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II. WHAT KNOWLEDGE BASE AND SKILLS ARE NEEDED?
CHARGE TO THE DELEGATES
Thomas A. Hammeke
The delegates were asked to address the question of what fundamental knowledge and skills are necessary to be a clinical neuropsychologist or to perform the essential roles of a clinical neuropsychologist. They were directed to documents that have attempted to do this already and which they might want to consider in their deliberations. These included the Division 40 Petition (Meier et al., 1995) to the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology, the Reports of the INS-Division 40 Task Force on Education, Accreditation, and Credentialing (1987), and the Draft of Postdoctoral Residency Standards merging APA and APPCN standards (American Postdoctoral Programs in Clinical Neuropsychology, 1997). The delegates were reminded that, in the Report of the INS Division 40 Task Force (Meier et al., 1987), the section on doctoral education and training emphasizes knowledge while the residency section focuses more on skills.
194 The Houston Conference on Special, Education and Training in Clinical Neuropsychology
SUMMARY OF BREAKOUT GROUP ONE
Question II
Melissa Wright and Stanley Berent
Members: Stanley Berent (Chair), Melissa Wright (Recorder), Cynthia
R. Cimino, Robert J. Ivnik, Brick Johnstone, Christina A. Meyers, Robert
D. Jones. And Keith Owen Yeates.
The group addressed the question of what core knowledge and skills
are necessary for specialization as a clinical neuropsychologist by referring
to two documents that delineate expectations for education and training
at the doctoral and post-doctoral residency levels. The guidelines for
doctoral training (Reports of the INS-Division 40 Task Force on Education,
Accreditation, and Credentialing, 1987) were referenced as a model for
the knowledge and skills that would be required for entrance into a residency
program. Members agreed that the Draft of Postdoctoral Residency Standards
merging APA and APPCN standards (Association of Postdoctoral Programs in
Clinical Neuropsychology, 1997) provides a comprehensive model for subsequent
specialty training. Members shared the opinion that the standards outlined
as expected qualifications for a postdoctoral resident in clinical neuropsychology
would apply equally as expectations for proficiency as a clinical neuropsychologist.
Further discussion focused on skills that were considered necessary
for competency in clinical neuropsychology, which may not have been covered
in the two documents referenced above. The majority of these additional
considerations covered the domain of clinical practice and included professional
issues such as (a) consultation, program evaluation, and supervision, (b)
organization. management and administration issues pertinent to psychological
service delivery, training, and research, (c) knowledge of federal, state
and local statutes, regulations and laws as relevant to an individual s
area of practice (i.e., children, the elderly), (d) knowledge of ethical
principles and skills to resolve ethical dilemmas, (e) knowledge of conflict
resolution and risk management, and (f) knowledge of individual differences
and other behavioral principles. Skills for the conduct of scholarly inquiry
also were considered to be important for a clinical neuropsychologist.
Finally, group members agreed that having a historical perspective on an
individual s particular practice area also would be desired.
In the document produced by the group, the competencies, skills, abilities,
proficiencies, and knowledge listed on page 4 of the Draft of Postdoctoral
Residency Standards merging APA and APPCN standards (Association of Postdoctoral
Programs in Clinical Neuropsychology, 1997) were quoted. The Generic Psychology
Core, Generic Clinical Core, Neurosciences and Basic Human and Animal Neuropsychology,
and Specific Clinical Neuropsychology areas given in the Reports of the
INS-Division 40 Task Force on Education, Accreditation, and Credentialing
(1987) were included with minor modifications. In the Generic Psychology
Core, "Individual differences and group behavior" was substituted for "Social
psychology and personality." "History of the profession" was substituted
for "History." In the Generic Clinical Core, "Professional ethics and skills
for resolution of ethical concerns" replaced "Professional ethics" while
"Risk management" was added. "Intervention practicum" and "Clinical neuropsychological
internship" were left out of Specific Clinical Neuropsychology Training.
SUMMARY OF BREAKOUT GROUP TWO
Question II
Byron P. Rourke and Brian D. Hoyt
Members: Byron P. Rourke (Chair), Brian D. Hoyt (Recorder), Russell
L. Adams, William B. Barr, Christina S. Wilson, Andrew J. Saykin, and John
L. Woodard
Discussion began with consideration of the training guidelines for
clinical neuropsychology listed in the Reports of the INS-Division 40 Task
Force on Education, Accreditation, and Credentialing (1987) and the Division
40 Petition (Meier et al., 1995) to the Commission for the Recognition
of Specialties and Proficiencies in Professional Psychology. The issue
of ensuring that students have enough training in clinical psychology prior
to beginning internship was discussed. The possibility of expanding on
the existing guidelines by adding new requirements, such as those addressing
advances in the neurosciences and new technology, was raised. The need
for training programs to comply with APA accreditation guidelines (American
Psychological Association, 1996a) and to be consistent with state licensing
requirements was also considered. APA accreditation training and evaluation
of programs according guidelines, such as breadth of psychology to their
own goals, were briefly discussed, The importance of interfacing training
requirements in clinical neuropsychology with APA accreditation guidelines
was emphasized in terms of not wanting to isolate the specialty of clinical
neuropsychology from the mainstream of psychology. It was suggested that
the recommended guidelines include terms and requirements similar to those
for training in professional psychology. Since the INS-Division 40 guidelines
(Reports of the INS-Division 40 Task Force on Education, Accreditation,
and Credentialing, 1987) are consistent with APA accreditation standards,
it was agreed that any modifications to those guidelines would likely also
be consistent with the APA standards.
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