American Psychological Association Division 40 (Clinical Neuropsychology)
Records
(Mss. 4745)
Return to APA
Collection Inventory Page
Copyright Restrictions
Image
file of document
Text of document:
The group also agreed to accept the seven domains of professional activities
of clinical neuropsychologists as outlined in the Division 40 Petition
(Meier et al., 1995) as the major roles of clinical neuropsychologists.
SUMMARY OF BREAKOUT GROUP THREE
Question I
Eileen B. Fennell and Jennifer Cass
Members: Eileen B. Fennell (C hair), Jennifer Cass (Recorder),
Bruce Becker, Joan Borod, Lloyd I. Gripe, Marc W. Haut, James F. Malec,
and Michael Seidenberg
The group discussion began with an introduction of each member
and all acknowledgment of the diverse settings and backgrounds in training
reflected by the group members. Following, a description from the chair
of the goals of the conference and of the mission of the group, the discussion
began with a unanimous agreement that any training model in clinical neuropsychology
should include both general course work in clinical psychology and specialized
training in the content and methods of the specialty. The specialty of
clinical neuropsychology utilizes a model that focuses on brain-behavior
relationships and therefore would require training beyond the core course
work in clinical psychology that is now a part of APA-accredited doctoral
programs. It was acknowledged that working in a specialty setting, does
not define a psychologist s role, but rather it is the psychologist s activities
that define their role, As a consequence of the discussion of this issue,
the group ultimately identified two groups of professional psychologists
who require varying degrees of education and training, in clinical neuropsychology:
(1) the more general clinicians who do screening as part of routine clinical
activities and (2) a more specialized group of psychologists who are qualified
to do specialized neuropsychological assessments, research, and teaching.
Following an extended discussion of the current field of practice and research,
the diverse setting s in which practice may take place, and of the developments
in training that have taken place in the past 25 to 30 years including,
the publication of the Reports of the INS-Division 40 Task Force on Education,
Accreditation, and Credentialing (1987), the following statement was drafted
by the group for presentation to the plenary session:
Neuropsychologists are professional psychologists who utilize models
of brain-behavior relationships which they apply to the understanding of
normal and abnormal behaviors across the life span. As such, clinical neuropsychologists,
in their roles as clinicians, educators and researchers, approach their
activities from a brain-behavior perspective. Clinical neuropsychological
activities are conducted at both a generalist and at a specialist professional
level. The professional clinician who is a generalist may utilize neuropsychological
techniques for screening and appropriate patient referral. The specialist
in clinical neuropsychology is trained to conduct comprehensive and specific
diagnostic, consultative, and intervention services with patients who have
known or suspected brain-behavior disorders. In addition, such specialists
are also involved in the training of practice and research at the doctoral,
internship, or postdoctoral levels of education.
SUMMARY OF BREAKOUT GROUP FOUR
Question I
Ann C. Marcotte and Rosario Castillo
Members: Ann C. Marcotte (Chair), Rosario Castillo (Recorder), Lydia Artiola
i Fortuny, Richard C. Delaney, John DeLuca, David C. Garron, Thomas Novack
and J. Michael Williams. This initial breakout session for the group began
with a brief introduction of members, and a charge from tile group leader
as to the nature of the task facing he group over the course of the next
few days. The group then turned its attention to generating a consensus
statement to provide answers to Question 1. To help guide the discussion,
the group reviewed already existing documents that have addressed similar
issues, specifically the Division 40 Petition (Meier et al., 1995) to Commission
for the Recognition of Specialties and Proficiencies in Professional Psychology
(CRSPPP) for specialty recognition of clinical neuropsychology, the Report
of the Division 40 Task Force (Crosson et al., 1995) (which included a
proposal to update the definition of a clinical neuropsychologist) and
the Division 40 (1989) definition of a clinical neuropsychologist. In order
to proceed with outlining what roles a clinical neuropsychologist undertakes,
the group believed that it was necessary to define what a clinical neuropsychologist
is. The group endorsed the definition of a clinical neuropsychologist as
outlined in the Report of the Division 40 Task Force (Crosson et al., 1995)
as its working definition of a clinical neuropsychologist. The group found
that the seven core areas of professional practice outlined in the Division
40 Petition (Meier et al., 1995) were well formulated, but that the examples
provided in the application should not be viewed as all inclusive.
It was observed that in order to use the title of clinical neuropsychologist
and to perform roles as a professional, one must have had the appropriate
training. There clearly is overlap between clinical psychology and clinical
neuropsychology. Group members, however, were in agreement that the knowledge
base, training experiences, and therefore the roles undertaken as a professional
psychologist do differ between these specialties. Clinical neuropsychology
was viewed as a specialist profession, but one which also includes general
clinical activities shared in common with the specialty of clinical psychology.
The group discussion next identified several unique professional roles
in which specialty education and training in clinical neuropsychology are
required.
Five professional roles within the broad area of clinical practice
were identified. They included: (a) the independent practice of clinical
neuropsychology, (b) the supervision of students (broadly defined to include
doctoral students, clinical interns and postdoctoral residents) and technicians
performing clinical neuropsychological duties, (c) consultation with patients,
their families and other professionals on neuropsychological issues and
questions as appropriate, (d) forensic and medical-legal consultations
on issues pertaining to clinical neuropsychological issues, (e) the provision
of clinical interventions to address psychological, cognitive, and behavioral
concerns in neuropsychological populations.
The group further outlined a professional role within the domain
of education and teaching for which specialty training and education in
clinical neuropsychology is needed: (a) education and training in clinical
neuropsychology.
It was noted that issues of academic freedom at a university
level might ensue from this statement, as it could be construed that there
was an attempt to limit who might be qualified to teach certain courses
at a university level. Several group members argued that this might not
he such a bad thing. After more discussion, it was argued convincingly
to the group that this role be restated to read: (a) Teaching activities
should be provided by a clinical neuropsychologist if the education and/or
training activities involve clinical neuropsychological practice or service.
The group then had an interesting discussion of whether there
are research roles and activities for which specialty training and education
in clinical
30
(End of text)
Footer
