Section II: Examples of Education, Training, and Credentialing in Psychopharmacology

Psychopharmacology Examination for Psychologists (PEP) Offered by the APA Practice Organization College of Professional Psychology

by: Jan Ciuccio

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History of PEP's Development

In 1998 the College of Professional Psychology, with the support of the APA Committee for the Advancement of Professional Practice (CAPP) and the APA Council of Representatives, began to put the pieces in place that would result in a comprehensive examination of the knowledge base required for the safe and effective practice of psychology involving psychotropic medications. The Psychopharmacology Examination for Psychologists (PEP), an examination for practitioners, was the outcome.

Members of the College and CAPP knew that, as the profession moved forward in achieving prescriptive authority for properly trained psychologists, state legislatures and state licensing boards would be in need of a mechanism to evaluate the knowledge base required to protect the public. A properly-developed examination would meet this need and would greatly facilitate the evolution of practice. A long-term commitment to assist state regulators with this important piece of the credentialing process was made.

The structure of the PEP, areas of knowledge tested, relative emphasis of each area within the exam as a whole, recommended passing score, and the ongoing monitoring and updating of the PEP are all based on procedures that are widely considered protective against legal challenges involving validity and fairness. Those standards include the technical guidelines described in the Standards for Educational and Psychological Testing of the AERA/APA and the NCME and relevant sections of the Uniform Guidelines on Employee Selection Procedures of the EEOC, Civil Service Commission, U. S. Department of Labor and the U. S. Department of Justice.

Briefly, compliance with these standards involves the use of an exam development methodology that results in the measurement of knowledge that is truly related to the job being performed. In other words, the exam has validity for its intended purpose and use. The exam's content accurately reflects what you need to know to do the job safely and effectively. The exam's recommended passing score, similarly, reflects the absolute level of knowledge required for safe and effective practice.

In beginning the work of developing the PEP, there were two initial tasks, both of which, if performed properly, would build the necessary solid foundation. The College needed to contract with a testing firm with a proven track record of adhering to the required step in developing a quality examination that was both valid and defensible. A highly qualified and representative panel of experts to work with the selected contractor was also required. continued

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