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The exam for Professional Practice in Psychology
(EPPP) is developed and owned by the Association of
State and Provincial Psychology Boards (ASPPB). The EPPP
is provided to state and provincial boards of psychology to
assist them in their evaluation of the qualifications of
applicants for licensure and certification. This
standardized knowledge-based examination is
constructed by ASPPB with the assistance of its test
vendor, Pearson VUE. The EPPP is continuously
administered in a computerized delivery format through
the Pearson VUE network of computer testing centers.
State and provincial psychology boards acting collectively
through ASPPB provide support for the testing format.
Pearson VUE maintains a network of more than 275
Pearson Professional Centers (PPCs) in the United States
and Canada in order to provide access to computer-based
testing (CBT) for candidates.

The resources of individual psychologists, ASPPB and its
test vendor are used in the ongoing development of and
improvements to the EPPP. These combined resources are
greater than those available to any individual psychology
licensing. The EPPP is only one part of the evaluation
procedures used by state and provincial boards to
determine candidates readiness to practice the
profession of psychology. Most boards supplement the
EPPP with other requirements and/or exam
procedures. The EPPP is intended to evaluate the
knowledge that the most recent practice analysis has
determined as foundational to the competent practice of
psychology. Most candidates taking the EPPP have
obtained a doctoral degree in psychology, a year of predoctoral supervised experience and appropriate
postdoctoral experience. Candidates are expected to have
acquired a broad basic knowledge of psychology,
regardless of individual areas of concentration. This
knowledge, and the candidates ability to apply it, are
assessed through the candidates responses to objective,
multiple-choice questions that are representative of the
field at large. The average pass-rate for doctoral level
candidates who are taking the exam for the first time
exceeds 80% in the most recent demo years.



Regardless of the jurisdiction, in order to sit for the
EPPP, individuals seeking licensure must first apply for
licensure to the licensing authority in the state,
province or territory in which they wish to be licensed.
The licensing authority reviews applicants credentials
and determines if they meet the requirements
established in the laws of the state, province or
territory.



Domain and subjects covered by killexams s are as under;
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- Functional correlates and determinants of the neurobiological and genetic bases of behavior pertaining to perception, cognition, personality, and mood and affect in normal, acute and chronic neurobehavioral disease processes and disease comorbidities
- Drug classification, mechanisms of action, and desired/adverse effects of therapeutic agents, drugs of abuse, and complementary or alternative agents
- Results from major trials and general guidelines for pharmacological, psychotherapeutic, and combined treatment of psychological disorders
- Behavioral genetics, transmission and expression of genetic information and its modification, and the role and limitations of this information in understanding disorders
- Applications of structural and functional brain imaging methods, electrophysiological methods, therapeutic drug monitoring methods, and genetic screening methodologies, and the evidence for their effectiveness

- Major research‐based theories and models of intelligence and their application
- Major research-based theories, models, and principles of learning and their application
- Major research‐based theories and models of memory and their application
- Major research‐based theories and models of motivation and their application
- Major research-based theories and models of emotion and their application
- Elements of cognition, including sensation and perception, attention, language, information processing, visual-spatial processing, executive functioning
- Relations among cognitions/beliefs, behavior, affect, temperament, and mood
- Influence of psychosocial factors on cognitions/beliefs and behaviors

- Major research‐based theories and models of social cognition (e.g., person perception, development of stereotypes, prejudice)
- Social interaction and relationships (e.g., attraction, aggression, altruism, organizational justice, verbal and non‐verbal communication, internet communication, mate selection, empathy)
- Group and systems processes (e.g., school, work, and family systems, job satisfaction, team functioning, conformity, persuasion) and social influences on functioning
- Major research‐based personality theories and models
- Cultural and sociopolitical psychology (e.g., privilege, cross‐cultural comparisons, political differences, international and global awareness, religiosity and spirituality, acculturation)
- Identity diversity and intersectionality (e.g., psychological impact of diversity on individuals, families, and systems)
- Causes, manifestations, and effects of oppression

- Normal growth and development across the lifespan
- Influence of individual‐environment interaction on development over time (e.g., the relationship between the individual and the social, academic, work, community environment)
- Major research‐based theories and models of development
- Influence of diverse identities on development
- Family development, configuration, and functioning and their impact on the individual across the lifespan
- Life events that can influence the course of development across the lifespan
- Risk and protective factors that may impact a developmental course (e.g., nutrition, prenatal care, health care, social support, socioeconomic status, abuse, victimization, and resiliency)
- Disorders and diseases that impact the expected course of development over the lifespan

- Psychometric theories, item and test characteristics, test construction and standardization procedures, reliability and validity, sensitivity and specificity, and test fairness and bias
- Assessment theories and models (e.g., developmental, behavioral, ecological, neuropsychological)
- Assessment methods and their strengths and limitations (e.g., self‐report, multiinformant reports, psychophysiological measures, work samples, exam centers, direct observation, structured and semi‐structured interviews)
- Commonly used instruments for the measurement of characteristics and behaviors of individuals and their appropriate use with various populations

- Issues of differential diagnosis and integration of non‐psychological information into psychological exam
- Instruments and methods appropriate for the exam of groups and organizations (e.g., program evaluation, needs exam, organizational and personnel exam)
- Criteria for selection and adaptation of exam methods (e.g., evidenced-based knowledge of exam limitations, cultural appropriateness, trans‐cultural adaptation, and language accommodations)
- Classification systems and their underlying rationales and limitations for evaluating client functioning; dimensional vs. categorical approaches to diagnosis
- Factors influencing evidence-based interpretation of data and decision‐making (e.g., base rates, group differences, cultural biases and differences, heuristics)
- Constructs of epidemiology and base rates of psychological and behavioral disorders
- Major research-based theories and models of psychopathology
- Measurement of outcomes and changes due to prevention or intervention efforts with individuals, couples, families, groups, and organizations
- Use of technology in implementing tests, surveys, and other forms of exam and diagnostic evaluation (e.g., validity, cost-effectiveness, consumer acceptability)

- Factors related to treatment or intervention decision-making (e.g., relevant research, matching treatment to exam/diagnosis, matching client or patient with psychologist characteristics, knowledge and use of allied services, cost and benefit, readiness to change)
- Contemporary research-based theories and models of treatment, intervention, and prevention
- Treatment techniques and interventions and the evidence for their comparative efficacy and effectiveness
- Methods and their evidence base for prevention, intervention, and rehabilitation with diverse and special populations
- Interventions to enhance growth and performance of individuals, couples, families, groups, systems, and organizations
- Research-based consultation models and processes
- Research-based models of vocational and career development
- Telepsychology and technology‐assisted psychological services
- Healthcare systems, structures, and economics, and how these impact intervention choice
- Approaches to health promotion, risk reduction, resilience, and wellness
- Contemporary theories and models of supervision and their evidence base

- Sampling and data collection methods
- Design of case, correlational, quasi‐experimental, and experimental studies
- Analytic methods, including qualitative (e.g., thematic, phenomenological) and quantitative (e.g., probability theory; descriptive, inferential, and parametric statistics; meta-analysis; factor analysis; causal modeling)
- Statistical interpretation (e.g., power, effect size, causation vs. association, clinical vs. statistical significance)
- Critical appraisal and application of research findings (e.g., adequacy of design and statistics, limitations to generalizability, threats to internal and external validity, design flaws, level of evidence)
- Evaluation strategies and techniques (e.g., needs exam, process and implementation evaluation, formative and summative program evaluation, outcome evaluation, cost‐benefit analysis)
- Considerations regarding community involvement and participation in research
- Dissemination and presentation of research findings

- Current ethical principles and codes for psychologists (APA, CPA)
- Professional standards and relevant guidelines for the practice of psychology (e.g., standards for educational and psychological testing)
- Laws, statutes, and judicial decisions that affect psychological practice
- Identification and management of potential ethical issues
- Models of ethical decision‐making
- Approaches for continuing professional development
- Emerging social, legal, ethical, and policy issues and their impact on psychological practice
- Client and patient rights
- Ethical issues in the conduct of research
- Ethical issues in supervision
- Ethical issues in technology-assisted psychological services