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LICENSURE AND INTERNSHIP TRAINING APPIC Austin, TX May 2, 2014 Carol Webb, PhD and Sharon Lightfoot, PhD.

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Presentation on theme: "LICENSURE AND INTERNSHIP TRAINING APPIC Austin, TX May 2, 2014 Carol Webb, PhD and Sharon Lightfoot, PhD."— Presentation transcript:

1 LICENSURE AND INTERNSHIP TRAINING APPIC Austin, TX May 2, 2014 Carol Webb, PhD and Sharon Lightfoot, PhD

2 LEARNING OBJECTIVES  Identify significant elements of the EPPP  Explain how the ASPPB Mobility Programs (PLUS, CPQ, Credentials Bank…) can facilitate licensing  Summarize current ASPPB initiatives in competency assessment

3 ASSOCIATION OF STATE AND PROVINCIAL PSYCHOLOGY BOARDS (ASPPB)  State/provincial/territorial psychology regulatory boards/colleges in the United States and Canada  64 member jurisdictions  Services to licensing boards, applicants for licensure/registration, licensed psychologists  The international source of information and resources for the regulation and licensure/registration of psychologists

4 ASPPB  Develops and maintains the Examination for Professional Practice of Psychology (EPPP)  Facilitates professional mobility for already licensed psychologists through several programs, CPQ, IPC, Credentials Bank  Has developed a universal application for licensure: PLUS Psychology Licensure Universal System  A number of other projects including Maintenance of Competence and Licensure, Competency Assessment, Telepsychology Guidelines

5 THE EXAMINATION FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY (EPPP)  EPPP used in 53 US / 9 Canadian Jurisdictions  Owned by ASPPB  Purpose to examine a candidate’s breadth and depth of knowledge of the profession of psychology:  1) biological bases (12%); 2) cognitive-affective (13%); 3) social and cultural (12%); 4) growth and lifespan development (12%); 5) assessment and diagnosis (14%); 6) treatment, intervention and prevention (14%); 7) research and statistics (8%); 8) ethical/legal/professional issues (15%)

6 EPPP  Four Forms of the EPPP are in use at any given time  Two new forms added and two retired each year  225 item multiple choice test computer administered throughout the year  Validated and updated by periodic Practice Analysis (PA)  PA surveyed 1180 newly licensed and experienced psychologists seeking their views on the frequency of knowledge used, the importance of the knowledge to their practice and critical nature of the knowledge protecting the public from harm.

7 EPPP  Candidate demographic data are collected  Since 2007, ASPPB reports pass rates for demographic categories and academic programs – available on line

8 EPPP DATA Schaffer, J.B., Rodolfa, E., Owen, J., Lipkins, R,. Webb, C. & Horn, J. (2012). The examination for professional practice in psychology: New data – practical implications. Training and Education in Professional Psychology, 6 (1), 1-7.

9 SAMPLE AND PROCEDURE  7,402 Doctoral Candidates: over a 2 year period  75% Female; 25% Male  48% PsyD; 51% PhD; 1% EdD or other  Candidates for licensure filled out a demographic questionnaire on a variety of characteristics.  EPPP scores for candidates

10 RESULTS: GENERAL PASS RATES  72% of all candidates received passing scores  82% first time test-takers passed  Negative relationship between length of time since completion of degree and pass rate  Study for the EPPP – 199 hours levels off  It does not appear that how you study significantly matters….just systematically study

11 RESULTS: TRAINING VARIABLES  PhD – 82%; PsyD – 69%  Type of Training Program  87% - Clinical Neuropsych (167)  86% - Clinical Child and Adolescent (391)  79% - Counseling (852)  78% - School (317)  76% - Clinical (5028)  73% - Clinical Health (154)  48% - Forensic (114)

12 RESULTS: ACCREDITATION STATUS  78% APA/CPA Academic Program (6320)  58% Non APA/CPA Academic Program (905)  82% APA/CPA accredited Internship (4750)  68% Non APA/CPA accredited Internship (1891)  59% No Internship (175)

13 RESULTS: MULTIVARIATE FINDINGS  First time test takers were far more likely to pass than repeat test takers  PhD test takers were more likely to pass than PsyD/EdD  More variability in PsyD programs but 13 PsyD programs were largest contributors to failure rates

14 CONCLUSION  STUDY: Study for the EPPP….more than 200 hours and students may have diminishing returns. Time studying is more important than method studying  Take the EPPP soon after graduation. Most jurisdictions allow applicants to take the EPPP upon completion of degree.  Go to accredited graduate program and accredited internship

15 ASPPB MOBILITY PROGRAMS PLUS CPQ Credentials Bank

16 WHAT IS THE PLUS?  The Psychology Licensure Universal System, or “PLUS” is an online system designed to allow individuals to apply for licensure, certification, or registration in any state, province, or territory in the United States or Canada currently participating in the PLUS program. Application materials are electronically stored in the ASPPB Credentials Bank and can be retrieved at any time upon the individuals request.

17 HOW IT WORKS  The applicant contacts the licensing board directly.  Licensing board provides ASPPB with contact information for eligible applicants  The applicant will be contacted by ASPPB to begin the PLUS application.

18 HOW IT WORKS  Supporting documents (transcripts, etc.) are received by ASPPB and forwarded to the licensing board as part of the completed application package  Forms requiring completion by program directors, internship sites, etc. are electronically sent directly to the source for completion, and returned directly to ASPPB

19 HOW IT WORKS  Once all information is gathered and primary sourced verified, a complete electronic packet of information will be sent directly to the licensing board’s database.  Primary Source Verification: PSV of a practitioner’s credentials is based upon evidence obtained from the issuing source of the credential. Meets the highest standards. ASPPB staff call TD’s to confirm the information provided to ASPPB is what the TD signed. Takes 2 minutes if the information on the form is correct.

20 WHAT MAKES UP A PLUS RECORD?  A completed PLUS application packet contains: o Demographics o Transcript o Supervision History o Practicum o Internship o Post-doctoral o Exam Information o Work History o All Supporting Documents

21 PLUS CURRENT STATUS  PLUS is being used in the following jurisdictions:  Oklahoma  Mississippi  Nevada  North Dakota  Texas  New Hampshire  Set to start in  GeorgiaJuly 1, 2014 

22 PLUS CURRENT STATUS:  Jurisdictions who are in process with PLUS are:  Washington  New Mexico  Utah  Jurisdictions who are in the initial phase of processing with PLUS are:  Pennsylvania  California  Arizona  Ohio  Nova Scotia  Manitoba

23 PLUS CURRENT STATUS:  Jurisdictions who have expressed interest in the PLUS are:  Florida  Indiana  Louisiana  Minnesota  Oregon  Rhode Island  Virginia

24 ASPPB MOBILITY PROGRAMS: CPQ CPQ Certificate of Professional Qualification Mobility mechanism designed to facilitate professional mobility from jurisdiction to jurisdiction. Includes credentials bank storage.

25 CPQ  Requires review of education and supervised experience documentation  5 years work experience  Verification of passing the EPPP  No discipline Now accepted or recognized in 52 jurisdictions In process of being accepted in 3 jurisdictions

26 ASPPB MOBILITY PROGRAM: CREDENTIALS BANK Electronically Stored record of:  University transcripts  Supervised experience  Work experience  Examination Performance  Reference letters  ASPPB provides electronic storage and retrieval of these documents. Can be used for PLUS and CPQ at individuals request.  AND 26

27 CREDENTIALS BANK  IT’S FREE FOR STUDENTS AND TRAINEES TO OPEN A CREDENTIALS BANK FILE

28 COMPETENCY ASSESSMENT  ASPPB Task Force created Task Force Members:  Emil R. Rodolfa, Ph.D., Chair  Jeff Baker, Ph.D.  Stephen T. DeMers, Ed.D.  Amy Hilson, CAE (ASPPB Staff)  Don Meck, Ph.D.  Jack B. Schaffer, Ph.D., ABPP  Matt Turner, Ed.D. (ASPPB Staff)  Sheila Woody, Ph.D.  Carol Webb, Ph.D.

29  Professional competence is the integrated use of knowledge, skills, attitudes, and values that are necessary to ensure the protection of the public in the professional practice of psychology.  Competency ensures that a professional is capable of practicing the profession safely and effectively CATF Report to Board (Rodolfa et al., 2005, p. 349)

30 THE MOST USEFUL RESOURCE WAS THE WORK DONE AND REPORTED BY THE PRACTICE ANALYSIS TASK FORCE 30  Report submitted in 2010  On the ASPPB Website

31 EPPP  The Practice Analysis examined a competency model, similar to the Benchmarks model  Scientific Knowledge Base  Evidence-Based Decision Making/Critical Reasoning  Cultural and Interpersonal  Professionalism/Ethics  Assessment  Intervention/Supervision/Consultation  And examined psychologists views about assessing these competencies similar to the Toolkit framework

32 ASPPB PA COMPETENCY MODEL REVISED BY THE CATF  Six Competency Clusters (32 competencies; 97 Behavioral Exemplars)  Scientific Orientation (6 Competencies; 16 Behav Exem)  Professional Practice (13 Competencies; 36 Behav Exem)  Assessment, Intervention, Consultation, Supervision/Training  Relational Competence (4 Competencies; 14 Behav Exem)  Diversity, Relationships  Professionalism (2 Competencies; 8 Behav Exem) Personal Competence, Reflective Practice 32

33 ASPPB PA COMPETENCY MODEL REVISED BY THE CATF (C0NT) Ethical Practice (4 Competencies; 14 Behav Exem) Application of Code, Application of Laws, Ethical Decision Making Systems Thinking (3 Competencies; 9 Behav Exem) Organizations, Interdisciplinary Collaborations

34 CATF COMPETENCY SURVEY OF ASPPB MEMBERS Respondents 48 Jurisdictions (42/6) (Almost 75% of the ASPPB Membership)

35 CATF COMPETENCY SURVEY OF ASPPB MEMBERS 35 Asked 2 questions: 1.Are entry-level licensees/registrants expected to possess this behavior? 2.Is this behavior critical to protecting the patient/client/public from harm?

36 CATF COMPETENCY SURVEY OF APPIC MEMBERS AND SUBSCRIBERS  209 Total Respondents  76 DCT’s  94 Internship TD’s  27 Internship and Postdoc TD’s  12 Postdoc TD’s

37 CATF COMPETENCY SURVEY OF APPIC MEMBERS AND SUBSCRIBERS  Asked at what point in the sequence of training is a trainee expected to have acquired the specific competency and behavioral exemplar  At the end of internship  At the end of postdoc  Post licensure

38 ASPPB AND APPIC SURVEYS  Results indicate strong support for the competencies identified as the ASPPB competencies.  Competencies related to licensure  Strong congruence (PA, Regulators, TD’s) that supervision is not a competency expected at the point of licensure

39 2014 ASPPB COMPETENCIES  Scientific Orientation  Professional Practice  Relational competence  Professionalism  Ethical practice  Systems thinking

40 40

41 ASPPB: COMPETENCY ASSESSMENT  Assessment Strategies:  Only license applicants from APA/CPA accredited programs  “The Association of State and Provincial Psychology Boards (ASPPB) endorses the position that graduation from an APA/CPA accredited program should be a minimum requirement for doctoral level licensure for health service providers.”  Enhance Supervisor Evaluation Strategies CATF is working on this

42 ASPPB: COMPETENCY ASSESSMENT  Develop a computer based competency assessment exam  The EPPP Part 2  Using a variety of innovative item types including case scenarios, short answer, multiple response, sequencing questions  Using a variety of modalities including written, audio and video Eventually may develop the EPPP Part 3 In Person testing using standardized patients

43 THE ASPPB COMPETENCY PYRAMID (MILLER, 1990) 43

44 ASPPB  Thanks for listening.  Feel free to contact us if you have any questions/concerns/ideas.  Visit the web site  


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