Professional mobility for psychologists is rapidly becoming a reality.

Professional mobility for psychologists has been a problem since states first passed psychology licensing laws because of relatively small but crucial variations in licensing requirements. Although the profession of psychology and the association of psychology regulatory bodies in the United States and Canada (i.e., the Association of State and Provincial Psychology Boards [ASPPB]) have recognized this problem for decades, little progress was made in resolving it. Recently, the ASPPB launched two different approaches to facilitating professional mobility: one to forge agreements between regulatory bodies to accept each other's licensees, and another to certify or endorse individual psychologists who meet ASPPB standards for licensure and therefore can be recommended to licensing boards for relicensure. The specific requirements of each of these programs and their success in addressing the professional mobility problem are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emerging perspectives on the role of psychologists in the delivery of health and mental health services in schools.

This introductory article presents an overview of the APA Committee for the Advancement of Professional Practice Working Group on Schools as Health Care Delivery Sites. Additionally, it provides a health care reform context for exploring the emerging role for psychologists in the delivery of health and mental health services to children in the school setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improved psychological well-being, quality of life, and health practices in moderately overweight women participating in a 12-week structured weight loss program

The first objective of this study was to confirm that 4 days of head-down tilt (HDT) were sufficient to induce orthostatic intolerance, and to check if 4 days of physical confinement may also induce orthostatic intolerance. Evidence of orthostatic intolerance during tilt-up tests was obtained from blood pressure and clinical criteria. The second objective was to quantify the arterial and venous changes associated with orthostatic intolerance and to check whether abnormal responses to the tilt test and lower body negative pressure (LBNP) may occur in the absence of blood pressure or clinical signs of orthostatic intolerance. The cerebral and lower limb arterial blood flow and vascular resistance, the flow redistribution between these two areas, and the femoral vein distension were assessed during tilt-up and LBNP by ultrasound. Eight subjects were given 4 days of HDT and, 1 month later, 4 days of physical confinement. Tilt and LBNP test were performed pre- and post-HDT and confinement. Orthostatic intolerance was significantly more frequent after HDT (63%) than after confinement (25%, P < 0.001). Cerebral haemodynamic responses to tilt-up and LBNP tests were similar pre- and post-HDT or confinement. Conversely, during both tilt and LBNP tests the femoral vascular resistances increased less (P < 0.002), and the femoral blood flow reduced less (P < 0.001) after HDT than before HDT or after confinement. The cerebral to femoral blood flow ratio increased less after HDT than before (P < 0.002) but remained unchanged before and after confinement. This ratio was significantly more disturbed in the subjects who did not complete the tilt test. The femoral superficial vein was more distended during post-HDT LBNP than pre-HDT or after confinement (P < 0.01). In conclusion, 4 days of HDT were enough to alter the lower limb arterial vasoconstriction and venous distensibility during tilt-up and LBNP, which reduced the flow redistribution in favour of the brain in all HDT subjects. Confinement did not alter significantly the haemodynamic responses to orthostatic tests. The cerebral to femoral blood flow ratio measured during LBNP was the best predictor of orthostatic intolerance.     

Health care reform and psychological practice in schools.

National policy calls for the placement of comprehensive, customer-oriented, and accessible health and social services programs for America's children and youth. Schools have been targeted as the ideal location for such services. Numerous models of school-based and school-linked programs have been initiated. The role of psychology in these emerging models and programs is highly variable; however, it is an essential service that increasingly is being recognized as necessary in order for schools to address complex and diverse student and staff health needs. In this article, models for the delivery of school health services are profiled. Implications for practitioners who currently work in schools and for psychologists who are not currently working in schools but who are interested in maximizing psychology's contribution to school health services are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of school psychology faculty: Their training and professional experience.

Determined if faculty members (N?=?238) in school psychology programs are likely to meet newly developed accreditation standards that specify training and experience characteristics of primary faculty. Results indicate that school psychology faculty members are largely male, 31–40 yrs of age, with PhDs in a variety of different educational and psychological specialties but with limited experience as psychologists in the schools. The lack of Ss' doctoral specialization in school psychology and their limited experience in schools could be potentially troublesome for programs seeking accreditation approval. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding the purpose, strengths, and limitations of the EPPP: A response to Sharpless and Barber.

Sharpless and Barber (see record 2009-11890-004) have written a thoughtful article questioning the validity, effectiveness, and transparency of the Examination for Professional Practice in Psychology (EPPP). This response has 3 goals: to clarify the purpose, structure, and validity of the EPPP; to provide some previously unavailable information that addresses concerns Sharpless and Barber raise about passing rates and assessing competence to practice; and to endorse some of the recommendations the authors make for future investigation and evolution of the psychology licensure examination process. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

APA's guidelines for test user qualifications: An executive summary.

At the direction of the Council of Representatives of the American Psychological Association (APA), the Task Force on Test User Qualifications was established in October 1996 to develop guidelines that inform test users and the general public of the qualifications that the APA considers important for the competent and responsible use of psychological tests. The TFTUQ reviewed the relevant literature related to test user qualifications, as well as policy statements developed by the APA and other groups both national and international. The task force then developed a set of comprehensive guidelines and solicited comments from both within and outside the APA. The final report of the TFTUQ was approved by the APA Council of Representatives in August 2000. This article provides a brief summary of the Guidelines on Test User Qualifications (APA, 2000) that are now APA policy. The APA's purpose in developing these guidelines is to inform test users as well as individuals involved with training programs, regulatory and credentialling bodies, and the public about the qualifications that promote high professional standards in the use of tests with the public. (PsycINFO Database Record (c) 2010 APA, all rights reserved)