Report from CCTC

[Phillip N. Smith, Ph.D.]

CCIDPIP Members,

I hope you're all having a great (if blisteringly fast) semester. I recently attended the CCTC fall meeting and wanted to bring some things to your attention/remind you of things you already knew. I don't summarize everything discussed (this is going to be a long email as it is), but I hit some highlights that I thought useful to disseminate back to you. If you have any questions about these or other issues, please let us know. 

The EPPP2: It was discussed how the ETSAG group established to advise ASPPB on continued development and implementation of the EPPP2 experienced some difficulty when an ASPPB representative made statements about the group's endorsement of the exam that were politely described as "mischaracterized" (and less politely as lies). Members of the group resigned in protest and now several groups are rallying against ASPPB's current presumed intentions to move forward full steam ahead with recommending full scale adoption of the test in all states and territories. If you are inclined to join the rally against adoption of the EPPP2, you can visit this site for assistance in advocating to your state licensing board: https://rallystarter.com/r/1320/stop-the-adoption-of-the-eppp2. I've pasted below my signature line a list of papers describing some of the concerns with the EPPP2. I have also attached a document with a summary of concerns that was distributed. 

Sequencing of applied training/internship: Members of CUDCP (the clinical program training organization) have been floating the idea of trying to move predoctoral internship to postdoc. This is an idea that was discussed at a stakeholders meeting involving members of different training councils (report attached). The CCTC attendees weren't exactly supportive of the idea and several concerns were raised. In that report, though, it was discussed that it would be advantageous to move away from hours/reports counts in applying for internship in favor of relative competency based evaluations. 

The supreme court decision on abortion and state variability in restrictions: Cathi Grus from APA discussed some concerns that she's been presented about applied training in states with laws restricting access to reproductive healthcare. APA's resource page with some useful information was shared (https://www.apa.org/topics/abortion). This also led to a discussion of some trends in students deciding not to apply to internships or graduate programs (and graduates not applying for staff or faculty positions) in states that have implemented such restrictions. In my N=1 sample in one of those states, I know our current faculty searches (x2 this year) have received a shockingly low number of applications. 

CIP Codes: It was discussed that some programs have explored changing their CIP codes in favor of those that fall under a STEM umbrella. This has largely been driven by advantages offered to international students and the amount of time they're eligible to remain in the US following program completion. APA reps discussed that they will likely be exploring how to begin having more of the HSP training program related codes identified as STEM fields, but this is a 10 year + plan.  

Therapy for grad students: There is a group leading an effort to develop a system to connect HSP students with tele-mental health services via a web-based platform. Within this platform, licensed providers would effectively volunteer to participate and provide low or no-cost services to current students. The program was largely discussed within the confines of PsyPact participating states, though they seemed aware that there would be benefits in considering jurisdictions outside of participating states. This also sounded very early in development, so not sure how long such a thing will take to get to beta-testing.

SRF: The APPI Standard Reference Form is in a year of transition and next year will involve more focus on relative competencies. Internship directors discussed the desire to stop receiving letters that effectively told them everyone was amazing with few/no areas for further development. 

CoA: 

1. There remains a site visitor deficit (esp in the general area). They're asking people to volunteer to be on site visit teams. Training to be a site visitor will be offered virtually. 
2. The emergency order that empowered programs to continue doing a lot of remote activities remains in effect. And even when the emergency order is removed, there will be a 6 month grace period of returning to normal operations. CoA is also discussing what practices will be ok in a more permanent capacity, but no specifics on this. 
3. Those granted 10 year accreditations who are up on their interim reports... sounds like they've heard your discontent. They only said that these are not intended to trigger any additional interim review, but may give CoA the ability to offer comments in prep for the NEXT accreditation renewal review.
4. CoA is continuing to proceed with developing and refining IRs on master's programs in HSP. No timeline was provided. 
5. They will be increasing the expected number of internship applicants matching at APA accredited sites to 75%. Programs that fall below that may be asked to articulate plans to get to that benchmark.
6. For newly accredited programs, the effective date of accreditation to the last day of the site visit. So any students enrolled at the time of the site visit, even if they graduate from the program before the meeting and decision can say they graduated from an accredited program. 

Phillip N. Smith, Ph.D.
Professor of Psychology & Director of Clinical Training

Clinical & Counseling Psychology Doctoral Training Program

University of South Alabama

UCOM 1000
75 S. University Blvd.
Mobile, AL 36688
Email: PNS...@southalabama.edu
Phone: 251-460-6690
Fax: 251-460-6320
Lab Phone: 251-460-6691

Articles on the EPPP2

Sharpless, B. A., & Barber, J. P. (2009). The Examination for Professional Practice in Psychology (EPPP) in the era of evidence-based practice. Professional Psychology: Research and Practice, 40(4), 333–340. https://doi.org/10.1037/a0013983

Callahan, J. L., Bell, D. J., Davila, J., Johnson, S. L., Strauman, T. J., & Yee, C. M. (2020). The enhanced examination for professional practice in psychology: A viable approach? American Psychologist, 75(1), 52–65. https://doi.org/10.1037/amp0000586
Turner, M. D., Hunsley, J., & Rodolfa, E. R. (2021). Appropriate validation standards for licensure examinations: Comment on Callahan et al. (2020). American Psychologist, 76(1), 165–166. https://doi.org/10.1037/amp0000695
Callahan, J. L., Bell, D. J., Davila, J., Johnson, S. L., Strauman, T. J., & Yee, C. M. (2021). Inviting ASPPB to address systemic bias and racism: Reply to Turner et al. (2021). American Psychologist, 76(1), 167–168. https://doi.org/10.1037/amp0000801

Werntz, A., & Holohan, D. R. (2021). Stakeholder concerns with the validation of the Enhanced EPPP (Part 2-Skills). Training and Education in Professional Psychology, 15(1), 33–36. https://doi.org/10.1037/tep0000358

Dimmick, A. A., Callahan, J. L., & Cox, R. J. (2022). Further validation of competency assessment: The practicum evaluation form. Training and Education in Professional Psychology. Advance online publication. https://doi.org/10.1037/tep0000416

Saldana, S., Callahan, J.L., & Cox, R.J. (under review). The examination for the professional practice of psychology: an examination of convergent and discriminant validity. https://disparities.unt.edu/examination%C2%A0-professional-practice-psychology-examination-convergent-and-discriminant-validity

Ortiz, A., & Callahan, J.L. (under review). The Examination for the Professional Practice of Psychology: A test of postdictive validity using a nationwide sample. https://disparities.unt.edu/examination-professional-practice-psychology-test-postdictive-validity-using-nationwide-sample


Articles on Race ad Ethnicity as a Predictor of EPPP Outcomes
Sharpless, B.A. & Barber, J.P. (2013). Predictors of program performance on the Examination for Professional Practice in Psychology (EPPP). Professional Psychology: Research and Practice, 44, 208-217.  https://psycnet.apa.org/buy/2013-05717-001
DeMers, S. T. (2009). Understanding the purpose, strengths, and limitations of the EPPP: A response to Sharpless and Barber. Professional Psychology: Research and Practice, 40(4), 348–353. https://doi.org/10.1037/a0015750

Brian A. Sharpless (2019) Are demographic Variables Associated with Performance on the Examination for Professional Practice in Psychology (EPPP)?, The Journal of Psychology, 153:2, 161-172, DOI: 10.1080/00223980.2018.1504739

Macura, Z., & Ameen, E. J. (2021). Factors associated with passing the EPPP on first attempt: Findings from a mixed methods survey of recent test takers. Training and Education in Professional Psychology, 15(1), 23–32. https://doi.org/10.1037/tep0000316

Sharpless, B. A. (2021). Pass rates on the Examination for Professional Practice in Psychology (EPPP) according to demographic variables: A partial replication. Training and Education in Professional Psychology, 15(1), 18–22. https://doi.org/10.1037/tep0000301