Licensure requirements: Have we raised the bar too far?

How do the requirements for entering the profession of psychology compare with those for other professions? Differences in licensure and board certification requirements were examined across 13 professions. Median earnings and the amount of time to complete requirements were compared. Findings indicate that practicing psychologists have a protracted period of preparation coupled with incomes that are not commensurate with training. In order to thrive, the field of psychology must reexamine and redefine credentialing requirements, reengineer curricula for doctoral programs, standardize licensure requirements across states, and broaden career options beyond academia and mental health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional mobility for psychologists is rapidly becoming a reality.

Professional mobility for psychologists has been a problem since states first passed psychology licensing laws because of relatively small but crucial variations in licensing requirements. Although the profession of psychology and the association of psychology regulatory bodies in the United States and Canada (i.e., the Association of State and Provincial Psychology Boards [ASPPB]) have recognized this problem for decades, little progress was made in resolving it. Recently, the ASPPB launched two different approaches to facilitating professional mobility: one to forge agreements between regulatory bodies to accept each other's licensees, and another to certify or endorse individual psychologists who meet ASPPB standards for licensure and therefore can be recommended to licensing boards for relicensure. The specific requirements of each of these programs and their success in addressing the professional mobility problem are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: As amorphous as an inkblot.

Although the American Psychological Association (APA) currently recognizes no formal training requirements beyond the PhD degree and offers no standards or guidelines for postdoctoral training, an examination of state licensing and certification laws clearly indicates that postdoctoral training is quickly becoming the norm rather than the exception for psychology doctorates pursuing state licensure. In light of the increasing demand for postdoctoral training experience before state licensing eligibility, and because of the further specialization of psychology, Toye and Pierce (1987) recently called for the development of a required postdoctoral residency program after a year of predoctoral internship training, to be instituted and promulgated by the APA. Whether one is in favor of or opposed to the implementation of a mandatory postdoctoral residency program, current and future licensing and certification laws may eventually force psychologists to implement such a program as well as develop standards and guidelines regarding postdoctoral training. Thus although postdoctoral training experience has become a practical reality for psychology professionals pursuing state licensure, the APA currently offers no standards or guidelines for postdoctoral training or the postdoctoral training application process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical child psychology: A practice specialty serving children, adolescents, and their families.

[Correction Notice: An erratum for this article was reported in Vol 41(3) of Professional Psychology: Research and Practice (see record 2010-11935-006). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses.] Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facilitating mobility for psychologists: Comparisons with and lessons from other health care professions.

Psychology and other health care professions are giving increasing attention to facilitating the movement of practitioners across jurisdictions. One of the greatest deterrents to mobility is the variability in licensing requirements among states and provinces. We review the status of mobility systems for licensed members of the professions of psychology, optometry, dentistry, medicine, nursing, and pharmacy. Each profession has, at a minimum, addressed the issue of mobility and licensure. With the exception of medicine, each profession currently has in place a version of licensure by endorsement and/or by reciprocity, although the professions differ in breadth of use and user-friendliness. Implications for enhancing mobility for psychologists are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Clinical child psychology: A practice specialty serving children, adolescents, and their families": Correction to Jackson et al (2010).

Reports an error in "Clinical child psychology: A practice specialty serving children, adolescents, and their families" by Yo Jackson, Fred L. Alberts Jr. and Michael C. Roberts (Professional Psychology: Research and Practice, 2010[Feb], Vol 41[1], 75-81). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses. (The following abstract of the original article appeared in record 2010-02467-010.) Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenging licensure and certification.

Reviews the various legal theories that have been or might be used to challenge licensure and certification statutes in the courts to clarify the legal context in which the regulation of professional psychology is embedded. It is argued that many of the common regulatory concerns of psychologists (e.g., the validity and the possible discriminatory effects of the Examination for the Professional Practice of Psychology) are probably not legally vulnerable, whereas other requirements (e.g., residency requirements, oral examinations) are potential sources of major legal problems. (141 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Board certification in psychology: Is it really necessary?

This article poses the question of whether specialty board certification in psychology is truly necessary. The article reviews the basic tenets of board certification and why it should become a requirement beyond the level of independent state or provincial licensing. In addition, the article presents some of the reasons why psychologists may have been reluctant to pursue board certification, as well as some of the pitfalls encountered in the process of becoming certified. Further discussion illuminates the need for psychologists to adhere to rigid requirements for credentialing and not to become prey to ersatz or so-called vanity boards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Special Licensing in Psychology.

Licensure is primarily designed to protect the public from unfit practitioners. However, most licensing laws in psychology are generic. Generic licensure assumes that there is a core of knowledge that all professional psychologists should possess and be able to document. In 1977 the New York State Board of Regents, which has jurisdiction over the licensed professions, addressed the issue of identification of specialties in the health professions. The current rules (Licensing of Psychologists in New York State, 1978) state that it is unprofessional conduct to make "claims of professional superiority which cannot be substantiated by the licensee" (p. 17). In effect, since there are no standards, psychologists can list any specialty they wish. Specialty licensing becomes important as advertising among professionals becomes a reality. The public has the right to know which psychologists are telling the truth when they list themselves as having a given specialty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional mobility for psychologists: Multiple choices, multiple opportunities.

This article details the roots of the mobility movement, including frequent difficulties psychologists encounter when applying for additional licenses and how these obstacles led credentialing organizations to encourage licensing boards to extend a mobility privilege to psychologists who meet certain national standards. The National Register of Health Service Providers in Psychology advocates an inclusive approach to licensure mobility by encouraging psychological organizations and licensing boards to support and adopt multiple mobility mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Entry requirements for professional practice of psychology.

Applicants for licensure as professional psychologists frequently encounter frustration and disappointment caused by failure to pass the requirements for licensure. To avoid difficulties in the licensing process, potential licensees are advised to become thoroughly familiar with the requirements of the law in their jurisdictions and to seek broad educational experiences equivalent to those available in training and internship programs approved by the American Psychological Association. The content of examinations for licensure is discussed, with particular attention to the Examination of Professional Practice in Psychology, the national examination prepared by the American Association of State Psychology Boards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proposals for state department of education certification of school psychologists.

"School psychologists are dually oriented professionals who need to be well educated in both psychology and education… . The development of competencies needed by a fully qualified school psychologist requires at least the education represented by a doctoral degree or 3 years of graduate training." Suggested standards for full ceritfication and for provisional certification are outlined. The requirements for a certified psychological assistant are also specified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Professional Contributions: Stanley Moldawsky.

Recognizing the diversity of roles and activities in which many professional psychologists are engaged, beginning in 1979, Professional Awards have been presented to individual members of the Association whose distinguished contributions have served to advance psychology as a profession in the areas of knowledge, public service, and professional practice. For "Distinguished Professional Contributions to Applied Psychology as a Professional Practice," Stanley Moldawsky is a 1988 recipient. Moldawsky is cited for being a long-time activist on behalf of professional psychology. For over 35 years, he has devoted his energy, creativity, and talents to the advancement of the profession, helping to enact licensure and freedom-of-choice laws. In addition, he has promoted the education of professional psychologists, and has worked untiringly for APA, always providing a role model of the professional psychologist who can integrate patient care with activism. In addition to the citation, a biography and selected bibliography of Moldawsky's works are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Certification of psychologists.

During the past year, in discussions of the question of certification of psychologists, I have found that many are not familiar with two important problems associated with the trend of certification of the whole title. One consequence of such certification is that an academic psychologist cannot consult as a psychologist for a fee in his own specialty, however remote from contact with individual patients, without being certified or without in some way circumventing the law. This is a restriction that does not exist for nuclear physicists, physiologists, chemists, or others in any academic area. It stands, as such, as a limitation on traditional academic privileges. A second consequence is that restriction of the whole title creates a situation in which misunderstandings arise with sister disciplines that share subject matter or titles. For example, sociologists have trained persons in and claim competence in social psychology. It is concluded that aside from the issues involved and whether or not there have indeed been blunders, the implication is that the profession would not want to change, right or wrong; it would not be possible to rouse any action that would imply an alteration rather than a compromise with the current situation. What is disturbing is that considering the self-conscious concern with ethics in psychology, this seems to be a rather cynical view of the profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mobility for industrial-organizational and consulting psychologists.

This article addresses an important aspect of professional mobility: the need for industrial-organizational (I/O) and other psychologists who provide consultation to businesses and who are licensed in one jurisdiction to be able to practice for a short term in another. A growing number of these psychologists have national practices. Current laws and regulations, typically designed for clinicians providing direct mental health services, make such practice difficult. The article provides an analysis of state laws and regulations dealing with short-term cross-state practice and describes the challenges confronted by I/O and consulting psychologists in working across jurisdictional lines. Recommendations for rectifying this issue are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Who Is a Psychologist?

The American Psychological Association has consistently opposed the granting of a professional degree (as, Doctor of Psychology), insisting that the professional psychologist must also be trained as a scientist. Proponents of a professional degree are always in a distinct minority. Yet we continue to welcome into full membership graduates of schools of education and theology, placing no restrictions upon their membership in the Association--and even providing for their certification in state legislation (EdDs are almost always eligible for such certification). The APA has almost no influence on these degrees. And rarely do these schools (education, theology, etc.) even recommend courses in experimental psychology, research design, etc., for their doctoral candidates. It looks as if we were refusing to accept the granting of the professional degree by psychologists but accepting it when it is granted by these other schools. This article discusses this discrepancy and questions who exactly can be called a psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Certification, licensing, and the movement of psychologists from state to state.

"The licensing or certification of psychologists… exists to protect the consumer from dangerous or inferior commodities. As an alternative to legislation creating certifying and licensing laws, some states have established nonstatuatory certifying boards." Generally these boards are corporations. A table titled "Some Characteristics of Psychology Laws" lists 26 states and 4 Canadian provinces, the coverage of each law, education requirements, experience requirements, whether examinations are mandatory, whether there is reciprocity, and whether residence is required. A 2nd table titled "Some Characteristics of Nonstatuatory Psychology Provisions" incorporates information under the same major headings. "A study of the laws indicates that with few exceptions the doctorate is required after the initial grand fathering." 2 or more years of experience are required in the majority of states. "An overwhelming majority of statutes requires an examination. Most of the laws cover the use of the title 'Psychologist' and restrict the use of the title to those who hold themselves out to the public as psychologists and request a fee for their services." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fellows Address: Excellence in rehabilitation psychology—The ABPP diplomate in rehabilitation psychology.

Rehabilitation psychology, Division 22 of the American Psychological Association, has successfully completed a program for defining excellence among rehabilitation psychologists. This program is certified under the American Board of Professional Psychology (ABPP) and awards a diplomate based upon a thorough examination of education and experience, and the successful passing of a rigorous examination. Excellence in rehabilitation psychology is characterized by a very broad educational base, as well as a training base which includes more than a casual acquaintance with information from literally hundreds of areas of life. This very broad-based education and training is applied to a highly specific population of persons requiring and seeking rehabilitation. The diplomate in rehabilitation psychology marks a milestone in providing health service providers with highly trained and credentialed psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in the States.

Presents briefs regarding the activities of state psychological associations in the US. Particular attention is paid to the certification and licensing of psychologists by a selection of individual states, and the relevant legislative processes involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)