A4 PAEDIATRIC NEUROPSYCHOLOGY
Tracks
Stream 1
| Saturday, August 1, 2026 |
| 10:30 AM - 12:00 PM |
| Ballroom A |
Overview
(Session 1) PRES 30 mins: chair introduction and emerging insights from the APNRN 2025 conference – Prof Jonathon Payne
(Session 2) PRES 30 mins: The Supervisor’s Role in Setting Psychology Registrars Up for Success – Dr Esther Hutchinson
(Session 3) PRES 30 mins: paediatric epilepsy: neuropsychological assessment practices for CALD populations in Australia – Michael Gascoigne
Presenter
Associate Professor Jonathon Payne
University of Melbourne, Murdoch Children’s Research Institute, and Royal Children’s Hospital
Emerging Themes and Trends Paediatric Neuropsychology: Australian Paediatric Neuropsychology Research Network
10:30 AM - 11:00 AMAbstract
This symposium is facilitated by the Australian Paediatric Neuropsychology Research Network (APNRN), which has more than 600 members. The objective of the network is to enhance the breadth and quality of paediatric neuropsychology research in Australia by 1) disseminating pertinent research and 2) facilitating networking and collaborative research.
In line with this objective, this interactive and engaging symposium will address topics that are particularly pertinent to clinicians and researchers working in paediatric neuropsychology including the:
Future steps for paediatric neuropsychology. The innovations and enablers, the risks and barriers, and strategies.
Managing neuropsychological assessment practices for CALD populations in Australia
Unique features of supervising registrars in a paediatric neuropsychology setting
Navigating developing a career as a clinician-researcher paediatric neuropsychology
If interested in the field of paediatric neuropsychology, you should attend this symposium to hear the most up-to-date evidence from local experts and network with peers from around Australia
SESSION 1. CHAIR INTRODUCTION AND EMERGING INSIGHTS FROM THE APNRN 2025 CONFERENCE
The APNRN Executive representative will present a summary of collaborative discussion and workshops held at the recent APNRN 2025 conference. This includes exploration of what the future steps for paediatric neuropsychology may be, including reference to both the innovations and enablers of our profession, the risks and barriers, and potential strategies for moving forward. A summary of the emerging perspectives and themes on application of neuroaffirming frameworks to paediatric neuropsychology from an interactive panel discussion will also be highlighted.
Learning outcomes:
-Identify future steps for paediatric neuropsychology raised at the recent APNRN conference including innovations and enablers, the risks and barriers, and strategies.
-Identify emerging perspectives on application of neuroaffirming frameworks to paediatric neuropsychology.
In line with this objective, this interactive and engaging symposium will address topics that are particularly pertinent to clinicians and researchers working in paediatric neuropsychology including the:
Future steps for paediatric neuropsychology. The innovations and enablers, the risks and barriers, and strategies.
Managing neuropsychological assessment practices for CALD populations in Australia
Unique features of supervising registrars in a paediatric neuropsychology setting
Navigating developing a career as a clinician-researcher paediatric neuropsychology
If interested in the field of paediatric neuropsychology, you should attend this symposium to hear the most up-to-date evidence from local experts and network with peers from around Australia
SESSION 1. CHAIR INTRODUCTION AND EMERGING INSIGHTS FROM THE APNRN 2025 CONFERENCE
The APNRN Executive representative will present a summary of collaborative discussion and workshops held at the recent APNRN 2025 conference. This includes exploration of what the future steps for paediatric neuropsychology may be, including reference to both the innovations and enablers of our profession, the risks and barriers, and potential strategies for moving forward. A summary of the emerging perspectives and themes on application of neuroaffirming frameworks to paediatric neuropsychology from an interactive panel discussion will also be highlighted.
Learning outcomes:
-Identify future steps for paediatric neuropsychology raised at the recent APNRN conference including innovations and enablers, the risks and barriers, and strategies.
-Identify emerging perspectives on application of neuroaffirming frameworks to paediatric neuropsychology.
.....
Associate Professor Jonathan Payne is Co-Lead of Brain and Mind Research at the Murdoch Children’s Research Institute (MCRI), a senior neuropsychologist at the Royal Children’s Hospital, and an Honorary Professorial Fellow in the Department of Paediatrics at the University of Melbourne. His research focuses on the interface between genomics, brain development, and behaviour, with the aim of understanding how genetic variation gives rise to complex cognitive and behavioural profiles. By integrating neurobehavioral phenotyping, neuroimaging, and advanced in vitro modelling using patient-derived stem cells, his work seeks to bridge mechanism and clinical application, supporting the development of precision-based treatments for children.
His vision for neuropsychological research emphasises on multidisciplinary collaboration and innovation to moving beyond traditional approaches to develop more meaningful assessments and targeted interventions that improve long-term outcomes for children and families.
Dr Esther Hutchinson
Clinical Education Team, Royal Children’s Hospital
SESSION 2. THE SUPERVISOR’S ROLE IN SETTING PSYCHOLOGY REGISTRARS UP FOR SUCCESS
11:00 AM - 11:30 AMAbstract
SESSION 2. NEURODEVELOPMENT
The Supervisor’s Role in Setting Psychology Registrars Up for Success.
‘Registrar psychologists’ working towards endorsement, in a clinical area such as clinical neuropsychology, are required to demonstrate competency across multiple key components: Registrar psychologists can be employed in a myriad of different ways: as a P2 in an ongoing role, recruited to a time-limited ‘registrar program’ or employed casually in private practice. Therefore, while the supervisor's responsibilities are the same across contexts, the role can be complex due to variables such as the time point in which the primary supervisor comes on-board, location including being co-located or off-site or being the secondary supervisor. Unique features of supervising in a paediatric neuropsychology setting will be highlighted together with guidelines and requirements of the registrar program, the APS Core competencies and how to meet them. The presentation will practically address documentation processes and tools and tricks to help supervisors of paediatric neuropsychologists in the Registrar Program.
Learning outcomes:
Describe the guidelines and requirements of the APS registrar program.
Describe APS core competencies and how to meet them in a paediatric neuropsychology setting.
Reference tools and strategies to use in supervision of registrars in paediatric neuropsychology settings.
The Supervisor’s Role in Setting Psychology Registrars Up for Success.
‘Registrar psychologists’ working towards endorsement, in a clinical area such as clinical neuropsychology, are required to demonstrate competency across multiple key components: Registrar psychologists can be employed in a myriad of different ways: as a P2 in an ongoing role, recruited to a time-limited ‘registrar program’ or employed casually in private practice. Therefore, while the supervisor's responsibilities are the same across contexts, the role can be complex due to variables such as the time point in which the primary supervisor comes on-board, location including being co-located or off-site or being the secondary supervisor. Unique features of supervising in a paediatric neuropsychology setting will be highlighted together with guidelines and requirements of the registrar program, the APS Core competencies and how to meet them. The presentation will practically address documentation processes and tools and tricks to help supervisors of paediatric neuropsychologists in the Registrar Program.
Learning outcomes:
Describe the guidelines and requirements of the APS registrar program.
Describe APS core competencies and how to meet them in a paediatric neuropsychology setting.
Reference tools and strategies to use in supervision of registrars in paediatric neuropsychology settings.
.....
Dr Michael Gascoigne
Western Sydney University
SESSION 3. PAEDIATRIC EPILEPSY: NEUROPSYCHOLOGICAL ASSESSMENT PRACTICES FOR CALD POPLATIONS IN AUSTRALIA
11:30 AM - 12:00 PMAbstract
SESSION 3. PAEDIATRIC EPILEPSY: NEUROPSYCHOLOGICAL ASSESSMENT PRACTICES FOR CALD POPLATIONS IN AUSTRALIA
Cognitive assessment is central to neurorehabilitation planning, prognosis, and outcome evaluation. However, most standardised neuropsychological tests used in Australia were developed within Western, English-speaking contexts, raising concerns about their validity and equity when applied to culturally and linguistically diverse (CALD) populations.
This study employed semi-structured interviews conducted with experienced Australian clinical neuropsychologists (n = 14) practising across public, private, and academic settings. Interviews explored approaches to assessment with CALD clients, perceived limitations of existing tools, and strategies used to maintain assessment integrity and client safety. Data were analysed using reflexive thematic analysis within an interpretivist framework.
Analyses identified three interrelated themes: (1) complexities of culture and language in context, highlighting how language, culture, education, and testing norms interact to influence assessment validity and client experience; (2) barriers to equitable access, including limited time, funding, interpreter availability, and the scarcity of culturally appropriate or normed assessment materials; and (3) clinical strategies to manage barriers, describing how clinicians use preparation, transparency about test limitations, and flexible, individualised assessment approaches to mitigate risks. Participants consistently expressed concern that translation alone is insufficient for cultural validity.
Learning outcomes:
- Describe how Australian clinical neuropsychologists (including those who work in paediatric epilepsy) understand and manage cross-cultural assessment challenges.
- Describe barriers to equitable access to neuropsychological assessment in CALD populations.
- Highlight implications for test development and clinical practice.
Cognitive assessment is central to neurorehabilitation planning, prognosis, and outcome evaluation. However, most standardised neuropsychological tests used in Australia were developed within Western, English-speaking contexts, raising concerns about their validity and equity when applied to culturally and linguistically diverse (CALD) populations.
This study employed semi-structured interviews conducted with experienced Australian clinical neuropsychologists (n = 14) practising across public, private, and academic settings. Interviews explored approaches to assessment with CALD clients, perceived limitations of existing tools, and strategies used to maintain assessment integrity and client safety. Data were analysed using reflexive thematic analysis within an interpretivist framework.
Analyses identified three interrelated themes: (1) complexities of culture and language in context, highlighting how language, culture, education, and testing norms interact to influence assessment validity and client experience; (2) barriers to equitable access, including limited time, funding, interpreter availability, and the scarcity of culturally appropriate or normed assessment materials; and (3) clinical strategies to manage barriers, describing how clinicians use preparation, transparency about test limitations, and flexible, individualised assessment approaches to mitigate risks. Participants consistently expressed concern that translation alone is insufficient for cultural validity.
Learning outcomes:
- Describe how Australian clinical neuropsychologists (including those who work in paediatric epilepsy) understand and manage cross-cultural assessment challenges.
- Describe barriers to equitable access to neuropsychological assessment in CALD populations.
- Highlight implications for test development and clinical practice.
.....
