The Society for Clinical Neuropsychology─Ethnic Minority Affairs (SCN-EMA), in collaboration with the Association of Neuropsychology Students in Training (ANST), is proud to announce a webinar series geared towards promoting diversity within the training, science, and practice of neuropsychology. This first free webinar is designed for trainees and professionals who are committed to increasing their skills in cultural competence in neuropsychology, and enhance their awareness of diversity-related issues commonly encountered in training and practice settings. Drs. Melissa Castro and Tedd Judd will discuss key issues, practical tips, and recommendations for training and learning non-English multicultural skills, starting a clinical practice that services multicultural populations, and ethical considerations. They will answer questions from attendees. View the webinar here!
Neuropsychological Assessment of Spanish-Speaking Pediatric Populations
The Society for Clinical Neuropsychology─Ethnic Minority Affairs Committee
(SCN-EMA), in collaboration with the Hispanic Neuropsychological Society
(HNS), is proud to announce the next installment in a webinar series geared
to promote diversity from a multicultural perspective.
Christine M. Salinas, Psy.D. Clemente Vega, Psy.D.
This free webinar is designed for trainees and professionals who are
committed to increasing their skills in cultural competence in
neuropsychology, with a specific focus on pediatric populations from
multicultural backgrounds. Drs. Christine Salinas and Clemente Vega will
discuss diagnostic, assessment, advocacy, and ethical considerations. At
the end of the webinar presentation, they will also answer questions from
Dr. Christine Salinas is a neuropsychologist at Boston Children’s Hospital
Epilepsy Division, and is an Instructor of Psychiatry at Harvard Medical
School. Dr. Clemente Vega is a Board Certified Clinical Neuropsychologist
who is currently working in the Department of Neurology, Boston Children’s
Hospital, and has a faculty appointment at the Psychiatry Department in the
Harvard Medical School.
We look forward to having you joining us on
January 18th 8pm EST (5pm PST)
Attendees must have a Gmail or Google+ account to be able to join
TO JOIN THE WEBINAR FROM A PC:
1. Webinar link: https://plus.google.com/events/copo0d5qtnuh4prqm2dndoetkrs
2. Click the Blue Sign In button at the top left hand corner.
3. Sign in to your Google account.
4. Click the yes button under the “Are you going to watch?” section.
TO JOIN THE WEBINAR FROM A SMARTPHONE:
1. Download the Google+ App for your smartphone.
2. Sign in to the app with your Google account.
3. Webinar link:
We look forward to you joining us!
Preeti Sunderaraman, Ph.D.
Columbia University Medical Center
Student Representative of Ethnic & Minority Affairs Subcommittee Public Advisory Interest Committee (APA Division 40)
International Student Liaison of the International Neuropsychological Society’s Student Liaison Committee (INS-SLC)
Mentorship, although highly valued by its recipients, is often rarely rewarded. In recognition of the value the Association for Internship Training in Clinical Neuropsychology (AITCN) places on mentorship, the AITCN Mentorship Award was created to reward outstanding mentors from among our member programs. Awardees will have had a sustained career commitment to mentoring, a significant positive impact on their mentees’ careers, and through mentorship will have advanced patient care and/or research in the field of clinical neuropsychology.
Each year one award will be granted to a nominated mentor. The AITCN Executive Committee reserves the right to not grant the award if no suitable nominations have been submitted.
The award is based on the training experiences and success of the nominee’s mentees, not the mentor’s personal career achievements. For the purpose of this award, mentoring is defined as the process of guiding, supporting, and promoting the training and career development of others. A mentor should demonstrate a commitment to and love of teaching and mentoring trainees in alignment with their particular career goals. The key roles of a mentor include, but are not limited to providing:
- Intellectual growth and development
- Career development
- Nurturing of talent
- Professional guidance
- Advocacy for mentees
- Positive role modeling
1. All nominees must be from an internship program with current membership in AITCN (please refer to the website at www.aitcn.org for a list of current member programs)
2. A mentor can be nominated for activity in the current (2015 – 2016) or any prior internship year.
3. Nominees of all nationalities and all countries of residence are eligible; however, all application materials must be submitted in English.
4. Nominees may include any individual providing supervision, teaching, or mentorship with a neuropsychology focus during the nominating trainee’s internship year.
5. Nominees should have a sustained record of mentoring over time.
6. Nominators must be a mentee of the nominee with personal knowledge of the nominee’s supervision and/or mentoring efforts.
1. Prior recipients of the AITCN Mentor Award are ineligible for future awards.
2. Members of the AITCN Executive committee are ineligible for a mentor award during their tenure.
3. Self-nominations and posthumous nominations will not be accepted.
- Nominations will be due via e-mail no later than 5:00 p.m. (EST) on Wednesday, August 31st, 2016.
- Nominations must be submitted electronically to email@example.com
- Nominations are reviewed and scored on the following criteria: 1) intellectual growth and development, 2) career development, 3) nurturing of talent 4) professional guidance, 5) advocacy for mentees, and 6) being a role model.
Nomination packages must include the following information:
- The completed nomination form.
- The nominee’s curriculum vitae.
- A letter written by the nominator that summarizes the nominee’s impact on the training/career of his/her mentee.
Nomination and Selection Process
Nominations may be made by any trainee or former trainee, based on either having been mentored by the nominee or by personal observation of mentoring provided to others by the nominee. Nominators must be mentees of the nominee or have personal knowledge of the nominee’s mentoring efforts. If the winning mentor was nominated separately by multiple nominators, the book award will be presented to the nominating individual whose letter was most significant in determining the win.
Nomination packages will be forwarded to the AITCN Executive Committee for review. The final selection will be based on a consensus of the entire Executive Committee. Awardees are notified in December.
2012 – 2013 Selection Process Timeline
|Nomination packages due||August 31, 2016|
|AITCN Executive Committee meets to review applications||November 2016|
|Winners notified||December 2016|
|Award presented at INS||February 2017|
Information about this award can always be found on the “Awards” section of this website.
Article Review: “Competency Benchmarks: A Model for Understanding and Measuring Competence in Professional Psychology Across Training Levels.”
Nadya A. Fouad, Catherine L. Grus, Robert L. Hatcher, Nadine J. Kaslow, Philinda Smith Hutchings, Michael B. Madson, Frank L. Collins, Jur., Raymond E. Crossman.
Training and Education in Professional Psychology, 2009, Vol. 3 No. 4 (Suppl.), S5 – S26.
Review by Nina Hattiangadi Thomas, Ph.D., ABPP-CN
In the article “Competency Benchmarks: A Model for Understanding and Measuring Competence in Professional Psychology Across Training Levels” published in the journal Training and Education in Professional Psychology, the authors describe the Benchmarks Document, which outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice.
Meant to serve as a resource for supervisors but also likely to be of great interest to trainees, the Competency Benchmarks Document lists core competencies and behavioral indicators in an effort to provide operational descriptions of the essential components for each level of training.
The workgroup used as a starting point the “Competency Cube” model proposed by Rodolfa, et al. (2005), in which three dimensions of competency intersect:
1. Functional Competency Domains (e.g., Assessment / Diagnosis / Conceptualization, Intervention, Consultation…)
2. Foundational Competency Domains (e.g. Professional Practice / Self-Assessment, Scientific Knowledge and Methods, Relationships…)
3. Stages of Professional Development (e.g. Doctoral Education, Doctoral Internship / Residency, Post Doctoral Supervision…)
The Benchmarks Document Workgroup chose not to address the interweaving of functional and foundation competencies, and additionally focused more directly on preparing for health service practice. The focus of the Workgroup was on operationally defining each competency. Each competency was first defined, and then broken into its essential components, with behavioral anchors defined for each essential component that demonstrates the threshold for competent performance at that level of training.
As a result, the Workgroup defined 15 core competencies, with essential components and behavioral anchors for each essential component at the three levels of professional development (readiness for practicum, readiness for internship, and readiness for entry to practice). They are as follows:
Core Foundational Competencies:
2. Reflective Practice
3. Scientific Knowledge and Methods
5. Individual and Cultural Diversity
6. Ethical and Legal Standards and Policy
7. Interdisciplinary Systems
Core Functional Competencies:
4. Research and Evaluation
For example, for the Competency of Professionalism, the Workgroup subdivided this competency into the following essential components:
a. Integrity – Honesty, personal responsibility, and adherence to professional values
d. Concern for the Welfare of Others
e. Professional Identity
The essential component is further defined at each level of training, with behavioral anchors for each level of training. For example, let’s examine the competency of Professionalism, and within that competency the essential component of Accountability. Here are the essential components and behavioral anchors for each level of training within this essential component.
Readiness for Practicum:
Essential Component: Accountable and reliable
· Turns in assignments in accordance with established deadlines
· Demonstrates personal organization skills
· Plans and organizes own workload
· Aware of and follows policies and procedures of institution
Readiness for Internship:
Essential Component: Consistently reliable; consistently accepts responsibility for own actions
· Completes required case documentation promptly and accurately
· Accepts responsibility for meeting deadlines
· Available when “on-call”
· Acknowledges errors
· Utilizes supervision to strengthen effectiveness of practice
Readiness for Entry to Practice:
Essential Component: Independently accepts personal responsibility across settings and contexts
· Works to fulfill client-provider contract
· Enhances productivity
· Holds self accountable for and submits to external review of quality service provision
In sum, the Benchmarks Document helps to clarify the competencies trainees must have as they gain increasing levels of independence. Operational definitions will be useful for both supervisors and trainees, in determining areas of strength and weakness and focusing training to ensure achievement of competencies appropriate to the level of training.
The full Competency Benchmarks Document is available as a pdf at the following link: http://www.apa.org/education/grad/competency-benchmarks.pdf
Related articles of interest:
Rodolfa, E.R., Ben, R.J., Eisman, E., Nelson, P.D., Rehm, L., & Ritchie, P. (2005). A Cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36, 347 – 354.
Madan-Swain, A., Hankins, S.L., Gilliam, M.B., Ross, K., Reynolds, N., Milby, J., Schwebel, D.C. (2012). Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level. Journal of Pediatric Psychology, 37 (2), 136 – 148.