Association of State and Provincial Psychology Boards … · 2018-04-01 · Association of State...
Transcript of Association of State and Provincial Psychology Boards … · 2018-04-01 · Association of State...
Association of State and Provincial Psychology Boards Examination for Professional Practice in Psychology (EPPP)
Job Task Analysis Report May 19, 2016–September 30, 2016
Prepared by:
Pearson VUE November 2016
Copyright© 2016 NCS Pearson, Inc. All rights reserved. PEARSON logo is a trademark in the U.S. and/or other countries.
Table of Contents
Scope of Work................................................................................................................. 1
Glossary .......................................................................................................................... 1
Executive Summary ........................................................................................................ 2
Job Task Analysis............................................................................................................ 3
Expert Panel Meeting ..................................................................................................4 Developing the Survey ................................................................................................4 Piloting the Survey .....................................................................................................6 Administering the Survey ............................................................................................6 Analyzing the Survey ..................................................................................................7 Test Specifications Meeting..........................................................................................9
Summary....................................................................................................................... 12
References .................................................................................................................... 13
Appendix A. Meeting Participants ................................................................................ 14
Appendix B. Knowledge Statements Surveyed ............................................................ 15
Appendix C. Competencies and Behavioral Exemplars Surveyed ................................ 19
Appendix D. Demographic Questions Surveyed ........................................................... 24
Appendix E. Rating Scales Utilized in Survey ............................................................... 29
Appendix F. Emails Distributed to Jurisdictions ........................................................... 30
Appendix G. Email Distributed to Participants ............................................................. 32
Appendix H. Demographic Results: Overall.................................................................. 33
Appendix I. Demographic Results: EPPP Part 1 Respondents .................................... 42
Appendix J. Demographic Results: EPPP Part 2 Respondents .................................... 51
Appendix K. Responses to the Knowledge Scales ........................................................ 60
Appendix L. Responses to the Competency Scales ...................................................... 84
Appendix M. Responses to the Behavioral Exemplar Scales ........................................ 96
Appendix N. Post-Survey Revisions to the ASPPB Competency Model...................... 125
Appendix O. Final EPPP Knowledge Scales Statement Weights ................................ 135
Appendix P. Final EPPP Competency Scales Statement Weights............................... 141
Appendix Q. Final EPPP Behavioral Exemplar Scales Statement Weights................. 143
Appendix R. Final EPPP Part 1 Blueprint ................................................................... 148
Appendix S. Final EPPP Part 2 Blueprint.................................................................... 151
Tables and Figures
Table A1. JTATF Members..................................................................................... 14
Table A2. JTAAC Members .................................................................................... 14
Table A3. ASPPB Staff Members ........................................................................... 14
Table A4. Pearson VUE Staff Members.................................................................. 14
Table H1. Licensed or Registered for Independent Practice as a Psychologist ..... 33
Table H2. Country Where Licensed/Registered .................................................... 33
Table H3. Jurisdiction(s) From Which You Received the Link to This Survey ........ 33
Table H4 . Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level ......................................................................................... 34
Table H5. Highest Level of Education ................................................................... 35
Table H6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated ............................................................................................................ 35
Table H7. Major Area of Training .......................................................................... 35
Table H8. Participation in Formal Postdoctoral Training Program ........................ 36
Table H9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology ........................................................................ 36
Table H10. Current Major Area(s) of Practice ....................................................... 36
Table H11. Certified by ABPP ............................................................................... 37
Table H12. Area(s) in Which You are Certified by ABPP ....................................... 37
Table H13. Employment Setting(s)....................................................................... 37
Table H14. Primary Theoretical Orientation ......................................................... 38
Table H15. Secondary Theoretical Orientation ..................................................... 38
Table H16. Area(s) of Expertise ........................................................................... 38
Table H17. Experiences You Have Had as a Psychologist During the Past Three Years .................................................................................................................... 40
Table H18. Gender................................................................................................ 40
Table H19. Racial Background .............................................................................. 41
Table H20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation .................. 41
Table H21. What Type of Disability....................................................................... 41
Table I1. Responses to the EPPP Part 1 Survey ................................................... 42
Table I2. Country Where Licensed/Registered ..................................................... 42
Table I3. Jurisdiction(s) From Which You Received the Link to This Survey......... 42
Table I4. Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level ......................................................................................... 43
Table I5. Highest Level of Education .................................................................... 44
Table I6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated ............................................................................................................ 44
Table I7. Major Area of Training........................................................................... 44
Table I8. Participation in Formal Postdoctoral Training Program ......................... 45
Table I9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology ........................................................................ 45
Table I10. Current Major Area(s) of Practice........................................................ 45
Table I11. Certified by ABPP ................................................................................ 46
Table I12. Area(s) in Which You are Certified by ABPP ........................................ 46
Table I13. Employment Setting(s) ....................................................................... 46
Table I14. Primary Theoretical Orientation .......................................................... 47
Table I15. Secondary Theoretical Orientation ...................................................... 47
Table I16. Area(s) of Expertise ............................................................................ 47
Table I17. Experiences You Have Had as a Psychologist During the Past Three Years .................................................................................................................... 49
Table I18. Gender ................................................................................................ 49
Table I19. Racial Background............................................................................... 50
Table I20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation .................. 50
Table I21. What Type of Disability ....................................................................... 50
Table J1. Responses to the EPPP Part 2 Survey ................................................... 51
Table J2. Country Where Licensed/Registered ..................................................... 51
Table J3. Jurisdiction(s) From Which You Received the Link to this Survey ......... 51
Table J4. Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level ......................................................................................... 52
Table J5. Highest Level of Education .................................................................... 53
Table J6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated ............................................................................................................ 53
Table J7. Major Area of Training........................................................................... 53
Table J8. Participation in Formal Postdoctoral Training Program ......................... 54
Table J9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology ........................................................................ 54
Table J10. Current Major Area(s) of Practice........................................................ 54
Table J11. Certified by ABPP ................................................................................ 55
Table J12. Area(s) in Which You are Certified by ABPP ........................................ 55
Table J13. Employment Setting(s) ....................................................................... 55
Table J14. Primary Theoretical Orientation .......................................................... 56
Table J15. Secondary Theoretical Orientation ...................................................... 56
Table J16. Area(s) of Expertise ............................................................................ 56
Table J17. Experiences You Have Had as a Psychologist During the Past Three Years .................................................................................................................... 58
Table J18. Gender ................................................................................................ 58
Table J19. Racial Background............................................................................... 59
Table J20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation .................. 59
Table J21. What Type of Disability ....................................................................... 59
Table K1. EPPP Knowledge Scales Frequency Ratings .......................................... 60
Table K2. EPPP Knowledge Scales Criticality Ratings ........................................... 68
Table K3. EPPP Knowledge Scales Importance Ratings ........................................ 76
Table L1. EPPP Part 2 Competency Scales Frequency Ratings .............................. 84
Table L2. EPPP Part 2 Competency Scales Criticality Ratings ............................... 87
Table L3. EPPP Part 2 Competency Scales Importance Ratings ............................ 90
Table L4. EPPP Part 2 Competency Scales Acquisition Ratings ............................. 93
Table M1. EPPP Part 2 Behavioral Exemplar Scales Frequency Ratings ................ 96
Table M2. EPPP Part 2 Behavioral Exemplar Scales Criticality Ratings ............... 103
Table M3. EPPP Part 2 Behavioral Exemplar Scales Importance Ratings ............ 110
Table M4. EPPP Part 2 Behavioral Exemplar Scales Acquisition Ratings ............. 117
Table N1. Post-Survey Revisions to the ASPPB Competency Model .................... 125
Table O1. Final EPPP Knowledge Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method ........................................................................................... 135
Table P1. Final EPPP Competency Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method ........................................................................................... 141
Table Q1. Final EPPP Behavioral Exemplar Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method ...................................................................... 143
Pearson VUE Confidential Page 1
Scope of Work The Association of State and Provincial Psychology Boards (ASPPB) is the alliance of state, provincial, and territorial agencies responsible for the licensure and certification of psychologists throughout the United States and Canada. ASPPB was formed to serve psychology boards in the two countries. Currently, the psychology boards of all fifty states of the United States, the District of Columbia, the U.S. Virgin Islands, Puerto Rico, Guam and all ten provinces of Canada are members of ASPPB. ASPPB maintains examinations used by psychology licensing boards to establish the readiness of applicants for initial licensure or certification as psychologists in the United States and Canada. This report documents the procedures and results of the job task analysis (JTA) conducted by Pearson VUE on behalf of ASPPB for the Examination for Professional Practice in Psychology (EPPP) Part 1 and Part 2 examinations. Pearson’s involvement in the JTA process was initiated on May 19, 2016 at the expert panel meeting, and completed on September 30, 2016 at the end of the test specifications meeting.
Glossary
Blueprint – Sometimes called the test specifications; provides a listing of the major content areas intended to be included on each test form.
Domain – Psychology subject area assessed by the EPPP.
EPPP – The Examination for Professional Practice in Psychology. The test administered for initial licensure in psychology in the United States and Canada.
EPPP Part 1 – The knowledge-based portion of the EPPP.
EPPP Part 2 – The skills-based portion of the EPPP.
JTA - A job task analysis (JTA) is a systematic, documented process for obtaining information about the professional competency of individuals with a credential or for whom a credential is designed. This includes the actual knowledge, skills, and abilities (KSA) necessary for credentialing.
JTAAC – A committee of psychologists responsible for management/oversight of the JTA process
JTATF – A task force of psychologists (which includes the JTAAC) responsible for developing the survey and deciding on the final blueprint based on results of the survey
JTA Rating Scales
- Acquisition – When the skill is acquired, pre- or post-licensure. - Criticality – How critical to protecting the patient/client/public from harm. - Frequency – How frequently used in practice. - Importance – How important to practice.
Jurisdiction – A U.S. or Canadian state, territory or province.
Knowledge Statement – Areas of psychology that are assessed on the EPPP within each domain.
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Licensed – Having an official psychology license to practice independently in a U.S. state or territory, or registration to practice independently in a Canadian province or territory.
Pearson VUE – The test vendor contracted by ASPPB to assist in the development and administration of the EPPP.
SurveyMonkey – An online survey software and questionnaire tool.
Test Specifications – Sometimes called the blueprint; provides a listing of the major content areas intended to be included on each test form.
Executive Summary
A job task analysis (JTA) is a systematic, documented process for obtaining information about the professional competency of individuals with a credential or for whom a credential is designed. This includes the actual knowledge, skills, and abilities (KSA) necessary for initial licensure. The purpose of a JTA is to determine the structure of an exam and ultimately construct (or revise) the exam blueprint. The exam blueprint impacts the types of items that can be written, as well as the number of items in each content area that can be assigned to a test.
The JTA used to update the EPPP Part 1 (knowledge exam) and to develop EPPP Part 2 (skills exam) consisted of three major elements. Initially, two expert panels were recruited by ASPPB, the JTA Advisory Committee (JTAAC) and JTA Task Force (JTATF). Both panels were asked to review and update the major knowledge and skills areas for psychologists registered or licensed for independent practice, as well as review and update the knowledge statements, skills statements, and behavioral exemplars associated with each of those knowledge or competency areas. The expert panels also updated demographic questions and rating scales for inclusion on a survey of independent practitioners. Next, using SurveyMonkey®, Pearson VUE constructed a survey, which was revised and edited by the expert panel. This survey was designed to ask licensed psychologists about the: (a) frequency of performing a behavior or recalling a piece of knowledge, (b) the importance of a behavior or knowledge to independent practice, (c) the criticality of whether not performing the behavior or recalling the knowledge adequately would endanger public safety, and (d) whether the behavior was acquired prior to or after being licensed for independent practice as a psychologist. The survey also included several demographic questions to evaluate whether the survey respondents were comparable to the general population of licensed psychologists. Finally, the survey was analyzed, and the expert panel was reconvened to review the survey findings and to revise and construct the new test specifications.
After reviewing the JTA process, JTAAC and JTATF members approved test specifications for the EPPP Part 1 and Part 2 that reflect current and relevant practice in the field of Psychology. The final test specifications are included at the end of this report in the Appendices.
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Job Task Analysis Job task analyses (JTA); also known as job analyses, practice analyses, role delineation studies, or task analyses, are used to validate certification examinations and provide a basis for defending the appropriateness of examination content (Kane, 1997). The purpose of a JTA is to determine the structure of an examination and ultimately construct (or revise) the test specifications. By assessing what psychology professionals do in their practice, the JTA ensures that the test specifications for the EPPP Part 1 and Part 2 are reflective of current practice.
Performing a JTA ensures that the examination’s content remains valid with respect to the purpose of the examination. The Standards for Educational and Psychological Testing (2014), prepared jointly by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME), states that “to identify the knowledge and skills necessary for competent practice, it is important to complete an analysis of the actual work performed and then document the tasks and responsibilities that are essential to the occupation or profession of interest” (p. 175) and that “validation of credentialing tests depend 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” (p. 175). In other words, JTAs are necessary to validate the assessment of professional knowledge and skills of people for whom a credential is designed. Similarly, the Institute for Credentialing Excellence (ICE) or the American National Standards Institute (ANSI) cite job analyses as a necessary foundation for building a testing program (e.g., NCCA Standards 10 and 11).
The ultimate goal of a JTA is to delineate or update the test specifications, ensuring that the testing program, item content, and examination structure reflect current practice. Conducting a JTA for the EPPP Part 1 and Part 2 ensures that the test specifications are aligned with ICE Standard 1100 Requirement 7.5:
The [certification] provider shall employ a procedure to demonstrate that the assessment is valid for its intended purpose. At a minimum, this procedure shall include documentation of the linkage between the assessment and the intended learning outcomes (e.g., a table listing the knowledge, skills, and/or competencies needed for participants to achieve the intended learning outcomes and identifying how the specified knowledge, skills, and/or competencies are covered by the assessment). A job/practice analysis shall be conducted for high-stakes [certification] programs when their scope is sufficiently broad to support such a study. (ICE, 2010)
The JTA study described in this report was undertaken to ensure the validity of the content and structure of the EPPP Part 1 and Part 2. Test specifications based on a practice analysis encourage the development of test items that reflect up-to-date practice in the field of psychology.
The previous JTA, conducted by ProExam in 2009, updated and refined the knowledge required for the practice of psychology and created a foundation for a competency-based model of practice, separate from the knowledge-based model. The purpose of the current JTA was to update the EPPP Part 1 test specifications (which contains the knowledge statements) due to changes in practice, as well as compile test specifications for the development of the new EPPP Part 2 (based on the competency model).
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The 2016 JTA was conducted by Pearson VUE on behalf of ASPPB for the purpose of refining (for the EPPP Part 1) and constructing (for the EPPP Part 2) test specifications that reflect current standards of practice in the field of psychology. Participants in the JTA meetings included the six-member JTAAC as well as the ten-member JTATF. The Advisory Committee included experts responsible for guiding the development of the ASPPB examinations. The task force included members of the JTAAC, and licensed psychologists who represent different regions and expertise, as well as a variety of other demographic attributes.
The JTAAC and the JTA process were approved by the ASPPB Board of Directors in October 2015. The 2016 JTA consisted of four phases. On February 26-27, 2016, the JTAAC met to select the additional members of the JTATF. On May 19-20, a survey development meeting was held with the JTATF, ASPPB staff, and two psychometricians from Pearson VUE. Based on that meeting, a survey was developed using SurveyMonkey® and sent to the JTATF and JTAAC for testing and refinement. The final survey was live from July 11 to August 31. On September 29-30, a test specification meeting was held with the JTATF, ASPPB staff, and two psychometricians from Pearson VUE. During this meeting, the blueprint for the EPPP Part 1 was revised, and a blueprint for the EPPP Part 2 was developed based on the results from the survey. Members of the JTATF and the JTAAC are shown in Appendix A.
Expert Panel Meeting
Prior to the survey development meeting, JTATF members reviewed relevant and current professional literature regarding competency and competency assessment, and the JTA process. The JTATF also reviewed:
(1) the current test specifications for the EPPP Part 1, including the overall domain
descriptions as well as the knowledge statements; (2) the 2014 ASPPB competency model approved by the ASPPB Board of Directors; and (3) the demographic questionnaire administered at the last JTA.
The purpose of the expert panel meeting was to create a survey for distribution to licensed psychologists throughout Canada and the United States. The requirements for taking the EPPP Part 1, as well as the prospective purpose of the EPPP Part 2, were discussed.
The JTATF worked to verify the overall knowledge areas, as well as the particular knowledge statements tied to each of the areas. The Task Force verified that the eight major knowledge domains from the previous blueprint should remain the same for the purposes of the survey. The JTATF edited the individual knowledge statements to prepare them for the survey. The knowledge statements included in the survey are presented in Appendix B.
The focus then shifted to the revision of the ASPPB Competency Model (competencies and behavioral exemplars) that will serve as the foundation for the prospective EPPP Part 2. The competencies and behavioral exemplars included in the survey are presented in Appendix C. The demographic questions and the rating scales that were developed at the meeting are presented in Appendices D and E, respectively.
Developing the Survey
Pearson VUE constructed the survey on the SurveyMonkey® platform. The initial survey was developed between May 20, 2016 and June 15, 2016. The survey link was sent electronically to prospective respondents. A disqualification question was asked to ensure that respondents were licensed or registered for independent practice. Following the disqualification question, respondents were asked two required questions, as follows:
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(1) the country of a respondent’s license; and (2) the jurisdiction(s) in which they are licensed.
These questions were included to evaluate whether the results were representative of the population of licensed psychologists from each of the regulatory jurisdictions.
After the initial set of questions, respondents were randomly assigned to respond to questions from one of two survey blocks. Half of the respondents would be asked to rate knowledge statements from the EPPP Part 1. The other half of the respondents would be asked to rate competency and behavioral exemplar statements from the EPPP Part 2. The knowledge statements contained the following scales:
1. Frequency: How frequently did you call upon this particular knowledge in your
practice during the past year? a. Never or very rarely (e.g., Annually) b. Infrequently (e.g., Monthly or Quarterly) c. Frequently (e.g., Weekly) d. Very Frequently (e.g., Daily)
2. Criticality: How critical is possessing this knowledge to protecting the patient/client/public from harm?
a. Not critical b. Minimally critical c. Moderately critical d. Highly critical
3. Importance: How important was the knowledge to your practice as a psychologist during the past year?
a. Not important b. Minimally important c. Moderately important d. Highly important
The competency and behavioral exemplar statements contained the following scales:
1. Frequency: How frequently did you perform the competency or behavior in your
practice during the past year? a. Never or very rarely (e.g., Annually) b. Infrequently (e.g., Monthly or Quarterly) c. Frequently (e.g., Weekly) d. Very Frequently (e.g., Daily)
2. Criticality: How critical is possessing the competency or behavior to protecting the patient/client/public from harm?
a. Not critical b. Minimally critical c. Moderately critical d. Highly critical
3. Importance: How important was performance of the competency or behavior to your practice as a psychologist during the past year?
a. Not important b. Minimally important c. Moderately important d. Highly important
4. Acquisition: At what point where you able to demonstrate this competency or behavior?
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a. Prior to independent practice as a Psychologist b. After independent practice as a Psychologist
Note that the first survey contained one set of statements (i.e., knowledge) to be rated in three scales (i.e., frequency, criticality, and importance), whereas the second survey contained two sets of clusters (i.e., competency and behavior) to be rated in four scales (i.e., frequency, criticality, importance, and acquisition). Therefore, answering questions to the second survey was a bit more time intensive than answering questions to the first survey. Within each survey, the content domains were randomized to eliminate fatigue or order effects.
After rating individual knowledge, competency, or behavior statements, respondents were asked to rank the eight knowledge or six competency domains based on a global rating of importance. The overall survey concluded with a set of optional demographic questions, a question relating to changes in the field of psychology over the next 5-10 years, and a question soliciting contact information for a drawing for one of twenty $100 gift cards. These final sets of questions were the same regardless of respondent and did not depend on the set of statements to which the respondent was assigned.
Piloting the Survey
Members of the JTATF pilot tested the survey. The purposes of piloting the survey were:
to ensure that the instructions were clear, to verify that there were no typographical errors, to review and clarify the rating scales, to determine how much time the survey would take to complete, to assure that both surveys were randomly administered approximately 50% of the
time, and to make any final changes to the survey tasks and demographic questions.
Based on the pilot test, appropriate revisions were made to the survey. A blank copy of the final survey, as presented in SurveyMonkey®, is shown in an attachment to this report. Although all task force members agreed that the survey was time intensive, most believed that the survey could be completed by most respondents in 30 to 45 minutes.
Administering the Survey
The survey remained active between July 11, 2016 and August 31, 2016.
The introduction to the survey provided information about the purpose of the survey as well as the estimated time for completion. The introduction also assured the respondent that the survey was appropriate for all psychologists licensed or registered for independent practice, regardless of years of experience or educational level. If respondents indicated that they were not licensed or registered for independent practice, SurveyMonkey® took respondents to a disqualification page rather than proceeding to the first question.
A few non-licensed respondents answered survey questions. The data from those respondents was not included in the development of the final content weights.
Initially, ASPPB sent the survey to individual licensing boards for distribution to their licensees. ASPPB solicited help from other organizations, including the American Board of Professional Psychology (ABPP), the Association of Psychology Postdoctoral and Internship
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Centers (APPIC), the Canadian Psychological Association (CPA), and the American Psychological Association Practice Organization (APAPO). The emails soliciting assistance with the distribution of the survey are included in Appendix F, and the email that was sent to prospective survey respondents is included in Appendix G.
The final data consisted of 9,599 overall responses to the qualification question, 9,116 (95.0%) of whom indicated that they were licensed or registered for independent practice as a psychologist. Of those, 8,449 (92.7%) respondents indicated the country in which they are licensed or registered and indicated the jurisdiction from which they received the survey. Of the respondents who indicated their jurisdiction, 6,010 (71.1%) respondents provided at least one rating to the JTA rating scales (3,274 corresponding to the knowledge scales, and 2,736 corresponding to the competency and behavioral exemplar scales). Finally, of the respondents who provided at least one response to a JTA rating scale, 2,929 (48.7%) completed ratings to all of the statements (1,899 corresponding to the knowledge scales – 58.0%, and 1,030 corresponding to the competency and behavioral exemplar scales – 37.6%). The difference in response rate is likely due to the difference in time it took to complete each version of the survey. Based on discussions at the expert panel meeting, all responses were included in the final ratings.
Analyzing the Survey
After the survey closed, Pearson VUE extracted the data from SurveyMonkey® and analyzed responses to the survey in accordance with standard practice. Demographic descriptions of respondents to the survey are presented in Appendices H-J (with Appendix H describing survey respondents overall, Appendix I describing survey respondents who provided at least one rating on the EPPP Part 1 questionnaire, and Appendix J describing survey respondents who provided at least one rating on the EPPP Part 2 questionnaire). Moreover, a summary of responses to the knowledge scales are presented in Appendix K, responses to the competency scales are presented in Appendix L, and responses to the behavioral exemplar scales are presented in Appendix M. These tables indicate the percentage of respondents who marked each of the scale levels as well as the number of respondents who responded to that particular statement and a few statistics describing the typical rating.
Determining Respondent Rating Weights
During the expert panel meeting, participants discussed the possibility of respondent ratings being weighted so that the overall weight for a particular jurisdiction is equal to the percentage of licensed or registered practitioners in that jurisdiction. After consideration of the actual data relative to the proportion of licensed psychologists across jurisdictions, the decision was made that the ratings of all respondents would be weighted equally. This resulted in an effective sample size equal to the number of respondents who rated at least one statement for a given survey.
Constructing Overall Ratings
Pearson VUE met with the JTAAC on August 1, 2016 to discuss the relative importance of each of the rating scales. Based on Kane (1982; also see Kane, Kingsbury, Colton, & Estes, 1989), who indicated that, as licensing should protect the public, critical skills are imperative for effective practice, as well as a discussion regarding how behavioral exemplars and competencies should be removed if they are acquired after licensure, it was decided that the following aggregation of ratings would be used to establish the final blueprint weights. This aggregation was based on the hierarchical scale ordering method proposed by Spray and Huang (2000).
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The method of Spray and Huang (2000) for combining scale weights maps a set of ordinal scales into an ordinal overall rating and “requires only a subjective judgment of the relative ordering of the scales” (p. 193). By mapping a set of ordinal ratings into an overall ordinal value, one can avoid treating ordinal ratings as though they were interval scales.
The following scales were ranked with criticality being most essential, then importance, then frequency. As shown in the following table, frequency is nested in importance that is nested in criticality. As decided by the JTATF, this model was used for the analysis of data for the EPPP Part 1.
Table 1. Example Rankings Using Frequency, Importance, and Criticality
Criticality Importance Frequency Rank 1. Highly
3. Highly
3. Very frequently 63 2. Frequently 62 1. Infrequently 61 0. Never or very rarely 60
2. Moderately
3. Very frequently 59 2. Frequently 58 1. Infrequently 57 0. Never or very rarely 56
1. Minimally
3. Very frequently 55 2. Frequently 54 1. Infrequently 53 0. Never or very rarely 52
0. Not important
3. Very frequently 51 2. Frequently 50 1. Infrequently 49 0. Never or very rarely 48
2. Moderately
2. Moderately (cont.)
3. Highly
3. Very frequently 47 2. Frequently 46 1. Infrequently 45 0. Never or very rarely 44
2. Moderately
3. Very frequently 43 2. Frequently 42 1. Infrequently 41 0. Never or very rarely 40
1. Minimally
3. Very frequently
39
2. Frequently 38 1. Infrequently 37 0. Never or very rarely 36
0. Not important
3. Very frequently 35 2. Frequently 34 1. Infrequently 33 0. Never or very rarely 32
1. Minimally
3. Highly
3. Very frequently 31 2. Frequently 30 1. Infrequently 29 0. Never or very rarely 28
2. Moderately
3. Very frequently 27 2. Frequently 26 1. Infrequently 25
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Criticality Importance Frequency Rank 0. Never or very rarely 24 3. Very frequently 23
0. Not critical
1. Minimally 0. Not important 3. Highly 2. Moderately 1. Minimally 0. Not important
2. Frequently 22 1. Infrequently 21 0. Never or very rarely 20 3. Very frequently 19 2. Frequently 18 1. Infrequently 17 0. Never or very rarely 16 3. Very frequently 15 2. Frequently 14 1. Infrequently 13 0. Never or very rarely 12 3. Very frequently 11 2. Frequently 10 1. Infrequently 9 0. Never or very rarely 8 3. Very frequently 7 2. Frequently 6 1. Infrequently 5 0. Never or very rarely 4 3. Very frequently 3 2. Frequently 2 1. Infrequently 1 0. Never or very rarely 0
Frequency: How frequently used in practice Criticality: How critical to protecting the patient/client/public from harm Importance: How important for one’s practice
The competency survey, unlike the knowledge survey, had an additional rating scale, acquisition, assessing whether a behavior was acquired before or after licensure for independent practice. The acquisition scale was discussed with respect to the competency survey but not incorporated into the final weight calculations.
Test Specifications Meeting
EPPP Part 1 (Knowledge) Blueprint
The JTATF first considered individual statements comprising each of the domains to determine whether any statement should be excluded from a domain. The JTATF decided that any statement with a mean criticality rating greater than 1.0 should automatically be included in the final test specifications. This cutoff helped prioritize a discussion of content deemed as not critical to job performance by the survey respondents. The JTATF decided to keep all of the statements with lower criticality in the final blueprint. The rationale for keeping all of the statements in the blueprint was that those statements with low criticality either related to the APA criteria for training, or related to technological innovations that were expected to increase in the coming years. The panelists also decided that the content domain names for the EPPP Part 1 should not change from the previous blueprint, either in terms of classification of knowledge statements or domain titles.
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The JTATF then discussed which survey analysis method the panelists should consider when determining the final domain weights. It was decided that the results should be presented without considering jurisdiction in the final weights.
The JTATF reflected on the methods for combining each of the scales into a final, overall rating. As described above, panelists agreed that criticality outweighs importance, so that the frequency nested within importance nested within criticality aggregation method should be used for determining overall ratings. Finally, panelists debated the benefits and drawbacks of using the Item Response Theory method or classical test theory method of turning overall ratings into final percentages. The panelists unanimously agreed to choose the classical method due, mostly, to the drawbacks of the IRT method that could artificially affect the final percentage weights.
Panelists finally considered how much emphasis, in terms of the percentage of total test items, each of the content domains should receive on the EPPP Part 1. To generate discussion and facilitate consensus, panelists were asked to consider multiple methods for constructing the final set of exam weights.
One method used the sum of the knowledge statement weights in each domain for the blueprint weights. Another method used the average ranking of each domain, as rated by respondents, scaled so that the weights summed to 100. The expert panel decided to take the average of these two methods, which is shown in column 1 of Table 2.
Table 2. EPPP Part 1 Exam Domain Weights
Domain
Average of knowledge statement weights
and domain rankings
Previous blueprint weights
Final Weights
(rounded)
Biological Bases of Behavior 8.0 12.0 10 Cognitive-Affective Bases of Behavior 12.8 13.0 13 Social and Cultural Bases of Behavior 10.5 12.0 11 Growth and Lifespan Development 11.7 12.0 12 Assessment and Diagnosis 17.5 14.0 16 Treatment, Intervention, and Prevention and Supervision
16.3
14.0
15
Research Methods and Statistics 6.1 8.0 7 Ethical/Legal/Professional Issues 17.4 15.0 16
The JTATF agreed that neither the domain areas represented by the survey or the requirements of a professional psychologist have changed significantly enough since the last JTA to justify more than a few percentage points change from the previous test specification weights. A final weighting was unanimously agreed upon by panelists to make slight adjustments by taking into account the previous blueprint weights, and the average of Table 2 column 1 results. Subsequent to the meeting, the JTAAC revised the wording of some knowledge statements for grammatical consistency. The final knowledge statement weightings are presented in Appendix O, and the final blueprint for the EPPP Part 1 exam is presented in Appendix R.
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EPPP Part 2 (Competency) Blueprint The development of the blueprint for the EPPP Part 2 followed a similar process. As when revising the EPPP Part 1 blueprint, task force members first considered individual competency or behavioral exemplar statements for exclusion. Unlike the knowledge survey, the competency survey had an additional rating scale assessing whether a behavior was acquired before or after licensure for independent practice. JTATF members decided at the expert panel meeting that competencies or behaviors typically acquired after licensure could be considered for removal from the final blueprint.
The JTATF decided on the final composition of the domains as they moved several of the competencies in the Scientific Orientation domain to either the Assessment or Intervention sub-competency areas in the Professional Practice domain, due to relevance. In addition, the panelists agreed to move the Consultation and Supervision sub-competency area to the Systems Thinking competency area, and renamed the updated competency area Collaboration, Consultation, and Supervision. Appendix N contains the post-survey revisions to the ASPPB Competency Model, listing the old and new sub-domains competency areas corresponding to each of the competency and behavioral exemplar statements in the survey.
After agreeing on the final construction of the EPPP Part 2 domains, the JTATF unanimously decided to use the same survey analysis method employed for the EPPP Part 1 exam in order to maintain consistency. Thus, the panelists would consider results unweighted by jurisdiction, let criticality be weighted more than importance and importance weighted more than frequency, and aggregate the results using the classical method rather than the IRT method. Moreover, panelists unanimously decided to base domain weights on the sum of results from the behavioral exemplar scale rather than the competency scale. Panelists believed that the behavioral exemplar scale better reflected what respondents actually performed in their job. Because of the major changes to the content domains, the final weights were based on the sum of task weights within each domain with slight adjustment for the Assessment and Intervention domain weight to be one-third of the total exam to take into account the practices in the field. The final domain weights on the EPPP Part 2 are presented in Table 3.
Table 3. EPPP Part 2 Domain Weights
Domain
Sum of behavioral exemplar statement weights
Rounded weights
Final weights
Scientific Orientation 5.7 6 6 Assessment, and Intervention 31.1 31 33 Relational Competence 16.9 17 16 Professionalism 11.3 11 11 Ethical Practice 17.6 18 17 Collaboration, Consultation, and Supervision
17.5
18
17
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When considering the EPPP Part 2 blueprint, the JTATF agreed to limit the adjustment for the test domains to two percentage points or less. After necessary adjustments, they unanimously agreed to accept the final weightings. Subsequent to the meeting, the JTAAC revised the wording of some of the competency and behavioral statements for grammatical consistency. The final competency statement weights are presented in Appendix P, the final behavioral exemplar statement weights are presented in Appendix Q, and the final blueprint for the EPPP Part 2 is presented in Appendix S.
Summary
The goal of the current JTA was to update the examination blueprint for the EPPP Part 1, and construct the examination blueprint for the EPPP Part 2. The previous JTA for the EPPP Part 1 had been completed in 2009. The final EPPP Part 1 blueprint appears in Appendix R, and the final EPPP Part 2 blueprint appears in Appendix S.
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References AERA, APA, & NCME (2014). Standards for Educational and Psychological Testing.
Washington, D.C.: American Educational Research Association.
Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika,
43, 561-573.
ICE (2010). ICE 1100: 2010(E) - Standard for Assessment-Based Certificate Programs.
Washington, D.C.: Institute for Credentialing Excellence.
Kane, M. T. (1982). The validity of licensure examinations. American Psychologist, 37, 911-
918.
Kane, M. T. (1997). Model-based practice analysis and test specifications. Applied
Measurement in Education, 10(1).
Kane, M. T., Kingsbury, C., Colton, D., & Estes, C. (1989). Combining data on criticality and
frequency in developing plans or licensure and certification examinations. Journal of
Educational Measurement, 26, 17–27.
Linacre, J. M. (2016). Winsteps® (Version 3.92.1) [Computer software]. Beaverton, OR:
Winsteps.com.
Spray, J. A., & Huang, C. (2000). Obtaining test blueprint weights from job analysis
surveys. Journal of Educational Measurement, 37-3, 187–201.
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Appendix A. Meeting Participants
Table A1. JTATF Members
First name Last name Jurisdiction Meeting participation Scott Cypers CO Both Kenneth Drude OH Both Georita Frierson NJ Both Sara Hagstrom ON Both Joel Kamper FL Both Gregory Keilin TX Both Rodney Lowman CA Both Kathryn Macapagal IL Both Rosemarie Manfriedi PA Both Melissa Robinson-Brown NY Both Emil Rodolfa CA Both John Hunsley ON Both Barry Edelstein WV Both Donald Meck GA Both Karen Messer-Engel SK Both Amy Hilson GA Both
Table A2. JTAAC Members
First name Last name Jurisdiction Meeting Participation Emil Rodolfa CA Both John Hunsley ON Both Barry Edelstein WV Both Donald Meck GA Both Karen Messer-Engel SK Both Amy Hilson GA Both
Table A3. ASPPB Staff Members
First name Last name Meeting Participation Jamie Sherrill Both Matthew Turner Both
Table A4. Pearson VUE Staff Members
First name Last name Meeting Participation Julie Miles Expert Panel Meeting Steven Nydick Both Xin Li Test Specifications Meeting
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Appendix B. Knowledge Statements Surveyed Domain 1: Biological Bases of Behavior
1. Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes; and/or acute and chronic disease comorbidities
2. Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative remedies
3. Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
4. Behavioral genetics, transmission and expression of genetic information and its modification and the role and limitations of this information in understanding disorders
5. Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
Domain 2: Cognitive-Affective Bases of Behavior
6. Major research-based theories and models of intelligence and their application 7. Major research-based theories, models, and principles of learning and their
application 8. Major research-based theories and models of memory and their application 9. Major research-based theories and models of motivation and their application 10. Major research-based theories and models of emotion and their application 11. Additional elements of cognition, including sensation and perception, attention,
language, information processing, visual-spatial processing, executive functioning 12. Relations among cognitions/beliefs, behavior, affect, temperament, and mood 13. Influence of psychosocial factors on cognitions/beliefs and behaviors
Domain 3: Social and Cultural Bases of Behavior
14. Social cognition (e.g., theories, person perception, development of stereotypes, prejudice)
15. Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐verbal communication, internet communication, mate selection, empathy)
16. Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
17. Personality theories (e.g., psychodynamic, humanistic/existential, cognitive, behavioral, trait theory, interpersonal)
18. Cultural and sociopolitical psychology (e.g., privilege/oppression, cross‐cultural comparisons, political differences, international and global awareness, religion and spirituality, acculturation)
19. Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems; conceptual models; assumptions)
20. Causes, manifestations, and effects of oppression
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Domain 4: Growth and Lifespan Development
21. Normal growth and development across the lifespan (e.g., biological, physical, sexual, cognitive, perceptual, social, personality, moral, emotional, career)
22. Influence of individual‐environment interaction over time on development (e.g., the relationship between the individual and the social, academic, work, community environment)
23. Major research‐based theories of development 24. Influence of diverse identities on development 25. Family development, configuration, and functioning and its impact on the individual
across the lifespan 26. Life events that can influence the normal course of development across the lifespan 27. Risk/protective factors that may impact a developmental course (e.g., nutrition,
prenatal care, health care, social support, socioeconomic status, abuse/victimization/resiliency)
28. Disorders/diseases that impact the expected course of development over the lifespan Domain 5: Assessment and Diagnosis
29. Psychometric theory, generalizability theory, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
30. Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
31. Assessment methods (e.g., self‐report, multi-informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi‐structured interviews) and their strengths and limitations
32. Commonly used instruments for the measurement of characteristics and behaviors of individuals (e.g., psychosocial functioning; cognitive and personality; achievement; psychopathology; risk assessment) and the appropriate use of these tests with various populations
33. Issues of differential diagnosis and integration of non‐psychological information into psychological assessment
34. Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
35. Criteria for selection and adaptation of assessment methods including evidenced- based knowledge of assessment limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations
36. Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
37. Factors influencing interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics, evidence base)
38. Constructs of epidemiology and base rates of psychological conditions and behavioral disorders in clinical or demographic populations
39. Major research-based theories and models of psychopathology 40. Measurement of outcomes and changes due to prevention or intervention efforts with
individuals, couples, families, groups, and organizations 41. Use of technology in implementing tests, surveys, and other forms of assessment
and diagnostic evaluation; validity, cost effectiveness, consumer acceptability
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Domain 6: Treatment, Intervention, and Prevention and Supervision
42. Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
43. Contemporary theories/models of treatment/intervention/prevention and their evidence base
44. Treatment techniques/interventions and the evidence for their comparative efficacy and effectiveness
45. Methods and their evidence base for prevention, intervention and/or rehabilitation with diverse or special populations
46. Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
47. Consultation models and processes 48. Models of vocational and career development in the provision of psychological
services 49. Technology‐assisted psychological services, including telepsychology 50. Healthcare systems, structures, and economics, and how these impact intervention
choice 51. Approaches to health promotion, risk reduction, resilience, and wellness 52. Contemporary theories/models of supervision and their evidence base
Domain 7: Research Methods and Statistics
53. Sampling and data collection methods and issues 54. Design of case studies, correlational, quasi‐experimental and experimental studies 55. Analytic methods, including qualitative (e.g., thematic, phenomenological) and
quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis, exploratory and confirmatory factor analysis, non‐ parametric statistics, and causal modeling)
56. Statistical interpretation (e.g., power, effect size, causation vs. association, sensitivity and specificity, generalizability, clinical versus statistical significance)
57. Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizations, threats to internal and external validity, design flaws, level of evidence)
58. Evaluation strategies and techniques (e.g., needs assessment, process/implementation evaluation, formative and summative assessment program evaluation, outcome evaluation, cost‐benefit analysis)
59. Considerations regarding community involvement and participation in research, particularly for under-represented populations
60. Dissemination and presentation of research findings
Domain 8 - Ethical/Legal/Professional Issues
61. Ethical principles and codes of conduct for psychologists (APA, CPA) 62. Professional standards and relevant guidelines for the practice of psychology (e.g.,
practice guidelines for providers of psychological services, standards for educational and psychological testing)
63. Awareness of applicable laws/statutes and/or judicial decisions that affect psychological practice
64. Identifying and managing potential ethical issues 65. Models of ethical decision‐making 66. Approaches for continuing professional development
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67. Consideration of emerging social, legal, ethical, and policy issues and their impact on psychology
68. Client's/patient's rights 69. Ethical issues in the conduct of research 70. Ethical issues in supervision 71. Ethical issues in technology assisted psychological services
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Appendix C. Competencies and Behavioral Exemplars Surveyed
The competencies are indicated in the first indent level, and the behavioral exemplars are indicated in the second indent level. Behavioral exemplars tied to a particular competency are listed directly below that competency.
Competency Area 1: Scientific Orientation
1. Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
1. Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
2. Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
2. Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
3. Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
4. Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
5. Reformulate working hypotheses and recommendations based on emerging data
3. Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
6. Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
7. Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
8. Identify areas where biases and heuristics may interfere with effective services
4. Acquire and disseminate knowledge in accord with scientific and ethical principles 9. Critically evaluate the literature relevant to professional practice 10. Share psychological knowledge with diverse groups (e.g., students,
colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
5. Select and use evidence-based assessment methods and instruments 11. Select tests based upon the constructs to be assessed, the psychometric
properties of the tests, and the client population 12. Integrate and analyze client needs, practical constraints, and assessment
questions into the selection of assessment methods 6. Select and use evidence-based interventions
13. Conceptualize interventions for client presentations guided by research and theory
14. Regularly evaluate effectiveness of interventions
Competency Area 2: Professional Practice
7. Apply knowledge of individual and diversity characteristics in assessment and diagnosis
15. Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
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16. Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
17. Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
8. Demonstrate effective interviewing skills 18. Adapt interview questions and behaviors in light of the characteristics of the
interviewer and interviewee 19. Demonstrate flexible, empathic, and accurate use of a broad range of
interview techniques 20. Consider contextual information (e.g., reason for assessment, possible legal
or forensic considerations) in conducting an interview 9. Administer and score instruments following current guidelines and research
21. Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
22. Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
10. Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
23. Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
24. Identify the strengths and limitations of various types of assessment data 25. Reconcile or explain discrepancies between various sources of data and
suggest alternative interpretations or explanations in light of any limitations of assessment instruments
11. Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
26. Use multi-modal assessment data and theory to formulate an understanding of the client
27. Formulate diagnoses using current taxonomies 28. Provide recommendations that incorporate client and contextual factors
12. Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
29. Write assessment reports in a timely and understandable manner 30. Verbally communicate results from assessments in a timely and
understandable manner 13. Evaluate service or program effectiveness across a variety of contexts
31. Develop plans for evaluating service or program effectiveness 32. Assess outcome effectiveness in an ongoing way
14. Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
33. Conceptualize intervention or treatment on the basis of evidenced-based literature
34. Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
15. Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
35. Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
36. Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
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16. Consult and collaborate within and across professions 37. Tailor consultation requests and provision of information based on knowledge
of others’ professional needs and viewpoints 38. Use evidence-based psychological theories, decision-making strategies, and
interventions when consulting 39. Continually evaluate, modify, and assess the effectiveness of consultation,
considering all relevant variables 17. Ensure compliance with policies and procedures of the practice/organization, the
profession, and the jurisdiction 40. Provide a supervision plan that details the supervisory relationship and the
policies and procedures of supervision, including procedures to manage high- risk situations
41. Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
18. Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
42. Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
43. Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
19. Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
44. Attend to the interpersonal process between supervisor and supervisees 45. Monitor possible multiple roles or conflicts of interest and work toward
resolution if required Competency Area 3: Relational Competence
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
46. Recognize, understand, and monitor the impact of one’s own identities in professional situations
47. Engage in respectful interactions with an awareness of individual, community, and organizational differences
48. Modify one’s own behavior based on self-reflection and an understanding of the impact of social, cultural, and organizational contexts
49. Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
50. Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
21. Work effectively with individuals, families, groups, communities, and/or organizations
51. Use relational skills to engage, establish and maintain working relationships with a range of clients
52. Communicate respectfully, showing empathy for others 53. Collaborate effectively in professional interactions
22. In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
54. Consider differing viewpoints held by clients and others 55. Respond to differing viewpoints by seeking clarification to increase
understanding before taking action 23. Identify and manage interpersonal conflict between self and others
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56. Manage difficult and complex interpersonal relationships between self and others
57. Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
Comptency Area 4: Professionalism
24. Identify and observe boundaries of competence in all areas of professional practice 58. Identify limits of professional competence by recognizing strengths and
weaknesses in practice areas 59. Use knowledge of personal strengths and weaknesses to guide scope of
practice 60. Seek appropriate consultation when unsure about one’s competence and
additional needs for training and development 61. Seek additional knowledge, training, and supervision when expanding scope
of practice 62. Update knowledge and skills relevant to psychological practice on an ongoing
basis 25. Critically evaluate one’s own professional practice through self-reflection and
feedback from others 63. Engage in systematic and ongoing self-assessment and skills development 64. Accept personal responsibility when mistakes or oversights occur and take
appropriate corrective action if needed 65. Maintain awareness of personal factors that may impact professional
functioning Competency Area 5: Ethical and Legal Practice
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
66. Demonstrate integration and application of ethics codes and laws in all professional interactions
67. Communicate ethical and legal standards in professional interactions 68. Seek professional consultation on ethical or legal issues when needed 69. Discuss with peers or organizations any ethical concerns with their behavior 70. Take appropriate steps to resolve conflicts between laws/rules and codes of
ethics in one’s practice 27. Accurately represent and document work performed in professional practice and
scholarship 71. Maintain complete and accurate records 72. Report research results accurately, avoiding personal biases 73. Ensure adequate and appropriate credit is given to trainees and collaborators
in scholarship 28. Implement ethical practice management
74. Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
75. Practice in a fiscally and ethically sound manner 29. Establish and maintain a process that promotes ethical decision-making
76. Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
77. Consult with peers to aid in ethical decision-making when appropriate 78. Engage in critical analysis of identified ethical issues and proactively address
them 79. Model ethical decision-making to others
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Comptency Area 6: Systems Thinking
30. Work effectively within organizations and systems 80. Recognize the organizational and systemic factors that affect delivery of
psychological services 81. Utilize knowledge of organizations and systems to optimize delivery of
psychological services 31. Demonstrate interdisciplinary collaborations
82. Collaborate with various healthcare professions to meet common client goals 83. With other healthcare professionals, integrate services to meet common client
goals 84. Collaborate with representatives from other professional groups or systems in
the provision of psychological services
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Appendix D. Demographic Questions Surveyed
1. Country where licensed/registered as a Psychologist: a. US (States or Territories) b. Canada c. Both
2. Jurisdiction(s) from which you received the link to this survey: (check all that apply) 3. Number of years practicing as a psychologist licensed (US) or registered (Canada) at
the independent (autonomous) level: 4. Highest level of education:
a. Master’s degree b. Graduate work beyond Master’s degree (at least 12 semester hours or
equivalent) c. Coursework for Doctorate completed d. PsyD e. EdD f. PhD g. Other Degree (please specify):
5. Was your doctoral program APA or CPA accredited at the time you graduated? a. Yes b. No c. Don’t know
6. Major area of training: a. Child Clinical Psychology b. Clinical Psychology c. Clinical Geropsychology d. Clinical Neuropsychology e. Cognitive Psychology f. Community Psychology g. Comparative Psychology h. Consulting Psychology i. Counseling Psychology j. Developmental Psychology k. Educational Psychology l. Environmental Psychology m. Experimental Psychology n. Forensic Psychology o. General Psychology p. Health Psychology q. Industrial/Organizational Psychology r. Neurosciences s. Perception/Learning t. Personality Psychology u. Physiological Psychology/Psychobiology v. Psychopharmacology w. Quantitative/Mathematical/Psychometrics/Statistics x. Rehabilitation Psychology y. School Psychology z. Social Psychology aa. Sports Psychology bb. Other (please specify):
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7. Participation in formal postdoctoral training program: a. Yes b. No
8. Participation in a formal respecialization program in clinical, counseling, or school psychology:
a. Yes b. No
9. Current major area(s) of practice: (check all that apply) a. Child Clinical Psychology b. Clinical Psychology c. Clinical Geropsychology d. Clinical Neuropsychology e. Cognitive Psychology f. Community Psychology g. Comparative Psychology h. Consulting Psychology i. Counseling Psychology j. Developmental Psychology k. Educational Psychology l. Environmental Psychology m. Experimental Psychology n. Forensic Psychology o. General Psychology p. Health Psychology q. Industrial/Organizational Psychology r. Medical Psychology s. Neurosciences t. Perception/Learning u. Personality Psychology v. Physiological Psychology/Psychobiology w. Psychopharmacology x. Quantitative/Mathematical/Psychometrics/Statistics y. Rehabilitation Psychology z. School Psychology aa. Social Psychology bb. Sports Psychology cc. Other (please specify):
10. Certified by ABPP: a. Yes b. No
11. Area(s) in which you are certified by ABPP: (check all that apply) a. Behavioral & Cognitive b. Clinical c. Clinical Child & Adolescent d. Clinical Health e. Clinical Neuropsychology f. Pediatric Clinical Neuropsychology Subspecialty g. Counseling h. Couple & Family i. Forensic j. Geropsychology k. Group l. Organizational & Business Consulting
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m. Police & Public Safety n. Psychoanalysis o. Rehabilitation p. School
12. Employment Setting: (check all that apply) a. University setting (not medical school) b. Four-year college c. Medical school d. Other academic setting e. School/other educational settings f. VA Medical Center g. Military hospital h. Psychiatric hospital i. Other hospital setting j. Independent practice k. Counseling center l. Community clinic m. Other human service setting n. Business/government setting o. Consulting practice p. Not currently employed q. Other setting (please specify):
13. Primary theoretical orientation: a. Behavioral b. Cognitive/Behavioral c. Dialectical Behavioral d. Existential/Humanistic e. Interpersonal f. Psychodynamic g. Social learning h. Systems i. Integrative j. Person-Centered k. Other orientation l. Not relevant
14. Secondary theoretical orientation: a. Behavioral b. Cognitive/Behavioral c. Dialectical Behavioral d. Existential/Humanistic e. Interpersonal f. Psychodynamic g. Social learning h. Systems i. Integrative j. Person-Centered k. Other orientation l. Not relevant
15. Area(s) of expertise: (check all that apply) a. Academic Practice b. Adult Psychology c. Assessment/Evaluation d. Behavioral Psychology
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e. Career/Vocational Psychology f. Child/Adolescent Psychology g. Clinical Geropsychology/Aging h. Clinical Neuropsychology-Adult i. Clinical Neuropsychology-Child j. Clinical Psychology k. Cognitive Psychology l. Community Psychology m. Comparative Psychology n. Consultation o. Consulting Psychology p. Consumer Psychology q. Counseling Psychology r. Developmental Psychology s. Educational Psychology t. Environmental Psychology u. Ethical/Legal/Professional Issues v. Experimental Psychology w. Family Psychology x. Forensic Psychology y. General Psychology/Methods & Systems z. Growth and Lifespan Development aa. Health Psychology bb. Industrial/Organizational Psychology cc. Interdisciplinary Systems dd. Lesbian/Gay/Bisexual/Transgender Psychology ee. Management ff. Marriage and Family Psychology gg. Intellectual/Developmental Disabilities hh. Multicultural Psychology/Ethnic Minority Psychology ii. Neuroscience jj. Pain Management kk. Pediatric Psychology ll. Personality Psychology mm. Physiological Psychology/Psychobiology nn. Prevention oo. Psychoanalysis pp. Psychology of Women qq. Psychopharmacology rr. Quantitative/Mathematical/Psychometrics/Statistics ss. Rehabilitation Psychology tt. Research and Evaluation uu. Research Methods and Statistics vv. Serious/Chronic Mental Illness ww. School Psychology xx. Social and Multicultural Basis of Behavior yy. Social Psychology zz. Specialized Assessment Techniques aaa. Sports Psychology bbb. Substance Abuse ccc. Supervision ddd. Telepsychology
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16. Experiences you have had as a psychologist during the past three years: (check all that apply)
a. Served as the principal investigator or co-investigator on a research grant/contract
b. Provided health/mental health services to a client pro bono (free of charge) c. Provided other services (e.g., expert witness, research, teaching, organization
consultation) on a pro bono basis d. Served as a paid consultant to another institution, business, government
agency, or organization (exclude direct clinical) e. Served as a consultant on a grant/contract f. Served as an expert witness in a court proceeding g. Appeared in media (e.g., television, radio, web-based platform) as a
psychologist h. Used social media for practice purposes i. Served on a review group for a government agency or private foundation, to
review grant proposals for research, training j. Been involved in legislative/lobbying activities k. Presented at an international psychology convention l. Participated in any professional psychology association activities as
committee, board, or other governance group member m. Served on a licensure or regulatory board n. Served as a clinical supervisor to trainee o. Served as a clinical supervisor to other licensed professional p. Served as an administrative supervisor q. Provided telepsychological services
17. Gender a. Male b. Female c. Transgender Male d. Transgender Female e. Not listed (please specify):
18. Racial Background: a. Asian including South, Southeast and West Asia b. Black or African American c. White d. Hispanic or Latino e. Native American or Indigenous People f. Native Hawaiian or Pacific Islander g. More than one race h. Not listed (please specify):
19. Do you consider yourself to have a disability as defined by US Americans with Disabilities Act/Canadian Human Rights legislation?
a. Yes b. No
20. What type of Disability? (check all that apply) a. Blind or visually impaired b. Deaf or hard of hearing c. Physical or Orthopedic d. Learning e. Cognitive f. Psychological g. Not listed (please specify):
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Appendix E. Rating Scales Utilized in Survey
The knowledge statements contained the following scales:
1. Frequency: How frequently did you call upon this particular knowledge in your
practice during the past year? a. Never or very rarely (e.g., Annually) b. Infrequently (e.g., Monthly or Quarterly) c. Frequently (e.g., Weekly) d. Very Frequently (e.g., Daily)
2. Criticality: How critical is possessing this knowledge to protecting the patient/client/public from harm?
a. Not critical b. Minimally critical c. Moderately critical d. Highly critical
3. Importance: How important was the knowledge to your practice as a psychologist during the past year?
a. Not important b. Minimally important c. Moderately important d. Highly important
The competency and behavioral exemplar statements contained the following scales:
1. Frequency: How frequently did you perform the competency or behavior in your
practice during the past year? a. Never or very rarely (e.g., Annually) b. Infrequently (e.g., Monthly or Quarterly) c. Frequently (e.g., Weekly) d. Very Frequently (e.g., Daily)
2. Criticality: How critical is possessing the competency or behavior to protecting the patient/client/public from harm?
a. Not critical b. Minimally critical c. Moderately critical d. Highly critical
3. Importance: How important was performance of the competency or behavior to your practice as a psychologist during the past year?
a. Not important b. Minimally important c. Moderately important d. Highly important
4. Acquisition: At what point where you able to demonstrate this competency or behavior?
a. Prior to independent practice as a Psychologist b. After independent practice as a Psychologist
Pearson VUE Confidential Page 30
Appendix F. Emails Distributed to Jurisdictions Preliminary Email
Greetings Executive Officers, Registrars, and Board Members:
The Association of State and Provincial Psychology Boards (ASPPB) has undertaken an important initiative, a job task analysis, to validate the knowledge statements used in the Examination for Professional Practice in Psychology (EPPP) and to validate the competency model that will be used in the development of the EPPP Part 2. ASPPB last conducted a practice analysis (now called ‘job task analysis’, or JTA) in 2009 and published the results in 2010. It is time to update that review.
As in 2009, ASPPB needs your help to conduct this survey. On July 11, we will send you a letter containing the link to the Job Task Analysis survey. We ask that you forward this letter to all the licensees in your jurisdiction. It is critical to the future validity of the EPPP and EPPP Part 2 that our results are based on the largest sample of licensed psychologists possible practicing in each jurisdiction in the United States and Canada.
We thank you for emailing the request letter to all your licensees when you receive it from ASPPB.
You may direct any questions or concerns about the job task analysis survey to [email protected].
Thanks very much for your assistance in this critical project.
Sincerely,
Emil Rodolfa, PhD Chair, Job Task Analysis Task Force [email protected]
Steve DeMers, EdD ASPPB Chief Executive Officer
Don Crowder, PhD President, ASPPB
Pearson VUE Confidential Page 31
Final Email Dear Colleagues:
The Association of State and Provincial Psychology Boards (ASPPB) is conducting a job task analysis (JTA) for the Examination for Professional Practice in Psychology (EPPP). The JTA will be used to validate the examination to ensure that it assesses the knowledge (EPPP) and skills (EPPP Part 2) required at the point of licensure.
ASPPB needs your assistance in notifying your licensees/registrants of the JTA survey and encouraging their participation. We want to ensure representation from every jurisdiction, so we ask that you please send out the attached invitation to your licensees/registrants via email. We also ask that you email Jamie Sherrill ([email protected]) when you have sent the invitation to your licensees/registrants.
ASPPB would like to survey as many licensed/registered psychologists in the United States and Canada as possible to insure that the responses to this survey provide an accurate reflection of what psychologists do. When your licensees receive our request, they will be randomly routed to one of two online surveys, developed by licensed/registered subject matter experts, assessing the knowledge base or skills required for the practice of psychology. Thus the questions on the survey will examine the knowledge or the skills needed to practice psychology. Responses will be gathered anonymously.
It is anticipated that the survey will take approximately 30 minutes for respondents to complete. The survey will be open for response on July 11, 2016 and will close on August 22, 2016.
As a regulator for the profession you are essential to the success of the JTA study as you provide a very necessary and important link to members of the profession. On behalf of ASPPB, thank you for your support in this effort and your ongoing work to protect the public by ensuring that those practicing are competent and ethical to do so.
Sincerely, Emil Rodolfa, PhD, Chair Job Task Analysis Advisory Committee
Pearson VUE Confidential Page 32
Appendix G. Email Distributed to Participants Dear Licensed or Registered Psychologist:
The Association of State and Provincial Psychology Boards (ASPPB) is asking you as a licensed/registered psychologist to participate in an important job task analysis. This study will serve as the foundation to validate the content of the Examination for Professional Practice in Psychology (“EPPP”, the knowledge exam for entry to practice) and the Examination for Professional Practice in Psychology Part 2 (“EPPP Part 2”, the skills exam for entry to practice). Your response is crucial to ensuring that this study accurately represents contemporary psychology practice. Please note that you will receive this letter from every state and province in which you hold a psychology license, but you only need to complete the job task analysis survey only once.
Participants will be randomly routed to one of two surveys assessing the knowledge or skills required for the practice of psychology. The questions on the survey will examine your view of the knowledge base or the skills needed to practice psychology competently. Your responses will be anonymous (i.e. we will have no way to identify any of your responses). The survey will take approximately 30 minutes to complete, and you may access it by clicking on the link below or copying the link into any of the following browsers (the most recent version will be best): Chrome, Firefox, Safari, or Internet Explorer.
http://www.research.net/r/EPPPJobTaskAnalysis
We hope that you will be able to complete the survey in one sitting. When you complete the survey before the deadline of August 31, 2016, you will be included in a random drawing for one of twenty $100 gift cards. Because the job task analysis survey is anonymous, you will be asked to supply your contact information for the $100 gift card drawing via a separate survey link, which will be accessible upon completion of the job task analysis survey.
You may direct any questions or concerns about the job task analysis survey to [email protected].
On behalf of the ASPPB, the profession of psychology, and the future consumers of psychological services, thank you in advance for your assistance with this very important project.
Sincerely,
Emil Rodolfa, Ph.D., Chair ASPPB Job Task Analysis Advisory Committee
Pearson VUE Confidential Page 33
Appendix H. Demographic Results: Overall Note. The totals for the tables in this appendix vary because not all items were answered by all respondents. The percentage of each Table is based on the total number who responded to that item. Rules of rounding were applied.
Table H1. Licensed or Registered for Independent Practice as a Psychologist
Licensed N % Yes 9,116 95.0% No 483 5.0% Total 9,599 100.0%
Table H2. Country Where Licensed/Registered
Country N % US 7,182 85.0% Canada 1,239 14.7% Both 28 0.3% Total 8,449 100.0%
Table H3. Jurisdiction(s) From Which You Received the Link to This Survey
Jurisdiction N % Alabama 45 0.5% Alaska 4 0.0% Alberta 378 4.5% Arizona 227 2.7% Arkansas 60 0.7% British Columbia 151 1.8% California 1,881 22.3% Colorado 137 1.6% Connecticut 44 0.5% Delaware 18 0.2% District of Columbia 78 0.9% Florida 344 4.1% Georgia 94 1.1% Guam 0 0.0% Hawaii 39 0.5% Idaho 13 0.2% Illinois 175 2.1% Indiana 78 0.9% Iowa 23 0.3% Kansas 48 0.6% Kentucky 139 1.6% Louisiana 39 0.5% Maine 13 0.2% Manitoba 56 0.7% Maryland 380 4.5% Massachusetts 162 1.9% Michigan 490 5.8% Minnesota 377 4.5% Mississippi 24 0.3%
Pearson VUE Confidential Page 34
Jurisdiction N % Missouri 191 2.3% Montana 38 0.4% Nebraska 16 0.2% Nevada 25 0.3% New Brunswick 46 0.5% New Hampshire 12 0.1% New Jersey 70 0.8% New Mexico 21 0.2% New York 305 3.6% Newfoundland 34 0.4% North Carolina 114 1.3% North Dakota 8 0.1% Nova Scotia 26 0.3% Ohio 296 3.5% Oklahoma 72 0.9% Ontario 509 6.0% Oregon 205 2.4% Pennsylvania 169 2.0% Prince Edward Island 7 0.1% Puerto Rico 48 0.6% Quebec 11 0.1% Rhode Island 27 0.3% Saskatchewan 75 0.9% South Carolina 115 1.4% South Dakota 3 0.0% Tennessee 57 0.7% Texas 274 3.2% US Virgin Islands 2 0.0% Utah 42 0.5% Vermont 17 0.2% Virginia 372 4.4% West Virginia 73 0.9% Washington 110 1.3% Wisconsin 197 2.3% Wyoming 26 0.3% Total 8,449 100.0%
Table H4 . Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level
Years N % < 1 81 2.1% [1, 4) 910 23.4% [4,10) 994 25.5% [10,20) 747 19.2% ≥ 20 1,165 29.9% Total 3,897 100.0%
Pearson VUE Confidential Page 35
Table H5. Highest Level of Education
Education N % Master’s degree 291 7.2% Graduate work beyond Master’s degree
53
1.3%
Coursework for Doctorate completed 30 0.7% PsyD 1,074 26.4% EdD 57 1.4% PhD 2,491 61.3% Other Degree 67 1.6% Total 4,063 100.0%
Table H6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated
APA or CPA accredited N % Yes 3,248 83.5% No 521 13.4% Don’t know 122 3.1% Total 3,891 100.0%
Table H7. Major Area of Training
Major Area of training N % Child Clinical Psychology 326 8.0% Clinical Geropsychology 39 1.0% Clinical Neuropsychology 194 4.8% Clinical Psychology 2,270 55.7% Cognitive Psychology 11 0.3% Community Psychology 8 0.2% Consulting Psychology 3 0.1% Counseling Psychology 587 14.4% Developmental Psychology 39 1.0% Educational Psychology 60 1.5% Experimental Psychology 7 0.2% Forensic Psychology 72 1.8% General Psychology 18 0.4% Health Psychology 67 1.6% Industrial/Organizational Psychology 16 0.4% Neurosciences 6 0.1% Perception/Learning 2 0.0% Personality Psychology 9 0.2% Physiological Psychology/Psychobiology
3
0.1%
Psychopharmacology 5 0.1% Quantitative/Mathematical/ Psychometrics/Statistics
3
0.1%
Rehabilitation Psychology 25 0.6% School Psychology 176 4.3% Social Psychology 10 0.2% Sports Psychology 3 0.1% Other 115 2.8% Total 4,074 100.0%
Pearson VUE Confidential Page 36
Table H8. Participation in Formal Postdoctoral Training Program
Training program N % Yes 2,031 50.1% No 2,026 49.9% Total 4,057 100.0%
Table H9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology
Respecialization program N % Yes 431 10.7% No 3,605 89.3% Total 4,036 100.0%
Table H10. Current Major Area(s) of Practice
Major area of practice N % Child Clinical Psychology 1,121 27.6% Clinical Geropsychology 279 6.9% Clinical Neuropsychology 463 11.4% Clinical Psychology 2,815 69.2% Cognitive Psychology 370 9.1% Community Psychology 180 4.4% Comparative Psychology 2 0.0% Consulting Psychology 319 7.8% Counseling Psychology 873 21.5% Developmental Psychology 326 8.0% Educational Psychology 246 6.1% Environmental Psychology 12 0.3% Experimental Psychology 30 0.7% Forensic Psychology 601 14.8% General Psychology 427 10.5% Health Psychology 735 18.1% Industrial/Organizational Psychology 121 3.0% Medical Psychology 348 8.6% Neurosciences 132 3.2% Perception/Learning 104 2.6% Personality Psychology 237 5.8% Physiological Psychology/Psychobiology
78
1.9%
Psychopharmacology 119 2.9% Quantitative/Mathematical/ Psychometrics/Statistics
93
2.3%
Rehabilitation Psychology 216 5.3% School Psychology 354 8.7% Social Psychology 71 1.7% Sports Psychology 51 1.3% Other 346 8.5% Total 4,065 100.0%
Pearson VUE Confidential Page 37
Table H11. Certified by ABPP
ABPP certified N % Yes 456 11.4% No 3,529 88.6% Total 3,985 100.0%
Table H12. Area(s) in Which You are Certified by ABPP
ABPP certified areas N % Behavioral & Cognitive 29 6.7% Clinical 190 43.6% Clinical Child & Adolescent 58 13.3% Clinical Health 23 5.3% Clinical Neuropsychology 66 15.1% Pediatric Clinical Neuropsychology Subspecialty
3
0.7%
Counseling 66 15.1% Couple & Family 19 4.4% Forensic 25 5.7% Geropsychology 10 2.3% Group 11 2.5% Organizational & Business Consulting
6
1.4%
Police & Public Safety 8 1.8% Psychoanalysis 13 3.0% Rehabilitation 23 5.3% School 29 6.7% Total 436 100.0%
Table H13. Employment Setting(s)
Employment setting N % University setting 662 17.2% Four-year college 78 2.0% Medical school 349 9.1% Other academic setting 69 1.8% School/other educational settings 291 7.6% VA Medical Center 0 0.0% Military hospital 54 1.4% Psychiatric hospital 264 6.9% Other hospital setting 499 13.0% Independent practice 1,686 43.8% Counseling center 258 6.7% Community clinic 444 11.5% Other human service setting 101 2.6% Business/government setting 136 3.5% Consulting practice 244 6.3% Not currently employed 30 0.8% Other setting 564 14.6% Total 3,850 100.0%
Pearson VUE Confidential Page 38
Table H14. Primary Theoretical Orientation
Primary orientation N % Behavioral 167 4.1% Cognitive/Behavioral 1,962 48.6% Existential/Humanistic 175 4.3% Interpersonal 190 4.7% Psychodynamic 473 11.7% Systems 129 3.2% Integrative 577 14.3% Person-Centered 115 2.8% Other orientation 110 2.7% Not relevant 140 3.5% Total 4,038 100.0%
Table H15. Secondary Theoretical Orientation
Secondary orientation N % Behavioral 444 11.2% Cognitive/Behavioral 809 20.4% Existential/Humanistic 301 7.6% Interpersonal 461 11.6% Psychodynamic 311 7.8% Systems 369 9.3% Integrative 433 10.9% Person-Centered 317 8.0% Other orientation 174 4.4% Not relevant 346 8.7% Total 3,965 100.0%
Table H16. Area(s) of Expertise
Area of expertise N % Academic Practice 523 13.0% Adult Psychology 2,049 50.9% Assessment/Evaluation 2,024 50.3% Behavioral Psychology 1,003 24.9% Career/Vocational Psychology 196 4.9% Child/Adolescent Psychology 1,511 37.5% Clinical Geropsychology/Aging 405 10.1% Clinical Neuropsychology-Adult 411 10.2% Clinical Neuropsychology-Child 238 5.9% Clinical Psychology 2,770 68.8% Cognitive Psychology 515 12.8% Community Psychology 185 4.6% Comparative Psychology 3 0.1% Consultation 659 16.4% Consulting Psychology 210 5.2% Consumer Psychology 5 0.1% Counseling Psychology 868 21.6% Developmental Psychology 477 11.8% Educational Psychology 277 6.9% Environmental Psychology 12 0.3%
Pearson VUE Confidential Page 39
Area of expertise N % Ethical/Legal/Professional Issues 501 12.4% Experimental Psychology 56 1.4% Family Psychology 518 12.9% Marriage and Family Psychology 623 15.5% Forensic Psychology 584 14.5% General Psychology/Methods & Systems
162
4.0%
Growth and Lifespan Development 348 8.6% Health Psychology 750 18.6% Industrial/Organizational Psychology 115 2.9% Intellectual/Developmental Disabilities
627
15.6%
Interdisciplinary Systems 256 6.4% Lesbian/Gay/Bisexual/Transgender Psychology
433
10.8%
Management 173 4.3% Pain Management 398 9.9% Multicultural Psychology/Ethnic Minority Psychology
359
8.9%
Neuroscience 178 4.4% Pediatric Psychology 307 7.6% Personality Psychology 330 8.2% Physiological Psychology/Psychobiology
83
2.1%
Prevention 217 5.4% Psychoanalysis 148 3.7% Psychology of Women 351 8.7% Psychopharmacology 145 3.6% Quantitative/Mathematical/ Psychometrics/Statistics
127
3.2%
Rehabilitation Psychology 264 6.6% Research and Evaluation 379 9.4% Research Methods and Statistics 333 8.3% School Psychology 396 9.8% Serious/Chronic Mental Illness 629 15.6% Social and Multicultural Basis of Behavior
187
4.6%
Social Psychology 104 2.6% Specialized Assessment Techniques 209 5.2% Sports Psychology 76 1.9% Substance Abuse 570 14.2% Supervision 995 24.7% Telepsychology 175 4.3% Total 4,027 100.0%
Pearson VUE Confidential Page 40
Table H17. Experiences You Have Had as a Psychologist During the Past Three Years
Psychological experiences N % Appeared in media as a psychologist 686 18.5% Been involved in legislative/lobbying activities
397
10.7%
Presented at an international psychology convention
622
16.8%
Provided health/mental health services to a client pro bono
1,989
53.7%
Provided telepsychological services 761 20.5% Served as a clinical supervisor to trainee
2,362
63.7%
Served as a consultant on a grant/contract
417
11.2%
Served as an administrative supervisor
1,024
27.6%
Served as an expert witness in a court proceeding
780
21.0%
Served as the principal investigator or co-investigator on a research grant/contract
695
18.7%
Served on a licensure or regulatory board
123
3.3%
Served on a review group for a government agency or private foundation, to review grant proposals for research, training
321
8.7%
Used social media for practice purposes
458
12.4%
Participated in any professional psychology association activities as committee, board, or other governance group member
940
25.4%
Provided other services on a pro bono basis
1,286
34.7%
Served as a clinical supervisor to other licensed professional
1,150
31.0%
Served as a paid consultant to another institution, business, government agency, or organization
915
24.7%
Total 3,707 100.0% Table H18. Gender
Gender N % Male 1,255 31.1% Female 2,770 68.6% Transgender Male 1 0.0% Transgender Female 2 0.0% Not listed 9 0.2% Total 4,037 100.0%
Pearson VUE Confidential Page 41
Table H19. Racial Background
Race N % Asian including South, Southeast and West Asia
151
3.8%
Black or African American 106 2.6% White 3,433 85.4% Hispanic or Latino 146 3.6% Native American or Indigenous People
19
0.5%
Native Hawaiian or Pacific Islander 1 0.0% More than one race 114 2.8% Not listed 49 1.2% Total 4,019 100.0%
Table H20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation
Disability N % Yes 199 4.9% No 3,830 95.1% Total 4,029 100.0%
Table H21. What Type of Disability
Disability type N % Blind or visually impaired 16 8.1% Deaf or hard of hearing 25 12.6% Physical or Orthopedic 67 33.8% Learning 15 7.6% Cognitive 13 6.6% Psychological 34 17.2% None 5 2.5% Not listed 45 22.7% Total 198 100.0%
Pearson VUE Confidential Page 42
Appendix I. Demographic Results: EPPP Part 1 Respondents Note. The totals for the tables in this appendix vary because not all items were answered by all respondents. The percentage of each Table is based on the total number who responded to that item.
Table I1. Responses to the EPPP Part 1 Survey
Status N % Completed Survey 1,899 58.0% Started Survey 1,375 42.0% Total 3,274 100.0%
Table I2. Country Where Licensed/Registered
Country N % US 2,742 83.8% Canada 519 15.9% Both 13 0.4% Total 3,274 100.0%
Table I3. Jurisdiction(s) From Which You Received the Link to This Survey
Jurisdiction N % Alabama 18 0.5% Alaska 3 0.1% Alberta 160 4.9% Arizona 72 2.2% Arkansas 20 0.6% British Columbia 61 1.9% California 708 21.6% Colorado 50 1.5% Connecticut 15 0.5% Delaware 9 0.3% District of Columbia 34 1.0% Florida 133 4.1% Georgia 36 1.1% Guam 0 0.0% Hawaii 16 0.5% Idaho 4 0.1% Illinois 63 1.9% Indiana 25 0.8% Iowa 7 0.2% Kansas 18 0.5% Kentucky 65 2.0% Louisiana 18 0.5% Maine 5 0.2% Manitoba 27 0.8% Maryland 145 4.4% Massachusetts 58 1.8% Michigan 190 5.8% Minnesota 150 4.6% Mississippi 10 0.3%
Pearson VUE Confidential Page 43
Jurisdiction N % Missouri 76 2.3% Montana 17 0.5% Nebraska 7 0.2% Nevada 12 0.4% New Brunswick 19 0.6% New Hampshire 6 0.2% New Jersey 25 0.8% New Mexico 10 0.3% New York 115 3.5% Newfoundland 14 0.4% North Carolina 44 1.3% North Dakota 4 0.1% Nova Scotia 8 0.2% Ohio 117 3.6% Oklahoma 32 1.0% Ontario 208 6.4% Oregon 69 2.1% Pennsylvania 63 1.9% Prince Edward Island 4 0.1% Puerto Rico 21 0.6% Quebec 1 0.0% Rhode Island 8 0.2% Saskatchewan 41 1.3% South Carolina 40 1.2% South Dakota 1 0.0% Tennessee 24 0.7% Texas 109 3.3% US Virgin Islands 0 0.0% Utah 19 0.6% Vermont 10 0.3% Virginia 144 4.4% West Virginia 28 0.9% Washington 53 1.6% Wisconsin 71 2.2% Wyoming 5 0.2% Total 3,274 100.0%
Table I4. Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level
Years N % < 1 43 1.9% [1, 4) 551 23.8% [4,10) 573 24.7% [10,20) 443 19.1% ≥ 20 707 30.5% Total 2,317 100.0%
Pearson VUE Confidential Page 44
Table I5. Highest Level of Education
Education N % Master's degree 179 7.4% Graduate work beyond Master's degree
30
1.2%
Coursework for Doctorate completed 16 0.7% PsyD 646 26.7% EdD 33 1.4% PhD 1,469 60.8% Other Degree 43 1.8% Total 2,416 100.0%
Table I6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated
APA or CPA accredited N % Yes 1,932 83.9% No 308 13.4% Don’t know 64 2.8% Total 2,304 100.0%
Table I7. Major Area of Training
Major area of training N % Child Clinical Psychology 196 8.1% Clinical Geropsychology 20 0.8% Clinical Neuropsychology 110 4.5% Clinical Psychology 1,350 55.8% Cognitive Psychology 8 0.3% Community Psychology 6 0.2% Consulting Psychology 1 0.0% Counseling Psychology 343 14.2% Developmental Psychology 21 0.9% Educational Psychology 40 1.7% Experimental Psychology 3 0.1% Forensic Psychology 35 1.4% General Psychology 8 0.3% Health Psychology 44 1.8% Industrial/Organizational Psychology 13 0.5% Neurosciences 3 0.1% Perception/Learning 2 0.1% Personality Psychology 6 0.2% Physiological Psychology/Psychobiology
0
0.0%
Psychopharmacology 5 0.2% Quantitative/Mathematical/ Psychometrics/Statistics
3
0.1%
Rehabilitation Psychology 15 0.6% School Psychology 107 4.4% Social Psychology 5 0.2% Sports Psychology 0 0.0% Other 76 3.1% Total 2,420 100.0%
Pearson VUE Confidential Page 45
Table I8. Participation in Formal Postdoctoral Training Program
Training program N % Yes 1,204 49.9% No 1,210 50.1% Total 2,414 100.0%
Table I9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology
Respecialization program N % Yes 260 10.8% No 2,139 89.2% Total 2,399 100.0%
Table I10. Current Major Area(s) of Practice
Major area of practice N % Child Clinical Psychology 666 27.6% Clinical Geropsychology 174 7.2% Clinical Neuropsychology 287 11.9% Clinical Psychology 1,661 68.7% Cognitive Psychology 241 10.0% Community Psychology 114 4.7% Comparative Psychology 2 0.1% Consulting Psychology 210 8.7% Counseling Psychology 520 21.5% Developmental Psychology 205 8.5% Educational Psychology 167 6.9% Environmental Psychology 10 0.4% Experimental Psychology 20 0.8% Forensic Psychology 354 14.6% General Psychology 256 10.6% Health Psychology 450 18.6% Industrial/Organizational Psychology 84 3.5% Medical Psychology 215 8.9% Neurosciences 90 3.7% Perception/Learning 78 3.2% Personality Psychology 149 6.2% Physiological Psychology/Psychobiology
56
2.3%
Psychopharmacology 87 3.6% Quantitative/Mathematical/ Psychometrics/Statistics
68
2.8%
Rehabilitation Psychology 132 5.5% School Psychology 214 8.9% Social Psychology 56 2.3% Sports Psychology 31 1.3% Other 229 9.5% Total 2,417 100.0%
Pearson VUE Confidential Page 46
Table I11. Certified by ABPP
ABPP certified N % Yes 259 10.9% No 2,107 89.1% Total 2,366 100.0%
Table I12. Area(s) in Which You are Certified by ABPP
ABPP certified areas N % Behavioral & Cognitive 17 6.9% Clinical 100 40.3% Clinical Child & Adolescent 37 14.9% Clinical Health 11 4.4% Clinical Neuropsychology 37 14.9% Pediatric Clinical Neuropsychology Subspecialty
2
0.8%
Counseling 34 13.7% Couple & Family 10 4.0% Forensic 13 5.2% Geropsychology 5 2.0% Group 6 2.4% Organizational & Business Consulting
5
2.0%
Police & Public Safety 6 2.4% Psychoanalysis 8 3.2% Rehabilitation 13 5.2% School 19 7.7% Total 248 100.0%
Table I13. Employment Setting(s)
Employment setting N % University setting 383 16.7% Four-year college 38 1.7% Medical school 210 9.2% Other academic setting 41 1.8% School/other educational settings 183 8.0% VA Medical Center 0 0.0% Military hospital 35 1.5% Psychiatric hospital 143 6.2% Other hospital setting 287 12.5% Independent practice 1,002 43.8% Counseling center 150 6.6% Community clinic 254 11.1% Other human service setting 55 2.4% Business/government setting 78 3.4% Consulting practice 168 7.3% Not currently employed 17 0.7% Other setting 347 15.2% Total 2,288 100.0%
Pearson VUE Confidential Page 47
Table I14. Primary Theoretical Orientation
Primary orientation N % Behavioral 87 3.6% Cognitive/Behavioral 1,209 50.3% Existential/Humanistic 104 4.3% Interpersonal 101 4.2% Psychodynamic 278 11.6% Systems 76 3.2% Integrative 326 13.6% Person-Centered 68 2.8% Other orientation 73 3.0% Not relevant 81 3.4% Total 2,403 100.0%
Table I15. Secondary Theoretical Orientation
Secondary orientation N % Behavioral 283 12.0% Cognitive/Behavioral 463 19.6% Existential/Humanistic 170 7.2% Interpersonal 255 10.8% Psychodynamic 179 7.6% Systems 222 9.4% Integrative 272 11.5% Person-Centered 196 8.3% Other orientation 107 4.5% Not relevant 213 9.0% Total 2,360 100.0%
Table I16. Area(s) of Expertise
Area of expertise N % Academic Practice 300 12.5% Adult Psychology 1,220 50.8% Assessment/Evaluation 1,246 51.9% Behavioral Psychology 603 25.1% Career/Vocational Psychology 122 5.1% Child/Adolescent Psychology 901 37.5% Clinical Geropsychology/Aging 241 10.0% Clinical Neuropsychology-Adult 247 10.3% Clinical Neuropsychology-Child 139 5.8% Clinical Psychology 1,659 69.1% Cognitive Psychology 320 13.3% Community Psychology 116 4.8% Comparative Psychology 3 0.1% Consultation 398 16.6% Consulting Psychology 119 5.0% Consumer Psychology 5 0.2% Counseling Psychology 513 21.4% Developmental Psychology 280 11.7% Educational Psychology 180 7.5% Environmental Psychology 11 0.5%
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Area of expertise N % Ethical/Legal/Professional Issues 314 13.1% Experimental Psychology 34 1.4% Family Psychology 305 12.7% Marriage and Family Psychology 380 15.8% Forensic Psychology 343 14.3% General Psychology/Methods & Systems
87
3.6%
Growth and Lifespan Development 246 10.2% Health Psychology 456 19.0% Industrial/Organizational Psychology 78 3.2% Intellectual/Developmental Disabilities
381
15.9%
Interdisciplinary Systems 146 6.1% Lesbian/Gay/Bisexual/Transgender Psychology
253
10.5%
Management 106 4.4% Pain Management 257 10.7% Multicultural Psychology/Ethnic Minority Psychology
226
9.4%
Neuroscience 112 4.7% Pediatric Psychology 190 7.9% Personality Psychology 207 8.6% Physiological Psychology/Psychobiology
53
2.2%
Prevention 137 5.7% Psychoanalysis 84 3.5% Psychology of Women 205 8.5% Psychopharmacology 95 4.0% Quantitative/Mathematical/ Psychometrics/Statistics
94
3.9%
Rehabilitation Psychology 157 6.5% Research and Evaluation 235 9.8% Research Methods and Statistics 223 9.3% School Psychology 245 10.2% Serious/Chronic Mental Illness 392 16.3% Social and Multicultural Basis of Behavior
124
5.2%
Social Psychology 69 2.9% Specialized Assessment Techniques 130 5.4% Sports Psychology 40 1.7% Substance Abuse 338 14.1% Supervision 602 25.1% Telepsychology 123 5.1% Total 2,400 100.0%
Pearson VUE Confidential Page 49
Table I17. Experiences You Have Had as a Psychologist During the Past Three Years
Psychological experiences N % Appeared in media as a psychologist 403 18.3% Been involved in legislative/lobbying activities
225
10.2%
Presented at an international psychology convention
357
16.2%
Provided health/mental health services to a client pro bono
1,155
52.3%
Provided telepsychological services 489 22.1% Served as a clinical supervisor to trainee
1,397
63.3%
Served as a consultant on a grant/contract
256
11.6%
Served as an administrative supervisor
609
27.6%
Served as an expert witness in a court proceeding
458
20.7%
Served as the principal investigator or co-investigator on a research grant/contract
402
18.2%
Served on a licensure or regulatory board
84
3.8%
Served on a review group for a government agency or private foundation, to review grant proposals for research, training
201
9.1%
Used social media for practice purposes
276
12.5%
Participated in any professional psychology association activities as committee, board, or other governance group member
549
24.9%
Provided other services on a pro bono basis
736
33.3%
Served as a clinical supervisor to other licensed professional
700
31.7%
Served as a paid consultant to another institution, business, government agency, or organization
537
24.3%
Total 2,208 100.0% Table I18. Gender
Gender N % Male 732 30.4% Female 1,669 69.3% Transgender Male 0 0.0% Transgender Female 1 0.0% Not listed 5 0.2% Total 2,407 100.0%
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Table I19. Racial Background
Race N % Asian including South, Southeast and West Asia
96
4.0%
Black or African American 64 2.7% White 2,042 85.2% Hispanic or Latino 87 3.6% Native American or Indigenous People
8
0.3%
Native Hawaiian or Pacific Islander 1 0.0% More than one race 69 2.9% Not listed 29 1.2% Total 2,396 100.0%
Table I20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation
Disability N % Yes 109 4.5% No 2,289 95.5% Total 2,398 100.0%
Table I21. What Type of Disability
Disability type N % Blind or visually impaired 8 7.4% Deaf or hard of hearing 13 12.0% Physical or Orthopedic 41 38.0% Learning 8 7.4% Cognitive 7 6.5% Psychological 20 18.5% None 1 0.9% Not listed 24 22.2% Total 108 100.0%
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Appendix J. Demographic Results: EPPP Part 2 Respondents Table J1. Responses to the EPPP Part 2 Survey
Status N % Completed Survey 1,030 37.6% Started Survey 1,706 62.4% Total 2,736 100.0%
Table J2. Country Where Licensed/Registered
Country N % US 2,305 84.2% Canada 423 15.5% Both 8 0.3% Total 2,736 100.0%
Table J3. Jurisdiction(s) From Which You Received the Link to this Survey
Jurisdiction N % Alabama 11 0.4% Alaska 0 0.0% Alberta 132 4.8% Arizona 75 2.7% Arkansas 21 0.8% British Columbia 50 1.8% California 580 21.2% Colorado 52 1.9% Connecticut 9 0.3% Delaware 3 0.1% District of Columbia 21 0.8% Florida 108 3.9% Georgia 34 1.2% Guam 0 0.0% Hawaii 11 0.4% Idaho 5 0.2% Illinois 58 2.1% Indiana 29 1.1% Iowa 11 0.4% Kansas 18 0.7% Kentucky 35 1.3% Louisiana 9 0.3% Maine 4 0.1% Manitoba 16 0.6% Maryland 126 4.6% Massachusetts 59 2.2% Michigan 150 5.5% Minnesota 113 4.1% Mississippi 10 0.4% Missouri 73 2.7% Montana 12 0.4% Nebraska 3 0.1% Nevada 9 0.3%
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Jurisdiction N % New Brunswick 19 0.7% New Hampshire 4 0.1% New Jersey 25 0.9% New Mexico 6 0.2% New York 78 2.9% Newfoundland 12 0.4% North Carolina 36 1.3% North Dakota 3 0.1% Nova Scotia 10 0.4% Ohio 92 3.4% Oklahoma 26 1.0% Ontario 182 6.7% Oregon 78 2.9% Pennsylvania 54 2.0% Prince Edward Island 0 0.0% Puerto Rico 11 0.4% Quebec 6 0.2% Rhode Island 12 0.4% Saskatchewan 18 0.7% South Carolina 42 1.5% South Dakota 2 0.1% Tennessee 21 0.8% Texas 90 3.3% US Virgin Islands 0 0.0% Utah 13 0.5% Vermont 3 0.1% Virginia 127 4.6% West Virginia 27 1.0% Washington 27 1.0% Wisconsin 70 2.6% Wyoming 12 0.4% Total 2,736 100.0%
Table J4. Number of Years Practicing as a Psychologist Licensed or Registered at the Independent Level
Years N % < 1 38 2.4% [1, 4) 357 22.7% [4,10) 421 26.7% [10,20) 303 19.2% ≥ 20 456 29.0% Total 1,575 100.0%
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Table J5. Highest Level of Education
Education N % Master's degree 112 6.8% Graduate work beyond Master's degree
23
1.4%
Coursework for Doctorate completed 14 0.9% PsyD 426 26.0% EdD 24 1.5% PhD 1,018 62.1% Other Degree 23 1.4% Total 1,640 100.0%
Table J6. Was Your Doctoral Program APA or CPA Accredited at the Time You Graduated
APA or CPA accredited N % Yes 1,311 82.9% No 213 13.5% Don’t know 57 3.6% Total 1,581 100.0%
Table J7. Major Area of Training
Major area of training N % Child Clinical Psychology 130 7.9% Clinical Geropsychology 19 1.2% Clinical Neuropsychology 83 5.0% Clinical Psychology 916 55.6% Cognitive Psychology 3 0.2% Community Psychology 2 0.1% Consulting Psychology 2 0.1% Counseling Psychology 244 14.8% Developmental Psychology 18 1.1% Educational Psychology 20 1.2% Experimental Psychology 4 0.2% Forensic Psychology 37 2.2% General Psychology 10 0.6% Health Psychology 23 1.4% Industrial/Organizational Psychology 3 0.2% Neurosciences 3 0.2% Perception/Learning 0 0.0% Personality Psychology 3 0.2% Physiological Psychology/Psychobiology
3
0.2%
Psychopharmacology 0 0.0% Quantitative/Mathematical/ Psychometrics/Statistics
0
0.0%
Rehabilitation Psychology 10 0.6% School Psychology 68 4.1% Social Psychology 4 0.2% Sports Psychology 3 0.2% Other 39 2.4% Total 1,647 100.0%
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Table J8. Participation in Formal Postdoctoral Training Program
Training program N % Yes 821 50.2% No 815 49.8% Total 1,636 100.0%
Table J9. Participation in a Formal Respecialization Program in Clinical, Counseling, or School Psychology
Respecialization program N % Yes 170 10.4% No 1,460 89.6% Total 1,630 100.0%
Table J10. Current Major Area(s) of Practice
Major area of practice N % Child Clinical Psychology 450 27.4% Clinical Geropsychology 105 6.4% Clinical Neuropsychology 174 10.6% Clinical Psychology 1,150 70.1% Cognitive Psychology 128 7.8% Community Psychology 66 4.0% Comparative Psychology 0 0.0% Consulting Psychology 108 6.6% Counseling Psychology 352 21.5% Developmental Psychology 120 7.3% Educational Psychology 79 4.8% Environmental Psychology 2 0.1% Experimental Psychology 10 0.6% Forensic Psychology 246 15.0% General Psychology 169 10.3% Health Psychology 283 17.2% Industrial/Organizational Psychology 37 2.3% Medical Psychology 131 8.0% Neurosciences 41 2.5% Perception/Learning 25 1.5% Personality Psychology 88 5.4% Physiological Psychology/Psychobiology
22
1.3%
Psychopharmacology 31 1.9% Quantitative/Mathematical/ Psychometrics/Statistics
25
1.5%
Rehabilitation Psychology 83 5.1% School Psychology 139 8.5% Social Psychology 15 0.9% Sports Psychology 20 1.2% Other 116 7.1% Total 1,641 100.0%
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Table J11. Certified by ABPP
ABPP certified N % Yes 196 12.1% No 1,418 87.9% Total 1,614 100.0%
Table J12. Area(s) in Which You are Certified by ABPP
ABPP certified areas N % Behavioral & Cognitive 11 5.9% Clinical 89 47.6% Clinical Child & Adolescent 20 10.7% Clinical Health 12 6.4% Clinical Neuropsychology 29 15.5% Pediatric Clinical Neuropsychology Subspecialty
1
0.5%
Counseling 31 16.6% Couple & Family 9 4.8% Forensic 12 6.4% Geropsychology 5 2.7% Group 5 2.7% Organizational & Business Consulting
1
0.5%
Police & Public Safety 2 1.1% Psychoanalysis 4 2.1% Rehabilitation 10 5.3% School 10 5.3% Total 187 100.0%
Table J13. Employment Setting(s)
Employment setting N % University setting 278 17.9% Four-year college 40 2.6% Medical school 137 8.8% Other academic setting 28 1.8% School/other educational settings 108 6.9% VA Medical Center 0 0.0% Military hospital 19 1.2% Psychiatric hospital 121 7.8% Other hospital setting 209 13.4% Independent practice 682 43.9% Counseling center 108 6.9% Community clinic 190 12.2% Other human service setting 46 3.0% Business/government setting 58 3.7% Consulting practice 76 4.9% Not currently employed 12 0.8% Other setting 216 13.9% Total 1,555 100.0%
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Table J14. Primary Theoretical Orientation
Primary orientation N % Behavioral 80 4.9% Cognitive/Behavioral 749 46.0% Existential/Humanistic 71 4.4% Interpersonal 89 5.5% Psychodynamic 193 11.8% Systems 53 3.3% Integrative 251 15.4% Person-Centered 47 2.9% Other orientation 37 2.3% Not relevant 59 3.6% Total 1,629 100.0%
Table J15. Secondary Theoretical Orientation
Secondary orientation N % Behavioral 159 9.9% Cognitive/Behavioral 345 21.6% Existential/Humanistic 131 8.2% Interpersonal 206 12.9% Psychodynamic 132 8.3% Systems 147 9.2% Integrative 159 9.9% Person-Centered 120 7.5% Other orientation 67 4.2% Not relevant 133 8.3% Total 1,599 100.0%
Table J16. Area(s) of Expertise
Area of expertise N % Academic Practice 223 13.7% Adult Psychology 826 50.9% Assessment/Evaluation 775 47.8% Behavioral Psychology 398 24.5% Career/Vocational Psychology 74 4.6% Child/Adolescent Psychology 605 37.3% Clinical Geropsychology/Aging 164 10.1% Clinical Neuropsychology-Adult 164 10.1% Clinical Neuropsychology-Child 98 6.0% Clinical Psychology 1,107 68.2% Cognitive Psychology 193 11.9% Community Psychology 69 4.3% Comparative Psychology 0 0.0% Consultation 260 16.0% Consulting Psychology 91 5.6% Consumer Psychology 0 0.0% Counseling Psychology 354 21.8% Developmental Psychology 196 12.1% Educational Psychology 97 6.0% Environmental Psychology 1 0.1%
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Area of expertise N % Ethical/Legal/Professional Issues 187 11.5% Experimental Psychology 22 1.4% Family Psychology 213 13.1% Marriage and Family Psychology 242 14.9% Forensic Psychology 241 14.9% General Psychology/Methods & Systems
75
4.6%
Growth and Lifespan Development 102 6.3% Health Psychology 294 18.1% Industrial/Organizational Psychology 37 2.3% Intellectual/Developmental Disabilities
246
15.2%
Interdisciplinary Systems 110 6.8% Lesbian/Gay/Bisexual/Transgender Psychology
180
11.1%
Management 66 4.1% Pain Management 141 8.7% Multicultural Psychology/Ethnic Minority Psychology
133
8.2%
Neuroscience 66 4.1% Pediatric Psychology 116 7.2% Personality Psychology 123 7.6% Physiological Psychology/Psychobiology
29
1.8%
Prevention 77 4.7% Psychoanalysis 63 3.9% Psychology of Women 146 9.0% Psychopharmacology 49 3.0% Quantitative/Mathematical/ Psychometrics/Statistics
33
2.0%
Rehabilitation Psychology 107 6.6% Research and Evaluation 144 8.9% Research Methods and Statistics 110 6.8% School Psychology 150 9.2% Serious/Chronic Mental Illness 236 14.5% Social and Multicultural Basis of Behavior
63
3.9%
Social Psychology 35 2.2% Specialized Assessment Techniques 79 4.9% Sports Psychology 36 2.2% Substance Abuse 232 14.3% Supervision 393 24.2% Telepsychology 52 3.2% Total 1,622 100.0%
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Table J17. Experiences You Have Had as a Psychologist During the Past Three Years
Psychological experiences N % Appeared in media as a psychologist 283 18.9% Been involved in legislative/lobbying activities
170
11.4%
Presented at an international psychology convention
265
17.7%
Provided health/mental health services to a client pro bono
832
55.7%
Provided telepsychological services 272 18.2% Served as a clinical supervisor to trainee
963
64.4%
Served as a consultant on a grant/contract
161
10.8%
Served as an administrative supervisor
413
27.6%
Served as an expert witness in a court proceeding
321
21.5%
Served as the principal investigator or co-investigator on a research grant/contract
293
19.6%
Served on a licensure or regulatory board
39
2.6%
Served on a review group for a government agency or private foundation, to review grant proposals for research, training
119
8.0%
Used social media for practice purposes
181
12.1%
Participated in any professional psychology association activities as committee, board, or other governance group member
389
26.0%
Provided other services on a pro bono basis
549
36.7%
Served as a clinical supervisor to other licensed professional
450
30.1%
Served as a paid consultant to another institution, business, government agency, or organization
378
25.3%
Total 1,495 100.0% Table J18. Gender
Gender N % Male 521 32.1% Female 1,096 67.5% Transgender Male 1 0.1% Transgender Female 1 0.1% Not listed 4 0.2% Total 1,623 100.0%
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Table J19. Racial Background
Race N % Asian including South, Southeast and West Asia
54
3.3%
Black or African American 41 2.5% White 1,387 85.8% Hispanic or Latino 59 3.7% Native American or Indigenous People
10
0.6%
Native Hawaiian or Pacific Islander 0 0.0% More than one race 45 2.8% Not listed 20 1.2% Total 1,616 100.0%
Table J20. Do You Consider Yourself to Have a Disability as Defined by US Americans With Disabilities Act/Canadian Human Rights Legislation
Disability N % Yes 89 5.5% No 1,535 94.5% Total 1,624 100.0%
Table J21. What Type of Disability
Disability type N % Blind or visually impaired 8 9.0% Deaf or hard of hearing 12 13.5% Physical or Orthopedic 26 29.2% Learning 7 7.9% Cognitive 6 6.7% Psychological 13 14.6% None 4 4.5% Not listed 21 23.6% Total 89 100.0%
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Appendix K. Responses to the Knowledge Scales
Note. The totals for the tables in this appendix vary because not all items were answered by all respondents. The percentage of each Table is based on the total number who responded to that item. Rules of rounding were applied.
Table K1. EPPP Knowledge Scales Frequency Ratings
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
Biological Bases of Behavior 1
Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes; and/or acute and chronic disease comorbidities
17.0%
30.6%
31.9%
20.5%
2,702
1.6
1.0
2
Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative remedies
10.5%
27.3%
42.1%
20.1%
2,704
1.7
0.9
3
Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
23.0%
38.7%
27.6%
10.7%
2,699
1.3
0.9
4
Behavioral genetics, transmission and expression of genetic information and its modification and the role and limitations of this information in understanding disorders
34.3%
40.8%
19.6%
5.35
2,701
1.0
0.9
5
Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
50.5%
31.5%
11.4%
6.6%
2,699
0.7
0.9
Cognitive-Affective Bases of Behavior
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
6
Major research‐based theories and models of intelligence and their application
22.3%
36.7%
26.8%
14.3%
2,699
1.3
1.0
7
Major research-based theories, models, and principles of learning and their application
14.5%
33.5%
33.2%
18.8%
2,692
1.6
1.0
8 Major research‐based theories and models of memory and their application
20.0%
40.4%
27.0%
12.5%
2,678
1.3
0.9
9
Major research‐based theories and models of motivation and their application
13.6%
33.7%
36.8%
16.0%
2,684
1.6
0.9
10 Major research-based theories and models of emotion and their application
8.9%
25.4%
39.8%
25.9%
2,674
1.8
0.9
11
Additional elements of cognition, including sensation and perception, attention, language, information processing, visual-spatial processing, executive functioning
13.4%
29.3%
34.5%
22.8%
2,691
1.7
1.0
12
Relations among cognitions/beliefs, behavior, affect, temperament, and mood
3.3%
11.2%
35.2%
50.4%
2,691
2.3
0.8
13 Influence of psychosocial factors on cognitions/beliefs and behaviors
2.6%
10.5%
41.2%
45.6%
2,685
2.3
0.8
Social and Cultural Bases of Behavior 14
Social cognition (e.g., theories, person perception, development of stereotypes, prejudice)
14.5%
38.5%
33.9%
13.1%
2,659
1.5
0.9
15
Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐ verbal communication, internet communication, mate selection, empathy)
11.4%
25.6%
36.2%
26.8%
2,650
1.8
1.0
16
Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
14.9%
28.1%
37.4%
19.6%
2,649
1.6
1.0
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
17
Personality theories (e.g., psychodynamic, humanistic/existential, cognitive, behavioral, trait theory, interpersonal)
8.0%
23.4%
35.6%
33.0%
2,645
1.9
0.9
18
Cultural and sociopolitical psychology (e.g., privilege/oppression, cross‐cultural comparisons, political differences, international and global awareness, religion and spirituality, acculturation)
13.7%
30.0%
35.5%
20.8%
2,648
1.6
1.0
19
Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems; conceptual models; assumptions)
14.5%
31.0%
35.0%
19.4%
2,648
1.6
1.0
20 Causes, manifestations, and effects of oppression
27.1%
36.9%
23.8%
12.2%
2,649
1.2
1.0
Growth and Lifespan Development 21
Normal growth and development across the lifespan (e.g., biological, physical, sexual, cognitive, perceptual, social, personality, moral, emotional, career)
4.9%
17.0%
41.6%
36.4%
2,694
2.1
0.9
22
Influence of individual‐environment interaction over time on development (e.g., the relationship between the individual and the social, academic, work, community environment)
5.5%
17.1%
40.5%
36.8%
2,694
2.1
0.9
23 Major research‐based theories of development
17.9%
41.6%
30.6%
9.9%
2,693
1.3
0.9
24 Influence of diverse identities on development
15.4%
34.4%
34.3%
15.9%
2,658
1.5
0.9
25
Family development, configuration, and functioning and its impact on the individual across the lifespan
8.3%
22.7%
39.5%
29.4%
2,688
1.9
0.9
26
Life events that can influence the normal course of development across the lifespan
2.7%
14.2%
44.2%
38.9%
2,690
2.2
0.8
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
27
Risk/protective factors that may impact a developmental course (e.g., nutrition, prenatal care, health care, social support, socioeconomic status, abuse/victimization/resiliency)
5.1%
17.95
41.5%
35.5%
2,693
2.1
0.9
28
Disorders/diseases that impact the expected course of development over the lifespan
7.5%
28.3%
36.6%
27.6%
2,691
1.8
0.9
Assessment and Diagnosis 29
Psychometric theory, generalizability theory, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
26.7%
30.5%
21.7%
21.2%
2,701
1.4
1.1
30
Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
18.5%
30.8%
31.1%
19.7%
2,698
1.5
1.0
31
Assessment methods (e.g., self‐report, multi-informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi‐ structured interviews) and their strengths and limitations
10.3%
19.7%
32.6%
37.4%
2,689
2.0
1.0
32
Commonly used instruments for the measurement of characteristics and behaviors of individuals (e.g., psychosocial functioning; cognitive and personality; achievement; psychopathology; risk assessment) and the appropriate use of these tests with various populations
10.8%
20.95
30.2%
38.2%
2,692
2.0
1.0
33
Issues of differential diagnosis and integration of non‐psychological information into psychological assessment
5.7%
12.7%
33.8%
47.9%
2,687
2.2
0.9
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
34
Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
57.7%
26.5%
10.1%
5.8%
2,676
0.6
0.9
35
Criteria for selection and adaptation of assessment methods including evidenced-based knowledge of assessment limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations
23.1%
34.8%
26.7%
15.4%
2,673
1.3
1.0
36
Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
24.4%
32.7%
28.8%
14.1%
2,673
1.3
1.0
37
Factors influencing interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics, evidence base)
22.4%
31.3%
28.8%
17.5%
2,673
1.4
1.0
38
Constructs of epidemiology and base rates of psychological conditions and behavioral disorders in clinical or demographic populations
26.5%
38.8%
25.85
8.9%
2,663
1.2
0.9
39 Major research-based theories and models of psychopathology
10.7%
29.3%
38.5%
21.5%
2,643
1.7
0.9 40
Measurement of outcomes and changes due to prevention or intervention efforts with individuals, couples, families, groups, and organizations
21.5%
31.3%
30.0%
17.2%
2,665
1.4
1.0
41
Use of technology in implementing tests, surveys, and other forms of assessment and diagnostic evaluation; validity, cost effectiveness, consumer acceptability
37.8%
32.3%
20.5%
9.3%
2,672
1.0
1.0
Treatment, Intervention, and Prevention and Supervision
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
42
Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
7.0%
14.0%
34.2%
44.7%
2,619
2.2
0.9
43
Contemporary theories/models of treatment/intervention/prevention and their evidence base
5.5%
18.1%
42.1%
34.4%
2,618
2.1
0.9
44
Treatment techniques/interventions and the evidence for their comparative efficacy and effectiveness
4.9%
20.2%
40.6%
34.3%
2,606
2.0
0.9
45
Methods and their evidence base for prevention, intervention and/or rehabilitation with diverse or special populations
9.7%
30.9%
36.5%
22.8%
2,614
1.7
0.9
46
Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
12.7%
25.3%
35.4%
26.6%
2,607
1.8
1.0
47 Consultation models and processes 29.2% 36.0% 24.7% 10.0% 2,598 1.2 1.0 48
Models of vocational and career development in the provision of psychological services
57.2%
31.3%
8.4%
3.0%
2,591
0.6
0.8
49 Technology‐assisted psychological services, including telepsychology
50.7%
29.3%
14.5%
5.5%
2,606
0.7
0.9
50
Healthcare systems, structures, and economics, and how these impact intervention choice
25.7%
31.1%
28.1%
15.1%
2,608
1.3
1.0
51 Approaches to health promotion, risk reduction, resilience, and wellness
12.6%
26.0%
37.6%
23.8%
2,607
1.7
1.0
52 Contemporary theories/models of supervision and their evidence base
32.2%
33.4%
23.0%
11.4%
2,606
1.1
1.0
Research Methods and Statistics
53 Sampling and data collection methods and issues
48.8%
30.6%
13.1%
7.5%
2,718
0.8
0.9
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Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
54
Design of case studies, correlational, quasi‐experimental and experimental studies
55.2%
29.4%
9.5%
5.9%
2,685
0.7
0.9
55
Analytic methods, including qualitative (e.g., thematic, phenomenological) and quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis, exploratory and confirmatory factor analysis, non‐ parametric statistics, and causal modeling)
54.2%
27.5%
10.7%
7.6%
2,713
0.7
0.9
56
Statistical interpretation (e.g., power, effect size, causation vs. association, sensitivity and specificity, generalizability, clinical vs. statistical significance)
38.4%
32.8%
19.2%
9.6%
2,712
1.0
1.0
57
Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizations, threats to internal and external validity, design flaws, level of evidence)
29.7%
33.8%
23.7%
12.8%
2,705
1.2
1.0
58
Evaluation strategies and techniques (e.g., needs assessment, process/implementation evaluation, formative and summative assessment program evaluation, outcome evaluation, cost‐benefit analysis)
39.0%
33.9%
18.7%
8.4%
2,713
1.0
1.0
59
Considerations regarding community involvement and participation in research, particularly for under- represented populations
52.6%
30.6%
11.9%
4.9%
2,705
0.7
0.9
60 Dissemination and presentation of research findings
47.0%
29.9%
15.4%
7.7%
2,700
0.8
1.0
Ethical/Legal/Professional Issues
61 Ethical principles and codes of conduct for psychologists (APA, CPA)
1.7%
15.7%
38.1%
44.5%
2,711
2.3
0.8
Pearson VUE Confidential Page 67
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
62
Professional standards and relevant guidelines for the practice of psychology (e.g., practice guidelines for providers of psychological services, standards for educational and psychological testing)
3.0%
20.3%
39.2%
37.5%
2,708
2.1
0.8
63
Awareness of applicable laws/statutes and/or judicial decisions that affect psychological practice
4.45
30.6%
35.5%
29.5%
2,722
1.9
0.9
64 Identifying and managing potential ethical issues
3.2%
26.7%
38.7%
31.4%
2,712
2.0
0.8
65 Models of ethical decision‐making 17.9% 44.9% 25.2% 12.0% 2,683 1.3 0.9
66 Approaches for continuing professional development
9.3%
36.0%
39.7%
15.1%
2,699
1.6
0.9
67
Consideration of emerging social, legal, ethical, and policy issues and their impact on psychology
10.6%
42.8%
34.8%
11.8%
2,712
1.5
0.8
68 Client’s/patient’s rights 3.3% 17.5% 35.4% 43.8% 2,712 2.2 0.8 69 Ethical issues in the conduct of research 53.2% 27.9% 10.1% 8.7% 2,689 0.7 1.0 70 Ethical issues in supervision 27.0% 27.4% 25.8% 19.8% 2,704 1.4 1.1
71 Ethical issues in technology assisted psychological services
38.9%
35.8%
17.3%
8.0%
2,713
0.9
0.9
Note. All domains/knowledge areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 68
Table K2. EPPP Knowledge Scales Criticality Ratings
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
Biological Bases of Behavior 1
Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes; and/or acute and chronic disease comorbidities
9.2%
24.9%
41.3%
24.6%
2,574
1.8
0.9
2
Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative remedies
5.3%
17.3%
46.3%
31.2%
2,577
2.0
0.8
3
Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
10.6%
26.3%
40.4%
22.7%
2,572
1.8
0.9
4
Behavioral genetics, transmission and expression of genetic information and its modification and the role and limitations of this information in understanding disorders
19.7%
39.1%
31.8%
9.3%
2,573
1.3
0.9
5
Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
28.7%
36.8%
25.0%
9.6%
2,575
1.2
0.9
Cognitive-Affective Bases of Behavior 6
Major research‐based theories and models of intelligence and their application
12.7%
30.2%
37.9%
19.2%
2,586
1.6
0.9
7
Major research-based theories, models, and principles of learning and their application
9.9%
29.3%
40.5%
20.3%
2,580
1.7
0.9
Pearson VUE Confidential Page 69
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
8
Major research‐based theories and models of memory and their application
12.1%
35.0%
38.6%
14.3%
2,567
1.6
0.9
9
Major research‐based theories and models of motivation and their application
9.6%
32.9%
40.8%
16.8%
2,573
1.6
0.9
10 Major research-based theories and models of emotion and their application
6.5%
23.6%
43.8%
26.1%
2,561
1.9
0.9
11
Additional elements of cognition, including sensation and perception, attention, language, information processing, visual-spatial processing, executive functioning
9.1%
26.8%
42.5%
21.6%
2,578
1.8
0.9
12
Relations among cognitions/beliefs, behavior, affect, temperament, and mood
3.0%
13.4%
40.8%
42.8%
2,579
2.2
0.8
13 Influence of psychosocial factors on cognitions/beliefs and behaviors
2.4%
13.0%
42.6%
42.0%
2,578
2.2
0.8
Social and Cultural Bases of Behavior 14
Social cognition (e.g., theories, person perception, development of stereotypes, prejudice)
9.2%
29.1%
41.7%
20.1%
2,553
1.7
0.9
15
Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐ verbal communication, internet communication, mate selection, empathy)
7.8%
26.2%
41.9%
24.2%
2,545
1.8
0.9
16
Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
10.6%
29.2%
41.8%
18.4%
2,547
1.7
0.9
17
Personality theories (e.g., psychodynamic, humanistic/existential, cognitive, behavioral, trait theory, interpersonal)
7.9%
26.7%
35.8%
29.6%
2,544
1.9
0.9
Pearson VUE Confidential Page 70
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
18
Cultural and sociopolitical psychology (e.g., privilege/oppression, cross‐cultural comparisons, political differences, international and global awareness, religion and spirituality, acculturation)
7.7%
22.9%
39.7%
29.8%
2,547
1.9
0.9
19
Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems; conceptual models; assumptions)
8.2%
24.3%
41.4%
26.1%
2,547
1.9
0.9
20 Causes, manifestations, and effects of oppression
13.0%
23.9%
37.9%
25.2%
2,546
1.8
1.0
Growth and Lifespan Development 21
Normal growth and development across the lifespan (e.g., biological, physical, sexual, cognitive, perceptual, social, personality, moral, emotional, career)
3.6%
15.7%
42.3%
38.3%
2,605
2.2
0.8
22
Influence of individual‐environment interaction over time on development (e.g., the relationship between the individual and the social, academic, work, community environment)
4.9%
18.2%
42.7%
34.3%
2,604
2.1
0.8
23 Major research‐based theories of development
12.8%
34.9%
38.9%
13.5%
2,602
1.5
0.9
24 Influence of diverse identities on development
10.5%
26.2%
41.2%
22.1%
2,575
1.7
0.9
25
Family development, configuration, and functioning and its impact on the individual across the lifespan
6.0%
21.5%
44.2%
28.3%
2,595
1.9
0.9
26
Life events that can influence the normal course of development across the lifespan
2.3%
15.1%
46.1%
36.5%
2,600
2.2
0.8
27
Risk/protective factors that may impact a developmental course (e.g., nutrition, prenatal care, health care, social support, socioeconomic status, abuse/victimization/resiliency)
2.8%
12.6%
41.8%
42.7%
2,599
2.2
0.8
28
Disorders/diseases that impact the expected course of development over the lifespan
4.2%
19.5%
44.8%
31.4%
2,600
2.0
0.8
Pearson VUE Confidential Page 71
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
Assessment and Diagnosis 29
Psychometric theory, generalizability theory, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
13.9%
19.6%
33.3%
33.2%
2,579
1.9
1.0
30
Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
11.0%
26.6%
38.0%
24.4%
2,573
1.8
0.9
31
Assessment methods (e.g., self‐report, multi-informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi‐ structured interviews) and their strengths and limitations
6.6%
17.6%
37.8%
38.0%
2,567
2.1
0.9
32
Commonly used instruments for the measurement of characteristics and behaviors of individuals (e.g., psychosocial functioning; cognitive and personality; achievement; psychopathology; risk assessment) and the appropriate use of these tests with various populations
5.3%
14.8%
36.6%
43.3%
2,567
2.2
0.9
33
Issues of differential diagnosis and integration of non‐psychological information into psychological assessment
3.0%
10.2%
34.1%
52.7%
2,565
2.4
0.8
34
Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
33.2%
34.6%
24.4%
7.8%
2,557
1.1
0.9
Pearson VUE Confidential Page 72
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
35
Criteria for selection and adaptation of assessment methods including evidenced-based knowledge of assessment limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations
10.4%
19.4%
36.9%
33.4%
2,555
1.9
1.0
36
Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
16.2%
30.9%
33.8%
19.1%
2,551
1.6
1.0
37
Factors influencing interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics, evidence base)
11.7%
23.8%
36.1%
28.4%
2,554
1.8
1.0
38
Constructs of epidemiology and base rates of psychological conditions and behavioral disorders in clinical or demographic populations
16.2%
33.0%
36.6%
14.3%
2,543
1.5
0.9
39 Major research-based theories and models of psychopathology
7.9%
23.0%
40.5%
28.6%
2,528
1.9
0.9 40
Measurement of outcomes and changes due to prevention or intervention efforts with individuals, couples, families, groups, and organizations
11.0%
24.7%
40.8%
23.6%
2,546
1.8
0.9
41
Use of technology in implementing tests, surveys, and other forms of assessment and diagnostic evaluation; validity, cost effectiveness, consumer acceptability
24.8%
35.6%
28.5%
11.0%
2,554
1.3
1.0
Treatment, Intervention, and Prevention and Supervision 42
Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
4.3%
11.4%
32.9%
51.4%
2,530
2.3
0.8
Pearson VUE Confidential Page 73
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
43
Contemporary theories/models of treatment/intervention/prevention and their evidence base
3.8%
14.2%
41.4%
40.6%
2,530
2.2
0.8
44
Treatment techniques/interventions and the evidence for their comparative efficacy and effectiveness
3.0%
13.5%
40.0%
43.5%
2,525
2.2
0.8
45
Methods and their evidence base for prevention, intervention and/or rehabilitation with diverse or special populations
5.2%
16.4%
43.6%
34.8%
2,525
2.1
0.8
46
Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
8.4%
22.7%
39.9%
29.0%
2,521
1.9
0.9
47 Consultation models and processes 19.7% 36.7% 32.5% 11.1% 2,509 1.4 0.9 48
Models of vocational and career development in the provision of psychological services
38.2%
39.6%
18.5%
3.8%
2,508
0.9
0.8
49 Technology‐assisted psychological services, including telepsychology
25.1%
31.3%
31.2%
12.3%
2,518
1.3
1.0
50
Healthcare systems, structures, and economics, and how these impact intervention choice
14.2%
28.2%
36.3%
21.3%
2,522
1.6
1.0
51 Approaches to health promotion, risk reduction, resilience, and wellness
6.4%
21.0%
45.2%
27.4%
2,518
1.9
0.9
52 Contemporary theories/models of supervision and their evidence base
19.0%
29.0%
36.4%
15.6%
2,519
1.5
1.0
Research Methods and Statistics
53 Sampling and data collection methods and issues
27.5%
27.1%
30.2%
15.2%
2,593
1.3
1.0
54
Design of case studies, correlational, quasi‐experimental and experimental studies
31.2%
29.0%
26.9%
12.9%
2,563
1.2
1.0
Pearson VUE Confidential Page 74
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
55
Analytic methods, including qualitative (e.g., thematic, phenomenological) and quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis, exploratory and confirmatory factor analysis, non‐ parametric statistics, and causal modeling)
32.2%
29.9%
25.3%
12.7%
2,590
1.2
1.0
56
Statistical interpretation (e.g., power, effect size, causation vs. association, sensitivity and specificity, generalizability, clinical vs. statistical significance)
22.8%
27.7%
29.3%
20.1%
2,591
1.5
1.1
57
Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizations, threats to internal and external validity, design flaws, level of evidence)
17.7%
22.9%
32.2%
27.2%
2,593
1.7
1.1
58
Evaluation strategies and techniques (e.g., needs assessment, process/implementation evaluation, formative and summative assessment program evaluation, outcome evaluation, cost‐benefit analysis)
23.3%
32.3%
30.4%
14.0%
2,592
1.4
1.0
59
Considerations regarding community involvement and participation in research, particularly for under- represented populations
25.2%
27.3%
32.2%
15.3%
2,591
1.4
1.0
60 Dissemination and presentation of research findings
28.4%
28.0%
28.7%
15.0%
2,585
1.3
1.0
Ethical/Legal/Professional Issues
61 Ethical principles and codes of conduct for psychologists (APA, CPA)
0.4%
2.3%
13.5%
83.8%
2,616
2.8
0.5
62
Professional standards and relevant guidelines for the practice of psychology (e.g., practice guidelines for providers of psychological services, standards for educational and psychological testing)
0.9%
5.8%
24.4%
68.8%
2,618
2.6
0.6
Pearson VUE Confidential Page 75
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
63
Awareness of applicable laws/statutes and/or judicial decisions that affect psychological practice
1.4%
7.0%
28.9%
62.7%
2,629
2.5
0.7
64 Identifying and managing potential ethical issues
0.4%
4.4%
19.1%
76.0%
2,624
2.7
0.6
65 Models of ethical decision‐making 7.8% 23.1% 37.6% 31.5% 2,601 1.9 0.9
66 Approaches for continuing professional development
8.8%
26.7%
41.6%
23.0%
2,614
1.8
0.9
67
Consideration of emerging social, legal, ethical, and policy issues and their impact on psychology
5.0%
24.4%
45.2%
25.4%
2,622
1.9
0.8
68 Client’s/patient’s rights 0.9% 4.8% 23.7% 70.7% 2,621 2.6 0.6 69 Ethical issues in the conduct of research 17.9% 17.0% 26.1% 39.0% 2,605 1.9 1.1 70 Ethical issues in supervision 9.7% 12.9% 33.4% 44.0% 2,611 2.1 1.0
71 Ethical issues in technology assisted psychological services
12.2%
21.1%
35.9%
30.8%
2,621
1.9
1.0
Note. All domains/knowledge areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 76
Table K3. EPPP Knowledge Scales Importance Ratings
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
Biological Bases of Behavior 1
Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes; and/or acute and chronic disease comorbidities
10.3%
24.7%
35.5%
29.4%
2,572
1.8
1.0
2
Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative remedies
6.5%
20.1%
41.0%
32.4%
2,576
2.0
0.9
3
Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
12.5%
29.2%
37.1%
21.2%
2,571
1.7
0.9
4
Behavioral genetics, transmission and expression of genetic information and its modification and the role and limitations of this information in understanding disorders
21.0%
39.4%
29.0%
10.6%
2,575
1.3
0.9
5
Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
32.0%
35.8%
21.9%
10.3%
2,572
1.1
1.0
Cognitive-Affective Bases of Behavior 6
Major research‐based theories and models of intelligence and their application
14.7%
29.1%
33.6%
22.5%
2,587
1.6
1.0
7
Major research-based theories, models, and principles of learning and their application
9.9%
26.5%
37.6%
26.0%
2,574
1.8
0.9
Pearson VUE Confidential Page 77
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
8
Major research‐based theories and models of memory and their application
12.6%
32.8%
36.4%
18.1%
2,566
1.6
0.9
9
Major research‐based theories and models of motivation and their application
8.8%
28.5%
39.8%
22.9%
2,571
1.8
0.9
10 Major research-based theories and models of emotion and their application
6.1%
20.6%
41.2%
32.1%
2,557
2.0
0.9
11
Additional elements of cognition, including sensation and perception, attention, language, information processing, visual-spatial processing, executive functioning
8.0%
23.9%
39.6%
28.4%
2,578
1.9
0.9
12
Relations among cognitions/beliefs, behavior, affect, temperament, and mood
2.4%
9.0%
34.7%
53.8%
2,579
2.4
0.8
13 Influence of psychosocial factors on cognitions/beliefs and behaviors
2.2%
8.7%
37.5%
51.6%
2,570
2.4
0.7
Social and Cultural Bases of Behavior 14
Social cognition (e.g., theories, person perception, development of stereotypes, prejudice)
9.6%
30.0%
39.4%
21.0%
2,552
1.7
0.9
15
Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐ verbal communication, internet communication, mate selection, empathy)
7.9%
23.2%
38.7%
30.1%
2,545
1.9
0.9
16
Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
11.3%
25.0%
39.9%
23.8%
2,544
1.8
0.9
17
Personality theories (e.g., psychodynamic, humanistic/existential, cognitive, behavioral, trait theory, interpersonal)
6.5%
22.0%
34.2%
37.3%
2,541
2.0
0.9
Pearson VUE Confidential Page 78
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
18
Cultural and sociopolitical psychology (e.g., privilege/oppression, cross‐cultural comparisons, political differences, international and global awareness, religion and spirituality, acculturation)
8.2%
23.9%
36.8%
31.1%
2,548
1.9
0.9
19
Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems; conceptual models; assumptions)
8.7%
25.5%
37.9%
27.9%
2,546
1.9
0.9
20 Causes, manifestations, and effects of oppression
14.5%
28.5%
32.7%
24.3%
2,544
1.7
1.0
Growth and Lifespan Development 21
Normal growth and development across the lifespan (e.g., biological, physical, sexual, cognitive, perceptual, social, personality, moral, emotional, career)
3.5%
11.6%
38.5%
46.5%
2,603
2.3
0.8
22
Influence of individual‐environment interaction over time on development (e.g., the relationship between the individual and the social, academic, work, community environment)
3.9%
15.3%
38.8%
42.0%
2,598
2.2
0.8
23 Major research‐based theories of development
11.9%
33.0%
39.0%
16.1%
2,597
1.6
0.9
24 Influence of diverse identities on development
10.8%
26.0%
39.3%
23.8%
2,572
1.8
0.9
25
Family development, configuration, and functioning and its impact on the individual across the lifespan
5.6%
18.4%
41.3%
34.7%
2,590
2.1
0.9
26
Life events that can influence the normal course of development across the lifespan
2.0%
12.4%
42.7%
42.9%
2,595
2.3
0.7
27
Risk/protective factors that may impact a developmental course (e.g., nutrition, prenatal care, health care, social support, socioeconomic status, abuse/victimization/resiliency)
3.0%
12.4%
39.8%
44.8%
2,596
2.3
0.8
28
Disorders/diseases that impact the expected course of development over the lifespan
4.5%
19.3%
40.5%
35.6%
2,595
2.1
0.9
Pearson VUE Confidential Page 79
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
Assessment and Diagnosis 29
Psychometric theory, generalizability theory, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
16.2%
21.9%
28.1%
33.8%
2,575
1.8
1.1
30
Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
12.1%
25.9%
35.1%
26.9%
2,570
1.8
1.0
31
Assessment methods (e.g., self‐report, multi-informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi‐ structured interviews) and their strengths and limitations
7.1%
16.4%
34.2%
42.3%
2,562
2.1
0.9
32
Commonly used instruments for the measurement of characteristics and behaviors of individuals (e.g., psychosocial functioning; cognitive and personality; achievement; psychopathology; risk assessment) and the appropriate use of these tests with various populations
6.0%
15.2%
31.7%
47.1%
2,562
2.2
0.9
33
Issues of differential diagnosis and integration of non‐psychological information into psychological assessment
3.5%
9.9%
29.9%
56.7%
2,560
2.4
0.8
34
Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
40.3%
31.6%
19.2%
8.9%
2,557
1.0
1.0
Pearson VUE Confidential Page 80
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
35
Criteria for selection and adaptation of assessment methods including evidenced-based knowledge of assessment limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations
14.5%
23.1%
34.0%
28.4%
2,549
1.8
1.0
36
Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
17.9%
30.6%
31.8%
19.7%
2,547
1.5
1.0
37
Factors influencing interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics, evidence base)
14.8%
25.1%
32.5%
27.6%
2,555
1.7
1.0
38
Constructs of epidemiology and base rates of psychological conditions and behavioral disorders in clinical or demographic populations
17.7%
33.2%
33.7%
15.4%
2,541
1.5
1.0
39 Major research-based theories and models of psychopathology
7.8%
22.3%
39.3%
30.6%
2,527
1.9
0.9 40
Measurement of outcomes and changes due to prevention or intervention efforts with individuals, couples, families, groups, and organizations
13.8%
24.2%
36.0%
26.0%
2,541
1.7
1.0
41
Use of technology in implementing tests, surveys, and other forms of assessment and diagnostic evaluation; validity, cost effectiveness, consumer acceptability
26.5%
33.7%
27.2%
12.6%
2,552
1.3
1.0
Treatment, Intervention, and Prevention and Supervision 42
Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
5.1%
11.1%
27.8%
56.0%
2,521
2.3
0.9
Pearson VUE Confidential Page 81
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
43
Contemporary theories/models of treatment/intervention/prevention and their evidence base
4.1%
13.9%
36.7%
45.3%
2,518
2.2
0.8
44
Treatment techniques/interventions and the evidence for their comparative efficacy and effectiveness
3.7%
13.8%
36.0%
46.5%
2,516
2.3
0.8
45
Methods and their evidence base for prevention, intervention and/or rehabilitation with diverse or special populations
6.5%
19.0%
38.5%
35.9%
2,514
2.0
0.9
46
Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
9.0%
21.9%
36.3%
32.8%
2,512
1.9
1.0
47 Consultation models and processes 19.8% 34.0% 31.1% 15.1% 2,500 1.4 1.0 48
Models of vocational and career development in the provision of psychological services
39.0%
38.2%
18.2%
4.5%
2,496
0.9
0.9
49 Technology‐assisted psychological services, including telepsychology
32.0%
30.1%
26.5%
11.4%
2,510
1.2
1.0
50
Healthcare systems, structures, and economics, and how these impact intervention choice
17.1%
28.7%
33.2%
21.0%
2,514
1.6
1.0
51 Approaches to health promotion, risk reduction, resilience, and wellness
7.7%
21.1%
41.2%
30.0%
2,512
1.9
0.9
52 Contemporary theories/models of supervision and their evidence base
20.9%
27.7%
34.1%
17.3%
2,511
1.5
1.0
Research Methods and Statistics
53 Sampling and data collection methods and issues
31.9%
28.6%
25.5%
13.9%
2,585
1.2
1.0
54
Design of case studies, correlational, quasi‐experimental and experimental studies
36.6%
29.8%
22.6%
11.0%
2,555
1.1
1.0
Pearson VUE Confidential Page 82
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
55
Analytic methods, including qualitative (e.g., thematic, phenomenological) and quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis, exploratory and confirmatory factor analysis, non‐ parametric statistics, and causal modeling)
36.3%
30.6%
21.1%
12.0%
2,584
1.1
1.0
56
Statistical interpretation (e.g., power, effect size, causation vs. association, sensitivity and specificity, generalizability, clinical vs. statistical significance)
25.4%
28.9%
26.7%
19.1%
2,587
1.4
1.1
57
Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizations, threats to internal and external validity, design flaws, level of evidence)
19.4%
25.9%
30.0%
24.6%
2,586
1.6
1.1
58
Evaluation strategies and techniques (e.g., needs assessment, process/implementation evaluation, formative and summative assessment program evaluation, outcome evaluation, cost‐benefit analysis)
26.9%
31.0%
27.2%
14.9%
2,584
1.3
1.0
59
Considerations regarding community involvement and participation in research, particularly for under- represented populations
33.4%
29.8%
24.2%
12.5%
2,584
1.2
1.0
60 Dissemination and presentation of research findings
31.6%
27.8%
25.3%
15.3%
2,576
1.2
1.1
Ethical/Legal/Professional Issues
61 Ethical principles and codes of conduct for psychologists (APA, CPA)
0.4%
2.8%
14.3%
82.5%
2,608
2.8
0.5
62
Professional standards and relevant guidelines for the practice of psychology (e.g., practice guidelines for providers of psychological services, standards for educational and psychological testing)
1.0%
6.0%
24.8%
68.3%
2,615
2.6
0.6
Pearson VUE Confidential Page 83
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
63
Awareness of applicable laws/statutes and/or judicial decisions that affect psychological practice
1.4%
9.2%
26.8%
62.7%
2,630
2.5
0.7
64 Identifying and managing potential ethical issues
0.4%
5.3%
19.8%
74.5%
2,622
2.7
0.6
65 Models of ethical decision‐making 8.0% 23.8% 35.4% 32.8% 2,602 1.9 0.9
66 Approaches for continuing professional development
6.1%
24.6%
42.0%
27.3%
2,612
1.9
0.9
67
Consideration of emerging social, legal, ethical, and policy issues and their impact on psychology
5.0%
24.7%
43.8%
26.5%
2,619
1.9
0.8
68 Client’s/patient’s rights 1.5% 6.1% 24.5% 67.8% 2,622 2.6 0.7 69 Ethical issues in the conduct of research 28.8% 22.9% 21.3% 27.1% 2,605 1.5 1.2 70 Ethical issues in supervision 14.4% 14.4% 28.5% 42.8% 2,607 2.0 1.1
71 Ethical issues in technology assisted psychological services
19.6%
25.7%
29.9%
24.8%
2,616
1.6
1.1
Note. All domains/knowledge areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 84
Appendix L. Responses to the Competency Scales
Table L1. EPPP Part 2 Competency Scales Frequency Ratings
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
Scientific Orientation 1
Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
15.3%
40.4%
30.8%
13.5%
1,958
1.4
0.9
2
Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
12.3%
23.4%
34.9%
29.5%
1,941
1.8
1.0
3
Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
12.1%
27.8%
38.0%
22.1%
1,942
1.7
0.9
4
Acquire and disseminate knowledge in accord with scientific and ethical principles
8.2%
22.7%
39.4%
29.7%
1,940
1.9
0.9
5 Select and use evidence-based assessment methods and instruments
10.4%
18.0%
33.7%
38.0%
1,931
2.0
1.0
6 Select and use evidence-based interventions
6.4%
11.2%
37.8%
44.6%
1,926
2.2
0.9
Professional Practice 7
Apply knowledge of individual and diversity characteristics in assessment and diagnosis
3.2%
11.4%
42.0%
43.4%
1,861
2.3
0.8
8 Demonstrate effective interviewing skills 1.3% 3.8% 20.3% 74.5% 1,853 2.7 0.6
9 Administer and score instruments following current guidelines and research
17.7%
22.3%
27.5%
32.4%
1,846
1.7
1.1 10
Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
9.0%
17.5%
31.5%
42.1%
1,850
2.1
1.0
Pearson VUE Confidential Page 85
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
11
Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
2.7%
7.8%
31.1%
58.3%
1,848
2.5
0.8
12
Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
8.7%
18.3%
36.5%
36.4%
1,842
2.0
0.9
13 Evaluate service or program effectiveness across a variety of contexts
29.2%
39.7%
22.0%
9.0%
1,836
1.1
0.9 14
Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
5.3%
14.2%
40.3%
40.2%
1,839
2.2
0.9
15
Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
6.4%
15.3%
38.4%
39.9%
1,835
2.1
0.9
16 Consult and collaborate within and across professions
2.6%
15.6%
42.4%
39.3%
1,834
2.2
0.8
17
Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
3.8%
12.6%
34.4%
49.1%
1,830
2.3
0.8
18
Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
31.0%
18.4%
29.6%
21.0%
1,827
1.4
1.1
19
Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
28.0%
13.9%
26.0%
32.1%
1,826
1.6
1.2
Relational Competence 20
Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
2.6%
12.9%
43.4%
41.1%
1,956
2.2
0.8
Pearson VUE Confidential Page 86
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
21
Work effectively with individuals, families, groups, communities, and/or organizations
1.7%
4.8%
26.7%
66.8%
1,955
2.6
0.7
22
In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
0.3%
1.5%
21.0%
77.3%
1,955
2.8
0.5
23 Identify and manage interpersonal conflict between self and others
8.8%
43.8%
28.0%
19.4%
1,951
1.6
0.9
Professionalism 24
Identify and observe boundaries of competence in all areas of professional practice
0.8%
11.5%
41.0%
46.7%
2,017
2.3
0.7
25
Critically evaluate one’s own professional practice through self-reflection and feedback from others
0.9%
14.0%
46.4%
38.7%
2,019
2.2
0.7
Ethical and Legal Practice 26
Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
0.5%
2.5%
25.2%
71.9%
1,986
2.7
0.5
27
Accurately represent and document work performed in professional practice and scholarship
1.9%
4.8%
24.5%
68.8%
1,980
2.6
0.7
28 Implement ethical practice management 2.4% 6.7% 29.3% 61.5% 1,963 2.5 0.7
29 Establish and maintain a process that promotes ethical decision-making
2.1%
10.6%
35.4%
51.9%
1,965
2.4
0.8
Systems Thinking
30 Work effectively within organizations and systems
5.7%
9.8%
26.8%
57.7%
2,036
2.4
0.9
31 Demonstrate interdisciplinary collaborations
3.8%
15.0%
35.4%
45.8%
2,025
2.2
0.8
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 87
Table L2. EPPP Part 2 Competency Scales Criticality Ratings
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
Scientific Orientation 1
Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
5.2%
24.2%
42.0%
28.6%
1,854
1.9
0.9
2
Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
4.1%
12.6%
36.7%
46.6%
1,842
2.3
0.8
3
Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
5.2%
17.0%
41.8%
36.0%
1,840
2.1
0.9
4
Acquire and disseminate knowledge in accord with scientific and ethical principles
4.0%
13.4%
38.0%
44.6%
1,841
2.2
0.8
5 Select and use evidence-based assessment methods and instruments
4.4%
8.8%
32.9%
54.0%
1,837
2.4
0.8
6 Select and use evidence-based interventions
3.2%
7.8%
34.2%
54.8%
1,838
2.4
0.8
Professional Practice 7
Apply knowledge of individual and diversity characteristics in assessment and diagnosis
0.7%
5.0%
29.3%
65.0%
1,770
2.6
0.6
8 Demonstrate effective interviewing skills 0.3% 4.2% 23.7% 71.8% 1,766 2.7 0.6
9 Administer and score instruments following current guidelines and research
4.5%
10.2%
27.5%
57.8%
1,758
2.4
0.8 10
Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
2.1%
6.9%
27.6%
63.4%
1,759
2.5
0.7
Pearson VUE Confidential Page 88
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
11
Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
0.6%
2.0%
21.1%
76.2%
1,757
2.7
0.5
12
Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
1.9%
5.6%
31.1%
61.5%
1,757
2.5
0.7
13 Evaluate service or program effectiveness across a variety of contexts
9.8%
25.2%
42.8%
22.2%
1,740
1.8
0.9 14
Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
1.5%
5.8%
34.7%
58.0%
1,752
2.5
0.7
15
Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
1.1%
5.9%
34.2%
58.8%
1,750
2.5
0.7
16 Consult and collaborate within and across professions
1.1%
9.4%
42.2%
47.3%
1,748
2.4
0.7
17
Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
1.5%
7.7%
30.3%
60.4%
1,745
2.5
0.7
18
Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
7.5%
9.7%
32.8%
50.0%
1,727
2.3
0.9
19
Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
6.4%
8.8%
31.3%
53.5%
1,723
2.3
0.9
Relational Competence 20
Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
0.7%
6.5%
33.5%
59.3%
1,876
2.5
0.7
Pearson VUE Confidential Page 89
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
21
Work effectively with individuals, families, groups, communities, and/or organizations
0.6%
4.4%
24.7%
70.2%
1,875
2.6
0.6
22
In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
0.6%
3.1%
18.6%
77.7%
1,878
2.7
0.5
23 Identify and manage interpersonal conflict between self and others
1.1%
10.6%
35.3%
53.0%
1,872
2.4
0.7
Professionalism 24
Identify and observe boundaries of competence in all areas of professional practice
0.4%
2.5%
20.7%
76.3%
1,928
2.7
0.5
25
Critically evaluate one’s own professional practice through self-reflection and feedback from others
0.5%
5.2%
32.9%
61.3%
1,926
2.6
0.6
Ethical and Legal Practice 26
Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
0.3%
2.1%
11.9%
85.7%
1,898
2.8
0.4
27
Accurately represent and document work performed in professional practice and scholarship
1.4%
6.0%
26.8%
65.8%
1,895
2.6
0.7
28 Implement ethical practice management 0.9% 2.5% 19.7% 76.9% 1,875 2.7 0.6
29 Establish and maintain a process that promotes ethical decision-making
0.5%
3.2%
22.3%
74.1%
1,881
2.7
0.6
Systems Thinking
30 Work effectively within organizations and systems
3.0%
14.6%
38.6%
43.8%
1,942
2.2
0.8
31 Demonstrate interdisciplinary collaborations
2.3%
10.9%
41.7%
45.1%
1,934
2.3
0.8
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 90
Table L3. EPPP Part 2 Competency Scales Importance Ratings
Survey Statement Number
Survey Statement Text
Not important Minimally
important Moderately important
Very important
N
M
SD
Scientific Orientation 1
Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
6.3%
23.4%
39.8%
30.5%
1,852
1.9
0.9
2
Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
5.3%
14.8%
31.5%
48.4%
1,840
2.2
0.9
3
Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
5.8%
18.7%
37.5%
38.0%
1,838
2.1
0.9
4
Acquire and disseminate knowledge in accord with scientific and ethical principles
5.2%
14.8%
34.5%
45.5%
1,840
2.2
0.9
5 Select and use evidence-based assessment methods and instruments
5.9%
12.5%
27.7%
53.9%
1,837
2.3
0.9
6 Select and use evidence-based interventions
4.4%
9.4%
30.6%
55.6%
1,835
2.4
0.8
Professional Practice 7
Apply knowledge of individual and diversity characteristics in assessment and diagnosis
1.4%
6.6%
28.6%
63.4%
1,763
2.5
0.7
8 Demonstrate effective interviewing skills 0.7% 2.2% 17.4% 79.7% 1,763 2.8 0.5
9 Administer and score instruments following current guidelines and research
8.0%
13.7%
24.9%
53.4%
1,754
2.2
1.0 10
Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
3.5%
9.6%
25.0%
61.9%
1,758
2.5
0.8
Pearson VUE Confidential Page 91
Survey Statement Number
Survey Statement Text
Not important Minimally
important Moderately important
Very important
N
M
SD
11
Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
i.1%
2.9%
19.5%
76.5%
1,758
2.7
0.6
12
Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
3.7%
9.9%
25.0%
61.3%
1,754
2.4
0.8
13 Evaluate service or program effectiveness across a variety of contexts
13.7%
26.6%
37.4%
22.2%
1,739
1.7
1.0 14
Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
3.0%
7.9%
32.1%
57.0%
1,749
2.4
0.8
15
Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
3.1%
7.6%
32.3%
56.9%
1,749
2.4
0.8
16 Consult and collaborate within and across professions
1.1%
8.3%
36.6%
53.9%
1,749
2.4
0.7
17
Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
1.3%
8.4%
30.6%
59.7%
1,746
2.5
0.7
18
Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
15.4%
11.0%
26.7%
46.9%
1,726
2.1
1.1
19
Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
14.5%
8.0%
24.9%
52.7%
1,722
2.2
1.1
Relational Competence 20
Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
1.5%
8.3%
32.2%
58.0%
1,873
2.5
0.7
Pearson VUE Confidential Page 92
Survey Statement Number
Survey Statement Text
Not important Minimally
important Moderately important
Very important
N
M
SD
21
Work effectively with individuals, families, groups, communities, and/or organizations
1.1%
4.0%
21.7%
73.2%
1,872
2.7
0.6
22
In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
0.3%
1.9%
15.6%
82.2%
1,875
2.8
0.5
23 Identify and manage interpersonal conflict between self and others
1.8%
10.1%
32.2%
56.0%
1,869
2.4
0.7
Professionalism 24
Identify and observe boundaries of competence in all areas of professional practice
0.7%
4.1%
24.5%
70.6%
1,929
2.7
0.6
25
Critically evaluate one’s own professional practice through self-reflection and feedback from others
0.6%
5.0%
28.4%
66.0%
1,925
2.6
0.6
Ethical and Legal Practice 26
Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
0.3%
2.4%
13.3%
84.0%
1,896
2.8
0.5
27
Accurately represent and document work performed in professional practice and scholarship
1.4%
4.5%
22.7%
71.4%
1,894
2.6
0.6
28 Implement ethical practice management 1.7% 3.8% 18.8% 75.7% 1,875 2.7 0.6
29 Establish and maintain a process that promotes ethical decision-making
0.7%
4.6%
21.0%
73.6%
1,883
2.7
0.6
Systems Thinking
30 Work effectively within organizations and systems
3.3%
9.5%
32.3%
54.9%
1,943
2.4
0.8
31 Demonstrate interdisciplinary collaborations
2.2%
8.7%
35.1%
54.0%
1,933
2.4
0.7
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 93
Table L4. EPPP Part 2 Competency Scales Acquisition Ratings
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
Scientific Orientation 1
Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
16.0%
84.0%
1,810
0.8
0.4
2
Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
24.7%
75.3%
1,802
0.8
0.4
3
Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
33.4%
66.6%
1,796
0.7
0.5
4
Acquire and disseminate knowledge in accord with scientific and ethical principles
26.8%
73.2%
1,796
0.7
0.4
5 Select and use evidence-based assessment methods and instruments
22.9%
77.1%
1,797
0.8
0.4
6 Select and use evidence-based interventions
29.2%
70.8%
1,797
0.7
0.5
Professional Practice 7
Apply knowledge of individual and diversity characteristics in assessment and diagnosis
26.0%
74.0%
1,720
0.7
0.4
8 Demonstrate effective interviewing skills 17.7% 82.3% 1,720 0.8 0.4
9 Administer and score instruments following current guidelines and research
13.6%
86.4%
1,705
0.9
0.3 10
Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
22.9%
77.1%
1,709
0.8
0.4
Pearson VUE Confidential Page 94
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
11
Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
24.0%
76.0%
1,711
0.8
0.4
12
Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
28.2%
71.8%
1,709
0.7
0.5
13 Evaluate service or program effectiveness across a variety of contexts
61.1%
38.9%
1,674
0.4
0.5 14
Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
34.0%
66.0%
1,702
0.7
0.5
15
Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
39.2%
60.8%
1,699
0.6
0.5
16 Consult and collaborate within and across professions
38.3%
61.7%
1,701
0.6
0.5
17
Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
42.6%
57.4%
1,695
0.6
0.5
18
Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
73.6%
26.4%
1,666
0.3
0.4
19
Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
73.9%
26.1%
1,659
0.3
0.4
Relational Competence 20
Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
32.1%
67.9%
1,825
0.7
0.5
Pearson VUE Confidential Page 95
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
21
Work effectively with individuals, families, groups, communities, and/or organizations
29.2%
70.8%
1,825
0.7
0.5
22
In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
16.1%
83.9%
1,830
0.8
0.4
23 Identify and manage interpersonal conflict between self and others
28.6%
71.4%
1,822
0.7
0.5
Professionalism 24
Identify and observe boundaries of competence in all areas of professional practice
30.6%
69.4%
1,884
0.7
0.5
25
Critically evaluate one’s own professional practice through self-reflection and feedback from others
33.2%
66.8%
1,884
0.7
0.5
Ethical and Legal Practice 26
Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
17.5%
82.5%
1,850
0.8
0.4
27
Accurately represent and document work performed in professional practice and scholarship
20.4%
79.6%
1,847
0.8
0.4
28 Implement ethical practice management 36.0% 64.0% 1,827 0.6 0.5
29 Establish and maintain a process that promotes ethical decision-making
35.8%
64.2%
1,838
0.6
0.5
Systems Thinking
30 Work effectively within organizations and systems
40.8%
59.2%
1,895
0.6
0.5
31 Demonstrate interdisciplinary collaborations
36.4%
63.6%
1,890
0.6
0.5 Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 96
Appendix M. Responses to the Behavioral Exemplar Scales
Table M1. EPPP Part 2 Behavioral Exemplar Scales Frequency Ratings
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
Scientific Orientation 1
Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
12.0%
35.0%
36.8%
16.1%
1,935
1.6
0.9
2
Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
19.6%
32.3%
30.8%
17.3%
1,932
1.5
1.0
3
Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
19.0%
24.9%
33.1%
23.1%
1,930
1.6
1.0
4
Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
13.0%
18.2%
38.8%
30.0%
1,921
1.9
1.0
5 Reformulate working hypotheses and recommendations based on emerging data
10.2%
25.7%
40.9%
23.3%
1,919
1.8
0.9
6
Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
8.0%
22.6%
42.9%
26.5%
1,918
1.9
0.9
7
Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
6.1%
13.6%
43.5%
36.9%
1,914
2.1
0.9
8 Identify areas where biases and heuristics may interfere with effective services
9.4%
33.8%
40.0%
16.8%
1,911
1.6
0.9
9 Critically evaluate the literature relevant to professional practice
10.1%
37.3%
36.7%
15.9%
1,909
1.6
0.9
10
Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
8.9%
26.4%
38.2%
26.4%
1,914
1.8
0.9
11
Select tests based upon the constructs to be assessed, the psychometric properties of the tests, and the client population
22.8%
23.0%
26.1%
28.2%
1,907
1.6
1.1
Pearson VUE Confidential Page 97
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
12
Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
17.1%
22.0%
32.7%
28.2%
1,906
1.7
1.1
13
Conceptualize interventions for client presentations guided by research and theory
9.4%
18.4%
41.9%
30.3%
1,907
1.9
0.9
14 Regularly evaluate effectiveness of interventions
7.2%
17.3%
43.3%
32.2%
1,911
2.0
0.9
Professional Practice
15
Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
8.0%
13.1%
37.3%
41.6%
1,821
2.1
0.9
16
Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
19.9%
25.3%
28.5%
26.2%
1,818
1.6
1.1
17
Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
2.3%
8.1%
38.8%
50.8%
1,820
2.4
0.7
18
Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
2.9%
11.6%
39.3%
46.2%
1,817
2.3
0.8
19
Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
1.8%
7.6%
35.5%
55.1%
1,812
2.4
0.7
20
Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
5.2%
14.5%
35.3%
45.0%
1,809
2.2
0.9
21
Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
22.1%
22.6%
23.4%
31.9%
1,807
1.7
1.1
22
Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
33.6%
36.8%
19.7%
9.9%
1,803
1.1
1.0
Pearson VUE Confidential Page 98
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
23
Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
25.0%
23.1%
27.5%
24.4%
1,798
1.5
1.1
24 Identify the strengths and limitations of various types of assessment data
20.5%
27.9%
32.3%
19.3%
1,796
1.5
1.0
25
Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
20.6%
28.7%
32.5%
18.2%
1,796
1.5
1.0
26
Use multi-modal assessment data and theory to formulate an understanding of the client
15.4%
21.4%
35.4%
27.9%
1,797
1.8
1.0
27 Formulate diagnoses using current taxonomies
6.0%
10.4%
34.0%
49.6%
1,786
2.3
0.9
28 Provide recommendations that incorporate client and contextual factors
2.4%
6.5%
40.3%
50.9%
1,793
2.4
0.7
29 Write assessment reports in a timely and understandable manner
18.9%
14.7%
27.1%
39.3%
1,787
1.9
1.1
30
Verbally communicate results from assessments in a timely and understandable manner
16.7%
20.1%
32.1%
31.2%
1,784
1.8
1.1
31 Develop plans for evaluating service or program effectiveness
38.3%
36.6%
16.7%
8.4%
1,785
1.0
0.9
32 Assess outcome effectiveness in an ongoing way
17.4%
28.9%
34.3%
19.4%
1,774
1.6
1.0
33 Conceptualize intervention or treatment on the basis of evidenced-based literature
7.5%
16.5%
44.9%
31.0%
1,779
2.0
0.9
34
Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
8.1%
13.8%
42.7%
35.3%
1,778
2.1
0.9
35
Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
7.7%
14.2%
43.3%
34.8%
1,772
2.1
0.9
36
Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
11.2%
40.0%
33.3%
15.5%
1,773
1.5
0.9
Pearson VUE Confidential Page 99
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
37
Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
12.2%
34.3%
37.2%
16.4%
1,765
1.6
0.9
38
Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
12.2%
23.0%
40.8%
24.0%
1,773
1.8
1.0
39
Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
20.4%
31.6%
32.7%
15.3%
1,768
1.4
1.0
40
Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high-risk situations
40.7%
24.8%
21.4%
13.1%
1,760
1.1
1.1
41
Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
36.6%
21.1%
22.9%
19.4%
1,761
1.3
1.1
42
Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
37.1%
20.0%
27.8%
15.1%
1,762
1.2
1.1
43
Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
37.5%
14.5%
24.3%
23.6%
1,761
1.3
1.2
44 Attend to the interpersonal process between supervisor and supervisees
34.7%
18.1%
27.4%
19.9%
1,760
1.3
1.1
45
Monitor possible multiple roles or conflicts of interest and work toward resolution if required
17.8%
35.3%
30.9%
16.1%
1,772
1.5
1.0
Relational Competence 46
Recognize, understand, and monitor the impact of one’s own identities in professional situations
1.8%
14.7%
48.3%
35.2%
1,958
2.2
0.7
47
Engage in respectful interactions with an awareness of individual, community, and organizational differences
1.0%
7.7%
38.4%
52.9%
1,956
2.4
0.7
48
Modify one’s own behavior based on self- reflection and an understanding of the impact of social, cultural, and organizational contexts
2.1%
21.3%
45.0%
31.6%
1,956
2.1
0.8
Pearson VUE Confidential Page 100
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
49
Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
3.1%
16.4%
46.0%
34.6%
1,952
2.1
0.8
50
Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
1.7%
12.5%
42.7%
43.2%
1,957
2.3
0.7
51
Use relational skills to engage, establish and maintain working relationships with a range of clients
1.2%
2.7%
20.3%
75.8%
1,953
2.7
0.6
52 Communicate respectfully, showing empathy for others
0.2%
0.3%
11.2%
88.4%
1,952
2.9
0.3
53 Collaborate effectively in professional interactions
0.7%
7.7%
37.5%
54.2%
1,941
2.5
0.7
54 Consider differing viewpoints held by clients and others
0.3%
3.8%
37.6%
58.3%
1,943
2.5
0.6
55
Respond to differing viewpoints by seeking clarification to increase understanding before taking action
1.0%
12.8%
46.7%
39.5%
1,948
2.2
0.7
56 Manage difficult and complex interpersonal relationships between self and others
6.1%
31.7%
36.2%
26.0%
1,943
1.8
0.9
57
Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
8.7%
44.4%
33.0%
13.9%
1,951
1.5
0.8
Professionalism 58
Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
0.8%
15.4%
52.9%
30.9%
2,037
2.1
0.7
59 Use knowledge of personal strengths and weaknesses to guide scope of practice
1.1%
11.5%
50.0%
37.3%
2,035
2.2
0.7
60
Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
4.2%
40.8%
36.6%
18.4%
2,036
1.7
0.8
61
Seek additional knowledge, training, and supervision when expanding scope of practice
11.5%
34.3%
35.3%
18.8%
2,034
1.6
0.9
62 Update knowledge and skills relevant to psychological practice on an ongoing basis
0.7%
15.9%
54.6%
28.8%
2,034
2.1
0.7
63 Engage in systematic and ongoing self- assessment and skills development
4.6%
30.2%
45.4%
19.8%
2,032
1.8
0.8
Pearson VUE Confidential Page 101
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
64
Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
6.6%
34.0%
35.9%
23.5%
2,032
1.8
0.9
65 Maintain awareness of personal factors that may impact professional functioning
1.7%
13.5%
45.6%
39.3%
2,037
2.2
0.7
Ethical and Legal Practice 66
Demonstrate integration and application of ethics codes and laws in all professional interactions
1.1%
7.5%
35.0%
56.5%
1,968
2.5
0.7
67 Communicate ethical and legal standards in professional interactions
2.8%
27.1%
40.8%
29.3%
1,970
2.0
0.8
68 Seek professional consultation on ethical or legal issues when needed
8.3%
45.8%
32.1%
13.8%
1,959
1.5
0.8
69 Discuss with peers or organizations any ethical concerns with their behavior
31.4%
48.6%
13.3%
6.7%
1,965
1.0
0.8
70
Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
29.7%
48.7%
13.2%
8.4%
1,953
1.0
0.9
71 Maintain complete and accurate records 0.7% 1.5% 13.2% 84.6% 1,960 2.8 0.5
72 Report research results accurately, avoiding personal biases
46.5%
21.2%
14.3%
18.0%
1,933
1.0
1.2
73
Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
52.0%
19.9%
13.6%
14.5%
1,934
0.9
1.1
74
Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
21.9%
32.1%
26.7%
19.3%
1,942
1.4
1.0
75 Practice in a fiscally and ethically sound manner
2.8%
4.4%
24.3%
68.5%
1,946
2.6
0.7
76
Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
7.7%
34.6%
38.5%
19.3%
1,946
1.7
0.9
77 Consult with peers to aid in ethical decision-making when appropriate
6.9%
37.5%
38.4%
17.3%
1,951
1.7
0.8
78 Engage in critical analysis of identified ethical issues and proactively address them
10.5%
43.8%
32.5%
13.1%
1,943
1.5
0.9
79 Model ethical decision-making to others 3.5% 14.8% 39.8% 41.9% 1,951 2.2 0.8 Systems Thinking
80
Recognize the organizational and systemic factors that affect delivery of psychological services
6.4%
17.7%
42.8%
33.1%
2,040
2.0
0.9
Pearson VUE Confidential Page 102
Survey statement number
Survey statement text
Never or very rarely
Infrequently
Frequently Very
frequently
N
M
SD
81
Utilize knowledge of organizations and systems to optimize delivery of psychological services
8.5%
24.7%
40.8%
26.0%
2,038
1.8
0.9
82 Collaborate with various healthcare professions to meet common client goals
5.4%
20.5%
39.4%
34.7%
2,040
2.0
0.9
83
With other healthcare professionals, integrate services to meet common client goals
8.3%
27.3%
35.6%
28.8%
2,040
1.8
0.9
84
Collaborate with representatives from other professional groups or systems in the provision of psychological services
14.5%
31.4%
33.8%
20.3%
2,041
1.6
1.0
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 103
Table M2. EPPP Part 2 Behavioral Exemplar Scales Criticality Ratings
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
Scientific Orientation 1
Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
4.6%
20.5%
43.4%
31.5%
1,833
2.0
0.8
2
Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
9.2%
22.3%
40.0%
28.5%
1,829
1.9
0.9
3
Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
7.8%
18.0%
39.6%
34.6%
1,825
2.0
0.9
4
Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
5.8%
13.7%
37.6%
43.0%
1,818
2.2
0.9
5 Reformulate working hypotheses and recommendations based on emerging data
4.4%
10.8%
40.4%
44.5%
1,819
2.2
0.8
6
Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
3.8%
16.4%
38.4%
41.4%
1,821
2.2
0.8
7
Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
2.0%
9.7%
37.9%
50.4%
1,815
2.4
0.7
8 Identify areas where biases and heuristics may interfere with effective services
3.0%
13.6%
39.1%
44.3%
1,815
2.2
0.8
9 Critically evaluate the literature relevant to professional practice
4.8%
20.5%
42.5%
32.2%
1,813
2.0
0.8
10
Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
5.7%
20.3%
38.7%
35.3%
1,816
2.0
0.9
11
Select tests based upon the constructs to be assessed, the psychometric properties of the tests, and the client population
6.7%
9.1%
30.3%
53.9%
1,810
2.3
0.9
Pearson VUE Confidential Page 104
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
12
Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
5.0%
11.7%
36.6%
46.7%
1,807
2.2
0.9
13
Conceptualize interventions for client presentations guided by research and theory
3.8%
11.5%
40.8%
44.0%
1,811
2.2
0.8
14 Regularly evaluate effectiveness of interventions
2.4%
5.5%
36.2%
55.8%
1,818
2.5
0.7
Professional Practice
15
Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
2.0%
5.8%
32.8%
59.4%
1,728
2.5
0.7
16
Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
5.5%
9.3%
33.6%
51.5%
1,715
2.3
0.9
17
Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
0.3%
3.7%
29.4%
66.5%
1,732
2.6
0.6
18
Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
1.7%
7.7%
37.8%
52.9%
1,724
2.4
0.7
19
Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
0.7%
8.0%
33.3%
58.0%
1,723
2.5
0.7
20
Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
1.6%
6.1%
34.5%
57.8%
1,718
2.5
0.7
21
Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
6.4%
11.6%
31.9%
50.0%
1,709
2.3
0.9
22
Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
8.5%
18.9%
39.5%
33.1%
1,697
2.0
0.9
Pearson VUE Confidential Page 105
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
23
Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
5.8%
11.3%
33.9%
49.0%
1,693
2.3
0.9
24 Identify the strengths and limitations of various types of assessment data
4.9%
14.2%
37.2%
43.7%
1,694
2.2
0.9
25
Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
5.4%
11.3%
36.7%
46.6%
1,692
2.2
0.9
26
Use multi-modal assessment data and theory to formulate an understanding of the client
5.2%
12.7%
39.2%
43.0%
1,698
2.2
0.9
27 Formulate diagnoses using current taxonomies
3.1%
10.5%
34.5%
51.9%
1,702
2.4
0.8
28 Provide recommendations that incorporate client and contextual factors
0.6%
3.6%
33.5%
62.3%
1,706
2.6
0.6
29 Write assessment reports in a timely and understandable manner
3.7%
7.7%
31.2%
57.4%
1,694
2.4
0.8
30
Verbally communicate results from assessments in a timely and understandable manner
3.7%
8.6%
32.7%
55.0%
1,688
2.4
0.8
31 Develop plans for evaluating service or program effectiveness
11.5%
25.3%
43.6%
19.6%
1,678
1.7
0.9
32 Assess outcome effectiveness in an ongoing way
5.1%
15.5%
47.0%
32.4%
1,680
2.1
0.8
33 Conceptualize intervention or treatment on the basis of evidenced-based literature
3.3%
11.8%
38.6%
46.3%
1,691
2.3
0.8
34
Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
2.4%
9.7%
39.3%
48.5%
1,688
2.3
0.8
35
Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
1.7%
7.9%
40.0%
50.4%
1,686
2.4
0.7
36
Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
1.8%
8.6%
38.4%
51.2%
1,681
2.4
0.7
Pearson VUE Confidential Page 106
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
37
Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
5.9%
23.0%
45.0%
26.1%
1,667
1.9
0.8
38
Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
4.4%
17.7%
42.1%
35.9%
1,678
2.1
0.8
39
Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
6.4%
23.1%
43.5%
26.9%
1,668
1.9
0.9
40
Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high-risk situations
9.0%
9.4%
30.8%
50.9%
1,652
2.2
1.0
41
Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
7.1%
7.1%
26.7%
59.1%
1,651
2.4
0.9
42
Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
7.8%
11.1%
34.5%
46.6%
1,650
2.2
0.9
43
Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
6.3%
4.4%
21.3%
67.9%
1,646
2.5
0.8
44 Attend to the interpersonal process between supervisor and supervisees
8.1%
15.6%
37.7%
38.6%
1,650
2.1
0.9
45
Monitor possible multiple roles or conflicts of interest and work toward resolution if required
3.8%
11.8%
34.3%
50.1%
1,672
2.3
0.8
Relational Competence 46
Recognize, understand, and monitor the impact of one’s own identities in professional situations
1.7%
11.0%
39.8%
47.5%
1,875
2.3
0.7
47
Engage in respectful interactions with an awareness of individual, community, and organizational differences
1.0%
7.6%
33.2%
58.2%
1,877
2.5
0.7
48
Modify one’s own behavior based on self- reflection and an understanding of the impact of social, cultural, and organizational contexts
1.0%
9.0%
36.4%
53.7%
1,875
2.4
0.7
Pearson VUE Confidential Page 107
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
49
Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
1.0%
7.1%
33.5%
58.4%
1,876
2.5
0.7
50
Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
0.5%
5.4%
31.1%
63.0%
1,877
2.6
0.6
51
Use relational skills to engage, establish and maintain working relationships with a range of clients
0.3%
3.4%
19.9%
76.5%
1,873
2.7
0.5
52 Communicate respectfully, showing empathy for others
0.2%
1.9%
13.1%
84.9%
1,875
2.8
0.4
53 Collaborate effectively in professional interactions
1.4%
7.7%
38.4%
52.5%
1,866
2.4
0.7
54 Consider differing viewpoints held by clients and others
0.4%
5.4%
30.2%
64.0%
1,866
2.6
0.6
55
Respond to differing viewpoints by seeking clarification to increase understanding before taking action
0.9%
7.6%
34.5%
57.0%
1,867
2.5
0.7
56 Manage difficult and complex interpersonal relationships between self and others
1.4%
9.3%
35.2%
54.2%
1,859
2.4
0.7
57
Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
2.4%
11.9%
40.3%
45.4%
1,868
2.3
0.8
Professionalism 58
Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
0.5%
3.5%
28.9%
67.2%
1,946
2.6
0.6
59 Use knowledge of personal strengths and weaknesses to guide scope of practice
0.4%
5.6%
34.5%
59.5%
1,948
2.5
0.6
60
Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
0.5%
5.0%
29.3%
65.2%
1,945
2.6
0.6
61
Seek additional knowledge, training, and supervision when expanding scope of practice
1.6%
4.1%
27.0%
67.3%
1,944
2.6
0.6
62 Update knowledge and skills relevant to psychological practice on an ongoing basis
0.5%
4.8%
36.6%
58.1%
1,950
2.5
0.6
63 Engage in systematic and ongoing self- assessment and skills development
1.1%
13.7%
44.3%
40.8%
1,942
2.2
0.7
Pearson VUE Confidential Page 108
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
64
Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
0.4%
3.5%
23.2%
72.9%
1,948
2.7
0.6
65 Maintain awareness of personal factors that may impact professional functioning
0.2%
4.4%
27.8%
67.6%
1,945
2.6
0.6
Ethical and Legal Practice 66
Demonstrate integration and application of ethics codes and laws in all professional interactions
0.3%
3.5%
22.1%
74.0%
1,884
2.7
0.5
67 Communicate ethical and legal standards in professional interactions
1.0%
9.1%
33.5%
56.4%
1,883
2.5
0.7
68 Seek professional consultation on ethical or legal issues when needed
0.6%
4.4%
25.0%
69.9%
1,882
2.6
0.6
69 Discuss with peers or organizations any ethical concerns with their behavior
1.8%
8.7%
33.7%
55.8%
1,872
2.4
0.7
70
Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
1.9%
9.2%
28.2%
60.7%
1,864
2.5
0.7
71 Maintain complete and accurate records 0.7% 3.6% 20.7% 75.0% 1,877 2.7 0.6
72 Report research results accurately, avoiding personal biases
9.0%
9.8%
24.9%
56.3%
1,839
2.3
1.0
73
Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
14.4%
15.3%
23.7%
46.7%
1,830
2.0
1.1
74
Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
7.0%
16.7%
36.2%
40.1%
1,854
2.1
0.9
75 Practice in a fiscally and ethically sound manner
1.3%
5.5%
22.2%
70.9%
1,864
2.6
0.7
76
Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
1.6%
8.3%
30.7%
59.4%
1,859
2.5
0.7
77 Consult with peers to aid in ethical decision-making when appropriate
1.0%
5.4%
29.5%
64.1%
1,864
2.6
0.6
78 Engage in critical analysis of identified ethical issues and proactively address them
1.7%
7.8%
30.1%
60.3%
1,863
2.5
0.7
79 Model ethical decision-making to others 1.3% 7.8% 28.1% 62.8% 1,864 2.5 0.7 Systems Thinking
80
Recognize the organizational and systemic factors that affect delivery of psychological services
3.1%
17.4%
44.4%
35.1%
1,947
2.1
0.8
Pearson VUE Confidential Page 109
Survey statement number
Survey statement text
Not critical Minimally
critical Moderately
critical
Highly critical
N
M
SD
81
Utilize knowledge of organizations and systems to optimize delivery of psychological services
3.8%
20.8%
45.6%
29.9%
1,945
2.0
0.8
82 Collaborate with various healthcare professions to meet common client goals
1.3%
7.9%
39.9%
50.9%
1,950
2.4
0.7
83
With other healthcare professionals, integrate services to meet common client goals
1.6%
11.6%
42.2%
44.6%
1,947
2.3
0.7
84
Collaborate with representatives from other professional groups or systems in the provision of psychological services
5.3%
21.1%
44.3%
29.3%
1,945
2.0
0.8
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 110
Table M3. EPPP Part 2 Behavioral Exemplar Scales Importance Ratings
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
Scientific Orientation 1
Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
5.7%
22.1%
39.7%
32.6%
1,831
2.0
0.9
2
Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
9.6%
22.8%
36.7%
30.9%
1,830
1.9
1.0
3
Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
10.1%
18.7%
35.9%
35.2%
1,825
2.0
1.0
4
Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
7.7%
13.1%
34.9%
44.3%
1,818
2.2
0.9
5 Reformulate working hypotheses and recommendations based on emerging data
6.0%
12.1%
37.9%
43.9%
1,821
2.2
0.9
6
Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
4.6%
14.7%
38.6%
42.2%
1,822
2.2
0.8
7
Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
2.9%
10.1%
37.6%
49.4%
1,814
2.3
0.8
8 Identify areas where biases and heuristics may interfere with effective services
4.9%
16.6%
38.2%
40.3%
1,813
2.1
0.9
9 Critically evaluate the literature relevant to professional practice
4.9%
21.2%
41.2%
32.7%
1,813
2.0
0.9
10
Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
4.9%
17.3%
38.6%
39.2%
1,815
2.1
0.9
11
Select tests based upon the constructs to be assessed, the psychometric properties of the tests, and the client population
10.2%
14.0%
26.3%
49.6%
1,808
2.2
1.0
Pearson VUE Confidential Page 111
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
12
Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
8.1%
15.3%
31.8%
44.8%
1,807
2.1
1.0
13
Conceptualize interventions for client presentations guided by research and theory
5.8%
12.1%
37.8%
44.3%
1,811
2.2
0.9
14 Regularly evaluate effectiveness of interventions
4.2%
8.0%
32.7%
55.0%
1,815
2.4
0.8
Professional Practice
15
Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
4.4%
8.2%
29.2%
58.1%
1,727
2.4
0.8
16
Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
10.0%
14.9%
27.7%
47.4%
1,715
2.1
1.0
17
Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
1.2%
4.2%
29.4%
65.3%
1,730
2.6
0.6
18
Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
2.4%
7.3%
33.4%
57.0%
1,724
2.4
0.7
19
Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
1.3%
7.0%
30.5%
61.1%
1,722
2.5
0.7
20
Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
2.9%
9.2%
31.3%
56.6%
1,717
2.4
0.8
21
Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
10.6%
15.1%
25.8%
48.5%
1,707
2.1
1.0
22
Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
14.9%
22.6%
33.0%
29.5%
1,696
1.8
1.0
Pearson VUE Confidential Page 112
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
23
Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
12.2%
15.5%
28.5%
43.8%
1,693
2.0
1.0
24 Identify the strengths and limitations of various types of assessment data
10.0%
16.8%
33.0%
40.2%
1,692
2.0
1.0
25
Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
10.2%
15.3%
31.5%
43.1%
1,691
2.1
1.0
26
Use multi-modal assessment data and theory to formulate an understanding of the client
8.2%
16.5%
31.9%
43.3%
1,698
2.1
1.0
27 Formulate diagnoses using current taxonomies
4.3%
11.8%
31.4%
52.6%
1,702
2.3
0.8
28 Provide recommendations that incorporate client and contextual factors
1.5%
4.3%
30.9%
63.3%
1,705
2.6
0.6
29 Write assessment reports in a timely and understandable manner
9.0%
9.0%
22.0%
60.0%
1,693
2.3
1.0
30
Verbally communicate results from assessments in a timely and understandable manner
8.8%
11.0%
26.7%
53.6%
1,688
2.2
1.0
31 Develop plans for evaluating service or program effectiveness
17.6%
26.7%
35.5%
20.1%
1,678
1.6
1.0
32 Assess outcome effectiveness in an ongoing way
8.5%
17.6%
39.9%
33.9%
1,680
2.0
0.9
33 Conceptualize intervention or treatment on the basis of evidenced-based literature
4.8%
13.0%
36.7%
45.4%
1,690
2.2
0.9
34
Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
4.4%
10.4%
34.8%
50.4%
1,686
2.3
0.8
35
Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
4.2%
8.5%
36.6%
50.6%
1,685
2.3
0.8
36
Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
4.8%
13.7%
35.0%
46.5%
1,679
2.2
0.9
Pearson VUE Confidential Page 113
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
37
Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
7.1%
22.7%
41.6%
28.6%
1,666
1.9
0.9
38
Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
7.3%
18.3%
38.8%
35.6%
1,679
2.0
0.9
39
Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
10.1%
23.6%
39.4%
26.9%
1,666
1.8
0.9
40
Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high-risk situations
19.5%
12.4%
25.3%
42.9%
1,649
1.9
1.2
41
Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
18.0%
9.3%
22.5%
50.2%
1,648
2.1
1.1
42
Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
18.6%
10.1%
26.9%
44.4%
1,648
2.0
1.1
43
Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
18.6%
7.1%
19.3%
54.9%
1,647
2.1
1.2
44 Attend to the interpersonal process between supervisor and supervisees
17.3%
11.6%
29.9%
41.2%
1,649
1.9
1.1
45
Monitor possible multiple roles or conflicts of interest and work toward resolution if required
7.1%
14.7%
34.0%
44.2%
1,669
2.2
0.9
Relational Competence 46
Recognize, understand, and monitor the impact of one’s own identities in professional situations
1.2%
10.4%
37.6%
50.8%
1,873
2.4
0.7
47
Engage in respectful interactions with an awareness of individual, community, and organizational differences
0.9%
5.9%
31.3%
62.0%
1,878
2.5
0.6
48
Modify one’s own behavior based on self- reflection and an understanding of the impact of social, cultural, and organizational contexts
1.0%
9.2%
35.1%
54.7%
1,871
2.4
0.7
Pearson VUE Confidential Page 114
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
49
Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
1.6%
9.0%
34.1%
55.3%
1,876
2.4
0.7
50
Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
0.8%
7.0%
29.9%
62.3%
1,876
2.5
0.7
51
Use relational skills to engage, establish and maintain working relationships with a range of clients
0.7%
2.5%
17.7%
79.1%
1,872
2.8
0.5
52 Communicate respectfully, showing empathy for others
0.1%
0.4%
10.6%
88.9%
1,876
2.9
0.3
53 Collaborate effectively in professional interactions
0.2%
4.3%
32.8%
62.7%
1,869
2.6
0.6
54 Consider differing viewpoints held by clients and others
0.3%
4.4%
29.5%
65.8%
1,870
2.6
0.6
55
Respond to differing viewpoints by seeking clarification to increase understanding before taking action
0.6%
6.9%
35.1%
57.5%
1,868
2.5
0.7
56 Manage difficult and complex interpersonal relationships between self and others
1.4%
8.6%
34.2%
55.8%
1,864
2.4
0.7
57
Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
2.0%
12.9%
37.4%
47.7%
1,867
2.3
0.8
Professionalism 58
Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
0.7%
5.4%
30.3%
63.6%
1,944
2.6
0.6
59 Use knowledge of personal strengths and weaknesses to guide scope of practice
0.6%
6.2%
35.3%
58.0%
1,946
2.5
0.6
60
Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
0.9%
8.2%
30.9%
60.0%
1,944
2.5
0.7
61
Seek additional knowledge, training, and supervision when expanding scope of practice
3.7%
9.6%
27.5%
59.2%
1,943
2.4
0.8
62 Update knowledge and skills relevant to psychological practice on an ongoing basis
0.3%
5.0%
35.7%
59.0%
1,950
2.5
0.6
63 Engage in systematic and ongoing self- assessment and skills development
1.2%
12.4%
43.4%
42.9%
1,943
2.3
0.7
Pearson VUE Confidential Page 115
Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
64
Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
0.7%
6.5%
21.9%
71.0%
1,945
2.6
0.6
65 Maintain awareness of personal factors that may impact professional functioning
0.9%
6.2%
28.0%
64.9%
1,948
2.6
0.6
Ethical and Legal Practice 66
Demonstrate integration and application of ethics codes and laws in all professional interactions
0.6%
3.8%
21.2%
74.3%
1,882
2.7
0.6
67 Communicate ethical and legal standards in professional interactions
1.2%
9.4%
33.1%
56.3%
1,878
2.4
0.7
68 Seek professional consultation on ethical or legal issues when needed
1.1%
7.9%
24.8%
66.3%
1,879
2.6
0.7
69 Discuss with peers or organizations any ethical concerns with their behavior
4.1%
14.9%
31.5%
49.5%
1,870
2.3
0.9
70
Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
4.7%
13.8%
27.4%
54.0%
1,863
2.3
0.9
71 Maintain complete and accurate records 0.8% 2.2% 15.2% 81.7% 1,882 2.8 0.5
72 Report research results accurately, avoiding personal biases
19.1%
12.6%
19.9%
48.3%
1,835
2.0
1.2
73
Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
22.6%
11.9%
19.3%
46.2%
1,830
1.9
1.2
74
Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
9.5%
17.6%
33.8%
39.2%
1,854
2.0
1.0
75 Practice in a fiscally and ethically sound manner
1.9%
4.5%
22.4%
71.2%
1,865
2.6
0.7
76
Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
2.6%
11.2%
29.6%
56.5%
1,860
2.4
0.8
77 Consult with peers to aid in ethical decision-making when appropriate
1.4%
9.0%
29.1%
60.4%
1,863
2.5
0.7
78 Engage in critical analysis of identified ethical issues and proactively address them
2.4%
12.8%
29.9%
54.9%
1,860
2.4
0.8
79 Model ethical decision-making to others 1.6% 8.2% 26.6% 63.6% 1,863 2.5 0.7 Systems Thinking
80
Recognize the organizational and systemic factors that affect delivery of psychological services
4.0%
14.9%
40.9%
40.3%
1,946
2.2
0.8
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Survey statement number
Survey statement text
Not important Minimally
important Moderately important
Very important
N
M
SD
81
Utilize knowledge of organizations and systems to optimize delivery of psychological services
4.7%
18.4%
42.7%
34.2%
1,944
2.1
0.8
82 Collaborate with various healthcare professions to meet common client goals
1.7%
9.3%
37.0%
52.0%
1,952
2.4
0.7
83
With other healthcare professionals, integrate services to meet common client goals
2.5%
13.1%
38.8%
45.6%
1,947
2.3
0.8
84
Collaborate with representatives from other professional groups or systems in the provision of psychological services
5.8%
21.7%
40.6%
31.9%
1,944
2.0
0.9
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
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Table M4. EPPP Part 2 Behavioral Exemplar Scales Acquisition Ratings
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
Scientific Orientation 1
Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
28.1%
71.9%
1,790
0.7
0.4
2
Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
33.3%
66.7%
1,784
0.7
0.5
3
Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
25.9%
74.1%
1,779
0.7
0.4
4
Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
34.6%
65.4%
1,773
0.7
0.5
5
Reformulate working hypotheses and recommendations based on emerging data
38.4%
61.6%
1,774
0.6
0.5
6
Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
41.0%
59.0%
1,778
0.6
0.5
7
Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
37.6%
62.4%
1,773
0.6
0.5
8
Identify areas where biases and heuristics may interfere with effective services
41.1%
58.9%
1,772
0.6
0.5
9 Critically evaluate the literature relevant to professional practice
26.7%
73.3%
1,771
0.7
0.4
Pearson VUE Confidential Page 118
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
10
Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
42.3%
57.7%
1,775
0.6
0.5
11
Select tests based upon the constructs to be assessed, the psychometric properties of the tests, and the client population
22.9%
77.1%
1,766
0.8
0.4
12
Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
30.0%
70.0%
1,764
0.7
0.5
13
Conceptualize interventions for client presentations guided by research and theory
29.3%
70.7%
1,769
0.7
0.5
14 Regularly evaluate effectiveness of interventions
37.5%
62.5%
1,774
0.6
0.5
Professional Practice 15
Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
26.9%
73.1%
1,683
0.7
0.4
16
Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
23.2%
76.8%
1,676
0.8
0.4
17
Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
29.4%
70.6%
1,692
0.7
0.5
18
Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
34.1%
65.9%
1,687
0.7
0.5
19
Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
33.2%
66.8%
1,683
0.7
0.5
Pearson VUE Confidential Page 119
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
20
Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
38.5%
61.5%
1,677
0.6
0.5
21
Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
15.1%
84.9%
1,664
0.8
0.4
22
Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
39.3%
60.7%
1,645
0.6
0.5
23
Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
22.7%
77.3%
1,645
0.8
0.4
24 Identify the strengths and limitations of various types of assessment data
24.7%
75.3%
1,646
0.8
0.4
25
Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
31.1%
68.9%
1,645
0.7
0.5
26
Use multi-modal assessment data and theory to formulate an understanding of the client
27.6%
72.4%
1,651
0.7
0.4
27 Formulate diagnoses using current taxonomies
24.1%
75.9%
1,661
0.8
0.4
28 Provide recommendations that incorporate client and contextual factors
28.8%
71.2%
1,666
0.7
0.5
29 Write assessment reports in a timely and understandable manner
19.8%
80.2%
1,649
0.8
0.4
30
Verbally communicate results from assessments in a timely and understandable manner
21.9%
78.1%
1,645
0.8
0.4
31 Develop plans for evaluating service or program effectiveness
59.5%
40.5%
1,618
0.4
0.5
Pearson VUE Confidential Page 120
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
32 Assess outcome effectiveness in an ongoing way
51.1%
48.9%
1,631
0.5
0.5
33
Conceptualize intervention or treatment on the basis of evidenced-based literature
32.7%
67.3%
1,650
0.7
0.5
34
Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
42.5%
57.5%
1,646
0.6
0.5
35
Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
41.3%
58.7%
1,643
0.6
0.5
36
Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
36.2%
63.8%
1,634
0.6
0.5
37
Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
54.2%
45.8%
1,621
0.5
0.5
38
Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
48.9%
51.1%
1,633
0.5
0.5
39
Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
58.8%
41.2%
1,617
0.4
0.5
40
Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high- risk situations
73.5%
26.5%
1,595
0.3
0.4
41
Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
67.2%
32.8%
1,594
0.3
0.5
42
Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
71.4%
28.6%
1,590
0.3
0.5
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Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
43
Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
70.8%
29.2%
1,589
0.3
0.5
44 Attend to the interpersonal process between supervisor and supervisees
66.4%
33.6%
1,594
0.3
0.5
45
Monitor possible multiple roles or conflicts of interest and work toward resolution if required
52.7%
47.3%
1,627
0.5
0.5
Relational Competence 46
Recognize, understand, and monitor the impact of one’s own identities in professional situations
35.4%
64.6%
1,831
0.6
0.5
47
Engage in respectful interactions with an awareness of individual, community, and organizational differences
26.9%
73.1%
1,835
0.7
0.4
48
Modify one’s own behavior based on self- reflection and an understanding of the impact of social, cultural, and organizational contexts
31.9%
68.1%
1,826
0.7
0.5
49
Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
27.5%
72.5%
1,828
0.7
0.4
50
Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
28.4%
71.6%
1,834
0.7
0.5
51
Use relational skills to engage, establish and maintain working relationships with a range of clients
20.9%
79.1%
1,830
0.8
0.4
52 Communicate respectfully, showing empathy for others
10.9%
89.1%
1,832
0.9
0.3
53 Collaborate effectively in professional interactions
27.8%
72.2%
1,823
0.7
0.4
54 Consider differing viewpoints held by clients and others
18.2%
81.8%
1,821
0.8
0.4
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Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
55
Respond to differing viewpoints by seeking clarification to increase understanding before taking action
27.5%
72.5%
1,820
0.7
0.4
56
Manage difficult and complex interpersonal relationships between self and others
36.2%
63.8%
1,823
0.6
0.5
57
Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
31.1%
68.9%
1,826
0.7
0.5
Professionalism 58
Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
36.4%
63.6%
1,905
0.6
0.5
59 Use knowledge of personal strengths and weaknesses to guide scope of practice
42.1%
57.9%
1,908
0.6
0.5 60
Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
28.8%
71.2%
1,903
0.7
0.5
61
Seek additional knowledge, training, and supervision when expanding scope of practice
43.1%
56.9%
1,902
0.6
0.5
62
Update knowledge and skills relevant to psychological practice on an ongoing basis
44.4%
55.6%
1,906
0.6
0.5
63 Engage in systematic and ongoing self- assessment and skills development
43.3%
56.7%
1,900
0.6
0.5
64
Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
31.7%
68.3%
1,908
0.7
0.5
65 Maintain awareness of personal factors that may impact professional functioning
31.9%
68.1%
1,907
0.7
0.5
Ethical and Legal Practice 66
Demonstrate integration and application of ethics codes and laws in all professional interactions
29.8%
70.2%
1,838
0.7
0.5
Pearson VUE Confidential Page 123
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
67 Communicate ethical and legal standards in professional interactions
34.0%
66.0%
1,833
0.7
0.5
68 Seek professional consultation on ethical or legal issues when needed
27.6%
72.4%
1,834
0.7
0.4
69 Discuss with peers or organizations any ethical concerns with their behavior
49.0%
51.0%
1,823
0.5
0.5
70
Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
50.0%
50.0%
1,815
0.5
0.5
71 Maintain complete and accurate records 19.3% 80.7% 1,831 0.8 0.4
72 Report research results accurately, avoiding personal biases
14.8%
85.2%
1,785
0.9
0.4
73
Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
26.9%
73.1%
1,772
0.7
0.4
74
Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
60.3%
39.7%
1,798
0.4
0.5
75 Practice in a fiscally and ethically sound manner
51.7%
48.3%
1,816
0.5
0.5
76
Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
51.4%
48.6%
1,814
0.5
0.5
77 Consult with peers to aid in ethical decision-making when appropriate
30.1%
69.9%
1,823
0.7
0.5
78
Engage in critical analysis of identified ethical issues and proactively address them
40.2%
59.8%
1,813
0.6
0.5
79 Model ethical decision-making to others 41.5% 58.5% 1,820 0.6 0.5 Systems Thinking
80
Recognize the organizational and systemic factors that affect delivery of psychological services
53.7%
46.3%
1,901
0.5
0.5
81
Utilize knowledge of organizations and systems to optimize delivery of psychological services
58.6%
41.4%
1,896
0.4
0.5
82 Collaborate with various healthcare professions to meet common client goals
39.8%
60.2%
1,902
0.6
0.5
Pearson VUE Confidential Page 124
Survey statement number
Survey statement text
After independent
practice
Prior to independent
practice
N
M
SD
83
With other healthcare professionals, integrate services to meet common client goals
44.2%
55.8%
1,897
0.6
0.5
84
Collaborate with representatives from other professional groups or systems in the provision of psychological services
51.2%
48.8%
1,885
0.5
0.5
Note. All domains/competency areas, statement numbers, and statement text are presented as they appeared in the survey and do not necessarily represent how they are organized for the final test specifications.
Pearson VUE Confidential Page 125
Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
1. Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
1. Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
Scientific Orientation
1. Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
2. Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
Scientific Orientation
Scientific Orientation
2. Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
a3. Identify and collect applicable assessment data and integrate with theoretical models to develop working hypotheses
Scientific Orientation
Deleted
2. Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
b4. Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
Scientific Orientation
Assessment and Intervention
2. Interpret, evaluate, and integrate results of assessment activities within the context of scientific/professional knowledge to formulate and reformulate working hypotheses, conceptualizations, and recommendations
c5. Reformulate working hypotheses and recommendations based on emerging data
Scientific Orientation
Deleted
Appendix N. Post-Survey Revisions to the ASPPB Competency Model
Note. aCombined with behavioral exemplar 16. bMoved to competency 10. cCombined with behavioral exemplar 25.
Table N1. Post-Survey Revisions to the ASPPB Competency Model
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
3. Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
6. Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
Scientific Orientation
Assessment and Intervention
3. Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
7. Make and implement decisions and recommendations that integrate client-specific, social/contextual, and scientific data
Scientific Orientation
Assessment and Intervention
3. Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
8. Identify areas where biases and heuristics may interfere with effective services
Scientific Orientation
Assessment and Intervention
4. Acquire and disseminate knowledge in accord with scientific and ethical principles
9. Critically evaluate the literature relevant to professional practice
Scientific Orientation
Scientific Orientation
4. Acquire and disseminate knowledge in accord with scientific and ethical principles
10. Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
Scientific Orientation
Scientific Orientation
5. Select and use evidence-based assessment methods and instruments
a11. Select tests based upon the constructs to be assessed, the psychometric properties of the tests, and the client population
Scientific Orientation
Deleted
5. Select and use evidence-based assessment methods and instruments
12. Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
Scientific Orientation
Assessment and Intervention
6. Select and use evidence-based interventions
13. Conceptualize interventions for client presentations guided by research and theory
Scientific Orientation
Deleted
6. Select and use evidence-based interventions
14. Regularly evaluate effectiveness of interventions Scientific Orientation Deleted
7. Apply knowledge of individual and diversity characteristics in assessment and diagnosis
15. Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
Professional Practice
Assessment and Intervention
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
7. Apply knowledge of individual and diversity characteristics in assessment and diagnosis
16. Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
Professional Practice
Assessment and Intervention
7. Apply knowledge of individual and diversity characteristics in assessment and diagnosis
17. Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
Professional Practice
Assessment and Intervention
8. Demonstrate effective interviewing skills
18. Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
Professional Practice
Assessment and Intervention
8. Demonstrate effective interviewing skills
19. Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
Professional Practice
Assessment and Intervention
8. Demonstrate effective interviewing skills
20. Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
Professional Practice
Assessment and Intervention
9. Administer and score instruments following current guidelines and research
21. Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
Professional Practice
Assessment and Intervention
9. Administer and score instruments following current guidelines and research
22. Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
Professional Practice
Assessment and Intervention
10. Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
23. Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
Professional Practice
Assessment and Intervention
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
10. Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
24. Identify the strengths and limitations of various types of assessment data
Professional Practice
Assessment and Intervention
10. Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
25. Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
Professional Practice
Assessment and Intervention
11. Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
26. Use multi-modal assessment data and theory to formulate an understanding of the client
Professional Practice
Assessment and Intervention
11. Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
27. Formulate diagnoses using current taxonomies
Professional Practice
Assessment and Intervention
11. Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
28. Provide recommendations that incorporate client and contextual factors
Professional Practice
Assessment and Intervention
12. Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
29.Write assessment reports in a timely and understandable manner
Professional Practice
Assessment and Intervention
12. Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
30.Verbally communicate results from assessments in a timely and understandable manner
Professional Practice
Assessment and Intervention
13. Evaluate service or program effectiveness across a variety of contexts
31.Develop plans for evaluating service or program effectiveness
Professional Practice
Collaboration, Consultation, and Supervision
13. Evaluate service or program effectiveness across a variety of contexts
32. Assess outcome effectiveness in an ongoing way
Professional Practice
Collaboration, Consultation, and Supervision
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
14. Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
33. Conceptualize intervention or treatment on the basis of evidenced-based literature
Professional Practice
Assessment and Intervention
14. Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
34. Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
Professional Practice
Assessment and Intervention
15. Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
35. Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
Professional Practice
Assessment and Intervention
15. Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
36. Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
Professional Practice
Assessment and Intervention
16. Consult and collaborate within and across professions
37. Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
Professional Practice
Collaboration, Consultation, and Supervision
16. Consult and collaborate within and across professions
38. Use evidence-based psychological theories, decision- making strategies, and interventions when consulting
Professional Practice
Collaboration, Consultation, and Supervision
16. Consult and collaborate within and across professions
39. Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
Professional Practice
Collaboration, Consultation, and Supervision
17. Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
40. Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high-risk situations
Professional Practice
Collaboration, Consultation, and Supervision
17. Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
41. Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
Professional Practice
Collaboration, Consultation, and Supervision
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
18. Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
42. Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
Professional Practice
Collaboration, Consultation, and Supervision
18. Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
43. Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
Professional Practice
Collaboration, Consultation, and Supervision
19. Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
44. Attend to the interpersonal process between supervisor and supervisees
Professional Practice
Collaboration, Consultation, and Supervision
19. Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
45. Monitor possible multiple roles or conflicts of interest and work toward resolution if required
Professional Practice
Collaboration, Consultation, and Supervision
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
46. Recognize, understand, and monitor the impact of one’s own identities in professional situations
Relational Competence
Relational Competence
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
47. Engage in respectful interactions with an awareness of individual, community, and organizational differences
Relational Competence
Relational Competence
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
48. Modify one’s own behavior based on self-reflection and an understanding of the impact of social, cultural, and organizational contexts
Relational Competence
Relational Competence
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
49. Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
Relational Competence
Relational Competence
Pearson VUE Confidential Page 131
Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
20. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
50. Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
Relational Competence
Relational Competence
21. Work effectively with individuals, families, groups, communities, and/or organizations
51. Use relational skills to engage, establish and maintain working relationships with a range of clients
Relational Competence
Relational Competence
21. Work effectively with individuals, families, groups, communities, and/or organizations
52. Communicate respectfully, showing empathy for others
Relational Competence
Relational Competence
21. Work effectively with individuals, families, groups, communities, and/or organizations
53. Collaborate effectively in professional interactions
Relational Competence
Relational Competence
22. In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
54. Consider differing viewpoints held by clients and others
Relational Competence
Relational Competence
22. In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
55. Respond to differing viewpoints by seeking clarification to increase understanding before taking action
Relational Competence
Relational Competence
23. Identify and manage interpersonal conflict between self and others
56. Manage difficult and complex interpersonal relationships between self and others
Relational Competence
Relational Competence
23. Identify and manage interpersonal conflict between self and others
57. Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
Relational Competence
Relational Competence
24. Identify and observe boundaries of competence in all areas of professional practice
58. Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
Professionalism
Professionalism
24. Identify and observe boundaries of competence in all areas of professional practice
59. Use knowledge of personal strengths and weaknesses to guide scope of practice
Professionalism
Professionalism
24. Identify and observe boundaries of competence in all areas of professional practice
60. Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
Professionalism
Professionalism
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Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
24. Identify and observe boundaries of competence in all areas of professional practice
61. Seek additional knowledge, training, and supervision when expanding scope of practice
Professionalism
Professionalism
24. Identify and observe boundaries of competence in all areas of professional practice
62. Update knowledge and skills relevant to psychological practice on an ongoing basis
Professionalism
Professionalism
25. Critically evaluate one’s own professional practice through self- reflection and feedback from others
63. Engage in systematic and ongoing self-assessment and skills development
Professionalism
Professionalism
25. Critically evaluate one’s own professional practice through self- reflection and feedback from others
64. Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
Professionalism
Professionalism
25. Critically evaluate one’s own professional practice through self- reflection and feedback from others
65. Maintain awareness of personal factors that may impact professional functioning
Professionalism
Professionalism
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
66. Demonstrate integration and application of ethics codes and laws in all professional interactions
Ethical and Legal Practice
Ethical and Legal Practice
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
67. Communicate ethical and legal standards in professional interactions
Ethical and Legal Practice
Ethical and Legal Practice
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
68. Seek professional consultation on ethical or legal issues when needed
Ethical and Legal Practice
Ethical and Legal Practice
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
69. Discuss with peers or organizations any ethical concerns with their behavior
Ethical and Legal Practice
Ethical and Legal Practice
26. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
70. Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
Ethical and Legal Practice
Ethical and Legal Practice
Pearson VUE Confidential Page 133
Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
27. Accurately represent and document work performed in professional practice and scholarship
71. Maintain complete and accurate records
Ethical and Legal Practice
Ethical and Legal Practice
27. Accurately represent and document work performed in professional practice and scholarship
72. Report research results accurately, avoiding personal biases
Ethical and Legal Practice
Ethical and Legal Practice
27. Accurately represent and document work performed in professional practice and scholarship
73. Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
Ethical and Legal Practice
Ethical and Legal Practice
28. Implement ethical practice management
74. Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
Ethical and Legal Practice
Ethical and Legal Practice
28. Implement ethical practice management
75. Practice in a fiscally and ethically sound manner
Ethical and Legal Practice
Ethical and Legal Practice
29. Establish and maintain a process that promotes ethical decision-making
76. Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
Ethical and Legal Practice
Ethical and Legal Practice
29. Establish and maintain a process that promotes ethical decision-making
77. Consult with peers to aid in ethical decision-making when appropriate
Ethical and Legal Practice
Ethical and Legal Practice
29. Establish and maintain a process that promotes ethical decision-making
78. Engage in critical analysis of identified ethical issues and proactively address them
Ethical and Legal Practice
Ethical and Legal Practice
29. Establish and maintain a process that promotes ethical decision-making
79. Model ethical decision-making to others
Ethical and Legal Practice
Deleted
30. Work effectively within organizations and systems
80. Recognize the organizational and systemic factors that affect delivery of psychological services
Systems Thinking
Collaboration, Consultation, and Supervision
30. Work effectively within organizations and systems
81. Utilize knowledge of organizations and systems to optimize delivery of psychological services
Systems Thinking
Collaboration, Consultation, and Supervision
31. Demonstrate interdisciplinary collaborations
82. Collaborate with various healthcare professions to meet common client goals
Systems Thinking
Collaboration, Consultation, and Supervision
31. Demonstrate interdisciplinary collaborations
83. With other healthcare professionals, integrate services to meet common client goals
Systems Thinking
Deleted
Pearson VUE Confidential Page 134
Survey competency
Survey behavioral exemplar
Survey competency area
Revised competency area
31. Demonstrate interdisciplinary collaborations
84. Collaborate with representatives from other professional groups or systems in the provision of psychological services
Systems Thinking
Collaboration, Consultation, and Supervision
Pearson VUE Confidential Page 135
Appendix O. Final EPPP Knowledge Scales Statement Weights
Table O1. Final EPPP Knowledge Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method
Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items
Survey statement number
Survey statement text
Weight
Rank
Quartile
Biological Bases of Behavior 6.20 1
Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes; and/or acute and chronic disease comorbidities
1.41
35
2
2
Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative remedies
1.57
21
2
3
Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
1.34
45
3
4
Behavioral genetics, transmission and expression of genetic information and its modification and the role and limitations of this information in understanding disorders
1.01
62
4
5
Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
0.88
69
4
Cognitive-Affective Bases of Behavior 11.56 6
Major research‐based theories and models of intelligence and their application
1.27
51
3
7
Major research-based theories, models, and principles of learning and their application
1.34
44
3
8 Major research‐based theories and models of memory and their application
1.21
53
3
9
Major research‐based theories and models of motivation and their application
1.30
49
3
10 Major research-based theories and models of emotion and their application
1.49
24
2
Pearson VUE Confidential Page 136
Survey statement number
Survey statement text
Weight
Rank
Quartile
11
Additional elements of cognition, including sensation and perception, attention, language, information processing, visual-spatial processing, executive functioning
1.39
37
3
12
Relations among cognitions/beliefs, behavior, affect, temperament, and mood
1.77
9
1
13 Influence of psychosocial factors on cognitions/beliefs and behaviors
1.77
8
1
Social and Cultural Bases of Behavior 9.83 14
Social cognition (e.g., theories, person perception, development of stereotypes, prejudice)
1.34
46
3
15
Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐ verbal communication, internet communication, mate selection, empathy)
1.44
33
2
16
Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
1.32
48
3
17
Personality theories (e.g., psychodynamic, humanistic/existential, cognitive, behavioral, trait theory, interpersonal)
1.49
25
2
18
Cultural and sociopolitical psychology (e.g., privilege/oppression, cross‐cultural comparisons, political differences, international and global awareness, religion and spirituality, acculturation)
1.48
26
2
19
Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems; conceptual models; assumptions)
1.44
32
2
20 Causes, manifestations, and effects of oppression
1.34
47
3
Growth and Lifespan Development 12.46 21
Normal growth and development across the lifespan (e.g., biological, physical, sexual, cognitive, perceptual, social, personality, moral, emotional, career)
1.70
14
1
22
Influence of individual‐environment interaction over time on development (e.g., the relationship between the individual and the social, academic, work, community environment)
1.63
16
1
23 Major research‐based theories of development
1.20
55
4
24 Influence of diverse identities on development
1.36
42
3
Pearson VUE Confidential Page 137
Survey statement number
Survey statement text
Weight
Rank
Quartile
25
Family development, configuration, and functioning and its impact on the individual across the lifespan
1.54
22
2
26
Life events that can influence the normal course of development across the lifespan
1.71
13
1
27
Risk/protective factors that may impact a developmental course (e.g., nutrition, prenatal care, health care, social support, socioeconomic status, abuse/victimization/resiliency)
1.75
10
1
28
Disorders/diseases that impact the expected course of development over the lifespan
1.59
20
2
Assessment and Diagnosis 17.77 29
Psychometric theory, generalizability theory, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
1.42
34
2
30
Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
1.36
41
3
31
Assessment methods (e.g., self‐report, multi-informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi‐ structured interviews) and their strengths and limitations
1.62
17
1
32
Commonly used instruments for the measurement of characteristics and behaviors of individuals (e.g., psychosocial functioning; cognitive and personality; achievement; psychopathology; risk assessment) and the appropriate use of these tests with various populations
1.70
15
1
33
Issues of differential diagnosis and integration of non‐psychological information into psychological assessment
1.85
6
1
34
Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
0.80
70
4
35
Criteria for selection and adaptation of assessment methods including evidenced-based knowledge of assessment limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations
1.46
31
2
Pearson VUE Confidential Page 138
Survey statement number
Survey statement text
Weight
Rank
Quartile
36
Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
1.21
54
4
37
Factors influencing interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics, evidence base)
1.39
38
3
38
Constructs of epidemiology and base rates of psychological conditions and behavioral disorders in clinical or demographic populations
1.15
56
4
39 Major research-based theories and models of psychopathology
1.48
29
2 40
Measurement of outcomes and changes due to prevention or intervention efforts with individuals, couples, families, groups, and organizations
1.36
40
3
41
Use of technology in implementing tests, surveys, and other forms of assessment and diagnostic evaluation; validity, cost effectiveness, consumer acceptability
0.97
66
4
Treatment, Intervention, and Prevention and Supervision
14.98
42
Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
1.81
7
1
43
Contemporary theories/models of treatment/intervention/prevention and their evidence base
1.71
12
1
44
Treatment techniques/interventions and the evidence for their comparative efficacy and effectiveness
1.74
11
1
45
Methods and their evidence base for prevention, intervention and/or rehabilitation with diverse or special populations
1.61
19
2
46
Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
1.48
28
2
47 Consultation models and processes 1.06 59 4 48
Models of vocational and career development in the provision of psychological services
0.67
71
4
49 Technology‐assisted psychological services, including telepsychology
0.98
65
4
Pearson VUE Confidential Page 139
Survey statement number
Survey statement text
Weight
Rank
Quartile
50
Healthcare systems, structures, and economics, and how these impact intervention choice
1.26
52
3
51 Approaches to health promotion, risk reduction, resilience, and wellness
1.51
23
2
52 Contemporary theories/models of supervision and their evidence base
1.15
57
4
Research Methods and Statistics 8.25
53 Sampling and data collection methods and issues
1.00
63
4
54
Design of case studies, correlational, quasi‐experimental and experimental studies
0.91
67
4
55
Analytic methods, including qualitative (e.g., thematic, phenomenological) and quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis, exploratory and confirmatory factor analysis, non‐ parametric statistics, and causal modeling)
0.89
68
4
56
Statistical interpretation (e.g., power, effect size, causation vs. association, sensitivity and specificity, generalizability, clinical vs. statistical significance)
1.12
58
4
57
Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizations, threats to internal and external validity, design flaws, level of evidence)
1.29
50
3
58
Evaluation strategies and techniques (e.g., needs assessment, process/implementation evaluation, formative and summative assessment program evaluation, outcome evaluation, cost‐benefit analysis)
1.03
60
4
59
Considerations regarding community involvement and participation in research, particularly for under- represented populations
1.02
61
4
60 Dissemination and presentation of research findings
0.99
64
4
Ethical/Legal/Professional Issues 18.96
61 Ethical principles and codes of conduct for psychologists (APA, CPA)
2.17
1
1
62
Professional standards and relevant guidelines for the practice of psychology (e.g., practice guidelines for providers of psychological services, standards for educational and psychological testing)
2.02
4
1
63
Awareness of applicable laws/statutes and/or judicial decisions that affect psychological practice
1.95
5
1
Pearson VUE Confidential Page 140
Survey statement number
Survey statement text
Weight
Rank
Quartile
64 Identifying and managing potential ethical issues
2.08
2
1
65 Models of ethical decision‐making 1.48 27 2
66 Approaches for continuing professional development
1.41
36
2
67
Consideration of emerging social, legal, ethical, and policy issues and their impact on psychology
1.48
30
2
68 Client’s/patient’s rights 2.04 3 1 69 Ethical issues in the conduct of research 1.35 43 3 70 Ethical issues in supervision 1.61 18 1
71 Ethical issues in technology assisted psychological services
1.37
39
3
Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items
Pearson VUE Confidential Page 141
Appendix P. Final EPPP Competency Scales Statement Weights Table P1. Final EPPP Competency Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items Survey statement number
Survey statement text
Weight
Rank
Quartile
Scientific Orientation to Practice 5.85 1
Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
2.72
28
4
4
Acquire and disseminate knowledge in accord with scientific and ethical principles
3.13
25
4
Assessment, Diagnosis, and Intervention 34.85 3
Articulate a rationale for decisions and psychological services that rely on objective supporting data (e.g., research results, base rates, epidemiological data)
2.93
27
4
5 Select and use evidence-based assessment methods and instruments
3.31
20
3
7
Apply knowledge of individual and diversity characteristics in assessment and diagnosis
3.63
10
2
8 Demonstrate effective interviewing skills 3.81 6 1
9 Administer and score instruments following current guidelines and research
3.29
21
3 10
Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
3.52
13
2
11
Formulate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
3.84
3
1
12
Communicate assessment results to clients, referral sources, and other professionals in an integrative manner
3.51
15
2
14
Select interventions for clients based on ongoing assessment and research evidence as well as contextual and diversity factors
3.49
17
3
15
Apply and modify interventions based on ongoing assessment, research, contextual factors, client characteristics, and situational and environmental variables
3.51
16
3
Relational Competence 14.52 20
Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
3.53
12
2
Pearson VUE Confidential Page 142
Survey statement number
Survey statement text
Weight
Rank
Quartile
21
Work effectively with individuals, families, groups, communities, and/or organizations
3.75
8
1
22
In all areas of professional practice, demonstrate respect for others, including those with differing viewpoints
3.89
2
1
23 Identify and manage interpersonal conflict between self and others
3.35
18
3
Professionalism 7.42 24
Identify and observe boundaries of competence in all areas of professional practice
3.82
5
1
25
Critically evaluate one’s own professional practice through self-reflection and feedback from others
3.60
11
2
Ethical and Legal Practice 15.29 26
Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
3.99
1
1
27
Accurately represent and document work performed in professional practice and scholarship
3.66
9
2
28 Implement ethical practice management 3.84 4 1
29 Establish and maintain a process that promotes ethical decision-making
3.79
7
1
Collaboration, Consultation, and Supervision 22.08
13 Evaluate service or program effectiveness across a variety of contexts
2.44
29
4
16 Consult and collaborate within and across professions
3.35
19
3
17
Ensure compliance with policies and procedures of the practice/organization, the profession, and the jurisdiction
3.52
14
2
18
Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
3.08
26
4
19
Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
3.19
24
4
30 Work effectively within organizations and systems
3.21
23
4
31 Demonstrate interdisciplinary collaborations
3.28
22
3
Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items
Pearson VUE Confidential Page 143
Appendix Q. Final EPPP Behavioral Exemplar Scales Statement Weights Table Q1. Final EPPP Behavioral Exemplar Statement Weights Unweighted by Jurisdiction, Ordering Criticality Above Importance Above Frequency, and Using the Classical Aggregation Method Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items Survey statement number
Survey statement text
Weight
Rank
Quartile
Scientific Orientation to Practice 5.66 1
Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
1.12
70
4
2
Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
1.05
76
4
4
Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
1.22
58
3
9 Critically evaluate the literature relevant to professional practice
1.13
69
4
10
Share psychological knowledge with diverse groups (e.g., students, colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
1.15
65
4
Assessment, Diagnosis, and Intervention 31.07 6
Articulate evidence-based rationale for decisions, recommendations, and opinions to clients, professionals, and the public
1.22
56
3
7
Make and implement decisions and recommendations that integrate client- specific, social/contextual, and scientific data
1.32
37
2
8
Identify areas where biases and heuristics may interfere with effective services
1.24
52
3
12
Integrate and analyze client needs, practical constraints, and assessment questions into the selection of assessment methods
1.24
50
3
15
Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
1.39
23
2
16
Select assessment methods and instruments based on available normed data and/or criterion-reference standards, and address any limitations in that selection
1.26
47
3
Pearson VUE Confidential Page 144
Survey statement number
Survey statement text
Weight
Rank
Quartile
17
Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
1.46
7
1
18
Adapt interview questions and behaviors in light of the characteristics of the interviewer and interviewee
1.36
29
2
19
Demonstrate flexible, empathic, and accurate use of a broad range of interview techniques
1.40
20
1
20
Consider contextual information (e.g., reason for assessment, possible legal or forensic considerations) in conducting an interview
1.38
24
2
21
Administer, score, and interpret a range of commonly used standardized assessment methods and instruments
1.24
51
3
22
Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
1.06
74
4
23
Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
1.23
53
3
24 Identify the strengths and limitations of various types of assessment data
1.20
59
4
25
Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
1.22
54
3
26
Use multi-modal assessment data and theory to formulate an understanding of the client
1.22
57
3
27 Formulate diagnoses using current taxonomies
1.32
38
2
28 Provide recommendations that incorporate client and contextual factors
1.44
12
1
29 Write assessment reports in a timely and understandable manner
1.34
33
2
30
Verbally communicate results from assessments in a timely and understandable manner
1.31
39
2
33
Conceptualize intervention or treatment on the basis of evidenced-based literature
1.27
45
3
34
Integrate client/stakeholder opinions, preferences, readiness for change, and potential for improvement into intervention plan
1.31
42
3
35
Continually evaluate, modify, and assess the effectiveness of interventions, considering all relevant variables
1.33
36
2
Pearson VUE Confidential Page 145
Survey statement number
Survey statement text
Weight
Rank
Quartile
36
Consult with qualified peers when facing the need to modify interventions in unfamiliar situations
1.30
43
3
Relational Competence 16.86 46
Recognize, understand, and monitor the impact of one’s own identities in professional situations
1.31
40
3
47
Engage in respectful interactions with an awareness of individual, community, and organizational differences
1.40
19
1
48
Modify one’s own behavior based on self- reflection and an understanding of the impact of social, cultural, and organizational contexts
1.36
30
2
49
Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
1.39
22
2
50
Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
1.43
13
1
51
Use relational skills to engage, establish and maintain working relationships with a range of clients
1.54
2
1
52 Communicate respectfully, showing empathy for others
1.60
1
1
53 Collaborate effectively in professional interactions
1.38
25
2
54 Consider differing viewpoints held by clients and others
1.45
10
1
55
Respond to differing viewpoints by seeking clarification to increase understanding before taking action
1.39
21
2
56
Manage difficult and complex interpersonal relationships between self and others
1.35
31
2
57
Seek experienced peers’ feedback to examine, and modify if necessary, one’s own reactions and behavior when managing interpersonal conflict
1.27
46
3
Professionalism 11.32 58
Identify limits of professional competence by recognizing strengths and weaknesses in practice areas
1.46
9
1
59 Use knowledge of personal strengths and weaknesses to guide scope of practice
1.41
16
1 60
Seek appropriate consultation when unsure about one’s competence and additional needs for training and development
1.42
14
1
61
Seek additional knowledge, training, and supervision when expanding scope of practice
1.42
15
1
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Survey statement number
Survey statement text
Weight
Rank
Quartile
62
Update knowledge and skills relevant to psychological practice on an ongoing basis
1.41
18
1
63 Engage in systematic and ongoing self- assessment and skills development
1.26
49
3
64
Accept personal responsibility when mistakes or oversights occur and take appropriate corrective action if needed
1.48
5
1
65 Maintain awareness of personal factors that may impact professional functioning
1.46
8
1
Ethical and Legal Practice 17.58 66
Demonstrate integration and application of ethics codes and laws in all professional interactions
1.51
4
1
67 Communicate ethical and legal standards in professional interactions
1.37
26
2
68 Seek professional consultation on ethical or legal issues when needed
1.45
11
1
69 Discuss with peers or organizations any ethical concerns with their behavior
1.31
41
3
70
Take appropriate steps to resolve conflicts between laws/rules and codes of ethics in one’s practice
1.34
35
2
71 Maintain complete and accurate records 1.53 3 1
72 Report research results accurately, avoiding personal biases
1.22
55
3
73
Ensure adequate and appropriate credit is given to trainees and collaborators in scholarship
1.10
72
4
74
Develop a plan commensurate with laws, ethical guidelines, and fiscal constraints to manage professional activities
1.15
64
4
75 Practice in a fiscally and ethically sound manner
1.48
6
1
76
Systematically identify the ethical and legal issues and conflicts that occur in one’s professional practice
1.36
27
2
77 Consult with peers to aid in ethical decision-making when appropriate
1.41
17
1
78
Engage in critical analysis of identified ethical issues and proactively address them
1.36
28
2
Collaboration, Consultation, and Supervision 17.51
31 Develop plans for evaluating service or program effectiveness
0.93
77
4
32 Assess outcome effectiveness in an ongoing way
1.14
66
4 37
Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
1.07
73
4
38
Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
1.16
63
4
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Survey statement number
Survey statement text
Weight
Rank
Quartile
39
Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
1.05
75
4
40
Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high- risk situations
1.19
61
4
41
Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
1.27
44
3
42
Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
1.19
62
4
43
Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license and promote professional development
1.34
34
2
44 Attend to the interpersonal process between supervisor and supervisees
1.13
68
4
45
Monitor possible multiple roles or conflicts of interest and work toward resolution if required
1.26
48
3
80
Recognize the organizational and systemic factors that affect delivery of psychological services
1.19
60
4
81
Utilize knowledge of organizations and systems to optimize delivery of psychological services
1.13
67
4
82 Collaborate with various healthcare professions to meet common client goals
1.34
32
2
84
Collaborate with representatives from other professional groups or systems in the provision of psychological services
1.10
71
4
Note. Quartile 1 – highest ranked items, Quartile 2 – second highest ranked items, Quartile 3 – third highest ranked items, Quartile 4 –lowest ranked items
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Appendix R. Final EPPP Part 1 Blueprint Test Length: 4 hr, 175 items
Domain 1: Biological Bases of Behavior (10%)
K1. Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes and disease comorbidities
K2. Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative agents
K3. Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
K4. Behavioral genetics, transmission and expression of genetic information and its modification, and the role and limitations of this information in understanding disorders
K5. Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness
Domain 2: Cognitive-Affective Bases of Behavior (13%)
K6. Major research-based theories and models of intelligence and their application K7. Major research-based theories, models, and principles of learning and their
application K8. Major research-based theories and models of memory and their application K9. Major research-based theories and models of motivation and their application K10. Major research-based theories and models of emotion and their application K11. Elements of cognition, including sensation and perception, attention, language,
information processing, visual-spatial processing, executive functioning K12. Relations among cognitions/beliefs, behavior, affect, temperament, and mood K13. Influence of psychosocial factors on cognitions/beliefs and behaviors
Domain 3: Social and Cultural Bases of Behavior (11%)
K14. Major research-based theories and models of social cognition (e.g., person perception, development of stereotypes, prejudice)
K15. Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non-verbal communication, internet communication, mate selection, empathy)
K16. Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
K17. Major research-based personality theories and models K18. Cultural and sociopolitical psychology (e.g., privilege, cross-cultural comparisons,
political differences, international and global awareness, religiosity and spirituality, acculturation)
K19. Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems)
K20. Causes, manifestations, and effects of oppression
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Domain 4: Growth and Lifespan Development (12%)
K21. Normal growth and development across the lifespan K22. Influence of individual-environment interaction on development over time (e.g.,
the relationship between the individual and the social, academic, work, community environment)
K23. Major research-based theories and models of development K24. Influence of diverse identities on development K25. Family development, configuration, and functioning and their impact on the
individual across the lifespan K26. Life events that can influence the course of development across the lifespan K27. Risk and protective factors that may impact a developmental course (e.g.,
nutrition, prenatal care, health care, social support, socioeconomic status, abuse, victimization, and resiliency)
K28. Disorders and diseases that impact the expected course of development over the lifespan
Domain 5: Assessment and Diagnosis (16%)
K29. Psychometric theories, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
K30. Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
K31. Assessment methods and their strengths and limitations (e.g., self-report, multi- informant reports, psychophysiological measures, work samples, assessment centers, direct observation, structured and semi-structured interviews)
K32. Commonly used instruments for the measurement of characteristics and behaviors of individuals and their appropriate use with various populations
K33. Issues of differential diagnosis and integration of non-psychological information into psychological assessment
K34. Instruments and methods appropriate for the assessment of groups and organizations (e.g., program evaluation, needs assessment, organizational and personnel assessment)
K35. Criteria for selection and adaptation of assessment methods (e.g., evidenced-based knowledge of assessment limitations, cultural appropriateness, trans-cultural adaptation, and language accommodations)
K36. Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
K37. Factors influencing evidence-based interpretation of data and decision-making (e.g., base rates, group differences, cultural biases and differences, heuristics)
K38. Constructs of epidemiology and base rates of psychological and behavioral disorders
K39. Major research-based theories and models of psychopathology K40. Measurement of outcomes and changes due to prevention or intervention efforts
with individuals, couples, families, groups, and organizations K41. Use of technology in implementing tests, surveys, and other forms of assessment
and diagnostic evaluation (e.g., validity, cost-effectiveness, consumer acceptability)
Domain 6: Treatment, Intervention, and Prevention and Supervision (15%)
K42. Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to assessment/diagnosis, matching client or patient
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with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
K43. Contemporary research-based theories and models of treatment, intervention, and prevention
K44. Treatment techniques and interventions and the evidence for their comparative efficacy and effectiveness
K45. Methods and their evidence base for prevention, intervention, and rehabilitation with diverse and special populations
K46. Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
K47. Research-based consultation models and processes K48. Research-based models of vocational and career development K49. Telepsychology and technology-assisted psychological services K50. Healthcare systems, structures, and economics, and how these impact intervention
choice K51. Approaches to health promotion, risk reduction, resilience, and wellness K52. Contemporary theories and models of supervision and their evidence base
Domain 7: Research Methods and Statistics (7%)
K53. Sampling and data collection methods K54. Design of case, correlational, quasi-experimental and experimental studies K55. Analytic methods, including qualitative (e.g., thematic, phenomenological) and
quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis; factor analysis; causal modeling)
K56. Statistical interpretation (e.g., power, effect size, causation vs. association, clinical vs. statistical significance)
K57. Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizability, threats to internal and external validity, design flaws, level of evidence)
K58. Evaluation strategies and techniques (e.g., needs assessment, process and implementation evaluation, formative and summative program evaluation, outcome evaluation, cost-benefit analysis)
K59. Considerations regarding community involvement and participation in research K60. Dissemination and presentation of research findings
Domain 8: Ethical/Legal/Professional Issues (16%)
K61. Current ethical principles and codes for psychologists (APA, CPA) K62. Professional standards and relevant guidelines for the practice of psychology (e.g.,
standards for educational and psychological testing) K63. Laws, statutes, and judicial decisions that affect psychological practice K64. Identification and management of potential ethical issues K65. Models of ethical decision-making K66. Approaches for continuing professional development K67. Emerging social, legal, ethical, and policy issues and their impact on psychological
practice K68. Client and patient rights K69. Ethical issues in the conduct of research K70. Ethical issues in supervision K71. Ethical issues in technology-assisted psychological services
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Appendix S. Final EPPP Part 2 Blueprint The competencies (C) are indicated in the first indent level, and the behavioral exemplars (B) are indicated in the second indent level. Behavioral exemplars tied to a particular competency are listed directly below that competency.
Test Length: 4 hr
Domain 1: Scientific Orientation to Practice (6%)
C1. Select relevant research literature and critically review its assumptions, conceptualization, methodology, interpretation, and generalizability
B1. Critically evaluate and apply research findings to practice, with attention to its applicability and generalizability
B2. Interpret and communicate empirical research results in a manner that is easily understood by non-scientific audiences
C2. Acquire and disseminate knowledge in accord with scientific and ethical principles B3. Critically evaluate the literature relevant to professional practice B4. Share psychological knowledge with diverse groups (e.g., students,
colleagues, clients, other professionals, the public) within professional settings in an unbiased manner
Domain 2: Assessment and Intervention (33%)
C3. Apply knowledge of individual and diversity characteristics in assessment and diagnosis
B5. Integrate knowledge of client characteristics in formulating assessment questions and understanding the reason for assessment
B6. Select assessment methods and instruments based on psychometric properties, available normed data and/or criterion-referenced standards, and address any limitations in that selection
B7. Ensure that professional opinions, recommendations, and case formulations adequately reflect consideration of client characteristics
C4. Demonstrate effective interviewing skills B8. Adapt interview questions and behaviors in light of the characteristics of the
interviewer and interviewee B9. Demonstrate flexible, empathic, and appropriate use of a broad range of
interview techniques B10. Consider contextual information (e.g., reason for assessment, possible legal
or forensic considerations) in conducting an interview C5. Administer and score instruments following current guidelines and research
B11. Administer, score, and interpret a range of commonly used standardized assessment instruments
B12. Adapt relevant guidelines in situations requiring non-standard administration, scoring, interpretation, or communication of assessment results
C6. Interpret and synthesize results from multiple sources (e.g., multiple methods of assessment, written documentation, interviewees, collateral sources of information) following current guidelines and research
B13. Interpret and integrate results from standardized tests and interviews following established guidelines and, as appropriate, multiple applicable norm sets
B14. Identify the strengths and limitations of various types of assessment data
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B15. Reconcile or explain discrepancies between various sources of data and suggest alternative interpretations or explanations in light of any limitations of assessment instruments
B16. Synthesize client-specific and scientific data with contextual factors to refine working hypotheses and develop conclusions and recommendations across a range of problems
C7. Formulate and communicate diagnoses, recommendations, and/or professional opinions using relevant criteria and considering all assessment data
B17. Formulate diagnoses using current taxonomies B18. Provide recommendations that incorporate client and contextual factors,
including diagnoses B19. Communicate assessment results to clients, referral sources, and other
professionals in an integrative manner C8. Select interventions for clients based on ongoing assessment and research
evidence as well as contextual and diversity factors B20. Conceptualize intervention or treatment on the basis of evidenced-based
literature B21. Integrate client or stakeholder opinions, preferences, readiness for change,
and potential for improvement into intervention plan C9. Apply and modify interventions based on ongoing assessment, research, contextual
factors, client characteristics, and situational and environmental variables B22. Articulate evidence-based rationale for decisions, recommendations, and
opinions to clients and others as indicated B23. Continually evaluate, modify, and assess the effectiveness of interventions,
considering all relevant variables including biases and heuristics B24. Consult with qualified peers when facing the need to modify interventions in
unfamiliar situations Domain 3: Relational Competence (16%)
C10. Integrate and apply theory, research, professional guidelines, and personal understanding about social contexts to work effectively with diverse clients
B25. Recognize, understand, and monitor the impact of one’s own identities in professional situations
B26. Engage in respectful interactions with an awareness of individual, community, and organizational differences
B27. Modify one’s own behavior based on self-reflection and an understanding of the impact of social, cultural, and organizational contexts
B28. Follow professional guidelines and the scientific literature, when available, for providing professional services to diverse populations
B29. Apply culturally appropriate skills, techniques, and behaviors with an appreciation of individual differences
C11. Work effectively with individuals, families, groups, communities, and/or organizations
B30. Use relational skills to engage, establish, and maintain working relationships with a range of clients
B31. Communicate respectfully, showing empathy for others B32. Collaborate effectively in professional interactions
C12. Demonstrate respect for others in all areas of professional practice B33. Consider differing viewpoints held by clients and others B34. Respond to differing viewpoints by seeking clarification to increase
understanding before taking action C13. Identify and manage interpersonal conflict between self and others
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B35. Manage difficult and complex interpersonal relationships between self and others
B36. Consult with peers to examine and address one’s own reactions and behavior when managing interpersonal conflict
Domain 4: Professionalism (11%)
C14. Identify and observe boundaries of competence in all areas of professional practice B37. Identify limits of professional competence B38. Use knowledge of professional competence to guide scope of practice B39. Seek appropriate consultation when unsure about one’s competence and
additional needs for training and professional development B40. Seek additional knowledge, training, and supervision when expanding scope
of practice B41. Update knowledge and skills relevant to psychological practice on an
ongoing basis C15. Critically evaluate one’s own professional practice through self-reflection and
feedback from others B42. Engage in systematic and ongoing self-assessment and skill development B43. Accept responsibility for one’s own professional work and take appropriate
corrective action if needed B44. Maintain awareness of personal factors that may impact professional
functioning Domain 5: Ethical Practice (17%)
C16. Demonstrate and promote values and behaviors commensurate with standards of practice, including ethics codes, laws, and regulations
B45. Demonstrate integration and application of ethics codes and laws in all professional interactions
B46. Communicate ethical and legal standards in professional interactions as necessary
B47. Seek professional consultation on ethical or legal issues when needed B48. Discuss with peers or collaborators any ethical concerns with their behavior B49. Take appropriate steps to resolve conflicts between laws or rules and codes
of ethics in one’s professional practice C17. Accurately represent and document work performed in professional practice and
scholarship B50. Maintain complete and accurate records B51. Report research results accurately, avoiding personal biases B52. Ensure adequate and appropriate credit is given to trainees and
collaborators in scholarship C18. Implement ethical practice management
B53. Practice in a manner commensurate with laws, ethical standards, practice guidelines, and organizational constraints
B54. Manage billing practices in an ethical manner C19. Establish and maintain a process that promotes ethical decision-making
B55. Systematically identify the ethical and legal issues and conflicts that occur in professional practice
B56. Consult with peers to aid in ethical decision-making when needed B57. Proactively address identified ethical issues
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Domain 6: Collaboration, Consultation, and Supervision (17%)
C20. Work effectively within organizations and systems B58. Recognize the organizational and systemic factors that affect delivery of
psychological services B59. Utilize knowledge of organizations and systems to optimize delivery of
psychological services C21. Demonstrate interdisciplinary collaborations
B60. Collaborate with various professionals to meet client goals C22. Consult and collaborate within and across professions
B61. Tailor consultation requests and provision of information based on knowledge of others’ professional needs and viewpoints
B62. Use evidence-based psychological theories, decision-making strategies, and interventions when consulting
B63. Continually evaluate, modify, and assess the effectiveness of consultation, considering all relevant variables
C23. Evaluate service or program effectiveness across a variety of contexts B64. Develop plans for evaluating service or program effectiveness B65. Assess outcome effectiveness in an ongoing way
C24. Ensure supervisee compliance with policies and procedures of the setting, the profession, and the jurisdiction
B66. Provide a supervision plan that details the supervisory relationship and the policies and procedures of supervision, including procedures to manage high-risk situations
B67. Identify responsibilities of supervisees towards clients, including informed consent and supervisory status
C25. Monitor, evaluate, and accurately and sensitively communicate supervisee performance to the supervisee, the organization, and the jurisdiction as needed
B68. Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further development
B69. Assure that supervisees who are trainees practice within the scope of supervisor’s competence and license
C26. Create and maintain a supportive environment in which effective supervision occurs for trainees and other professionals being supervised
B70. Attend to the interpersonal process between supervisor and supervisees B71. Monitor possible multiple roles or conflicts of interest, and work toward
resolution, if needed