Application of a competency model to clinical neuropsychology.

Abstract

Professional competencies in psychology have received significant attention as education and training standards have been increasingly framed in the context of behavioral, knowledge-based, and attitudinal learning outcomes. We first review the development of the specialty of clinical neuropsychology and describe Ihe establishment of educational and training guidelines in the specialty, including their most recent update (Hannay et al., 1998). Competency initiatives in professional psychology over the last decade are then summarized. Specialties in professional psychology have delineated education and training guidelines and are beginning to incorporate competency-based approaches to describe advanced and specialized abilities that build on generic, core, foundational and functional psychology knowledge, skills, and attitudes. Following the model of France et al., (2008), we apply the Assessment of Competency Benchmarks framework to describe specific competencies required for specialty practice in clinical neuropsychology.

The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014

“…The content and structure of the oral examination has remained constant over the past decade; however, in 2014 the benchmarks used by examiners to evaluate the functional and foundational competencies required of clinical neuropsychological practice at the specialist level were refined under the direction of Examinations Chair, Bernice Marcopulos, Ph.D., to more closely align with recent recommendations in the literature (Fouad et al, 2009;Rey-Casserly et al, 2012).…”

“…Subsequent revisions to reviewer guidelines in 2012 and 2013 provided structured worksheets to organize the content of reviews, guided examples of review decisions, and refined review criteria to more closely align with the specific functional and foundational competencies required for independent practice (Fouad et al, 2009;Rey-Casserly, Roper, & Bauer, 2012).…”

Official Position of the American Academy of Clinical Neuropsychology (AACN): Guidelines for Practicum Training in Clinical Neuropsychology

“…A number of authors have provided excellent discussions regarding the essential skills and characteristics of effective supervisors (Barnett, Erickson Cornish, Goodyear, & Lichtenberg, 2007;Ellis, 1991;Falender & Shafranske, 2012;Henderson, Cawyer, & Watkins, 1999); we refer the reader to those publications for a more comprehensive review of this important topic. Neuropsychology supervisors need to develop general supervisory competencies (American Psychological Association, 2015) as well as neuropsychology-specific competencies (Rey-Casserly et al, 2012;Shultz, Pedersen, Roper, & Rey-Casserly, 2014;Stucky et al, 2010).…”

Neuropsychology Supervision: Incorporating Reflective Practice

“…There is exceedingly limited research on NP supervision training (Finkelstein & Tuckman, 1997;Gonsalvez & Milne, 2010;Schultz et al, 2014;Stucky et al, 2010). For example, a thorough search of the literature provided three articles specifically concerned with NP supervision (Schultz et al, 2014;Stucky et al, 2010), including a competency model (Rey-Casserly, Roper, & Bauer, 2012) and an additional article on supervision of cognitive assessment (Finkelstein & Tuckman, 1997).…”