Return to APA Collection Inventory Page
Text of document:
The residency section specified the percentages of time to be
spent in clinical service, clinical research, and educational activities.
Some delegates were uncomfortable with this since the percentages might
be appropriate for some settings and not for others. It was proposed that
this section say that
the resident spends some time in each of the aforementioned activities.
Delegates were reminded that the internship section said that the percentage
of time in clinical neuropsychology should be determined by the training
needs of the individual intern. Specifying percentages of time spent on
each activity was seen also as inconsistent with an integrative model as
well as micro-managing of programs. Concern was raised that, if percentages
are not specified, residents would be used as cheap labor for clinical
service or alternatively, will see very few patients. The motion was made
to say that "each resident spends significant percentages of time in clinical
service, and clinical research, and educational activities" and that the
words "appropriate to the individual resident s training needs" be added
to the end of the sentence. The motion carried. Section XI was now approved
by the delegates.
The figure that was eventually part of section XV in the final
draft of the policy statement was discussed. It was proposed that a second
figure be added showing lower amounts of acquisition of knowledge at the
doctoral level, for instance, be added. This would help the reader understand
the flexibility in the proposed integrated model of education and training.
It was also suggested that the knowledge and skill areas not be numbered
so that the reader not try to map them onto the knowledge and skill areas
given in the policy statement. A motion to have the planning committee
construct a second figure was made and carried. Section XV was approved.
Section XI, Nature and place of sub-specialities within clinical
neuropsychology, and section XII, Continuing education in clinical neuropsychology,
were approved without further discussion.
Wording for section XIV, Application of the model, was introduced:
"Nothing in this document is to be applied retroactively to individuals
currently trained or in training in the specialty of clinical neuropsychology.
Individuals entering the specialty or training for the specialty of clinical
neuropsychology prior to the implementation are governed by existing standards
as to the appropriateness of identifying themselves as clinical neuropsychologists."
There was discussion of the implications of this section for individuals
calling themselves neuropsychologists. The criteria for calling oneself
a clinical neuropsvchologist that were in place at the time that one was
trained were thought to be the appropriate criteria. To the extent that
new criteria are to be found in the policy statement, these new criteria
apply to those entering the field when the policy statement is implemented.
Clarification was requested with respect to when "implementation" was said
to have occurred. Implementation was thought to occur when various organizations,
such as accrediting bodies or the Council of Graduate Departments of Psychology
accept the policy statement. Since some of the standards in the policy
statement are already found in other documents and already apply, it was
suggested that the beginning of this section be changed from "Nothing in
this document is to be applied retroactively..." to "This document does
not apply retroactively to individuals ..." A delegate asked whether training
in this section should be replaced by education and training to conform
with the rest of the document. It was said that training was a generic
term that included education so no change was made. There was some discussion
whether both sentences were needed. A motion to remove the second sentence
was defeated. The motion to change the language as described above carried.
Section XIV was approved.
A committee reported on the wording for a section, Diversity
in education and training presented. The wording was identical to that
which can be found in section XIII of the policy statement with the exception
that "training" was referred to rather than "education and training." The
change to "education and training," was suggested and approved. A comment
was made that this section may go against some state laws. It was countered
that it did not since there was no affirmation. Section XII of the policy
statement was approved. The committee also asked the delegates to include
wording about cultural diversity in section V, Professional and scientific
activity. The sentence recommended was: "The specialist whose professional
activities involve diverse cultural, ethnic, and linguistic populations
has the knowledge and skills to perform those activities competently and
ethically." This addition to section V was approved.
The policy statement then was unanimously approved by the delegates.
Sunday, September 7, 1997
IV. HOW SHOULD THE OUTCOME OF THE CONFERENCE BE IMPLEMENTED?
PLENARY SESSION
The session began with thanks being given to various groups for their
part in making the psychology Department at the University of Houston conference
successful, the staff of the and especially the Department Chair, Dr. Marco
Mariotto, and the Departmental Administrator, Ms. Manuela Kuffel. The breakout
group chairs, Dr. Stanley Berent, Dr. Tom Boll, Dr. Eileen Fennell, Dr.
Ann Marcotte, Dr. Byron Rourke, and Dr. Wilfred Van Gorp, were thanked
for their effort in leading the discussion in their groups and bringing
out of these discussions the core of the policy statement that was further
developed in the Saturday Plenary session by all of the delegates. Dr.
Hannay was thanked for her role in making the conference a reality. Dr.
Bieliauskas was thanked for serving as parliamentarian. The other members
of the planning committee were thanked for their role. Delegates were asked
about the times of their flights and transportation arrangements from the
hotel to the Houston airport.
Four questions had been posed for this session: (a) What tasks
need to be accomplished and who will do them? (b) How does clinical neuropsychology
education and training interface with education and training in the rest
of professional psychology? (c) At which levels is program accreditation
warranted? (d) How should the results of this conference be disseminated?
Questions (a), (c), and (d), but not (b) were touched on during
the discussion that followed. Dr. VandeCreek, the observer representing
the Board of Educational Affairs (BEA) at APA, had been asked during the
conference to obtain clarification from the Committee on Accreditation
(CoA), to the extent possible, concerning the potential accreditation of
specialty programs at the doctoral, internship, and residency level. Since
he had an early flight, this issue was addressed first. on the basis of
discussions that Dr. VandeCreek had with the CoA during, the conference
he made the following comments. He reminded the delegates that the CoA
accredited three traditional specialty areas, clinical, counseling, and
school psychology, and that the Commission for the Recognition of Specialties
and Proficiencies in Professional Psychology (CRSPPP) had begun to recognize
new specialty areas, clinical neuropsychology being one of them. In 1996,
the CoA was empowered to accredit what are called in the manual, emerging
substantive areas. It is that phrase which is the operative phrase and
some source of dispute. The dispute was then outlined by Dr. VandeCreek.
He said that identification of a specialty by CRSPPP does not, in the view
of the CoA, mandate that the CoA recognize the specialty as an emerging
substantive area. At this point, the CoA apparently is unclear as to how
to interpret the guidelines as applied to a specialty and does not have
a mechanism in place, nor is it prepared to receive a self-study from a
program outside of the traditional specialty areas. With respect to doctoral
programs, it welcomes, as it always has, programs with tracks, with large
tracks, but not a full program that is not clinical, counseling, or school.
It apparently is not yet prepared to do
51
(End of text)
| ||||
