Acceptable programs must adhere to the definition of continuing education in that they improve service to the public and enhance contributions to the profession. Programs that address the personal or professional well-being of the psychologist must also demonstrate how they meet the above definition.
Determination of eligibility is not made on the basis of topic alone. The responsibility is on the applicant to adequately establish the bridge between program content and the elements of the criteria. The more distant a topic appears from core disciplinary knowledge, the greater the responsibility of the sponsor to demonstrate the connection to improvement of services to the public and contributions to the profession.
The CE Committee will use the Standards and Criteria for Approval of Sponsors of Continuing Educationopens in new window (PDF, 361KB) to evaluate applications. In so doing, they will employ the following evaluative steps:
Eligibility Criteria
If the application meets all three criteria, the committee continues the evaluation. If the application doesn't meet one or more criteria, the committee rejects the application.
Illustrative Example 1: Building Your Practice
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Insufficient Learning Objectives |
Acceptable Learning Objectives |
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Compare advantages and disadvantages of buying versus renting office space. |
Identify the professional, legal and ethical issues related to buying versus renting office space. |
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Learn to read a financial report. |
Assess regulatory issues concerning electronic medical records and billing systems. |
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Maximize income from managed care. |
Negotiate contracts for managed care services that maximize patient care. |
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Develop successful strategies for locating sublettors for office space. |
Analyze and minimize confidentiality concerns involving shared office space. |
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Maximize case load through successful marketing. |
Create ethically sound marketing tools and techniques. |
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Design promotions to attract the self-pay clientele. |
Provide effective client advocacy to third party payors. |
Illustrative Example 2: Succeeding in an Academic Career
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Insufficient Learning Objectives |
Acceptable Learning Objectives |
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Identify the advantages in advancing one's career of having a systematic research program. |
Identify the practical applications for teaching effectiveness of building a systematic research program. |
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Manage the complexities of scheduling research assistants, supervisees and other helpers. |
Identify relevant ethical codes associated with research, clinical or academic supervision with students. |
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Negotiate the ins and outs of getting publications and grants. |
Negotiate the regulatory and ethical information regarding publication and grant writing with colleagues or students. |
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Discharge advising obligations while still having time to write. |
Apply appropriate mentoring skills for maximal student growth. |
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Increase chances for retention, tenure and promotion through understanding academic policies and the administrative structure. |
Apply an understanding of academic policies and the administrative structure to create more efficient classrooms and labs. |
Note: Insufficient learning objectives identify the advantages that might be relevant to the individual faculty member, but fail to link these to improved services and the broader regulatory, ethical or professional issues that might also serve broader constituents within this context. By contrast, the acceptable learning objectives effectively tie the knowledge gains associated with this program to the effective functioning of the students and the administrative units associated with the faculty's functioning, and highlight the professional and scientific gains that would be expected to accrue as a result of the program.
Insufficient Learning Objectives
Insufficient learning objectives identify the advantages that might be relevant to the individual faculty member, but fail to link these to improved services and the broader regulatory, ethical or professional issues that might also serve broader constituents within this context. By contrast, the acceptable learning objectives effectively tie the knowledge gains associated with this program to the effective functioning of the students and the administrative units associated with the faculty’s functioning, and highlight the professional and scientific gains that would be expected to accrue as a result of the program.