September 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. Executive Functions and the Frontal Lobes
September 18 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
2. Forensic Issues in Neuropsychology: Brain Disorders and Criminal Behavior
September 25 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
3. Neuroethics and the Ethics of Neurocognitive Diagnosis
September 28 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
4. Aging and Dementias
September 29 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
5. Neuroethics and the Ethics of Neurocognitive Diagnosis
October 2 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
Webinars for European Region time zone:
1. Executive Functions and the Frontal Lobes
October 17, 2024 (Thursday) from 14:00 to 17:00 Central European Time (8am – 11am American Eastern Time)
2. How the Brain Deals with Novelty and Uncertainty
October 22, 2024 (Tuesday) from 14:00 to 17:00 Central European Time (8am – 11am American Eastern 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.
Executive Functions and the Frontal Lobes
September 18 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
Executive functions represent the highest level of cognitive control and involve goal formation, planning, mental flexibility, impulse control, working memory. Executive functions are mediated by the prefrontal cortex and related structures. In this webinar we will examine their cognitive composition, neural mechanisms, changes throughout the lifespan, and gender differences. We will also examine how executive functions become impaired in a wide range of neurological, neuropsychiatric, neurodevelopmental, and neurogeriatric disorders.
Topics to be covered:
Executive functions and frontal-lobe functions: are they the same?
Components of executive functions (planning, impulse control, working memory, and others).
Novel approaches to understanding the frontal-lobe functions.
Frontal lobes and large-scale networks (Central Executive, Default Mode, and others).
Executive functions and laterality.
Executive functions and sex differences.
Regulation of emotions: frontal lobes and amygdala.
Executive functions and intelligence.
Executive functions in development and aging.
Learning objectives for training:
1. List Brain Mechanisms of Executive Functions. Identify and describe the structure and
function of the prefrontal cortex, including its subdivisions (e.g., dorsolateral,
ventromedial, and orbitofrontal regions) and their roles in executive functions.
2. Explain the Process and Brain Mechanisms of Decision-Making. Describe the neural
circuits involved in decision-making, emphasizing the role of the prefrontal cortex and its
interactions with other brain regions.
3. Explain the Brain Mechanisms of Emotions. Identify the amygdala’s role in emotion
processing and its connections with the prefrontal cortex.
4. Describe Executive Functions in Normal Development and Aging. Outline the
developmental trajectory of executive functions from childhood through adolescence,
highlighting key milestones and brain maturation processes.
Forensic Issues in Neuropsychology: Brain Disorders and Criminal Behavior
September 25 (Wednesday) 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
September 28 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am 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.
Aging and Dementias
September 29 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
Dementias are among the most prevalent neurocognitive disorders presenting a unique set of clinical and societal challenges. In this webinar we will review several major types of dementia, including Alzheimer’s disease, Lewy body dementia and its relationship to Parkinson’s disease, frontotemporal dementia, vascular dementia, and others. For each of these disorders we will discuss the underlying neurobiology, epidemiology, natural history, diagnosis, and cognitive characteristics. We will also discuss cognitive aging, as well as both protective and risk factors associated with it.
Topics to be covered:
Epidemiology and demographics of dementias.
Alzheimer’s disease: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Lewy body dementia and Parkinson’s disease: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Fronto-temporal dementia: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Vascular dementia: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Korsakoff’s syndrome: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Mixed dementias: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Mild Neurocognitive Impairment and its relationship to dementias. Diagnosis, differential diagnosis, and misdiagnosis.
Memory impairment in dementias and the fallacy of old diagnostic criteria. Executive impairment in dementias: still underrecognized.
Arousal impairment in dementias. Changes in the epidemiology of dementias and possible causes behind them. Cognitive aging: its characteristics, protective factors, and risk factors. Cognitive enhancement and surrounding controversies.
Learning objectives for training:
1. Describe the Biological Characteristics of Major Dementias. Identify and explain the
neuropathological features of Alzheimer’s disease, including amyloid plaques,
neurofibrillary tangles, and brain atrophy.
2. Describe the Cognitive Characteristics of Major Dementias. Discuss the language and
behavioral changes typical of frontotemporal dementia.
3. Discuss the Diagnosis and Differential Diagnosis of Dementias. Outline the criteria for
diagnosing Alzheimer’s disease, vascular dementia, dementia with Lewy bodies, and
frontotemporal dementia according to current clinical guidelines (e.g. DSM-5).
Neuroethics and the Ethics of Neurocognitive Diagnosis
October 2 (Wednesday) 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.
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.
