American Psychological Association Division 40 (Clinical Neuropsychology)
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consultations to other professionals; (c) provision of neuropsychological
interventions; (d) appropriate skills for effective management of clinical
services and, (e) the skills to appropriately evaluate, participate in
and integrate research addressing neuropsychological problems.
SUMMARY OF BREAKOUT GROUP FOUR
Question II
Ann C. Marcotte and Rosario Castillo
Members: Ann C. Marcotte (Chair), Rosario Castillo (Recorder), Lydia
Artiola , Fortuny, Richard C. .Delaney, John DeLuca, David C. Garron. Thomas
Novack. and J. Michael Williams.
In approaching this question, the group again initially reviewed
work already accomplished by earlier groups. Attention was paid to the
Reports of the INS-Division 40 Task Force on Education, Accreditation,
and Credentialing(T (1987) and to the Division 40 Petition (Meier et aL,
1995) to the Commission for the Recognition of Specialties and Proficiencies
in Professional Psychology.
The group decided to use the listing of knowledge areas in the
Reports of the INS-Division 40 Task Force on Education. Accreditation,
and Credentialing (1987) as a model to expand upon. They made a few modifications.
They noted that life span issues needed to be incorporated into all topics
germane to clinical neuropsychology. They expanded the Generic Psychology
Core area of "History" to "History of Psychology" and the Generic Clinical
Core area of "Psychopathology to "Psychology and nosology." They also noted
that a critical component in attaining interviewing and assessment skills
is an appreciation of the linguistic diversity concerns of both the patient
and the examiner, as well as limitations of the techniques. They thought
that ethical training should involve issues of linguistic and cultural
diversity. They felt that the specific clinical neuropsychological knowledge
in clinical neurology and neuropathology should include genetics and genetic
disorders. They added developmental/festal neuropsychological issues as
well as neurosurgical procedures, biological tests, and other relevant
medical procedures to the area of clinical neuropsychological knowledge.
The group delineated several skills that a clinical neuropsychologist
should possess. These skills included:
1. Assessment: Neuropsychological assessment/examination, interpretation
of test results and report writing
2. Consultation: Consultation with patients, their families, and other
professionals
3. Intervention:
4. Research: Design and implementation of research studies, analysis
of data, derivation of conclusions and communication of results. (It was
noted that outcome assessment and research will become more important in
the future, and already is important in the area of rehabilitation.)
5. Teaching: Teaching skills and supervision training
SUMMARY OF BREAKOUT GROUP FIVE
Question I
Thomas Boll and Randi Dorman
Members: Thomas J. Boll (Chair), Randi Dorman (Recorder), Jack
Spector, Paula Shear, Darlene Nenieth, Robin Morris, Carl Dodrill, Kenneth
Adams.
Once again, the group referred to the Reports of the INS-Division
40 Task Force on Education, Accreditation, and Credentialing(1987) as well
as the Division 40 Petition (Meier et al., 1995), which outline the areas
of training appropriate, not only to health service provider specialties
in general, but neuropsychology in particular. These areas include the
generic core of science and the advanced scientific knowledge specific
to the particular specialty. They also involve the generic core areas for
a professional psychologist and the advanced professional areas requisite
to the specific specialty practice.
It was the clear and unanimous view of the group that training
in both the basic discipline of psychology, the general scientific underpinnings
of psychology, and the general practice of professional psychology should
be as broad and extensive as possible within the context of development
of specialty skills. It was the opinion of the group that development of
basic skills and broad applied skills was primarily the responsibility
of doctoral education, and that introduction of specialty scientific knowledge
and specialty clinical practice experience, while quite appropriate and
desirable at the doctoral level, would go on elsewhere in more extensive
and intensive forms, especially at the post-doctoral level. It was the
opinion of the group that the internship must be in an APA-accredited professional
program. The purpose of the internship was (a) completion of general practice
training in professional psychology, and (b) beginning or extension of
specialty preparation, including (1) an opportunity for flexibility with
regard to students from various backgrounds who need preparation for postdoctoral
training, (2) opportunity for melding students with more varied backgrounds
to develop a socialization and appreciation of other areas of professional
preparation and emphasis, and (3) assurance of most complete training in
general professional skills across the broadest array of clinical challenges
so that the generalist will be well trained and the future specialist is
equipped to manage specialty patients who present with a full array of
clinical and personal circumstances. It was thought by the group that the
internship was the place for maximum flexibility with regard to incorporation
of the doctoral students background and needs for future preparation.
Those who come from the strongest neuropsychological programs may well
emphasize general and more generic professional training, while those who
come from more broad generalist model programs would place greater emphasis
during their internship year on development of specialty skills to be further
developed during postdoctoral training. In the opinion of the group, all
requirements for the doctoral degree should be completed before entry into
a professional internship. The group stated a strong preference for requiring
the completion of the dissertation and degree prior to entry so that the
internship would, in the ideal world, be at the postdoctoral level. The
group s recommendation was that no more than 50% of the time that an internship
should be spent in neuropsychological training and at least 50% of the
intern s time should be spent in general professional training, as appropriate
to the student s background.
SUMMARY OF BREAKOUT GROUP SIX
Question III
Melissa A. Friedman and Wilfred van Gorp
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