and Pam Jacobson, M.A., LMFT

For parents and professionals working with kids, we will also discuss the current dialectical dilemmas which seem endless: too much accommodation or too little; too many rewards or too few; protecting them from struggle or allowing them to learn from it; soothing their pain or allowing them to soothe themselves. This treatment model is focused on bringing new awareness and understanding such that we can be intentional and wise in our approach as well as find compassion for ourselves and others.

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

  1. Parenting Dialectical Dilemmas, holding clear limits.
  2. How to have compassion and acceptance for ourselves and others while also holding limits and getting our needs met.

B

Tips and Tricks for Dating and Romantic Relationships That Actually Work

Vindia Fernandez, Ph.D.

This session is ideal for clinicians and caregivers of neurodiverse teens and young adults with an interest in learning specific strategies for establishing meaningful romantic relationships. The session will take participants through evidence-based, ecologically valid intervention strategies around dating, including basic principles for letting someone know you like them, such as talking to mutual friends and flirting, and general guidelines for asking someone on a date.

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

  1. Identify challenges that neurodiverse teens and young adults face with respect to dating and romance
  2. Understand verbal and non-verbal strategies for communicating romantic interest in another person
  3. Identify specific steps for asking someone on a date
  4. Detect common errors young adults make when attempting to demonstrate interest or ask someone out

C

Suicide Prevention Center Clinical Training: Suicide Risk Assessment, Prevention, and Intervention

Patricia Speelman, M.A., LMFT

This presentation will provide an overview of suicide prevention.  Our presenter will discuss the nature of suicide, suicide related statistics, risk factors and at risk populations, invitations and warning signs.  Presenter will discuss how to assess for lethality, how to manage a person who is suicidal, and will provide information on resource referrals. Particular emphasis will be paid to adolescent, young adult, and developmental and/or learning specific considerations.

Beginning in 1958, the Suicide Prevention Center was the first in the country with a 24-hour suicide prevention crisis line using community volunteers. Today we are one of the largest Crisis Center members of the National Suicide Prevention Lifeline, taking over 130,000 calls, texts, and chats per year. Our Crisis Line provides telephone counseling to individuals contemplating, threatening, or attempting suicide or those worried about their loved one. On the Crisis Line, 6% of the callers are aged 5 to 14 and 38% are aged 15 to 24. For Chat, those numbers are 17% and 52% respectively.

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

  1. Participants will be able to identify the risk factors and warning signs for suicide, including those most commonly noted in adolescent and young adult populations.
  2. Participants will be able to name and understand the four principle risk components of suicide
  3. Participants will be able to assess for the likelihood of lethality when evaluating a client.

D

Successful Transition to College for Neurodivergent Teens and Young Adults: Seven Essential Skill Areas and How to Develop Them

Laurie Stephens, Ph.D.

Information coming soon

E

Cutting Edge Pyschopharmacological and Non-pharmacological Interventions in Neurodiverse Young Adults

Jim Varga, M.D., F.A.A.P

Information coming soon

Levels & Benefits

Sponsor & Exhibitor

Platinum Sponsor: $5,000

  • Recognition as lead sponsor with special announcement at morning keynote & lunch presentations
  • Banner with name & logo at continental breakfast & sit-down lunch
  • Logo on conference bags distributed to all participants
  • Prominent recognition in conference materials & marketing
  • Product or collateral placement in participant bags
  • 5 complimentary conference passes
  • Premium exhibit space placement (includes 6 foot table + 2 chairs)
  • Name & logo on all conference signage
  • Listing on event website with link to sponsor website

Gold Sponsor: $3,000

  • Recognition as supporting sponsor with special announcement at sit-down lunch
  • Banner with name & logo at continental breakfast & sit-down lunch
  • Product or collateral placement in participant bags
  • 3 complimentary conference passes
  • Premium exhibit space placement (includes 6 foot table + 2 chairs)
  • Name & logo on all conference signage
  • Listing on event website with link to sponsor website

Silver Sponsor: $1,500

  • Name & logo on all conference signage
  • Product or collateral placement in participant bags
  • 2 complimentary conference passes
  • Exhibitor space (6 foot table + 2 chairs)
  • Listing on event website with link to sponsor website

Bronze Sponsor: $750

  • Name & logo on all conference signage
  • 2 complimentary conference passes
  • Exhibitor space (6 foot table + 2 chairs)
  • Listing on event website with link to sponsor website
Earlybird $250 before April 7

Exhibitor: $300

  • 2 complimentary conference passes
  • Exhibitor space (6 foot table + 2 chairs)
  • Listing on event website with link to sponsor website