Continuing Education Co-Sponsorship FAQs
These relate to the application process for CE

Are teleconferences/webinars considered homestudy?
•    Homestudy is defined as any program where there is no ability for live interaction with the presenter.
•    If participants in the course can interact with the instructor and ask questions in real time, then it is considered a live program.
•    If the course is not in real time (e.g., prerecorded), then it is considered a homestudy program.

 Can instructors get CE credit?
•    Yes. For presenting a lecture or seminar documentation including the location, date, and duration of the lecture or seminar, a copy of the presentation, and documentation from the sponsor of the lecture or seminar indicating that the licensee presented the lecture or seminar.

Is it acceptable to provide certificates of attendance to participants who are non-psychologists?
•    Yes. All participants attending the full length of your program may request a certificate of attendance. However, it is recommended that participants check with their respective state board to ensure that credits obtained will be accepted.

Does the CE program administrator have to be a psychologist?
•    No.  However, doctoral level psychologists must be involved in all aspects of program planning and development.

Is it required that instructors be psychologists?
•    No. However, instructors must have expertise in the content area and be competent to teach the program at a level that builds upon a completed doctoral program in psychology. Also, a doctoral level psychologist must be involved in all aspects of program planning and development.

Do other professions accept credit earned from APA-approved sponsors?
•    There are some professions that accept credit from APA-approved sponsors. However, it remains the responsibility of program participants to confirm this with his/her licensing board.

Writing Behavioral Learning Objectives and Assessments

  • Learning objectives, or learning outcomes, are statements that clearly describe what the learner will know or be able to do as a result of having attended an educational program or activity.
  • Learning objectives must be observable and measurable.
  • Learning objectives should (1) focus on the learner, (2) contain action verbs that describe measurable behaviors, and (3) focus on skills that can be applied in psychological practice or other professional environments.
  • Please refer to the Guidelines for Writing Behavioral Learning Objectives at

Verbs to consider when writing learning objectives:
•    list, describe, recite, write
•    compute, discuss, explain, predict
•    apply, demonstrate, prepare, use
•    analyze, design, select, utilize
•    compile, create, plan, revise
•    assess, compare, rate, critique

Verbs to avoid when writing learning objectives:
•    know, understand
•    learn, appreciate
•    become aware of, become familiar with

Example of well-written learning objectives:
This workshop is designed to help you:
1.  Summarize basic hypnosis theory and technique;
2.  Observe demonstrations of hypnotic technique and phenomena;
3.  Recognize differences between acute and chronic pain;
4.  Utilize hypnosis in controlling acute pain;
5.  Apply post-hypnotic suggestions to chronic pain; and
6.  Practice hypnotic technique in dyads.

Objective learning assessments should be written in a manner that determines whether participants learned what
you planned to teach them.  The learning objectives should directly apply to the learning evaluation (i.e.
learning assessment) of participants.The evaluation (or learning assessment) should be based on the stated
learning objectives of the program, and should include a focus on application of skills to the psychology
practice or other professional environment.

Insufficient learning objectives      
•    Compare advantages and disadvantages of buying versus renting office space     
•    Learn to read a financial report
•    Maximize income from managed care    
•    Develop successful strategies for locating sublettors for office space   
•    Identify the professional, legal and ethical issues related to buying versus renting office space
•    Maximize case load through successful marketing   
•    Design promotions to attract the self-pay clientele  

    Acceptable learning objectives
•    List three regulatory issues concerning electronic medical records and billing systems
•    Negotiate contracts for managed care services  which maximize patient care
•    Analyze and minimize confidentiality concerns involving shared office space
•   Create ethically sound marketing tools and techniques
•    Provide effective client advocacy to third party payors

Note:  Insufficient learning objectives successfully articulate the advantages that might accrue to the practitioner, but do not extend these to underscore their value to the clients or the broader society that may follow from the knowledge gains associated with this program.  Acceptable learning objectives, by comparison, clearly identify the broader contributions that might support the welfare of the consumer and the society by addressing ethical and regulatory implications associated with successful business practice

What are the standards that the program will be judged against? All of these standards must be met in order for your program to be approved!
•    APA Standard A requires the programs are relevant to psychological practice, education, and/or science; enables psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues; and allows psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.

•    APA Standard B requires that there is direct input of psychologists in all phases of the decision-making and program-planning process for the activities offered to psychologists for CE credit.

•    APA Standard C requires a clear statement of educational objectives; the use of appropriate educational methods that are effecting in achieving those objectives; a clear connection between program content and the application of this content within the learner’s professional context; and the selection of instructional personnel with demonstrated expertise in the program content.  

•    APA Standard D requires that the CE programs must be grounded in an evidence-based approach.  CE programs that are focused on application of psychological assessment and/or intervention methods must include content that is credibly supported by the most current scientific evidence.  CE programs may also provide information related to ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychology.  

•    APA Standard E requires an assessment of the program through a program evaluation.  

•    APA Standard F covers APA standards for awarding credit.

•    APA Standard G covers promotion and advertising of programs.

APA Glossary of Terms

Levels of Programing
In general, there are no concrete rules regarding labeling the content of CE programs as introductory, intermediate, or advanced.  It is important for sponsors to evaluate the level of their programming effectively so the learner understands the level at which information will be presented and for the sponsor to develop learning objectives that are consistent with that level.
All CE programs must address content at the post- doctoral level.However,there are differences between the levels of programming that can be considered.
Introductory – Content is designed for psychologists who may have little to no background in a specialized skill or content area.  Through this level of programming, the learner can become acquainted with the theoretical underpinnings, principles, methods, and perspectives of a content area. An introductory level program also may serve as the foundation for subsequent intermediate and advanced learning. Introductory level programing may also be related to an emerging area of knowledge or practice. Although this content can be used as a foundation for more advanced learning, an introductory level program may simply focus on breadth, enrichment or general knowledge.  

Intermediate – Intermediate level programming builds upon the learners’
foundational knowledge in a content area.  Programming at the intermediate level includes more depth than that which is associated with a beginning level program.  The program of instruction can build on the learners’ familiarity
with the literature and/or experience.  Programming can help the learner understand applications and
limitations of theories and applied skill sets.  Intermediate level programming may also focus on an integration of skills. This programming could also serve as a refresher course for individuals who have background in a content area and are interested in learning more contemporary applications.

Advanced - CE program content at an advanced level builds upon established
experience, knowledge and skills in the content area.  This may include more
diverse applications to specific populations or a novel application of the skill
presented. Advanced level programming allows learners to refine their knowledge
and skills in a content area and learn to effectively utilize them across challenging contexts.  The content and instructional flow is consistent with the needs or a learner who has knowledge, experience, and skills in the content area. Advanced level programming tends to be more specialized in nature and allows the learner to
integrate and enhance knowledge and skills into their practice or other professional domains