Erik Hessen1, Laura Hokkanen2, Jennie Ponsford3, Martine van Zandvoort4, Ann Watts5, Jonathan Evans6, Kathleen Y Haaland7. 1. a Department of Psychology , University of Oslo , Oslo , Norway. 2. b Faculty of Medicine, Department of Psychology and Logopedics , University of Helsinki , Helsinki , Finland. 3. c School of Psychological Sciences , Monash University , Melbourne , Australia. 4. d Utrecht University , Utrecht , The Netherlands. 5. e Entabeni Hospital , Durban , South Africa. 6. f Institute of Health & Wellbeing , University of Glasgow , Glasgow , UK. 7. g Department of Psychiatry and Behavioral Sciences , University of New Mexico , Albuquerque , NM , USA.
Abstract
OBJECTIVE: This work aimed to review main competency requirements from training models in countries with well-established specialties in clinical neuropsychology and to extract core competencies that likely will apply to clinical neuropsychologists regardless of regional and cultural context. METHOD: We reviewed standards for post-graduate training in clinical neuropsychology from countries in Europe, Australia, and North America based on existing literature, presentations at international conferences, and from description of the training models from national psychological or neuropsychological associations. RESULTS: Despite differences, the reviewed models share similar core competencies considered necessary for a specialty in clinical neuropsychology: (1) In-depth knowledge of general psychology including clinical psychology (post-graduate level), ethical, and legal standards. (2) Expert knowledge about clinically relevant brain-behavioral relationships. (3) Comprehensive knowledge about, and skills in, related clinical disciplines. (4) In-depth knowledge about and skills in neuropsychological assessment, including decision-making and diagnostic competency according to current classification of diseases. (5) Competencies in the area of diversity and culture in relation to clinical neuropsychology. (6) Communication competency of neuropsychological findings and test results to relevant and diverse audiences. (7) Knowledge about and skills in psychological and neuropsychological intervention, including treatment and rehabilitation. CONCLUSIONS: All the models have undergone years of development in accordance with requirements of national health care systems in different parts of the world. Despite differences, the common core competency requirements across different regions of the world suggest generalizability of these competencies. We hope this summary can be useful as countries with less established neuropsychology training programs develop their models.
OBJECTIVE: This work aimed to review main competency requirements from training models in countries with well-established specialties in clinical neuropsychology and to extract core competencies that likely will apply to clinical neuropsychologists regardless of regional and cultural context. METHOD: We reviewed standards for post-graduate training in clinical neuropsychology from countries in Europe, Australia, and North America based on existing literature, presentations at international conferences, and from description of the training models from national psychological or neuropsychological associations. RESULTS: Despite differences, the reviewed models share similar core competencies considered necessary for a specialty in clinical neuropsychology: (1) In-depth knowledge of general psychology including clinical psychology (post-graduate level), ethical, and legal standards. (2) Expert knowledge about clinically relevant brain-behavioral relationships. (3) Comprehensive knowledge about, and skills in, related clinical disciplines. (4) In-depth knowledge about and skills in neuropsychological assessment, including decision-making and diagnostic competency according to current classification of diseases. (5) Competencies in the area of diversity and culture in relation to clinical neuropsychology. (6) Communication competency of neuropsychological findings and test results to relevant and diverse audiences. (7) Knowledge about and skills in psychological and neuropsychological intervention, including treatment and rehabilitation. CONCLUSIONS: All the models have undergone years of development in accordance with requirements of national health care systems in different parts of the world. Despite differences, the common core competency requirements across different regions of the world suggest generalizability of these competencies. We hope this summary can be useful as countries with less established neuropsychology training programs develop their models.
Keywords:
Core competencies; brain–behavior relationships; clinical neuropsychology; training in clinical neuropsychology
Authors: Marc Norman; Sarah J Wilson; Sallie Baxendale; William Barr; Cady Block; Robyn M Busch; Alberto Fernandez; Erik Hessen; David W Loring; Carrie R McDonald; Bruce P Hermann Journal: Epilepsia Open Date: 2021-03-02
Authors: Mary H Kosmidis; Sandra Lettner; Laura Hokkanen; Fernando Barbosa; Bengt A Persson; Gus Baker; Erich Kasten; Amélie Ponchel; Sara Mondini; Nataliya Varako; Tomas Nikolai; María K Jónsdóttir; Aiste Pranckeviciene; Erik Hessen; Marios Constantinou Journal: Front Psychol Date: 2022-03-31