Program Requirements. All applicants, with the exception of
international and I/O applicants, must present official documentation that they
have completed earned doctoral degree requirements from a regionally accredited
professional training program in applied psychology that is also accredited by
the American Psychological Association (APA) or Canadian Psychological
Association (CPA) at the time the doctoral requirements were completed and that
meets the basic psychology course requirements of the APA or CPA Commission on
Accreditation and the Georgia Board residency rule.
Licensure requirements are consistent with APA or CPA Accreditation
requirements in that APA or CPA Accredited programs include and implement a
congruent and coherent curriculum design that provides for and enables all
students to acquire and demonstrate competences in the required areas 1.
Transcripts or curriculum plans of applicants for licensure must reflect
competence in the following areas:
breadth of scientific psychology
as evidenced through knowledge in
the following areas:
1. biological aspects of
2. cognitive and
affective aspects of behavior;
social aspects of behavior;
history and systems of psychology;
5. psychological measurement;
6. research methodology; and
7. techniques of data analysis.
methodological, and theoretical foundations
of practice in the
substantive areas of professional psychology as demonstrated through knowledge
in the following areas:
differences in behavior;
behavior or psychopathology; and
ethics and professional standards.
Diagnosing or defining problems through
psychological assessment and measurements
formulating and implementing treatment and intervention strategies
(such as training in empirically supported procedures). This competency should
be evidenced through knowledge in the following areas:
1. theories and methods of assessment and
2. effective treatment
and supervision; and
the efficacy of treatments and interventions.
(d) Competence in understanding issues of
cultural and individual diversity that are significant to the
above curriculum requirements and the fostering of attitudes essential for
life-long learning in scholarly inquiry and professional
appropriate practicum experiences
are required through:
1. providing settings that are (a) committed
to training, (b) assure an adequate number of professionals in supervisory
roles, and (c) include a breadth of training and educational
2. integrate the
practicum experience with the context of the overall training
3. ensure that the
sequencing, duration, nature, and content of the practicum experience is
appropriate for the programmatic goals;
4. document the sufficiency and adequacy of
the practicum experience in the context of internship preparation.
Requirements for Predoctoral Practicum
Supervisors of doctoral practicum
students must hold a current psychology license that is in good standing in the
state in which the training is taking place.
1. A person holding a provisional psychology
license in the State of Georgia is qualified to supervise predoctoral training
students under that condition that such supervision is part of the provisional
licensee's supervised work experience and therefore under the supervision of
the provisional licensee's supervisor.
(b) Supervision of doctoral practicum must
occur in regularly scheduled, in person, meetings to review psychological
services rendered by the student supervisee.
(c) The Board expects that the APA or CPA
accredited graduate program will determine the standards for predoctoral
practicum supervision (e.g. ratio of supervisees to supervisor, on site
presence of supervisor, fee collection policies).
The Board upholds the standards for
adequate and appropriate practicum experiences promulgated by the APA or CPA
Committee on Accreditation (
Requirements for Training.
The Licensure requirements are consistent
with the APA or CPA Accreditation requirements in that applicants for licensure
should be able to demonstrate three full-time academic years of graduate study
and additionally the completion of an internship prior to the attainment of the
doctoral degree. Two of the three academic training years must be fulfilled at
the doctoral degree granting institution and one year must be matriculated in
continuous full-time residence or "equivalent thereof" at that same
(a) Residency means continuous
physical presence, in person, at the educational institution in a manner that
facilitates acculturation in the profession, the full participation and
integration of the individual in the educational and training experience, and
includes faculty student interaction. Models that use face-to-face contact for
shorter durations throughout a year or models that use video teleconferencing
or other electronic means to meet the residency requirement are not
Length of Degree
and Residency means the program has policies regarding program length and
residency that permit faculty, training staff, supervisors, and administrators
to execute their professional, ethical, and potentially legal obligations to
promote student development, socialization and peer interaction, faculty role
modeling and the development and assessment of student competencies. Residency
provides students with mentoring and supervision regarding their development
and socialization into the profession, as well as continuous monitoring and
assessment of student development through live face-to-face, in-person
interaction with faculty and students. These obligations cannot be met in
programs that are substantially or completely online. At a minimum, the program
must require that each student successfully complete:
1. A minimum of 3 full-time academic years of
graduate study (or the equivalent thereof) plus an internship prior to
receiving the doctoral degree;
At least 2 of the 3 academic training years (or the equivalent thereof) within
the program from which the doctoral degree is granted;
3. At least 1 year of which must be in
full-time residence (or the equivalent thereof) at that same program. Programs
seeking to satisfy the requirement of one year of fulltime residency based on
"the equivalent thereof" must demonstrate how the proposed equivalence achieves
all the purposes of the residency requirement.
As adopted from the Commission On
Accreditation (COA) Standards of Accreditation for Health Service Psychology
(effective January 1, 2017): Residency has two primary purposes: student
development and socialization and student assessment.
With regard to student
, residency allows students
(i) To concentrate on course work,
professional training and scholarship;
(ii) To work closely with professors,
supervisors and other students; and
(iii) To acquire the attitudes, values,
habits, skills, and insights necessary for attaining a doctoral degree in
psychology. Full-time residence provides students other opportunities,
including obtaining fluency in the language and vocabulary of psychology as
enhanced by frequent and close association with, apprenticing to, and role
modeling by faculty members and other students; obtaining valuable experience
by attending and participating in both formal and informal seminars: colloquia;
discussions led by visiting specialist from other campuses, laboratories, or
governmental research and/or practice organizations; and, obtaining support in
thesis, dissertation, or doctoral project work through frequent consultation
equally important purpose of the residency requirement is to permit faculty,
training staff, supervisors, and administrators to execute their professional,
ethical, and potentially legal obligations to assess all elements of student
competence. Executing these obligations is an essential aspect of assuring
quality and protecting the public. These elements include not only
student-trainees' knowledge and skills, but also their emotional stability and
well-being, interpersonal competence professional development, and personal
fitness for practice. Through such student assessment, accredited
programs can ensure - insofar as possible - that their graduates are competent
to manage relationships (e.g., client, collegial, professional, public,
scholarly, supervisory and teaching) in an effective and appropriate manner.
This capacity for managing relationships represents one of the competencies
that define professional expertise.
(d) Programs seeking to satisfy the
requirement of one year of full-time residency based in "the equivalent
thereof" must demonstrate how the proposed equivalence achieves all of
the purposes of the residency requirement, as articulated above. In evaluating
whether the residency requirement is satisfied, the Board will consider
processes and indicators related to the elements of student development and
socialization and student assessment detailed in paragraph (c) of this
(5) Matriculation Outside the United States.
If a university outside the United States awarded the doctoral degree, the
university must have been accredited professionally at the time of the award.
The Board in its sole discretion will determine whether the university outside
of the United States has met standards that are substantially the same as those
established by the APA or CPA.
I/O Training Requirements. I/O applicants who have either graduated from an I/O
Psychology program which is listed in the Designated Doctoral Programs in
Psychology published by ASPPB and the National Register, or who submit
documentation showing they meet 15 of the 25 competencies set forth in
Guidelines For Education and Training At the Doctoral Level In
Industrial/Organizational Psychology (available at www.apa.org
Society for Industrial/Organizational
Psychology (Division 14), 1999) will be deemed to have met the educational
requirements. Documentation of the 15 competencies shall consist of a
transcript showing graduate courses covering the competency as indicated by
course title and/or outline, a thesis, a dissertation, refereed presentation(s)
or publication(s), or a letter from a professor indicting the competency(s) in
a given area.
Retardation/Development Disability Training Programs. A substantial program of
study in Mental Retardation/Developmental Disability (MR/DD) psychology must
include at least 18 semester hours (in addition to the 50 core hours) at the
graduate level in course work in the specialized area of mental retardation or
developmental disabilities psychology. Neither internship, practicum, nor
thesis courses will be considered as qualifying course work hours. Students
must successfully complete courses in each of the following areas:
(a) Developmental Aspects of Behavior; e.g.,
psychology of mental retardation, psychology of developmental disabilities,
psychology of exceptional children, life-span developmental psychology, child
psychology, cognitive development, social development, language development,
Aspects of Behavior; e.g., learning, memory, visual attention, information
processing, cognitive processes, cognitive psychology, cognitive neuro
psychology, social cognition.
Behavior Assessment and Intervention; e.g., applied behavioral analysis,
behavior therapy, behavior modification, assessment of adaptive and maladaptive
behaviors, behavioral psychopharmacology [assessment and
(d) Assessment of
Intelligence; e.g., individual intelligence testing, psychological assessment
of intelligence, psycho educational assessment.
Retraining is a process of additional
education in which a person with an earned doctorate in scientific psychology
undertakes additional training and fulfills requirements for licensure in an
applied psychology field.
programs must occur in APA or CPA accredited doctoral programs in applied
(b) All requirements of
doctoral training in the new applied specialty must be met, giving due credit
for previous relevant, successfully completed course work to be determined by
the APA or CPA accredited doctoral program conducting the retraining.
(c) Applicants who complete such a program
must present a certificate or letter from the doctoral program training
director that verifies completion of the program and identifies the specialty
area of applied psychology.
(9) Hour Conversion. For purposes of this
Rule, 3 semester hours = 5 quarter hours in accordance with a conversion of 1
semester course of 3 hours accrues 6 hours of credit (2 courses) in an academic
year (September thru June) and is equivalent to 1 quarter course of 5 which
accrues 15 hours of credit (3 courses) in an academic year for a ratio of 3
semester hours equaling 5 quarter hours.
Ga. Comp. R. & Regs. R. 510-2-.04
entitled "Time and Place of Examination" adopted. F. and eff.
June 30, 1965.
Repealed: New Rule of same title adopted. F.
Jan. 3, 1973; eff.
Jan. 23, 1973.
Repealed: New Rule entitled "Education" adopted. F.
July 27, 1994; eff.
August 16, 1994.
Amended: F. Dec. 6,
1994; eff. Dec. 26, 1994.
Amended: F. May 1,
1998; eff. May 21, 1998.
Repealed: New Rule of same title adopted. F.
Feb. 17, 1999; eff.
Mar. 9, 1999.
Repealed: New Rule entitled "Application for Renewable
License" adopted. F. Oct. 29, 2003; eff.
Nov. 18, 2003.
Repealed: New Rule entitled "Education" adopted. F.
Apr. 27, 2004; eff.
May 17, 2004.
Amended: F. Nov. 15,
2010; eff. Dec. 5, 2010.
Amended: F. Aug. 10,
2015; eff. Aug. 30, 2015.
Amended: F. Sep. 20, 2018; eff.
Oct. 10, 2018.