Examination for Professional Practice in Psychology
Revised May 2022
2015-2017 Mean Scores and Successful Pass Rate for the Examination for Professional Practice in Psychology (EPPP)
Of the 5 University of Saskatchewan clinical psychology program Ph.D. graduates who wrote the EPPP from Feb. 1, 2015 to Feb. 28, 2017, 100% received a passing score (minimum 70% required to pass). The breakdown by specific content area, followed by a table with descriptions of each area, are each provided below. As seen in the table below, University of Saskatchewan graduates on average received a passing grade in each of the eight content areas.
University of Saskatchewan 2007-2012 Clinical Psychology Program PhD Graduates: Performance by Content Area |
|
|
Content Area |
Percent Correct by Content Area |
|
Biological bases of behavior |
76.20 |
|
Cognitive-affective bases of behavior |
75.80 |
|
Social and cultural bases of behavior |
70.40 |
|
Growth and lifespan development |
71.80 |
|
Assessment and diagnosis |
75.20 |
|
Treatment and intervention |
76.00 |
|
Research methods and statistics |
79.80 |
|
Ethical/legal/professional issues |
78.80 |
Content Outline of the EPPP for Administrations from August 1, 2011 Forward |
||
|
|
Content area |
% of exam |
|
01 |
Biological Bases of Behavior–– Knowledge of (a) biological and neural bases of behavior, (b) psychopharmacology, and (c) methodologies supporting this body of knowledge |
12 |
|
02 |
Cognitive Affective Bases of Behavior—knowledge of (a) cognition, (b) theories and empirical bases of learning, memory, motivation, affect, emotion, and executive function, and (c) factors that influence cognitive performance and/or emotional experience and their interaction |
13 |
|
03 |
Social and Cultural Bases of Behavior—knowledge of (a) interpersonal, intrapersonal, intergroup, and intragroup processes and dynamics, (b) theories of personality, and (c) diversity issues |
12 |
|
04 |
Growth and Lifespan Development—knowledge of (a) development across the full lifespan, (b) atypical patterns of development, and (c) the protective and risk factors that influence developmental trajectories of individuals |
12 |
|
05 |
Assessment and Diagnosis—knowledge of (a) psychometrics, (b) assessment models and instruments, (c) assessment methods for initial status of change by individuals, couples, families, groups, and organizations/systems, and (d) diagnostic classification systems and their limitations |
14 |
|
06 |
Treatment, Intervention, Prevention, and Supervision—knowledge of (a) individual, couple, family, group, organizational, or community interventions for specific problems/disorders, (b) intervention and prevention theories, (c) best practices and practice guidelines, (d) consultation and supervision models, and (e) evidence supporting efficacy and effectiveness of interventions |
14 |
|
07 |
Research Methods and Statistics—knowledge of (a) research design, methodology, and program evaluation, (b) instrument selection and validation, (c) statistical models, assumptions, and procedures, and (d) dissemination methods |
8 |
|
08 |
Ethical/Legal/Professional Issues—knowledge of (a) codes of ethics, (b) professional standards for practice,(c) legal mandates and restrictions, (d) guidelines for ethical decision making, and (e) professional training and supervision |
15 |
*Table recreated from Association of State and Provincial Psychology Boards 2017 Psychology Licensing Exam Scores by Doctoral Program