Return to APA Collection Inventory Page
Text of document:
Standards as to the appropriateness of identifying themselves as clinical neuropsychologists.
XV Model of Integrated Education and Training in Clinical Neuropsychology
Figure 1 demonstrates how different degrees of specialty knowledge
and skills (horizontal dimension) are acquired at various levels of training
(vertical dimension). The model facilitates longitudinal integration and
continuity in knowledge and skill acquisition with an emphasis that will
vary according to level of training. The two charts show the education
and training sequence for (A) an individual who acquires some of these
areas primarily at the doctoral level and (B) an individual who acquires
some of these areas to a lesser degree at the doctoral level and much greater
degree at the internship and residency levels.
TABLE A AND B MISSING...SEE PICTURE OF THE PAGE.
HISTORY AND BACKGROUND
OF THE CONFERENCE
Linas Bieliauskas
Recent national training conferences on professional psychology have
focused on formalization of professional training. These have included
the National Conference on Internship Training in Psychology (Belar, Bieliauskas,
Larsen, Mensh, Poey, & Roelilke, 1989), the National Conference on
Graduate Education in Psychology (Bicknian, & Ellis, 1990), the National
Conference on Scientist-Practitioner Education and Training for the Professional
Practice of Psychology (Belar, & Perry, 1992), and the National Conference
on Postdoctoral Training in Professional Psychology (Belar, Bieliauskas,
Klepac, Larsen, Stigall, & Zimet, 1993). These conferences addressed
issues of training approaches and training at different levels of preparation
for psychological practice. Each one produced policy statements concerning
these training issues based on deliberation of an assembly of psychologists
who represented the diversity of the leading educators and practitioners
in the field.
Up to this point, clinical neuropsychology, as a developing specialty,
has been served by training guidelines adopted by the Division of Clinical
Neuropsychology (40) of the American Psychological Association (APA). These
guidelines were developed by a task force of the Division and the International
Neuropsychological Society (INS), and addressed issues of specialized training
in clinical neuropsychology at the doctoral, internship, and postdoctoral
levels (Reports of the INS-Division 40 Task Force on Education, Accreditation,
and Credentialing, 1987). Reflecting the status of the field at the time,
however, these guidelines emphasized specialty training needs independently
at each level.
In the summer of 1996, the Council of Representatives of APA, following
an approximately 10-year process of application and petition by Division
40, formally approved Clinical Neuropsychology as a practice specialty.
With this approval, came the need for further development of the earlier
training guidelines in order to provide an integrated model of training
across all levels so as to produce specialists in the practice of clinical
neuropsychology. The idea for a conference to address the creation of such
a model now arose. This idea was an outgrowth of discussions within the
Clinical
(End of text)
| ||||
