outcomes can be shown to relate to the licensee’s
competence. Others have pointed out that certifi-
cation and licensing are in no way valid measures of
professional competence. However, others suggest
that licensing should be designed to ensure that the
public will not be harmed rather than to regulate
levels of competence. At the present time, licensing
examinations may be the best safeguard against
poor practice. Finally, some academic clinical psy-
chologists are concerned that licensing require-
ments violate academic freedom because these
requirements essentially dictate the coursework
offered by clinical psychology programs. They
argue that the faculty members involved in a clini-
cal psychology training program have a better idea
of what coursework is needed to produce well-
trained clinical psychologists. Further, the require-
ments for licensure may make it difficult for aca-
demic clinical psychologists themselves to attain
licensure (DiLillo et al., 2006).
Despite these questions and problems, the
regulation of professional practice seems here to
stay. To date, it is the only method we have,
imperfect though it is, to protect the public from
the poorly trained. Current challenges related to
licensure include establishing a national standard
for licensure (which will allow easier mobility
from state to state or province to province), decid-
ing whether or not an oral examination is neces-
sary in addition to a written examination, and
addressing licensing issues related to telehealth
and distance practice over the Internet (Rehm &
DeMers, 2006).American Board of Professional Psychology
(ABPP). Because of the failure of individual
states to take the lead on professional regulation,
the American Board of Examiners in Professional
Psychology was established as a separate corpora-
tion in 1947. In 1968, its name was shortened to
American Board of Professional Psychology (ABPP,
http://www.abpp.org/). ABPP offers certification
of professional competence in the fields of clinical
child and adolescent psychology, clinical psychol-
ogy, clinical health psychology, clinical neuropsy-
chology, cognitive and behavioral psychology,
counseling psychology, couple and family psy-
chology, forensic psychology, group psychology,
organization and business consulting psychology,
police and public safety psychology, psychoanalysis
in psychology, rehabilitation psychology, and
school psychology.
To illustrate the requirements and process of
obtaining ABPP certification, consider the clinical
psychology specialty. In addition to verification of
credentials in clinical psychology (e.g., doctoral
degree and clinical internship from accredited insti-
tutions, licensure in state), candidates are required
to submit practice samples (videotaped), provide a
written statement regarding professional expertise
and handling of clinical cases, and successfully com-
plete an oral examination conducted by three
expert peers. As you can see, these requirements
are more rigorous than those involved in state cer-
tification or licensing. In essence, the public can be
assured that such a clinician is someone who has
submitted to the scrutiny of a panel of peers.T A B L E 3-1 Summary of Typical
Requirements for Licensure
Education
A doctoral degree from an APA-accredited program in
professional psychology (e.g., clinical) is required.
Experience
One to two years of supervised postdoctoral clinical
experience is required.
Examinations
A candidate for licensure must pass (i.e., score at or
above a certain threshold score) the Examination for
Professional Practice in Psychology (EPPP). In addition,
some states and provinces require an oral or essay
examination.
Administrative Requirements
Additional requirements include citizenship or residency,
age, evidence of good moral character, and so on.
Specialties
Licensure to practice psychology is generic. However,
psychologists must practice within the scope of their
demonstrated competence, as indicated by their
educational background and training.
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