American Psychological Association Division 40 (Clinical Neuropsychology)
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across the lifespan, since neuropsychological function and dysfunction
manifest differently at different stages of development, and individuals
at different stages of life have unique needs which require a special knowledge
base.
Education of aspiring neuropsychologists was discussed. It was
agreed that professionals supervising the clinical work (i.e., assessment
or intervention) of aspiring neuropsychologists, or teaching a clinical
neuropsychology course to aspiring neuropsychologists clearly require specialty
training. Group members also discussed whether or not a professional needed
specialty neuropsychology training in order to have administrative (i.e.,
nonclinical) oversight of a neuropsychology program (such as the role of
departmental chair, which includes a neuropsychology track or program).
The group agreed with the position of Group Five that it would not be necessary
to have specialized neuropsychology training if one has only administrative
responsibilities that related to a neuropsychology program, However, the
group emphasized the necessity of having specialty neuropsychology training
if one provides individual or group supervision or teaches courses specific
to the practice of neuropsychology.
Finally, the group addressed the need for specialty training
in the conduct of neuropsychological research. Group members agreed that
many individuals conduct legitimate and important research in, or related
to, neuropsychology who do not have specialized training, and these individuals
do not necessarily require specialty training (though members believed
that it would enhance their research). Some members stated that if individuals
presented themselves as neuropsychologists, they should have specialty
training. After much discussion, group members concluded that specialty
training in neuropsychology is primarily needed for individuals who identify
themselves as neuropsychologists or who are preparing for a career conducting
neuropsychological research or practice as part of their overall professional
work.
PLENARY SESSION AND VOTE
Question I
Initially, there was discussion regarding the writing of a preamble, which
the breakout group chairs recommended be written by the planning committee.
A preamble/introduction could set the stage with an historical review of
developments in the field or it could be a statement of the intent and
goal of the document to follow. This would enable the document to be free
standing without need for reference to previous documents. It was suggested
that, to the extent the preamble was not just historical, it should be
written by the delegates.
The breakout group chairs presented the consensus statement derived
from the deliberations of their groups. The first part of the response
to Question I was the definition of a Clinical neuropsychologist:
A specialist in clinical neuropsychology is a professional psychologist
who applies principles of assessment and intervention based on the scientific
study of human behavior as it relates to normal and abnormal functioning
of the central nervous system across the life span. Identification of one
s self as a clinical neuropsychologist or as a provider of clinical neuropsychology
services falls under this specialty definition.
The second part of the statement was a listing of the core domains
of professional activities corresponding to those delineated in the Division
40 Petition (Meier et al., 1995) to the Commission for the Recognition
of Specialties and Proficiencies in Professional Psychology (CRSPPP). Initially,
there was an error in the list, which included both a domain of research
and a domain of research and inquiry. These were combined so that the list
of domains conformed to the seven listed in the petition. The first of
these domains, assessment, was defined as the evaluation of psychological
dimensions associated with central nervous system function and dysfunction.
The goal of assessment was said to be "to address relevant neuropsychological
aspects of psychological functioning that are considered to be central
to understanding the cognitive and adaptive assets and deficits of the
individual." The specialist in clinical neuropsychology was expected to
achieve these goals of assessment through the application and interpretation
of clinically appropriate techniques and measures.
The second definition was for the domain of intervention in which
the specialist in clinical neuropsychology was expected "to provide interventions
to address cognitive and behavioral conditions and disorders of appropriate
clinical populations." The five remaining domains were not defined yet.
A discussion arose as to whether the domains should be listed but not defined.
This was followed by inquiry as to whether providing a definition of a
clinical neuropsychologist was addressing the issue of Question 1, which
asked "For what professional roles is it necessary to have education and
training in clinical neuropsychology?" It was then reported that most of
the breakout groups felt that neuropsychologists first should state who
they are, that is, give a definition of a clinical neuropsychologist, before
discussing their roles. The intent of the chairs had been to include a
definition of a neuropsychologist at the start of the document followed
by the domains of activity defined.
The question of the preamble was raised once more and it was
proposed in the form of a motion that the group agree to have a preamble
to the document. The motion approved by the conference.
A motion to accept the definition of a clinical neuropsychologist
as proposed by the group chairs resulted in the following discussion. As
written, the definition could apply to any psychologist who does neuropsychological
assessment outside the context of the specialty. It was recommended that
the definition be reworded so that it sets apart what the specialist is
as opposed to the general clinician who does some neuropsychological work.
Various amendments were made until the definition of a clinical neuropsychologist
became the sentences found in section III of the policy statement. An amendment
to remove the word "central" from the definition was defeated. An amendment
was proposed that would add a sentence about demonstrated competence to
the definition. Subsequently, concern was expressed regarding the need
to define competence and how it is measured. A statement was made that
without including the idea of competence, the amended definition did not
address the initial concerns with respect to specialty practice. A motion
to include the sentence on competency was defeated.
The delegates next considered the sentence: "Identification of
one s self as a clinical neuropsychologist or as a provider of clinical
neuropsychology services falls under this specialty definition." The point
was made that this was exclusionary and would require that any person at
any time doing a neuropsychological examination would have to be a specialist.
Concern was also raised about what was subsumed under the umbrella of "provider
of clinical neuropsychological services." The motion to accept the sentence,
however, carried at this time.
The seven core domains of professional activities as delineated in
the Division 40 Petition (Meier et al., 1995) to CRSPPP were presented.
The activities include but are not exclusive examples of activities engaged
in by clinical neuropsychologists. After some discussion, a motion was
made and approved to accept the seven core domains of professional activities
as delineated in the Division 40 Petition. This motion appears in section
V of the policy statement. A motion was made and carried to eliminate all
definitions of the seven core activities.
(End of text)
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