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Implementation Manual Companion to the Standards and Criteria of the APA CE Sponsor Approval System This document is intended to assist in the interpretation and application of the Standards and Criteria of the Sponsor Approval System. There are many different types of delivery methods and topics that are appropriate as continuing education for psychologists, and some criteria must be interpreted and applied differently as appropriate. Organizations are encouraged to contact Sponsor Approval System staff with any questions, or if assistance is needed regarding interpretation and application of the criteria. ******** Standard A: Goals PRINCIPLE Continuing Education in Psychology (CEP) in psychology is an ongoing process consisting of formal learning activities that (1) are relevant to psychological practice, education and science, (2) enable psychologists to keep pace with emerging issues and technologies, and (3) allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession. CRITERION Sponsors must have a mission statement for their CE program that is consistent with this principle. DISCUSSION Many approved sponsors offer continuing education programs to a wide target audience, and there are other professional licensing boards that accept CE credits earned from APA-approved sponsors (although the licensing board in question should be contacted directly for further information). Keeping in mind that CE programs may be offered to professionals across a range of disciplines, for this purpose the goal of a CE program must specifically address the learning needs of psychologists. Sponsors must have a goals statement that reflects the type and nature of its CE offerings and target audience. Standard B: Administration PRINCIPLE Effective administration is essential for maintaining the highest quality in continuing education programs for psychologists. CRITERIA 1. Sponsors must assure that psychologists provide direct input and are involved in all phases of the decision-making and program-planning process for the activities offered to psychologists for CE credit. 2. Sponsors must have a clearly designated program administrator who is responsible for maintaining an awareness of APA Sponsor Approval Standards and Criteria. 3. Sponsors must assure that presenters make clear any actual or appearance of a dual relationship or conflict of interest (i.e., profiting from the sale of material; promoting a specific copyrighted test or treatment approach; corporate sponsorship) related to a CE program. 4. Sponsors must assure the confidentiality and security of tests, case material, or other information that could be identified with a particular person or group. 5. Sponsors must have written procedures for addressing participant complaints in a reasonable, ethical, and timely fashion. When the presenter is also the administrator of the sponsor organization, there must be procedures to insure that complaints are addressed objectively and without bias. 6. Sponsors must assure that program materials and instructors respect cultural, individual, and role differences, including those based on age, gender, gender identify, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status. 7. Sponsors must assure all CE programs meet the requirements of the Americans with Disabilities Act. 8. Sponsors must assure that these criteria are met in all aspects of CE programs offered under the auspices of their APA approval. DISCUSSION At least one psychologist must be involved in all aspects of program planning and development. Direct involvement can be achieved in a variety of ways, including involvement by psychologists on staff, advisory boards, or planning committees. In cases where the organization is owned and operated by one psychologist, it is strongly recommended that an advisory board be used to provide feedback regarding program planning and areas where a conflict of interest might occur (e.g., resolution of participant complaints). Involvement must be on an active and on-going basis. It is the sponsor's responsibility to maintain a continuing awareness of the policies and procedures of the APA Sponsor Approval System. This includes, but is not limited to, having a copy of the most recent submissions to the Sponsor Approval System (application, status report, etc.), being aware of report and fee submission deadlines, and keeping the Sponsor Approval System aware of any changes in contact information so that we may inform your organization of these deadlines in a timely manner. Sponsors must have a clearly designated administrator of the program, although it is not required that this individual be a psychologist. Sponsors are required to have written procedures for dealing with participant complaints. While these procedures need not be elaborate, they must clearly indicate the steps that will be taken to resolve complaints, and these procedures must be available in written format for anyone who requests them. See the application for becoming an approved sponsor for a sample grievance procedure. In order to make available high-quality CE programs to as many psychologists as possible, sponsors are encouraged to jointly collaborate with other organizations as appropriate. "Joint collaboration" should be understood as the mutual planning of an activity by two or more organizations. Regardless of the level of involvement of the sponsor, however, it is ultimately the responsibility of the approved sponsor to ensure that all standards and criteria of the APA Sponsor Approval System are met. Any degree of joint collaboration does not, in any way, absolve the sponsor of its responsibilities as an approved sponsor. (Note: Co-sponsorship has been eliminated as a criterion. Certain aspects of this criterion, such as the written co-sponsorship agreement, have been eliminated. However, the approved sponsor must maintain responsibility for all aspects of the program and its content.) Sponsors are required to make their programs accessible to all individuals. Facilities used by a sponsor must be in compliance with the Americans with Disabilities Act. Sponsors must also, to the best of their ability, provide accommodation for individuals with sensory impairments. Standard C: Educational Planning and Instructional Methods PRINCIPLE Successful continuing education in psychology requires careful educational planning that results in a clear statement of educational objectives and the selection of instructional methods to achieve those objectives. Criteria 1. Sponsors must develop educational objectives that clearly describe what participants are expected to learn. 2. Sponsors must select presenters/instructors who are competent and expert to teach post-doctoral level psychologists, and teaching ability must be a primary prerequisite for selection. DISCUSSION Every program offered for CE credit must have predetermined learning objectives. Rather than a description of topics to be covered, learning objectives should clearly define what the participant will know or be able to do as a result of having attended the program, and these objectives must be stated in measurable terms. As a guideline, there should be three to four objectives for a four hour program; five to six objectives for a seven to eight hour program, etc. CE activities can be delivered via numerous methods which include, but are not limited to: workshops, seminars, conferences, conventions, grand rounds, lectures, books, videotapes, audiotapes, CD-ROMs, and web-based. All CE activities, regardless of the delivery method, must adhere to the Standards and Criteria of the APA Sponsor Approval System. Some programs, notably those commonly referred to as homestudy, independent study, or distance learning, require certain measures beyond the more traditional offerings (the specific requirements for these types of programs are addressed elsewhere in this document). Although it is not required that instructors be psychologists, they must be competent and expert in the areas in which they teach. In addition to holding a doctoral degree in psychology, competencies might be demonstrated through review of records of previous teaching experiences, years of clinical experience, publications in areas relevant to the content being taught, evaluation forms from previously offered programs, personal knowledge of the instructor's teaching ability, and references. How To Write Behavioral Learning Objectives and Assessments •  Learning objectives, or learning outcomes, are statements that clearly describe what the learner     will know or be able to do as a result of having attended an educational program or activity. •  Learning objectives must be observable and measurable. •  Learning objectives should (1) focus on the learner, and (2) contain action verbs that     describe measurable behaviors •  Verbs to consider when writing learning objectives: Ø  list, describe, recite, write Ø  compute, discuss, explain, predict Ø  apply, demonstrate, prepare, use Ø  analyze, design, select, utilize Ø  compile, create, plan, revise Ø  assess, compare, rate, critique •  Verbs to avoid when writing learning objectives †   know, understand †   learn, appreciate †   become aware of, become familiar with Example of well-written learning objectives: This workshop is designed to help you: 1. Summarize basic hypnosis theory and technique; 2. Observe demonstrations of hypnotic technique and phenomena; 3. Explain differences between acute and chronic pain; 4. Utilize hypnosis in controlling acute pain; 5. Apply post-hypnotic suggestions to chronic pain; and 6. Practice hypnotic technique in dyads. Standard D: Curriculum Content PRINCIPLE The content of continuing education is the crucial component of programs intended to develop, maintain, or increase conceptual and applied competencies that are relevant to psychological practice, education, and science. CE programs may include content related to well-established psychological principles, or may be based on content that extends current theory, method, and practice. CRITERIA 1. Sponsors must assure that information and/or programs presented are based on a methodological, theoretical, research, and/or practice knowledge base that supports the credibility of the information. This credibility must be established by at least one of the following: 1.1. Program content has obtained credibility, as demonstrated by the involvement of the broader psychological community in studying the findings, procedures, practices, and/or theoretical concepts. 1.2. Program content has peer reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach; 1.3. Program content has been studied according to established procedures of scientific scrutiny that can be reasonably relied upon. 2. Consistent with the above criterion, Sponsors must assure that presentations are balanced and include statements that describe the efficacy, effectiveness, or validity of any material presented, and that they include the basis of such statements and their limitations. 3. Sponsors must assure that content builds on the foundation of a completed doctoral program in psychology. 4. Sponsors must demonstrate that content is relevant to psychological practice, education, or science. 5. Sponsors and their presenters must disclose to participants, at the onset of any educational activity, the existence of any significant financial or other relationship a presenter or sponsor has with the manufacturer of any commercial product or provider of any commercial service that may be discussed in the program. DISCUSSION Because psychologists work in a variety of professional settings, sponsors are encouraged to offer a wide range of topics that can meet the diverse CE needs of psychologists. The Committee strongly encourages innovative programs, assuming that the above criteria are met. Sponsors are required to provide information that demonstrates their adherence to the criteria as stated above. In the normal course of program preparation, instructors should be able to provide information that demonstrates compliance with these criteria. While sponsors may be advocates of the particular content they are teaching, it is required that instructors provide a balanced presentation and fair overview so that program participants may have a sufficient basis for interpretation of data. Instructors are expected to inform participants of any limitations of the practice being taught, as well as any contradictory statements, views, or paradigms that currently exist. Practice or business management programs should be carefully considered to determine whether or not the content of the program can be deemed appropriate CE content for psychologists. The Committee recognizes that while many business-related programs may be beneficial to psychologists by helping them improve the business aspects of their practice, the content may not actually be related to the professional practice of psychology, education, administration, or research (e.g., programs on how to build a more profitable fee-for-service practice or personal/professional financial planning are not considered appropriate for CE). In making decisions about appropriate content of CE programs and its relevance to psychology, the Committee will ultimately consider what is in the best interest of the consumer. Standard E: Program Evaluation PRINCIPLE Evaluation of CE programs is for the purpose of (1) increasing participant learning (2) helping the workshop presenter accomplish his or her earning objectives, and (3) improving current and future programs. CRITERIA 1. Sponsors must evaluate the effectiveness of each activity in meeting the stated educational objectives. 2. Sponsors must assess the participants' satisfaction with the overall program. This procedure, which normally takes the form of a written rating, must be a part of each activity for which CE credit for psychologists are awarded. 3. Sponsors must use the results of the evaluation process to improve ongoing and plan future programs. DISCUSSION All programs, regardless of delivery method, require a direct assessment of participant learning. This assessment can be achieved in a variety of ways, and the method used should vary depending on the particular delivery method. CE programs that are not conducted in person require a different process for evaluating the effectiveness of the program. For these types of programs (e.g., books, audiotapes, videotapes, CD-ROMS, online [non-real time], etc.), sponsors are required to administer a test of achieved learning. This test must be of sufficient length and depth to adequately determine the level of learning that was achieved. There must also be a specified criterion for successful completion of the program (i.e., passing grade). For programs that use essays to determine achieved learning, a grading grid must be provided. At a minimum, satisfaction evaluations should include assessment of the instructor's level of knowledge and expertise, and teaching ability. Effective satisfaction evaluations should provide feedback that is useful both to the sponsor and the instructor(s) for the purpose of planning and improving future programs. See the application for becoming an approved sponsor for sample participant satisfaction evaluation forms. For programs where credit is offered on a session-by-session basis (e.g., conferences, conventions, etc.), each session must be evaluated separately. Standard F: Standards for Awarding Credit PRINCIPLE The awarding of CE credit is based on participation in learning activities as outlined in this document. CRITERIA 1. Sponsors must award CE credit for psychologists on the basis of one credit per one hour of instructional time, and must award credit only in units of whole or half hours. 2. Sponsors must provide documentation to each participant that includes the APA approval statement, the name and date of the activity, the number of CE credits earned, and a signature or other verification from the sponsoring organization. 3. Sponsors must be able to verify the awarding of CE credit to participants and provide this verification to individuals who request it for at least three years after completion of the activity. DISCUSSION CE programs must be at least one hour in length. Credit is awarded only for actual instructional time. For programs where instructional time is difficult to calculate (e.g., books, CD-ROMS, online), sponsors must have a method for determining the number of credits to offer and a rationale for this method. Sponsors are strongly encouraged to utilize field-testing when determining credits for these types of programs. Variable credit for partial attendance may not be awarded. For programs that involve a variety of sessions (e.g., conferences, conventions, etc.), credit should be awarded on a session-by-session basis. Each individual session for which credit is awarded must meet the Standards and Criteria of the Sponsor Approval System, i.e., each session much have its own stated learning objectives, each session must be evaluated separately, etc. Sponsors must have a system for determining which sessions were attended (e.g., sign-in sheet, credit log, etc). 100% attendance is required for all CE activities, and sponsors must have a method for ensuring full attendance (sign-in/sign-out sheets, room monitors, etc.). The Sponsor Approval System is aware that individuals will, on occasion, arrive late or leave early from a CE program. Sponsors should, within reason, evaluate each situation on a case-by-case basis when considering full attendance and the awarding of credit. See the application for becoming an approved sponsor for a sample documentation of attendance letter. Standard G: Promotion and Advertising of Programs PRINCIPLE CE promotional materials must contain accurate and complete information for potential program participants. CRITERIA 1. Sponsors must assure that the following information is available to potential participants before they enroll in a CE activity: a. Educational objectives; b. A description of the target audience and the level of the activity (introductory, intermediate, or advanced); c. Schedule; d. Cost, including all fees and the refund/cancellation policy; e. Presenter credentials, including relevant professional degree and discipline, current professional position, and expertise in program content; f. The number of CE credits offered for each activity, with a notation of any activities within a program that are not offered for CE credit. 2. Sponsors must assure that commercial support for CE programs is acknowledged in marketing materials and made clearly evident to potential participants. 3. Sponsors must assure that the correct statement of approval is used in all promotional materials such as ads, brochures, and announcements. When referring to APA approval, the following statement must be used: "(Organization name) is approved by the American Psychological Association to sponsor continuing education for psychologists. (Organization name) maintains responsibility for this program and its content." DISCUSSION Although the information listed above under Criterion G.1. must be available to potential participants prior to enrollment, the Sponsor Approval System understands that it is sometimes not feasible to include all items in promotional materials. In cases where one or more of the above points is not included in promotional pieces, the means of obtaining this information must be provided (e.g., phone number, web site, etc.). Multi-session, multi-disciplinary programs will oftentimes contain some content that is not relevant to psychology or is otherwise inappropriate as CE for psychologists. In these cases, promotional and program materials must clearly indicate which sessions are available to psychologists for credit and which are not. Because APA approval is at the organizational level, sponsors must not use the term "APA-approved" (or any variation thereof) when referring to CE credit for psychologists. APA does not approve sponsors' individual programs. Do not use the term "CEU" to refer to CE credit for psychologists. Although other professions may use the CEU when awarding continuing education credit, CE credit for psychologists is granted on a one credit per one contact hour basis. On the other hand, one CEU is granted per every ten hours of contact.