Cascadia Training for Professional Development

🆕 BRAND-NEW! Reconceptualizing OCD 🆕
2026-05-01 09:00 - 16:30 (America/Los_Angeles) | Zoom
Brand-New!
Reconceptualizing OCD
Presented by: B Lourenco, MA, LMHC (she/her)
When: Friday, May 1st, 2026 | 9:00 AM – 4:30 PM Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 6 CEs | Cost: $190.00
With the rise of the Neurodiversity-Affirming movement, the field of psychology has had to grapple with the ever-growing knowledge that it got it wrong with Autism and ADHD. This course asks: What if we’ve gotten OCD wrong, too? What if OCD is part of the innate neurodivergent umbrella that needs support and accommodation instead of treatments that often end up feeling like a game of whack-a-mole?
B Lourenco uses a combination of lived experience and scientific research to analyze and assess the current understanding of and framework for OCD and its treatment. This continuing education workshop offers a different way of viewing OCD through a non-pathologizing lens, a holistic view that honors the strengths of the OC brain. This workshop will also cover ways to provide care for clients using a blend of modalities that offer affirming support. If you live or work with OCD, this class will absolutely leave you questioning what you thought you knew!
Workshop Objectives:

Compare and contrast the medical model and the reconceptualization of OCD
Describe the purpose of the OC brain through a non-pathologizing lens
Identify ways that the OC brain may have supported early human survival
Describe the impact of trauma and/or core fears on the experience of OCD
Define what shifts an OC brain into an experience of OCD
Learn how to support OCD through a combination of I-CBT, ACT, and IFS

REGISTER HERE

Therapeutic Neuroscience Certificate Series: A Brain Science-Based Approach to Cognitive & Somatic Treatment of Common Mental Health Disorders🆕
2026-05-04 09:00 - 2026-06-01 12:15
Popular Certificate Program!
Therapeutic Neuroscience Certificate Series: A Brain Science-Based Approach to Cognitive & Somatic Treatment of Common Mental Health Disorders
Presented by: Hannah Smith, MA, LMHC, CGP
When: Monday, May 4th – Monday, June 1st, 2026 | 4-Week Series | Meets Four Consecutive Mondays except Monday, May 25th | 9:00 am – 12:15 pm Pacific Time (same time each Monday)
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours: 12 CEs | $499.00
***see below for payment options
Are you ready for something really different?
As a provider of mental health treatment, it is important to stay informed about the latest advances in treatment. Beyond being a requirement of most licensure boards, research shows that improving practitioner competence decreases burnout and increases job satisfaction!
One of the hottest topics is the integration of neuroscience into mental health treatment. You heard this, and you want to learn more – but it feels daunting and overwhelming in the face of all you have to deal with every day. The prospect just does not sound pleasant.
So, why not make it easier?
Introducing Cascadia’s brain science certificate series!
In keeping with not only teaching to the brain in presentation style, but also in the ability to take in and retain, Cascadia now offers this in a series of three-hour sessions over a few weeks! The benefits are many!
First, the course is separated into four discrete and highly useful sessions:
Week One: Pertinent Therapeutic Neuroscience
Week Two: Applications in Therapeutic Neuroscience
Week Three: Neuroscience-informed Cognitive Approaches
Week Four: Neuroscience-informed Somatic Approaches.
Besides three-hour time blocks being easier to manage than an entire day, you will also have lots of time to think about, try things, and ask questions in between sessions, as skill support inquiries are encouraged!
None of us wants to spend our time learning only to come away tired and feeling that we could not retain what we learned. In this format, you will have the chance to really sink your teeth into the material and build a sense of competence!
All this will take place in the comfort of your own home!
If you have wanted to take your practice to the next level by incorporating cutting-edge neuroscience, then this is the course for you! Whether you aren’t quite sure what the amygdala really is or you are a PhD in Neuropsychology – this practical, application-based course will appropriately challenge and inspire you!
Workshop Objectives:

Learn Pertinent Brain Systems & Structures and Describe Their Practical Application to Clinical Work
Identify & Examine the Neurological Processes Underlying Common Mental Health Disorders, Such as Anxiety, Depression, Personality Disorders & Trauma.
Relate Specific Dysfunctional Behavioral Presentations to Associated Brain Functions to Improve Diagnosis & Pinpoint Effective Treatment Modalities
Apply the Neuroscience-informed Lens to Current Cognitive-based (ACT, CBT, IFS), Mindfulness-based (DBT, MBT), & Somatic-based (EFT, Expressive Therapies) Theories You Already Know Increasing Insights to Improve Treatment Trajectory & Outcomes
Evaluate the differences between amygdala-based and cortex-based symptoms
Apply proven strategies for calming and training the amygdala.
Use Practical Neuroscience-informed Techniques, such as Threat Analysis, to Improve Client Understanding, Compliance, and Outcomes
Convey Difficult Science Terms & Concepts in an Understandable, Client-friendly Manner

PAYMENT OPTIONS
Cascadia Training values quality continuing education that is accessible, inclusive, and without barriers to all. We never want the cost of our workshops to be a barrier to attending one of our workshops, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, a limited number of full and partial scholarships, discounts for students, and discounts for early professionals.
For payment plans, you can select paying 50% today and the remaining 50% will automatically be processed from your credit card on the last day of June.
Please email us at hello@cascadiatraining.org to inquire about discounts and scholarships.

Body Justice: Addressing Sizeism and Fear of Fat
2026-05-13 09:00 - 16:30
Health Equity or Cultural Competence CEs!
Body Justice: Addressing Sizeism and Fear of Fat
Presented by: Amber Rice, LMFT, MA
When: Wednesday, May 13, 2026 | 9:00 am – 4:30 pm Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours: 6 CEs – counts toward Health Equity requirements and Cultural Competence requirements| $199.00
Therapists are becoming increasingly aware of the harm that has been/is being done to clients when healthcare settings (including counseling practices) focus on weight and weight loss as a primary goal. Most therapists, however, have not been trained in how to have conversations with their clients about body shame, weight stigma, healthism, diet culture, and sizeism. How, then, do therapists help clients heal body shame in a weight-obsessed world when our culture is obsessed with weight being an indicator of health? This course introduces therapists to practical resources, knowledge, empowering interventions, and the language needed to help challenge weight stigma, connect weight stigma and negative health outcomes, and support clients toward weight-neutral and compassionate self-care.
Many providers have increased their awareness of the need to adjust their practice lens and use a more weight-inclusive, fat-positive approach to addressing food and body issues. Mental health clinicians have become increasingly aware of the expanding body of research that says intentional weight loss and dieting just don’t work, and find themselves no longer ethically comfortable participating in diet culture. Therapists understand that supporting clients in weight loss or lifestyle changes (even for health reasons) is frequently emotionally and metabolically damaging, is not trauma-informed, often results in eating disorders and poor health outcomes, and is rooted in weight bias and the body hierarchy. Ethical, culturally competent mental health practitioners want to know how to help their clients have a more peaceful relationship with food and their bodies. However, even the best-intentioned clinician finds that the cultural climate of weight stigma is so prevalent in both medical and mental health fields that they don’t even know where to begin.
This course will help therapists have conversations about bodies, weight, and health without contributing to the body shaming and size bias that is commonplace in healthcare settings. Amber will introduce participants to knowledge that will help them ethically and compassionately address the impacts of weight stigma with their clients. Workshop attendees will learn ways to help their clients reduce body shame, improve their relationship with food, and invite more satisfaction and joy in their lives in a culturally competent way so they can be more resilient and confident in their own skin.
Objectives:

Discuss the use of “fat” as a reclaimed term, ask for the avoidance of the “O” words (obese, overweight), the use of “numbers” to describe weight, and other guidelines to avoid microaggressions that may take place during the workshop.
Present research studies and lived experiences that provide evidence for the need to practice with a weight-inclusive approach.
Teach the core values and principles of Health at Every Size and Body Trust approaches.
Provide an overview of the HAES and Body Trust approaches, along with practical clinical interventions for clients seeking a more peaceful relationship with food and their bodies.
Discuss with participants the ethical considerations and dilemmas present in the current medical and mental health models that support weight loss for health purposes.
Offer a pathway toward becoming more culturally competent, with an adjusted lens that actively seeks to eliminate implicit and explicit bias in assessment, treatment, and orientation.
List action steps that participants can employ to create a more weight-neutral practice.
Ask attendees to acknowledge possible body (thin) privilege.
Evaluate therapeutic spaces and environments to ensure they are fat-friendly and free of pathologizing magazines and stigmatizing language/media/magazines.
Advocate for self-examination for fatphobia and anti-fat bias.
Increase the visibility of fat people and scour websites and waiting rooms for diet culture.

REGISTER HERE

SPECIAL SALE! Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
2026-05-20 10:00 - 2026-06-24 13:15
Last-Minute Deal! $100 Off!
Law & Ethics, Health Equity,
and Cultural Competence CEs!
Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
Presented by: B Lourenco, MA, LMHC
When: This course will be held for six consecutive Wednesdays: May 20th through June 24th, 2026, from 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern

Wednesday, May 20th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, May 27th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, June 3rd, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, June 10th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, June 17th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, June 24th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern

Where: Live on Zoom. You will receive your Zoom link/invitation the week of the event.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 18 CEs (12 CEs can be used for Cultural Competence or Health Equity CEs, and 6 can be used for Law & Ethics CEs) | $599.00 *** (see below for payment options) Now Only $499.00!
As technology advances and mental health education becomes increasingly available, the population has become more self-aware. The world is changing quickly, and with it, more and more people are realizing that their brains work differently from others’. Due to the influence of social media and the shift to focusing on lived experience as a legitimate means of diagnosis, we are seeing a sudden increase in clients who identify as Autistic and/or an ADHDer. We find that clients are speaking up and finding validation for what they have always known: their brains operate differently from those of their peers, colleagues, friends, and families. As a result, we are seeing a sudden increase in the young adult and middle-aged population who identify as being Neurodivergent in a Neurotypical world.
This workshop series is designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences. Participants will come away from this course with a deeper understanding of ADHD and Autism from the Neurodiversity-Affirming Paradigm that focuses on strengths and differences, not diagnoses, disorders, and deficits.
Especially following the COVID pandemic and its sometimes long-term impact on the brain and the immune system’s inflammatory processes, many clients report having different and often challenging sensory processing experiences. We are seeing more adults presenting in our offices with reports that they now have issues not only with taste and smell but with a range of visual, hearing, tactile, balance, and internal bodily sensations they never have before experienced, as well as difficulties with attention and memory. This begs the question: have these brain differences always been there but now have been sensitized or magnified by exposure to COVID and months-long isolation?
Many adults are now recognizing they are not alone and are demanding they not be dismissed or invalidated any longer, often having experienced the continued frustration of providers questioning their own lived experiences and, as a result, having been either undiagnosed or underdiagnosed due to outdated and debunked diagnostic criteria still used by mainstream psychiatrists and physicians. These individuals are finding validation for what they have suspected all along: their brains work differently from those of their peers, families, and friends.
With new research available and an increasingly empowered clientele, we see more than ever the need to remain current in our understanding of–and support for–those who have brain differences. Committed to blending cutting-edge scientific evidence with the lived experiences of our clients, Cascadia Training is delighted to offer a new workshop series designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences.
Upon completion of this series, participants will have a deeper understanding of ADHD and Autism from the Neurodiversity Affirming Paradigm that focuses on strengths and differences, not disorders, diagnoses, and deficits!
Woven throughout the series are the law and ethics of working with neurodivergent clients, including the danger of misdiagnoses, and the harm of using biased, outdated, debunked diagnostic criteria leading to the under-diagnosis of ADHD and Autism spectrum experiences. In addition, participants will learn about and identify pathologizing, stigmatizing, and harmful treatment protocols and clinical interventions still utilized by providers in educational, physical, and mental health professions.
This series uses a system developed explicitly by B Lourenco, an expert on ADHD and Autism. The course focuses to a large degree on the internal, lived experience of neurodiversity. Each of the six weekly sessions will include a didactic portion, an experiential section, and direct case consultation time. All modules will include lecture, video, and experiential segments.
Certificate Program Weekly Modules:
Week One: Sensory Systems – Getting in touch with the sensory system is the most critical step in supporting neurodivergent clients. Sensory information can regulate emotional and physical experiences. In addition, we will focus on using sensory profiles, menus, and diets to support day-to-day quality of life.
Week Two: Communication and Relationships – Understanding how those with Autism and ADHD communicate creates room for therapeutic connection. With this understanding, we will dive into tools for managing meltdowns and shutdowns in an affirming way.
Week Three: Attending and Executive Function – This module will explain why those with Autism and ADHD face challenges attending to their environment by addressing social expectations on perceptions of “functioning.” You will also learn how to use the client’s natural rhythms to support positive functionality.
Week Four: Social Systems and Disability – Understanding how society directly impacts the lives of people with disabilities. We will focus on how clinicians can incorporate advocacy into their practice and tools to unlearn neurotypical values by connecting clients to personal values.
Week Five: Differentials and Comorbidities – This module will teach participants how to rule out or “dial in” on other mental health concerns or diagnoses. We will present comorbidities that exist with your neurodivergent clients and how to effectively support them in a non-stigmatizing way. The role of trauma and grief in the lived experience of clients who identify as neurodivergent will be discussed, as well as the impact of these events on the developing brain. We will process how to best support the grief and disenfranchised losses felt by our autistic and ADHD clients and their families.
Week Six: The Use of Joy As a Tool Against Oppression. Creating celebrations of being neurodivergent and finding joy in everyday life as we partner with our neurodivergent clients. The Neurodivergent-affirming certificate program series will conclude with various celebrations we can share with our clients and the shift to viewing “joy itself as a tool against oppression.” As clinicians, it is important for us to first comprehend–and then share– the ways that society benefits from neurodiversity in general and ADHD and Autism, in particular. We will conclude by learning ways to help our clients celebrate their neurodiversity and see themselves through an affirming, strengths-based lens.
Other topics that will be covered in this practice- and life-altering certificate program series include, but are not limited to:

Alexithymia and Dysthymia
ARFID
Misophonia
Gender and sexuality in the ADHD and Autistic communities
The role of menstruation on ADHD and Autistic brains
Interdependence vs codependence and/or independence
Myths and stigmas about neurodivergent people
Experiences of abuse in neurodivergent people
Pervasive Desire for Autonomy (PDA)

***Payment Options:
Cascadia Training values quality continuing education that is accessible, inclusive, and barrier-free for all. We never want the cost of our workshops to be a barrier to attending, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, limited full- and partial-scholarship opportunities, student discounts, early professional, military/veteran, LGBTQ+, BIPOC, and more discounts. Please email us at hello@cascadiatraining.org for more information.
For payment plans, you can select paying 50% today and 50% due on June 30, 2026.
REGISTER HERE

Mindfulness and ADHD: Strategies for Cultivating Focus and Self-Regulation
2026-06-24 09:00 - 12:00
Mindfulness and ADHD: Strategies for Cultivating Focus and Self-Regulation
Presented by: Dreya Blume, LCSW
When: Wednesday, June 24th, 2026 | 9:00 am – 12:00 pm Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 3 CEs Meets Criteria for Health Equity or Cultural Competence CEs | $99.00
ADHD can make attention, emotional regulation, and impulse control challenging for many clients, yet mindfulness offers practical tools to enhance focus, self-awareness, and emotional balance. This training introduces psychotherapists to evidence-informed mindfulness strategies tailored for clients with ADHD.
Participants will explore how mindful awareness, grounding techniques, and present-moment focus can support attention regulation, reduce stress, and improve daily functioning. Through experiential exercises and discussion, attendees will learn how to integrate mindfulness practices into therapy sessions in ways that are engaging, accessible, and developmentally appropriate.
Therapists will leave with practical tools to help clients cultivate focus, strengthen self-regulation, and harness mindfulness as a resource for managing ADHD-related challenges.
Workshop Objectives:

Develop an understanding of how ADHD impacts attention, emotional regulation, and executive functioning, and how mindfulness can support these areas.
Learn practical mindfulness-based strategies tailored to clients with ADHD for improving focus and self-regulation.
Identify ways to integrate mindfulness practices into therapy sessions to enhance client engagement, attention, and emotional balance.

REGISTER HERE

💲SPECIAL SALE!💲 Practical Skills Training for Clinicians 🆕
2026-06-25 09:00 - 16:30
Last-Minute Deal! $50 Off!
BRAND-NEW!
Meets Requirements for Law & Ethics, Health Equity, and/or Cultural Competence Continuing Education Credits (CEs)
Practical Skills Training for Clinicians
While geared toward clinicians earlier in their career, this continuing education workshop is also appropriate for therapists who want a skills refresher or need reminders of tools they may have forgotten along the way.
Presented by: B Lourenco, MA, LMHC (she/her)
When: Thursday, June 25th, 2026 | 9:00 AM – 4:30 PM, Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved CEs): 6 Law & Ethics, Health Equity, and/or Cultural Competence CEs | $199.00 Now only $149.00!
Continuing Education Workshop Description
As a clinical supervisor, B started to notice a pattern with her new supervisees. Many of them had done well in graduate school, but they also felt they lacked practical skills and tools to support their clients in clinical practice. Or they could explain a principle in a clinical way, but didn’t know how to use that information to offer psychoeducation to their clients.
This continuing education workshop is meant to serve as a bridge between higher education “book smarts” and practical clinical application, offering concepts and tools in easy-to-digest, easy-to-apply ways.
While geared toward newer clinicians, this continuing education workshop is also appropriate for therapists who want a skills refresher or need reminders of tools they may have forgotten along the way.
B offers several instruments and concepts based on her clinical expertise, so everyone is bound to leave with new knowledge, practical techniques, and skills!
Some topics covered include: relational skills, attachment, family and social systems, relational dependence, nervous system education, reinforcement, learning and epistemology, transference issues, clinical expertise, and humility.
Continuing Education Workshop Objectives
Attendees will:

Learn simple ways to explain and explore at least two (2) concepts related to attachment theory and/or relationship models
Describe ways that systems impact individuals and vice versa
Describe nervous system responses, including an adapted Polyvagal model
Describe at least two (2) clinical life skills that their clients can benefit from
Define at least two (2) ways to determine their personal clinical expertise and how to use them in sessions with clients
Learn how clinical transference and countertransference can be one of a therapist’s best tools

REGISTER HERE

🆕 BRAND-NEW! Yoga Nidra for Nervous System Regulation, Self-Awareness, and Emotional Clarity 🆕
2026-06-26 10:00 - 13:00
BRAND-NEW!
Law & Ethics, Health Equity, or Cultural Competence CEs
Yoga Nidra for Nervous System Regulation, Self-Awareness, and Emotional Clarity
This continuing education workshop is accessible to all clinicians, regardless of their yoga experience (or lack thereof). No previous yoga experience, training, or certification required.
Presented by: Kylani St. Clair, LMHC, CCTP, RYT
When: Friday, June 26th, 2026 | 10:00 am – 1:00 pm Pacific Time
Where: Live via Zoom (you’ll receive the link the week of the workshop)
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 3 CEs (meets Law & Ethics, Health Equity, or Cultural Competence requirements) | Cost: $99.00
CONTINUING EDUCATION WORKSHOP DESCRIPTION:
Not all clients can “talk their way” into emotional regulation and awareness—so what do you do when words aren’t enough? When a client feels overwhelmed, scattered, and/or disconnected, often the most effective intervention isn’t more verbal processing—it’s helping the nervous system slow down, settle, reset, and recover. Yoga nidra best serves people who are highly anxious and experience chronic stress.
This engaging and experiential continuing education workshop, developed and presented by Kylani St. Clair, introduces a powerful, accessible clinical tool for nervous system regulation, healing, and self-discovery: yoga nidra!
Yoga nidra is a form of guided deep meditation, practiced lying down or seated, that invites clients into a state of profound relaxation—without requiring movement or prior meditation experience. Often described as a state between wakefulness and sleep, this practice creates space for both deep rest and meaningful insight to emerge simultaneously.
Through her decades of yoga practice as a student and eventually a seasoned yoga teacher, Kylani discovered that several types of yoga – such as yoga nidra – complement her mental health practice and therapeutic techniques in powerful ways. She regularly weaves various forms of ygoa into counseling sessions with clients to support nervous system and emotional regulation, movement medicine, spiritual exploration, and overall mind-body-spirit wellness, thereby drastically improving client outcomes. Now she has developed this workshop to help you do the same!
Rooted in an ancient tradition, this workshop will also acknowledge the cultural origins of yoga nidra and explore ways to integrate the practice into clinical work with cultural humility and respect. Through yoga nidra, clients can gently access physical, emotional, cognitive, and even spiritual awareness, gaining clarity around their present experience, values, needs, and boundaries while the nervous system actively settles and recovers. What often feels out of reach in a fully alert state can become more accessible through guided rest.
Participants in this workshop will not only learn about yoga nidra—they will practice it and experience its powerful effects firsthand! This training includes a guided practice incorporating progressive muscle relaxation, breathwork, imagery, and intention-setting. Emphasis will be placed on the clinician’s role in facilitation, including the intentional use of tone, pacing, and therapeutic presence to support co-regulation, safety, and engagement. Ethical considerations will be integrated throughout, including informed consent, scope of practice, and supporting client autonomy and choice within the practice.
Beyond the experience gained, participants will develop practical, immediately applicable skills for integrating yoga nidra into everyday clinical sessions. This includes learning how to assess when yoga nidra may be appropriate, adapt the practice for different client needs, and facilitate post-practice processing to deepen insight and therapeutic impact.
Participants will also learn how to create their own yoga nidra scripts tailored to their clients’ unique needs, with attention to accessibility, inclusivity, and client-centered care.
By the end of this powerful and practical workshop, clinicians will leave with a deeper understanding of how to use deep rest as a therapeutic intervention—and the confidence to begin using these tools with clients right away.
CONTINUING EDUCATION WORKSHOP OBJECTIVES:
Workshop attendees will:

Learn the principles of yoga nidra and its role in nervous system regulation
Participate first-hand in a yoga nidra practice, relaxing your system during training
Practice guiding clients in yoga nidra with tone, pacing, and more
Develop your own unique scripts for your clients’ needs
Learn to facilitate post-practice processing with clients
Identify the ethics of introducing yoga nidra into the therapeutic session, including the scope of practice, competence with a new technique, ensuring there is informed consent, and understanding possible contraindications to including yoga in therapy sessions.
Consider the cultural and spiritual implications for each client.
Learn how to understand and build in the client’s unique belief systems into the therapeutic session.

This continuing education workshop is accessible to all clinicians, regardless of their yoga experience (or lack thereof). No previous yoga experience, training, or certification required.
REGISTER HERE

💲SPECIAL SALE!💲Ethics of Supervision by B Lourenco 🆕
2026-07-08 10:00 - 13:00
Last-Minute Deal! 50% Off!
BRAND-NEW!
Law & Ethics Continuing Education Credits (CEs)
Ethics of Supervision
Presented by: B Lourenco, MA, LMHC (she/her)
When: Wednesday, July 8th, 2026 | 10:00 AM – 1:00 PM, Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved CEs): 3 Law & Ethics CEs | $99.00 Now ONLY $49.00!
Continuing Education Workshop Description
The Department of Health outlines the requirements to become an Approved Supervisor in Washington State: at least 2 years of full licensure, a 15-hour continuing education workshop, and 25 hours of “supervision of supervision.”
But what qualities or skills does a good clinical supervisor need to have to best support new therapists? What are the ethical concerns to consider when deciding to offer supervision?
In this continuing education workshop, presenter B Lourenco draws on her experience in clinical supervision and combines it with one of the things she does best: asking hard questions about how we do things in our field. Whether you are just starting out or have been offering supervision for years, this workshop will help you consider key factors when supervising associate therapists.
Continuing Education Workshop Objectives
After attending this continuing education workshop, attendees will be able to:

Describe two ethical issues that supervisees are facing
Define two qualities of an ethical supervisor
Outline personal supervisory values and ethics

REGISTER HERE

🆕BRAND-NEW! Lunch & Learn: Threat Analysis: Improving Self-Regulation with Practical Brain Science 🆕
2026-07-20 12:00 - 13:30
Brand-New!
Lunch & Learn: Threat Analysis: Improving Self-Regulation with Practical Brain Science
Presented by: Hannah Smith, MA, LMHC, CGP
When: Monday, July 20th, 2026 | 12:00 PM – 1:30 PM, Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.

Continuing Education Credit Hours: 1.5 CEs | $25.00
You will be hard-pressed to find a client in therapy that does not deal with anxiety, and we all know the rate of people going to therapy for trauma treatment has been significant for some time.
Then, we have neurodivergent people who have steadily activated nervous systems we often diagnose as anxiety disorders, especially social anxiety.
In any case, the results of dysregulation can be destabilizing, making people feel as if they are under threat, which could lead to relational issues or cause them to miss out on their lives.
But what if it didn’t have to be this way?
With advances in our understanding of modern neuroscience and within the framework of Interpersonal Neurobiology, we now recognize that there are two major neural pathways to nervous system activation, each indicating a different type of threat. The key is to learn to detect the type of activation occurring and to respond appropriately to each.
In this session, you will learn the science behind these two paths to dysregulation and an easy method to help show clients so they, too, can choose the right set of responses to whatever “present moment” situation they find themselves in, resulting in more effective responses and less overall fear and activation.
Imagine! A reduction in general, separation, and social anxiety! Improved outcomes in trauma when it’s not exacerbated by ongoing fear responses. If you want to contribute to these outcomes, this will be an hour well spent!
WORKSHOP OBJECTIVES:

Identify and describe the neuro-biological systems involved in nervous system dysregulation
Explain the two paths to activation, why they occur, and the appropriate responses to each
Apply a method to help clients tell the difference between the two paths so they have more buy-in for doing the work of self-regulation

REGISTER HERE

Un-Masking Neurodivergence: Non-Pathologizing Tools for Engaging Neurodivergent Populations
2026-08-20 09:00 - 12:15
Health Equity or Cultural Competence CEs
Un-Masking Neurodivergence: Non-Pathologizing Tools for Engaging Neurodivergent Populations
Presented by: Hannah Smith, MA, LMHC, CGP
When: Thursday, August 20th, 2026 | 9:00 AM to 12:15 PM

Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 3 CEs (Health Equity or Cultural Competence CEs | $99.00
Continuing Education Workshop Description:
If you are in the mental health field and have not had a neurodivergent (ND) client, you will.
This can be daunting to clinicians working within the medical model for several reasons. One may not know if a client is neurodivergent (ND). As ND people often do not see themselves as needing to be “fixed,” they may not feel certain treatment approaches and/or vocabulary apply to them – and yet they are in our offices seeking help. Many self-diagnose, and there are as many presentations of neurodivergence as there are neurodivergent people. How do we conceptualize working with this population?
One approach is to de-center the neurotypical classification of behavior as the primary issue and focus treatment instead on the identification and remediation of associated trauma. Sadly, trauma and Neurodivergence often go together, and one of the primary results of this is masking.
Masking is the compensatory strategy many ND people develop to manage social expectations. This skill initially allows them to “fit in” better. Over the long term, though, the masking takes a huge toll and most often results in extreme mental and emotional fatigue, chronic and extreme emotional dysregulation, exacerbated learning difficulties, and frightening and isolating trauma responses.
This session will introduce a non-pathologizing tool that streamlines the conceptualization of neurodivergence and masking by examining ten common areas in which neurodivergent people demonstrate significant differences compared to their neurotypical counterparts. A qualitative and quantitative view of masking will emerge by mapping each unique individual’s experience and comparing it to their social experience. Clients will experience a reduction in shame, an ability to communicate their experience better, and a method by which providers can better help them discern their needs in any situation.
Workshop Objectives:

List the ten areas of Neurodivergence in non-pathologizing terms
Create a conceptualization of an individual’s neurodivergence with the Wheel of Neurodivergence
Identify areas and degrees of masking and create treatment plans to address them, determining approaches of accommodation versus adaptation
Apply new learning to case studies and real-time practice

REGISTER HERE

Now $100 Off! Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
2026-08-26 10:00 - 2026-09-30 13:15
Now $100 Off!
Law & Ethics, Health Equity,
and Cultural Competence CEs!
Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
Presented by: B Lourenco, MA, LMHC
When: This course will be held for six consecutive Wednesdays: August 26th through September 30th, 2026, from 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern

Wednesday, August 26th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, September 2nd, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, September 9th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, September 16th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, September 23rd, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern
Wednesday, September 30th, 2026 | 10:00 am – 1:15 pm Pacific / 1:00 pm – 4:15 pm Eastern

Where: Live on Zoom. You will receive your Zoom link/invitation the week of the event.
18 CEs (12 CEs can be used for Cultural Competence or Health Equity CEs, and 6 can be used for Law & Ethics CEs) | $499.00 *** (see below for payment options)
As technology progresses and education on mental health becomes increasingly more available, the population has become more self-aware. The world is changing quickly, and with it, more and more people realize that their brain works differently than others. Due to the influence of social media and the shift to focusing on lived experience as a legitimate means of diagnosis, we are seeing a sudden increase in clients that identify as Autistic and/or an ADHDer. We find that clients are speaking up and finding validation of what they have always known: their brains operate differently than the brains of their peers, colleagues, friends, and families. As a result, we are seeing a sudden increase in the young adult and middle-aged population who identify as being Neurodivergent in a Neurotypical world.
This workshop series is designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences. Participants will come away from this course with a deeper understanding of ADHD and Autism from the Neurodiversity-Affirming Paradigm that focuses on strengths and differences, not diagnoses, disorders, and deficits.
Especially following the Covid pandemic and its sometimes long-term impact on the brain and the immune system’s inflammatory processes, many clients report having different and often challenging sensory processing experiences. We are seeing more adults presenting in our offices with reports that they now have issues not only with taste and smell but with a range of visual, hearing, tactile, balance, and internal bodily sensations they never have before experienced, as well as difficulties with attention and memory. This begs the question: have these brain differences always been there but now have been sensitized or magnified by exposure to Covid and months-long isolation?
Many adults are now recognizing they are not alone and are demanding they not be dismissed or invalidated any longer, often having experienced the continued frustration of providers questioning their own lived experiences and, as a result, having been either undiagnosed or underdiagnosed due to outdated and debunked diagnostic criteria still used by mainstream psychiatrists and physicians. These individuals are finding validation for what they have suspected all along: their brains work differently than those of their peers, families, and friends.
With new research available and an increasingly empowered clientele, we see more than ever the need to remain current in our understanding of–and support for–those who have brain differences. Committed to blending cutting-edge scientific evidence with the lived experiences of our clients, Cascadia Training, is delighted to offer a new workshop series designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences.
Upon completion of this series, participants will have a deeper understanding of ADHD and Autism from the Neurodiversity Affirming Paradigm that focuses on strengths and differences, not disorders, diagnoses, and deficits!
Woven throughout the series are the law and ethics of working with neurodivergent clients, including the danger of misdiagnoses, and the harm of using biased, outdated, debunked diagnostic criteria leading to the under-diagnosis of ADHD and Autism spectrum experiences. In addition, participants will learn about and identify pathologizing, stigmatizing, and harmful treatment protocols and clinical interventions still utilized by providers in educational, physical, and mental health professions.
This series uses a system developed explicitly by B Lourenco, an expert on ADHD and Autism. The course focuses to a large degree on the internal, lived experience of neurodiversity. Each of the six weekly sessions will include a didactic portion, an experiential section, and direct case consultation time. All modules will include lecture, video, and experiential segments.
Certificate Program Weekly Modules:
Week One: Sensory Systems – Getting in touch with the sensory system is the most critical step in supporting neurodivergent clients. Sensory information can regulate emotional and physical experiences. In addition, we will focus on using sensory profiles, menus, and diets to support day-to-day quality of life.
Week Two: Communication and Relationships – Understanding how those with Autism and ADHD communicate creates room for therapeutic connection. With this understanding, we will dive into tools for managing meltdowns and shutdowns in an affirming way.
Week Three: Attending and Executive Function – This module will explain why those with Autism and ADHD face challenges attending to their environment by addressing social expectations on perceptions of “functioning.” You will also learn how to use the client’s natural rhythms to support positive functionality.
Week Four: Social Systems and Disability – Understanding how society directly impacts the lives of people with disabilities. We will focus on how clinicians can incorporate advocacy into their practice and tools to unlearn neurotypical values by connecting clients to personal values.
Week Five: Differentials and Comorbidities – This module will teach participants how to rule out or “dial in” on other mental health concerns or diagnoses. We will present comorbidities that exist with your neurodivergent clients and how to effectively support them in a non-stigmatizing way. The role of trauma and grief in the lived experience of clients who identify as neurodivergent will be discussed, as well as the impact of these events on the developing brain. We will process how to best support the grief and disenfranchised losses felt by our autistic and ADHD clients and their families.
Week Six: The Use of Joy As a Tool Against Oppression. Creating celebrations of being neurodivergent and finding joy in everyday life as we partner with our neurodivergent clients. The Neurodivergent-affirming certificate program series will conclude with various celebrations we can share with our clients and the shift to viewing “joy itself as a tool against oppression.” As clinicians, it is important for us to first comprehend–and then share– the ways that society benefits from neurodiversity in general and ADHD and Autism, in particular. We will conclude by learning ways to help our clients celebrate their neurodiversity and see themselves through an affirming, strengths-based lens.
Other topics that will be covered in this practice- and life-altering certificate program series include, but are not limited to:

Alexithymia and Dysthymia
ARFID
Misophonia
Gender and sexuality in the ADHD and Autistic communities
The role of menstruation on ADHD and Autistic brains
Interdependence vs codependence and/or independence
Myths and stigmas about neurodivergent people
Experiences of abuse in neurodivergent people
Pervasive Desire for Autonomy (PDA)

***Payment Options:
Cascadia Training values quality continuing education that is accessible, inclusive, and without barriers to all. We never want the cost of our workshops to be a barrier to attending one of our workshops, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, a limited number of full and partial scholarships, discounts for students, and discounts for early professionals. Please email us at hello@cascadiatraining.org for more information.
For payment plans, you can select paying 50% today and 50% due on September 30, 2026.
REGISTER HERE

Being Neurodivergent in a Neurotypical World
2026-09-17 09:00 - 16:30
Law & Ethics, Cultural Competence, or Health Equity CEs!
Being Neurodivergent in a Neurotypical World
Presented by: B Lourenco, MA, LMHC (she/her)
When: Thursday, September 17th, 2026 | 9:00 AM – 4:30 PM Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours: 6 Law & Ethics, Health Equity, or Cultural Competence CEs | Cost: $199.00
Have you noticed that more and more of your clients have begun to suspect that they are neurodivergent? During the past year-and-a-half of the Covid pandemic, many folks have had time to reflect and learn about themselves and others. That time of learning and increased self-reflection has led to what seems like an explosion of self-diagnosed Autistic and ADHD clients. It seems hard to believe that there are suddenly so many more people who are identifying as being neurodivergent. You may have asked yourself, “What is going on?”
The difference is the shift to using the ethical approach of “centering lived experience” in identifying neurodiversity. Using this term and approach as applied to neurodiversity, this presenter explains the rise in neurodivergent diagnoses, especially among those who have initially those self-identified. The presenter suggests that we have only recently begun to LISTEN to voices of those have had “lived experiences” after being diagnosed in the current mental health field, including countless reports of feeling increased emotional distress and of experiences of marginalization due to being labeled– and subsequently stigmatized– as neurodivergent.
B Lourenco will provide attendees with a “centering lived experience” model of assessing and supporting clients who suspect that they have been living as a neurodivergent person in a neurotypical world. This presenter will support your learning how to incorporate a “centering lived experience” model in your own mental health practices. With this new paradigm, mental health practitioners and educators can shift their focus away from a deficits-based approach to identifying the strengths and adaptive characteristics of those who are neurodivergent, especially those identified as autistic or ADHD.
This workshop will demonstrate how the current model for identifying neurodivergence—particularly those with Autism and ADHD–is considered both outdated and ableist by experts who choose to use the “centering lived experience” approach to assessing clients. This course will outline the ways that the current model harms neurodivergent people, in addition to offering workshop attendees a more client-empowering, more affirming way to identify and interact with this unique population of people.
Utilizing the Neurodiversity paradigm, you’ll leave this workshop with a much better, more strengths-based understanding of Autism and ADHD, as well as gaining effective tools for interacting with and supporting these clients (of which you have, even if you or the client doesn’t know it yet)!
Objectives:

understand the umbrella of neurodivergence, including innate and acquired neurodivergence
have a clearer understanding of Autism and ADHD—as viewed through an ethical, neurodiversity-affirming lens
identify limits of the medical model of neurodivergence
understand ways in which the current medical model is unethical and harmful to neurodivergent people–by its focus on perceived deficits through a neurotypical lens
apply a strengths and differences approach in identifying autism and ADHD
understand and consider using the “centered life experience” model of identifying and supporting neurodivergent clients and populations
gain new skills to better assist Autistic and ADHD clients
possess a clearer understanding of the ethical need to approach clients with an anti-oppression lens in mental health care agencies and private practices
feel empowered to challenge current systems of harm by supporting clients in their preferred methods of processing sensory input and communicating with others in a neurotypical world

After attending this workshop, attendees will be able to:

Discuss the ethical violations that come from employing Applied Behavioral Analysis (ABA) as an intervention with neurodivergent clients/students.
Become familiar with the metaphor of Applied Behavioral Analysis as being the why the “conversion therapy” of the neurodivergent community and the ethical ramifications of continuing to use it in schools and clinics.
Understand that the practice of ABA is based upon a “foundation of compliance, coercion, and behaviorism.”
Identify that current “evidence-based practices” may not be effective with the neurodivergent client.
Comprehend the ethical mandate under cultural competence standards to respect and validate the culture and norms of the neurodivergent population.
Respect the neurodivergent client as a person worthy of respect and individual civil rights legally protected from discrimination under the Americans with Disabilities Act (ADA).
Understand the ethical mandate to assess clients with a culturally competent assessment tool and grasp the ethical violation of using current inadequate or inappropriate assessment tools with neurodivergent clients.
Discuss the widespread misdiagnoses of neurodivergent clients/patients when practitioners use a neurotypical standard of behaviors and development to diagnose a neurodivergent client.

REGISTER HERE

🆕 BRAND-NEW! Reconceptualizing OCD 🆕
2026-09-25 09:00 - 16:30
Brand-New!
Reconceptualizing OCD
Presented by: B Lourenco, MA, LMHC (she/her)
When: Friday, September 25th, 2026 | 9:00 AM – 4:30 PM Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 6 CEs | Cost: $190.00
With the rise of the Neurodiversity-Affirming movement, the field of psychology has had to grapple with the ever-growing knowledge that it got it wrong with Autism and ADHD. This course asks: What if we’ve gotten OCD wrong, too? What if OCD is part of the innate neurodivergent umbrella that needs support and accommodation instead of treatments that often end up feeling like a game of whack-a-mole?
B Lourenco uses a combination of lived experience and scientific research to analyze and assess the current understanding of and framework for OCD and its treatment. This continuing education workshop offers a different way of viewing OCD through a non-pathologizing lens, a holistic view that honors the strengths of the OC brain. This workshop will also cover ways to provide care for clients using a blend of modalities that offer affirming support. If you live or work with OCD, this class will absolutely leave you questioning what you thought you knew!
Workshop Objectives:

Compare and contrast the medical model and the reconceptualization of OCD
Describe the purpose of the OC brain through a non-pathologizing lens
Identify ways that the OC brain may have supported early human survival
Describe the impact of trauma and/or core fears on the experience of OCD
Define what shifts an OC brain into an experience of OCD
Learn how to support OCD through a combination of I-CBT, ACT, and IFS

REGISTER HERE

🆕 BRAND-NEW! Pleasure in the Treatment Room 🆕
2026-10-09 09:00 - 16:30
Brand-New!
Meets Law & Ethics, Health Equity, Cultural Competence, and/or Professional Roles & Boundaries Continuing Education Requirements!
Pleasure in the Treatment Room
Presented by Rebecca Bloom, LMHC (she/her)
When: Friday, October 9th, 2026 | 9:00 am – 4:30 pm Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 6 CEs (meets criteria for 2 Law & Ethics, 3 Health Equity or Cultural Competence CEs, and/or 2 Professional Roles & Boundaries CEs) | Cost: $199.00
Continuing Education Workshop Description:
How do we talk about pleasure in the treatment room? Do you feel comfortable talking with your clients about intimacy? How do we talk about what we desire and what we want to say “No” to? In this 6-CE continuing education workshop, we will explore all of this and more — using the most current research and writings on Sex Therapy as the foundation for the workshop.
Over the past twenty-five years, Rebecca’s clinical work has centered on helping adult survivors of complex trauma reclaim safety, agency, and connection after profound experiences of betrayal and harm. Much of this work has involved sitting with the realities of developmental trauma, attachment wounds, and the long-lasting effects of abuse perpetrated by trusted individuals.
As the presenter begins integrating intimacy and couples counseling more intentionally into my practice, she has become increasingly aware of how essential conversations about pleasure, embodiment, and desire are within trauma treatment. Our clients often learn how to endure, protect, and disconnect long before they are given permission to explore what feels good, nourishing, or truly wanted—to discover what brings them pleasure.
Rebecca’s theoretical foundation has been strongly informed by post-graduate training and completion of Levels One and Two at the Sensory Psychotherapy Institute. Using this sensory-informed approach during the workshop, we will explore safe ways for your clients to discuss what their bodies and minds want most—what is pleasurable to them.
We will take time to really look at human physiology and how each of our parts work. This approach emphasizes mindfulness, nervous system awareness, and the importance of tracking bodily experience as part of healing.
When clients begin to slow down through mindfulness and sense perception, they often discover that they have limited experience identifying what they genuinely want. By helping clients attend to sensory experiences in the present moment, therapists can support the development of curiosity, self-trust, and emotional regulation. This process creates space for clients to recognize preferences, boundaries, pleasure, and longing in ways that may have previously felt inaccessible or unsafe.
We will also explore issues that complicate desire. The most common topics among these that come up in the treatment room include nonmonogamy, kink, how our bodies work, pornography, family systems and beliefs, and societal messaging.
Rather than approaching intimacy solely through cognition or narrative processing, helping clients remain grounded and present in their bodies creates opportunities for deeper self-understanding and relational connection. Embodied awareness can become a pathway not only toward healing trauma, but also toward cultivating intimacy that feels authentic, consensual, and alive.
Continuing Education Workshop Objectives:
Learning Goals for “Pleasure in the Treatment Room”:

Defining pleasure and intimacy.
Discovering psychosocial aspects of desire, gender, and kink.
Understanding medical conditions that impair sexual functioning.
Comprehending common sexual challenges in relationships.
Exploring issues regarding the use of pornography.
Understanding contemporary models for treatment of sexual problems.

REGISTER HERE

Kinky Sex Ed and Poly 101
2026-10-16 09:00 - 16:00
Law & Ethics, Health Equity, or Cultural Competence CEs!
Kinky Sex Ed and Poly 101: A One-Day, Two-Session Workshop
Presented by: B Lourenco, MA, LMHC (she/her)
When: Friday, October 16th, 2026| 9:00 AM – 4:00 PM Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours: 6 Law & Ethics, Health Equity, or Cultural Competence CEs | Cost: $199.00
Morning Session: Kinky Sex Ed for Clinicians (9:00 AM – 12:00 PM, Pacific)
In graduate school, many programs offered a very limited education on human sexual development. The topics covered were largely typical, normative experiences. This type of education leaves out so many other ways of being and leaves large gaps in our education about alternative ways of engaging with sex and relationships. Both sessions of this one-day workshop–Kinky Sex Ed and Poly 101–are intended to help fill the gaps in clinical education and understanding. The goal is that the clinicians who attend will be more fully informed, more inclusive in their approach, and better able to support clients with “non-normative” sexual identities and experiences. Kink refers to any sexual interest or behavior that is outside what is considered normative. Research indicates that many people have explored kinks at some point in their lives, with many people having a kink as a core component of their sexual experiences. This course will identify common kink terms, concepts, and identities so that the clinicians who attend can better support kinky-identified clients.
Objectives:

Learn how kink is defined and connected to social constructs of normativity
Have a basic understanding of common kink identities
Learn basic kink terms and cultural norms
Know the differences between and among kinks, fetishes, and BDSM
Explore how kinks develop and change over time and sexual development
Define healthy and ethical kink
Identify ethical concerns in kink culture

Afternoon Session: Poly 101 for Clinicians (1:00 PM – 4:00 PM)
In graduate school, many programs offered a very limited education on human sexual development, and the topics covered were largely typical, normative experiences. This type of education leaves out so many other ways of being and leaves large gaps in our education about alternative ways of engaging with sex and relationships. Kinky Sex Ed and Poly 101 are both intended to help fill the gaps in clinical education and understanding so that clinicians can be more informed and able to support clients with “non-normative” sexual identities and experiences. The socialization that prioritizes monogamy starts very early in Western culture, with messages about faithfulness, loyalty, jealousy, and love all being inexplicably intertwined. The reality is that–for many people–monogamy simply doesn’t work well for them. This course will explore key terms and concepts of Ethical Non-Monogamy (ENM) and how to offer support to our clients in the clinical setting.
Objectives:

Learn monogamous and non-monogamous relationship types
Explore basic terms and concepts of ethical non-monogamy (ENM)
Identify the role of monogamy culture on all relationship types
Define the differences between envy, jealousy, and trauma responses when navigating ENM
Understand common ethical concerns in ENM
Identify the benefits associated with non-monogamous relationship dynamics

REGISTER HERE

🆕 BRAND-NEW! Un-Masking Certificate Series: A Non-Pathologizing Approach to Neurodivergence 🆕
2026-11-02 09:00 - 2026-11-30 12:15
Brand-New Certificate Series!
Health Equity, Cultural Competence, and/or Law & Ethics CEs!
Un-Masking Certificate Series: A Non-Pathologizing Approach to Neurodivergence
Presented by: Hannah Smith, MA, LMHC, CGP
When: Monday, November 4th – Monday, November 30th, 2026 | 4-Week Series | Meets Four Consecutive Mondays except Monday, November 16th | 9:00 am – 12:15 pm Pacific Time (same time each Monday)
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 12 CEs – all count as Health Equity or Cultural Competence; 3 count as Law & Ethics | $499.00 ***see below for payment options
CONTINUING EDUCATION WORKSHOP SERIES DESCRIPTION:
If you are in the mental health field and have not had a neurodivergent (ND) client, you will.
This can be daunting to clinicians working within the medical model for several reasons. One may not know if a client is neurodivergent (ND). As ND people often do not see themselves as needing to be “fixed,” they may not feel certain treatment approaches and/or vocabulary apply to them – and yet they are in our offices seeking help. Many self-diagnose, and there are as many presentations of neurodivergence as there are neurodivergent people. How do we conceptualize working with this population?
One approach is to de-center the neurotypical classification of behavior as the primary issue and focus treatment instead on the identification and remediation of associated trauma. Sadly, trauma and Neurodivergence often go together, and one of the primary results of this is masking.
Masking is the compensatory strategy many ND people develop to manage social expectations. This skill initially allows them to “fit in” better. Over the long term, though, the masking takes a huge toll and most often results in extreme mental and emotional fatigue, chronic and extreme emotional dysregulation, exacerbated learning difficulties, and frightening and isolating trauma responses.
In this in-depth continuing education certificate series, the presenter will discuss what it means to be non-pathologizing in more depth, demonstrating the need to expand beyond the medical model. Social justice aspects of neurodivergence will be explored, and a tool that enables a better conceptualization of self than the current “diagnosis” model will be taught and practiced. Then, several methods to streamline addressing various neurodivergent differences will be shared and applied to case situations and in-session work groups.
This series is for anyone who took the survey course and wants more. The survey course is NOT a requirement. If you’re ready to firm up your repertoire of skills working with Neurodivergent clients by learning a new tool you will find nowhere else, then you’re in the right place!
CONTINUING EDUCATION WORKSHOP SERIES OBJECTIVES:

Describe what it means to be “Non-pathologizing,” including the benefit of the beyond-medical approach, the power of resonance, and the strength of the “pivot” in helping clients reach their fullest potential
Describe the specific neurodivergent-trauma that impedes agency and compounds anxiety, depression, shame, and trauma responses
Explain how certain social justice issues apply and can be addressed both within the medical model and in a non-pathologizing way.
List and describe the ten domains of Neurodivergence
Create a self-map using the 10-Domain tool
Identify areas and degrees of masking and create treatment plans to address them, determining approaches of accommodation versus adaptation
Explore the concept of agency, including how to build agency in clients, in order to enhance self-efficacy and promote positive outcomes
Use a 3-step Framework approach to addressing neurodivergence that will help clients reduce frustration and clarify direction in daily life
Apply new learning to case studies and real-time practice

***PAYMENT OPTIONS
Cascadia Training values quality continuing education that is accessible, inclusive, and without barriers to all. We never want the cost of our workshops to be a barrier to attending one of our workshops, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, a limited number of full and partial scholarships, discounts for students, and discounts for early professionals.
For payment plans, you can select paying 50% today and the remaining 50% will automatically be processed from your credit card on the last day of November.
Please email us at hello@cascadiatraining.org to inquire about discounts and scholarships.
REGISTER HERE

Now $100 Off! Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
2026-11-12 09:00 - 2026-11-14 16:30
Now $100 Off!
Law & Ethics, Health Equity,
and Cultural Competence CEs!
Becoming a Neurodivergent-Affirming Clinician: Understanding ADHD and Autism through a Strengths-Based, Neurodivergent-Affirming Lens
Presented by: B Lourenco, MA, LMHC
When: This continuing education workshop series will be held for three consecutive days: Thursday, November 12th, through Saturday, November 14th, from 9:00 am – 4:30 pm Pacific / 12:00 pm – 7:30 pm Eastern
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the event.
Continuing Education Credit Hours (NBCC and NASW-WA Approved): 18 CEs (12 CEs can be used for Cultural Competence or Health Equity CEs, and 6 can be used for Law & Ethics CEs) | $499.00 *** (see below for payment options)
As technology advances and mental health education becomes increasingly available, the population has become more self-aware. The world is changing quickly, and with it, more and more people realize that their brains work differently from others.
Due to the influence of social media and the shift to focusing on lived experience as a legitimate means of diagnosis, we are seeing a sudden increase in clients who identify as Autistic and/or an ADHDer. We find that clients are speaking up and finding validation of what they have always known: their brains operate differently from the brains of their peers, colleagues, friends, and families. As a result, we are seeing a sudden increase in the young adult and middle-aged population who identify as being Neurodivergent in a Neurotypical world.
This continuing education workshop series is designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences. Participants will come away from this course with a deeper understanding of ADHD and Autism from the Neurodiversity-Affirming Paradigm that focuses on strengths and differences, not diagnoses, disorders, and deficits.
Especially following the COVID pandemic and its sometimes long-term impact on the brain and the immune system’s inflammatory processes, many clients report having different and often challenging sensory processing experiences. We are seeing more adults presenting in our offices reporting that they now have issues not only with taste and smell but also with a range of visual, hearing, tactile, balance, and internal bodily sensations they never experienced before, as well as difficulties with attention and memory. This begs the question: have these brain differences always been there, or have they now been sensitized or magnified by exposure to COVID and months-long isolation?
Many adults are now recognizing they are not alone and are demanding that they not be dismissed or invalidated any longer, often having experienced the continued frustration of providers questioning their own lived experiences and, as a result, having been either undiagnosed or underdiagnosed due to outdated and debunked diagnostic criteria still used by mainstream psychiatrists and physicians. These individuals are finding validation for what they have long suspected: their brains work differently from those of their peers, families, and friends.
With new research available and an increasingly empowered clientele, we see more than ever the need to remain current in our understanding of–and support for–those who have brain differences. Committed to blending cutting-edge scientific evidence with the lived experiences of our clients, Cascadia Training is delighted to offer a new workshop series designed to help clinicians build greater awareness and familiarity with ADHD and Autistic experiences.
Upon completion of this series, participants will have a deeper understanding of ADHD and Autism through the Neurodiversity Affirming Paradigm, which focuses on strengths and differences, not disorders, diagnoses, or deficits!
Woven throughout the series are the law and ethics of working with neurodivergent clients, including the danger of misdiagnoses, and the harm of using biased, outdated, debunked diagnostic criteria leading to the underdiagnosis of ADHD and Autism spectrum experiences. In addition, participants will learn about and identify pathologizing, stigmatizing, and harmful treatment protocols and clinical interventions still utilized by providers in educational, physical, and mental health professions.
This series uses a system developed explicitly by B Lourenco, an expert on ADHD and Autism. The course focuses to a large degree on the internal, lived experience of neurodiversity. Each of the six weekly sessions will include a didactic portion, an experiential section, and direct case consultation time. All modules will include lecture, video, and experiential segments.
Certificate Program Daily Modules
Day One:

Sensory Systems – Getting in touch with the sensory system is the most critical step in supporting neurodivergent clients. Sensory information can regulate emotional and physical experiences. In addition, we will focus on using sensory profiles, menus, and diets to support day-to-day quality of life.
Communication and Relationships – Understanding how those with Autism and ADHD communicate creates room for therapeutic connection. With this understanding, we will dive into tools for managing meltdowns and shutdowns in an affirming way.

Day Two:

Attending and Executive Function – This module will explain why those with Autism and ADHD face challenges attending to their environment by addressing social expectations on perceptions of “functioning.” You will also learn how to use the client’s natural rhythms to support positive functionality.
Social Systems and Disability – Understanding how society directly impacts the lives of people with disabilities. We will focus on how clinicians can incorporate advocacy into their practice and tools to unlearn neurotypical values by connecting clients to personal values.

Day Three:

Differentials and Comorbidities – This module will teach participants how to rule out or “dial in” on other mental health concerns or diagnoses. We will present comorbidities that exist with your neurodivergent clients and how to effectively support them in a non-stigmatizing way. The role of trauma and grief in the lived experience of clients who identify as neurodivergent will be discussed, as well as the impact of these events on the developing brain. We will process how to best support the grief and disenfranchised losses felt by our autistic and ADHD clients and their families.
The Use of Joy As a Tool Against Oppression. Creating celebrations of being neurodivergent and finding joy in everyday life as we partner with our neurodivergent clients. The Neurodivergent-affirming certificate program series will conclude with various celebrations we can share with our clients and the shift to viewing “joy itself as a tool against oppression.” As clinicians, it is important for us to first comprehend–and then share– the ways that society benefits from neurodiversity in general and ADHD and Autism, in particular. We will conclude by learning ways to help our clients celebrate their neurodiversity and see themselves through an affirming, strengths-based lens.

Other topics that will be covered in this practice- and life-altering certificate program series include, but are not limited to:

Alexithymia and Dysthymia
ARFID
Misophonia
Gender and sexuality in the ADHD and Autistic communities
The role of menstruation on ADHD and Autistic brains
Interdependence vs codependence and/or independence
Myths and stigmas about neurodivergent people
Experiences of abuse in neurodivergent people
Pervasive Desire for Autonomy (PDA)

***Payment Options:
Cascadia Training values quality continuing education that is accessible, inclusive, and without barriers to all. We never want the cost of our workshops to be a barrier to attending one of our workshops, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, a limited number of full and partial scholarships, discounts for students, and discounts for early professionals. Please email us at hello@cascadiatraining.org for more information.
For payment plans, you can select paying 50% today and 50% due on November 30, 2026.
REGISTER HERE

🆕 BRAND-NEW! AuDHD in Love Two-Day Series 🆕
2026-12-10 09:00 - 2026-12-11 16:30
BRAND-NEW!
Health Equity or Cultural Competence Continuing Education Credits (CEs)
AuDHD in Love Two-Day Series
Presented by: B Lourenco, MA, LMHC, Stacy Skowronski, PhD, LCSW, CST, and Hannah Tyer, MOTR/L
When: Thursday, December 10th – Friday, December 11th, 2026 | 9:00 AM – 4:30 PM, Pacific Time
Where: Live on Zoom. You will receive your Zoom link/invitation the week of the workshop.
Continuing Education Credit Hours (NBCC and NASW-WA Approved CEs): 12 CEs – 4 count as Health Equity or Cultural Competence CEs | $319.00***see below for payment and financial options
Continuing Education Workshop Description
As people learn more about Autism and ADHD through lived-experience and the Neurodiversity-Affirming movement, we see the layered influence on sexual and romantic relationships. Masking profoundly affects the development of the “self” and the understanding of relationships, leading to misunderstandings and confusion across all relational settings. Add in the nuances of differing sensory needs and ways of attending to stimuli, plus experiences of rejection sensitivity and demand avoidance, and the challenges pile up quickly. And we haven’t even talked about relational trauma yet!
Whether people share the same neurotype or not, the impact of neurodivergence is complex and layered. Using a multidisciplinary approach, this workshop is taught by three clinicians with a variety of expertise and experience and will explore how Autism and ADHD affect intra- and interpersonal relationships, from platonic to romantic/sexual and everything in between.
Broken down into 2 parts, Day One will focus on AuDHD traits and how they influence the individual while in relationships, and is geared towards folks who work largely with individual clients. Day Two will shift into a relational lens that offers support for clinicians who work with couples and systems. Attendees are welcome to attend one or both days, depending on their clinical needs and interests.
Day One Key Objectives
After this continuing education workshop, attendees will be able to:

Define at least 3 ways the medical model of Autism and ADHD differs from the neurodiversity-affirming model
Define at least 3 ways the medical model of Autism and ADHD leads to biases in healthcare providers/clinicians
Describe at least 2 ways that Autistic and ADHD traits and experiences can impact romantic/sexual relationships
Explain the relational effects of the Double Empathy Problem, Rejection Sensitive Dysphoria, and Pathological Demand Avoidance
Identify how monotropism influences Au/DHD communication and relational patterns
Identify how missing key experiences like monotropism, RSD, and PDA can contribute to relational harm in therapy
Describe how differing sensory profiles can impact all types of relationships where people share space

Day Two Key Objectives
After this continuing education workshop, attendees will be able to:

Identify key elements from Bowen’s Family System theory and how they present in AuDHD relational systems
Identify how Au/DHD traits influence relational pacing and attachment
Apply sensory-informed and interoceptive frameworks to enhance safety and connection
Implement tools to offer sensory mapping profiles for relational systems
Identify/understand common polarities in neurodivergent couples that impact connection
Identify how prioritizing independence as a therapeutic goal negatively impacts ND couples and systems
Differentiate codependence from interdependence within neurodiverse couples
Describe at least 2 ways that current relational therapy models may perpetuate stereotypes and harm AuDHD people
Integrate neurodiversity-affirming approaches and the Polarities to Parallels Model to support accountability, repair, and mutual regulation

***Payment & Financial Options:
Cascadia Training values quality continuing education that is accessible, inclusive, and barrier-free for all. We never want the cost of our workshops to be a barrier to attending, particularly our multi-session workshops.
We offer several options to make our workshops cost-inclusive: payment plans, limited full- and partial-scholarship opportunities, student discounts, early professional, military/veteran, LGBTQ+, BIPOC, and more discounts. Please email us at hello@cascadiatraining.org for more information.
For payment plans, you can select paying 50% today and 50% due on December 31, 2026.
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