board certification in clinical and clinical child adolescent psychology n.
Skip this Video
Loading SlideShow in 5 Seconds..
Board Certification in Clinical and Clinical Child & Adolescent Psychology PowerPoint Presentation
Download Presentation
Board Certification in Clinical and Clinical Child & Adolescent Psychology

Board Certification in Clinical and Clinical Child & Adolescent Psychology

158 Vues Download Presentation
Télécharger la présentation

Board Certification in Clinical and Clinical Child & Adolescent Psychology

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Board Certification in Clinical and Clinical Child & Adolescent Psychology • A. J Finch, Jr., Ph.D., ABPP • President: Board of Clinical Child and Adolescent Psychology • W. M. Nelson, III, Ph.D., ABPP • Past-President: Board of Clinical Psychology

  2. Hallmarks of a Profession Practitioners provide services perceived by the public as valuable and necessary Services are based on a body of knowledge The methods, techniques, and procedures used by practitioners derive from the knowledge base Society recognizes the profession through legislative action and enactment of licensing or certification statutes The profession voluntarily develops self-regulatory mechanisms (accreditation of training programs, ethical codes, board certification of specialists)

  3. Accredited Doctoral Program Accredited Internship Accredited Post-doctoral Residency Licensed by State or Province Identified as Health Service Provider Board Certified in Area of Specialty Practice The Credentialing Continuum

  4. Examples of Board Certification in Related Professions Medicine has a history of board certification dating from the early 20th Century and the American Board of Medical Specialties has 24 affiliated specialty examining boards In 1999, the ABMS reported that 89% of licensed physicians were certified in one or more medical specialties (compared to less than 5% of psychologists in 2002)

  5. Specialty Certification in Psychology The American Board of Examiners in Professional Psychology was established in 1947 with the support of the American Psychological Association Three “fields of certification” were identified initially: Clinical Psychology Personnel–Industrial Psychology (Organizational & Business Consulting) Personnel–Educational Psychology (Counseling)

  6. Specialty Certification in Psychology In 1968 the name was shortened to the American Board of Professional Psychology (ABPP), and School Psychology was recognized as a fourth specialty In 1984 and 1985, the American Boards of Clinical Neuropsychology and Forensic Psychology were accepted under an enlarging ABPP umbrella

  7. Specialty Certification in Psychology ABPP expanded rapidly during the 1990s and into the 21st Century with the recognition and affiliation of the American Boards of Family Psychology, Counseling Psychology, Clinical Health Psychology, Behavioral Psychology, Psychoanalysis in Psychology, Rehabilitation Psychology, Group Psychology, Organizational & Business Consulting Psychology, and Clinical Child & Adolescent Psychology

  8. Specialty Certification in Psychology ABPP exists through its Board of Trustees as an umbrella organization or unitary governing body coordinating the efforts of 13 affiliated specialty examining boards ABPP assures the establishment, implementation, and maintenance of specialty standards and examinations by its member boards ABPPserves the public needs by providing oversight certifying psychologists competent to deliver high quality services in various specialty areas of psychology

  9. Table 1 Recognized Specialties in American Psychology, 2003 Specialty CRSPPP/APA ABPPCoS Behavioral Psychology Yes Yes Yes Clinical Psychology Yes Yes Yes Clinical Neuropsychology Yes Yes Yes Clinical Child Psychology Yes Yes Yes Clinical Health Psychology Yes Yes Yes Counseling Psychology Yes Yes Yes Family Psychology Yes Yes Yes Forensic Psychology Yes Yes Yes Group Psychology No Yes Yes Industrial/Organizational Yes Yes No Psychoanalytic Psychology Yes Yes Yes Rehabilitation Psychology No Yes Yes School Psychology Yes Yes Yes

  10. Vanity Boards, Quasi Certification, and Separating the Wheat from the Chaff All professions suffer from this problem, some more than others

  11. Why Seek Board Certification in Psychology? Preparing for and participation in the board certification process provides people the opportunity to consolidate their own learning and perspective the chance to articulate their own views and perspectives in a more advanced and sophisticated way a structure to facilitate the self-assessment process an important continuing professional education opportunity

  12. Why is Certification Necessary and Essential in Psychology? The exponential growth of psychological knowledge leaves no alternative but specialization Our work environments impel us to specialize Our professional context reinforces the need for specialization

  13. Why is Certification Necessary and Essential in Psychology? The generic nature of psychology licensing in North America presumes additional professional self-regulation of specialty practice Most important, protecting the public from charlatans and the ill-prepared requires personal and professional self-regulation

  14. Why Become Board Certified in Psychology? Board certification is the highest credential for a psychologist and it denotes a level of competence (knowledge, skills, attitudes) It is the "final examination" that gives our students, the profession, and the public that extra confidence one gets when being referred to as a board-certified specialist

  15. Why Get Board Certified in Psychology? Board certification assures the public that you are a specialist that has successfully completed the educational, training, and experience requirements of the specialty, including an examination designed to assess the competencies required to provide quality services in that specialty Board certification is a credential that is understood by other professionals and the public Getting board certified supports the profession Board certification may make mobility easier

  16. Eligibility Requirements Degree – Doctoral degree from a program in professional psychology that was accredited or meets designation requirements – transcripts are required Internship – APA or CPA accredited, APPIC approved

  17. Eligibility Requirements Postdoctoral Experience and Supervision Experience – 2 years of experience working in a manner consistent with that associated with clinical psychology OR Successful completion of a formal postdoctoral training program in Clinical Psychology and clinical child (1 year) Supervision 2 years of postdoctoral supervision OR 1 year of supervision in a formal postdoctoral training program in Clinical or Professional Psychology A licensed psychologist should conduct this supervision (variance request is possible)

  18. Eligibility Requirements Licensure –Licensed or certified in your jurisdiction and in compliance with State or Provincial Board regulations 3 or more years of professional experience (including the internship year) If a member of the National or Canadian Register of Health Service Providers in Professional Psychology or hold a Certificate of Professional Qualifications in Psychology (CPQ) this facilitates credential review

  19. Eligibility Requirements: Degree Variance To qualify for a degree variance, must Have a doctoral degree in an applied area of psychology (counseling, health, school) 5 years postdoctoral experience as a clinical psychologist – 1 of which was supervised by a licensed psychologist Demonstrate self-identification as a clinical psychologist OR, ABClinP recognizes formal respecialization as a partial qualifier

  20. Eligibility Requirements: Senior Psychologist Option 15 years or more post-doctorate experience Must complete Professional Statement and Practice Sample that discusses contribution to clinical psychology (e.g., clinical practice, professional publication, teaching, training, clinical research project) Most successful Senior Candidates have submitted some additional written products that form the basis of an interesting discussion among well-informed peers Taped Clinical evaluation and intervention sample are NOT required

  21. Application and Review Process Submit Application Form, application fee, and credentials to ABPP Central Office who verify credentials (Stage I – Credentials Review) Credentials Review Committee conducts evaluation for specialty requirements and may ask for additional information (Stage I – Credentials Review) If approved, Regional Board member is informed Prepare practice samples – 3 copies of which must be received within 12 months of credentials acceptance and must be accompanied by examination fee

  22. Application and Review Process Regional Exam Coordinator, guided by the Professional Statement, selects a Chair and together they select 2 board members and inform the candidate The 3 committee members review the practice samples (Stage II – Practice Sample) If Stage 2 is passed (2 independent passes), oral examination is held with same 3 member committee (Stage III – Oral Examination) * There is NO written examination in either the clinical or clinical child process

  23. Application and Review Process Notification of outcome by ABPP Central Office Successful Candidates receive a congratulatory letter from ABPP Candidates who fail receive a report from the Examination Committee that documents the outcome and rationale, identifies specific areas of weakness and suggestions from improvement, and identifies specific areas of strength and competence Certificates are mailed out shortly after the successful completion of the exam ABPP Convocation at APA annual convention and newly board certified psychologists are asked to attend (not required)

  24. Practice Sample: Curriculum Vitae Send 3 copies of all Practice Sample materials Curriculum Vitae along with the practice sample provides the Candidate with the opportunity to communicate about him/her self as a Clinical/Clinical Child and Adolescent Psychologist and serves as the basis for discussion in the opening portion of the Oral Examination

  25. Practice Sample: Professional Statement 10 double spaced pages maximum Employment and Professional Activities – Present the full scope of your primary employment and professional activities at the local, state, and national level Theoretical Orientation – Describe in detail your theoretical orientation, theorists and researchers that influenced your framework, and how the framework guides your work (*in the Practice Sample and Oral Examination, demonstrate actions congruent with this orientation) Diversity Considerations – address ways in which your theoretical model informs your attitudes toward diversity considerations

  26. Practice Sample: Professional Statement Continuing Professional Education – Discuss the books, lectures, or articles in the past 2 years that have stimulated you and the professional organizations you participate in Confidentiality – Describe how you handle diagnosis or other information furnished to third party payers, consultation with colleagues, or other matters related to privilege or confidentiality Pro-Bono Work – Describe circumstances under which your provide pro-bon, volunteer or reduced fee services

  27. Practice Sample: Professional Statement Long Term Plans – Present your long term plans within psychology Reasons for Board Certification – Indicate the reasons for your application for Board Certification Ethical/Legal Status – Verify that no ethical/legal action has taken place since admission to candidacy

  28. Practice Sample: Professional Statement Ethical Dilemma – Describe an ethical dilemma that you have faced professionally, addressing what aspects of the APA Ethical Principles of Psychologists and Code of Conduct it related to and how you handled the dilemma, and any diversity considerations that may have arisen in resolving this dilemma (1-2 paragraphs)

  29. Practice Sample: Video Assessment and Intervention Samples 2 video samples of professional work 3 copies of a single cassette/disk with both topics Each sample approximately 50 minutes in length Good audio and video quality is essential Typed verbal transcripts (3 copies) only if there are taping problems should be submitted and marked to show areas of lower audio quality

  30. Practice Sample: Video Assessment and Intervention Samples Unrehearsed assessment (1st 50 minutes including rapport building, not just administration of tests) Unrehearsed intervention Do not need to provide exemplary work or gold standard session, just your usual good work Use work samples that reflect the work you actually do Work conducted no more than 6 months prior to submission

  31. Practice Sample: Videotape Assessment and Intervention Samples Must obtain Client Consent Forms (Form F) as part of the videotape process Remove all identifiers from all materials

  32. Practice Sample: Assessment Assessment Practice Sample should include the following contextual and supplementary information (1000-1500 words) Date of client contacts Non-identifying descriptive information Presenting problem Brief history Rationale for procedures used Copies of raw data, protocols, and computer printouts (if applicable)

  33. Practice Sample: Assessment Contextual and supplementary information (cont.) Formulation and discussion of the problem in terms of identified theory of practice and relevant research Discussion of the diversity considerations involved Reflective comment on the Candidate’s own behavior in the sample Copy of full written report with diagnosis and recommendations *Where standardized instruments are used, must demonstrate thorough knowledge of construction, administration and interpretation

  34. Practice Sample: Intervention Intervention Practice Sample should include the following contextual and supplementary information (1000-1500 words) Contact dates Current session number in total sequence Non-identifying descriptive information Presenting problem Diagnosis Brief history

  35. Practice Sample: Intervention Contextual and supplementary information (cont.) Formulation and discussion of problem Rationale for interventions used Goals for present intervention Reflective comment on the Candidate’s own behavior in the sample *Each candidate will be queried as to how he/she handled confidentiality, informed consent, and privacy

  36. Oral Examination 4 hours scheduled at mutually convenient time and place Standard structure with some flexibility Significant variations in format and schedule must be mutually agreed upon between Candidate and Chair and documented in a signed written statement stipulating that these will not serve as grounds for appeal of failed examination

  37. Oral Examination: Summary Schedule

  38. Ethics Vignettes Standardized vignettes are selected at random Given 1 (sometimes 2) standardized vignette to discuss Do not necessarily expect right answer, but a presentation of relevant options and a demonstration of the ability to thoughtfully weigh them in light of APA ethics principles, professional practice standards, relevant statutes Vignettes are treated as confidential and returned

  39. Competencies Assessed The following inter-related domains of professional competence are assessed Constructive assessment and intervention Awareness of the relevance of research and theory Sensitivity to ethical and legal implications of professional practice for consumer protection Supervision and consultation skills Professional development

  40. Scoring Criteria The following areas of professional functioning constitute the examination Professional knowledge Assessment competence Intervention competence Interpersonal competence in dealing with clients Ethical and legal standards and behavior Commitment to and involvement in the specialty of clinical psychology, including awareness of current issues Supervision and consultation competence

  41. Scoring Criteria Each of these areas of professional functioning are comprised of sub-components There are examples of passing level and failing level performance that are used to rate Candidates

  42. Scoring Criteria Stage II – Must be rated as functioning acceptability in professional knowledge, as well as assessment, intervention, and interpersonal competence to advance to Stage III Stage III – Must be rated as functioning acceptably in all 7 areas before an Examiner may vote to award Board Certification If the Candidate’s functioning is midway between passing and failing, then pass

  43. Costs Application fee - $125 Practice Sample fee - $250 Oral Examination Fee - $450 TOTAL = $825

  44. Where From Here? Download the Examination Manual from the website ( Consider getting a mentor Consider forming a study group Read the Monitor and the American Psychologist

  45. Where From Here? Contact ABPP Central Office ( – 1-800-255-7792 Good luck and enjoy the process!!!