Supervision in Neuropsychological Assessment: A Survey of Training, Practices, and Perspectives of Supervisors

Abstract

Within the psychology supervision literature, most theoretical models and practices pertain to general clinical or counseling psychology. Supervision specific to clinical neuropsychology has garnered little attention. This survey study explores supervision training, practices, and perspectives of neuropsychology supervisors. Practicing neuropsychologists were invited to participate in an online survey via listservs and email lists. Of 451 respondents, 382 provided supervision to students, interns, and/or fellows in settings such as VA medical centers (37%), university medical centers (35%), and private practice (15%). Most supervisors (84%) reported supervision was discussed in graduate school "minimally" or "not at all." Although 67% completed informal didactics or received continuing education in supervision, only 27% reported receiving training specific to neuropsychology supervision. Notably, only 39% were satisfied with their training in providing supervision and 77% indicated they would likely participate in training in providing supervision, if available at professional conferences. Results indicate that clinical neuropsychology as a specialty has paid scant attention to developing supervision models and explicit training in supervision skills. We recommend that the specialty develop models of supervision for neuropsychological practice, supervision standards and competencies, training methods in provision of supervision, and benchmark measures for supervision competencies.

2015 American Academy of Clinical Neuropsychology (AACN) student affairs committee survey of neuropsychology trainees

“…Interestingly, respondents were 75% female, suggesting more female trainees responded to this survey compared to the proportion of professional neuropsychologists (Sweet et al, 2015) and supervisors (Shultz et al, 2014) previously surveyed. Additionally, although most internship and postdoctoral trainees secured APA-accredited internships, more Ph.D. than Psy.D.…”

“…Odland, Ritchie, & Mittenberg, 2012;Shultz, Pedersen, Roper, & Rey-Casserly, 2014). However, no comprehensive surveys of neuropsychology graduate students, interns, and postdoctoral fellows (referred to collectively as trainees hereafter) have yet been conducted.…”

Preparing to Be a Clinical Supervisor: Avoiding a “Trial by Fire” and Using Reflection

“…Although many supervision training opportunities appear to exist in training programs, especially within the VA setting (Roper & Caron, 2012), some surveys have found only a small percentage of trainees have actually gained experience in tiered supervision and learning this new supervisory role (Bowers, Ricker, Regan, Malina, & Boake, 2002). This may be changing more recently as Shultz, Pedersen, Roper, and Rey-Casserly (2014) reported that a slight majority or 54% of respondents indicated that they had had experience with tiered supervision. These authors also make the salient point that psychotherapy supervision is more process-focused and distinct from the more didactic approach within their neuropsychology subfield.…”

Editorial Introduction to the Special Issue on Neuropsychological Interventions

“…Provision of interventions involves both functional and foundational core competencies according to recent models (Stucky et al 2010). However, training and practice in neuropsychological interventions has been widely neglected, for example, in the United States where less than 48 % of neuropsychologist respondents reported receiving specific training in intervention skills (Shultz et al 2014).This special issue of Neuropsychology Review highlights diverse interventions for two important clinical populations with neurocognitive disorders, namely, people with geriatric and psychiatric conditions. The purpose of this special issue of systematic reviews is to increase scientific knowledge regarding neuropsychological interventions for both clinicians and researchers.…”

“…Provision of interventions involves both functional and foundational core competencies according to recent models (Stucky et al 2010). However, training and practice in neuropsychological interventions has been widely neglected, for example, in the United States where less than 48 % of neuropsychologist respondents reported receiving specific training in intervention skills (Shultz et al 2014).…”