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Language: ASPPB offers a French form of the EPPP (the FEPPP) where a licensing authority legally requires one. ASPPB has not yet published the competency statements in French, so our questions and cards are in English until it does.

Competencies

The integrated EPPP's test specifications: six domains, their weights and 76 competency statements, quoted from Appendix F of ASPPB's October 2026 handbook. Every question in this path is tagged to one of them.

1. Scientific Orientation to Practice

15% of the exam

This competency domain involves an orientation to the application of knowledge developed through the science of psychology. This competency domain includes knowledge and application of research design, statistical analysis, and psychometrics, and the ability to critically review published research studies, including methodology, interpretation, and generalizability. This competency also requires facility in sharing psychological knowledge in an unbiased manner with diverse groups within professional settings.

1.ADemonstrate knowledge of the core areas of psychology and psychopathology

  • 1.A.1Biological bases of behavior (e.g., genetics, neurobiology, psychopharmacology, brain imaging)CardPractise (13)
  • 1.A.2Cognitive-affective bases of behavior (e.g., intelligence, learning, memory, motivation, emotion, cognition), including their interrelations or relations with psychosocial factorsCardPractise (13)
  • 1.A.3Social and cultural bases of behavior (e.g., social cognition, social interaction or relationships, group or systems processes, personality, cultural or sociopolitical psychology, social status)CardPractise (14)
  • 1.A.4Development and change across the lifespan (e.g., typical and atypical, individual-environment interaction, risk or protective factors), including the influence of diverse identities, family development, life events, disorders, or diseasesCardPractise (13)
  • 1.A.5Psychopathology (e.g., evidence-based theories and models of psychopathology, influence on functional abilities)CardPractise (13)

1.BDemonstrate knowledge of research methods, statistics, and analysis

  • 1.B.1Sampling, data collection methods, and research designs (e.g., narrative, case, correlational, community-based, quasi-experimental, experimental studies)CardPractise (14)
  • 1.B.2Data analysis methods (e.g., quantitative, qualitative, mixed) and statistical interpretation (e.g., power, effect size, causation vs. association, clinical vs. statistical significance)CardPractise (15)

1.CCritically evaluate and apply research findings

  • 1.C.1Critically evaluate research findings (e.g., methodology, interpretation, assumptions, quality of evidence, researcher positionality)CardPractise (15)
  • 1.C.2Apply research findings to practice with attention to applicability, generalizability, and limitations (e.g., validity, sample characteristics, transferability)CardPractise (13)

1.DDisseminate and communicate psychological knowledge in accordance with scientific principles

  • 1.D.1Accurately report research findings and other knowledge within professional contexts (e.g., conferences, journals, policy statements)CardPractise (14)
  • 1.D.2Disseminate and communicate knowledge with diverse groups (e.g., students, clients, other interdisciplinary professionals, the public) in an easily understandable mannerCardPractise (13)

2. Assessment

20% of the exam

This competency domain requires knowledge of psychometric principles and application of this knowledge to the provision of psychological assessment services to the public, including differential diagnosis, application of assessment methods, and communicating results.

2.ADemonstrate knowledge of psychometric principles and assessment methods

  • 2.A.1Psychometric principles (e.g., knowledge of item and test characteristics, test construction principles, standardization procedures, reliability, validity, sensitivity, specificity, test fairness, bias)CardPractise (14)
  • 2.A.2Assessment methods appropriate for use with individuals, groups, and organizations (e.g., self-reports, multi-informant reports, direct observations, structured and semi-structured interviews, performance measures) and their strengths and limitationsCardPractise (12)
  • 2.A.3Criteria for the selection and adaptation of assessment methods (e.g., evidence-based knowledge of assessment limitations, cultural appropriateness, language accommodations, technology assisted measures, telepsychology, accessibility)CardPractise (12)
  • 2.A.4Commonly used instruments for the measurement of characteristics and behaviors of individuals, groups, or organizations and their appropriate useCardPractise (12)

2.BIntegrate client characteristics (e.g., diversity factors) when conducting assessments, differentially diagnosing, and providing feedback and recommendations

  • 2.B.1Select appropriate instruments and assessment methods, considering the characteristics of the clientCardPractise (12)
  • 2.B.2Demonstrate a flexible, appropriate, and tailored use of a broad range of assessment methodsCardPractise (11)
  • 2.B.3Use contextual information (e.g., reason for assessment, possible legal or forensic considerations) when refining working hypothesesCardPractise (12)
  • 2.B.4Synthesize client-specific and scientific findings with contextual factors to differentially diagnose and develop conclusions and recommendationsCardPractise (11)
  • 2.B.5Integrate relevant factors (e.g., base rates, group differences, cultural biases and differences, heuristics, typical growth and development, risk and protective factors) when interpreting assessment findings and making clinical decisionsCardPractise (11)

2.CAdminister, score, and interpret instruments, and synthesize findings across assessment methods, consistent with current guidelines and research

  • 2.C.1Administer, score, and interpret a range of frequently used standardized assessment instruments based on psychometric properties, available normed data and criterion-referenced standards, and address any limitations in the selection of instrumentsCardPractise (12)
  • 2.C.2Use relevant guidelines in situations requiring non-standard administration, scoring, and interpretation of assessment resultsCardPractise (12)
  • 2.C.3Interpret and synthesize results from various sources (e.g., multiple methods of assessment, written documentation, collateral sources of information) using relevant guidelines and researchCardPractise (12)

2.DFormulate and communicate diagnoses, recommendations, and professional opinions considering all relevant findings and criteria

  • 2.D.1Distinguish between relevant and non-relevant information as it pertains to assessment goalsCardPractise (11)
  • 2.D.2Apply evidence-based theories or models of psychopathology when formulating diagnoses, recommendations, or professional opinionsCardPractise (12)
  • 2.D.3Use current taxonomies to determine diagnosesCardPractise (12)
  • 2.D.4Communicate assessment processes and results, recommendations, and professional opinions in an integrative manner to clients, referral sources, and other stakeholdersCardPractise (11)

3. Intervention

20% of the exam

This competency domain requires knowledge of treatment, intervention, and prevention, and application of this knowledge to plan, implement, and adapt psychological treatment, intervention, and prevention services to the public.

3.ADemonstrate knowledge of treatment, intervention, and prevention

  • 3.A.1Evidence-based theories and models of treatment, intervention, and prevention, including treatment techniques and methods across populationsCardPractise (14)
  • 3.A.2Factors related to treatment/intervention decision-making (e.g., relevant research, matching treatments/interventions to assessment/diagnoses, diversity considerations, societal context, cost-benefit analysis, readiness to change, knowledge and use of allied services)CardPractise (15)
  • 3.A.3Technologies in providing psychological services (e.g., telepsychology, digital therapeutics)CardPractise (15)

3.BPlan and implement interventions based on assessment findings, research evidence, context, or the intersection of different systems (e.g., individual, groups, community, societal)

  • 3.B.1Plan and implement treatments/interventions based on assessment findings and research, including evidence for their comparative efficacy and effectivenessCardPractise (13)
  • 3.B.2Plan and implement treatments/interventions to meet the goals (e.g., positive change, symptom reduction, crisis stabilization, quality of life) of individuals, couples, families, groups, systems, or organizationsCardPractise (14)
  • 3.B.3Appropriately integrate client or stakeholder (e.g., family, justice systems, school) opinions, preferences, readiness to change, intervention history, and improvement potential into the treatment/intervention planCardPractise (13)
  • 3.B.4Provide evidence-based rationale for treatment/intervention decisions, recommendations, and opinions to clients or others as indicatedCardPractise (13)

3.CAdapt and/or change treatments/interventions based on assessment findings, research evidence, context, or the intersection of different systems (e.g., individual, groups, community, societal)

  • 3.C.1Continually monitor client responses to treatments/interventionsCardPractise (13)
  • 3.C.2Use relevant factors (e.g., client preferences, responses to treatments/interventions, individual/diversity considerations) to adapt or change treatments/interventionsCardPractise (13)
  • 3.C.3Explain the rationale for adapting or changing treatment/intervention plan with clients or stakeholders and integrate their input into the updated planCardPractise (13)
  • 3.C.4Evaluate treatment/intervention outcomesCardPractise (13)

3.DPlan and implement prevention strategies based on assessment findings, research evidence, context, or the intersection of different systems (e.g., individual, groups, community, societal)

  • 3.D.1Plan and implement prevention strategies based on relevant data and research, including evidence for their comparative efficacy and effectiveness, to meet the goals of individuals, couples, families, groups, communities, or organizationsCardPractise (13)
  • 3.D.3Continually assess effectiveness and, as needed, modify or change prevention strategies, considering all relevant factors (e.g., client and/or community preferences)CardPractise (13)
  • 3.D.4Explain rationale for modifying or changing prevention strategies with clients and other stakeholders and integrate their input into an updated planCardPractise (13)
  • 3.D.5Evaluate prevention strategy outcomesCardPractise (13)

4. Consultation and Supervision

10% of the exam

This competency domain requires knowledge of consultation and supervision and application of this knowledge to work effectively and ethically both (a) within organizations and systems, and (b) in providing supervision to students, trainees, and other professionals.

4.ADemonstrate knowledge required for consultation and supervision

  • 4.A.1Consultation models and processesCardPractise (8)
  • 4.A.2Supervision models and their evidenceCardPractise (9)
  • 4.A.3Consultation and supervision evaluation strategies and techniques (e.g., needs assessment, outcome evaluation, formative and summative evaluation)CardPractise (8)

4.BProvide consultation to individuals, organizations, and systems

  • 4.B.1Apply knowledge of organizations and systems to optimize delivery of psychological servicesCardPractise (9)
  • 4.B.2Provide consultation based on knowledge of others’ professional needs or viewpoints (e.g., diversity factors, societal context)CardPractise (8)
  • 4.B.3Apply evidence-based psychological theories and decision-making strategies when consultingCardPractise (8)

4.CEvaluate services or programs across a variety of contexts

  • 4.C.1Develop, implement, continually monitor, and modify evaluation activities, considering all relevant factors (e.g., stakeholder preferences, logistic limitations, societal context)CardPractise (8)
  • 4.C.2Communicate evaluation results to stakeholders in an easily understandable mannerCardPractise (9)

4.DEnsure supervisee awareness of, and compliance with, requirements and procedures of the setting, the profession, and the jurisdiction

  • 4.D.1Provide and implement a supervision plan that details the supervisory relationship and the policies and procedures of supervision (e.g., managing high-risk situations, record keeping, areas of competence)CardPractise (8)
  • 4.D.2Communicate with supervisees their responsibilities toward clients (e.g., informed consent, supervisory status)CardPractise (8)
  • 4.D.3Monitor supervisee compliance and address situations in which a supervisee does not meet standards and proceduresCardPractise (7)

4.EMonitor, evaluate, and communicate performance to the supervisee

  • 4.E.1Regularly provide behaviorally anchored feedback about supervisee strengths and areas that need further developmentCardPractise (8)
  • 4.E.2Ensure that supervisees practice within their current level of training and within their own and the supervisor’s areas of competenceCardPractise (7)

5. Interpersonal Relationships

15% of the exam

This competency domain requires knowledge of factors affecting interpersonal relationships and application of this knowledge to (a) engage in ongoing, meaningful, and helpful professional relationships, (b) understand and interact appropriately in a variety of diverse cultural and social contexts, and (c) be self-reflective and receive feedback from others.

5.ADemonstrate knowledge of factors affecting interpersonal relationships

  • 5.A.1Influence of psychosocial factors (e.g., affective state, personality, racism, sexism, the intersection of individual and societal systems) on cognitions, beliefs, attitudes, values, and behaviorsCardPractise (16)
  • 5.A.2Interpersonal dynamics (e.g., attraction, aggression, organizational justice, verbal and non-verbal communication, Internet communication, empathy, power differential)CardPractise (17)
  • 5.A.3Identity, diversity, and intersectionality (e.g., psychological influence of diversity on identities at the intrapersonal, interpersonal, group, and systems levels)CardPractise (16)

5.BUse professional and evidence-based guidelines, observation, feedback, and active self-reflection to influence interpersonal interactions

  • 5.B.1Engage in ongoing, active self-reflection to enhance self-awareness (e.g., motivation, values, bias, well-being) and integrate this into one’s professional practiceCardPractise (16)
  • 5.B.2Adapt one’s professional behavior (e.g., eye contact, speech) based on active self-reflection, guidelines, and an understanding of the influence of social, cultural, or organizational contextsCardPractise (16)
  • 5.B.3Identify and address incompatibility or differences (e.g., goals, values, needs, scope of practice, power differential) between the psychologist and others when indicatedCardPractise (15)
  • 5.B.4Consult with others to examine and address one’s reactions and behaviors in relation to others when indicatedCardPractise (15)

5.CInteract with diverse clients, supervisees, peers, communities, interprofessional teams, and other stakeholders

  • 5.C.1Engage in respectful, empathic interactions with an awareness of individual, community, and organizational differencesCardPractise (16)
  • 5.C.2Use culturally appropriate interpersonal skills (e.g., personal distance, use of language) to engage, establish, and maintain collaborative relationships and alliancesCardPractise (15)
  • 5.C.3Consult and collaborate with relevant stakeholders when engaging with diverse populations or advocating for clientsCardPractise (16)

6. Ethical and Professional Practice

20% of the exam

This competency domain requires knowledge of ethical codes and professional standards, the laws and regulations that govern its practice, and application of this knowledge to (a) professional practice and (b) the scope and limit of one’s own competence.

6.ADemonstrate knowledge of ethical and professional issues

  • 6.A.1Current ethical principles and codes for psychologists (American Psychological Association, Canadian Psychological Association)CardPractise (20)
  • 6.A.2Professional standards and relevant guidelines for the practice of psychology (e.g., Standards for Educational and Psychological Testing, telepsychology guidelines)CardPractise (21)

6.BIntegrate and apply ethical and legal principles in all professional interactions

  • 6.B.1Practice ethical behavior when working with clients and stakeholders, including the use of ethical decision-making models and processes to identify and manage potential ethical issues (e.g., informed consent, confidentiality, record keeping, multiple roles, use of technology)CardPractise (26)
  • 6.B.2Seek professional consultation when appropriate on ethical issues, including questions about one’s own professional competence in a specific area of practiceCardPractise (16)
  • 6.B.3Discuss with peers or colleagues any ethical concerns with their behavior in a timely manner and, if necessary, take appropriate additional actionCardPractise (16)
  • 6.B.4Identify and address conflicts between legal and ethical issues (e.g., court order, mandated reporting, billing practices) in professional practiceCardPractise (19)
  • 6.B.5Practice ethical behavior when conducting psychological research and when communicating research findings (e.g., teaching, publications, presentations, media, community feedback)CardPractise (23)

6.CEvaluate, identify, and act within the limits of one’s competence and professional practice

  • 6.C.1Engage in ongoing evaluation and identification of one’s limits of professional competence and, when necessary, refer to a more appropriate resource (e.g., another professional, peer support, self-help groups, community elder, spiritual or religious leader)CardPractise (16)
  • 6.C.2Obtain additional knowledge, training, and supervision when expanding one’s scope of practice, including the use of evolving technologiesCardPractise (15)
  • 6.C.3Engage in ongoing appraisal of areas of professional growth and update knowledge and skills to maintain one’s competenceCardPractise (14)
  • 6.C.4Accept responsibility for one’s professional activities and take corrective action when neededCardPractise (16)

Statement 3.D.2 appears on ASPPB's web page of February 2026 but not in the October 2026 handbook, which numbers 76 statements; we follow the handbook. Source: The integrated Examination for Professional Practice in Psychology (EPPP) Candidate Handbook, October 2026, Appendix F.