Neuropsychological Training in APA-Accredited Counseling Psychology Programs

Ryan, Joseph J.; Lopez, Shane J.; Lichtenberg, James W.

doi:10.1177/0011000099273007

Cited by 9 publications

(12 citation statements)

References 14 publications

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“…Perhaps the only new development was the high endorsement of "generic neuropsychological tests" (ranked fourth), which is consistent with a recent study that found that neuropsychological training was making large gains in APA-accredited counseling psychology programs (see Ryan & Lopez, 1999). What we found most startling about these findings is that these top-ranked instruments are the very tests that have been identified by practitioners as most noted for decreased use in contemporary clinical practice, largely due to managed care constraints (Piotrowski et al, 1998).…”

Section: Discussionsupporting

confidence: 76%

Current status of doctoral‐level training in psychological testing

Belter

Piotrowski

2001

J Clin Psychol

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Training directors of 82 American Psychological Association (APA)-approved doctoral programs in clinical psychology responded to a survey on the current status and recent changes in doctoral training in psychological assessment. Although testing continues to be a major focus of training, a slight decline in emphasis on assessment was noted, most notably with projective techniques. With few exceptions (e.g., NEO-PI, Personality Assessment Inventory), traditional tests were emphasized in coursework and also were considered "essential" for the practicing psychologist. Interestingly, there seems to be increased emphasis on the interview and neuropsychological testing compared to prior surveys of academic settings. Only 29% of the training directors reported that their programs have been significantly affected by managed care, suggesting that most academic programs are somewhat insulated from marketplace pressures. It is recommended that training programs balance their focus on traditional academic values with the realities of the clinical practice arena.

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Section: Discussionsupporting

confidence: 76%

Current status of doctoral‐level training in psychological testing

Belter

Piotrowski

2001

J Clin Psychol

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“…This set of articles greatly influenced the third theme, Integrating Neuropsychology. There were also two other articles published later in the 1990s that focused on this integration (Lopez, Ryan, & Sumerall, 1998;Ryan, Lopez, & Lichtenberg, 1999). The second distinct period consisted of six articles that were published in 2014, all in a special section of the Journal of Counseling Psychology, focusing on the integration of counseling psychology and neuroscience (Coutinho et al, 2014;Fine & Sung, 2014;Gonçalves & Perrone-McGovern, 2014;Sampaio & Lifter, 2014;Simon-Dack & Marmarosh, 2014;Wright & Díaz, 2014).…”

Section: Discussionmentioning

confidence: 99%

Integrating Neuroscience Into Counseling Psychology

Goss

2016

The Counseling Psychologist

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A systematic review was carried out to investigate what themes current academic journal publications discuss in relation to the integration of neuroscience into counseling psychology. After initial database searches, a thematic analysis was performed on the available literature, determining the key themes and subjects of discussion across the data. A total of 21 publications were carried through to synthesis, with four main themes emerging: Biopsychosocial Topics of Discussion, Neuroscience Education, Integrating Neuropsychology, and Implications of Integration. Further subthemes are discussed, providing a richer description of the publication content focus. There is currently a small body of literature associated with this paradigm. However, the literature available provides evidence of a number of topic areas in which neuroscience can be integrated into counseling psychology. Recent publications may signal a reawakening of an earlier interest in the paradigm.

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“…The first group of literature from the USA was related to integrating neuropsychology into counselling psychology (Agresti, 1992;Corazzini, 1992;Kemp, 1992;Larson, 1992;Larson & Agresti, 1992;Malec, 1992;Paulsen, 1992;Woody, 1992;Lopez, Ryan, & Sumerall, 1998;Ryan, et al, 1999). As discussed in section 1.2, I see a distinction between neuropsychology and neuroscience; however I still viewed this literature as relevant to the present topic as there is without doubt a huge neuroscience aspect in the field of neuropsychology.…”

Section: Integration Of Neuropsychology and Counselling Psychologymentioning

confidence: 98%

“…Increased neuropsychological knowledge could also support intervention planning with neurological and learning difficulty populations (Kemp, 1992). It was suggested that not only is neuropsychological work on the increase for psychologists, but that counselling psychologists want to get on board with it and have a lot to offer (Agresti, 1992;Corazzini, 1992;Kemp, 1992;Larson, 1992;Larson & Agresti, 1992;Malec, 1992;Paulsen, 1992;Woody, 1992;Ryan, et al, 1999), not just in practice but in research as well (Kemp, 1992, Paulsen, 1992Lopez, et al, 1998).…”

Section: Integration Of Neuropsychology and Counselling Psychologymentioning

confidence: 99%

Integrating neuroscience into counselling psychology: Exploring the views and experiences of UK-based counselling psychologists

Goss¹,

Parnell²

2017

bpscpr

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Background:The last few decades have seen neuroscience rapidly progress as a discipline. Development of research techniques such as neuroimaging have been utilised to increase an understanding of our species. Counselling psychologists are trained to combine the world of humanistic and phenomenological philosophies with an ability to understand and undertake psychological research, leading to interventions which are theoretically and subjectively informed. This work is undertaken through the reflexive and scientist-practitioner models which underpin the identity of the discipline. As such, counselling psychologists would seem ideally placed to integrate neuroscience into their work, utilising their reflective and scientist practitioner identities to both utilise and add to neuroscience research, helping to increase the understanding and efficacy of interventions for our species' mental health. However, it appears to be unknown as to whether this is something that counselling psychologists want, particularly in the UK. Aims and Method: The aim of this research was to explore UK based counselling psychologists' views and experiences of integrating neuroscience into their work. An interpretive phenomenological analysis (IPA) was undertaken. Six participants were recruited into three different groups of interest/understanding in integrating neuroscience into counselling psychology. One hour semi-structured interviews were carried out with each participant to explore their views and experiences relating to the paradigm. Findings and Discussion: Six master themes emerged from the analysis; 'The Dangers of neuroscience', 'Defining neuroscience', 'There are ways that neuroscience can help us', 'Methods of learning and the need for training', 'Integration: The opposition and the need -finding the balance', and 'My practitioner identity'. The themes presented various advantages, dangers and challenges to integration, some of which aligned with existing literature and some of which presented new thoughts and feelings on the paradigm. Conclusion:The six master themes highlighted that participants indicated an overall view that UK counselling psychologists are currently integrating neuroscience into their work, utilising neuroscience theory as a way to develop their understanding of clients, as well as to communicate with clients and multi-disciplinary colleagues. Participants provided a number of experiential advantages of integration and indicated that they want to integrate even more with neuroscience, incorporating neuroscience into doctorate and CPD training, though they acknowledged the importance of balanced integration.

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Neuropsychological Training in APA-Accredited Counseling Psychology Programs

Cited by 9 publications

References 14 publications

Current status of doctoral‐level training in psychological testing

Current status of doctoral‐level training in psychological testing

Integrating Neuroscience Into Counseling Psychology

Integrating neuroscience into counselling psychology: Exploring the views and experiences of UK-based counselling psychologists

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