DPC & DSPP
Present
Title: Finding the middle ground between refrigerator mothers and genetics: Understanding autism spectrum disorder through a psychodynamic lens
Presenter: Kevin Goldberg, Psy.D.
Date/Time: November 15, 2023 7:30 pm – 9 pm Central Time
Location: The Center for Integrative and Counseling Psychology
Description: Autism spectrum disorder is being diagnosed at unprecedented rates. While many researchers are analyzing genetic components, attempts to understand autism through a psychological aspect is also appropriate. The presenter will define autism spectrum disorder through the current Diagnostic and Statistical Manual and provide a brief history of the understanding of the disorder. The presenter will address the widely accepted views of autism and autism treatment. Various other views of autism and treatment modalities will be discussed specifically through a psychodynamic lens. The presenter will raise a hypothesis regarding a psychodynamic understanding of autism and address therapeutic considerations for parents and individuals with an autism diagnosis.
Learning Objectives:
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Identify core tenants of autism spectrum disorder;
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Understand the “mainstream” approach to treatment of autism;
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Understand how psychodynamic functions could impact one’s development of autism;
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Formulate a clinical understanding of relational autism treatment.
Presenter/References/Reading (as applicable):
Alonim, H.A. (2007). Infants at risk – early signs of autism – diagnosis and treatment (Acquarone S., Ed.) Signs of autism in infants: Recognition and early intervention. Karnac Books Ltd.
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision. Arlington, VA: American Psychiatric Association, 2022.
Bettelheim, B. (1972). The empty fortress: Infantile autism and the birth of the self. Free Press.
Greenspan, S.I. (2002) The affect diathesis hypothesis: The role of emotions in the core deficit in autism and in the development of intelligence and social skills. Journal of Development and Learning Disorders (5).
Grinberg, H. & Zahavi, A. (2020). Becoming the little prince: Autism within a psychoanalytic environment. Psychoanalytic Inquiry, 40(7), 529-535. https://doi.org/10.1080/07351690.2020.1810527
Kanner, L. (1944). Early Infantile Autism. The Journal of Pediatrics 25(3), 211-217. https://doi.org/10.1016/S0022-3476(44)80156-1
Massie, H. (2007). The prodromal phase of autism and outcome of early treatment (Acquarone, S., Ed.) Signs of autism in infants: Recognition and early intervention. Karnac Books Ltd.
Oswald, T.K., Rumbold, A.R., Kedzior, S.G.E., & Moore, V.M. (2020). Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review. PLoS ONE 15(9): e0237725. https://doi.org/10.1371/journal.pone.0237725
Tandon, P.S., Zhou, C., Lozano, P., & Christakis, D.A. (2011). Preschoolers’ total daily screen time at home and by type of child care. The Journal of Pediatrics 158(2), 297-300. https://doi.org/10.1016/j.jpeds.2010.08.005
Unknown (1960, July 25). The child is father. Time Magazine. https://web.archive.org/web/20061104174824/http://www.time.com/time/magazine/article/0,9171,826528,00.html
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Continuing Medical Education
This activity has been planned and implemented in accordance with the
accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the American Psychoanalytic Association (APsaA) and The Dallas Psychoanalytic Center (DPC). APsaA is accredited by the ACCME to provide continuing medical education for physicians.
The American Psychoanalytic Association designates this Live Activity for a maximum of 6 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
IMPORTANT DISCLOSURE INFORMATION FOR ALL LEARNERS: None of the planners and presenters for this educational activity have relevant financial relationship(s)* to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. *Financial relationships are relevant if the educational content an individual can control is related to the business lines or products of the ineligible company. -Updated July 2021-
Licensed Professional Counselors
In accordance with the Texas Behavioral Health Executive Council rules, Dallas Psychoanalytic Center can provide continuing education to Licensed Professional Counselors. The rules on continuing education course requirements can be found here.
Social Workers
In accordance with the Texas Behavioral Health Executive Council rules, Dallas Psychoanalytic Center can provide continuing education to Social Workers. The rules on continuing education course requirements can be found here.
Licensed Marriage and Family Therapists
In accordance with the Texas Behavioral Health Executive Council rules, Dallas Psychoanalytic Center can provide continuing education to Licensed Marriage & Family Therapists. The rules on continuing education course requirements can be found here.
Psychologists
In accordance with the Texas Behavioral Health Executive Council rules, Dallas Psychoanalytic Center can provide continuing education to psychologists. Licensees are encouraged to read rule 463.35 for complete information on professional development hours and provider requirements. The rules on continuing education course requirements can be found here.
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