Workshop Details
Four half-day workshops available
Workshop 1 (Thurs 9:00-12:30)
Assessment of Autism in adults using a neurodiversity framework
A/Prof Caroline Fisher, Jessamae Pieters & James Lewis
The Melbourne Clinic & Allied Health – Psychology, Royal Melbourne Hospital
Medical and deficit focussed diagnostic systems are becoming increasingly problematic for conceptualising neurodevelopmental conditions, particularly Autism. An alternative to this is the neurodiversity framework. This theoretical framework has gained momentum and now influences the way many clinicians and researchers approach work in the area of Autism. Underpinned by insights from Autistic researchers and clinicians, and those with lived experience, the neurodiversity framework proposes that all brains and neurotypes are equally valid, and that no single way of socialising, communicating or processing information should be prized as ideal. It is embedded in a strengths-based approach to diagnosis and therapeutic work. It also dovetails with the social model of disability that proposes that much of the ‘disability’ people experience, is due to being forced to function in a world designed for, and by, neurotypical people, with little accommodation made for neurodiverse traits. The workshop provides education in the neurodiversity framework and how to utilise this to undertake assessments with adults that are strengths-based, diagnosis affirming, and seek to build, rather than reduce, self-esteem and self-acceptance.
Learning Objectives
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Develop an understanding of the neurodiversity framework, and the utility of working within this approach when conducting assessments for Autism in adults.
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Learn how to identify your own bias, and reduce the use neurotypical centric language and clinical practice.
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Understand how to conduct an assessment from a strengths-based approach. Move from a ‘deficits’ mindset to ‘differences’ and ‘preferences’.
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Learn about communication differences, and recommendations for maximising rapport, and diversity inclusive practice.
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Gain an understanding of how adults recently diagnosed with Autism view the experience of participating in a strength-based approach for their assessment.
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Understand how to provide a diagnosis-affirming feedback, and how the Autism identity journey is experienced by those with recent diagnoses.
Topics covered:
Neurodiversity, Autism traits in adults, Strengths-based assessment, (Neuro)psychological assessment tools, Providing effective feedback, Autistic women, Gender identity diversity, Mental health, Autism identity journey, Lived experience informed therapeutic interventions, Service and therapy co-design with Autistic adult consumers.
Workshop 2 (Thurs 9:00-12:30)
Reading published studies for your patient’s benefit.
Prof Bowden, Stephen C. and Dharan, Anita L.
Melbourne School of Psychological Sciences, University of Melbourne, & Department of Clinical Neurosciences, St. Vincent’s Hospital, Melbourne.
The term evidence-based practice is so widely used as to have lost much of its meaning. Some of the more common misapplications of the terminology perpetuate the idea that so long as clinicians read published studies with statistically significant findings, and pay heed to the author’s conclusions, then such clinicians will be guided by evidence. At the other extreme, some colleagues still promote the idea that clinical experience in the hands of an expert clinician, is the primary foundation of ‘real’ evidence. In this presentation, the widely accepted definition of evidence-based practice will be outlined, which requires clinicians to critically evaluate the knowledge they gain from clinical experience, and critically evaluate statistically significant research findings, to optimize information to guide clinical practice. The final step of the widely accepted definition is to integrate quality evidence with patient values and circumstances. Fortunately, the techniques of evidence-based practice can be readily practiced and applied by most well-trained psychologists, and are ideally suited to refinement in a peer-reviewed setting. There are excellent educational resources available to support self-guided learning.
In this workshop, the principles of evidence-based practice will be briefly reviewed and the core techniques for identifying quality research to guide diagnosis or treatment of neuropsychological conditions will be illustrated with practice-examples. These techniques comprise the suite of ‘critical appraisal’ skills. Workshop participants will then be given the opportunity to practice these critical appraisal skills to see how published studies can be used to make patient-specific statements regarding the probability of diagnosis or the probability of success from treatment. In the absence of high-quality evidence, the evidence-based practice approach encourages clinicians to be cautious in their assertions of knowledge certainty. An additional, essential ingredient of the critical appraisal approach includes negotiating the provision of ‘best-evidence’ with individual patient circumstances and values. This negotiation provides an opportunity to accommodate the priorities of cultural-safety into provision of the best research evidence to enhance patient acceptability.
Primary learning objectives of this workshop include the demonstration that critical appraisal skills enhance the provision of quality health-care in clinical neuropsychology. This objective will be achieved by participants gaining knowledge of the key criteria for quality evidence, and practicing evaluation of these criteria. Participants will also gain familiarity with the learning resources to underpin evidence-based practice.
Workshop 3 (Thurs 1:30-5:00)
Assessment of ADHD in Adults using a neurodiversity framework
A/Prof Caroline Fisher, Jessamae Pieters & James Lewis
The Melbourne Clinic & Allied Health – Psychology, Royal Melbourne Hospital
Rates of diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) have increased in recent years, and diagnoses being provided in adulthood is becoming more common. There remains ongoing debate about the utility of conducting a comprehensive cognitive assessment as part of the clinical diagnostic process. In this workshop we will showcase the advantage of clinical neuropsychologists being central, or primary, clinicians in the area of diagnosis. We will cover how neuropsychological assessments can be conducted from a strengths-based approach, from a neurodiversity positive lens. This includes both accepting and celebrating neurodiversity, and acknowledging the many strengths people with ADHD have, in addition to challenges they experience. A framework will be provided for conducting supportive assessments, and how to navigate diagnostic challenges, when co-occurring mental health and substance-use conditions are the norm, rather than the exception. Discussion will also be provided about therapeutic approaches for adults with ADHD from both a 1:1 and group therapy perspective.
Learning Objectives
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Up-to-date information on the epidemiology of ADHD
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Features of ADHD in adults, typical referral avenues and client presentations
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Learn how to identify your own bias, and reduce the use neurotypical centric language and clinical practice
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Learn about common neuropsychology features in adults with ADHD
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Understand how to conduct an assessment from a strengths-based approach. Move from a ‘deficits’ mindset to ‘differences’ and ‘preferences’
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Learn how to harness cognitive strengths to develop individually tailored strategies and recommendations, to reduce the impact of functional challenges
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Learn how providing education about ADHD to clients’ families and support people can facilitate the understanding of the condition and assist to reduce conflict
Topics covered:
Epidemiology and features of ADHD, Presentation in Adults, Strengths-based assessment, (Neuro)psychological assessment tools, Providing effective feedback, Co-morbid mental health conditions, Co-morbid substance use conditions, Diagnostic case studies, Therapeutic approaches in individual and group settings.
Workshop 4 (Thurs 1:30-5:00)
Tackling Change – Understanding and Using the Australian Guidelines for the Diagnosis of Fetal Alcohol Spectrum Disorder (2024)
Dr Haydn Till
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Fetal Alcohol Spectrum Disorder (FASD) is non-discriminatory and prolific! Most clinical neuropsychologists have likely assessed someone with FASD, though perhaps without realising. The potential for missing this diagnosis is significant in all areas where clinical neuropsychologists work (i.e., health and rehabilitation, disability and welfare, education, justice, and more). Understanding how to contribute to the FASD diagnostic process must become core business for neuropsychologists. Through a mix of instruction, facilitated discussion, and case formulating this workshop will introduce practitioners to:
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the Australian Guidelines for Assessment and Diagnosis of Fetal Alcohol Spectrum Disorder (2024),
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the suite of supporting technical reports to the guidelines,
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an advisory framework for clinicians collaborating with Australian Indigenous peoples about their healthcare,
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useful tools and processes for assessing clients in this clinical cohort, and
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formulation, reporting and feedback tips.
The workshop will culminate with discussion exploring potential implications for your clinical neuropsychology practice that result from being more FASD Aware and actioning the diagnostic guidelines in your client mix.