Examination for Professional Practice in Psychology

Last updated

The Examination for Professional Practice in Psychology (EPPP) is a licensing examination developed by the Association of State and Provincial Psychology Boards (ASPPB) [1] that is used in most U.S. states and Canadian provinces. [2]

Contents

As of 2020, the EPPP is a two-part examination that assesses foundational knowledge, EPPP (Part 1-Knowledge), and skills, EPPP (Part 2-Skills). [3] The EPPP (Part 1-Knowledge) was previously known as the EPPP. It has been used by American and Canadian jurisdictions for many years and will continue to be used by these jurisdictions for licensing purposes. In 2020 jurisdictions will have the option of requiring the EPPP (Part 2-Skills), with the EPPP (Part 1-Knowledge) serving as the pre-requisite, and a passing score on both parts being required for licensure. Jurisdictions who sign on to require the EPPP (Part 2-Skills) will be known as early adopters. [4]

History

The American Association of State Psychology Boards (ASPPB) was founded in 1961 by the American Psychological Association's Board of Professional Affairs Committee on State Licensure. A primary goal of ASPPB was to enhance the ability of psychologists to practice across state and national borders, specifically in the United States and Canada. To facilitate this mobility, the development of a standardized licensure examination was identified as crucial. This initiative culminated in the creation of the Examination for Professional Practice in Psychology (EPPP) in 1965. The EPPP's initial adoption was gradual, but its acceptance steadily increased. By the mid-1980s, it had become the dominant entry-level examination for independent practice licensure in most jurisdictions across both countries. Beginning in 2001, ASPPB transitioned the EPPP to a computer-administered format, which is now the prevalent mode of assessment in the vast majority of U.S. and Canadian jurisdictions. [5]

The ASPPB announced the development of a second component to the EPPP, the EPPP Step 2, in March 2016. This initiative's stated aim is to establish a standardized, multi-part assessment for evaluating clinical skills required for entry-level practice. The goal was to move away from relying solely on graduate program evaluations and non-standardized measures such as oral examinations. Beginning in 2018, the EPPP Step 2 was implemented by several jurisdictions. The ASPPB has announced that the exam is scheduled to become a mandatory component of licensing requirements for all jurisdictions currently utilizing the EPPP starting on January 1, 2026. [6]

Content of the Exam

Both parts of the EPPP involve multiple choice questions; the EPPP (Part 2-Skills) also includes multiple choice/multiple response questions, scenario-based questions, point and click questions, and drag and drop questions. [7] The EPPP (Part 1-Knowledge) includes eight domains, with each domain representing a specific percentage of the examination: biological bases of behavior (10%), cognitive-affective bases of behavior (13%), social and multicultural bases of behavior (11%), growth and lifespan development (12%), assessment and diagnosis (16%), treatment, intervention, prevention, and supervision (15%), research methods and statistics (7%), and ethical, legal and professional issues (16 %). The EPPP (Part 2-Skills) includes six domains, with each domain representing a specific percentage of the examination: scientific orientation (6%), assessment and intervention (33%), relational competence (16%), professionalism (11%), ethical practice (17%), and collaboration, consultation, supervision (17 %). [8]

Development of the Exam

Development of the two-part EPPP and the original EPPP (now known as the EPPP (Part 1-Knowledge)) has consistently adhered to the Standards for Educational and Psychological Testing for credentialing/licensing examinations. For these types of examinations, test development efforts must focus on content validation, with the goal being to develop an examination that demonstrates candidates have the knowledge (or skills) necessary for initial licensure. As stated in the Standards: [9] “Validation of credentialing tests depends mainly on content-related evidence, often in the form of judgments that the test adequately represents the content domain associated with the occupation or specialty being considered. Such evidence may be supplemented with other forms of evidence external to the test. For example, information may be provided about the process by which specifications for the content domain were developed and the expertise of the individuals making judgments about the content domain. Criterion-related evidence is of limited applicability because credentialing examinations are not intended to predict individual performance in a specific job but rather to provide evidence that candidates have acquired the knowledge, skills, and judgment required for effective performance, often in a wide variety of jobs or settings (we use the term judgment to refer to the applications of knowledge and skill to particular situations). In addition, measures of performance in practice are generally not available for those who are not granted a credential [9] (pp. 175-176).”

The process of test development and validation for the EPPP involves a number of steps, all consistent with the Standards [9] and with the expectations of credentialing organizations such as the Council on Licensure, Enforcement & Regulation (CLEAR). [10] The process begins with a job task analysis (JTA), [11] which is a comprehensive study that involves psychologists who are subject matter experts (SMEs) to establish the knowledge and skills that are required for psychology practice. The resulting requirements are sent via survey to thousands of licensed psychologists throughout the United States and Canada. The survey respondents indicate which areas are important for entry level practice in psychology. The results of the survey establish the test specifications for the exam. Essentially, therefore, the expertise of licensed psychologists establishes what should be assessed by the EPPP. Following this, SMEs write exam items according to the test specifications established by the JTA. Each item is then reviewed by an Item Development Committee (IDC) SME who is an established expert in that specific domain of the item. Items are reviewed in an iterative process between the reviewer and the item writer until the item is acceptable to both or is discarded. Each item is again reviewed prior to being placed on an exam by an Examination Committee. The committee includes at least 10 SMEs who are psychologists with particular expertise in each of the domains on the exam and who represent various areas of psychology practice and training. Items that have been approved by the IDC are again reviewed for accuracy, relevancy to practice, clarity, and freedom from bias, among other factors. Once approved by the Examination Committee, each item is pretested (or “beta tested”) prior to becoming an operational item that is actually scored as an item on an exam. Items that do not perform well during pretesting, according to psychometric standards, are not included on a candidate’s overall scores. A final step in the development process involves establishing the pass point of the exam though a rigorous review process called a standard setting. This involves a committee of SMEs who are licensed psychologists, most of whom are typically early career psychologists. These SMEs review the exam form item by item and provide rating data on item difficulty. The data are analyzed to determine the appropriate pass point which represents the minimal knowledge or skills required for entry level practice. These multiple levels of review by psychologists and the ongoing analysis of psychometric data ensures that the EPPP is accurate, relevant, valid, and legally defensible. [12]

Over the years, the test development strategies used by ASPPB in developing the EPPP have been described many times in the psychological literature. [13] [14] Despite this, concerns have been expressed about the lack of evidence for criterion validity or predictive validity of the EPPP. As stated above, the Standards for Educational and Psychological Testing clearly indicate that such validity evidence is of little relevance because credentialing/licensing examinations are not designed to predict the performance of individual practitioners, either at the point of licensure or at some future point in their professional work. Importantly, these points have often been made by in discussions of the validity of the EPPP.

It has been demonstrated that graduates of regionally accredited programs tend to get higher mean scores than those of regionally unaccredited programs. [15] It has also been argued that clinical psychology programs whose graduates have higher EPPP scores tend to possess the following features: higher admissions standards, a higher faculty to graduate student ratio, and more research. [16] In general, doctoral students score higher than master's students, PhDs outperform PsyDs and EdDs, and clinical psychology students outperform counseling and school psychology students. [16] [17]

In a study using program-level national data (i.e., not individual data points per application but aggregated by program), EPPP scores were positively associated with: GRE scores, U.S. News & World Report Scores, Research Emphasis of the program, % of faculty in the program who ascribe to a cognitive behavioral orientation, GPA, and % of students receiving an APA-approved internship. Negative predictors of EPPP score included: Rate of admittance, U.S. News & World Report Rank, and % of minorities in the program. [17]

Further, a recent study of 4,892 doctoral-level applicants found significant differences in failure rate according to ethnicity (i.e., Blacks = 38.50%; Hispanics = 35.60%; Asians = 24.00%; Whites = 14.07%). [18] Therefore, Black and Hispanic applicants appear to be failing the exam at over 2.5 times the White rate. When using White applicants as the reference group, Black and Hispanic applicants passed the exam at rates lower than 80%, indicating the potential for adverse impact.

Related Research Articles

<span class="mw-page-title-main">Psychologist</span> Professional who evaluates, diagnoses, treats and studies behavior and mental processes

A psychologist is a professional who practices psychology and studies mental states, perceptual, cognitive, emotional, and social processes and behavior. Their work often involves the experimentation, observation, and interpretation of how individuals relate to each other and to their environments.

<span class="mw-page-title-main">Medical license</span> Occupational license that permits a person to legally practice medicine

A medical license is an occupational license that permits a person to legally practice medicine. In most countries, a person must have a medical license bestowed either by a specified government-approved professional association or a government agency before they can practice medicine. Licenses are not granted automatically to all people with medical degrees. A medical school graduate must receive a license to practice medicine to legally be called a physician. The process typically requires testing by a medical board. The medical license is the documentation of authority to practice medicine within a certain locality. An active license is also required to practice medicine as an assistant physician, a physician assistant or a clinical officer in jurisdictions with authorizing legislation.

<span class="mw-page-title-main">Doctor of Psychology</span> Doctoral degree

The Doctor of Psychology is a professional doctoral degree intended to prepare graduates for careers that apply scientific knowledge of psychology and deliver empirically based service to individuals, groups and organizations. Earning the degree was originally completed through one of two established training models for clinical psychology. However, Psy.D. programs are no longer limited to Clinical Psychology as several universities and professional schools have begun to award professional doctorates in Business Psychology, Organizational Development, Forensic Psychology, Counseling Psychology, and School Psychology.

Clinical psychology is an integration of human science, behavioral science, theory, and clinical knowledge for the purpose of understanding, preventing, and relieving psychologically-based distress or dysfunction and to promote subjective well-being and personal development. Central to its practice are psychological assessment, clinical formulation, and psychotherapy, although clinical psychologists also engage in research, teaching, consultation, forensic testimony, and program development and administration. In many countries, clinical psychology is a regulated mental health profession.

The United States Medical Licensing Examination (USMLE) is a three-step examination program for medical licensure in the United States sponsored by the Federation of State Medical Boards (FSMB) and the National Board of Medical Examiners (NBME). Physicians with a Doctor of Medicine (MD) degree are required to pass the USMLE for medical licensure. However, those with a Doctor of Osteopathic Medicine degree (DO) are required to take the COMLEX-USA (COMLEX) exams but may also sit for the USMLE as well.

The National Council of Examiners for Engineering and Surveying (NCEES) is an American non-profit organization dedicated to advancing professional licensure for engineers and surveyors. The Council’s members are the engineering and surveying licensure boards from all 50 U.S. states, the District of Columbia, Guam, Northern Mariana Islands, Puerto Rico and the U.S. Virgin Islands. These boards are divided into four geographic zones: Central, Northeast, Southern, Western. It is headquartered in Greenville, South Carolina.

The Architect Registration Examination (ARE) is the professional licensure examination adopted by the 50 states of the United States, the District of Columbia, and four U.S. territories. The exam is also accepted by 11 provincial and territorial architectural associations for architectural registration in Canada. The ARE assesses candidates on the knowledge, skills, and abilities required for providing services in the practice of architecture.

The National Council Licensure Examination (NCLEX) is a nationwide examination for the licensing of nurses in the United States, Canada, and Australia since 1982, 2015, and 2020, respectively. There are two types: the NCLEX-RN and the NCLEX-PN. After graduating from a school of nursing, one takes the NCLEX exam to receive a nursing license. A nursing license gives an individual the permission to practice nursing, granted by the state where they met the requirements.

<span class="mw-page-title-main">National Council of Architectural Registration Boards</span>

The National Council of Architectural Registration Boards (NCARB) is a nonprofit organization comprising the legally constituted architectural registration boards of the 50 states, the District of Columbia, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands as its members. Its mission is to collaborate with licensing boards to facilitate the licensure and credentialing of architects to protect the health, safety, and welfare of the public.

<i>Standards for Educational and Psychological Testing</i> Educational testing standards

The Standards for Educational and Psychological Testing is a set of testing standards developed jointly by the American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME).

The College of Psychologists of Ontario (CPO) is the regulatory college for the profession of psychology in Ontario, Canada. It sets the standards for the provision of psychological services by Psychologists and Psychological Associates.

<span class="mw-page-title-main">Certified flight paramedic</span>

A certified flight paramedic (FP-C) is a person who has met the advanced certification requirements for flight paramedics established for this designation by the International Board of Specialty Certification (IBSC), a not-for-profit organization responsible for the administration and development of specialty certification exams for critical care professionals. The FP-C exam was the first specialty paramedic certification offered by the Board for Critical Care Transport Paramedic Certification in 2000. This certification is designed for experienced paramedics who have demonstrated advanced knowledge of critical care medicine.

<span class="mw-page-title-main">Nursing in the United States</span> Overview of nursing in the United States of America

Nursing in the United States is a professional health care occupation. It is the largest such occupation, employing millions of certified professionals. As of 2023, 3,175,390 registered nurses were employed, paid a median income of $86,070.

The prescriptive authority for psychologists (RxP) movement is a movement in the United States of America among certain psychologists to give prescriptive authority to psychologists with predoctoral or postdoctoral graduate-level training in clinical psychopharmacology; successful passage of a standardized, national examination ; supervised clinical experience; or a certificate from the Department of Defense Psychopharmacology Demonstration Project; or a diploma from the Prescribing Psychologists Register to enable them, according to state law, to prescribe psychotropic medications to treat mental disorders. This approach is non-traditional medical training focused on the specialized training to prescribe for mental health disorders by a psychologist. It includes rigorous didactics and supervised clinical experience. Legislation pertaining to prescriptive authority for psychologists has been introduced over 180 times in over half of the United States. It has passed in seven states, due largely to substantial lobbying efforts by the American Psychological Association (APA), the largest professional organization of psychologists in the world with over 157,000 members. Prior to RxP legislation and in American states where it has not been passed, this role has been played by psychiatrists, who possess a medical degree and thus the authority to prescribe medication, but more frequently (60-80%) by primary care providers who can prescribe psychotropics, but lack extensive training in psychotropic drugs and in diagnosing and treating psychological disorders. According to the APA, the movement is a reaction to the growing public need for mental health services, particularly in under-resourced areas where patients have little or no access to psychiatrists.

<span class="mw-page-title-main">High-stakes testing</span> Test with important consequences for the test taker

A high-stakes test is a test with important consequences for the test taker. Passing has important benefits, such as a high school diploma, a scholarship, or a license to practice a profession. Failing has important disadvantages, such as being forced to take remedial classes until the test can be passed, not being allowed to drive a car, or difficulty finding employment.

The Council for Interior Design Qualification (CIDQ), independent of state and provincial credentialing bodies, provides the North American public with means to identify interior designers who have demonstrated the minimum level of competence needed to practice interior design. CIDQ offers a professional examination in interior design, and covers those aspects of the practice of interior design that affect the public's health, life style and welfare.

Professional requirements for architects vary from place to place, but usually consist of three elements: a university degree or advanced education, a period of internship or training in an office, and examination for registration with a jurisdiction.

Advanced practice registered nurses (APRNs) are registered nurses with graduate degrees in nursing. APRN roles include: certified nurse midwife, clinical nurse specialist, certified registered nurse anesthetist, and nurse practitioner. APRNs assess, diagnose, manage patient medical problems, order diagnostic tests, and prescribe medications. Rules, regulations, and credentialing for APRNs vary by state. This page outlines the regulatory processes for nurse practitioners in Wisconsin, including education, certification, licensing, and credentialing. Regulatory and credentialing processes are continuously changing, and the information contained on this page is current as of November 2015.

References

  1. ↑ "The Association of State and Provincial Psychology Boards".
  2. ↑ Clinical Psychology Program Improvement on the Examination for Professional Practice of Psychology by Donald I. Templer, Lori Tyler, Adam A. Nelson, Scott Winstanley, Cammy Chicota; Journal of Instructional Psychology, Vol. 31, 2004
  3. ↑ "Exam Overview" (PDF).
  4. ↑ "The Early Adoption Phase" (PDF). www.asppb.net. Association of State and Provincial Psychology Boards. Retrieved 21 April 2020.
  5. ↑ "History". www.asppb.net. Association of State and Provincial Psychology Boards. Retrieved 10 January 2024.
  6. ↑ Santoro, Helen (1 April 2023). "New psychology licensing exam expands". Monitor on Psychology. 54 (3). American Psychological Association: 24. Retrieved 10 January 2024.
  7. ↑ "Format of the EPPP (Part 2-Skills)" (PDF). www.asppb.net. Association of State and Provincial Psychology Boards. Retrieved 21 April 2020.
  8. ↑ "EPPP (Part 2-Skills) Overview" (PDF). www.asppb.net. Association of State and Provincial Psychology Boards. Retrieved 21 April 2020.
  9. 1 2 3 The Standards for Educational and Psychological Testing. AERA, APA and NCME. 2014. pp. 175–176. ISBN   978-0935302356.
  10. ↑ "CLEAR". The Council on Licensure, Enforcement and Regulation (CLEAR). Retrieved 22 April 2020.
  11. ↑ "ASPPB 2016 JTA Report" (PDF). www.asppb.bet. ASPPB. Retrieved 22 April 2020.
  12. ↑ "Validity of the EPPP (Part 2-Skills)" (PDF). www.asppb.net. Association of State and Provincial Psychology Boards. Retrieved 22 April 2020.
  13. ↑ Demers, S (2009). "Understanding the purpose, strengths, and limitations of the EPPP: A response to Sharpless and Barber". Professional Psychology: Research and Practice. 40 (4): 348–353. doi:10.1037/a0015750.
  14. ↑ Rehm, L.P. (2006). Psychology Licensure and Certification: What Students Need to Know. APA. pp. 39–53. doi:10.1037/11477-004.
  15. ↑ California Psychology Licensing Exam Rates of Graduates of Accredited and Unaccredited Programs - Brief Article, Journal of Instructional Psychology, June 2000 by Donald I. Templer, Marie Tomeo, Michael Harville, Steve Pointkowski
  16. 1 2 Yu, L.M., Rinaldi, S.A., Templer, D.I., Colbert, L., Siscoe, K., & Van Patten, K. (1997). EPPP score as a function of clinical psychology graduate program. Psychological Science, 8, 347-350.
  17. 1 2 Sharpless, Brian A.; Barber, Jacques P. (2013). "Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP)". Professional Psychology: Research and Practice. 44 (4): 208–217. doi:10.1037/a0031689.
  18. ↑ Sharpless, Brian (2018). "Are demographic Variables Associated with Performance on the Examination for Professional Practice in Psychology (EPPP)?". The Journal of Psychology: Interdisciplinary and Applied. 153 (2): 1–12. doi:10.1080/00223980.2018.1504739. PMID   30346907.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.