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Webinar

FSW: Neurodivergence and Financial Behavior: A Strengths-Based Framework for Social Work Practice

Total Credits: 2 including 2 Category I CEs

Instructor:
Sydni Fomas Do, ABD
Course Levels:
Intermediate
Duration:
3 Hours
Dates
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Description

Traditional financial frameworks often pathologize neurodivergence, or natural variations in human cognition, as intentional “financial mismanagement.”1–3 This deficit-based view overlooks the role of conditions such as ADHD and autism 4–6 as well as external influences 7–10 in shaping how individuals, think, plan, and make financial decisions.4–6,8,11 These dynamics can contribute to ineffective interventions, client disengagement, and a reduced sense of well-being.12–14 This course introduces a strengths-based framework to help recognize financial behavior patterns associated with various neurotypes and apply adaptive strategies to support client empowerment and financial stability.

 

 

This workshop is in accordance with and compliance with the NASW Standards with a focus on service, dignity and worth of the person, importance of human relationships, integrity, competence, and social workers’ ethical responsibilities to clients, in practice settings, as professionals, to the social work profession, to the broader society. 

This workshop is in compliance with the Maryland Board of Social Work Examiners’ COMAR 10.42.03.06.A(5) and with the District of Columbia Board of Social Work 17-70-7008.4.  

Instructor

Sydni Fomas Do, ABD Related Seminars and Products

Sydni Fomas Do, ABD, is a fifth-year doctoral candidate in Marketing at the University of Arizona’s Eller College of Management. Her research focuses on financial decision-making, consumer well-being, and the role of neurodivergence and gender in shaping marketplace experiences. She has published in leading marketing and psychology journals and serves on the advisory board of SwipeSwipe, a financial technology startup dedicated to improving financial wellness for its users. Sydni is the recipient of multiple research awards and fellowships supporting her work on inclusive financial education and marketplace equity.

Learning Objectives

Learning Objectives

Upon completion of this course, participants will be able to:

  1. Define neurodiversity and explain at least three ways differences in executive functioning, emotion regulation, and sensory processing can directly impact financial behaviors.
  2. Identify at least two common financial strengths and two common financial challenges associated with neurodivergent conditions (ADHD, Autism, and dyslexia).
  3. Apply a strengths-based, non-pathologizing lens to assess financial behaviors that may be rooted in neurodivergence rather than resistance or incapacity.
  4. Develop at least two client-centered intervention strategies or adaptive tools to support financial empowerment of a neurodivergent client.

Bibliography & References

BIBLIOGRAPHY & REFERENCES

 

References

1.         Klontz B, Britt SL, Archuleta KL, Klontz T. Disordered Money Behaviors: Development of the Klontz Money Behavior Inventory. J Financ Ther. 2012;3(1). doi:10.4148/jft.v3i1.1485

2.         Vohs KD. The Poor’s Poor Mental Power. Science. 2013;341(6149):969-970. doi:10.1126/science.1244172

3.         Gathergood J. Self-control, financial literacy and consumer over-indebtedness. J Econ Psychol. 2012;33(3):590-602. doi:10.1016/j.joep.2011.11.006

4.         Bangma DF, Koerts J, Fuermaier ABM, et al. Financial decision-making in adults with ADHD. Neuropsychology. 2019;33(8):1065-1077. doi:10.1037/neu0000571

5.         Koerts J, Bangma DF, Fuermaier ABM, Mette C, Tucha L, Tucha O. Financial judgment determination in adults with ADHD. J Neural Transm. 2021;128(7):969-979. doi:10.1007/s00702-021-02323-1

6.         Taylor JL, Seltzer MM. Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. J Autism Dev Disord. 2011;41(5):566-574. doi:10.1007/s10803-010-1070-3

7.         Calder L. Financing the American Dream: A Cultural History of Consumer Credit. Princeton University Press; 1999. doi:10.1515/9781400822836

8.         Karmarkar UR. Gender differences in “optimistic” information processing in uncertain decisions. Cogn Affect Behav Neurosci. 2023;23(3):827-837. doi:10.3758/s13415-023-01075-7

9.         Mani A, Mullainathan S, Shafir E, Zhao J. Poverty Impedes Cognitive Function. Science. 2013;341(6149):976-980. doi:10.1126/science.1238041

10.       Porcelli AJ, Delgado MR. Acute Stress Modulates Risk Taking in Financial Decision Making. Psychol Sci. 2009;20(3):278-283. doi:10.1111/j.1467-9280.2009.02288.x

11.       Legault M, Bourdon JN, Poirier P. From neurodiversity to neurodivergence: the role of epistemic and cognitive marginalization. Synthese. 2021;199(5):12843-12868. doi:10.1007/s11229-021-03356-5

12.       Lund C, Silva MD, Plagerson S, et al. Poverty and mental disorders: breaking the cycle in low-income and middle-income countries. The Lancet. 2011;378(9801):1502-1514. doi:10.1016/S0140-6736(11)60754-X

13.       Carpena F, Cole S, Shapiro J, Zia B. The ABCs of Financial Education: Experimental Evidence on Attitudes, Behavior, and Cognitive Biases. World Bank; 2017. doi:10.1596/26068

14.       de Hooge IE, Breugelmans SM, Wagemans FMA, Zeelenberg M. The social side of shame: approach versus withdrawal. Cogn Emot. 2018;32(8):1671-1677. doi:10.1080/02699931.2017.1422696

 

 

 

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 2 Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

 

ASWB Information 

University of Maryland School of Social Work Office of Continuing Professional Education, #1611, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 2/11/2024-2/11/2027.  

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance. 

 

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.  

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

 

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

  • Engage actively in the learning process and show respect for the opinions and contributions of others.
  • Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
  • Maintain open communication by expressing concerns or disagreements constructively and respectfully.
  • Follow the guidelines and expectations provided by instructors and facilitators.
  • Support a collaborative learning environment where all participants feel valued and safe to contribute.

 

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified. 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Late Fees and Refunds

The base price is $50, which includes CE credit.  

Late Fee: On XX/XX/XX, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.**  To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop. 

For more information, please read the general policies on our website.  

 

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