Queens College and the CUNY Graduate Center Brooklyn, New York, United States
Neuropsychology must contend with the clinical, scientific, and training realities of brain health disparities in the United States and abroad. Responding to these disparities and the increased recognition of the contribution of structural systems to these preventable differences requires that neuropsychologists participate in ongoing professional development to update their working knowledge of the practice factors that impact the dynamics of brain health disparities. This workshop offers professional development though a lens of social justice that builds upon available empirical evidence and historic records to establish foundational understanding of the current scientific landscape of brain health disparities and inform practice enhancements for clinical and research evaluations that yield equitable assessment experiences for populations most susceptible to brain health disparities. Specific attention will be given to the review of increasing access to neuropsychological evaluations, normative data selection decisions, the design of evaluations with clients who have limited English proficiency, ensuring the accessibility and utility of recommendations, and ethical considerations within each of the aforementioned practice areas. Finally, this workshop will identify models of professional self-assessment and accountability management to support ongoing growth and education in these domains.
Learning Objectives:
After the session, participants will be able to:
Describe the sociopolitical context of brain health inequities in the United States and the contribution of neuropsychological assessment to this landscape.
Identify important ethical considerations in the design and execution of neuropsychological evaluations with clients who have minoritized identities.
Describe three methods to facilitate ongoing self-assessment and accountability management to ensure equitable brain health outcomes for clients.
