ABCCAP Exam Manual - American Board Of Professional
American Board ofClinical Child and AdolescentPsychology(ABCCAP)EXAMINATION MANUAL FORBOARD CERTIFICATION INCLINICAL CHILD AND ADOLESCENT PSYCHOLOGYFOR THEAMERICAN BOARD OF PROFESSIONAL PSYCHOLOGYRevision 1.4 October 25, 2013Revision 1.5 March 20, 2015Revision 1.6 May 15, 2018Revision 1.7 December 15, 2018Revision 1.8 February 14, 2019Revision 1.9 May 15, 2020Revision 2.0 July 3, 2020600 Market Street, Suite 201Chapel Hill, NC 27516www.abpp.org
ABCCAP Exam Manual2TABLE OF CONTENTSINTRODUCTION4CERTIFICATION PROCESS: BRIEF OVERVIEWELIGIBILITY FOR CANDIDACY AND SPECIALTY SPECIFIC REQUIREMENTS56GENERIC DEGREE AND PROGRAM REQUIREMENTS6SPECIALTY SPECIFIC PROGRAM REQUIREMENTS7LICENSURE/CERTIFICATION REQUIREMENTS6INTERNSHIP REQUIREMENTS7SENIOR PSYCHOLOGIST OPTION8POSTDOCTORAL PRACTICE EXPERIENCE AND SUPERVISION REQUIREMENTSDEFINITION OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY89COMPETENCIES CHARACTERIZING THE SPECIALTY10Foundational Competencies15Functional Competencies11APPLICATION PROCESS17DISABILITY ACCOMMODATIONSAPPLICATION17PRACTICE SAMPLES20CURRICULUM VITAE20REGULAR OPTION PRACTICE SAMPLES22PROFESSIONAL STATEMENT1720SENIOR OPTION PRACTICE SAMPLESORAL EXAMINATION26SCHEDULING26SCHEDULE SUMMARY26CANDIDATE’S MATERIALSSCHEDULE SUMMARY TABLE FOR ORAL EXAMINATION252628ETHICS VIGNETTESABCCAP EXAMINATION TEAM30TEAM COMPOSITION30SCORING CRITERIA2931
ABCCAP Exam ManualCOMPETENCY AREAS.Functional CompetenciesFoundational Competencies.SCORING CRITERIA FOR THE COMPETENCIES331313132CRITERION EXAMPLES OF COMPETENCIESFINAL EXAMINATION PROCEDURES AND CANDIDATE NOTIFICATION56EXAMINATION RESULTS5632EXAMINATION FEEDBACKAPPENDICES: FORMS A – J57FORM A: STEPS IN THE ABCCAP BOARD CERTIFICATION PROCESS58FORM C-1: REGULAR OPTION PRACTICE SAMPLE CHECKLIST62FORM B: SPECIALTY SPECIFIC CREDENTIAL REVIEW RESULT FORMFORM C-2: ASSESSMENT PRACTICE SAMPLEFORM C-3: INTERVENTION PRACTICE SAMPLEFORM C-4: CONSULTATION PRACTICE SAMPLEFORM C-5: SUPERVISION PRACTICE SAMPLEFORM C-6: RESEARCH/EVALUATION PRACTICE SAMPLEFORM C-7: TEACHING PRACTICE SAMPLEFORM C-8: MANAGEMENT ADMINISTRATION PRACTICE SAMPLEFORM C-9: ADVOCACY PRACTICE SAMPLEFORM C-10: SENIOR OPTION PRACTICE SAMPLE CHECKLISTFORM D: PROFESSIONAL STATEMENTFORM E: VOLUNTARY CONSENT AGREEMENTFORM F: FUNCTIONAL AND FOUNDATIONAL COMPETENCIES RATING GRIDFORM H-1: CANDIDATE APPEAL GUIDEFORM I: QUALIFICATIONS FOR TESTING ACCOMMODATIONSFORM J: APPLICATION FOR TESTING ACCOMMODATIONSCHECKLIST ACHECKLIST BCHECKLIST C5659636465666768697071727475828486899091
ABCCAP Exam Manual4INTRODUCTIONThe American Board of Clinical Child and Adolescent Psychology (ABCCAP) is a memberSpecialty Board of the American Board of Professional Psychology (ABPP). Theexamination in Clinical Child and Adolescent Psychology, for board certification byABCCAP, certifies that the successful candidate has completed the educational, training,and experience requirements of the specialty, including a performance examinationdesigned to assess the competencies required to provide quality services in the specialty ofClinical Child and Adolescent Psychology.The primary objective of the ABCCAP is to establish a board certification process thatrecognizes, certifies, and promotes specialty level standing in the field of Clinical Child andAdolescent Psychology. Specialty level standing is conceptualized as higher than the basiclevel of competence certified by jurisdictional licensure, but within the reach of mostexperienced practitioners of professional psychology.The ABCCAP expects that most Clinical Child and Adolescent psychologists shouldqualify for board certification following three years of post-doctoral training orequivalent experience.Board Certification by ABCCAP assures the public that the individual hassuccessfully completed the educational, training, and experience criteria of thespecialty of Clinical Child and Adolescent Psychology, including an examinationdesigned to assess the sixteen areas of competence (eight functional competenciesand eight foundational competencies) stipulated in this manual that are required toprovide specialty level practice.Functioning at the board-certified level reveals a quality of advanced preparationand professional level focus on the part of the psychologist. With three or moreyears of professional experience following the internship year, the licensedpsychologist is able to qualify for board certification in Clinical Child and AdolescentPsychology. Qualifying for board certification requires that psychologists arecompetent in the relevant science base and its application in assessment,intervention, consultation and other functional competency areas relevant to theirpractice (research/evaluation, supervision, teaching, management/administration,and/or advocacy). Board certification requires that individuals have a clearawareness of interpersonal interactions, individual and cultural diversity, ethics andlegal foundations, professional identification, reflective practice/selfassessment/self-care, scientific knowledge and methods, interdisciplinary systems,and evidence-based practice as they impact professional functioning. If a candidatehas any questions regarding specialty eligibility, he or she is welcome to contact theABCCAP for an informal review of credentials prior to submitting a completeapplication.
ABCCAP Exam Manual5CERTIFICATION PROCESS: BRIEF OVERVIEWThe certification process consists of three stages: 1) Credential Review, 2) Practice SampleReview, and 3) Oral Examination. Following attestation by the ABPP Central Office of thedoctoral degree, licensure, and professional standing (i.e., absence of current disciplinaryactions), the application is forwarded to the ABCCAP Credentials Reviewer for specialtyreview. The Board of Trustees of the ABPP sets and verifies minimum generic standards forcandidacy. The Board of Directors of ABCCAP sets and verifies minimum specialtystandards for Clinical Child and Adolescent Psychology. Once a person’s credentials havebeen approved, a Practice Sample is submitted to the Exam Coordinator. The Candidate’sExamination Committee reviews Practice Samples for substantive adequacy to determinethe Candidate’s eligibility to sit for the Oral Examination. The same three-memberCommittee who approves the Practice Sample conducts the Oral Examination. The OralExamination emphasizes the Candidate’s Practice Sample and competencies in relevantfunctional competencies (assessment, intervention, consultation, research/evaluation,supervision, teaching, management/administration, and/or advocacy) and all foundationalcompetencies (interpersonal relationships, individual and cultural diversity, ethics andlegal foundations, professional identification, reflective practice/self-assessment/self-care,scientific knowledge and methods, interdisciplinary systems, and evidence-based practice).Board Certification is achieved by successful completion of an examination, including bothreview of a document and an oral portion conducted by three or more members of anexamination committee comprised of board-certified Clinical Child and AdolescentPsychologists. Candidates should expect the examination to cover Clinical Child andAdolescent Psychology competencies, as well as their own practice of psychology. SeeForm A.CANDIDATES WHO OBTAIN BOARD CERTIFICATION WILL RECEIVE 40 CONTINUINGEDUCATION CREDITS. THE ABPP IS APPROVED BY THE AMERICAN PSYCHOLOGICALASSOCIATION TO SPONSOR CONTINUING EDUCATION FOR PSYCHOLOGISTS. THE ABPPMAINTAINS RESPONSIBILITY FOR THIS PROGRAM AND ITS CONTENT.
ABCCAP Exam Manual6ELIGIBILITY FOR CANDIDACY AND SPECIALTY SPECIFICREQUIREMENTSApplicants submit the following education and training accomplishments to the ABPPCentral Office to establish completion of the professional accomplishments listed below. Ofnote, if a candidate does not meet specific requirements for the ABCCAP, they might meetrequirements for another board.GENERIC DEGREE AND PROGRAM REQUIREMENTS A doctoral degree from a program in professional psychology which at the time thedegree was granted, was accredited by the APA or the Canadian PsychologicalAssociation (CPA),OR A doctoral degree, which at the time the degree was granted, was from a programlisted in the publication: Doctoral Psychology Programs Meeting Designated CriteriaOR THE DEGREE REQUIREMENT CAN BE MET IF: The applicant holds a current Certificate of Professional Qualifications in Psychology(CPQ) from the Association of State and Provincial Psychology Boards (ASPPB)OR The applicant holds a doctoral degree in psychology and has subsequentlycompleted the requirements of a formal, doctoral level, professional program thatmeets the APA accreditation requirements in clinical, counseling, or schoolpsychology (re-training, often referred to as re-specialization)OR The applicant qualifies for an individualized exception review. Individualizedexception reviews are available for degrees granted outside the U.S. or Canada,doctoral degrees granted prior to 1983, or for applicants claiming equivalentdoctoral degree and program requirements. Such exceptions are coordinatedthrough the ABPP Executive Office and the appropriate specialty board.LICENSURE/CERTIFICATION REQUIREMENTSAll ABPP candidates in the U.S., its territories or Canada must be licensed as a psychologistfor independent practice at the doctoral level in a jurisdiction in the U.S., its territories orCanada.
ABCCAP Exam Manual7SPECIALTY SPECIFIC PROGRAM REQUIREMENTSIn addition to the generic foundation requirements delineated above, the Clinical Child andAdolescent Psychology specialty requires completion of an organized doctoral educationand training program with specialized experience in Clinical Child and AdolescentPsychology, which includes an internship. The specialty also requires postdoctoralsupervised practice and experience in the specialty. The specialty’s specific programrequirements are met if: The doctoral degree program was in Clinical Psychology, either a child/adolescenttrack or a specialized child/adolescent program, or includes sufficient clinical childtraining, from a program accredited by the APA or CPAOR The doctoral degree program qualifies as equivalent to an APA or CPA accreditedprogram in Clinical Child and Adolescent Psychology as determined by the ABCCAP.This option is particularly applicable to degrees awarded throughout the U.S. orCanadaOR The original doctoral degree is from a non-professional program in psychology, butthe applicant has completed at least a two year doctoral level retraining programdesigned to meet APA or CPA accreditation requirements in professional psychology(clinical, school, or counseling) with significant child and adolescent focus (as notedabove)OR The doctoral degree program was in a counseling or school psychology programaccredited by the APA or CPA (see additional experience requirements in the postdoctoral section below).INTERNSHIP REQUIREMENTSA one-year full-time or two-year half-time internship program is required. At least fiftypercent of this training should focus on child/adolescent populations. The internshiprequirement is met if: Accredited by the APA or CPAListed in the Association of Psychology Postdoctoral and Internship Centers (APPIC)Directory for the year the internship was completed
ABCCAP Exam Manual8POSTDOCTORAL PRACTICE EXPERIENCE AND SUPERVISION REQUIREMENTSBy its nature, the specialty of Clinical Child and Adolescent Psychology denotes a level ofpractice requiring preparation beyond doctoral requirements. Specifically, a minimum ofTHREE years of post-degree experience is required.The postdoctoral requirements include the following for individuals whose degree is froman APA or CPA accredited program in Clinical Child and Adolescent Psychology: one year of supervised postdoctoral practice experience in ClinicalChild/Adolescent or Pediatric Psychology, of which a minimum of one hour perweek of supervision was conducted face-to-face by a licensed clinical psychologistspecializing in clinical child/adolescent psychology, plus two additional years ofwork in the fieldAny variance from the above scenario will be decided on a case-by-case basis by theCredentials Reviewer in consultation with the Board.The postdoctoral requirements include the following for individuals whose degree is froman APA or CPA accredited program in Counseling or School Psychology or a CombinedProgram, or have a doctoral degree in professional psychology from a program listed as adesignated doctoral program in psychology by ASPPB/NRSPP: five years postdoctoral experience as a Clinical Child and Adolescent Psychologist.One of the five years must have been supervised for a minimum of one hour perweek (preferably two hours, one of which can be group supervision) by a ClinicalChild and Adolescent Psychologist,OR successful completion of two-years in an APA accredited or APPIC memberpostdoctoral residency/fellowship program in clinical child/adolescent psychologyAND demonstrates self-identification as a Clinical Child and Adolescent Psychologist andan expected continued identification with the specialty.SENIOR PSYCHOLOGIST OPTIONPsychologists who meet the above degree, internship, and postdoctoral criterion, AND have15 years or more of experience (post-licensure) are eligible for the Senior Psychologistoption. The aim of this program is to bring into ABCCAP senior colleagues who have madea contribution to our field.
ABCCAP Exam Manual9DEFINITION OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGYClinical child and adolescent psychology, including pediatric psychology, is a specialty inprofessional psychology. Specialists conceptualize strengths and challenges of children andadolescents within a developmental and ecological context. This includes consideration ofchild development; individual risk and protective factors; diversity factors (broadlydefined); intersecting aspects of identity; family, school, community context; and thebroader social, cultural, and national context. Specialists promote the health andpsychological well-being of youth and their families, engaging in the assessment, treatment,and prevention of a wide range of emotional and behavioral problems in children andadolescents, including psychological and behavioral aspects of physical health. Specialistsuse an evidence-based approach to assessment, intervention, consultation,research/evaluation, supervision, teaching, management/administration, and advocacy.Services provided by Clinical Child and Adolescent Psychologists that are evaluated as partof the ABCCAP exam include the following functional competencies: Assessment (evaluation, diagnosis, formal psychological testing)Intervention (treatment, prevention)Consultation with other professionals in diverse settingsAs relevant to a candidate’s practice, five other competency domains may also beevaluated: dministrationAdvocacyIt is expected that Clinical Child and Adolescent Psychologists will display competence in allfoundational competencies (i.e., relationships, individual and cultural diversity, ethical andlegal standards/policy, professionalism, reflective practice/self-assessment/self-care,scientific knowledge and methods, interdisciplinary systems, and evidence-based practice)and across any functional competency in which they work (e.g., assessment, intervention,consultation, supervision, research/evaluation, teaching, management/administration,and/or advocacy).
ABCCAP Exam Manual10COMPETENCIES CHARACTERIZING THE SPECIALTYCompetencies are organized into two categories: foundational competencies and functionalcompetencies. Foundational competencies are core foundations that cut-across thefunctional competencies. They include ethics and legal standards/policy, individual andcultural diversity, professionalism, reflective practice/self-assessment/self-care, scientificknowledge and methods, relationships, interdisciplinary systems, and evidence-basedpractice. Functional competencies are day-to-day practice activities related to clinical childand adolescent psychology. In the ABCCAP examination, all candidates are evaluated inthree core functional competency domains: assessment, intervention, and consultation.Based on the candidate’s typical domains of practice, the candidate will also be evaluatedon any of the relevant five additional functional competency domains: supervision,research/evaluation, teaching, management/administration, and advocacy. Thefoundational and functional competencies of the ABBCP are defined below.FOUNDATIONALREQUIRED & ALLASSESSEDFUNCTIONALREQUIRED & ALLASSESSEDONLY ASSESSED IFCANDIDATE PRACTICES INTHE AREARelationshipsAssessmentResearch evaluationEthical/legal standardsConsultationTeachingIndividual/cultural diversityProfessionalismReflective ry systemsEvidence-based rationAdvocacy
ABCCAP Exam Manual11Functional CompetenciesAssessment: Successful candidates conduct assessments and evaluations with ahigh level of skill and appropriate attitude using the extant knowledge base. Theyselect evidence-based assessment and evaluation procedures that are appropriatefor the referral question and the specific client/patient. These candidates accuratelyinterpret assessment and evaluation findings, using them to inform culturallysensitive, idiographic, evidence-based conceptualizations andrecommendations. They communicate the results in a manner that leads to usefuloutcomes. Successful candidates demonstrate all relevant foundationalcompetencies (i.e., relationships, individual and cultural diversity, ethical and legalstandards/policy, professionalism, reflective practice/self-assessment/self-care,scientific knowledge and methods, interdisciplinary systems, and evidence-basedpractice) in regards to assessment activities.Intervention: Successful candidates possess knowledge and training in currentevidence-based practice. They demonstrate competent implementation ofevidence-based intervention procedures that are appropriate for theclient/context. Interventions are applied with a high-quality level of skill andknowledge and appropriate attitude. These candidates can articulate a soundtheoretical and evidence base for their interventions. They manage interventioncontract issues (e.g., client’s goals, boundaries of treatment, payment, resources)responsibly. Successful candidates demonstrate all relevant foundationalcompetencies (i.e., relationships, individual and cultural diversity, ethical and legalstandards/policy, professionalism, reflective practice/self-assessment/self-care,scientific knowledge and methods, interdisciplinary systems, and evidence-basedpractice) in regards to intervention activities.Consultation: Successful candidates demonstrate knowledge of the literature andscience base relevant to specific consultative methods and processes. Theycompetently communicate and apply their consultative knowledge as related toClinical Child/Adolescent and/or Pediatric Psychology in response to a client’sneeds or goals. Background information for the consultation is gatheredappropriately and thoughtfully integrated. Examples of consultees include healthcare professionals from other disciplines, other professionals who providepsychological services, educational/school personnel, social service agencies,rehabilitation centers, industry, legal systems, public policy makers, and individualsin other institutions and settings. Successful candidates are able to differentiateconsultations from clinical and supervisory roles, provide accurate written andverbal feedback to all applicable consultees, and recommend appropriateinterventions informed by findings. Successful candidates demonstrate all relevantfoundational competencies (i.e., relationships, individual and cultural diversity,
ABCCAP Exam Manual12ethical and legal standards/policy, professionalism, reflective practice/selfassessment/self-care, scientific knowledge and methods, interdisciplinary systems,and evidence-based practice) in regards to consultation activities.Research/Evaluation: This competency domain will only be addressed for thosecandidates who engage in research, scholarship, or program evaluation that impactsthe field of Clinical Child/Adolescent or Pediatric Psychology. Successful candidatesengage in research designed to systematically improve the knowledge base orutilize the principles and knowledge base of these fields to inform human subjectresearch design. Types of research considered would include applied/clinical,program evaluation, educational, or basic science research. Clinical research is abranch of healthcare science that determines the safety and effectiveness (efficacy)of medications, devices, assessment processes and tools, and treatment regimens.These may be used for prevention, treatment, diagnosis or for relieving symptomsof a disease, disorder, or condition. Clinical research is different from clinicalpractice. In clinical practice, established treatments are used, while in clinicalresearch evidence is collected to establish a treatment. Program evaluation is asystematic method for collecting, analyzing, and using information to answerquestions about projects, policies, and programs, particularly about theireffectiveness and efficiency. Education research is the scientific field of study thatexamines education and learning processes, outcomes of educational events orprograms, and the human attributes, interactions, organizations, and institutionsthat shape educational outcomes. Candidates who meet this competencydemonstrate their ability to critically evaluate the theoretical and researchliterature in their area of expertise. Successful candidates haveprovided contributions to the research literature or have engaged in researchactivities and/or program evaluation that impact pediatric or clinicalchild/adolescent populations. Individuals meeting this competency demonstrateknowledge and use of appropriate research methods, suitable statistical procedures,and the scientific method. A hallmark of this functional competency is the creationof new knowledge that can be generalized beyond the specific sample inwhich the new knowledge was generated. Successful candidates demonstrate allrelevant foundational competencies (i.e., relationships, individual and culturaldiversity, ethical and legal standards/policy, professionalism, reflectivepractice/self-assessment/self-care, scientific knowledge and methods,interdisciplinary systems, and evidence-based practice) in regards to researchactivities.Supervision: This competency domain will only be assessed for those candidateswho engage in supervision. Successful candidates demonstrate the ability todevelop supervisee competence in the provision of Clinical Child/Adolescent or
ABCCAP Exam Manual13Pediatric Psychology services and ensure the integrity of clinical services providedto patients by supervisees. Supervision, as defined for this functional competency, isa distinct professional activity that relies on a collaborative relationship betweensupervisor and supervisee to enhance the professional competence and scienceinformed practice of the supervisee, monitor the quality of services provided,protect the public, and provide a gatekeeping function for entry into the profession.Supervisory activities include observation, evaluation, feedback, facilitation ofsupervisee self-assessment, and the acquisition of knowledge and skills byinstruction, modeling, and joint problem solving. Thus, supervision includes bothfacilitative and evaluative components. Supervisees may include psychologytrainees in practicum, internship, and postdoctoral settings; psychologicaltechnicians/assistants; or other persons who provide psychological services underthe guidance of the supervisor. ABCCAP distinguishes the functional competency ofsupervision from teaching and consultation competency (described elsewhere) byemphasizing responsibility for the development of clinical service provision skills ofsupervisees as well as legal and ethical responsibility for the welfare of the client,the profession, and society more generally. Successful candidates use existingtheory and research to conduct supervision with high quality skill and appropriateattitude. This includes the articulation of a specific model of supervision;demonstration of current knowledge and skills regarding the areas beingsupervised; consideration for the level of professional development of thesupervisee; and implementation of processes for respectful, ethical, collaborativeand professionally appropriate supervisory relationships. Furthermore, successfulcandidates demonstrate all relevant foundational competencies (i.e., scientificknowledge and methods, evidence-based practice, relationships, individual andcultural diversity, ethical and legal standards/policy, professionalism, reflectivepractice/self-assessment/self-care, and interdisciplinary systems) as related tosupervision.Teaching: This competency domain will only be addressed for those candidateswho engage in teaching or instructing. Successful candidates demonstrate the abilityto instruct students, trainees, other professionals, and/or the general publicregarding the science and practice of Clinical Child/Adolescent and PediatricPsychology. Teaching, as defined for this functional competency, involves the use ofdidactic and pedagogical skills to impart general or specific knowledge in aclassroom, seminar, or lecture format. A successful practice sample and contextualstatement for this functional competency should demonstrate the candidate’sknowledge of pedagogical theory, classroom communication skills, use of learningoutcomes data and student/supervisor feedback to improve subsequent teaching.The statement should clarify the approximate percentage of professional time
ABCCAP Exam Manual14devoted to teaching activities. ABCCAP distinguishes the functional competency ofteaching from both clinical supervision and professional consultation. Specifically,clinical supervision is focused on enhancing and/or developing the clinical serviceprovision of a specific trainee or group of trainees, whereas in professionalconsultation candidates communicate and apply their knowledge in consultationwith other professionals (as described above) in a range of clinical, research, socialservices, or educational settings. Psychoeducation provided as part of a clinicalintervention (e.g., psychoeducation regarding bipolar disorder to a client and/orhis/her family) should not be used as a demonstration of teaching. Practice samplesof teaching that are not germane to the science and/or practice of ClinicalChild/Adolescent or Pediatric Psychology (e.g., adult psychopathology, accounting,religious instruction) should not be used for demonstration of this professionalcompetency. Successful candidates demonstrate all relevant foundationalcompetencies (e.g., relationships, individual and cultural diversity, ethical and legalstandards and policy, professionalism, reflective ry systems, and evidence-based practice) as related to teaching andinstruction.Management/Administration: This competency domain will only be addressedfor those candidates who engage in management/administration activities relatedto Clinical Child, Adolescent, or Pediatric Psychology. Successful candidatesdemonstrate appropriate knowledge and effective practice of management andadministration activities within programs, organizations, and/or agencies. Theydemonstrate all relevant foundational competencies (e.g., relationships, individualand cultural diversity, ethical and legal standards and policy, professionalism,reflective practice/self-assessment/self-care, interdisciplinary systems, andevidence-based practice) as related to management and administration.Advocacy: This competency domain will only be assessed for those candidates whoengage in systematic advocacy activities. Advocacy, as defined for this functionalcompetency, includes the leveraging of scientific knowledge in ClinicalChild/Adolescent and Pediatric Psychology to promote change at institutional,community, professional, or societal levels. Through advocacy, ClinicalChild/Adolescent and Pediatric Psychologists contribute to the development ofpolicies or practices that advocate for or empower recipients of services, addresssocial problems, and improve human welfare. Successful candidates engage inactivities that publicly promote change based on sound scientific evidence.Successful candidates further demonstrate an ability to establish strategic,respectful, ethical, collaborative, and professionally appropriate relationships withstakeholders (e.g., agencies, constituents, government agencies, professionalorganizations) for the purpose of effecting change. Lastly, candidates should
ABCCAP Exam Manual15demonstrate an ability to develop, implement, and evaluate action plans for targetedchange or progress toward specific advocacy goals. In addition to specificcompetencies in advocacy, successful candidates demonstrate all relevantfoundational competencies (e.g., relationships, individual and cultural diversity,ethical and legal standards and policy, professionalism, reflective practice/selfassessment/self-care, interdisciplinary systems, and evidence-based practice) asrelated to advocacy. ABCCAP distinguishes the functional competency of advocacyfrom other functional competencies by emphasizing efforts to bring about change inpolicy or practice at broad (e.g., society, profession, law) versus more narrow (e.g.,individual, agency) levels.Foundational CompetenciesRelationships: Successful candidates demonstrate an awareness of the needs,feelings, and reactions of others across all functional competency domains. Theyprioritize sensitivity to the welfare, rights, and dig
abccap exam manual 2 . table of contents introduction 4 certification process: brief overview 5 eligibility for candidacy and specialty specific requirements 6 generic degree and program requirements 6 licensure/certification requirements 6 specialty specific program requirements 7 internship requirements 7 postdoctoral practice experience and supervision requirements 8
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psychology, but the applicant has completed at least a two year doctoral level retraining program designed to meet APA or CPA accreditation requirements in professional psychology (clinical, school, or counseling) with significant child and adolescent focus (as noted above) OR The doctoral degree program was in a counseling or school psychology .
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