I am the Director of Clinical Training for the doctoral degree (PhD) clinical science program in the Department of Psychology at Virgina Tech. With the full support of the clinical faculty and Virginia Tech Government Relations, I wrote and submitted the petition to support the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility. To be clear, we support parity for both the American Psychological Association (APA) and PCSAS accreditation systems. And as the petitioner, I want to use this comment opportunity to provide some background, data, and context to the petition.

It would be beneficial to the Commowealth of Virginia for the graduates from PCSAS accredited programs to be eligible for licensure in Virginia. Graduates from PCSAS accredited programs are extremely well trained, both as clinical practitioners and researchers. They attend highly regarded internship programs, have high passing rates on the EPPP, and pursue careers that focus on the production of scientific knowledge and the delivery of evidence-based assessment and intervention techniques. Their expertise makes them exceptionally qualified and competent health service providers. Given the need for quality psychological services in Virginia, allowing the graduates from these programs to be licensed in Virginia would be a major service to the residents of Virginia. In addition, given their engagement in practice, supervision, and research, granting license eligibility to graduates from PCSAS accredited programs – a portion of whom go on to be faculty in doctoral, internship, and postdoctoral training programs – would be a major benefit to the future generations of clinical psychologists, to the field, and ultimately to the public’s mental health. Essentially, allowing graduates from PCSAS accredited programs to be eligible for licensure in Virginia is in the interest of both the public and future generations of psychologists.

PCSAS is an independent, non-profit corporation that aims to provide science-centered training in clinical psychology. It requires that all graduates be competent both to conduct research and to be independent providers of psychological services. This agency is recognized by the Council on Higher Education Accreditation (CHEA), which is the same body that recognizes and authorizes APA accreditation. The U. S. Department of Veterans Affairs (VA) recognizes PCSAS as a sole eligibility requirement for VA internships and staff positions. The Association of Psychology Postdoctoral and Internship Centers (APPIC) recently revised their policy to include PCSAS as an eligible accrediting organization. PCSAS has the strong backing from a number of respected psychological organizations including the Academy of Psychological Clinical Science (APCS), the Association for Psychological Science (APS), the Society for a Science of Clinical Psychology (SSCP), the Association for Behavioral & Cognitive Therapies (ABCT), and the Society for Research in Psychopathology (SRP). Five states to date have changed laws, regulations, or have offered rulings to provide PCSAS parity with APA – Illinois, Delaware, California, New Mexico, and New York (Missouri is expected to be soon).

At present, the following doctoral programs in Virginia support parity for both accreditation systems (and have provided letters of support): Virginia Tech, University of Virginia, George Mason University, and Virginia Commonwealth University. In sum, we want to advocate for clear documentation that students graduating from programs accredited either by APA or PCSAS be eligible for licensure in Virginia.

PCSAS arose in response to growing concerns about the nation’s mental health. Almost 50% of Americans are expected to have a diagnosed mental illness sometime in their lives, and long delays between diagnosis and the provision of appropriate treatments are common. There is a pressing need to train scientists who can develop new, effective, and affordable treatments that are useful in real-world situations with diverse populations and who can find better ways to get these treatments to practitioners so that they can best help their patients. 

PCSAS began accrediting programs in 2009, and to date, PCSAS has accredited 37 programs in the U.S. and Canada (see http://www.pcsas.org/accreditation/accredited-programs/ ). All programs in the U.S. are among the top 50 in US News & World Report, and have internship (required for graduation) match rates of around 98% (national average around 80%) and EPPP pass rates of at least 93% (national average around 76%). Students who graduate from PCSAS accredited programs have careers that focus on producing scientific knowledge, and importantly, on using and disseminating evidence-based assessment and intervention techniques.

I would have be in full support for the petition for rulemaking
?However, I would like to point out the following and would hope the board of psychology would address this
?This is just a small tangent 
https://www.npr.org/templates/story/story.php?storyId=121092295
http://www.washingtonpost.com/wp-dyn/content/article/2009/11/13/AR2009111302221.html
http://scienceline.org/2010/01/getting-scientific-with-psychotherapy/
?See this opinion of:http://www.apa.org/science/about/psa/2009/11/edcol.aspx
?Also another opinion:https://www.psychologicalscience.org/observer/update-on-the-psychological-clinical-science-accreditation-system

?Most PCSAS accredition for universities  is taking place after 201_ no?
Like this: https://psychology.unc.edu/2017/01/30/clinical-psychology-program-accredited-by-pcsas/

Virginia-licensed psychologists have an annual license renewal deadline around the end of June every year
?Let us take a look at the requirements

CE Required: 14 hours per year
Online CE Allowed: 8 hours (6 hours must be interactive)
License Expiration: 6/30, annually
National Accreditation Accepted: APA
Notes: 1.5 hrs in ethics, standards of practice or laws governing the profession of psychology

The American Psychology Association doesn't accredit any wholly online programs, The APA only accredits doctoral (PHD) programs and requires students to spend two or three years on campus (clinical) and complete a full-time residency

Regarding psychology, some doctoral programs  around the U.S. do not require in-person interviews or campus visits (see online courses¹ ) so applicants must meet the other requirements after applying online....

Doctoral programs typically require 4 or 5 years of postgraduate work in order to obtain a Ph.D

For transfers up to a certain number of (credit) hours of equivalent graduate coursework can be transferred for either a psychology doctoral program or a psychology master’s program dependent on what the college/department requirements are...
The APA is typically used for in order to find equivalent course requirements


?Does PCSAS have the same rigourious standards as APA when it comes to online courses and or transfer course equivalency?



https://www.psychologytraining.va.gov/eligibility.asp

When PCSAS Accreditation was recognized by Veterans Health Administration in September 2016 I was slightly concerned 

At this time I do not support the petition for rulemaking



1.) https://www.fhsu.edu/virtualcollege/degrees/bachelors/psychology/

I fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54.

I believe it would be extremely beneficial to the Commonwealth of Virginia for the graduates from PCSAS accredited programs to be eligible for licensure in Virginia. Graduates from PCSAS accredited programs are extremely well trained, both as research scientists and as clinical practitioners. They attend highly regarded internship programs, have high passing rates on the EPPP, and pursue careers that focus both on the production of scientific knowledge and the delivery and dissemination of evidence-based assessment and intervention techniques. Their expertise makes them exceptionally qualified and competent health service providers. Allowing graduates from PCSAS accredited programs to be eligible for licensure in Virginia is in the interest of both the public and future generations of psychologists.

 

I fully support having students who graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia.

I had the privilege of attending the Clinical Science Ph.D. training program in the Department of Psychology at Virginia Tech from 2010-2015. The clinical practice aspect of the training program provided me with a foundational and broad skill set such that I am able to provide research-supported assessment and intervention services. My primary starting point for practice training was a comprehensive evidence-based assessment including conceptualization and diagnosis for psychological disorders, as well as problems in living and relationships. With a working formulation and diagnosis, an empirically supported treatment was the starting point for developing a treatment plan with clear goals and initiating an agreed-upon intervention. Progress on treatment goals were continually measured through a variety of standardized routine outcome measures. The VT clinical science program emphasized evidence-based assessment and intervention through in-residence coursework in adult psychopathology and intervention, child psychopathology and intervention, psychological clinical assessment for adults and youth, and ethics.

The practicum training sequence utilized a set of developmentally-based competencies in the general areas of professional conduct, ethical conduct, assessment, interviewing, relationship skills, case conceptualization skills, intervention and treatment skills, supervision, and consultation, along with individual and cultural differences. Throughout training, I was provided group and individual supervision. My first two years (and a total of three out of the four year in-residence program) of practicum experience was in the Psychological Services Center (PSC), the program’s in-house, community-based training clinic. Throughout the first two years, I was under the direct, live, and close supervision of a faculty supervisor and an advanced practicum student. The practicum experiences themselves were graded in complexity, moving from didactics, role playing, observation of advanced students, and/or co-therapy to one highly supervised case with a client, and then to multiple assessment and/or treatment cases. A third level of professional functioning was with the external ‘externship’ practicum. The externship involved a placement at the Children's Hospital of Philadelphia in 2012. In my fourth year, I returned to the PSC to obtain additional psychotherapy training experiences and obtain supervisory experience working with less advanced practicum students.

In addition to the standard clinical core courses and practicum sequence, I was able to gain further supervised experience with evidence-based assessment measures and protocols through several specialized assessment clinics. In this capacity, I received extensive training and experience in diagnostic formulation, case conceptualization, comprehensive and integrated report writing, feedback to clients and/or parents, and consultative procedures. My assessment clinic(s) experiences focused on childhood disorders including anxiety, externalizing, and autism spectrum, or adult disorders particularly attentional, learning, anxiety, depression, and/or personality problems. Each assessment centers had a dedicated clinical faculty member responsible for its mission, operations, and supervision.

I was able to obtain a predoctoral internship (program requirement) at the Children's Hospital of Philadelphia, and I am currently a postdoctoral fellow at the University of Pennsylvania. I was able to get licensed as a clinical psychologist including successfully passing the EPPP and the PA state exam. Throughout these experiences that included other students or alumni from other highly regarding training programs, I was able to see that I was extremely well trained and prepared to gain advanced clinical training, become licensed, and to practice psychology. In addition, given my extensive training in research, along with gaining experience in supervision and teaching, I feel quite prepared to contribute to the advancement of science in practice, the development and dissemination evidence-based practices, and the training of future clinical psychologists. In sum, I strongly believe that a PCSAS accredited program, such as Virginia Tech, more than adequately prepares its students to be effective clinical psychologists.

I fully support having students who graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia.

I fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54

I write this letter to support Virginia state licensure eligibility among students who graduate from programs accredited by the Psychological Clinical Science Accreditation System (PCSAS). I attended Virginia Tech (a PCSAS accredited program) as a PhD student from 2011 until 2016 in the Department of Psychology, Clinical Science Area.

The structure and functions of the Virginia Tech clinical training model is a helpful place to begin. The practicum training sequence utilized a set of developmentally-based competencies in the general areas of professional conduct, ethical conduct, assessment, interviewing, relationship skills, case conceptualization skills, intervention and treatment skills, supervision, and consultation, along with individual and cultural differences. Throughout training, I was provided group and individual supervision. My first two years of practicum experience was in the Psychological Services Center (PSC), the program’s in-house, community-based training clinic. Throughout the first two years, I was under the direct, live, and close supervision of a faculty supervisor and an advanced practicum student. The practicum experiences themselves were graded in complexity, moving from coursework, didactics, role playing, observation of advanced students, and/or co-therapy to one highly supervised case with a client, and then to multiple assessment and/or treatment cases. A third level of professional functioning was with the external ‘externship’ practicum. My externship involved a placement at the Salem Veterans Affairs Medical Center in 2013.  I gained an additional practicum placement in neuropsychology at Lewis-Gale Medical Center in Salem, Virginia working under close supervision of a board certified clinical neuropsychologist.  In my fourth year, I returned to the PSC to obtain additional psychotherapy training experiences and obtain supervisory experience working with less advanced practicum students.

My training at Virginia Tech balanced both depth expertise development (through targeted training experiences in trauma and neuropsychology), as well as breadth to achieve core-competencies in other areas that are integral to being a well-rounded clinician (e.g., child psychology; family systems; interpersonal processes). Regardless of the practicum supervisor, the consistent thread across all training experiences was that clinical work should be strongly informed and guided by evidence. I have absorbed this core ethos, demonstrated by the manner in which the clinic that I am now developing at the University of Utah is organized: (1) clinical care begins with thorough assessment using standardized measures and evidence-based clinical interviews, which (2) provides the foundation for accurate diagnosis, conceptualization, and treatment planning that is further informed consultation and supervision within a team context, which (3) provides the foundation for effective delivery of evidence-based interventions.  Further, outcome tracking through session-by-session assessment is an integral part of my practice, a model that I have brought with me from my training at Virginia Tech.

My training as both a clinician and researcher has formed the foundation for my capacity to play an influential role in the healthcare system. Following PhD training, I was able to obtain an APA Accredited internship at the VA Salt Lake City Healthcare System, followed by my current postdoctoral fellowship in neuropsychology and neuroscience at the University of Utah School of Medicine, Department of Psychiatry. In September of 2018, I will transition to a tenure-track faculty appointment in the U of Utah School of Medicine Department of Psychiatry. As part of my new position, I will direct the Occupational Trauma Program, a program that I am building from the ground-up to serve the mental health needs of first responders (e.g., fire departments, law enforcement agencies) in the Salt Lake City area through education, consultation, clinical services, and research. Additionally, in September of 2018 I will begin my joint appointment as a staff psychologist in the VA Salt Lake City Healthcare System, providing clinical services to veterans in the Primary Care Mental Health Integration area. My ability to provide efficacious evidence-based assessment and treatment approaches—the foundation of which were formed at Virginia Tech— make me a valuable asset to patients and healthcare systems alike.

Finally, my transition from Virginia Tech to internship and postdoc has demonstrated how incredibly well prepared I am as a clinician, a position that I have come to understand through feedback from internship and postdoc supervisors and observations of the consequences of training from other APA accredited doctoral programs around the country attended by my fellow trainees. In November of 2017, I passed the EPPP exam and Utah state licensure exams on my first attempt, and currently hold an active license as a clinical psychologist in the state of Utah. Moreover, I am quite prepared to contribute to the advancement of science in practice, the development and dissemination evidence-based practices, and the training of future clinical psychologists. There is no doubt that PCSAS accredited programs such as Virginia Tech more than adequately prepares its students to be effective and valuable clinical psychologists.

Please feel free to contact me with any further questions or if I can be of any assistance.

I fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54.

I had the privilege of attending the Clinical Science Ph.D. training program in the Department of Psychology at Virginia Tech. The clinical practice aspect of the training program provided me with a foundational and broad skill set such that I am able to provide research-supported assessment and intervention services. My primary starting point for practice training was a comprehensive evidence-based assessment including conceptualization and diagnosis for psychological disorders, as well as problems in living and relationships. With a working formulation and diagnosis, an empirically supported treatment was the starting point for developing a treatment plan with clear goals and initiating an agreed-upon intervention. Progress on treatment goals were continually measured through a variety of standardized routine outcome measures. The VT clinical science program emphasized evidence-based assessment and intervention through in-residence coursework in adult psychopathology and intervention, child psychopathology and intervention, psychological clinical assessment for adults and youth, and ethics.

The practicum training sequence utilized a set of developmentally-based competencies in the general areas of professional conduct, ethical conduct, assessment, interviewing, relationship skills, case conceptualization skills, intervention and treatment skills, supervision, and consultation, along with individual and cultural differences. Throughout training, I was provided group and individual supervision. My first two years (and a total of three out of the four year program) of practicum experience was in the Psychological Services Center (PSC), the program’s in-house, community-based training clinic. Throughout the first two years, I was under the direct, live, and close supervision of a faculty supervisor and an advanced practicum student. The practicum experiences themselves were graded in complexity, moving from didactics, role playing, observation of advanced students, and/or co-therapy to one highly supervised case with a client, and then to multiple assessment and/or treatment cases. A third level of professional functioning was with the external ‘externship’ practicum. The externship involved a placement at the University of Central Florida Anxiety Disorders Clinic under the supervision of Dr. Deborah Beidel and a placement at Catawba Hospital under the supervision of Dr. Yoon Jung. In my fourth year, I returned to the PSC to obtain additional psychotherapy training experiences and obtain supervisory experience working with less advanced practicum students.

In addition to the standard clinical core courses and practicum sequence, I was able to gain further supervised experience with evidence-based assessment measures and protocols through several specialized assessment clinics. In this capacity, I received extensive training and experience in diagnostic formulation, case conceptualization, comprehensive and integrated report writing, feedback to clients and/or parents, and consultative procedures. My assessment clinics experiences focused on childhood disorders including anxiety, externalizing, and autism spectrum disorders, or adult disorders particularly attentional, learning, anxiety, depression, and/or personality problems. Each assessment center had a dedicated clinical faculty member responsible for its mission, operations, and supervision.

I was able to obtain an internship (program requirement) at the Durham VA Medical Center, postdoctoral position at the VA VISN 6 Mental Illness Research, Education, and Clincal Center (MIRECC) and the Durham VA Medical Center, and currently an appointment as an assistant professor of psychology at the University of Central Florida. I was able to get licensed as a psychologist including successfully passing the EPPP. Throughout these experiences that included other students or alumni from other highly regarding training programs, I was able to see that I was extremely well trained and prepared to gain advanced clinical training, become licensed, and to practice psychology. In addition, given my extensive training in research, along with gaining experience in supervision and teaching, I feel quite prepared to contribute to the advancement of science in practice, the development and dissemination evidence-based practices, and the training of future clinical psychologists. In sum, I strongly believe that a PCSAS accredited program, such as Virginia Tech, more than adequately prepares its students to be effective clinical psychologists.

I am writing to express full support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54

Thank you,

Dr. James Coan

 fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54.

I believe it would be extremely beneficial to the Commonwealth of Virginia for the graduates from PCSAS accredited programs to be eligible for licensure in Virginia. Graduates from PCSAS accredited programs are extremely well trained, both as research scientists and as clinical practitioners. They attend highly regarded internship programs, have high passing rates on the EPPP, and pursue careers that focus both on the production of scientific knowledge and the delivery and dissemination of evidence-based assessment and intervention techniques. Their expertise makes them exceptionally qualified and competent health service providers. Given the need for quality psychological services in Virginia, allowing the graduates from these programs to be licensed in Virginia would be a major service to the residents of Virginia. In addition, given their engagement in practice, supervision, and research, granting license eligibility to graduates from PCSAS accredited programs – a portion of whom go on to be faculty in doctoral, internship, and postdoctoral training programs – would be a major benefit to the future generations of clinical psychologists, to the field, and ultimately to the public’s mental health. Essentially, allowing graduates from PCSAS accredited programs to be eligible for licensure in Virginia is in the interest of both the public and future generations of psychologists.

 

I fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54

I had the privilege of attending the Clinical Science Ph.D. training program in the Department of Psychology at Virginia Tech from 2009 until graduating in 2015. The clinical practice aspect of the training program provided me with a foundational and broad skill set such that I am able to provide research-supported assessment and intervention services. The practicum training sequence utilized a set of developmentally-based competencies in the general areas of professional conduct, ethical conduct, assessment, interviewing, relationship skills, case conceptualization skills, intervention and treatment skills, supervision, and consultation, along with individual and cultural differences. Throughout training, I was provided group and individual supervision. In addition to the standard clinical core courses and practicum sequence, I was able to gain further supervised experience with evidence-based assessment measures and protocols through several specialized assessment clinics. In this capacity, I received extensive training and experience in diagnostic formulation, case conceptualization, comprehensive and integrated report writing, feedback to clients and/or parents, and consultative procedures. My assessment clinic experiences focused on childhood disorders including anxiety, externalizing, and autism spectrum, or adult disorders particularly attentional, learning, anxiety, depression, and/or personality problems. Each assessment center had a dedicated clinical faculty member responsible for its mission, operations, and supervision.

For my final year of graduate training, I obtained a predoctoral clinical internship (program requirement) at Marcus Autism Center/Children’s Healthcare of Atlanta. Following graduation, I obtained a postdoctoral position at Duke University Medical Center, and am currently a medical instructor at Duke University Medical Center in the Department of Psychiatry and Behavioral Sciences. I became licensed as a clinical psychologist in 2016 including successfully passing the EPPP. Throughout these experiences that included other students or alumni from other highly regarded training programs, I saw that I was extremely well trained and prepared to gain advanced clinical training, become licensed, and to practice psychology. In addition, given my extensive training in research, along with gaining experience in supervision and teaching, I feel very prepared to contribute to the advancement of science in practice, the development and dissemination evidence-based practices, and the training of future clinical psychologists. In sum, I strongly believe that a PCSAS accredited program, such as Virginia Tech, more than adequately prepares its students to be effective clinical psychologists.

I fully support having students who graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia.

The Virginia Association for Psychological Science (VAPS) supports the petition for including Psychological Clinical Science Accreditation System (PCSAS) as an additional accreditor of doctoral degrees in psychology to the education requirements and regulations for licensure as a clinical psychologist in Virginia.

Clinical psychologists have routinely been recognized as the most highly trained mental health professionals. Adding PCSAS recognizes and further demonstrates the high quality mental health training.

The ongoing public efforts in expanding health-care coverage - with attention to containing costs and improving services - requires increased training in science-informed assessment and treatment. PCSAS is well-positioned to provide this training.

The public trust in clinical psychology is increased with a reliance on science-informed treatment. Utilizing the best data-supported methods in clinical psychology assure the public of high quality mental and behavioral health care.

Virginia has a long history as a home to branches of the armed forces and US Department of Veterans Affairs facilities. The US Department of Veterans Affairs has already recognized PCSAS as a worthy and valuable accreditation program for clinical psychologists.

PCSAS enhances and strengthens the training of clinical psychologists. Virginia has demonstrated a history of exceedingly high standards for training and credentialing clinical psychologists. Other states with such high standards have already approved PCSAS (Illinois, Delaware, California, New Mexico, and New York). Recognizing PCSAS would demonstrate Virginia being on the forefront of continued high standards for clinical psychology training.

Finally, two of the prominent training programs for clinical psychologists in Virginia (University of Virginia- Psychology and Virginia Tech) have already met the stringent standards for PCSAS accreditation. Recognizing PCSAS will support future highly trained clinical psychologists remaining in the state and serving the public.

As an organization that supports and promotes psychological science in all forms, the Virginia Association for Psychological Science supports the petition to provide PCSAS parity with APA accreditation for clinical psychology licensure in Virginia.

L. Alan Eby, Psy.D. VAPS Immediate Past-President Licensed Clinical Psychologist

Signed on behalf of VAPS Executive Committee: Greg Koop, Ph.D. (President) Marilyn Gadomksi, Ph.D. (President-Elect) Virginia Mackintosh, Ph.D. (Treasurer) Craig Jackson, Ph.D. (Secretary)

 

The College of Science at Virginia Tech supports allowing students who have graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia. We support parity for both the American Psychological Association and PCSAS accreditation systems.

Sally C. Morton, Dean, College of Science, Virginia Tech

The clinical faculty in the Department of Psychology at the University of Virginia fully supports allowing students who have graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia. We support parity for both the American Psychological Association and PCSAS accreditation systems.

Bethany Teachman, Ph.D.

Professor and Director of Clinical Training

I am mow indifferent to the petition for rulemaking After looking up contining education for psycholists I saw that Virginia changed the carry over hours of continuing education https://leg1.state.va.us/cgi-bin/legp504.exe?151+sum+HB2243 https://www.richmondsunlight.com/bill/2015/hb2243/ {previously the American Psychological Society)} is The Association for Psychological Science (APS) Annual Convention offers typically 11 hours of continuing edication https://www.psychologicalscience.org/conventions/annual/continuing-education I do not see the Psychological Clinical Science Accreditation System offering such for equivalent for continuing education http://clinicalpsychgradschool.org/accre.php http://www.pcsas.org/accreditation/accredited-programs/ https://vtnews.vt.edu/articles/2015/07/073115-science-pcsasaccreditation.html https://forums.studentdoctor.net/threads/pcsas-recognized-by-va.1210559/ https://vtnews.vt.edu/articles/2015/07/073115-science-pcsasaccreditation.html http://www.pcsas.org/accreditation/accredited-programs/ https://forums.studentdoctor.net/threads/pcsas-recognized-by-va.1210559/

https://www.psyc.vt.edu/graduate/clinical/accreditation

 

 Psychological Clinical Science Accreditation System (PCSAS

accredition is good for ten years right

 

 

 

PCSAS accreditation is for ten (10) years.

As a faculty member of the Virginia Tech Department of Psychology, I fully support the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54.

Graduates from PCSAS accredited programs demostrate a high caliber of professional and scientific knowledge, and are adequately prepared to seek licensure.

I am writing in support of the petition for the addition of Psychological Clinical Science Accreditation System (PCSAS) as an accreditor of doctoral degrees in psychology to educational qualifications for licensure eligibility: Regulation 18VAC125-20-54

I believe it would be extremely beneficial to the Commonwealth of Virginia for the graduates from PCSAS accredited programs to be eligible for licensure in Virginia. Graduates from PCSAS accredited programs are extremely well trained, both as research scientists and as clinical practitioners. They attend highly regarded internship programs, have high passing rates on the EPPP, and pursue careers that focus both on the production of scientific knowledge and the delivery and dissemination of evidence-based assessment and intervention techniques. Their expertise makes them exceptionally qualified and competent health service providers. Given the need for quality psychological services in Virginia, allowing the graduates from these programs to be licensed in Virginia would be a major service to the residents of Virginia. In addition, given their engagement in practice, supervision, and research, granting license eligibility to graduates from PCSAS accredited programs – a portion of whom go on to be faculty in doctoral, internship, and postdoctoral training programs – would be a major benefit to the future generations of clinical psychologists, to the field, and ultimately to the public’s mental health. Essentially, allowing graduates from PCSAS accredited programs to be eligible for licensure in Virginia is in the interest of both the public and future generations of psychologists.

Is PCSAS as stringent in its requirements when it comes to internship programs for college and universities?
Some universities when pursuing PCSAS accredition seek it as a replacement for APA.

The PCSAS information on its website do not say anything about working in tandem with feloowships, program matching, mentorship etcera

Community (local) based experience in regards to earning a doctorate is a must. 
As the University of Minnesota points out






























 

https://psychology.sas.upenn.edu/training-programs/clinical-training-program
https://www.indianapolis.va.gov/services/Psychology_Training.asp

http://www.umass.edu/counseling/training-opportunities/doctoral-internship-psychology

http://news.georgiasouthern.edu/2017/09/01/doctoral-internship-in-professional-health-service-psychology-granted-full-accreditation-by-apa/

https://clinical.gmu.edu/student-training-research
 

https://www.brown.edu/academics/medical/about/departments/psychiatry-and-human-behavior/training/clinical/clinical-psychology-internship-training-program

https://psychiatry.unm.edu/education/clinicalpsych/index.html

https://eoss.asu.edu/counseling/services/program/predoctoral

https://www.roosevelt.edu/academics/programs/doctorate-in-clinical-psychology-psyd

https://www.uky.edu/counselingcenter/apa-accredited-psychology-internship-program

https://psyc.umd.edu/graduate/clinical-psychology

http://www.pcsas.org/faq/

https://gs.howard.edu/graduate-programs/clinical-psychology

http://www.baypines.va.gov/BAYPINES/clinemp/PsychologyCareer/PreD/seminars.asp

http://news.psu.edu/story/450277/2017/02/10/penn-state-clinical-psychology-program-receives-noteworthy-accreditation

https://forums.studentdoctor.net/threads/pcsas-programs-app-process.985439/

 

http://psychzone.com/

https://psychcentral.com/blog/is-psychology-rotten-to-the-core/2/

https://www.psychologytoday.com/us/blog/theory-knowledge/201312/the-battle-the-identity-clinical-psychology

https://www.acadpsychclinicalscience.org/cmss_files/attachmentlibrary/PCSAS-FAQ-McFall.pdf

https://forums.studentdoctor.net/threads/second-doctorate.1279791/

 

http://www.marcus.org/About-Us/Training/Psychology/Predoctoral-Psych-Internship

http://www.apa.org/apags/resources/internships.aspx

and enter your comments here. You are limited to approximately 3000 words.

I fully support having students who graduated from clinical psychology doctoral programs that have received accreditation from the Psychological Clinical Science Accreditation System (PCSAS) to be eligible for licensure in Virginia.

I fully support the petition to add accreditation by the Psychological Clinical Science Accreditation System (PCSAS) to the educational qualifications for licensure: Regulation 18VAC125-20-54.  There should clear documentation that students graduating from programs accredited by either American Psychological Association (APA) or Psychological Clinical Science Accreditation System (PCSAS) be eligible for licensure in Virginia. In other words, I support parity for both the APA and PCSAS accreditation systems.  The need for clinical scientists to be eligible for licensure is clear and graduates from PCSAS-accredited programs receive excellent training as both research scientists and clinical practitioners.  These professionals will serve the field by both developing and providing effective, empirically-supported treatments.  

The faculty of the Clinical Psychology Ph.D. program at George Mason University (GMU) is in full support of having students who graduated from Clinical Psychology Ph.D. programs accredited by t.11.e Psychological Clinical Science Accreditation System (PCSAS) be eligible for licensure in Virginia. We support a change in the licensing guidelines (at whatever level of administration is necessary) to specifically reflect that students graduating from programs accredited by either APA -OR- PCSAS be eligible for licensure in Virginia. In other words, we support parity for both accreditation systems.