June 2026: 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 per webinar
Format: three-hour long online webinar
Date and time:
1. Memory and Memory Impairments
June 20 (Saturday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
2. Traumatic Brain Injury
June 21 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am Pacific Time)
3. Laterality and Functional Organization of the Brain
June 22 (Monday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
4. Autism Spectrum Disorder: Neurocognitive Characteristics, Assessment and Therapies
June 23 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
5. Neuroethics and the Ethics of Neurocognitive Diagnosis
June 24 (Wednesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
6. Creativity and the Brain
June 25 (Thursday) 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.
Memory and Memory Impairments
June 20 (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. Fundamental Concepts of Memory. Define memory and its essential components. Explain the neurobiological basis of memory formation, including synaptic plasticity and neuronal circuits involved.
2. Forms of Amnesia. Define retrograde and anterograde amnesia, detailing their cognitive and neurological underpinnings.
3. Memory Impairments in Neurological Conditions. Analyze memory deficits in Alzheimer’s disease, vascular dementia, and frontotemporal dementia.
4. Clinical Assessment and Management of Memory Disorders. Outline diagnostic criteria and assessment tools used to evaluate memory impairments across different neurological disorders.
Traumatic Brain Injury
June 21 (Sunday) from 10am to 1pm Eastern Time (9am–noon Central Time, 7am–10am 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). Identify and describe the different types of TBI, including concussions, contusions, diffuse axonal injury, and penetrating injuries.
2. Explain the Mechanisms of Traumatic Brain Injury (TBI). Describe the biomechanical forces involved in TBI, including impact, acceleration-deceleration, and rotational forces.
3. List the Multiple Possible Courses of Traumatic Brain Injury (TBI). Identify the different clinical trajectories of TBI, including recovery patterns and potential complications.
4. Explain the Cognitive Characteristics of Traumatic Brain Injury (TBI). Describe the common cognitive deficits associated with TBI, including impairments in attention, memory, and executive functions.
Laterality and Functional Organization of the Brain
June 22 (Monday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
Laterality is a fundamental feature of brain organization. In this webinar we will discuss why the traditional understanding of hemispheric specialization fails to capture all its essential aspects, and will introduce a new understanding of brain laterality which permits a broader evolutionary perspective. We will review the neuroanatomical and biochemical differences between the two hemispheres; their respective (and changing) roles in cognition across the lifespan; examine gender and handedness differences in laterality; as well as the relationship between hemispheric specialization and emotions. We will also review the nature of hemispheric specialization across species throughout evolution.
Topics to be covered:
Where the traditional notions of hemispheric specialization got it wrong.
Functional laterality and brain anatomy. Laterality throughout evolution.
Novel approaches to hemispheric specialization.
How the two hemispheres develop and age.
Laterality and gender and handedness differences.
Laterality and regulation of emotions.
Learning objectives for training:
1. Describe Biological Differences Between the Cerebral Hemispheres. Identify and describe the morphological differences between the left and right cerebral hemispheres, including structural asymmetries.
2. Explain the Limitations of the Traditional Paradigm. Critically assess the traditional paradigm that associates the left hemisphere with language and the right hemisphere with spatial processing.
3. Explain the Roles of the Two Hemispheres in Learning. Describe the role of the right hemisphere in processing cognitive novelty, including its involvement in attention, perception, and problem-solving.
Autism Spectrum Disorder: Neurocognitive Characteristics, Assessment and Therapies
June 23 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
This 3-hour webinar provides a focused overview of the neurocognitive characteristics, diagnostic assessment, and therapeutic approaches in Autism Spectrum Disorder (ASD). Building on sound understanding of neurobiological and syndromal foundations, this webinar emphasizes ASD as a behaviorally defined and highly heterogeneous spectrum, highlighting how core diagnostic features manifest across cognition, language, adaptive functioning, and psychiatric comorbidity. Participants will review DSM-5-TR diagnostic criteria and specifiers, key differential diagnoses across the lifespan, and characteristic neuropsychological profiles, including executive dysfunction, social cognition, and perceptual processing styles. The webinar reviews evidence-based assessment practices, emerging biomarkers, and current intervention models, while addressing lifespan outcomes, health disparities, and contemporary ethical and neurodiversity-related considerations.
Topics to be covered:
1. Defining Autism Spectrum Disorder: Behavioral criteria, heterogeneity, and the current conceptual framework.
2. Diagnostic Criteria and Specifiers: Core domains, severity levels, and functional support needs.
3. Differential Diagnosis Across Development: Distinguishing ASD from other neurodevelopmental, psychiatric, and neurological conditions.
4. Neurocognitive Profiles in ASD: Executive function, social cognition, perceptual processing, and “spiky” cognitive patterns.
5. Psychiatric and Medical Comorbidity: ADHD, anxiety, mood disorders, sleep, sensory, and medical co-occurrences.
6. Epidemiology and Diagnostic Trends: Prevalence estimates, sex differences, and diagnostic ambiguities.
7. Assessment Tools and Biomarkers: ADOS-2, ADI-R, cognitive and adaptive measures, and emerging digital approaches.
8. Intervention Approaches: Behavioral, educational, pharmacologic, and experimental neuromodulation strategies.
9. Lifespan Outcomes and Disparities: Transition to adulthood, quality of life, and access to care.
Learning objectives for training:
1. Describe the DSM-5-TR diagnostic criteria for ASD and the role of specifiers and severity ratings.
2. Identify key neurocognitive characteristics commonly observed in individuals with ASD.
3. Differentiate ASD from other conditions with overlapping developmental or psychiatric features.
4. Summarize evidence-based assessment and intervention approaches used in contemporary ASD practice.
Neuroethics and the Ethics of Neurocognitive Diagnosis
June 24 (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.
Creativity and the Brain
June 25 (Thursday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm 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.
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.
