Studying? Take a break and embrace your distractions

I wish I'd read this when I was a student - it would have made me feel less guilty about the way I studied, which wasn't the way we were told to study. I got bored sitting in the same place to study each day, had to take lots of breaks and changes of where I was studying.  But I must have been doing something right, I got good marks and finished my PhD in the end…

http://www.npr.org/2014/08/23/342219405/studying-take-a-break-and-embrace-your-distractions

Good neuropsychology texts for students and registrars

Students often ask clinicians about neuropsychology texts. Once you get immersed in the field, you need detailed and practical references that move beyond the introductory texts. 

While I prefer to read peer-reviewed articles about neuropsychological disorders and practice, I have a number of favourite texts in my office that I refer to regularly. The ones that are good to own are marked **. The others are worth borrowing from a library and studying if your budget doesn't stretch to buying them. 
(Sorry about the erratic formatting!)

Please use the comments box to mention your own favourite texts.

I love this 1998 text for a clear guide to differentiating focal neuropsychological syndromes. **

Great for understanding the neuropsychological aspects of medical disorders (2010) **

Not little, but plenty of helpful content, and recent (2011). **                                      

Lots of great chapters in this text on a wide range of topics, with handy suggestions for interventions **

Nice online resources supplement this practical volume **        
                         

An Australian book. Eloquent, amusing, and informative, with an excellent chapter at the end about  six not-so-easy clinical dilemmas. Thanks Simon! **

(2003) Great for neuropsychologists who are fascinated by Bayesian analyses and statistics. Good for others to consider as well. From the preface: "Considerable controversy exists between and within factions of neuropsychologists who hold any number of circumscribed views that they often attribute to the superiority of one training model over another. Difference include the number of tests to administer, which among the many available tests should be administered, and how administered tests should be interpreted. Some argue for a purely quantitative analysis where tests scores are compared against established standards. Others demand inclusion of qualitative measures, such as a patient's approach to the test or the way a patient constructs a drawing. Both approaches demonstrate merit. both present limitations. Common to each approach is a reliance on the scientific method for the formation and testing of hypotheses. This work explores scientific methods common to neuropsychological approaches for establishing diagnosis and predicting future or prior performances. Particular emphasis is placed on statistical methods that are readily available to clinical practitioners." (p. vii)

Another worthwhile book that considers important issues of ecological validity       

A guide to making neuropsychological assessment a therapeutic endeavour, particularly useful for those who aren't entirely comfortable with giving feedback.  

Important summary of ethical issues across the lifespan and different neuropsychological practice settings, illustrated by case vignettes.

More ethical vignettes, demonstrating that ethical issues are not simple and that they can arise anywhere. 

A more recent book than the two above, and a nice overview.

Neuropsychologists really need to read about contemporary cognitive research. It might save lots of efforts in developing new tests of "executive functioning" (aka Gf), and in helping us to understand the factors underlying performance on cognitive tests. This book, from 2000, is a good start. We can learn a lot about cognition from studying healthy brains. A lot of patients we see have not suffered brain injuries, and we're being asked about the state of their brain function. The one below is a more recent addition.

On my Christmas wish list. I loaned my second edition copy to someone and never got it back. Oh, and I'd like a working one of these, so that I could have enough time to read everything that I want to!

Transition Rule: DPsych Students enrolled prior to June 2010

There has been some confusion regarding the exact time point in which Doctor of Psychology students (who were enrolled prior to june 2010) are eligible to apply for endorsement. That is, do students need to wait until after the actual graduation ceremony to apply (usually many months after completing all components of the degree) or do students only need to complete all of their degree before applying.

The PBA provided this response to a DPsych student who was enrolled prior to June 2010:

As you were enrolled prior to 30 June 2010, you are eligible to apply for endorsement once your Doctorate is complete (this includes the thesis being marked). Your academic transcript should indicate that the degree has been completed. You don’t have to wait for the graduation ceremony some months later.

There is no deadline for you to apply for endorsement.
 

The deadline applies to people who completed the Doctorate prior to 30 June 2010.

Note, the above advice only applies to Doctor of Psychology students who where enrolled prior to June 2010. The transition rules for Masters and Combined students are different.

what do you want from your research supervision?

The APA Monitor has a nice two-page piece on what advisors (supervisors) and advisees (supervisees) want from each other. It's in the context of academic supervision in the US, but should also apply here in Australia.

The article has a link to a nifty quiz (The Advisory Working Alliance Inventory) in which advisors and advisees can evaluate their working relationship (with built-in scoring and feedback)
http://www.apamonitor-digital.org/apamonitor/20120708#pg76

Wishing you rich and rewarding relationship with all of your supervisors

Fiona

PS Student membership of the CCN only costs $75 per year, and demonstrates your commitment to the profession. It also allows great networking and professional development opportunities, and looks good on your CV...

Have a look at the membership application details at http://www.psychology.org.au/membership/student_subscriber/ 

Further Information Related to PBA Endorsement

Following a few questions that have been received, I thought it would be worth highlighting what is likely the most helpful PBA document concerning the registrar program (click here: Guidelines on Areas of Practice Endorsements). This is not a new document, but it is possible that some students may have overlooked it when searching the PBA website (you may have noticed that I linked the document to the blog I wrote earlier today).

Important details in the document (which is likely to assist students who have emailed me) include:

1)A list of specific forms that need to be submitted in order to start (and complete) the registrar program

2)An outline of the core competencies that need to be addressed (both general competencies and competencies specific to obtaining the “Clinical Neuropsychologist” title –see attachment B)

3)An Important definition of ‘psychological practice’ (i.e. the type of work that counts towards the registrar program). NOTE: the work does not necessarily have to be paid; and is not limited to direct clinical care and can, in some circumstances, include such things as administration, education and research and advisory work.

4)The amount of hours a one-year (1540 hours of practice) and two-year (3080 hours of practice) full-time registrar program must consists of. Importantly, the document clearly details how these hours can be spread (i.e. over a maximum of five years. Though, as outlined in the document, there are minimum requirements per year that must be maintained).

5)Information on ‘board-approved’ supervisors, including the distinction between a ‘primary’ and ‘secondary’ supervisor. As the title suggests, both must be board-approved (the ‘secondary’ supervisor does not have to be endorsed in the approved area).

Importantly, the transitional arrangements are not coved in the document. Several PBA documents are available regarding transition arrangements, such as page 5 and 9 of the FAQ.

More detailed information regarding Transitional arrangements are available in the Fact sheet (Transition and grandparentingarrangements for area of practice endorsements). Students who had commenced and was undertaking an APAC accredited higher degree on 30 June 2010 or was a recent graduate on 30 June 2010 are examples of individuals who can apply for an area of practice endorsement under the transition rules.

There are important deadlines specified by the PBA – in some instances to be covered under the transition rule, the registrar program must be completed and the application for area of practice endorsement must be lodged prior to 30 June 2013 (i.e. applicants must submit the application for approval of a registrar program before 30 June 2012 to start the one-year registrar program) (see page 7).

CCN2012 Conference: Expression of Interest to Attend Social Events

The College of Clinical Neuropsychology Conference Committee is currently planning the social programme for this year's CCN2012 Conference in Launceston (22nd-25th November).

A number of great social activities have been planned throughout the conference including a 5km fun run up the Cataract Gorge, a Cocktail party, a student function and a Tamar Valley Vineyard tour.

You can assist the committee by indicating your interest in attending a number of events planned for the conference on a doodle poll that they have set up:

http://www.doodle.com/4ziigmx7mp57g5we

This poll takes less than a minute to complete and is anonymous - only the conference committee will see the names. Please tick the events you're likely to attend, as this will help the committee work out the budget in the coming weeks. It will be assumed that if you tick any one of the events, you're very likely to be attending the conference.

PBA, AHPRA, APS, APS-CCN: Introduction to Key Organisations (and lots of links!)

There seems to be some confusion related to registrar requirements and it seems that some of this might be based on students viewing the PBA endorsement requirements and the APS-CCN Membership requirements and being puzzled that they do not completely correspond.
It is important to emphasise that, while there are many similarities, the Psychology Board of Australia (PBA) requirements for endorsement (i.e. getting the ‘Clinical Neuropsychologist’ Title) is separate to the Australian Psychological Society (APS) requirements for Full Membership for the College of Clinical Neuropsychologists (CCN). Some students may not even fully realise that the PBA and APS are completely distinct organisations.

So I thought I would briefly detail what the PBA and APS are and how they are different.

The Psychology Board of Australia (PBA) is the national board for the psychology profession in Australia - the PBA regulates registration and ultimately the title of “Psychologist” and "Clinical Neuropsychologist.' The PBA is a part of the broader Australia Health Practitioner Regulation Agency (AHPRA). AHPRA also includes other national boards, such as the Medical Board and Dental Board.

The PBA is a fairly new entity. Before the PBA, the profession of psychology was regulated by separate state psychology boards (e.g., a NSW Psychology Board, a VIC Psychology Board etc.), some with slightly different registration requirements, making it a bit confusing if psychologists wanted to practice interstate.

As the PBA regulates the requirements to gain the title of Provisional Psychologist, General Psychologist and finally Clinical Neuropsychologist, to get the title of Clinical Neuropsychologist, students would ultimately want to primarily take note of the PBA requirements for endorsement. Probably the most helpful document pertaining to the PBA registrar program can be found here

The Australian Psychological Society (APS), does not regulate the registration of psychologists or the specialist titles, however it is the largest professional organisation that represents psychologists in Australia. More specifically the Australian Psychological Society College of Clinical Neuropsychologists (APS-CCN) is the section of the APS that represents the specialist area of Clinical Neuropsychology.

APS membership and APS-CCN membership are separate things. One can become a Full Member of the APS without being a Full Member of the more specific APS-CCN (though if an individual is a Full Member of the APS-CCN they are necessarily a Full Member of the more general APS). To become a Full Member of the APS one need to have completed six years of study in Psychology (i.e. be fully registered as a psychologist). To become a Full Member of the APS-CCN one needs to complete additional training similar, but not identical, to the PBA registrar program involving supervised practice. Probably the most helpful link pertaining to the APS-CCN Full Membership requirements can be found here