Neuropsychology is the study of brain-behavior relationships. There exists increasing empirical support for the application of neuropsychology principles within the school setting resulting in the specialty of school neuropsychology. Thus, the application of neuropsychological principles in order to better understand the behavior of children and/or adolescents and how they learn, coupled with the brain-based instructional practices, is a logical and reasonable application of scientific knowledge to the educational process. In order for such an application to occur, however, specialized training on the part of school psychologists in neuropsychology is necessary. The School & Educational Psychology programs unit has launched a certificate training program to provide school psychologists with school neuropsychology training which takes two years to complete. Prospective applicants for this certificate program can include master’s level and doctoral level school psychologists trained at other educational institutions.
Educational Psychology Certificate in Neuropsychology Learning Objectives :
Educational Psychology Certificate in Neuropsychology graduates’ will be competent in the following areas:
1. Use of major neuropsychological theories and their application to the assessment process
2. Demonstration of the application of function neuroanatomy in the assessment process
3. Administration and interpretation of data from cognitive and behavioral assessment tools that measure neurocognitive constructs designed for use with children, adolescents, and young adults.
4. Demonstration of the understanding of the relationship between neuroanatomy and common disorders of children, adolescents, and young adults, including learning disabilities, developmental delays, and medical conditions
5. Comprehension and integration of neuropathological variations in the analysis and interpretation of neuropsychological findings
6. Demonstration of the understanding of the implication of psychopharmacological interventions in the analysis and interpretation of assessment findings
7. Integration of history, observation, and standardized assessment findings as integral components of case conceptualization
8. Application of school neuropsychological assessment and evidence – and research –based intervention strategies
9. Integration of human diversity concepts within the assessment process, interpretation of assessment findings, and intervention strategies
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