Journal of clinical and experimental neuropsychology最新文献

Training models in clinical neuropsychology have followed the Houston Conference Guidelines for decades. Those Guidelines provided strong emphasis on research training as a core competency for neuropsychologists. The new Minnesota Conference Guidelines (in final stages of development as of this essay) mention that training in the conduct of research is part of the graduate education of neuropsychologists. All four of the current authors were trained in the Iowa-Benton approach to neuropsychology, which is firmly grounded in research training and engagement. We view this not as a prerogative, but as a requirement. Training in clinical neuropsychology should not be "clinical" with a twist of "research" - it should be a healthy admixture of both. Our research training made us better clinical neuropsychologists, and provides a foundation for our teaching, exactly in the spirit that Arthur Benton promoted in his mentoring model. Further, our research experience informs our appraisal and adoption of contemporary trends in the practice of neuropsychology, and proposed new procedures and tests in the Benton Clinic are evaluated through the lens of background research.

Introduction: Despite available resources, there have been calls for increased literature regarding evidence-based practices in psychology doctoral education. The field of medicine has a robust literature around educational optimization which may enrich doctoral education in psychology. Utilization of medical education literature may be particularly valuable for doctoral training of students interested in specialties which are typically embedded in the medical system, like clinical neuropsychology.

Method: The current article provides a brief summary of some of the evidence-based medical education literature and provides examples of its possible application to doctoral education specifically within a clinical neuropsychology framework.

Results: The authors summarize some of the support for the efficacy of selected medical education principles, including the concepts of holistic review, multidisciplinary training and integration of clinical and academic training. Examples of implementation are provided from a single doctoral program.

Conclusions: We provide examples of evidence-based medical education principles that we believe can be applied to doctoral training in clinical neuropsychology, with the goal of disseminating ideas, models and practices for doctoral program faculty to consider in the developing and refinement of their educational programs.

Objective: Doctoral-level coursework on assessment and brain-behavior relationships is a foundational element of professional training for clinical neuropsychologists. However, limited research exists describing the nature of such coursework for clinical neuropsychology (CN) training across doctoral programs in North America. We sought to identify core concepts taught in CN programs as well as common themes and trends across course objectives, topics, and textbooks.

Methods: We solicited 41 syllabi across 10 clinical psychology doctoral programs with a Major Area of Study in Clinical Neuropsychology. Data on course learning objectives, course topics, and textbooks were extracted, categorized, and tabulated.

Results: Across the CN course syllabi, most learning objectives (74%) emphasized foundational academic goals (e.g. remembering, understanding, and applying information). The most frequently reported course topics were Diseases & Disorders (30.5%) and Cognitive/Neuroscientific Theories (28.9%). Lastly, two textbooks, Neuropsychological Assessment, and Textbook of Clinical Neuropsychology were used most frequently (19% and 16.7%, respectively).

Conclusions: Findings revealed broad consistencies across categories of topics, training depth, and textbooks used. Topics consistently included Diseases & Disorders, Cognitive/Neuroscientific Theories, and Practical Clinical Skills, and often implemented more basic levels of learning. Variability within these categories may need further exploration to elucidate the effectiveness and long-term impact of how foundational CN knowledge is taught. From these findings, there are at least two possible interpretations: (1) a greater emphasis on certain course topics and opportunities to incorporate higher-order thinking skills is needed; and (2) that CN coursework may indeed be delivering the recommended foundational knowledge, with the intent that clinical and research practica supplement training. Future studies should investigate this distinction by evaluating information beyond that of coursework syllabi (e.g. student handbook).

Introduction: Neuropsychology has historically lacked inclusion of trainees and professionals from underrepresented minoritized (URM) backgrounds. Recruitment and retention of students from diverse backgrounds is critical to improving the quality of neuropsychology practice and science, ensuring ongoing accessibility and maintaining relevance in the healthcare marketplace. New2Neuropsychology (N2N) has hosted Meet & Learn networking events to address this pathway problem. The current study aimed to (1) examine the impact of these events on students' knowledge and interest in neuropsychology, (2) explore perceived barriers to pursuing a career in neuropsychology, and (3) compare findings between N2N networking events and educational presentations.

Method: Pre-event surveys were administered to 172 pre-graduate students for eight Meet & Learn events (Age M = 25; 77% female; 77% belonged to a URM group; 45% fifth year undergraduate or post-baccalaureate). A sample of 48 attendees completed both pre- and post-event surveys. One-way ANOVA and t-tests examined the study aims.

Results: Networking event attendees reported increased knowledge about the field and confidence in their ability to become a neuropsychologist. Fifth year undergraduate students and post-baccalaureates reported an increase in their likelihood of pursuing neuropsychology following the event relative to upper- and underclassmen, though, with no differences among students with or without a URM background. Students who attended the networking events were more interested in pursuing neuropsychology at baseline compared to students who attended the educational presentations, while students who attended educational presentations reported learning more about the field after the presentation. Finances were identified as the primary barrier to pursuing a career in neuropsychology at both types of events.

Conclusions: Findings provide preliminary support for the positive impact of N2N networking event programming and highlight areas for organizational development, including capturing students across interest groups and training stages, financial support and connection to training opportunities, and incorporation of qualitative and longitudinal data.

Introduction: International students pursuing neuropsychology training in the U.S. face unique and multifaceted challenges that impact their academic, clinical, and professional development. This paper provides an overview and definitions of issues relevant to international students, with special focus on those enrolled in doctoral programs with an emphasis on neuropsychology.

Methods: To complement a review of guidelines and issues, an online survey sampled 37 students from different regions. Participants provided information about their experiences and recommendations to improve the climate of support and outcomes for international doctoral students in clinical neuropsychology programs.

Results: Key challenges include navigating visa regulations, financial constraints, cultural adjustment, language barriers, and limited institutional support. Notably, 75% of participants reported difficulties with visa and immigration requirements, whereas 78% highlighted financial challenges as significant obstacles. Language-related issues, including academic writing and oral communication, were reported by 48% of the participants, which were exacerbated by limited institutional resources. Participants also identified gaps in mentorship and opportunities compared to domestic students, with many perceiving low preparedness for securing clinical placements, internships, and postdoctoral fellowships. Participants utilized strategies such as networking, self-driven research, and mentorship to overcome barriers. Recommendations for improving the training experience include increased support for visa navigation, responsive mentorship, and supportive language resources at program and institutional levels. Advocacy for policy changes, such as designating clinical psychology as a STEM discipline to expand OPT eligibility, is also critical.

Conclusions: The findings underscore the critical need for systemic changes within graduate programs and broader policy frameworks to support international students in adhering to visa stipulations, managing financial burdens, overcoming language barriers, and securing internships and fellowships. Addressing these barriers would benefit international trainees and strengthen the field by broadening perspectives and improving practice and research.

Traditional neuropsychology training models in the United States and other Westernized countries rely on structured graduate programs, clinical experiences, and postdoctoral fellowships. However, access to neuropsychology education is often inequitable, hindered by limited coursework availability, geographic barriers to learning and practice opportunities, and systemic disparities affecting underrepresented groups. The COVID-19 pandemic further exposed these gaps, disrupting in-person clinical training and educational opportunities. KnowNeuropsychology was established in response to these challenges in 2020, with the goal of providing freely accessible virtual neuropsychology lectures to an international audience. Although KnowNeuropsychology was initially launched as a 12-week webinar series to address training disruptions caused by the pandemic, it has evolved into a nonprofit organization offering over 100 high-quality didactics on diverse clinical and research topics in neuropsychology, including clinical disorders, cultural diversity (among other aspects), neuroanatomy, and professional development. KnowNeuropsychology prioritizes diversity, equity, and inclusion by amplifying voices from underrepresented groups, students, and early career professionals and ensuring accessible, culturally relevant content. The platform has achieved a global reach by leveraging virtual tools and addressing training gaps in low- and middle-income countries and underserved regions. Lessons learned from KnowNeuropsychology underscore the potential of digital tools to expand access to neuropsychology education and inform systemic changes, aligning with updated training guidelines to increase equity and inclusion in the field.

Objective: Doctoral trainees and early career neuropsychologists lack resources on the topics of job application, selection, and negotiation. The absence of such resources may place trainees entering the workforce at a critical disadvantage. This manuscript provides substantive information and recommendations for trainees and early career psychologists to achieve early career success.

Method: The following manuscript includes a narrative review of considerations for prospective employment in neuropsychology.

Results: We begin with a discussion of the job application process and then provide a summary of factors to consider in job selection and negotiation in clinical neuropsychology in multiple settings, including the topics of compensation, benefits, and productivity expectations.

Conclusions: This manuscript provides an overview of critical topics for early career success in clinical neuropsychology that could be incorporated into graduate and post-doctoral training curricula.

The historical underpinnings of the Houston Conference Guidelines (HCG) specifying educational, supervision, and training standards for clinical neuropsychology are reviewed from a personal perspective. This viewpoint comes from developing and directing doctoral and post-doctoral level training programs in clinical neuropsychology that followed the HCG at two major universities from 1977 to 2018, directly observing the importance of such specialization training for the field of clinical neuropsychology. The criteria outlined in the original HCG have proven their importance and the test of time for creating the structure that defines the clinical neuropsychology discipline, including who can designate their training as meeting these defining criteria for the practice of clinical neuropsychology. Through the lens of history, the rationale is outlined as to why these standards need to remain as originally specified in the HCG document.

Introduction: Depressive symptoms, rumination, and childhood trauma are often interrelated psychological features associated with functional difficulties in mood disorders. Theoretically, they may interfere with daily functioning via an impact on cognition, but this patterning is not well understood in bipolar disorder.

Method: Participants were adults ages 18-70 years with a diagnosis of bipolar I or II disorder (n = 22) and healthy controls (n = 11). They completed a clinician-rated measure of depressive symptoms; self-reports of rumination, childhood trauma, and executive functioning; as well as a neuropsychological test battery involving assessments of attention, executive functioning, and memory. Correlations of depressive symptoms, rumination, and childhood trauma with performance-based cognitive function and self-reported executive functioning across the sample were assessed.

Results: Rumination and childhood trauma were associated with reduced fine motor speed. Depressive symptoms, rumination, and childhood trauma all conferred worse self-reported executive functioning.

Conclusions: Depressive symptoms, rumination, and childhood trauma may exhibit neuropsychological correlates of cognitive and executive function, which could be related to alterations in brain networks at the neural level. Results serve as hypothesis generating for future work examining connections between these constructs and cognitive function, particularly as related to impaired motor speed and executive function. With additional research, this differential patterning of risk factors may help to identify specific risk populations.