No, but there is a senior option through which geropsychologists with 15 or more years of service to older adults—in clinical, teaching, administrative, and/or research capacities—are exempt from the minimum education and supervision requirements.
Any course listed on an applicant’s transcript that includes terms such as “aging” or “older adult” in the title will generally be viewed favorably as meeting this definition. Otherwise, the applicant must provide justification for including a particular course as meeting these criteria. For example, if a candidate completed a neuropsychology course, they should explain how the course included a significant amount of age-related material.
One page per section (i.e., a total of 10–15 pages).
Under the traditional option, work examples should include videotapes, audiotapes, progress notes, or testing reports for which the candidate performed the primary work. Under the senior option, individuals submit materials demonstrating significant contributions to geropsychology through research, teaching, administration, or the provision of clinical services.
Yes, just note this in the contextual statement included with the work examples.
Under the traditional option, the work example must have been completed no more than two years before submission. There is no time limit for work examples submitted under the senior option.
Yes, candidates may edit the work example, but all edits must be clearly highlighted.
Candidates must demonstrate competence in the functional areas of assessment, intervention, and consultation. To assist reviewers in evaluating these competencies, candidates should include a contextual statement explaining how their work examples reflect their expertise in each area.
No, candidates should submit work examples that reflect different functional competencies. For example, if the first work example demonstrates competence in assessment, the second should demonstrate competence in intervention or consultation. Ideally, candidates should use their contextual statements to explain how at least one of the two work examples reflects competence in more than one area. For example, a candidate who consults in a nursing home on a complex assessment case may be able to demonstrate competence in both consultation and assessment.
No, the operative standard at the American Board of Professional Psychology is for an individual to demonstrate an adequate level of competence. For work examples, it is entirely appropriate to critique your own performance and explain how you might approach the situation differently, with the benefit of hindsight.
Candidates should know their submitted materials thoroughly, particularly as they relate to the foundational and functional competencies on which they will be evaluated. The one portion of the examination for which candidates should devote specific study time is the ethics section—that is, understanding the American Psychological Association Ethical Principles and Standards and how they may apply to the ethical vignettes involving older adults that will be presented during the examination.
Yes. In addition to reviewing the materials in the ABGERO Procedures Manual, applicants are encouraged to complete the Tool for the Assessment of Competencies in Geropsychology. This tool is described in the following publication:
Karel, M. J., Holley, C., Whitbourne, S. K., Segal, D. L., Tazeau, Y., Emery, E., Molinari, V., Yang, J., & Zweig, R. (2012). Preliminary validation of a tool to assess knowledge and skills for professional geropsychology practice.Professional Psychology: Research & Practice, 43(2), 110–117.
The tool is available through Gero Central.
Oral examinations typically take place at American Psychological Association and Gerontological Society of America meetings. We are also working to establish regional examining teams.
As every geropsychologist knows, there is a shortage of mental health professionals who provide services to older adults. The purpose of the American Board of Professional Psychology is to certify individuals who demonstrate competence in working with older adults. For applicants who are unable to demonstrate competence because of gaps in education, prior supervision, or work experience, our aim is to provide resources (currently in development) to help them understand why they did not meet competency standards and how they may strengthen their qualifications in the future.
We encourage qualified geropsychologists to pursue ABPP board certification in geropsychology as a formal recognition of their expertise. We also seek to help other applicants identify the steps needed to achieve competence in geropsychology, particularly in the functional domains of assessment, intervention, and consultation.
Yes. Please refer to our Specialty Board Officers page to contact the coordinator if you would like to be assigned a mentor or have any questions.