Current through Register Vol. 50, No. 9, September 20, 2024
A. A graduate whose of a doctoral program, at
the time of graduation, that is either accredited by the American Psychological
Association, or listed by the Association of State and Provincial Psychology
Boards (ASPPB) and the National Register of Health Service Providers in
Psychology's former yearly joint publication of the Doctoral Psychology
Programs Meeting Designation Criteria is recognized as holding a doctoral
degree with a major in psychology from a university offering a full-time
graduate course of study in psychology.
B. A graduate of a doctoral program that is
neither listed in Designate Doctoral Programs in Psychology nor accredited by
the American Psychological Association must meet the criteria in Paragraphs
B.1-B.11 below.
1. Training in professional
psychology is doctoral training offered in a regionally accredited institution
of higher education.
2. The
program, wherever it may be administratively housed, must be clearly identified
and labeled as a psychology program. Such a program must specify in pertinent
institutional catalogs and brochures its intent to educate and train
professional psychologists in an applied area of psychology recognized by the
board.
3. The psychology program
must stand as a recognizable, coherent organizational entity within the
institution.
4. There must be a
clear authority and primary responsibility for the core and specialty areas
whether or not the program cuts across administrative lines.
5. The program must be an integrated,
organized sequence of study.
6.
There must be an identifiable psychology faculty and a psychologist responsible
for the program.
7. The program
must have an identifiable body of students who are matriculated in that program
for a degree.
8. The program must
include supervised practicum, internship, field or laboratory training
appropriate to the practice of psychology, in an applied area of specialization
recognized by the board.
9. The
program shall be an internal degree program (as opposed to an external degree
program unless it is either designated by the Association of State and
Provincial Psychology Boards (ASPPB) and the National Register or it is
accredited by the American Psychological Association.)
10. The doctoral program shall involve at
least one continuous academic year of full-time residency on the campus of the
institution at which the degree is granted.
11. For individuals who were trained prior to
2015, the curriculum shall encompass a minimum of three academic years of
full-time graduate study. The program of study shall typically include graduate
coursework with a minimum of three semester hours (five quarter hours) in each
of the following three areas: scientific and professional ethics and standards,
research design and methodology, and statistics and methodology. In cases where
the material from one of these areas was incorporated into other courses, the
program director shall submit material to the board indicating the educational
equivalence of this requirement. Additionally, the core program shall require
each student to demonstrate competence in each of the following substantive
areas. This requirement typically will be met by including a minimum of three
or more graduate semester hours (five or more graduate quarter hours) in each
of the four substantive content areas. Graduates who cannot document competence
in all substantive content areas (§303.C 11.a-d below),
may demonstrate competence by taking additional course work or examination, not
to exceed one substantive content area:
a.
biological bases of behavior-physiological psychology, comparative psychology,
neuropsychology, sensation and perception, psychopharmacology;
b. cognitive-affective bases of
behavior-learning, thinking, motivation, emotion;
c. social bases of behavior-social
psychology, group processes, organizational and systems theory;
d. individual difference-personality theory,
human development, abnormal psychology. In addition, all professional doctoral
programs in psychology will include course requirements in specialty
areas.
C. For
individuals whose training began after 2015, the curriculum shall encompass
training in the nine profession-wide competencies, which include certain
competencies required for all students who graduate from programs accredited in
health service psychology. Programs must provide opportunities for all of their
students to achieve and demonstrate each required profession-wide competency.
Although in general, the competencies appearing at or near the top of the
following list serve as foundations upon which later competencies are built,
each competency is considered critical for graduates in programs accredited in
health service psychology. The specific requirements for each competency are
articulated in APA Commission on Accreditation Implementing Regulations.
Because science is at the core of health service psychology, programs must
demonstrate that they rely on the current evidence-base when training students
in the following competency areas. At a minimum, students must demonstrate
competence in the following.
1. Research. For
example, individuals demonstrate knowledge, skills, and competence sufficient
to produce new knowledge; to critically evaluate and use existing knowledge to
solve problems; substantial knowledge of scientific methods, procedures, and
practices; and ability to disseminate research.
2. Ethical and Legal Standards. For example,
individuals demonstrate knowledge of ethical principles and state law;
recognize ethical dilemmas as they arise; apply ethical decision-making
processes; and conduct oneself in an ethical manner in all professional
activities.
3. Individual and
Cultural Diversity. For example, individuals are sensitive to cultural and
individual diversity of clients and committed to providing culturally sensitive
services. Individuals are aware of how one's background impacts clinical work
and are committed to continuing to explore their own cultural identity issues
and how they relate to clinical practice.
4. Professional Values, Attitudes, and
Behaviors. For example, individuals behave in ways that reflect the values and
attitudes of psychology; engage in self-reflection regarding their personal and
professional functioning; and actively seek and demonstrate openness to
feedback.
5. Communication and
Interpersonal Skills. For example, individuals can establish and maintain
effective interrelationships as well as produce and comprehend oral, nonverbal,
and written communications that are informative and well-integrated.
6. Assessment. For example, individuals
demonstrate competence in choosing, administering, interpreting and providing
results from evidenced-based assessments. Individuals also demonstrate
knowledge of current diagnostic classification systems.
7. Intervention. For example, individuals
demonstrate competence in utilizing evidenced-based interventions which have
been chosen to meet the unique needs of the individual or group; demonstrate
the ability to establish effective working relationships with clients and are
able to evaluate the effectiveness of their interventions.
8. Supervision. For example, individuals
demonstrate knowledge of supervision models and have applied this knowledge to
the practical application of supervision principles.
9. Consultation and
interprofessional/interdisciplinary skills, for example, individuals
demonstrate the ability to intentionally collaborate with other professionals
to address a problem; have knowledge of consultation models; and have applied
practice serving in the role of consultant.
D. Graduates of foreign programs will be
evaluated according to the following.
1.
Graduates of foreign programs must meet the "substantial equivalent" of
criteria §303.
C.1 -11. above. "Substantial equivalent" does
not apply to graduates from colleges, universities, or professional schools in
the United States, Canada, or any jurisdiction under the Association of State
and Provincial Psychology Boards. The board may "assess" a foreign applicant to
recover expenses incurred in reviewing unusual credentials.
2. Applicants for licensure whose
applications are based on graduation from foreign universities shall provide
the board with such documents and evidence to establish that their formal
education is equivalent to a doctoral degree in psychology granted by a United
States university that is regionally accredited. The applicant shall provide
the board with the following:
a. an original
diploma or other certificate of graduation, which will be returned, and a
photostatic copy of such a document, which shall be retained;
b. a transcript or comparable document of all
course work completed;
c. a
certified translation of all documents submitted in a language other than
English;
d. satisfactory evidence
of supervised experience;
e.
evidence that the doctoral dissertation was primarily psychological in nature.
In its discretion, the board may require an applicant to file a copy of the
dissertation itself; and
f. a
statement prepared by the applicant based on the documents referred to in this
Section, indicating the chronological sequence of studies and research. The
format of this statement shall be as comparable as possible to a transcript
issued by American universities.
AUTHORITY
NOTE: Promulgated in accordance with
R.S.
37:2353 and
R.S.
37:2356.
