While research has identified that the neurodivergent population is at risk of classically defined trauma, it is clear that they also are subjected to chronic trauma from everyday interactions with a world that does not support or meet their needs. This keynote presentation will introduce a framework for identifying trauma in the neurodivergent population that falls outside mainstream interpretation of the word. A dimensional model of trauma for the neurodivergent population will be proposed and application of SAMHSA principles of trauma informed care focused on this population will be outlined.
Presented by Virginia Spielmann, PhD, OTR/L and recorded at STAR Institute Sensory Symposium October 2022 in Denver
Engagement Level: IntroductoryThe views expressed in the following presentation are those of the presenter and do not necessarily reflect those of STAR Institute.
Content Level: Intermediate
Length:1.5 hours
Timeframe for access: Once you first choose to "Launch" this course, you will have 45 days to access the content as often as you like. Your 45-day window for access will not begin until you first click the "Launch" button.
Learning Objectives:
· Identify essential aspects in development of personhood related to self-definition and relational-self
· State the general relation between occupational health and occupational marginalization
· Describe specific examples of occupational marginalization and how they manifest as trauma in neurodivergent populations
· Apply SAMHSA principles of trauma informed care including realizing, recognizing, responding, and resisting when serving neurodivergent populations
Presenter:
Virginia is a well-travelled speaker, coach and educator on topics including sensory integration, DIR/Floortime, child development and infant mental health. She has conducted trainings in Kenya, Australia, the Philippines, Vietnam, Hong Kong, and the USA and leads workshops at international conferences.
Virginia is a founder and former ClinicalDirector of SPOT (Speech, Physical, and Occupational Therapy) Interdisciplinary Children's Therapy Center in Hong Kong, where she led a large and widely respected inter-disciplinary team.
Virginia obtained her BSc in Occupational Therapy in Oxford England (2002) and her Masters in Occupational Therapy from Mount Mary University, Milwaukee (2018). She is a DIR/Floortime Training Leader and Expert and clinical consultant for the Interdisciplinary Council for Development and Learning (ICDL). Her extensive pediatric experience includes children on the autism spectrum, as well as those with Sensory Processing Disorder, infant mental health issues, adoption, developmental trauma.
Virginia has considerable post-graduate training, she is certified on the SIPT and is currently completing her Ph.D. in Infant and Early Childhood Development with an emphasis on mental health, with Fielding Graduate University, in Santa Barbara. She is a published author and contributed to the STAR Frame of Reference as part of the 4th Edition of Frames of Reference for Pediatric Occupational Therapy, alongside Dr. Miller and Dr. Schoen.
Who should attend:
Occupational therapists, physical therapists, speech language pathologists, educators, child development specialists, mental health professionals, parents, caregivers, and other individuals seeking a better understanding of Sensory Processing in Autism.
Instructional Methods:
PowerPoint lecture
Cancellation Policy:
Because
this program is recorded and accessible at your convenience, cancellations are
not typically accepted. Please contact education@sensoryhealth.org if
you have any questions or concerns.
Do you have a disability that would require special accommodations?
Please
contact us at education@sensoryhealth.org and describe
how we can help accommodate your needs.
Continuing Education Credits:
Course Completion Requirements:
Upon
full completion of the course video, participants must complete and pass a quiz
with at least 80% accuracy to receive a certificate of completion.
The views expressed in the following presentation are those of the presenter and do not necessarily reflect those of STAR Institute.
| Title | Credits | |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 |