Abstract
The Clinical Neuropsychology Synarchy (CNS) interfaces with the American Psychological Association and affiliated organizations to address issues and advances in specialty training. The past several years have seen the development and dissemination of several initiatives pertinent to specialty training. Among these initiatives was the creation of a taxonomy for education and training in clinical neuropsychology. In additional there has been a movement toward competency-based education that has become codified in the APA’s new Standards for Accreditation. Calls for competency-based education have also influenced the expectations of the APA’s Committee on Recognition of Specialties and Proficiencies in Professional Psychology. As the convener of national clinical neuropsychology organizations, the CNS has overseen the development of relevant documents for our specialty. This paper presents three documents critical to training in our field that were developed through the CNS and approved by its member organizations. The first is the Taxonomy for Education and Training in Clinical Neuropsychology. The second is Entry Level Competencies for Clinical Neuropsychology and the third is a distillation of the entry-level competency document for the purpose of identifying competencies to be addressed at the post-doctoral residency level.
Highlights
In the past 6 years the Education Directorate of the American Psychological Association (APA) has been very active in seeking to standardize nomenclature and practices as they pertain to education and training in professional psychology specialties
The initiatives that have emanated from APA’s Education Directorate have resulted in three key documents critical to training in our field that were developed through the Clinical Neuropsychology Synarchy (CNS) and approved by its member organizations
The second is Entry Level Competencies for Clinical Neuropsychology and the third is a distillation of the entry-level competency document for the purpose of identifying competencies to be addressed at the post-doctoral residency level
Summary
In the past 6 years the Education Directorate of the American Psychological Association (APA) has been very active in seeking to standardize nomenclature and practices as they pertain to education and training in professional psychology specialties. The specialty training guidelines for clinical neuropsychology delineated in the Houston Conference statement, (Hannay et al, 1998a) have served the field well for almost 20 years. They have served as a specific but flexible guide for how to train in the field. A survey conducted in 2010 by the Inter-organizational Steering Committee on Education and Training (ISET) showed that Houston Conference guidelines have been widely adopted by training programs. Those receiving training consistent with the guidelines rated themselves as being well prepared for practice (Sweet, Perry, Ruff, Shear, & Guidotti Breting, 2012).
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