ABSTRACT
Conclusion ...............................................................................................................................939 References ............................................................................................................................... 940
Introduction Credentialing in support of one’s professional work in health-care-related fi elds has exploded with an apparent increasing array of certifi cations, licenses, educational degrees, and registrations available. Many credentials are backed by research, accreditation, and role and function studies, while others seemingly appear overnight with no apparent foundation for establishing credibility. Included in the previous statement is the nonaccredited and, in some instances, bogus degrees (doctorates included). Nonetheless, life care planners seem to be attracted to enhancing their list of credentials and willingly pay the associated costs. Further complicating this issue is the apparent diversity of professional disciplines that is represented by the life care planners observed over the years (e.g., physicians, psychologists, certifi ed rehabilitation counselors, nurses, occupational therapists, speech pathologists, social workers, and others). While this short chapter will not include a list of credible versus noncredible credentials, some hints or issues will be off ered.
