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Continuing Education Co-Sponsorship Application Information & FAQs
 New Jersey Psychological Association (NJPA) is approved by the American Psychological Association to offer Continuing Education (CE) credit for psychologists. NJPA may decide to co-sponsor a program with an outside organization. Co-Sponsorship is the mutual planning of an activity by two or more organizations, which is not to be construed as lending or transferring approval status. Please take the time to review the below information on this website page as you consider your request for the mutual planning of a continuing education program.
Please review all the information on this page prior to submitting an application for CE co-sponsorship. If you are unable to complete the form in one sitting, you can come back to it at any time. You would access the form again through the "Access the application here" link below. It will populate the information you previously filled out on the form. Prior to submitting an application, please click here to see a check list of the required submission criteria for live programs (live-webinars and in-person programs). For a list of the required submission criteria for Homestudy Programs (recorded webinars and publication based submissions), please click here. Click here to access the NJPA Homestudy Application Form.
The application process has several components to it. Please review all of them before beginning the application process.
1. Goals of the NJPA Continuing Education Program
2. APA Standards
3. Diversity
4. Ethical Guidelines
5. Promotional Material
6. Requirements for NJPA Co-Sponsorship Application
7. Program Coordinator Responsibilities
7. CE Credit
8. Glossary of Terms
Goals of the NJPA Continuing Education Program
The primary goal of the NJPA CE program is to broaden the clinical, academic, consultative, and research knowledge bases for the purpose of facilitating the highest quality of professional work. This is accomplished by providing meaningful CE programs which:
1. Increase the scope of knowledge and skills in both areas of specialization and new areas of practice and study; and
2. Facilitate the integration of practice and research to foster and sustain an active sense of critical inquiry.
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APA Standards
As an approved APA sponsor to provide continuing education credits, programs must adhere to the APA Standards and Criteria for Approval (click here to read).
Standards Summary
• 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.
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Diversity
New APA Resource - A critical component of NJPA continuing education (APA approved sponsorship) relates to inclusion and diversity. Please be sure to review the APA toolkit resources designed to support sponsors and applicants in addressing diversity in their CE programming.
APA requires that CE programs address diversity issues (i.e. race, gender, age, religion, sexual orientation, SES, ability status, immigrant, ethnicity, language) or discuss that absence of literature about this issue. If there is no literature available, it is expected that the presenter will engage in a discussion about the potential issues that may be encountered related to diversity.
New Resource - Conducting Searches for Relevant Research on Diversity Issues
Understanding and Addressing Diversity
Based on the APA Continuing Education Standards and Criteria and NJPA’s pledge to diversity and inclusion, we are committed to selecting NJPA and NJPA co-sponsored continuing education program instructors and developing NJPA and NJPA co-sponsored program content that respects cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status. At its core, respect for diversity centers around acceptance, respect, and the understanding that each person is a unique individual. Individual differences can include, but are not limited to, dimensions of race, ethnicity, gender, sexual orientation, socioeconomic status, age, ability/disability status, religious or spiritual beliefs, and political ideology. For more information on understanding and addressing diversity, click here.
Our programs are primarily attended by New Jersey professionals who serve the populations of New Jersey. New Jersey is one of the smallest states in area, but it is highly urbanized and has one of the country’s highest population densities, 8,908,520 residents (as of 2018) within 7,354 square miles of land. New Jersey is state with an eclectic blend of urban and rural, poor and wealthy, progressive and conservative, parochial and cosmopolitan, and it is the fourth most diverse state in the country, according to a study published on WalletHub.
Diversity in New Jersey (1=Most Diverse, 25=Avg.):
• 7th – Income Diversity
• 5th – Educational-Attainment Diversity
• 7th – Racial & Ethnic Diversity
• 4th – Linguistic Diversity
• 17th – Birthplace Diversity
• 25th – Industry Diversity*
• 9th – Generational Diversity
• 29th – Household-Type Diversity
• 6th – Household-Size Diversity
• 19th – Religious Diversity
*Includes civilian employed population aged 16 and older
Read more about New Jersey demographics
Read more about the state of New Jersey
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Ethical Guidelines
NJPA CE activities must conform to the highest ethical standards available to psychologists. Co-sponsors must conduct and promote CE activities in a responsible and ethical fashion following the principles set forth in the current APA Ethical Principles of Psychologists. A link to the APA guideline can be found here.
The following ethical criteria must be adhered to when developing a CE program:
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Promotional materials
CE promotional materials must contain accurate and complete information for potential program participants. Promotional material must demonstrate careful consideration of ethical principles (e.g., content of presentation, credentials of presenters, facilities, conduct of the activity, etc.). Clear statements must be provided on policies and practice relevant to cancellations and refunds. A method for obtaining information about your program must be clear (e.g. providing a phone number to call for further information).
Affiliates and Outside Groups are required to upload a copy of your marketing flyer to your Co-Sponsorship application. Your flyer MUST include the following information (your application will be denied if these requirements are not adhered to).
1. Organization Logo and/or name
2. Title of Program
3. Date of Program
4. Venue address
5. Activity Schedule including registration, meals, and breaks (ex: Registration and Breakfast 8:00 am - 8:30 am; Program 8:30 am - 9:30 am)
6. Number of continuing education credits
7. List of presenters and professional credentials (e.g. relevant professional degree, current professional position and area of expertise)
8. Program narrative - use this section to fully explain program content
9. Learning Objectives - should clearly define what the participant will know or be able to do as a result of having attended the program. These objectives must be stated in measurable terms.
Example: a. Accurately analyze four ways telepsychology can be integrated into your psychotherapy practice as measured by personal self-assessment.
b. Recognize the six key aspects of the New Jersey telepsychology law (i.e. what telepsychology is, who can perform services, how and when services can be provided, informed consent, appropriate professional relationship, and confidentiality) as measured by self-assessment
c. Implement the six key provisions of the NJ telepsychology law to practice issues, such as informed consent, assessment, documentation, medical records review, and security as measured by application to a professional case.
10. Target audience - ex. psychologists, graduate students, mental health providers
11. Program sophistication - ex. introductory, no prior knowledge of the specific topic is required
12. Identification of conflicts of interest and commercial support - please use this section to identify any potential conflicts of interest and/or commercial support
13. Proprietary information - include this language on all promotional materials: NJPA ensures that permission to use proprietary information, and steps to safeguard such information, are discussed with presenters at NJPA co-sponsored programs. No materials (physical or electronic) provided to attendees at such programs may be shared.
14. Americans with Disabilities Act - (please use this language on your marketing material) Accommodations are available upon request. Requests must be made at lest 14 days prior to the event. Please contact (enter contact name) for more details.
15. Cost of program
16. Refund policy
17. Any additional fees
18. Disclaimer - (must appear on all printed materials) This workshop is sponsored by NJPA. NJPA is approved by the American Psychological Association to offer continuing education for psychologists. NJPA maintains responsibility for this program and its content.
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Requirements for NJPA Co-Sponsorship Application
1. A representative of any group or organization applying for co-sponsorship must produce a completed application at least 60 days prior to the program. THE PROGRAM MAY NOT BE ADVERTISED IN ANY FORM BEFORE IT IS APPROVED BY NJPA. You will be contacted by the NJPA CE and Event Manager, after your application is reviewed, to notify you about the status of your application. Due to the large amount of applications received by NJPA, we cannot give an estimated time-frame for review. Please adhere to the submission specification of 60 days prior to the program. Applications submitted after the 60 day window will not be reviewed or considered for CE sponsorship.
2. Outside groups are charged an $400 non-refundable application fee per application. NJPA members (on behalf of an NJPA program) or NJPA affiliates are not charged an application fee. If interested in promoting an outside program with NJPA, there is $550 application/advertising package that includes the application plus a Programs/Events Package: 30-day post on our Upcoming Events page plus a post on our Calendar of Events plus a one-time Friday Update post (our weekly member email blast).
3. Important Tips for Program Instructors by the NJPA Council on Continuing Educational Affairs
4. Part of the application requires you to include learning objectives for the program.
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.
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
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Program Coordinator Responsibilities
The representative applying for co-sponsorship must produce a program coordinator’s name and contact information.
a) The program coordinator is responsible for managing the program attendance sheets, and distributing the evaluation form link and instructions to attendees. The program coordinator is responsible for ensuring every attendee signs in and out of the program. Attendees who are not properly recorded on the attendance sheets will not be eligible for CE credits.
b) The program coordinator must send the completed attendance sheets to the NJPA CE and Event coordinator. Each year, NJPA is obligated to provide APA with an annual report detailing all NJPA co-sponsored and sponsored programming including the attendance record for each program and an accounting of how many psychologists attend each program and obtained continuing education credit.
1. The attendees must follow the instruction sheet for the evaluation. Attendees of affiliate programs must pay for the CE certificate ($15 for NJPA members, $25 for non-members, and free for NJPA Sustaining Members. ) and will then receive a confirmation email with a link to the evaluation. The evaluations must be received within 7 days of the program date.
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Continuing Education Credit
Can instructors get CE credit? For presenting a new lecture or seminar to professional peers, or teaching or developing the curriculum for a new CE course or program related to psychology. New means the licensee has never presented the seminar/lecture before or taught/developed curriculum for that course in any other educational setting. Instructors will earn one credit for each 50 minutes of the lecture/seminar/course/program up to 5 credits. Instructors do not need to be psychologists however they 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. Please refer to the Board of Psychological Examiners Regulations 13:42-10.21(b)(4) to learn about earning credit for presenting a new lecture or seminar to professional peers, and section 13:42-10.22(b)(5) to learn about the required documentation.lication here
CE credit will only be earned for participation in activities that have specific learning objectives and that evaluate the extent of learning that has taken place according to those objectives. One credit is awarded for each hour of the CE activity. As an APA-approved sponsor of CE for psychologists, NJPA must adhere to established criteria and must require the same of any institutions or presenters who seek co-sponsorship with NJPA of their CE programs.
What types of CE offerings are considered "homestudy?"
• Homestudy is defined as any program or activity where there is no ability for live interaction. Examples include pre-recorded webinars and reading material approved for CE credit. For a list of the required submission criteria for Homestudy Programs, please click here.
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.
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.
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APA Glossary of Terms
Levels of Programming
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 programming 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.
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