Board Certification in Clinical Child & Adolescent Psychology

EXAMINATION MANUAL

FOR

BOARD CERTIFICATION IN CLINICAL CHILD & ADOLESCENT PSYCHOLOGY

By

THE AMERICAN BOARD OF CLINICAL CHILD & ADOLESCENT PSYCHOLOGY, INC.

(June, 2005)

TABLE OF CONTENTS

OVERVIEW

DEFINITION OF THE SPECIALTY

STANDARDS FOR BOARD CERTIFICATION

DOMAINS OF EVALUATION

THE ABCCAP EXAMINATION PROCESS

STAGE I: ELIGIBILITY REQUIREMENTS

STAGE II: PROFESSIONAL STATEMENT & PRACTICE SAMPLE

STAGE III: ORAL EXAMINATION

THE ABCCAP SENIOR OPTION

ABCCAP COMMITTEE ROLES AND RESPONSIBILITIES

EXAMINATION COMMITTEE CHAIR

COMMITTEE MEMBERS

EXAMINATION DOMAINS

FAILURE AND APPEAL

REPORT TO THE CANDIDATE

CANDIDATE APPEAL

Appendix A: Candidate’s Professional Statement

Appendix A: Candidate’s Assessment Sample

Appendix A: Candidate’s Intervention Sample

Appendix B: Domain Scoring Guidelines (Knowledge)

Appendix B: Domain Scoring Guidelines (Assessment)

Appendix B: Domain Scoring Guidelines (Intervention)

Appendix B: Domain Scoring Guidelines (Interpersonal)

Appendix B: Domain Scoring Guidelines (Ethics & Legal)

Appendix B: Domain Scoring Guidelines (Commitment & Awareness)

Appendix B: Domain Scoring Guidelines (Supervision & Consultation)

Appendix C: Checklist For Examination Chairs

Appendix D: Stage II And Stage III Rating Grid for Examiners (Form D)

Appendix E: Specialty - Specific Credential Review Result Form (Form E-1)

Appendix E: Stage II Practice Sample Results (Form E-2)

Appendix E: Stage III Oral Examination Results (Form E-3)

Appendix E: Candidate Feedback Summary for Failure at Stage II or III (Form E-4)

Appendix F: Voluntary Consent Agreement

Appendix G: Candidate Appeal Guide

Appendix H: Candidate’s Evaluation (Form H)

Appendix I: Committee Member’s Evaluation (Form I)

OVERVIEW

The American Board of Clinical Child and Adolescent Psychology (ABCCAP) is a Specialty Board of the American Board of Professional Psychology (ABPP). The examination in Clinical Child and Adolescent Psychology (for Board Certification by ABCCAP) is intended to certify that a psychologist has completed the educational, training and experience requirements of the specialty, including an examination designed to assess the competencies required to provide quality services in the specialty of Clinical Child and Adolescent Psychology.

Applicants for certification are examined in three stages. After an application is completed and credentials are favorably reviewed in Stage I, then a three member examination committee appraises the candidate’s practice samples in Stage II. A face-to-face oral examination with the committee, Stage III, is scheduled when Stage II has been passed.

DEFINITION OF THE SPECIALTY

Clinical Child and Adolescent Psychology is a specialty that brings together the basic tenets of clinical psychology with a thorough background in child, adolescent, and family development. Clinical child and adolescent psychologists conduct research and provide services aimed at understanding, preventing, and treating psychological, cognitive, emotional, developmental, behavioral, and family problems of children from infancy through adolescence. Of particular importance to the Clinical Child and Adolescent Psychologist is an understanding of the basic psychological needs of children and adolescents and how the family and other social contexts influence their socio-emotional adjustment, cognitive development, behavioral adaptation, and health status. Board Certification in this area includes those practicing in Clinical Child and Adolescent Psychology and/or Pediatric Psychology.

The services provided by Clinical Child and Adolescent Psychologist typically include:

• Diagnosis and assessment;
• Intervention, prevention, and treatment;
• Consultation with professionals and others;
• Program development, supervision, and administration;
• Psychological services, including evaluation and planning of these services; and
• Teaching and research including contributions to knowledge in each of these areas.

It is expected that Clinical Child and Adolescent Psychologists will demonstrate sensitivity to and skills in dealing with multicultural/diverse populations. In this manual, we will use the terms multicultural and diversity interchangeably. Multiculturalism recognizes the broad scope of such factors as race, ethnicity, language, sexual orientation, gender, age, disability, class status, education, religion/spiritual orientation, and other cultural dimensions.[1]

STANDARDS FOR BOARD CERTIFICATION

The primary objective of the ABCCAP is to establish a Board Certification process that recognizes, certifies, and promotes specialty level competence in the specialty of Clinical Child and Adolescent Psychology. Specialty level standing is conceptualized as discriminately higher than the basic level of competence denoted by state licensure, but within the reach of most experienced practitioners of professional psychology. Board Certification is achieved by successful completion of an oral examination conducted by three or more members of an examination committee comprised of Board Certified Clinical Child and Adolescent Psychologists. Candidates should expect the examination to cover core Clinical Child and Adolescent Psychology content (e.g., current research and professional issues) as well as their own area of practice. Sensitivity to and knowledge of ethical, professional and legal issues (and the ability to translate this awareness effectively into practice) is also expected.

DOMAINS OF EVALUATION

The examination process encompasses the following inter-related domains.

Professional Knowledge

Successful candidates understand patients/clients within their social context (family, school, peers) and their problems with conceptual breadth and depth. This involves having a definable set of constructs or a theoretical orientation of sufficient complexity to allow a rich discussion which can be justified from the research and/or clinical literature. Successful candidates can critically evaluate research and professional literature and discuss implications for practice. They appreciate the limitations of their competence and appropriately seek consultation, supervision, and continuing education.

Assessment Competence

Successful candidates choose procedures appropriate for referral needs and characteristics of the patient/client. They interpret assessment data accurately and develop conclusions appropriately. Successful candidates communicate results in ways that lead to useful outcomes for diagnosis and treatment while minimizing the likelihood of misuse.

Intervention Competence

Successful candidates effectively manage treatment contract issues (patient/client goals, boundaries of treatment, payment resources, etc.). They choose procedures appropriate for the patient/client and the situation. Interventions are applied and documented skillfully. Successful candidates assess intervention issues in a developmentally appropriate and contextually relevant manner.

Interpersonal Competence with Clients

Successful candidates relate in developmentally appropriate ways that enhance the effectiveness of services and minimize interference or disruption. They are aware of patient-therapist interpersonal issues, personal impact, strengths, weaknesses and limitations as professionals – and they consistently manage these factors. Successful candidates are sensitive to the welfare, rights and dignity of their patients/clients, families, other professionals and society as a whole.

Ethical and Legal Standards and Behavior

Successful candidates demonstrate knowledge of ethical principles, professional practice standards, record keeping requirements, and legal standards. They effectively apply ethical principles, professional practice standards, record keeping requirements, and legal standards in clinical practice.

Commitment to the Specialty and Awareness of Current Issues

Successful candidates demonstrate active participation in the profession. They can thoroughly describe current issues facing the profession and their implications for patient/client welfare.

Competence in Supervision and Consultation

Successful candidates demonstrate awareness of the activities involved in and the complexities of the supervisory relationship. They also understand the parameters for consultation and the limitations of their training and competence.

THE ABCCAP EXAMINATION PROCESS

The process begins when the applicant submits the application form, fee, and credentials to the ABPP Central Office. The Central Office verifies the degree, the license and the internship generic requirements. The materials are then forwarded to the ABCCAP for evaluation of specialty requirements. At this point, the applicant may be asked for additional information. A final determination is sent to Central Office, which then advises the applicant of the outcome of Stage I.

After passing Stage I, the applicant is then considered a candidate entering Stage II of the examination process. A fee is submitted for Stage II, and the candidate begins preparation of a professional statement and practice samples, three copies of which must be received within 12 months. ABCCAP, guided by the candidate’s professional statement, selects a chairperson for the candidate’s examination committee; the candidate can disapprove for cause of the selection within one week and request another selection. Once appointed, the chairperson works directly with the candidate until the conclusion of the exam process. The chair selects two Board Certified Clinical Child and Adolescent Psychologists for the examination committee and informs the candidate, who can disapprove for cause either or both of the selections within one week. The committee independently appraises the material submitted in Stage II. If the material is appraised favorably, then the process moves to Stage III – an extended oral examination with the same committee.

STAGE I: ELIGIBILITY REQUIREMENTS

Candidates for ABPP certification must meet both generic ABPP requirements as well as specific specialty requirements.

Generic ABPP Requirements

1. A doctoral degree is required from a program in professional psychology that at the time the degree was granted was accredited by the APA or CPA, or was listed in the publication Doctoral Psychology Programs Meeting Designation Criteria. Candidates listed in the most recent directory of the National Register of Health Service Providers in Psychology qualify as meeting the doctoral degree requirements as well as those holding the Certificate of Professional Qualification in Psychology.

1. Licensure or certification is required at the independent practice level as a psychologist in the State, Province, or Territory in which the psychologist practices. Limited exceptions exist for prior to 1983 doctoral preparation, degrees granted outside the U.S. or Canada, forma training, substantial equivalents to accreditation requirements, and licensure in jurisdiction of practice for some Federal employees. Exception criteria and procedures are available from Central Office.

Specific Specialty Requirements

1. Doctoral level educational preparation which includes foundation course work and practicum experiences related to children and adolescents is required.

1. The internship,in addition to meeting generic requirements, must be an integral part of one’s clinical child training. At least 2/3 of the internship must be with children or adolescents. (Additional supervised experience with children and adolescents may be used to supplement the 2/3 requirement.)

1. Post-doctoral supervised experience may be met by:

1. two years of experience in practice that is essentially with children and adolescents. One year of the experience must be supervised. The supervision is for a minimum of one hour per week, conducted face-to-face, by a qualified psychologist in the child/adolescent area

1. one or more year(s) completion of a recognized, formal post-doctoral residency program in the clinical child and adolescent specialty.

STAGE II: PROFESSIONAL STATEMENT & PRACTICE SAMPLE

Candidates must submit three copies of a professional statement, vita, and practice sample for the committee’s appraisal during Stage II. Please see Appendix A for guidelines for the development of Stage II materials.

The professional statement and practice sample are integral to the examination process. Committee members (including the chair) work independently of each other according to specific criteria and vote on acceptability. If the candidate meets the pass criterion (a minimum of two passing votes), the candidate then proceeds to the oral portion (Stage III) of the examination. If the pass criterion is not met, materials are returned to the candidate specifically detailing the reasons for the failure and the examination process is terminated. In such an event, the candidate may re-apply for the examination from the beginning of the second stage. A new examination committee, including a new chair, will be assembled to review subsequent statements and practice samples.

Professional Statement

A professional statement (three copies) describes professional training, experience, current work and identity as a psychologist. This statement provides candidates with the opportunity to communicate about themselves as a Clinical Child and Adolescent Psychologists, and it serves as a basis for discussion in the opening portion of the oral examination. Candidates should describe in detail the theoretical orientation that guides their professional work and should reflect actionscongruent with this orientation throughout the examination process. The professional statement should include a description of the full scope of the candidate’s primary employment and professional activities. It is important that the statement include a thorough description of an ethical quandary that the candidate has faced professionally.

Practice Sample

The practice sample includes three copies of an intervention video and three copies of an assessment video. Each video segment, approximately 50 minutes in length, must be accompanied by supporting file material (the candidate is responsible for obtaining and maintaining all consents and authorizations; a consent to videotape form is found in Appendix F). One segment should depict an unrehearsed psychological assessment while the other segment depicts an unrehearsed intervention; the video segments should be drawn from typical clinical practice within approximately six months prior to the submission. If the assessment segment includes test administration, the recording must be of the first hour of the assessment session since that is the portion during which rapport building and any interviewing takes place. Recordings solely depicting a test administration are not satisfactory.

BOTH video segments must include copies of all source documents and contextual statements containing:

1. The rationale for the procedures used.
2. A reflective comment on the candidate's own behavior in the sample.
3. Any relevant events for candidate or client subsequent to the sample.

Candidates are encouraged to submit video samples that reflect their competence and expertise and which depict their interactive style drawn from their typical practice (typical rather than exemplary situations). Candidates should take great care to remove all identifiers from all materials, including test protocols.

STAGE III: ORAL EXAMINATION

To assure standardization of the examination process, ABCCAP has established the following Stage III Oral Examination Schedule. The general pace and sequence of topics provide flexible guidelines. Within each segment there is room for variation according to the judgment of the examination committee. Many topics will be interwoven throughout the examination (a topic may receive more cursory attention in its scheduled time slot if it has been sufficiently covered earlier).

SUMMARY SCHEDULE FOR EXAMINATION -- STAGE III
This schedule requires that the examiners have viewed the videotapes and reviewed all the written materials IN ADVANCE / Approximate
Time Allotted (min)
Committee Meets and Organizes / 10
Committee Greets candidate / 10
Examination on Professional Statement and Practice Sample / 90
Break / 10
Exam on Ethical, Legal, and Professional Issues and Research Awareness / 45
Exam Wrap-up Discussion, Return Practice Samples to Candidate / 5
Committee Votes and Writes Reports / 10-25

The ethics segment of the oral examination makes use of standardized vignettes developed and kept on file by ABCCAP. For each examination, two vignettes are randomly selected and four copies are sent to the examination chair for distribution during the oral examination. Recall that candidates also submit, in the professional statement, a non-identifying ethics quandary from their own professional experiences.

The candidate will discuss with the committee their own quandary along with at least one of the two randomly drawn vignettes. The committee does not necessarily expect a "right" answer, but anticipates that the candidate will present relevant options and demonstrate the ability to thoughtfully weigh them in the light of the APA ethics principles, professional practice standards and relevant statutes.

At the conclusion of the Oral Examination, all copies of the ethics vignettes are collected by the chair and destroyed. The use of each vignette will be tracked so that in the case of a candidate's failure, new vignettes will be used for re-examination. Examiners and candidates will treat the vignettes as confidential.

THE ABCCAP SENIOR OPTION

Psychologists who have fifteen years or more post-doctorate experiencemay qualify to be examined through the Senior Option. The aim of this program is to bring into ABCCAP senior colleagues who have made a contribution to our field. Candidates must meet both general ABPP requirements and specific ABCCAP requirements, in addition to having a minimum of 15 years post-doctoral experience.

Psychologists who qualify for the senior option must submit three copies of the complete professional statement, curriculum vita, and practice sample. The senior practice sample should describe and/or represent the candidate’s contribution to clinical child and adolescent psychology. It may describe the applicant’s clinical practice or it may be copies of professional publications or description of teaching, training, or a clinical research project which relates to the practice of clinical child and adolescent psychology. Three copies of all material must be submitted.

The examination process will be the same except for the nature of the professional statement and practice sample. The examination will cover a broad understanding of clinical child and adolescent psychology’s theoretical and empirical foundations. The same standards, rating scales, evaluation procedures and forms will be utilized. If the candidate is currently listed in the National Register of Health Service Providers, this listing will serve as the source for information on education training and experience thus allowing a simplification of form requirements.

Please note that a clinical evaluation and intervention video samples are not required for those pursuing the senior option.

ABCCAP COMMITTEE ROLES AND RESPONSIBILITIES

The examination committee is comprised of three board certified examiners, one of whom serves as chair. No committee member may have had any significant prior or current personal, professional, or administrative relationship with the candidate or the clients in the Practice Samples.