1. Truth in Advertising: How to Describe Your Training Program Accurately Roberta L. Nutt, Ph.D., ABPP Kevin D. Arnold, Ph.D., ABPP. Emily A. Voelkel, Ph.D. Stephen R. McCutcheon, Ph.D.

2. The Taxonomy Roberta L. Nutt, Ph.D., ABPP Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) University of Houston

3. The Problem: Inconsistent Language Track Emphasis Concentration Focused experience Subspecialty Area

4. Variable and Overlapping Definitions Number of courses Number/Hours of practicum Topic of dissertation Focus of internship Additional seminars Additional research experience Advanced externship

5. Content CRSPPP recognized specialties Other topics

6. Definition of Specialty “A specialty is a defined area of professional psychology practice characterized by a distinctive configuration of competent services for specified problems and populations. Practice in a specialty requires advanced knowledge and skills acquired through an organized sequence of education and training in addition to the broad and general and core scientific and professional foundations acquired through an APA or CPA accredited doctoral program. Specialty training may be acquired either at the doctoral or postdoctoral level as defined by the specialty” (APA, 2011)

7. APA Recognized Specialties Behavioral & Cognitive Clinical Clinical Child Clinical Health Clinical Neuropsychology Counseling Family Forensic Police & Public Safety Professional Geropsychology Psychoanalysis Sleep School Industrial-Organizational

8. Examples of Other Topics Community psychology Multicultural psychology Trauma psychology Behavioral medicine Feminist psychology Neuroscience Autism Diabetes Cancer Anxiety Recognized proficiencies such as Biofeedback, SMI, Personality Assessment, Psychopharmacology, Sport Psychology, Alcohol & Substance Treatment

9. Efforts to Develop a Taxonomy Efforts by CRSPPP, CoS (Council of Specialties), CCOPP (Council of Credentialing Organizations in Professional Psychology) “A Taxonomy for Postdoctoral and Continuing Education Training in Psychology” (APA, 1996) APA’s first Educational Leadership Conference in 2001 2004 CCOPP guiding principles for specialization in health service psychology

10. Efforts to Develop a Taxonomy 2 2007 APA Board of Directors funded a Taxonomy Task Force which developed preliminary definitions and framework CRSPPP completed the Task Force work

11. Structure of the Taxonomy Four levels of education and training –Major Area of Study –Emphasis –Experience –Exposure Four stages of education and training –Doctoral –Internship –Postdoctoral –Post-licensure

12. Type and Intensity of Education and Training Opportunities Across and Within Stages

13. Implementation Specialty groups within CoS will provide details for each level of the structure for each recognized specialty

14. Reference Rozensky, R. H., Grus, C. L., Nutt, R. L., Carlson, C. I., Eisman, E. J., & Nelson, P. D. (2015). A taxonomy for education and training in professional psychology health service specialties: Evolution and implementation of new guidelines for a common language. American Psychologist, 70, 21-32.

15. Specialty Education and Training Descriptions and the “Taxonomy” Kevin D. Arnold, Ph.D., ABPP President, The Council of Specialties in Professional Psychology The Center for Cognitive and Behavioral Therapy of Greater Columbus

16. Specialty Education and Training What is the Taxonomy –Stages of Education –Levels of Coverage What Specialties Exist –Recognized –ABPP Affiliated –CoS Members

17. Specialty Education and Training Which Specialties on CoS Have Established their Stages and Levels? Issue of Specialty Education and Training vs. Board Certification Minimal Expectations

18. Implications for Undergraduate Students Representation by Graduate Programs of Specialty Education and Training Informed Consumers Selecting Graduate Programs

19. Implications for Graduate Students Truthful Representation of Internships and Post-Doctoral Training Informed Consumers Education and Training in Broad and General AND in Specialty

20. Implications for Graduate Programs, Internships, and Post-Doctoral Programs Cessation of Terms like Track Incorporation of Specialty Names and Levels of Coverage in Program Descriptions Reliance on Specialty Specific Taxonomies to Determine Correct Level of Coverage Terminology

21. Implications for Accreditation Obligation to Students and Public that Programs use Consistent and Adopted Policy Incorporation of Taxonomy Stages and Levels Language in the Standards Reliance on Specialty Specific Taxonomies when Evaluating Programs Representing Specialty Education and Training

22. The Taxonomy from a Student Perspective Emily A. Voelkel, Ph.D. Chair, APAGS (American Psychological Associations Graduate Students) Boston VA Healthcare System

23. Discussion Stephen R. McCutcheon, Ph.D. Member, Commission on Accreditation VA Puget Sound, Seattle

24. Roberta L. Nutt, Ph.D., ABPPRNutt@uh.eduRNutt@uh.edu Kevin D. Arnold, Ph.D., ABPPkda1757@gmail.comkda1757@gmail.com Emily A. Voelkel, Ph.D.emily.voelkel08@gmail.comemily.voelkel08@gmail.com Stephen R. McCutcheon, Ph.D.Stephen.McCutcheon@va.govStephen.McCutcheon@va.gov