22 Education, Training, Licensing, and Credentialing in Clinical Psychology

Clinical Psychology


  1. Executive Officer Judy E. Hall PhD1,
  2. Elizabeth M. Altmaier PhD2

Published Online: 26 SEP 2012

DOI: 10.1002/9781118133880.hop208022

Handbook of Psychology, Second Edition

Handbook of Psychology, Second Edition

How to Cite

Hall, J. E. and Altmaier, E. M. 2012. Education, Training, Licensing, and Credentialing in Clinical Psychology. Handbook of Psychology, Second Edition. 8:III:22.

Author Information

  1. 1

    National Register of Health Service Providers in Psychology, Washington, DC, USA

  2. 2

    University of Iowa, Department of Psychological and Quantitative Foundations, Iowa City, IA, USA

Publication History

  1. Published Online: 26 SEP 2012


This chapter summarizes the current status of doctoral education, practica, internship, and postdoctoral training of clinical psychologists (broadly defined) in the United States and Canada. For comparison, brief information is also provided on the education and training of psychologists in the European Union and Latin America. A summary of the developmental history of the profession of psychology in the United States, including specialization, provides a context for understanding the quality assurance mechanisms for programs and the two models of training: PhD and PsyD. This chapter presents the differences in accreditation between the United States and Canada, and contrasts accreditation with designation mechanisms in professional psychology. The requirements for licensure are summarized for the United States and Canada, including the importance of mobility, followed by a summary of the main credentialing organizations in professional psychology. Finally, this overview informs the reader on the responsibility that licensure and national credentialing organizations share in holding the profession accountable to the public it serves.


  • clinical;
  • doctoral training;
  • licensure;
  • credentials;
  • mobility