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Modern healthcare services are commonly based on shared models of care, in which a strong emphasis is placed upon the views of those in receipt of services. The purpose of this paper is to examine the parents’ experiences of their child’s neuropsychological assessment.

This was a mixed-methodology study employing both quantitative and qualitative measures.

The questionnaire measure indicated a high overall level of satisfaction. Qualitative analysis of parental interviews provided a richer insight into the parental experience and indicated four major themes.

Implications covered three major areas. Firstly, whilst a high value was placed upon the assessment, the need for further comprehensive neurorehabilitation and intervention was highlighted. Secondly, this study highlights the significant adversity experienced by such families and subsequent unmet psychological needs which also require consideration. Finally, findings from the current study could assist in improving future measures of satisfaction in similar services.

This is the first published study of parental experiences of and satisfaction with paediatric neuropsychological assessment in the UK.

The paper aims to give an introduction into symptom validity assessment (SVA) to non‐experts in the field of neuropsychology.

The analysis is based on the knowledge of the progress in this field which can be conceived as one of the most prolific developments in forensic neuropsychological assessment.

By its very nature, clinical neuropsychology is a data‐driven discipline, both on the level of single‐case assessment and in research. In forensic contexts where secondary gain is immanent, uncooperativeness and malingering may threaten the integrity of data, so much so that no valid conclusions may be drawn from the data.

In the last 20 years, clinical and forensic neuropsychologists have been more prominent in the development of methods to detect response distortions and to identify malingering than any other profession. In forensic contexts, neuropsychological evaluations without SVA must be considered incomplete. Clinically and forensically working psychologists should strive to have a thorough knowledge of symptom validity assessment.

The purpose of this paper is to discuss the possibility and necessity of using grey system theory in neuropsychological studies.

The paper employs a logical analysis approach.

There are three characteristics of neuropsychological studies: the particularity of the study subjects; the specialty of the study scheme; and insufficient data from traditional statistical methods. Grey system theory is appropriate for analyzing the data collected in neuropsychological studies.

After several years' significant development, grey system theory has been applied in various subjects successfully. However, the application in psychology and medicine is still a rarity.

This paper aims to summarise key models of the neuropsychology of memory function, illustrating how they can be used to inform the assessment and formulation of memory disorders in clinical practice.

Models of short term and working memory, long-term memory and prospective memory are described. Commonly used tools and methods to assess these functions in adults are summarised.

It is argued that a clearer understanding of models of memory function adds value to the process of cognitive assessment, guiding the selection of appropriate tests and aiding diagnosis, formulation and rehabilitation planning.

This paper is intended to serve as a resource for professionals who encounter memory disorders in their clinical practice.

It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.

The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.

Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.

This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.

For many years it has been speculated that some learning and attention problems in children are related to underlying problems in neurological functioning. In fact, the IDEA (1997) definition of learning disabilities utilizes terminology that specifically includes neurological processes and conditions: Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or of environmental, cultural, or economic disadvantage.This chapter begins with a review of the role of neuroimaging in advancing an understanding of the basis and nature of learning and attention problems. The ever-increasing sophistication of neurodiagnostic technology has made it possible to obtain more precise information about neuroanatomical and neurophysiological bases of behavior, including learning and attention. Advances in technology have greatly increased the ability to study the functioning of the brain during the performance of relatively complex mental activities. With this advanced technology it is becoming increasingly possible to visualize normal and abnormal brain functioning, including important components of basic academic skills. The chapter includes a discussion of the recent evidence about the neurological basis of learning and attention problems.

The purpose of this paper is to review and summarise a small but growing body of literature demonstrating that by embedding intervention within a family context offers the greatest promise of success in working with families caring for a child with traumatic brain injury (TBI).

The approach takes the form of a literature review.

The current family-centred evidence-based research indicates the potential benefits for the delivery of family focused interventions following childhood TBI.

The paper adds to the paediatric TBI literature as being of the few papers to incorporate a number of novel family-centred behavioural interventions into the one review paper.

Children with acquired brain injury (ABI) are at significant risk of serious behavioural and social difficulties. The burgeoning growth of research documenting behavioural sequelae after paediatric ABI has not been met with a concomitant level of research aimed at treating the problem. The purpose of this paper is to investigate whether a manualised behavioural intervention support programme could reduce challenging behaviours in children with ABI and improve family-parental well-being and functioning.

A total of 61 parents (48 mothers and 13 fathers) of 48 children aged between three and 12 years with mild, moderate, or severe ABI received an ABI adapted “Signposts for Building Better Behaviour” programme (Hudson et al., 2001) in group-support (GS) or telephone-support (TS) format. Trained “Signposts” practitioners delivered the programme over a five-month period. The programme consisted of nine information booklets, a DVD, and workbook. All families completed pre-intervention and post-intervention evaluations.

On an average parents completed 7.92 out of a possible nine intervention sessions (range 7-9). Parents in both TS and GS formats reported significant reductions in challenging child behaviours irrespective of injury severity. They also reported significant reductions in dysfunctional parenting practices, stress and family burden.

Overall, the current research provides support for Signposts to be used with families of children with ABI in an attempt to ameliorate negative outcomes for family, parent, and child.