November 2024: Webinar Series About the Brain and the Mind

Each webinar takes 3 hours and 3 CE Credits will be awarded for every live webinar by CE credit sponsor to licensed professionals.

CUE Management Solutions, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. CUE Management Solutions, LLC maintains responsibility for this program and its content.

CUE Management Solutions, LLC is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0242.

Instructor Credentials: Elkhonon Goldberg, Ph.D., ABPP., a clinical neuropsychologist and cognitive neuroscientist, and Diplomate of The American Board of Professional Psychology in Clinical Neuropsychology. His critically acclaimed and bestselling books have been translated into 24 languages.

Tuition: $165

Format: three-hour long online webinar

Date and time:
1. Tourette and ADHD: A New Look at an Old Quandary
November 6 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

2. Memory and Memory Impairments
November 9 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)

3. Forensic Issues in Neuropsychology: Brain Disorders and Criminal Behavior
November 12 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

4. Neuroethics and the Ethics of Neurocognitive Diagnosis
November 19 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

5. Traumatic Brain Injury
November 21 (Thursday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
6. Long NEUROCOVID: What Has Been Learned
November 26 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

Training appropriate for: The course is intended for professionals concerned with mental health and with brain and brain disorders.
The course content level: Intermediate.
 

Tourette and ADHD: A New Look at an Old Quandary

November 6 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

The ADHD diagnosis has acquired the status of a fad and is often given too casually and inclusively. Conflation between two distinct classes of clinical phenomena, hyperactivity and exploratory behavior, is a common source of ADHD overdiagnosis. Inspired by early insights by Oliver Sacks, we examine the relationship between frontal-lobe syndromes, Tourette syndrome, and Parkinson’s disease. This synthesis leads to a new understanding of Tourette syndrome and helps identify its distinct subtypes. These subtypes are caused, respectively, by predominant dysregulation in the left vs right fronto-striatal systems, and result in the preponderance of tics vs excessive exploratory behaviors. We examine the difference between hyperactivity and excessive exploratory behavior, and the potential for diagnostic confusion between ADHD and Tourette if this difference is ignored.
 
Topics to be covered:
Overdiagnosis of ADHD. A source of overdiagnosis: conflation of hyperactivity and exploratory behavior. What is the difference?
Are the diagnostic criteria for ADHD too broad? Duality of symptoms in Tourette syndrome: tics vs exploratory behavior.
Are the diagnostic criteria for Tourette too narrow? The triple-decker: Frontal lesions, Tourette syndrome, and Parkinson’s disease.
Introducing “hemi-Tourette” subtypes.
Clinical features of “hemi-Tourette” subtypes.
Clearing up the diagnostic confusion between Tourette and ADHD.
 
Learning objectives for training:
1. Explain the relationship between Tourette and ADHD diagnoses.
2. Describe the concept of “excessive exploratory behavior” and how it is different from hyperactivity.
3. Explain the role of fronto-striatal interaction breakdown in Tourette syndrome.
4. Summarize the concept of “hemi-Tourette” syndrome variants.
 

Memory and Memory Impairments

November 9 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)

Memory is among the most important cognitive functions, and memory impairment is among the most common and most catastrophic consequences of neurological and psychiatric conditions. In this webinar we will review the basic neurobiology of memory and various forms of memory in normal cognition, including associative memory and working memory. We will then review various amnestic syndromes, e.g. anterograde and retrograde amnesias; and types of memory impairments across a wide range of brain disorders. These include Alzheimer’s disease and other dementias; Korsakoff syndrome; traumatic brain injury; temporal lobe epilepsy; viral encephalopathies including COVID-19, HIV encephalopathy, and herpes simplex encephalopathy; and other disorders, as well as usually ignored neurodevelopmental memory impairments. We will discuss memory changes in aging and efforts to protect it.
 
Topics to be covered:
Basic neurobiology of memory. Components of memory circuits and their neuroanatomy.
Types of memory from a cognitive standpoint: associative vs working; explicit vs implicit; intentional vs incidental.
Forgetting and why it is useful.
Amnesias: anterograde vs retrograde; general vs modality specific.
Assessment of memory and amnesias.
Memory and aging.
Memory impairment in dementias (Alzheimer’s and others).
Memory impairment in traumatic brain injury (TBI).
Memory impairment in viral encephalopathies (Herpes Simplex, HIV, COVID-19).
Memory and neurodevelopmental disorders: neglected condition.
 
Learning objectives for training:
1. Explain basic mechanisms of memory.
2. Describe different forms of memory.
3. Explain major forms of amnesia
4. Describe memory impairments in dementias, traumatic brain injuries, and viral
encephalopathies.
 

Forensic Issues in Neuropsychology: Brain Disorders and Criminal Behavior

November 12 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

Various brain disorders may alter behavior in ways that result in behaviors judged by society as antisocial or outright criminal. Ultimately the judgment whether certain acts are criminal and to what extent (if any) a history of brain disorder is a mitigating factor, rests with the legal system. However, mental health professionals can make important contributions to these decisions in an advisory capacity. It is important to educate both mental health professionals and members of the legal profession about the many possible ways in which brain damage may contribute to criminal behavior. Socially aberrant behaviors are more common in certain brain disorders than in others; the manifestations may be different, and so are the underlying mechanisms. In this webinar we will review some of the conditions with which aberrant behaviors may be associated. These include dementias, neurodevelopmental disorders, traumatic brain injury,
seizures, space occupying lesions, neuropsychiatric disorders, and others. It is important for clinicians working with these populations to be aware of the potential for socially aberrant behavior, which may be predicated, entirely or in part, on the intrinsic properties of underlying brain disease and associated cognitive impairment and disinhibition.
 
Topics to be covered:
Relationship between neuropsychological and legal perspectives.
Frontal lobe dysfunction and aberrant behavior.
Criminal behavior in dementias: frontotemporal (FTD) and others.
Criminal behavior in traumatic brain injury (TBI).
Early life TBI as a risk factor for later-life criminality.
Aggression in temporal lobe epilepsy: real or imagined?
Space occupying lesions: arachnoid cysts and violent psychosis.
Is there a relationship between depression and aggression?
Schizophrenia and violence: is there a link?
Neurodevelopmental disorders: aggression and anger.
 
Learning objectives for training:
1. Neurobiological Foundations. Explain the neuroanatomical and neurophysiological basis
of behavior, emphasizing structures and pathways relevant to decision-making, impulse
control, and social cognition.
2. Neurological Disorders and Criminal Behavior. Analyze the relationship between specific
neurological disorders (e.g., traumatic brain injury, dementia, epilepsy) and criminal
conduct.
3. Psychiatric Disorders and Criminality. Explore the association between psychiatric
disorders (e.g., schizophrenia, antisocial personality disorder) and criminal behavior.
4. Lesions and Criminal Behavior. Describe how space-occupying lesions (e.g., tumors,
cysts) in the brain can alter personality, impulse control, and moral reasoning, potentially
leading to criminal acts.
 

Neuroethics and the Ethics of Neurocognitive Diagnosis

November 19 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

Neuroethics is a new discipline addressing the ethical issues arising on the cutting edge of
neuroscience, both basic and applied. Neuropsychology is a discipline on the intersection of
psychology and neuroscience, with its own unique ethical issues. Some of these issues pertain
directly to the substance of neurocognitive evaluation and rehabilitation. In this webinar we will
examine the concept of neuroethics and its relationship to neuropsychology. First, we review
examples of neuroethics concerns from various aspects of neurosciences. We will then identify
and discuss a wide range of ethical issues specifically related to the substance and content of
neurocognitive assessment and rehabilitation. While these issues are not conventionally
regarded as part of neuroethics, in reality they are. It is important to bring neuropsychology into
neuroethics and neuroethics into neuropsychology. This is what this webinar aims to
accomplish.
 
Topics to be covered:
Neuroethics: definition, resources and examples of pertinent issues. Overdiagnosis driven by fads not facts. Example: ADHD overdiagnosis.
Misdiagnosis because no pigeonholes exist. Example: “memory based learning disability.” Perpetuating outdated notions. Example: “no dementia without memory impairment.”
Saying “somatoform” instead of saying “I don’t know.” Example: when “mild TBI “is not so mild.
Overdiagnosis and underdiagnosis. Example: -1 standard deviation is still normal.
Being a detective at the expense of being a clinician. A malingerer can also be genuinely sick. Overgeneralizing. Example: drawing sweeping conclusions based on a single test.
Cultural insensitivity. Example: giving culture-dependent tests inappropriately.
Fabulizing. Offering interpretations well beyond the data. Intellectual arrogance: not knowing what you don’t know.
Making hasty assumptions about what the patient’s words mean to you and yours to the patient. Example: when the patent complains of poor “memory” they may mean anomia.
Relying uncritically on canned interpretations.
Overpromising the results of intervention.
 
Learning objectives for training:
1. Describe the new discipline of neuroethics and related clinical issues relevant to neurocognitive diagnosis. Provide examples of topics addressed in neuroethics.
2. Describe diagnostic errors related to neuroethics, such as overdiagnosis, underdiagnosis, misdiagnosis, and provide examples.
3. Describe the impact of outdated explanatory constructs, “trendy” constructs, and poorly understood constructs on diagnostic interpretation, and provide examples.
 

Traumatic Brain Injury

November 21 (Thursday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

Traumatic Brain Injury (TBI) is a highly prevalent condition sometimes referred to as a “silent epidemic.” In this webinar we will review various types of TBI (closed, open, blast); various causes and unique characteristics of motor vehicle accidents, workplace-related, military and sports TBI; various mechanisms of TBI (diffuse axonal injury, contre-coup, neurometabolic cascade); cognitive characteristics (particularly executive and memory impairment); recovery from TBI and long-term outcomes; and forensic issues commonly associated with TBI.
 
Topics to be covered:
Epidemiology of traumatic brain injury (TBI). Types of traumatic brain injury (TBI): closed, open (penetrating and perforating), blast. Severity and criteria of traumatic brain injury (TBI): mild, moderate, severe.
Causes of traumatic brain injury (TBI). Mechanisms of traumatic brain injury (TBI).
Focal vs. diffuse components of traumatic brain injury (TBI). Neuroanatomical structures most vulnerable in traumatic brain injury (TBI). Natural course of traumatic brain injury (TBI) and the multiple forms it may take.
Secondary complications in traumatic brain injury (TBI). Cognitive consequences of traumatic brain injury (TBI).
Executive deficit in traumatic brain injury (TBI).
Memory impairment in traumatic brain injury (TBI): anterograde and retrograde amnesia. Traumatic brain injury (TBI) in sports and Chronic Traumatic Encephalopathy.
Military traumatic brain injury (TBI). Forensic issues in traumatic brain injury (TBI).
 
Learning objectives for training:
1. Describe the types of traumatic brain injury (TBI).
2. Explain the mechanisms of traumatic brain injury (TBI).
3. List the multiple possible courses of traumatic brain injury (TBI).
4. Explain the cognitive characteristics of traumatic brain injury (TBI).
 

Long NEUROCOVID: What Has Been Learned

November 26 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)

New information will be presented about the evolution of the pandemic, challenges associated
with vaccination, and the variants. As the pandemic evolves, its character changes. Vaccines
are here, but so are the new virus variants. We have a better understanding of the mechanisms
of acute and long NEUROCOVID, and of its impact on various segments of the population.
NEUROVID in children and in the elderly is of particular concern, as well as its being a risk
factor for later-life dementia. The burden of the pandemic on the overall psychological state of
the world is growing, but so are the arsenal of tools to counter its effects. These and other
issues will be discussed in the new webinar.
 
Topics to be covered:
Evolving pandemic statistics.
Vaccination and its challenges.
Acute NEUROCOVID and the variants.
Long NEUROCOVID.
NEUROCOVID and later-life dementias – growing concerns.
NEUROCOVID in children – recent findings.
Worldwide psychological burden of the pandemic two years later.
Rehabilitation of NEUROCOVID.
Telemedicine and NEUROCOVID.
 
Learning objectives for training:
1. Describe the worldwide dynamics of the pandemic.
2. Describe the challenges of vaccination.
3. Explain the growing concerns about dementia later in life after COVID-19 infection.
4. Describe the new findings about NEUROCOVID in children.
 

Conflicts of Interest:
There is no known commercial interest or conflict of interest for this program.

Cancellation Policy:
If for any reason you need to cancel, please contact the trainer so we can work together to determine a resolution.
Dr. Elkhonon Goldberg, Ph.D., ABPP: info@lninstitute.org 800-906-5866

Grievance Policy:
We seek to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please email us with your written grievance. Grievances would receive, to the best of our ability, corrective action in order to prevent further problems.

ADA Needs:
If you have any special requests, please email/call: Karen Newell: 707-321-0926 newell@sonic.net

CE and Commercial Support:
CUE Management Solutions, LLC does not have a relevant financial relationship(s) with ineligible companies or other potentially biasing relationships to disclose to learners.
 

Continuing Education

CUE Management Solutions, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. CUE Management Solutions, LLC maintains responsibility for this program and its content.