Produktdetaljer
Biografisk notat
Cady Block, PhD, is an assistant professor and neuropsychologist in the Department of Neurology at Emory. Dr. Block amp rsquo s doctoral, internship, and fellowship training all included emphases in clinical neuropsychology, comprising a PhD at the University of Alabama at Birmingham, internship at the University of Oklahoma Health Sciences Center, and postdoctoral fellowship at Baylor College of Medicine. She has a number of published peer-reviewed articles related to the training ,education, and practice of clinical neuropsychology in national journals, and has served in a variety of leadership roles in national and international neuropsychological societies.
This book will be invaluable to students and trainees at all levels who are considering or have started on the path to becoming a clinical neuropsychologist. It covers the timeline for training and the competencies that should be acquired along the way, and includes many useful checklists and helpful tips. I wish the book had been available when I was in training-it amp rsquo s a unique and badly needed resource that I will definitely recommend to my students. - Keith Owen Yeates, PhD, ABPP, FCAHS, Ronald and Irene Ward Chair in Pediatric Brain Injury, Professor of Psychology, University of Calgary, Calgary, Alberta, Canada Cady Block has provided a concrete roadmap for budding neuropsychologists. Because it details how to navigate the early stages of training and career, it amp rsquo s a must-read for students at all levels. Their mentors will appreciate the descriptions of the critical foundational knowledge and practice competencies neuropsychologists must have. All of the contributors are well respected, seasoned neuropsychologists. - Kathleen Y. Haaland, PhD, ABPP-CN, Professor, Department of Psychiatry & Behavioral Sciences, University of New Mexico, Albuquerque, NM, United States
Contributors share helpful tips and guidance on topics as wide-ranging as getting into graduate school and navigating the application process, gaining internships and fellowships, licensure and certification, and finding a job. Chapters on competencies discuss common issues involving teaching and supervision, assessment, research, grants, ethics, and diversity, as well as personal and professional factors such as work amp ndash life integration, advocacy, and mentorship. The content and structure of the book is based on the most up-to-date specialty training and education standards.
This indispensable volume will serve as a foundational resource for readers whose aim is to become a neuropsychologist in any of the associated fields of health care, research, or education.
Foreword. What It Means to Be a Neuropsychologist in an Evolving Field
Antonio E. Puente
Acknowledgments
Introduction. On Becoming a Neuropsychologist
Cady Block
Part I: Timeline for Training and Career Entry in Neuropsychology
Chapter . Applying and Getting Into Graduate School
Julie Suhr, Steven Paul Woods, Claire Alexander, and Michelle Babicz
Chapter 2. Preparing for and Obtaining a Predoctoral Internship in Neuropsychology
Emily Kellogg, Brittany Cerbone, Laura Kenealy, and Robert Collins
Chapter 3. Preparing for and Obtaining a Postdoctoral Fellowship
Douglas Bodin
Chapter 4. Professional Licensure and Credentialing
Joseph Ackerson and Cady Block
Chapter 5. Board Certification in Neuropsychology
Christopher Grote, Jason R. Soble, and Adeline Le amp oacute n
Chapter . Finding a Job: Clinical Careers in Neuropsychology
Heather G. Belanger, Jason R. Soble, Edward Peck III, Patrick Armistead-Jehle, Mark Barisa, Lucien Roberts III, and Mike R. Schoenberg
Chapter 7. Finding a Job: Research Careers in Neuropsychology
Yana Suchy and Matthew J. Euler
Part II: Foundational Competencies in Neuropsychology
Chapter 8. Training, Education, and Competencies in Neuropsychology
Brad Roper and Scott Sperling
Chapter 9. Classroom Teaching and Clinical Supervision Competencies
Leslie Guidotti Breting and Douglas M. Whiteside
Chapter . Consultation, Assessment, and Intervention Competencies
Amy Heffelfinger and Julie Janecek
Chapter . Neuroanatomy Training and Competencies
Michael Parsons and Cady Block
Chapter 2. Research Development and Dissemination Competencies
Derin Cobia, Dalin Pulsipher, and Cady Block
Chapter 3. Research Awards and Grantsmanship Competencies
Stephanie Kielb and Cady Block
Chapter 4. Ethics, Legal Standards, and Policy in Neuropsychology
Dede Ukueberuwa, Christopher Nguyen, and Daniel Tranel
Chapter 5. Individual and Cultural Diversity Competencies
Christopher Nguyen, Octavio Santos, and Daryl Fujii
Chapter . Self-Care and Work amp ndash Life Integration Competencies
Laura Flashman and Robin Hilsabeck
Chapter 7. Mentorship in Clinical Neuropsychology
C. Munro Cullum, Shawn McClintock, and Laura Lacritz
Chapter 8. Interdisciplinary Science, Practice, and Education Competencies
Joanne Festa and Christina A. Palmese
Chapter 9. Leadership Development Competencies
Cynthia S. Kubu
Chapter 2 . Advocacy Competencies
Scott A. Sperling, Beth C. Arredondo, Stephanie D. Bajo, and Lucas D. Driskell
Index
About the Editor
This book will be invaluable to students and trainees at all levels who are considering or have started on the path to becoming a clinical neuropsychologist. It covers the timeline for training and the competencies that should be acquired along the way, and includes many useful checklists and helpful tips. I wish the book had been available when I was in training-it amp rsquo s a unique and badly needed resource that I will definitely recommend to my students. - Keith Owen Yeates, PhD, ABPP, FCAHS, Ronald and Irene Ward Chair in Pediatric Brain Injury, Professor of Psychology, University of Calgary, Calgary, Alberta, Canada Cady Block has provided a concrete roadmap for budding neuropsychologists. Because it details how to navigate the early stages of training and career, it amp rsquo s a must-read for students at all levels. Their mentors will appreciate the descriptions of the critical foundational knowledge and practice competencies neuropsychologists must have. All of the contributors are well respected, seasoned neuropsychologists. - Kathleen Y. Haaland, PhD, ABPP-CN, Professor, Department of Psychiatry & Behavioral Sciences, University of New Mexico, Albuquerque, NM, United States
Contributors share helpful tips and guidance on topics as wide-ranging as getting into graduate school and navigating the application process, gaining internships and fellowships, licensure and certification, and finding a job. Chapters on competencies discuss common issues involving teaching and supervision, assessment, research, grants, ethics, and diversity, as well as personal and professional factors such as work amp ndash life integration, advocacy, and mentorship. The content and structure of the book is based on the most up-to-date specialty training and education standards.
This indispensable volume will serve as a foundational resource for readers whose aim is to become a neuropsychologist in any of the associated fields of health care, research, or education.
Foreword. What It Means to Be a Neuropsychologist in an Evolving Field
Antonio E. Puente
Acknowledgments
Introduction. On Becoming a Neuropsychologist
Cady Block
Part I: Timeline for Training and Career Entry in Neuropsychology
Chapter . Applying and Getting Into Graduate School
Julie Suhr, Steven Paul Woods, Claire Alexander, and Michelle Babicz
Chapter 2. Preparing for and Obtaining a Predoctoral Internship in Neuropsychology
Emily Kellogg, Brittany Cerbone, Laura Kenealy, and Robert Collins
Chapter 3. Preparing for and Obtaining a Postdoctoral Fellowship
Douglas Bodin
Chapter 4. Professional Licensure and Credentialing
Joseph Ackerson and Cady Block
Chapter 5. Board Certification in Neuropsychology
Christopher Grote, Jason R. Soble, and Adeline Le amp oacute n
Chapter . Finding a Job: Clinical Careers in Neuropsychology
Heather G. Belanger, Jason R. Soble, Edward Peck III, Patrick Armistead-Jehle, Mark Barisa, Lucien Roberts III, and Mike R. Schoenberg
Chapter 7. Finding a Job: Research Careers in Neuropsychology
Yana Suchy and Matthew J. Euler
Part II: Foundational Competencies in Neuropsychology
Chapter 8. Training, Education, and Competencies in Neuropsychology
Brad Roper and Scott Sperling
Chapter 9. Classroom Teaching and Clinical Supervision Competencies
Leslie Guidotti Breting and Douglas M. Whiteside
Chapter . Consultation, Assessment, and Intervention Competencies
Amy Heffelfinger and Julie Janecek
Chapter . Neuroanatomy Training and Competencies
Michael Parsons and Cady Block
Chapter 2. Research Development and Dissemination Competencies
Derin Cobia, Dalin Pulsipher, and Cady Block
Chapter 3. Research Awards and Grantsmanship Competencies
Stephanie Kielb and Cady Block
Chapter 4. Ethics, Legal Standards, and Policy in Neuropsychology
Dede Ukueberuwa, Christopher Nguyen, and Daniel Tranel
Chapter 5. Individual and Cultural Diversity Competencies
Christopher Nguyen, Octavio Santos, and Daryl Fujii
Chapter . Self-Care and Work amp ndash Life Integration Competencies
Laura Flashman and Robin Hilsabeck
Chapter 7. Mentorship in Clinical Neuropsychology
C. Munro Cullum, Shawn McClintock, and Laura Lacritz
Chapter 8. Interdisciplinary Science, Practice, and Education Competencies
Joanne Festa and Christina A. Palmese
Chapter 9. Leadership Development Competencies
Cynthia S. Kubu
Chapter 2 . Advocacy Competencies
Scott A. Sperling, Beth C. Arredondo, Stephanie D. Bajo, and Lucas D. Driskell
Index
About the Editor