American Board Of Professional Psychology Research Articles

Richard M. Suinn (1933-2024).

Richard M. Suinn, an eminent psychologist known for his work in cognitive behavioral therapy (CBT), sports psychology, ethnic minority issues, and professional association leadership, passed away on January 5, 2024, in Fort Collins, Colorado, at the age of 90 years. Suinn was born on May 8, 1933, in Hawai'i. Suinn was an expert in anxiety management and developed the widely used Mathematics Anxiety Rating Scale. He was the first psychologist appointed team psychologist to a U.S. Olympic team, applying his CBT expertise to five Olympic teams. Suinn developed the Suinn-Lew Asian Self-Identity Acculturation Scale, the most widely used measure of Asian American acculturation. He served as a president of the American Psychological Association (APA) where he opened the door for APA presidents of color, and the Association of Behavioral and Cognitive Therapies (ABCT) and a member of the Board of Directors of APA, the American Psychological Foundation, American Board of Professional Psychology, Association for the Advancement of Psychology, ABCT, and the Asian American Psychological Association (AAPA). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mentorship in rehabilitation psychology: Attitudes and perspectives.

To characterize how mentorship has been perceived, received, and practiced by individuals in the field of rehabilitation psychology across the career lifespan. Current members of the American Psychological Association Division 22 (Rehabilitation Psychology) were invited to complete an electronic survey via REDCap assessing individual experiences and perspectives on mentorship. Thematic analysis was used to identify key constructs and themes. 39 participants (n = 25 mentors) completed the survey with valid responses. Participants spanned the career lifespan, ranging from predoctoral trainees to late-senior psychologists. Mentorship was generally perceived as helpful for both mentors and mentees. Several important qualities of mentors (e.g., availability, communication skills, self-disclosure, and emotional support) and mentees (e.g., flexibility, motivation, and openness to feedback) were identified. Among both groups, mentorship was viewed as especially beneficial for obtaining American Board of Professional Psychology (ABPP) board certification, which may reflect an aspect of mentoring unique to Division 22. Existing gaps in mentorship and key areas for improvement were also identified; access to mid- to late-career mentorship emerged as a notable gap in mentorship. Increased program structure, networking opportunities, and research mentorship were also identified as possible areas of growth. This study provides meaningful insights into mentorship within the field of rehabilitation psychology. Our findings demonstrate the value of mentorship across the career lifespan, and the beneficial role of mentorship in obtaining ABPP board certification. In addition, we identify key areas of growth that can inform and improve mentorship within the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Award for Distinguished Professional Contributions to Independent Practice: Jeanette Mayse.

The award is intended to recognize outstanding independent practitioners in psychology. "Jeanette (Madkins) Mayse, PhD, ABPP, is a board-certified psychologist and owner of a private practice, with a clinical focus on diversity, women and emerging/mid-adulthood, and identity development issues, among others. Her leadership in the American Board of Counseling Psychology and the American Academy of Counseling Psychology provided the vision for a 'deeper focus on racial equality and clinical work with marginalized groups.' Her important work with the Texas Psychological Association included leadership in the Racial Justice Task Force and Board of Trustees. She has served as president of the American Academy of Counseling Psychology and chair of the Periodic Comprehensive Review process for the American Board of Counseling Psychology. She was recognized by the American Board of Professional Psychology with its Early Career Service Award. She continues to be active in her state association and division, is considered a 'valued and trusted colleague in her mentorship of students and early career psychologists and her support of peers,' and has been noted for her significant contributions to best practices in psychological services to diverse adults." (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Training in Neurorehabilitation Psychology: Defining Competencies, Requisite Skill Sets, and a Proposed Developmental Pathway

Psychologists have been applying neurorehabilitation models of care for many years. These practitioners come from different training backgrounds and use a variety of titles to refer to themselves despite considerable overlap in practice patterns, professional identification, and salary. Titles like ‘neurorehabilitation psychologist’ and ‘rehabilitation neuropsychologist’ are sometimes used by practitioners in the field to indicate their specialty area, but are not formally recognized by the American Psychological Association, the American Board of Professional Psychology, or by training councils in clinical neuropsychology (CN) or rehabilitation psychology (RP). Neither the CN or RP specialties alone fully address or define the competencies, skill sets, and clinical experiences required to provide high quality, comprehensive neurorehabilitation psychology services across settings. Therefore, irrespective of practice setting, we believe that both clinical neuropsychologists and rehabilitation psychologists should ideally have mastery of specific, overlapping competencies and a philosophical approach to care that we call neurorehabilitation psychology in this paper. Trainees and early career professionals who aspire to practice in this arena are often pressured to prioritize either CN or RP pathways over the other, with anxiety about perceived and real potential for falling short in their training goals. In the absence of an explicit training path or formal guidelines, these professionals emerge only after the opportunity, privilege, or frank luck of working with specific mentors or in exceptional patient care settings that lend themselves to obtaining integrated competencies in neurorehabilitation psychology.This paper reflects the efforts of 7 practitioners to preliminarily define the practice and philosophies of neurorehabilitation psychology, the skill sets and competencies deemed essential for best practice, and essential training pathway elements. We propose competencies designed to maximize the integrity of training and provide clear guideposts for professional development.

Donald K. Routh (1937-2021).

Memorializes Donald K. Routh (1927-2021). He received a BA in English from the University of Oklahoma (1962), followed by a MS (1965) and PhD (1967) in psychology from the University of Pittsburgh. He completed his clinical internship at the Oklahoma Health Science Center (1967). Routh was board certified in clinical psychology by the American Board of Professional Psychology (1975). Pursuing an academic career, he rose through the ranks at the University of Iowa (1967-1970, 1977-1985), Bowling Green University (1970-1971), the University of North Carolina at Chapel Hill (1971-1977), and the University of Miami (1985-2002) where he served as Director of the clinical psychology program. He was a Fellow of APA and the Association for Psychological Science. Throughout his career, Don emphasized historical foundations of psychology as a scientific discipline and profession. He also affirmed the importance of advocacy for children, families, and those with developmental disabilities and chronic conditions. Two of his books were particularly important contributions: his edited Handbook of Pediatric Psychology (1988) covered a field where he was a pioneer, and Clinical Psychology since 1917 (1994) demonstrated his prowess as historian. He was elected President of the Society of Pediatric Psychology (now Division 54), the Section on Clinical Child Psychology (now Division 53), Division 37, Division 12, and Division 33. He chaired the Behavioral Medicine Study Section of the National Institutes of Health (1983-1985) and performed a multitude of American Psychological Association accreditation site visits. In 1998 he founded the International Society of Clinical Psychology. He was a Fellow of APA and the Association for Psychological Science. In recognition of his career contributions, he received Presidential Awards from Division 54 (1981), the Academy on Mental Retardation (2001), and the American Association on Mental Retardation (2002) as well as an APA Presidential Citation (2002), the Nicholas Hobbs Award from Division 37 (1996), and the Edgar A. Doll Award from Division 33 (2001). Postretirement, as further evidence of his scholarly curiosity, Don earned BA (2008) and MA (2011) degrees in History from the Florida Gulf Coast University. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

David Schnarch (1946–2020).

Presents the obituary of David Schnarch (1946-2020). A graduate of New York University, Dr. Schnarch then went to Michigan State University where he received his MA and PhD (1976) in clinical psychology. His early career included a 1-year appointment as a visiting professor at Indiana University followed by 17 years as an Associate Professor at the Louisiana State University Medical School, where he served in the Departments of Psychiatry and Urology. Dr. Schnarch and his family relocated to Evergreen, Colorado in 1995, where he and Dr. Morehouse cofounded the Marriage and Family Health Center. He is the author of five books, including: Constructing the Social Crucible: An Integration of Sexual and Marital Therapy and Passionate Marriage: Keeping Love and Intimacy Alive in Emotionally Committed Relationships; Resurrecting Sex: Resolving Sexual Problems and Rejuvenating Your Relationship; Intimacy and Desire; and Brain Talk. In terms of professional memberships and service, Dr. Schnarch was a clinical member of the American Psychological Association and a clinical member of the American Association of Marriage and Family Therapy (AAMFT). He was Board Certified in Couple and Family psychology by the American Board of Professional Psychology. Dr. Schnarch was also a certified sex therapist (diplomate) with the American Association of Sex Educators, Counselors, and Therapists (AASECT) and served on their board of directors of for 8 years, chairing AASECT's Professional Education Committee. He also served on the editorial board of AAMFT's Journal of Marriage and Family Therapy. He is remembered by his colleagues for his wry sense of humor, generosity of spirit, unabashed honesty, and collegiality. He is remembered by the public for his landmark books integrating sex therapy with family systems theory. He leaves behind his wife Dr. Ruth Morehouse, a psychologist and former president of American Psychological Association's Division 43, Society for Couple and Family Psychology; his daughter Sarah Morehouse, and son-in-law Parker LeMire. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Factors associated with utilization of emotion and personality instruments among neuropsychologists

Historically, assessment of emotion and personality functioning was not emphasized by clinical neuropsychologists, who instead focused almost exclusively on the evaluation of cognitive functioning. This study examined current practices regarding clinical neuropsychologists’ usage of instruments for assessing emotion and personality, along with factors that may mediate their choice of measures and their beliefs about evaluating emotion and personality. Participants were 117 board-certified neuropsychologists as recognized by the American Board of Professional Psychology (ABPP-CN), many of whom had been practicing for over 20 years (39%). Participants generally indicated that examining emotion and personality is essential to evaluations. There was variability among participants as to whether assessment of emotion and personality functioning is challenging, as well as whether or not clinical interview was better suited than instruments. Patients’ lack of self-awareness, purposeful over- and under-exaggeration, and lack of sensitivity and specificity of the assessment instruments for neurologic disorders/conditions were identified as the greatest challenges in this area of assessment. Results of the survey suggest that further advancement in the construction and availability of emotion/personality instruments is necessary.

Who gets certified by the American Board of Professional Psychology and why: A diversity survey.

To measure the profile of diversity among specialists certified by the American Board of Professional Psychology (ABPP). A survey of ABPP specialists consisting of 18 demographic questions, and two questions regarding board certification and experience with diversity. Although ABPP specialists appear to be more diverse in certain aspects, especially regarding sex/gender (female, 43% vs 34% in prior survey), the majority remain non-Hispanic, White in race/ethnicity (87%), followed by only 3% Black, and 3% Hispanic/Latinx representation. Recognition as a specialist, job requirement, and professional expectations were the top three reasons for board certification. The top three themes regarding specialists' experiences with diversity were (a) Need for active outreach and mentoring, (b) ABPP does a good job regarding diversity, and (c) Make it more affordable. With the need for a competent and diverse workforce, ABPP will continue to conduct this survey to determine the progress that has been made in increasing the diversity of certified specialists.

Harold Mosak, 1921–2018: Master Adlerian Teacher, Practitioner, and Scholar

Harold Mosak, 1921–2018:Master Adlerian Teacher, Practitioner, and Scholar Raymond E. Crossman (bio) and Marina Bluvshtein (bio) Harold Mosak, Adler University cofounder and Distinguished Service Professor, died on June 1, 2018, at the age of 96 years. He was predeceased by his wife, Birdie, and son Derin, and he is survived by his children Lisa and Neal. Mosak is internationally considered one of the preeminent interpreters of Alfred Adler's psychology. He was a prolific writer, authoring nearly 200 articles and books about Adlerian practice. He trained and supervised scores of Adlerians across decades; we and our students are fortunate that he taught in every iteration of our institution, from the Adler Institute to the Adler School of Professional Psychology to Adler University. Born October 29, 1921, in Chicago, Mosak came to psychology by chance. As a math major at the University of Chicago, he found a summer job running statistics in the psychology department at Jewish Vocational Services of Chicago. The psychologists' work piqued his interest. He completed a BA in psychology in 1943 and a PhD in clinical psychology in 1950 at the University of Chicago. He served as a corporal in the U.S. Army Air Force from 1943 to 1946. Mosak trained as a psychotherapist with Carl Rogers and was among the first psychologists licensed in the United States—his Illinois license number was 37. Mosak was a diplomate in clinical psychology (American Board of Professional Psychology), and he was a life member and fellow of the American Psychological Association. It was through discussions with his mentor Rudolf Dreikurs and colleagues including Bernard Shulman that he became an Adlerian psychologist. Wanting to build an Adlerian community in Chicago, Mosak, Dreikurs, and Shulman created a membership organization that offered courses. They launched the Alfred Adler Institute—today Adler University—in 1952. The three served as faculty and staff for the institute, handling all daily tasks, from teaching classes to stuffing envelopes. With his colleagues, Mosak saw patients daily, taught nightly, and supervised and lectured in between. He also served as a trustee for most of our institution's history—from 1963 [End Page 95] until 2010. During that time, he was our longest-serving board chair (1963, 1972–1999), and in 1984 he served as the institution's interim president. Click for larger view View full resolution In the Adler Institute's early years, Mosak founded the school's library. Works by Adler and his students were hard to find, but he acquired them one by one and recruited students to the cause. His wife, Birdie, worked alongside him to reach out to students and build the collection. Through their efforts, the library grew, and students from around the world came to study at Adler. In 2011, on Mosak's 90th birthday and through benefactors' support, the university dedicated its modern library as the Harold and Birdie Mosak Library. Harold Mosak was a master teacher. We have heard stories from many alumni whose perspectives and lives were changed through an often-brief interaction during a class with him. He retired from teaching at Adler University in 2015, but he continued to mentor his students. Our alumni—young and old—could often be found sitting in consultation with him at the Presbyterian Homes in Evanston, Illinois, his residence for the final few years of his life. His teaching was often more about life than about psychology, as both of us can attest. He taught young seminary students how to deliver a sermon and fellow residents how to overcome health adversities. He invited visiting Adler University students to sit on his bed, beginning with his signature opener, "What questions do you have for me today?" In our experience, Harold loved to question everything, and he appreciated having his ideas questioned. His eyes lit up when he sensed a good [End Page 96] debate. He was a great fighter—for his institution, for respect for Adlerian psychology, for his students and clients, and for reason. He enjoyed being needed, and he was graceful and generous in offering his talents. He loved flowers and going out to a good deli or for a good steak dinner. He adored his grandson...

To Be or Not to Be Board Certified? A Question of Quality and Identification for Psychologists

Achieving board certification in psychology is an important step in a psychologist's professional development. Board certification serves as a quality indicator for consumers, employers, and other stakeholders while providing enhanced opportunities for psychologists who complete the peer-review process that leads to it. This commentary provides an update on trends in board certification in psychology and explores the roles and benefits of board certification as well as barriers to pursuing board certification. Board certification is an important issue to consider because more mental and physical healthcare clinicians and researchers are now embracing the biopsychosocial model. Board certification could well help with maximizing reimbursement or clinical opportunities, as well as produce a greater understanding of the biobehavioral underpinnings of comorbid mental and physical disorders. Specialist data from the American Board of Professional Psychology and membership data from the American Psychological Association were reviewed across specialty areas. The work was archival and involved no human subjects, and therefore, this study was exempt from review by the Institutional Review Board of the University of Minnesota. There are currently 4,198 board certifications across the 15 boards of the American Board of Professional Psychology. These represent a relatively small proportion (less than 4%) of U.S. licensed psychologists. The numbers correlate positively with membership levels in corresponding APA divisions. Between 2011 and 2015, there was a 25.8% increase in the number of board-certified psychologists. Board certification appears to be undergoing a period of rapid growth among psychologists. This trend appears to reflect multiple factors, including an increased number of boards representing expanding areas of specialization in the field, a growing interest in board certification as part of increasing quality emphasis within healthcare, and psychologists' desire to distinguish themselves in a competitive marketplace. Board certification in diverse areas, including clinical health psychology, affords various professionally and personally rewarding linkages and opportunities.

Biography.

Citation for Mary A. Fristad, recipient of the 2014 Bud Orgel Award for Distinguished Achievement in Research, from the Association of Psychologists in Academic Health Centers. Dr. Fristad has distinguished herself as an outstanding researcher, clinician, educator, and clinical administrator. She has published over 200 articles and chapters, and has been the Principal or Co-Principal Investigator for over two dozen federal, state, and other grants focused on assessment and treatment of mood disorders in children. In addition, Dr. Fristad is a founding member of the Board for Clinical Child and Adolescent Psychology of the American Board of Professional Psychology. She is an example to all psychologists working in medical settings through her contributions to our discipline and to the advancement of the science and treatment of child & adolescent psychopathology. Mary A. Fristad is truly a superb representative of the best our clinical psychological science has to offer.

Education and training guidelines for the specialty of police and public safety psychology.

Police and public safety psychology (PPSP) has emerged as a new specialty in psychology. During the past 5 years, it has achieved recognition as a specialty by the American Psychological Association and affiliation as a specialty board of the American Board of Professional Psychology. This article p

Why Do Young Males Attack Schools? Seven Discipline Leaders Share Their Perspectives

Mass shootings in public places such as political rallies in Arizona, movie theaters in Colorado, and grade schools in Connecticut and Norway are some of the most horrifying events we face in the 21st century. The time has come for us to research, understand, and communicate the causes for perpetrators who wreak such havoc on unsuspecting, unprepared, innocent people. The time has come for a peer-reviewed scientific journal to do everything possible to explore the contributing factors of such violent acts in order to mitigate or prevent them in the future. To this end, Violence and Gender has assembled a multidisciplinary panel of experts to look at the basic information regarding shooters--generally white males between fifteen and thirty years of age--from a wide range of scientific and behavioral perspectives as a foundation for understanding "why." Language: en

Board Certification in Counseling Psychology

Although specialty board certification by the American Board of Professional Psychology (ABPP) has been a valued standard for decades, the vast majority of counseling psychologists do not pursue board certification in the specialty. The present article provides a brief history of board certification in general and some historical information about the history of board certification in counseling psychology specifically. In addition, information about the examination process and some of the advantages of board certification for individuals as well as for the field of counseling psychology are provided. It is the authors’ hope that the information provided will invite counseling psychologists across settings to (re)consider becoming board certified.

Board Certification in Psychology: Insights from Medicine and Hospital Psychology

For physicians board certification is an accepted tradition that research suggests improves services and outcomes. In contrast, relatively few psychologists pursue board certification suggesting ambivalence or limited contingencies reinforcing it. The authors report on medical school and hospital-based psychologists' attitudes toward board certification and current certification status. About one-fifth (21.7%) of the sample were certified by the American Board of Professional Psychology, a greater proportion than psychologists generally: Highest rates were seen in neuropsychology (7.5%), clinical psychology (6.4%), clinical child and adolescent psychology (3.2%) and clinical health psychology (2.8%). Few (<2%) reported their hospitals required board certification. Half recognized benefits to the profession for psychologists pursuing board certification, yet 70% opposed requiring it for their hospital-based practice. Forces seeking to promote healthcare quality ultimately may increase expectations for board certification. If consumers, employers, hospitals and managed care organizations demand board certification for health professionals, greater numbers of psychologists would likely seek it.

Specialization in Psychology and Health Care Reform

This article begins by contextualizing specialization and board certification of psychologists, with attention paid to relevant definitions and expectations of other health care professionals. A brief history of specialization and board certification in professional psychology is offered. The benefits of board certification through the American Board of Professional Psychology are highlighted. Consideration is then given to the primary reasons for psychologists working in academic health sciences centers to specialize in the current health care climate and to obtain board certification as a mark of such specialization.

Characteristics of American Psychological Association Division 40 (Clinical Neuropsychology) Fellows

Fellow status is an honor bestowed on American Psychological Association (APA) members who have made unusual and outstanding contributions to the field of psychology that have had a national impact. Thus far no studies have examined the characteristics of the individuals who have received this honor. This study examined publicly available data for 157 Division 40 Fellows. Fellows comprise 3.7% of the 4273 members of the division compared to 5.7% of the entire APA membership. Fellows are predominantly male (73%). All but two fellows had earned a Ph.D. with the average time since granting of the doctoral degree of 17.1 ± 6 years (median = 16 years) with a range of 7–40 years post-degree. Slightly over half of the fellows hold board certification (53%) in the American Board of Professional Psychology. The largest group of fellows reports their primary employment currently as a university-affiliated medical setting (48%). These data serve to characterize current Division 40 Fellows for the field of neuropsychology and may provide useful information to assist prospective fellow applicants.

Board Certification in Professional Psychology: Promoting Competency and Consumer Protection

Board certification in psychology provides an opportunity for increased assessment of and demonstration of competence in the profession. In addition to serving as a means of consumer protection, it can serve the professional psychologist by providing the opportunity for increased income, professional satisfaction, facilitated mobility, and professional development. Jurisdictional and organizational recognition of the importance of board certification is increasing. This article uses the model and experience of the American Board of Professional Psychology, with particular attention to the American Board of Clinical Neuropsychology and the American Academy of Clinical Neuropsychology, to illustrate these benefits. Recent developments regarding board certification are described, as well as how to become involved in the process.

Stability and Change in Counseling Psychologists' Identities, Roles, Functions, and Career Satisfaction Across 15 Years

The authors examined changes in the profession of counseling psychology by comparing results of similar surveys of Society of Counseling Psychology (SCP) members administered 15 years apart (in 1985 and 2000). The authors found the roles and settings of SCP members were relatively stable across this period but observed that notably fewer respondents were engaged in vocational counseling or vocational assessment and that the proportion of women SCP members nearly doubled over this time period. Year 2000 data also included the responses of counseling psychologists who were not SCP members. Numerous differences emerged from a comparison of SCP members and nonmembers. For example, members were more likely than nonmembers to (a) be employed in university settings, (b) identify as academics, (c) be either an American Psychological Association (APA) fellow or an American Board of Professional Psychology (ABPP) diplomate, and (d) publish in professional outlets.

Clinical Practice with Religious/Spiritual Issues: Niche, Proficiency or Specialty

The process of specialty recognition in professional psychology has become increasingly formalized in recent years. The American Psychological Association (APA) now formally defines and recognizes specialties in psychology and organizations such as the American Board of Professional Psychology have repositioned themselves as specialist credentialing bodies. A process model of specialization is presented with increasing levels of specialization arranged from more generalized to more specialized as follows: nonspecialized general practice, niche practice, proficiency, and formal specialty practice. The distinction between de facto and de jure recognition of specialty practice is discussed. It is argued that clinical work with religious/spiritual issues (RSI) already constitutes a practice niche and that numerous de facto proficiencies have been developed for this niche. The prospects and challenges for more formal specialty recognition of the domain of practice are discussed. The article concludes by briefly considering the relationship of “Christian counseling” to a possible formal specialty in clinical work with religious/spiritual issues.