Finding the middle ground between refrigerator mothers and genetics: Understanding Autism Spectrum Disorder Through a Psychodynamic Lens
Date: Wednesday, November 15: 7:30pm-9pm
Credits: 1.5 CE
Presenter: Kevin Goldberg, Psy.D.
Meeting is on Zoom and in-person at:
The Center for Integrative Counseling and Psychology
4305 MacArthur Ave.
Dallas, TX 75209
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:
Identify core tenants of autism spectrum disorder.
Understand the “mainstream” approach to treatment of autism
Understand how psychodynamic functions could impact one’s development of autism
Formulate a clinical understanding of relational autism treatment.
References
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
Presenter Bio
Dr. Kevin Goldberg graduated with a doctorate in psychology from Adler University (formerly Adler School of Professional Psychology) in 2017. He completed his pre-doctoral internship at the APA-accredited Adler Community Health Services, working in community mental health and forensic settings in Chicago, IL. After his post-doctoral fellowship in private practice, he relocated to Dallas, Texas where his clinical work has focused on psychodynamic psychotherapy for adults and autism evaluations of individuals all ages. He is a membership co-chair of Dallas Society of Psychoanalytic Psychology and a member APA’s Division 39 and Texas Psychological Association.
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