November 2025: 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: $185
Format: three-hour long online webinar
Date and time:
1. Long NEUROCOVID: What Has Been Learned
November 6 (Thursday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
2. Neuroethics and the Ethics of Neurocognitive Diagnosis
November 7 (Friday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
3. Executive Dysfunction in Brain Disorders
November 8 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
4. Creativity and the Brain
November 9 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
5. Laterality and Brain Dysfunction
November 10 (Monday) 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.
Long NEUROCOVID: What Has Been Learned
November 6 (Thursday) 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. Understand the global spread of COVID-19 and its impact on various regions.
2. Describe the challenges of vaccination. Identify the logistical challenges in the distribution and administration of COVID-19 vaccines worldwide.
3. Explain the growing concerns about dementia later in life after COVID-19 infection. Understand the potential long-term neurological impacts of COVID-19, particularly the increased risk of developing dementia.
4. Describe the new findings about NEUROCOVID in children. Identify the neurological symptoms and complications observed in children with Long COVID.
Neuroethics and the Ethics of Neurocognitive Diagnosis
November 7 (Friday) 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.
Executive Dysfunction in Brain Disorders
November 8 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
Executive functions are the most fragile of all cognitive functions. They are affected in a wide range of neurological, psychiatric, neurodevelopmental, and neurogeriatric disorders. In this webinar we will examine how executive functions are affected in various dementias (including Alzheimer’s disease, Lewy body dementia, and Frontotemporal dementia); traumatic brain injury, cerebrovascular disease, neuropsychiatric disorders (including schizophrenia and affective disorders), infectious encephalopathies, seizure disorders, and other clinical conditions, including viral encephalopathies, like neuro-COVID.
Topics to be covered:
Executive dysfunction in dementias (Alzheimer’s disease, Lewy body dementia, Fronto-temporal dementia).
Executive dysfunction in traumatic brain injury (reticulo-frontal disconnection syndrome).
Executive dysfunction in cerebrovascular disorders (CVA, aneurysms).
Executive dysfunction in neurodevelopmental disorders (ADHD, Tourette’s Syndrome).
Executive dysfunction in neuropsychiatric disorders (schizophrenia, affective disorders).
Executive dysfunction in movement disorders (Parkinson’s disease, Huntington’s disease).
Executive dysfunction in infectious encephalopathies (neuro-COVID and others).
Executive dysfunction and seizure disorders.
Executive dysfunction and laterality.
Learning objectives for training:
1. Analyze Executive Dysfunction in Neurodevelopmental Disorders. Differentiate between executive dysfunction in ADHD and other neurodevelopmental disorders.
2. Analyze Executive Dysfunction in Dementias. Describe the patterns of executive dysfunction in Alzheimer’s disease and how they evolve with disease progression.
3. Analyze Executive Dysfunction in Traumatic Brain Injury. Discuss the prevalence and nature of executive dysfunction in mild traumatic brain injury (TBI) and the long-term consequences.
Creativity and the Brain
November 9 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
Numerous claims have been made in the scientific and popular literature, linking creativity to specific brain structures. Which among these claims are accurate and which are tabloid oversimplifications? The multicomponential nature of creativity implies that multiple brain structures are involved. The right hemisphere has a preferential relationship to novelty-seeking. We will discuss the evidence for, and the mechanisms of this relationship. The prefrontal cortex is critical for decision making and for determining what is important. We will discuss the mechanisms of how this happens. Even the most original innovation is built on previously accumulated knowledge and concepts. The left hemisphere is particularly important as the “repository” of such knowledge. What is the relationship between the deliberate and effortful vs. the unconscious and spontaneous? These two complementary components of the creative process may be related to the hyperfrontal vs. hypofrontal brain states. We will discuss this relationship. Is there a genetic basis for creativity? This question is closely linked to another one: the genetic basis of intelligence. We will discuss both questions. The age of a solitary genius is mostly over. Increasingly the creative process is a team process both in science, industry, and the arts. We will discuss the nascent research into group creativity.
Topics to be covered:
Facts and fads of creativity. No single locus in the brain.
Creativity, novelty, and the right hemisphere.
Salience, decision making, and the frontal lobes.
“Standing on the shoulders of giants” and the left hemisphere.
Perspiration and inspiration: hyperfrontality and hypofrontality.
Creativity and the genes: candidate genes and whole genome.
Group creativity: How different brains can work better together.
Learning objectives for training:
1. Relationship Between Novelty Seeking, Creativity, and the Right Hemisphere. Describe how novelty seeking behaviors are linked to creative thinking processes.
2. Relationship Between Decision Making, Creativity, and the Frontal Lobes. Explain how frontal lobe functions, including executive functions and decision-making processes, influence creativity.
3. Concepts of Hyperfrontality and Hypofrontality in Innovation and Creativity. Define hyperfrontality and hypofrontality in the context of creative cognition.
4. Evidence for and Against Genetic Basis of Creativity and Intelligence. Evaluate empirical evidence relevant to the heritability of creativity and intelligence.
Laterality and Brain Dysfunction
November 10 (Monday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
A number of neurocognitive disorders impact the two cerebral hemispheres to unequal degrees. In this webinar we will review several such disorders from the standpoint of hemispheric specialization. They will include neurodevelopmental disorders (e.g. dyslexias, non-verbal learning disabilities); dementias (e.g. frontotemporal dementia); striatal disorders (e.g. Parkinson’s disease and Tourette’s syndrome); neuropsychiatric disorders (e.g. schizophrenia); and certain cerebrovascular disorders. We will also discuss why certain forms of diffuse brain dysfunction may masquerade as lateralized brain disease.
Topics to be covered:
Laterality and learning disabilities (dyslexias vs NVLD).
Laterality and dementias: Is fronto-temporal dementia lateralized?
Laterality and striatal disorders (Parkinson’s disease and Tourette’s syndrome).
Major cerebrovascular disorders and cerebral hemispheres.
Laterality and neuropsychiatric disorders: Schizophrenia and the left hemisphere.
Laterality and differential functional breakdown threshold.
Learning objectives for training:
1. Describe Left Hemispheric Dysfunction in Schizophrenia. Identify and describe the structural and functional abnormalities associated with schizophrenia.
2. Describe Left Hemispheric Dysfunction in Frontotemporal Dementia. Describe the characteristic features of left hemispheric dysfunction in frontotemporal dementia, including language impairments and changes in behavior.
3. Describe Left Hemineglect and Right-Hemispheric Damage. Define left hemineglect and discuss its occurrence following right-hemispheric damage.
4. Describe Pseudodepression and Belle Indifference in Lateralized Frontal CVA. Define pseudodepression and belle indifference and discuss their occurrence in patients with lateralized frontal cerebrovascular accidents (CVA).
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. 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.
