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formalized at the Boulder Conference in 1949 (Raimy, 1950) The issue of accreditation philosophy and guidelines was revisited over the years at a number of conferences The 1954 Thayer Conference on School Psychology addressed the desirability of accrediting school psychologist training programs The 1973 Vail Conference on Levels and Patterns of Professional Training laid the groundwork for the accreditation of schools of professional psychology offering the doctor of psychology degree By the end of the century, APA accreditation was the standard for all doctoral-level training in the practice of psychology, including the predoctoral internship Problems with the predoctoral internship led to the establishment of the Association of Psychology Internship Centers in 1968 (Fox, 1990) The name was later changed to the Association of Psychology Postdoctoral and Internship Centers (APPIC) The major issue that the APPIC addressed initially was matching intern candidates with appropriate training sites.

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The APPIC established a uniform noti cation date, the second Monday in February In the early 1970s, the APPIC began publishing its internship directory The directory proved to be one of the most valuable contributions made by the association APPIC is not an accrediting agency Rather, it works to facilitate high-quality pre- and postdoctoral internship training The American Board of Professional Psychology (ABPP) was established in 1947 as the American Board of Examiners in Professional Psychology The APA realized that it could not serve as the credentialing body for individual psychologists Yet, in order to certify pro ciency in psychological practice and to protect the public from charlatans, an independent credentialing body was needed The ABPP was funded through the 1950s by the APA and through the collection of examination fees.

Second, some of the most effective treatments in Table 191 rely on combined approaches; therefore, it will be important to understand what elements of the intervention are contributing to its effectiveness This may allow for greater precision in the development of interventions and for re nement of interventions that may facilitate their acceptability to patients, families, and health care providers Alternatively, it allows us to step back and view the eld of child health intervention more broadly For example, what general characteristics of interventions are important and how can we maximize these more generic contributors It is critical that we be able to say that an intervention was delivered in the manner that it was intended, or that the interventionist was adherent to the treatment manual or protocol and competent in the implementation Establishing this type of validation for the delivery of interventions is crucial (Moncher & Prinz, 1991).

The ABPP established the diplomate status as the level of certi ed pro ciency in a psychological specialty and left the establishment and recognition of basic competence to the universities and eventually to the state licensing boards Thus, the diplomate in professional psychology was established as a higher level of professional excellence Three original specialties were recognized: clinical, personnelindustrial (later industrial-organizational), and personneleducational (later counseling) School psychology was added in 1968 The ABPP acknowledged that there were many psychologists who had developed professional competence prior to its establishment Over 1,000 of these professional psychologists, most of them clinicians and about half of them women, were grandparented in as the rst to receive diplomate status (see the 1949 APA Directory for a complete listing)..

Finally, research on issues that cut across disease groups may be facilitated using family systems theory and intervention The child health psychology literature is generally organized by medical disease groups, attendant to the National Institutes of Health s organization by disease-de ned Institutes Yet, as Table 191 indicates, the generally effective methods are highly consistent across diseases It appears that there are commonalities to the types of experiences that children with various chronic illnesses and their families have (eg, disruption, fear, ongoing needs for care, worries about other children) although there are speci c aspects of particular diseases and treatments that may be common to some but not all illnesses (eg, dietary requirements, cognitive impairments, restrictions in mobility) In conclusion, child health psychology is a growing eld in which psychological knowledge is applied to address the concerns of pediatric health and illness.