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APPENDIX V
REPORT OF THE DIVISION 40 TASK FORCE ON
EDUCATION, ACCREDITATION, AND CREDENTIALING
Guidelines Regarding the Use of Non-doctoral Personnel in Clinical Neuropsychological Assessment.
INTRODUCTION
The guidelines regarding the use of non-doctoral personnel in clinical neuropsychological assessment represent a continuation of previous documents from the Task Force (Task Force, 1987, 1988). The document below presents a general position regarding the use of non-doctoral personnel, and delineates the role of such personnel in the general context of clinical neuropsychological assessment. The committee members who participated in the development of this document included R.A. Bornstein (Chair), Linas Bieliauskas, Lloyd Cnipe, James Horn, Edith Kaplan, Roberta White, Alan Yozawitz.
USE OF NON-DOCTORAL PERSONNEL IN
NEUROPSYCHOLOGICAL ASSESSMENT
The practice of Clinical Neuropsychology involves the integration of
data derived from a variety of sources which may include clinical or diagnostic
patient interviews, clinical histories, and interpretation of data from
various neuropsychological measures. There is a broad range of practice
in regard to the use of neuropsychological measures in the assessment of
behavioral consequences of impaired brain function. In the use of neuropsychological
assessment techniques, individual psychologists may elect to perform their
own assessment (in whole or in part) in order to directly observe specific
aspects of behavior. However, there is no obligation for all psychologists
to perform their own assessments in this manner. One practice in Clinical
Neuropsychology includes the supervised participation of non-doctoral personnel
(technicians, psychometrists, psychometricians, psychological assistants,
etc. depending on the venue). The use of such technicians is a common and
accepted practice when the supervising psychologist maintains and monitors
high standards of quality assurance as suggested for such work in the General
Guidelines for Providers of Psychological Services, (American Psychological
Association, 1987); Specialty Guidelines for the Delivery of Psychological
Services by Clinical Psychologists, American Psychological Association,
1981); and Ethical Principles of Psychologists, (American Psychological
Association, 1981).
The Clinical Neuropsychologist
1991, Vol. 5, No. 1, pp. 20-23
REPORT OF THE DIVISION 40 TASK FORCE ON EDUCATION,
ACCREDITATION AND CREDENTIALING
Recommendations for Education and Training of
Non-doctoral Personnel in Clinical Neuropsychology
The use of non-doctoral personnel (at both the Bachelor s degree and Masters degree level) is a common, recognized, and accepted practice in many areas of psychology when supervised by a qualified licensed psychologist who maintains and monitors high standards of quality assurance. In all such situations, these individuals represent the extension of the licensed psychologist, and fulfil limited and clearly circumscribed roles. The use of such non-doctoral personnel is consistent with the policies and procedures defined by the American Psychological Association (General Guidelines for Providers of Psychological Services, APA, 1987; Specialty Guidelines for the Delivery of Psychological Services by Clinical Psychologists, APA, 198 1; and Ethical Principles of Psychologists, APA, 198 1). In addition, the use of non-doctoral personnel in the area of clinical neuropsychological assessment has been previously addressed (Division 40 Task Force on Education, Accreditation and Credentialing, 1989). That document endorses the use of such personnel in neuropsychological assessment, and defines the roles and responsibilities of psychologists who elect to utilize such personnel. Discussion has arisen in several constituencies regarding the requisite training and educational qualifications for non-doctoral personnel involved in neuropsychological assessment. The current document sets forward some recommended areas of education and training for these personnel (hereafter termed psychometrists). The committee members who contributed to the development of this document included R.A. Bornstein (chair), Roberta White, and James Horn.
Education
Training
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