Child Neuropsychology in Practice: Perspectives from Educational Psychologists

Acknowledgements
Contents
List of Figures
Introduction
	Neuropsychology and Educational Psychology: An Unexplored Relationship
	References
Chapter 1: Child Neuropsychology as a Distinct Discipline
	Neuropsychology, Neuroscience or Neurology? Key Differences between the Neuro-Disciplines
	Paediatric Neuropsychology and Adult Neuropsychology: Key Differences and Conceptual Issues
	References
Chapter 2: Neuromyths, Neurobabble and Pseudoscience: The Complex Relationship Between the Neuro-Disciplines and Education
	Brain Research: Subject of Fascination and Debate
	“Neurobabble” and the Intuitive Appeal of Neuro-Based Explanations
	Neuromyths in Education
		People Only Use 10% of Their Brain Power
		Learning Styles
		The Triune Brain Model: Do We Really Have a Lizard Brain?
		Left Brain vs Right Brain
		The Mozart Effect
	How Prevalent Are Neuromyths in Education?
	Is There a Role for Educational Psychologists in Promoting Neuro-Literacy and Challenging Misconceptions About the Brain?
	Further Reading
	References
Chapter 3: Neuropsychology: A Specialism or a Fundamental Knowledge Base for All EPs?
	Neuropsychological Theory as a Fundamental Element of Educational Psychologists’ Knowledge Base
		Neuropsychology as a Potential Paradigm for Understanding Neurodevelopmental Conditions and Multiple Learning Needs
	Neuropsychology as a Specialist Practice Area
		Educational Psychologists’ Role and Involvement in Specialist Neuropsychological Casework
			Educational Psychologists’ Role in Supporting Children with Acquired Brain Injury
			Educational Psychologists’ Role in Supporting Children with Epilepsy
	Further Reading
	References
Chapter 4: Child Neuropsychology’s Application to Practice: Perspectives from EPs
	The National Survey: An Overview
	EPs’ Perceptions of and Attitudes Towards Child Neuropsychology as an Academic and Practice Discipline
		Do EPs Refer to Child Neuropsychology Theory in Their Day-to-Day Practice?
		Neuropsychology Teaching During the Initial EP Training: Views and Experiences
		Do EPs See Paediatric Neuropsychology as a Specialism Open to Them?
		To What Extent Do EPs Perceive Paediatric Neuropsychology Theory to Be Relevant to Educational Psychology Practice?
		How Does Neuropsychology Inform EPs’ Day-to-Day Practice?
	Summary
	References
Chapter 5: The Specialist Role of the EP in Neuropsychological Settings
	The Routes to Qualifying as a Clinical Neuropsychologist
	Are EPs Underrepresented Amongst Clinical Neuropsychologists?
	What Factors Influence EPs’ Decision to Specialise in Neuropsychology?
		Systemic Factors
			Shifting Paradigms in Neuropsychology: Increased Recognition and Appreciation of EPs’ Contribution to Child Neuropsychology
		Individual Factors
			Desire to Have a Specialism and Job Availability at the Time of Application
			Interest in Working in a Setting Other Than a Local Authority and a Desire to Explore New Ways of Working
	The Role of the EP in Neuropsychological Settings
		Multidisciplinary Collaboration as a Key Component of Neuropsychological Practice: The EP’s Role in Facilitating the Development of a Shared Understanding of the Child’s Needs
		Sharing Psychological Knowledge with the Multidisciplinary Team and Challenging Misconceptions
		Educational Psychologist or Neuropsychologist? EP Identity in Multidisciplinary Teams
		What Is the Unique Contribution of EPs to Neuropsychology Practice? Perspectives from EPs and Multidisciplinary Professionals
			EP Perspectives
				Knowledge of Systems Theory and Experience of Working with Other Professionals and Settings
				Knowledge of the Education System, Child Development and Cognitive Development
			“She Knows a Language I Don’t Know”: Multidisciplinary Professionals’ Perspectives on EPs’ Role and Contribution to Child Neuropsychology Practice
				EPs’ Role in Supporting the Multidisciplinary Team with Psychological Thinking and Interventions
				Contribution to Joint Working and Liaison between the Health Setting and the Child’s School
				Knowledge of the Education System
				Holistic View of the Child in the Context of Their Neuropsychological Needs
		Misconceptions About Neuropsychology Amongst Educational Psychologists Encountered by EPs in Neuropsychology
			Perceptions of Neuropsychology as “Within-Child” and “Reductionist”
			Overestimation of the Use and Reliance on Standardised Cognitive Assessments in Neuropsychology
			Perception of Neuropsychology as “Science-Heavy”, “Inaccessible” and “Scary”
			Perception of Neuropsychology as a Separate Discipline and Career, Rather Than as a Specialism
		Views on Training as a Paediatric Neuropsychologist
			The University-Facilitated Route Perceived as More Affordable, Flexible and Accessible Compared to the BPS-Facilitated Qualification
			Alternative Professional Development Options for EPs in Neuropsychology
	Summary
	Further Reading
	Reference
Chapter 6: The Future Relationship of EPs and Neuropsychology: Key Implications and Critical Issues
	De-mystifying Neuropsychology: Why Is Neuropsychology Perceived as Inaccessible and Intimidating?
	EPs as Paediatric Neuropsychologists: Barriers and Opportunities
		Why Are EPs Underrepresented Amongst Qualified Neuropsychologists?
	Challenging Misconceptions About the Specialist Role and Practice of EPs Working in Child Neuropsychological Settings
	The Roles of the Educational Psychologist and Paediatric Neuropsychologist in the UK: More Similar Than First Thought?
	The Unique Contribution of EPs to Child Neuropsychology Settings
	Moving Forward: How Can EPs Engage with Neuropsychology in an Informed and Ethical Way, Depending on Their Level of Interest, Knowledge and Career Aspirations?
		Level 1: Universal Level (All EPs, Regardless of Whether They Have an Interest in Neuropsychology)
			Promoting Neuro-Literacy Within the Profession and in Educational Settings
			Developing Understanding of Common Neuropsychological Conditions Encountered in EP Practice
		Level 2: Specialist Interest Level (EPs Who Have a Specialist Interest in Neuropsychology but Do Not Practise in a Neuropsychological Setting)
		Level 3: Specialist Practice Level (EPs Qualified as Neuropsychologists and EPs Practising in Neuropsychological Settings)
	Conclusions
	References
References
Index