2014/15
ACCREDITATION THROUGH
PARTNERSHIP
Programmes in clinical neuropsychology:
curriculum mapping document
This document should be completed by providers of programmes in clinical neuropsychology. It is
a key source of evidence that our reviewers need in order to evaluate your programme’s fulfilment of
programme standard 1.
This is not intended to be an onerous document to complete, as Accreditation through Partnership explicitly
relies upon existing sources of evidence. However, you should use it to point our reviewers towards where
they can find coverage of the relevant component of the academic knowledge base in one or more of the
modules of which your programme is comprised. You should only complete the tables that relate to the
curriculum or curricula that your programme offers.
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Curriculum A: adult clinical neuropsychology
1. Neuroscience background
1.
2.
3.
4.
General principles of neuroanatomy.
Elementary neurophysiology.
Elementary neurochemistry.
Developmental neuroscience.
2. Clinical neuroscience
1.
2.
3.
4.
5.
6.
7.
8.
9.
Basic neuroanatomy, neuropathology.
Neuroradiology
Principles of neurology.
The neurological examination.
Neurosurgical procedures.
Neuropharmacology.
Paediatric neurology.
Electrophysiology.
Allied clinical disciplines (speech and language therapy; physiotherapy;
occupational therapy; rehabilitation medicine; nursing).
3. Psychological background
1.
2.
3.
4.
5.
6.
Models of cognitive function.
Cognitive neuroscience.
Biological psychology.
Human performance.
Health psychology.
Disability issues.
4. Context and perspectives in clinical neuropsychology
1. History of neuropsychology
2. ‘Traditional’ approaches in neuropsychology
3. Cognitive neuropsychology
5. Assessment in clinical neuropsychology
1.
2.
3.
4.
5.
Approaches to assessment:
Current test instruments.
Screening procedures.
Factitious disorders.
Malingering.
6. Neuropsychological disorders
1. Disorders of language.
2. Disorders of perception and cognition.
3. Disorders of attention.
4. Sensorimotor disorders.
5. Disorders of executive function.
6. Disorders of memory and learning.
7. Disorders of emotion and social behaviour.
8. Severe and profound brain injury.
9. Neuropsychology of degenerative conditions.
10.Neuropsychology of acquired brain injury.
11.Neuropsychology of neoplastic and systemic disorders.
12.Paediatric neuropsychology.
13.Epilepsy and seizure disorders.
7. Management, rehabilitation and recovery
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Module(s)
1. principles of recovery and rehabilitation.
2. behavioural interventions.
3. cognitive rehabilitation.
4. pharmacological treatments for neuropsychological complaints.
5. vocational rehabilitation.
6. personal and social effects of neurological disease.
7. rehabilitation and disability counselling.
8. impact upon relatives and carers.
9. evaluation of outcome.
10.rehabilitation services.
11.voluntary organizations.
8. Professional practice
1.
2.
3.
4.
5.
6.
7.
8.
report writing and communication.
interprofessional relations.
ethical codes of conduct.
legal and statutory obligations.
legal reports and practice.
the Health Service context.
community care; facilities for the neurologically disabled.
international perspectives.
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Curriculum B: paediatric clinical neuropsychology
Module(s)
1. Introduction to developmental cognitive neuroscience
1. Fundamentals of neurobiology and development.
2. Basic principles underlying a range of common techniques used to
study the development of brain/behaviour relationships.
3. Major theoretical models of brain/behaviour development and how they
inform different approaches to neuropsychological assessment and/or
interpretations of data.
2. Clinical developmental cognitive neuroscience
1. Advanced methodology and paradigms relevant to the clinical study of
developmental brain/behaviour.
3. Development of sensory, motor and cognitive neural systems
1. Key concepts of developmental processes, synaptic transmission and
neuroanatomical organisation in the sensory systems.
2. Neural cognitive systems and emergent cognitive skills.
3. Normal cognitive trajectories including theories such as Piaget, Hebb
and Luria.
4. Principles of neural plasticity and reorganisation of function following
injury, for example, potential crowding and sleeper effects.
4. Developmental disorders and neuropsychological profiles
1. Neuropsychological disorders.
2. Neurological conditions.
5. Infants and neurodevelopmental assessment
1. Clinical assessment techniques using commercially available
neurodevelopmental batteries.
2. Portage and early interventions.
3. Cognitive neuroscience techniques using behavioural and
electrophysiological methods to assess timing and organisation of very
early cognitive skills.
6. Assessment of neuropsychological disorders and their functional implications
1. Key issues for neuropsychological assessment.
2. Clinical diagnosis and prognosis of reorganised functions and deficits
after brain injury/disease.
7. Rehabilitative practice in educational and specialist settings
1. Organisational systems, policies and procedures.
2. Intervention techniques.
8. Professional issues for paediatric neuropsychologists
1. professional practice issues, contexts and ethics.
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Curriculum C: research in clinical neuropsychology
1. Formal teaching programme in research methods, including the
practical constraints of applied research.
2. Trainees should be competent in experimental design, advanced data
analysis, development of theories, models and hypotheses; know the
common pitfalls in research; and be conversant with research
communications.
3. Trainees must exhibit a knowledge of psychological research as
implemented within the context of clinical neuropsychology, including
research designs and methods, and methodological problems of
research design and conduct.
4. Trainees should demonstrate an ability to understand and critically
evaluate clinical neuropsychology research literature, as well as a
knowledge of the principles of the design and conduct of
methodologically sound and ethically acceptable research
investigations which have the potential to contribute to clinical
neuropsychology knowledge and the development of clinical
neuropsychological practice.
5. Trainees should undertake at least one piece of self-selected research
and report it formally. All research projects should demonstrate clinical
neuropsychology relevance and close attention must be paid to ethical
considerations. The principal research project must be of an empirical
nature.
6. Trainees should plan and organise their research projects in sufficient
time to complete them successfully. Time should be set aside early in
the programme for discussion of the proposed project and regular
monitoring of trainees’ progress should be undertaken throughout the
programme.
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Module(s)