Changes in Training and Practice of Psychologists: Current Challenges for Licensing Boards

Psychology licensing laws have a short history and were created to regulate the professional interactions between a psychologist and a client within a single jurisdiction. Societal and technological changes in the way psychologists are trained and practice challenge licensing boards to provide new m...

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Bibliographic Details
Published in:Professional psychology, research and practice research and practice, 2008-10, Vol.39 (5), p.473-479
Main Authors: DeMers, Stephen T, Van Horne, Barbara A, Rodolfa, Emil R
Format: Article
Language:English
Subjects:
Changes
Disciplinary procedures
Distance Education
Distance learning
Human
Laws
Licensing
Licensing law
Occupational Mobility
Professional Examinations
Professional Licensing
Professional practice
Professional Standards
Professional Supervision
Professional training
Psychologists
Psychology
Training
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Summary:Psychology licensing laws have a short history and were created to regulate the professional interactions between a psychologist and a client within a single jurisdiction. Societal and technological changes in the way psychologists are trained and practice challenge licensing boards to provide new mechanisms to regulate professional behavior that recognize these changes yet still offer adequate protection of the public. This article describes the problems psychologists encounter related to professional mobility, temporary practice across jurisdictional boundaries, distance learning, and consistency in the handling and reporting of disciplinary actions. The article also describes the efforts of the Association of State and Provincial Psychology Boards to help its licensing board members to address these challenges. Finally, the article raises some potentially dramatic changes being considered in the way psychologists are admitted to professional practice using a competency assessment approach to complement the traditional use of course credits, supervised experience hours, and performance on a knowledge-based exam.
ISSN:0735-7028
1939-1323
DOI:10.1037/0735-7028.39.5.473