INSNET, Spring 2000
standards, life styles, education, and language. The Indian population is composed of the spectrum of economic levels from the most affluent to the poorest. The communities range from the most modern to tribal. The personalities range from the most holy to the most violent. It is daunting to research all of this to develop appropriate norms. The normative research requires the study of a diversity that is truly overwhelming, but it is very necessary.
There is an immense possibility of studying many dimensions of the Indian population from various perspectives. The current level of research is not adequate, but the overwhelming challenges should not lead to the conclusion that nothing can be done.
There is often an inertia in academic settings which needs to be overcome. How this inertia can be overcome needs to be carefully thought-out. Looking at it optimistically, there are limitless possibilities of collaborative projects, in Indian research settings such as universities and institutions there are few well-funded projects. This is the main reason that the level of research in neuropsychology is not comparable with Western research. There is a need for more funding to increase incentive and support those pursuing these demanding projects. Despite all of these problems, hassles and a lack of resources, there are some individuals who are dedicated and are managing to do good research.
India is just beginning its third Millennium as a country. Like many other developing countries India is grappling with many problems. It requires exceptional professionalism in Psychology and Neuropsychology to tackle the diversity of people and problems. Neuropsychology and Health Psychology will be of immense use in the future provided we can educate the people in power to adequately understand the need and appreciate what we have to offer and take it seriously. How to do this and when it will garner more understanding and support is uncertain. Another important variable is the economy of the country. Hopefully, the economy of India will flourish world economy providing greater resources for Psychological and Neuropsychological research and the implementation of needed programs to meet the immense challenges. I am optimistic that Indian Neuropsychology can and will find a place on the Neuropsychological map and contribute more to the worldwide efforts to understand and help persons suffering the neurobehavioral effects of disease and trauma. We have a long road ahead, but we can successfully accomplish the journey with dedicated day-by-day steps.
Learning Neuropsychology in another Culture Some Important Lessons
By Avaro Bilbao, Ph.D.
Division of Medical Psychology Johns Hopkins Hospital
600 North Wolfe St./Meyer 218 Baltimore, NM, 21287 USA Email: alvardlo@,hotmail.com
For many centuries, people have traveled to more developed countries in order to get skills, knowledge, ideas or wealth in pursuit of personal or national aspirations and dreams. Not so long ago, my grandfather's father, like many others, came to America to find money and ideas that he could develop in his country. As an undergraduate student from Spain, receiving advanced training in clinical neuropsychology at Johns Hopkins Hospital, I feel a part of this tradition.
In my country of Spain, like in many others, neuropsychology is just beginning. As I will further discuss, many of the principles that are taken for granted in the United States are not quite assimilated yet into other parts of the world. Therefore getting training and supervision at home is an almost impossible task. As I was -starting my Ph.D. Psychology program in Spain, I saw the unique opportunity to come to America to get experience in this field. I just had to take it. In an era when information is the most valuable resource, the motto of my university ("sapientia melior auro"; knowledge is better than gold) becomes true not only from an idealistic romantic perspective but from a truly practical perspective.
That is the spirit I had when I interviewed with Dr. Jason Brandt last spring. I was hoping to learn everything there was about diseases, tests, and report writing. I wanted to get all the information I possibly could about these topics. And, of course, I have learned about all of that and more.
The parts of my training that I am more satisfied with are the ones that I was not expecting to get. These are the ones that, as I have learned, are the most important in becoming a good neuropsychologist. I have discovered that the quantity of information is not the best way to measure knowledge. I have learned the importance of a 14 continuing education," especially in a fast developing discipline such as neuropsychology. And when I say "continuing education" I do not mean simply reading articles, but critically reading and discussing thoughts in articles in a good journal group. Learning clinical skills, not by reading a chapter in a book, but by discussing interesting cases with other professionals, not just neuropsychologists, and presenting and attending seminars. These two lessons by themselves, will be well worth the time I have spent here. I will constantly use them once I have gone back home. Not only because they allow me to keep learning, but also because they are an ongoing source of motivation for me and others. They are useful for those starting and those well established in their careers.
In addition, or as a consequence of this process of becoming a neuropsychologist, the way in which I look at the clinical work has also -evolved. I have forgotten about "good tests" and "bad tests". Instead I have started to think in terms of validity (i.e., good or bad for what purpose) and issues of standardization and norming. I don't rely solely on test batteries. Instead, I try to develop hypotheses that I can test using specific tools such as tests. I don't want to learn only about test interpretation, but
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