Model Act for State Licensure of Psychologists

American Psychological Association

Adopted by Council as APA Policy 2/20/2010

As APA policy, the Model Act serves as a prototype for drafting state legislation regulating the practice of

psychology. State legislatures are encouraged to use the language of this document and the policies that it espouses

as the model for their own state licensure law. Inevitably each state law will reflect compromises and changes

particular to that state, but the APA Model Act is meant to serve as a guide for those involved in the drafting

process. State licensing boards must develop their own rules and regulations to supplement the legislation proposed

here. This document also serves to educate legislatures about psychology training and practice and serves to

synthesize APA policies that bear on the education, training, and practice of professional psychology.

This is the fifth set of guidelines for state legislation regulating the practice of psychology that has been developed

by the American Psychological Association (APA). The first model for such regulation was developed and adopted

as APA policy in 1955 (APA, 1955).

The 1955 guidelines stood for 12 years, during which the number of states enacting licensure legislation grew from

9 to 32. In 1967 the APA Committee on State Legislation (COSL) prepared the first revision of the guidelines. That

revision was more comprehensive, provided more detailed guidance, and covered more issues relating to regulation

of the practice of psychology, while reaffirming the basic concept found in the 1955 model (APA, 1967).

By 1977 all states and the District of Columbia had enacted licensure legislation. APA's Council of Representatives

then determined that the model approved in 1967 was outdated and directed COSL to undertake a revision.

However, in January 1979 the Council of Representatives failed to approve the revised model guidelines, leaving the

1967 guidelines to remain as APA policy. In 1984 the Council of Representatives directed the Board of Professional

Affairs (BPA) to develop another revision of the existing 1967 model for the Council's consideration. BPA, in turn,

directed its Committee on Professional Practice (COPP) to prepare it.

This document was approved by the Council of Representatives in February, 1987.

In 2006, at the recommendation of the Board of Professional Affairs and the Committee for the Advancement of

Professional Practice, the APA Board of Directors and Council of Representatives funded a Task Force to undertake

the revision of the 1987 model act. The existing model act did not reflect the developments in professional practice

that had occurred over the preceding 20 years. Specific developments included some psychologists obtaining

prescriptive authority, changes in the provision of industrial/organizational and consulting psychology that could

make it desirable for those psychologists to be licensed, and changes in the recommended sequence of education and

training for psychologists. The Task Force undertook this effort beginning with a comprehensive review of the 1987

document as well as relevant APA policies and other documents. Draft revisions were circulated for review and a

90-day public comment period ensued. Changes were made to the document based on commentary received. A

second public comment period ensued and another review by governance groups followed by additional changes to

the document occurred prior to the document being approved by Council in February 2010.

Each section of the proposed Model Act is introduced by commentary, the purpose of which is to explain the

rationale for the proposed section that follows. To differentiate between the commentary and the proposed statutory

language, the latter is italicized.

A. Declaration of Policy

This section declares that the intent of legislation for state licensure of psychologists is to ensure the practice of

psychology in the public interest. The consumer should be assured that psychological services will be provided by

licensed and qualified professionals according to the provisions of this act. The public must also be protected from

the consequences of unprofessional conduct by persons licensed to practice psychology.

The practice of psychology in (name of state) is hereby declared to affect the public health, safety, and welfare, and

to be subject to regulation to protect the public from the practice of psychology by unqualified persons and from

unprofessional conduct by persons licensed to practice psychology.

B. Definitions

Definitions provide consistent interpretation throughout the Act without unnecessary repetition of terms. Thus

“Board,” once defined in this section, can subsequently be cited with the same meaning as presented in the

definition.

In defining “institution of higher education,” it is further recognized that many foreign institutions prepare

psychologists for professional practice, and provision should be made to accommodate them in Board regulations.

Psychological services should be described adequately and specified in order to identify clearly the areas of

psychological services, provided to individuals, groups of individuals, or organizations, that require qualified and

sound professional psychology practice. There can be a legitimate use for technology-supported services, such as

electronic or telephonic means. All such activities must operate according to appropriate APA Ethical guidelines

and Board regulations.

1. “Board” means the (name of state) State Psychology Board.

2. “Institution of higher education” means any regionally accredited institution of higher education in the United

States, including a professional school, that offers a full-time doctoral course of study in psychology that is

acceptable to the Board. For Canadian universities, it means an institution of higher education that is provincially

or territorially chartered.

3. “Practice of psychology” is defined as the observation, description, evaluation, interpretation, and modification

of human behavior by the application of psychological principles, methods, and procedures, for the purposes of (a)

preventing, eliminating, evaluating, assessing, or predicting symptomatic, maladaptive, or undesired behavior; (b)

evaluating, assessing, and/or facilitating the enhancement of individual, group, and/or organizational effectiveness

– including personal effectiveness, adaptive behavior, interpersonal relationships, work and life adjustment, health,

and individual, group, and/or organizational performance, or (c) assisting in legal decision-making.

The practice of psychology includes, but is not limited to, (a) psychological testing and the evaluation or assessment

of personal characteristics, such as intelligence; personality; cognitive, physical, and/or emotional abilities; skills;

interests; aptitudes; and neuropsychological functioning; (b) counseling, psychoanalysis, psychotherapy, hypnosis,

biofeedback, and behavior analysis and therapy; (c) diagnosis, treatment, and management of mental and emotional

disorder or disability, substance use disorders, disorders of habit or conduct, as well as of the psychological aspects

of physical illness, accident, injury, or disability; (d) psychoeducational evaluation, therapy, and remediation; (e)

consultation with physicians, other health care professionals, and patients regarding all available treatment

options, including medication, with respect to provision of care for a specific patient or client; (f) provision of direct

services to individuals and/or groups for the purpose of enhancing individual and thereby organizational

effectiveness, using psychological principles, methods, and/or procedures to assess and evaluate individuals on

personal characteristics for individual development and/or behavior change or for making decisions about the

individual, such as selection; and (g) the supervision of any of the above. The practice of psychology shall be

construed within the meaning of this definition without regard to whether payment is received for services rendered.

(See Section G for Limitation of Practice and Maintaining and Expanding Competence and Section J for

Exemptions.)

4. “Psychologist” means (a) any person licensed as a psychologist under this Act and (b) any general applied

psychologist (see 5b below) whose practice areas are specifically exempted under this act, and includes a person

representing himself or herself to be a psychologist if that person uses any title or description of services

incorporating the words psychology, psychological, or psychologist, or if he or she uses any term that implies that

he or she possesses expert qualification in any area of psychology, or if that person offers to the public or renders to

individuals or groups of individuals services defined as the practice of psychology in this Act. The title

"psychologist" is also used by psychologists who are exempt from licensure as specified in Section J of this Act in

their roles as teachers, researchers and/or general applied psychologists acting outside the licensed scope of

practice.

5. “Applied psychologist” is one who provides services to individuals, groups, and/or organizations. Within this

broad category there are two major groupings – those who provide health-related services to individuals and those

who provide other services to individuals and/or services to organizations. Although licensure is generic, some of

the Board’s Rules and Regulations need to account for variations in relevant training, supervision, and practice.

a. “Health service provider” (HSP)

Psychologists are certified as health service providers if they are duly trained and experienced in the

delivery of preventive, assessment, diagnostic, therapeutic intervention and management services relative to the

psychological and physical health of consumers based on: 1) having completed scientific and professional training

resulting in a doctoral degree in psychology; 2) having completed an internship and supervised experience in health

care settings; and 3) having been licensed as psychologists at the independent practice level.

b. “General applied psychologist”

General applied psychologists provide psychological services outside of the health and mental health field

and shall include: 1) the provision of direct services to individuals and groups, using psychological principles,

methods, and/or procedures to assess and evaluate individuals on personal abilities and characteristics for

individual development, behavior change, and/or for making decisions (e.g., selection, individual development,

promotion, reassignment) about the individual, all for the purpose of enhancing individual and/or organizational

effectiveness; and 2) the provision of services to organizations that are provided for the benefit of the organization

and do not involve direct services to individuals, such as job analysis, attitude/opinion surveys, selection testing

(group administration of standardized tests in which responses are mechanically scored and interpreted), selection

validation studies, designing performance appraisal systems, training, organization design, advising management

on human behavior in organizations, organizational assessment, diagnosis and intervention of organizational

problems, and related services.

6. “Specialty” is a defined area of psychological practice which requires advanced knowledge and skills acquired

through an organized sequence of education and training. The advanced knowledge and skills specific to a

specialty are obtained subsequent to the acquisition of core scientific and professional foundations in psychology.

7. “Developed areas of practice” have all of the following characteristics:

 National recognition of the practice area by a national organization(s) whose purpose includes recognizing

or representing and developing the practice area, by relevant divisions of the APA, or by involvement in

similar umbrella organizations;

 An accumulated body of knowledge in the professional literature that provides a scientific basis for the

practice area including empirical support for the effectiveness of the services provided;

 Representation by or in a national training council that is recognized, functional, and broadly accepted;

 Development and wide dissemination by the training council of doctoral educational and training

guidelines consistent with the Accreditation Guidelines & Principles;

 Existence of the practice area in current education and training programs;

 Geographically dispersed psychology practitioners who identify with the practice area and provide such

services.

8. “ Emerging area of practice” is one that meets some but not all of the six requirements for a developed area of

practice, or does not meet some of the requirements completely (e.g., there is some professional literature providing

a scientific basis, but not an “accumulated body of knowledge” in that literature).

9. “Client”or“patient” is used to refer to the direct recipients of psychological services, which may include child,

adolescent, adult, older adult, couple, family, group, organization, community, or any other individual. In many

situations there are important and valid reasons for using such terms as consumer or person in place of client or

patient to describe the recipients of services. In some circumstances (e.g., an evaluation that is court-ordered,

requested by an attorney, an agency, or other administrative body), the client may be the retaining party and not the

examinee.

C. State Psychology Board

Legislation concerning the membership of the State Psychology Board should designate a sufficient number of

members to accomplish the work of the Board, as well as make provisions for the appointment of public members.

The appointing authority shall ensure that specialties in psychology are represented, as well as trainers and

practitioners, both in health care and general applied psychology. A minimum of six psychologists plus one public

member is recommended.

Public (consumer) members on boards is a recognition of the impact of consumerism on the current functioning of

boards. A public member is recommended in order to ensure the representation of the public; that is, the recipient of

psychological services. Members should be appointed at staggered times so that the entire group of members is not

replaced at any one time.

There is hereby created the (name of state) State Psychology Board. The Board shall consist of minimally six

licensed psychologists and one public member. Members should be representative of teaching, training, and the

professional practice of psychology. Psychologist Board members shall be licensed to practice in this state. Each

psychologist serving on the Board shall have a minimum of five years of post-licensure experience. Board members

shall reflect a diversity of practice specialties, both in health care and other applications.

Board members shall be appointed who are free from conflicts of interest in performing the duties of the Board. A

public member shall not be a psychologist, an applicant or former applicant for licensure as a psychologist, a

member of another health profession, or a member of a household that includes a psychologist, or otherwise have

conflicts of interest or the appearance of such conflicts with duties as Board members. Appointments to the Board

shall be made by the duly constituted appointing authority in this state. The appointing authority in this state shall

solicit nominations from psychological organizations and licensed psychologists in this state. The term of office

shall be five years, with provision for reappointment for one additional term. Lengths of terms of Board members

shall be staggered.

It is clear that the Board will need, from time to time, to adopt or delete rules and regulations to carry out the

provisions of the Act that establish and enable the Board to operate. It is wise to have this authority clearly

established within the Act.

In addition to the powers set forth elsewhere in this Act, the Board may adopt rules and regulations to carry out the

provisions of this Act.

In general it is desirable for the Board to be self-supporting. Self-generated fees should be sufficient to cover all

costs. This avoids the necessity of the Board's returning to the budgetary authority for approval each time fees must

be increased in order for the Board to remain self-supporting. Boards should consider carefully the various elements

of expense in establishing fees. Items such as overhead, examination costs, travel and per diem, disciplinary

proceedings, and other expenses should be considered.

The Board shall, from time to time, establish reasonable fees for the issuance and renewal of licenses and its other

services. Fees shall be set so as to defray the cost of administering the provisions of this Act, including applications,

examinations, enforcement, and the cost of maintaining the Board.

It is important to have within the Act a statement that a member of the Board shall not be civilly liable for any act

performed in good faith and within the scope of duties of the Board. It should be noted that such a statement does

not pertain to any criminal charges brought against a member of the Board. Though individual members of the

Board will not be held civilly liable, individuals may pursue legal action against the Board under any applicable

state laws, such as, for example, under any administrative procedure act.

A member of the Board or any employee or agent of the Board shall not be held civilly liable for any act performed

in good faith and within the scope of the duties of the Board.

D. Requirements for Licensure

There is a core of basic theory, principles, and accumulated knowledge that all professional psychologists should

possess. Each practitioner must also master the specific skills and knowledge appropriate for the competent

performance of psychological practice. The language of the model requires the Board to specify its criteria for

acceptable professional education in psychology. In this regard, the Board will be guided by national standards.

All applicants for licensure must minimally be graduates of a regionally accredited institution of higher education, or

a Canadian university that is provincially or territorially chartered, and must have completed a planned program of

study which reflects an integration of the science and practice of psychology. A formal training program accredited

by the American Psychological Association or Canadian Psychological Association is required. For areas of

psychology where APA or CPA program accreditation does not exist, psychology programs must meet all the

requirements listed below (D1).

The law recognizes that new doctoral programs may be developed in newly or already recognized specialties of

professional psychology. In such instances, the law affords those programs an eight-year period in which to achieve

accreditation or to meet the standards described in D1, during which the graduates of those programs may sit for

licensure.

1. Educational requirements

The Act recognizes the doctorate as the minimum educational requirement for entry into professional practice as a

psychologist.

Applicants for licensure shall possess a doctoral degree in psychology from a regionally accredited institution of

higher education or from a Canadian university that is provincially or territorially chartered. The degree shall be

obtained from a recognized program of graduate study in psychology as defined by the rules and regulations of the

Board.

Applicants for licensure shall have completed a doctoral program in psychology that is accredited by the American

Psychological Association (APA) or Canadian Psychological Association (CPA) or where APA or CPA program

accreditation does not exist for that area of professional psychology, then the applicant must show that his or her

doctoral program in psychology meets all of the following requirements:

1. Training in professional psychology is doctoral training offered in a regionally accredited institution of higher

education. A regionally accredited institution is an institution with regional accreditation in the United States or an

university that is provincially or territorially chartered in Canada.

2. The program, wherever it may be administratively housed, must be clearly identified and labeled as a psychology

program. Such a program must specify in pertinent institutional catalogues and brochures its intent to educate and

train professional psychologists.

3. The psychology program must stand as a recognizable, coherent organizational entity within the institution.

4. There must be a clear authority and primary responsibility for the core and specialty areas whether or not the

program cuts across administrative lines.

5. The program must be an integrated, organized sequence of study.

6. There must be an identifiable psychology faculty sufficient in size and breadth to carry out its responsibilities and

a psychologist responsible for the program.

7. The program must have an identifiable body of students who are matriculated in that program for a degree.

8. The program must include supervised practicum, internship, field or laboratory training appropriate to the

individual’s chosen area of practice of psychology.

9. The curriculum shall encompass a minimum of three academic years of full time graduate study and a minimum

of one year's residency or the equivalent thereof at the educational institution granting the doctoral degree. The

core program shall require every student to demonstrate competence in each of the following substantive areas.

Some content areas may appropriately be taught by integrating content across the curriculum, or this requirement

may be met through substantial instruction in each of these foundational areas, as demonstrated by evidence of an

integrated curriculum or a minimum of three graduate semester hours, 4.5 or more graduate quarter hours (when

an academic term is other than a semester, credit hours will be evaluated on the basis of fifteen hours of classroom

instruction per semester hour), or the equivalent:

a. scientific and professional ethics and standards;

b. research design and methodology;

c. statistics;

d. psychometric theory;

e. biological bases of behavior: such as physiological psychology, comparative psychology, neuropsychology,

sensation and perception, physical ergonomics, or psychopharmacology;

f. cognitive-affective bases of behavior: such as learning, thinking, motivation, emotion, memory, cognitive

information processing, or social cognition;

g. social bases of behavior: such as social psychology, group processes, organizational and systems theory; and

h. individual differences: such as personality theory, human development, personnel psychology, or abnormal

psychology.

10. All professional education programs in psychology shall include course requirements in developed practice

areas/specialties.

11. The program must demonstrate that it provides training relevant to the development of competence to practice in

a diverse and multicultural society.

When a new area of professional psychology is recognized as being a developed practice area and within the

accreditation scope of the APA, doctoral programs within that area will be afforded a transition period of eight

years from their first class of students to the time of their accreditation. During that transition period, graduates of

such programs may sit for licensure examination whether or not the program has been accredited. The same

principle applies as well to new doctoral programs in traditional practice areas previously recognized within the

scope of APA accreditation.

Applicants trained in institutions outside the United States shall meet requirements established by the Board.

Psychologists trained in an area that falls outside the scope of APA accreditation (e.g., experimental,

developmental, social) and who intend to practice in a traditional or developed practice area must complete a

retraining program and/or appropriate supervised experience (e.g., internship in the developed practice area).

Similarly, psychologists trained in HSP programs who intend to practice in general applied psychology non-exempt

areas and psychologists trained in general applied psychology areas who intend to provide health services must first

acquire the appropriate training and supervision.

2. Experience requirements

APA recommends that legislation requires the equivalent of two full-time years of sequential, organized, supervised,

professional experience prior to obtaining the license. This training may be completed prior or subsequent to the

granting of the doctoral degree. For applicants prepared for practice in the health services domain of psychology,

one of those two years of supervised professional experience shall be a predoctoral internship which may be

completed as a part-time intern over a two-year period provided that the total experience is the equivalent of one

year of full-time experience. By seven years post adoption of these regulations, all licensure applicants prepared for

practice in the health services domain must minimally have completed an APA or CPA accredited (or equivalent)

predoctoral internship. For applicants prepared for practice in the general applied (non-HSP) domain of psychology,

whose graduate programs may not have formal internships, the option to obtain all supervision post doctorally

should be available. In rules and regulations, the Board must define acceptable supervised experience at the

predoctoral and postdoctoral levels as well as mechanisms for evaluation of this experience. Boards are encouraged

to create definitions that are flexible and capture the variety of training and supervisory models that are appropriate

for both HSP and GAP practice. Psychologists are required to limit their practice to their demonstrated areas of

professional competence. Experience should be compatible with training.

To obtain licensure, applicants shall demonstrate that they have completed the equivalent of two full-time years of

sequential, organized, supervised professional experience. For applicants prepared for practice in the health

services domain of psychology, one of those two years of supervised professional experience shall be an APA or

CPA accredited (or equivalent) predoctoral internship. For applicants prepared for practice in the general applied

domain of psychology, whose graduate programs may not have formal internships, the option to obtain all

supervision post doctorally should be available. The criteria for appropriate supervision shall be in accordance

with regulations to be promulgated by the Board. Experience shall be compatible with the knowledge and skills

acquired during formal doctoral and/or postdoctoral education in accordance with professional requirements and

relevant to the intended area of practice. General Applied (non-HSP) Psychologist trainees may be supervised by an

appropriate licensed psychologist outside the supervisee’s place of employment so long as (a) the supervisee’s

employer engages the licensed supervisor to provide the required supervision; and (b) the supervisor assumes

responsibility for the training of the supervisee. Applicants shall be required to show evidence of good character,

e.g., that they have not been convicted of a criminal offense that bears directly on the fitness of the individual to

be licensed.

3. Examinations

APA recommends that the Act specify the requirements for examination and the conditions under which the Board

is authorized to waive examination. All examinations serve the purpose of verifying that a candidate for licensure

has acquired a basic core of knowledge in the discipline of psychology and can apply that knowledge to the

problems confronted in the practice of psychology within the applicant’s area of practice as a health service provider

or general applied psychologist. While written examinations typically evaluate the applicant’s basic core of

knowledge, any additional examinations such as oral examinations or work samples shall be representative of the

applicant’s area of practice. Boards should clearly specify the conditions under which the endorsement of another

license will be granted.

The Board shall administer examinations to qualified applicants on at least an annual basis. The Board shall

determine the subject matter and scope of the examination and shall require a written, and may require an oral,

examination of each candidate for licensure. The written examination shall evaluate the basic core of knowledge in

the discipline of psychology necessary to practice while any oral exams or work samples shall be representative of

the applicant’s area of practice as either a health service provider or general applied psychologist. The Board at

its discretion, according to rules and regulations promulgated by the Board, may waive said examination of

candidates for licensure. It is recommended that individuals applying for licensure be eligible to sit for the

examination upon completion of all the requirements of the doctoral degree.

4. Prior credentials

APA recommends that the Act provide for continued licensure of persons already licensed as a psychologist at the

time of enactment of a new law.

A person who is licensed as a psychologist under the provisions of (cite relevant section(s) of previous licensing

law) as of the effective date of this Act shall be deemed to have met all requirements for licensure under this Act and

shall be eligible for renewal of licensure in accordance with the provisions of this Act.

5. Applications from individuals licensed in other jurisdictions

Jurisdictions are strongly encouraged to adopt regulations to facilitate the mobility and portability of licensure.

Jurisdictions may set criteria to determine conditions under which verification of education, experience, and

examination requirements will be waived. These criteria may include holding a credential that verifies education

and experiences of individuals (e.g. American Board of Professional Psychology (ABPP), National Register of

Health Service Providers in Psychology, Association of State and Provincial Psychology Boards’ Certificate of

Professional Qualification in Psychology (ASPPB’s CPQ)), or Board determination that the criteria of the other

jurisdiction are comparable to the Board’s criteria, or other specified mechanism.

An individual applying for licensure with the Board who holds an active psychology license in another jurisdiction

and shows evidence of good character is considered an eligible candidate for licensure in the jurisdiction. The

Board may waive verifying the education, experience, and examination requirements for individuals who meet these

criteria and for whom the Board’s mechanism for verifying comparability of education, experience, and

examination requirements is met. The Board retains the right to administer any required jurisdiction-specific

examinations (written, oral, jurisprudence) prior to awarding the license.

E. Interstate Practice of Psychology

Psychologists may have legitimate interests in practicing in another jurisdiction for a limited amount of time. This

section provides for limited practice in a jurisdiction other than the state in which the psychologist is licensed. This

is not intended to eliminate the necessity for licensure for those who are setting up a regular professional practice in

that jurisdiction. The psychologist must have an earned doctoral degree and be licensed in another jurisdiction.

Interjurisdictional practice is particularly critical for the practice of general applied psychology as frequently this

involves activities crossing jurisdictional lines, such as engaging with employees of organizations operating in

several jurisdictions. For those activities that fall under the licensed scope of practice of psychology, the provider of

general applied psychological services should indeed be licensed. However, since increasingly, the provision of

such services frequently does not involve face-to-face meetings but rather, these services are being provided

telephonically and electronically across state lines, this section recognizes this practice and permits the provision of

general applied psychological services in this manner provided that the provider of the services is licensed in at least

one jurisdiction and is not using this section to avoid the requirement of licensure entirely.

Mechanisms may be developed to alleviate some of these difficulties and provide for easy interstate recognition of

licensure. Jurisdictions are encouraged to adopt and implement such mechanisms as appropriate.

Nothing in this Act shall be construed to prohibit the practice of psychology in this state by a person holding an

earned doctoral degree in psychology from an institution of higher education who is licensed or certified as a

psychologist under the laws of another jurisdiction, provided that the aggregate of sixty (60) days per year of

professional services as a psychologist under the provision of this subsection is not exceeded. Prior to providing

services in this state, a doctoral level licensed psychologist from another jurisdiction should provide written notice

to the Board of the type of services to be provided, approximate duration of such services along with documentation

of licensure and consent to operating under the jurisdiction, law, and regulations of this state. Notice does not

require approval of the Board prior to delivery of service if the aggregate of 60 days of services is maintained and

the individual does not establish an ongoing, regular, professional practice in the jurisdiction.

Nothing in this Act shall be construed to prohibit an individual not domiciled in the state who does not practice

psychology in an office or other place of business in the state from providing general applied psychological services

telephonically and electronically if the individual holds an earned doctoral degree in psychology from an institution

of higher education and is licensed or certified as a psychologist under the laws of another jurisdiction. Written

notice is not required for the interjurisdictional provision of general applied psychological services that are

delivered solely by telephonic or electronic means.

In disaster situations the time frame and conditions under which psychologists will provide disaster services in the

jurisdiction will be defined by the Board.

To the extent that the jurisdiction has adopted the Uniform Emergency Volunteer Health Practitioners Act, it will

apply in times of disaster.

F. Temporary Authorization to Practice

This portion of the Act provides for the conditions under which a licensed psychologist may practice until obtaining

licensure in another jurisdiction. Jurisdictions are encouraged to adopt regulations to facilitate the mobility and

portability of licensure. Provision is also made for the Board to waive examination if the requirements met by the

psychologist in the original jurisdiction are judged to be equivalent to those in this state.

A psychologist holding a current, active license or certification under the laws of another jurisdiction may be

authorized by the Board to practice psychology as defined in this Act for a maximum of one year, provided that the

psychologist has made application to the Board for licensure and has met the educational and experience

requirements for licensure in this state. Denial of licensure terminates this authorization. The Board may choose to

waive examination if a psychologist is licensed in another jurisdiction on the basis of qualifications that are not less

than those required for licensure in this state.

G. Limitation of Practice; Maintaining and Expanding Competence

This provision of the Act is intended to ensure licensed psychologists who provide services will not practice outside

the limits of their competence. The burden of proof is on the applicant to provide evidence, acceptable to the Board,

that the applicant has obtained the training necessary to engage in the practice of psychology in the specified area of

competence. The Board may wish to develop forms that provide for the specification of the intended area of practice and

the evidence necessary to document competence. The Board should recognize that training in psychology includes

broad and general training in scientific psychology and in the foundations of practice. Practice areas include: clinical

psychology, counseling psychology, school psychology, industrial-organizational psychology, and other developed

practice areas.

Psychologists provide services to populations and in areas within the boundaries of their competence, based on their

education, training, supervised experience, consultation, study, or professional experience and do not practice

beyond their areas of competence. The Board develops requirements or structures (e.g., continuing education in

general areas of practice as well as in specific areas such as ethics, domestic violence, and multicultural competence;

declaration and documentation of competence) to ensure that psychologists undertake ongoing efforts to identify,

develop, and maintain competence and ethical practice. Boards may choose to require applicants for licensure and

renewal of licensure to self-declare their areas of practice competence. Should a psychologist’s area of practice

change, then the psychologist shall be required to provide documentation of the training, supervision, and/or

mentoring undertaken to achieve competence in the new area at the time of license renewal. Psychologists

practicing in emerging areas take reasonable steps to ensure the competence of their work by using relevant

research, training, consultation, or study.

The Board shall ensure through regulations and enforcement that licensees limit their practice to demonstrated

areas of competence as documented by relevant professional education, training, and experience. The Board

shall develop structures to ensure that psychologists undertake ongoing efforts to maintain competence and ethical

practice. The Board adopts as its standard of conduct the Ethical Principles of Psychologists and Code of Conduct

of the American Psychological Association.

H. Inactive Status

A psychologist who is on military assignment outside the state, suffering from health problems, on sabbatical,

retired, or who moves to another state may wish to be on inactive status. Relieving the psychologist from paying the

fee will make it possible for that person to remain in good standing without being an active practitioner.

A psychologist in good standing who will not be practicing in the state for at least one year may petition the Board

to have his or her license placed on inactive status without penalty. When such psychologist wishes to return to

practice, an application shall be made to the Board, which shall reinstate him or her upon payment of the

registration fee for the current year.

I. Practice Without a License

The Act must clearly specify what constitutes a violation of law and what penalties may be imposed for practice

without a license or for misrepresentation of oneself as a psychologist. State legislatures have the latitude to

determine penalties for such illegal activities. Boards are provided with the authority to suspend or revoke licenses

and to prescribe conditions for reinstatement.

It shall be a violation of this Act for any person not licensed in accordance with the provisions of this Act to

represent himself or herself as a psychologist. It shall be a violation of this Act for any person not licensed in

accordance with the provisions of this Act to engage in the practice of psychology as defined in this Act, whether

practicing as an individual, firm, partnership, corporation, agency, or other entity.

Any person who shall represent himself or herself as a psychologist in violation of this Act, or who shall engage in

the practice of psychology in violation of this Act, shall be guilty of a misdemeanor and shall be fined not less

than________dollars and not more than _______dollars and, in addition thereto, may be imprisoned for not more

than _______months. Each day such person shall practice psychology without meeting all the requirements of all

laws now in force and of this Act shall constitute a separate offense. Any person filing or attempting to file, as his or

her own, a diploma or license of another or a forged affidavit of identification shall be guilty of a felony and shall

be subject to the punishment prescribed for forgery in the second degree.

Whenever a license to practice as a psychologist in the state has been suspended or revoked, it shall be unlawful for

the person whose license has been so suspended or revoked to practice psychology in this state. The Board may

issue, with or without reexamination, a new license whenever it deems such course safe and just.

The Board on its own motion may investigate any evidence or allegation that appears to show that any person is or

may be in violation of any provision of this Act.

J. Exemptions

1. There should be an exemption from licensure for persons engaged solely in teaching in academic institutions, or

research in academic and/or research institutions. In addition, those general applied (non-HSP) psychologists who

provide services for the benefit of the organization as described in B.5.b.2 but not as described in B.5.b.1 and not

involving direct services to individuals should be exempt from licensure and be allowed to refer to themselves as

psychologists. The exemption should not be determined on the basis of work setting or place of primary

employment, but on the basis of the purpose of the activity as defined in Section B3 (Practice of psychology). The

exemption should not be allowed if the individual engages in the direct delivery or supervision of psychological

services to individuals or groups of individuals in any setting. Persons engaged in teaching or research should not be

excluded from licensure if they meet the statutory requirements for licensure.

Nothing in this Act shall be construed to prevent the teaching of psychology or the conduct of psychological

research, provided that such teaching or research does not involve the delivery or supervision of direct

psychological services. Nothing in this Act shall prevent the provision of general applied psychological services to

organizations so long as those services are for the benefit of the organization, and does not involve direct service to

individuals. Nothing in this Act shall prevent the provision of expert testimony by psychologists who are otherwise

exempted by this Act. Persons holding a doctoral degree in psychology from an institution of higher education may

use the title "psychologist" in conjunction with the activities permitted by this subsection.

2. Members of other established professions, such as physicians, attorneys, and clergy, may provide services that are

similar or related to the scope of practice of psychology. They should be exempted from licensure on the condition

that they not represent themselves to be psychologists.

Nothing in this Act shall be construed to prevent members of other recognized professions that are licensed,

certified, or regulated under the laws of this state from rendering services consistent with their professional training

and code of ethics, provided that they do not represent themselves to be psychologists. Duly recognized members of

the clergy shall not be restricted from functioning in their ministerial capacity, provided that they do not represent

themselves to be psychologists.

3. The prior version of this Model Act included an exemption for the use of the terms school psychologist or

certified school psychologist for all individuals credentialed by the state agency regulating practice in public

schools. This version acknowledges the authority of the relevant state education agency to credential individuals to

provide school psychological services in settings under their purview and continues to restrict those individuals to

practice within those settings. Additionally, the title so conferred, which must include the word “school”, is to be

used solely while engaged in employment within those settings.

Nothing in this Act shall be construed to prevent (cite relevant state education authority or statutory provisions)

from credentialing individuals to provide school psychological services in those settings that are under the purview

of the state education agency. Such individuals shall be restricted in their practice and the use of the title so

conferred, which must include the word "school", to employment within those settings.

This provision is not intended to restrict the activities of licensed psychologists.

4. Graduate students, interns, unlicensed postdoctoral trainees, and applicants for licensure are permitted to function

under the supervision of a licensed psychologist, as are assistants not eligible for licensure in some states. None may

use the title psychologist, but titles such as psychological trainee, psychological intern, psychological resident, or

psychological assistant would be permissible under this exemption. The supervising psychologist is responsible for

the professional actions of the student, trainee, or assistant. The Board is required to adopt regulations defining the

nature and extent of training for qualified assistants and supervision for each category.

Nothing in this Act shall be construed to prevent persons under the supervision of a licensed psychologist from

engaging in activities defined as the practice of psychology, provided that such persons shall not represent

themselves by the title "psychologist," in accordance with regulations promulgated by the Board. Such persons who

are preparing for the profession of psychology may use terms such as “psychological trainee,” “psychological

intern,” “psychological resident.” Other persons may use terms such as “psychological assistant,” “psychological

technician,” “psychological associate.” All such persons must perform their activities under the supervision and

responsibility of a licensed psychologist in accordance with regulations promulgated by the Board.

Nothing in this section shall be construed to apply to any person other than:

(a) a matriculated graduate student in psychology whose activities constitute a part of the course of study for a

graduate degree in psychology at an institution of higher education;

(b) an unlicensed individual pursuing postdoctoral training or experience in psychology, including persons seeking

to fulfill the requirements for licensure under the provisions of this Act; or

psychologist. Such individuals may, among other things, administer and score neuropsychological tests at the

request of the supervising psychologist, but may not interpret such tests. The Board in regulations shall determine

the number of assistants, technicians and associates that a psychologist may employ and the conditions under which

they will be supervised.

5. This provision clarifies that the focus of licensure is the individual providing the services. Where the individual

providing the services is duly licensed and qualified to provide the services, the goal of assuring the public that the

services will be provided by licensed and qualified professionals is served.

Nothing in this Act shall be construed to require a license under this Act in order for a firm, partnership,

corporation, limited liability company or other entity to provide general applied psychological services where such

services are performed by an individual: (a) duly licensed in this state or otherwise authorized to provide general

applied psychological services under this Act; or (b) supervised by a licensed psychologist in this state and

permitted to provide general applied psychological services with such supervision under this Act.

6. Individuals who were previously unable to obtain licensure because of exemptions or exclusions in the previous

version of this Act or where fulfilling requirements for licensure has been prohibitive (in some instances this has

included I-O, human factors, and consulting psychologists), but are now expected to become licensed under the new

regulations, a provision for extending licensure to those psychologists should be enacted.

All who have been practicing for 5 years or more exclusively outside of the health care psychology area and who

were previously unable to obtain licensure because of exemptions or exclusions in the previous version of this Act or

where fulfilling requirements has been prohibitive shall be grandparented, with the following requirements:

a. Candidates should have graduated from a regionally accredited institution with a doctoral degree in I-O,

consulting, or other recognized program in general applied psychology.

b. Attestation from the candidate that documents at least 5 years of relevant work history in I-O, consulting, or

other general applied psychology practice. This should include written support from at least two licensed

psychologists in good standing within that jurisdiction or APA Fellows in the same or similar area of practice that

attests to the candidate’s work history, quality of work, ethical practice and lack of any disciplinary action.

c. Completion of the jurisprudence examination of that jurisdiction with a passing grade.

Individuals must have applied for this grandparenting option within two years from the enactment of this Act. After

that date, the individual must comply with the regular licensing laws.

K. Grounds for Suspension or Revocation of Licenses

In order to have an effective law, the Board must have the power to suspend and revoke a license. Actions that are a

violation of the enforceable standards of the APA Ethical Principles of Psychologists and Code of Conduct in effect

at the time of the activities and other standards subscribed to by the Board should be clearly stated in the licensing

law. Two considerations are specified below that refer to specific points in the text that follows:

Concerning Numbers 6 and 7

The Board shall specify, in rules and regulations, criteria for determining how long or under what conditions an

individual or group of individuals remains a patient or a client.

Concerning Number 17

In this section, physical condition shall be differentiated from physical disability. There is no intent to obstruct

physically disabled candidates' entry into the profession of psychology nor from practicing their profession after

licensure as long as they practice with reasonable skill and safety to patients or clients.

A psychologist and anyone under his or her supervision shall conduct his or her professional activities in conformity

with the ethical and professional standards of the APA Ethical Principles of Psychologists and Code of Conduct and

those standards promulgated by the Board under its rules and regulations.

The Board shall have the power and duty to suspend, place on probation, or require remediation for any

psychologist for a specified time, to be determined at the discretion of the Board, or to revoke any license to practice

psychology or to take any other action specified in the rules and regulations whenever the Board shall find by a

preponderance of the evidence that the psychologist has engaged in any of the following acts or offenses:

1. fraud in applying for or procuring a license to practice psychology;

2. immoral, unprofessional, or dishonorable conduct as defined in the rules and regulations promulgated by

the Board;

3. practicing psychology in such a manner as to endanger the welfare of clients or patients;

4. conviction of a felony (a copy of the record of conviction, certified to by the clerk of the court entering the

conviction shall be conclusive evidence);

5. conviction of any crime or offense that reflects the inability of the practitioner to practice psychology with

due regard for the health and safety of clients or patients;

6. harassment, intimidation, or abuse, sexual or otherwise, of a client or patient;

7. engaging in sexual intercourse or other sexual contact with a client, patient or the individual who is the

direct recipient of psychological services (where services are provided to an organization, client refers only to the

individuals who are direct recipients of psychological services);

8. use of repeated untruthful or deceptive or improbable statements concerning the licensee's qualifications or

the effects or results of proposed treatment, including functioning outside of one's professional competence

established by education, training, and experience;

9. gross malpractice or repeated malpractice or gross negligence in the practice of psychology;

10. aiding or abetting the practice of psychology by any person not licensed by the Board;

11. conviction of fraud in filing Medicare or Medicaid claims or in filing claims to any third party payor (a

copy of the record of conviction, certified to by the clerk of the court entering the conviction, shall be conclusive

evidence);

12. exercising undue influence in such a manner as to exploit the client, patient, student, or supervisee for

financial or other personal advantage to the practitioner or a third party;

13. the suspension or revocation by another state of a license to practice psychology (a certified copy of the

record of suspension or revocation of the state making such a suspension or revocation shall be conclusive evidence

thereof);

14. refusal to appear before the Board after having been ordered to do so in writing by the executive officer or

chair of the Board;

15. making any fraudulent or untrue statement to the Board;

16. violation of the APA Ethical Principles of Psychologists and Code of Conduct and other standards adopted

in the rules and regulations of the Board; and

17. inability to practice psychology with reasonable skill and safety to patients or clients by reason of illness,

inebriation, misuse of drugs, narcotics, alcohol, chemicals, or any other substance, or as a result of any mental or

physical condition.

When the issue is whether or not a psychologist is physically or mentally capable of practicing psychology with

reasonable skill and safety to patients or clients, then, upon a showing of probable cause to the Board that the

psychologist is not capable of practicing psychology with reasonable skill and safety to patients or clients, the

Board may petition a court of competent jurisdiction to order the psychologist in question to submit to a

psychological examination by a psychologist to determine psychological status and/or a physical examination by a

physician to determine physical condition. Such psychologist and/or physician is to be designated by the Board. The

expense of such examination shall be borne by the Board. Where the psychologist raises the issue of mental or

physical competence or appeals a decision regarding his or her mental or physical competence, the psychologist

shall be permitted to obtain his or her own evaluation at the psychologist's expense. If the objectivity or adequacy of

the examination is suspect, the Board may complete an examination by its designated practitioners at its own

expense. When mental or physical capacity to practice is at issue, every psychologist licensed to practice psychology

in the state shall be deemed to have given consent to submit to a mental or physical examination or to any

combination of such examinations and to waive all objections to the admissibility of the examination, or to

previously adjudicated evidence of mental incompetence.

L. Board Hearings and Investigations

In the interest of protecting the public, the Board must have authority to regulate the practice of psychology. This

section specifies the powers and duties of the Board to conduct investigations, hold hearings, consider evidence or

allegations brought against a psychologist, and to discipline a licensee for violation of law or regulation. Both the

Board and licensee are required to follow due process standards in any disciplinary proceeding.

The Board on its own motion may investigate or cause to be investigated any allegation or evidence that appears to

show that a psychologist licensed to practice in this state is, or may be, in violation of this Act or of any of the acts,

offenses, or conditions set forth by the Board in rules and regulations. Investigations will be limited to the

allegation or evidence upon which they were initially based, except in situations when the investigation uncovers

evidence of serious misconduct on the part of the psychologist that is unrelated to the initial allegation or evidence.

1) Any accusation filed against a psychologist licensed to practice in this state shall be filed within three years from

the date the Board discovers the alleged act or omission that is the basis for disciplinary action, or within seven

years from the date the alleged act or omission that is the basis for disciplinary action occurred, whichever occurs

first. If an alleged act or omission involves a minor, the seven-year limitations period provided for shall be tolled

until the minor reaches the age of majority.

2) The following are exceptions to the limitations period in paragraph (1):

a. acts or offenses involving a violation of Sections K(1), K(13), or K(15) ;

b. acts or offenses involving a violation of Sections K4, where there is an element of dishonesty or

fraud, and Section K5;

c. acts or offenses involving fraudulent, deceptive or dishonest conduct that adversely affects the

persons’ ability or fitness to practice psychology;

d. acts or offenses involving allegations of sexual misconduct with a psychotherapy client, or with a

former psychotherapy client for a period of two years following the date of the last professional

contact with the former client.

The Board shall have the power and duty to suspend, place on probation, or require remediation for a licensee for a

specified time, to be determined at the discretion of the Board, or to revoke any license to practice psychology,

whenever the licensee shall be found by the Board, by a preponderance of the evidence, to have engaged in conduct

prohibited by this Act or rules and regulations duly promulgated pursuant thereto.

Any psychologist holding a license to practice in this state is required to report to the Board any information such

psychologist in good faith may have that appears to show that any psychologist holding a license to practice in this

state may be in violation of this Act or guilty of any of the acts, offenses, or conditions set forth by the Board and

such violation has substantially harmed or is likely to substantially harm a person or organization, unless such

intervention would violate confidentiality rights under this statute or when the knowledge comes from a peer review

process qualifying under the state peer review statute or when the psychologist has been retained to review the work

of that psychologist whose professional conduct is in question. Any psychologist who in good faith makes such a

report to the Board shall be absolutely immune from civil liability to any person and/or entity for any statement or

opinion made in such report.

If, in the opinion of the majority of the Board, there is probable cause that the information provided to it under the

provisions of this section may be valid, the Board shall request by registered mail a formal interview with the

psychologist. If the psychologist who is ordered to a formal interview before the Board refuses to appear for such

interview, such refusal shall be considered grounds for the Board, at its discretion, to suspend or revoke the license

of such psychologist. Any proceeding for suspension or revocation of a license to practice as a psychologist in this

state shall be conducted in accordance with procedures established by the Board. In the event that these provisions

conflict with the state’s general administrative procedures, these specific provisions will take precedence. The

psychologist shall be informed of his or her rights concerning Board hearings and investigations:

1. the right to a hearing within a reasonable period of time after the Board receives the allegation or evidence

that serves as the basis for an investigation by the Board and 30-days notice of the hearing;

2. the right to notice that a complaint has been filed and a copy of the complaint within 120 days of receipt of

the complaint and the licensed psychologist and the complainant is provided notification, at least every

three months as to the status of any outstanding complaint unless the Board makes an affirmative

determination that the disclosure would prejudice the investigation of the complaint and notifies the

licensee of the determination or disposes of the complaint within 120 days of the date of receipt of the

complaint;

3. the right to see a signed (electronically or otherwise) complaint (non anonymous);

4. the right to have access to the Board’s rules and procedures;

5. the right to self-representation or representation by counsel;

6. the right to discovery: each side can request from the other side relevant documents, a list of witnesses, and

for any expert witnesses, the name, C.V. and a detailed report of the expert’s expected testimony;

7. the right to compel the attendance of, and produce, witnesses and to confront and cross examine opposing

witnesses, and to have witnesses testify under oath;

8. the right to a written decision setting forth the violation, findings of fact, sanctions, and reasons for the

sanctions, within a reasonable period following the hearing;

9. a determination of the size of the vote necessary to find a violation;

10. a determination whether the hearing will be closed or open to the public;

11. the right not to have Board members who were on the investigative committee also appear on the formal

hearing panel.

12. the right to an appeal to an administrative board of review and/or to a court of competent jurisdiction.

The licensee may knowingly and voluntarily waive in writing his or her right to the formal adversary proceeding

described in this section.

The Board shall have the right to conduct an ex pane hearing if, after due notice, the individual fails or refuses to

appear. The Board shall have the right to issue subpoenas for production of documents and witnesses and to

administer oaths. The Board shall have the right to apply to a court of competent jurisdiction to take appropriate

action should a subpoena not be obeyed.

The Board shall temporarily suspend the license of a psychologist without a hearing simultaneously with the

institution of proceedings for a hearing provided under this section if the Board finds that evidence in its possession

indicates that the psychologist's continuation in practice may constitute an immediate danger to the public.

Appropriate officials may petition the court for an injunction barring further practice unless or until the person is

properly licensed. The injunction may be issued in addition to, or in lieu of, the criminal sanctions provided for in

this section.

A psychologist may surrender his or her license when such person is charged with unethical conduct and upon

receipt of that charge, that person decides to surrender the license, such surrender and acceptance by the Board

shall constitute acknowledgment by the psychologist of guilt as charged.

A psychologist may request in writing to the Board that a restriction be placed upon his or her license to practice as

a psychologist. The Board, in its discretion, may accept a surrender or grant such a request for restriction and shall

have the authority to attach such restrictions to the license of the psychologist to practice psychology within this

state or otherwise to discipline the licensee.

Subsequent to the holding of a hearing and the taking of evidence by the Board as provided for in this section, if a

majority of the Board finds that a psychologist is in violation of this Act or guilty of any of the acts, offenses, or

conditions as enumerated by the Board, the following actions may be taken:

1. The Board may revoke or suspend the license and impose a monetary penalty.

2. The Board may suspend imposition of a revocation or suspension of a license and/or a monetary penalty.

3. The Board may impose revocation or suspension of a license and/or a monetary penalty, but suspend

enforcement thereof by placing the psychologist on probation, which probation shall be revocable if the Board finds

the conditions of the probation order are not being followed by the psychologist.

4. The Board may require the psychologist to submit to care, counseling, or treatment by a professional

designated by the Board. Such action may, but is not required to, be a condition of probation. The expense of such

action shall be borne by the psychologist.

5. The Board may, at any time, modify the conditions of the probation and may include among them any

reasonable condition for the purpose of the protection of the public, or for the purpose of the rehabilitation of the

probationer, or both.

6. The Board shall have the power to require restitution when necessary,

7. The Board shall have the power to assess the costs of the disciplinary proceeding.

M. Privileged Communication

This section regulates and limits the powers of the judicial system. The courts or other administrative agencies with

subpoena power have the right to make use of all relevant information in the judicial fact-finding process unless this

right of access to information is specifically limited. Historically, courts and legislatures have been charged with

fact-finding in order to seek truth and administer justice. At the same time they have attempted to maintain the

integrity of the confidential and private relationship between psychologist and patient or client. However, some

societal issues have emerged, such as child abuse and sexual abuse, that have changed the absolute nature of

privileged communication. Though the privilege is not absolute, it is designed to be sufficiently broad to cover all

situations except those specifically enumerated. It is a privilege "owned" by the patient or client, who may assert it

or waive it, although the psychologist may assert it for a patient or client who wishes to maintain such privilege of

communication. It is understood that the privilege encompasses only communications between the patient or client

and the psychologist in a professional relationship. The provisions herein relate only to the disclosure of

confidential communications in judicial, legislative, and administrative proceedings. They do not speak to the

disclosure of confidential communications in other context, such as, for example, disclosures required or permitted

by law or disclosures relating to consultations. Disclosure of confidential communications outside of judicial

proceedings are governed by the relevant sections of the APA Ethics Code.

In judicial proceedings, whether civil, criminal, or juvenile; in legislative and administrative proceedings; and in

proceedings preliminary and ancillary thereto, a patient or client, or his or her guardian or personal representative,

may refuse to disclose or prevent the disclosure of confidential information, including information contained in

administrative records, communicated to a psychologist licensed or otherwise authorized to practice psychology

under the laws of this jurisdiction, or to persons reasonably believed by the patient or client to be so licensed, or to

students, interns, and trainees under the supervision of a licensed psychologist, and their agents, for the purpose of

diagnosis, evaluation, or treatment of any mental or emotional condition or disorder. In the absence of evidence to

the contrary, the psychologist is presumed authorized to claim the privilege on the patient's or client's behalf.

This privilege may not be claimed by the patient or client, or on his or her behalf by authorized persons, in the

following circumstances:

1. where abuse or harmful neglect of children, older adults, or disabled or incompetent individuals is known

or reasonably suspected;

2. where the validity of a will of a former patient or client is contested;

3. where such information is necessary for the psychologist to defend against a malpractice action brought by

the patient or client;

4. where an immediate threat of physical violence against a readily identifiable victim is disclosed to the

psychologist;

5. in the context of civil commitment proceedings, where an immediate threat of self-inflicted damage is

disclosed to the psychologist;

6. in any proceeding in which the party relies upon his or her mental or emotional condition as an element of

the party’s claim or defense;

7. where the patient or client is examined pursuant to court order; or

8. in the context of investigations and hearings brought by the patient or client and conducted by the Board,

where violations of this Act are at issue.

N. Severability

As with any law, one provision may be subject to court challenge and ruled invalid or unconstitutional. For example,

it is not legally clear whether state licensing boards can regulate persons working for federal agencies. Thus, if any

provision is ruled invalid or unconstitutional, it is important that the entire Act not be affected. This can only be

achieved by inserting a clause at the end of the Act stating that each provision of the Act is severable from all other

provisions and that the declaration that one section is invalid or unconstitutional will not affect the constitutionality

or enforceability of any other section.

If any section in this Act or any part of any section thereof shall be adjudged by any court of competent jurisdiction

to be invalid, such judgment shall not affect, impair, or invalidate the remainder of any section or part thereof.

O. Effective Date

In any law regulating a profession there needs to be a specific date establishing when the law shall become effective.

Thus, the final paragraph states:

This Act shall become effective upon the date it is signed by the Governor or on the date it otherwise becomes

effective by operation of law.

REFERENCES

American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American

Psychologist, 57, 1060-1073.

American Psychological Association. (1987). Model act for state licensure of psychologists. American

Psychologist, 42, 696-703.

APA Committee on Legislation. (1955). Joint report of the APA and CSPA (Conference of State Psychological

Associations). American Psychologist, 10, 727-756.

APA Committee on Legislation. (1967). A model for state legislation affecting the practice of psychology 1967:

Report of the APA Committee on Legislation. American Psychologist, 22, 1095-1103.