Understand the Continuing Professional Development (CPD) landscape for psychologists in Australia, including your annual CPD requirements as a psychologist, what qualifies as CPD (including Active CPD), FPS-specific requirements, and more.
Last reviewed: 24 September 2024
Related articles: CPD for Social Workers in Australia, CPD for Counsellors in Australia, CPD for Occupational Therapists in Australia.
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An overview of CPD requirements for psychologists in Australia
Continuing Professional Development (CPD) refers to the process through which professionals maintain and enhance their knowledge, skills, and abilities throughout their careers. In Australia, the regulation of CPD for psychologists is governed by the Psychology Board of Australia (PsyBA), which operates under the Australian Health Practitioner Regulation Agency (AHPRA).
The PsyBA sets the standards for CPD to ensure that psychologists meet the necessary competencies to practice safely and effectively. These standards are designed to protect the public by ensuring that psychologists engage in regular, structured professional development activities that are relevant to their scope of practice.
The CPD requirements for psychologists are set out in the Continuing professional development registration standard and Guidelines for continuing professional development. These include:
- Developing a learning plan based on objective self-assessment. Components of the learning plan include: it is based on a skills and knowledge self-assessment; it identifies areas for development or improvement; it sets learning objectives; and it enhances lifelong learning.
- Completing 10 hours of peer consultation activities and 20 hours of other CPD activities annually (during the period 1 December until 30 November). Undertaking “Active CPD” (activities that actively engage participants, such as facilitated workshops or online courses with assessment components) is recommended, although not mandatory.
- Maintaining a CPD portfolio that includes the learning plan, activity log, and reflection, and submitting the portfolio to AHPRA within 28 days if selected for audit (adapted from the Psychology Board of Australia).
Additional requirements apply for psychologists delivering services under the Better Health Initiative (see “Focussed Psychological Strategies (FPS) CPD requirements” below). For further details (including specific CPD requirements for registrars, CPD for area of practice endorsements, and CPD for approved supervisors), refer to the CPD page in the PsyBA website.
What is considered Continuing Professional Development (CPD)?
The PsyBA will recognise any Continuing Professional Development (CPD) activity that directly contributes to the achievement of your CPD goals as a psychologist. CPD may include both structured and unstructured learning activities which directly contribute to your competence to practice in a chosen field. However, CPD can also relate to the development of new competencies in other areas of practice; as such, it does not always need to relate directly to your current practice.
- Learning formats: CPD can be completed in a variety of formats, including online courses and events, in-person conferences and workshops, self-directed learning (e.g. reading journal articles, listening to podcasts), reflective practice, and more.
- Learning sources: Psychologists can access CPD activities from numerous sources including specialist training providers (e.g. Mental Health Academy), industry peak associations (e.g. AAPi, APS and ACPA), publications (e.g. peer-reviewed journal and industry magazines), universities and accredited colleges, and more.
Focussed Psychological Strategies (FPS) CPD requirements
Focussed Psychological Strategies (FPS) are specific mental health care management strategies, derived from evidence based psychological therapies that have been shown to integrate the best research evidence of clinical effectiveness with general practice clinical expertise (source: Medicare Benefits Schedule online).
Specific Focussed Psychological Strategies (FPS) include:
- Psycho-education (including Motivational Interviewing)
- Cognitive-behavioural therapy (including behavioural interventions, such as Behavioural Activation Therapy, and cognitive interventions)
- Relaxation strategies (progressive muscle relaxation and controlling breathing)
- Skills training (problem-solving skills and training, anger management, social skills training, communication training, stress management, and parent management training)
- Interpersonal therapy
- Eye-Movement Desensitisation Reprocessing (EMDR)
Psychologists and allied mental health professionals who are eligible providers of Better Access Focussed Psychological Strategies (FPS) services are required to complete 10 hours of FPS-related CPD each year (tip: this MHA course collection includes 100+ hours of FPS-related CPD).
How CPD contributes to better client outcomes
Numerous studies have demonstrated how CPD contributes to better client outcomes for psychologists. We cover some of the evidence below:
- Enhancing knowledge and skills. A study by Truscott et al. (2011) found that psychologists who engage in CPD are better equipped to incorporate evidence-based practices, leading to improved client outcomes. Research by Bearman et al. (2013) indicates that ongoing training and development are critical in maintaining the quality and efficacy of psychological interventions.
- Improving competency and confidence. A study by Ilgen et al. (2010) showed that CPD helps psychologists develop a broader skill set, leading to more effective problem-solving and intervention strategies. Dunsmuir et al. (2011) demonstrated that CPD contributes to psychologists feeling more competent and confident, which positively impacts their interactions with clients.
- Ethical and legal awareness. A study by Pope and Vasquez (2016) highlighted that CPD activities help psychologists stay updated on ethical standards, reducing the risk of ethical violations that can negatively impact client outcomes. Research by Handelsman et al. (2015) found that CPD contributes to a better understanding of legal issues, which is crucial for maintaining client trust and avoiding legal pitfalls.
- Specialisation and advanced skills. A study by Morrow-Bradley and Elliott (1986) found that psychologists with specialised training through CPD reported better client outcomes compared to those without such training. Weisz et al. (2006) demonstrated that advanced training and specialization through CPD lead to more tailored and effective treatments, particularly for complex cases.
- Networking and professional support. Research by Norcross and Guy (2007) found that professional networking through CPD activities contributes to better client outcomes by fostering a collaborative and supportive professional community. A study by Tharenou et al. (2007) showed that CPD-related networking can lead to shared knowledge and best practices, further improving the quality of psychological services.
Overall, CPD is crucial for maintaining and enhancing the quality of psychological services. The ongoing learning and development it promotes lead to better-informed, more competent, and ethically aware psychologists who can provide higher quality care and achieve better client outcomes.
Popular CPD courses and training undertaken by psychologists
Mental Health Academy’s 500+ CPD courses meet the PsyBA criteria for “Active CPD” (all MHA courses include an assessment component designed to test participant understanding and enhance learning). Additionally, MHA courses cover 100+ hours of Focussed Psychological Strategies (FPS) content – this course collection lists dozens of FPS-related courses.
Some of the most popular MHA CPD courses undertaken by psychologists include:
Evidence-based therapies and clinical interventions
- Helping Clients Deal with Problem Anger: Understanding and De-escalating Anger
- Using Internal Family Systems Therapy for Overcoming Addictive Behaviour Patterns
- Treating Anxiety with Motivational Interviewing
- Cognitive Behaviour Therapy for Medical Problems
- Cognitive Behaviour Therapy for Challenging Problems
- Ketamine-assisted Therapy for Treatment-resistant Depression
- How Behavioural Activation Can Help Your Depressed Clients
Focussed Psychological Strategies (FPS)
- Recovery-Oriented Cognitive Therapy with Adolescents
- Dialectical Behaviour Therapy for Eating Disorders
- Dialectical Behaviour Therapy for PTSD
- Overview of Cognitive Behaviour Therapy in 2023
- Mindfulness-integrated Cognitive Behaviour Therapy (MiCBT) for Obsessive-Compulsive Disorder
- EMDR: A Primer for Clinicians
- Psychosocial Interventions for Suicidal Youth and Their Families
Families, parenting and couples
- Coercive Control: Recognise, Manage, Change
- The Parenting Revolution: How to Guide Parents to the Most Impactful Family Solutions
- Helping Clients to Navigate the Shock of a Relationship Breakup
- Working with Men in Distressed and Disrupted Intimate Partner Relationships
- Providing Therapy for Non-Traditional Romantic Relationships
Children and adolescents
- Working with Paediatric Anxiety
- Practical Strategies to Enhance Sensory Regulation in Children
- Recovery-Oriented Cognitive Therapy with Adolescents: Aspirations and Empowerment
- What School Counsellors Need to Know About Behavioural Addictions
- Clinical Work with Gang Youth: Research and Applications
- Universal Mental Health Screening
- Setting Children Up For Success: Building Social/Emotional and Academic Competence Through Evidence-based SEL Programs
- Suicide in Schools: Prevention and Intervention
Diversity and multicultural competence
- Working with ADHD in Adults
- Working with ADHD in Children and Adolescents
- Autistic Patients: The Need for Providers to Embrace Different Thinking
- PTSD in Autistic Adults: Understanding the Causes, Symptoms, & Support for Suicide Prevention
- OnTrac: A CBT Based Manualised Group Program for Adolescents with ADHD
- Deaf Cultural Competency Training for Clinicians
- Anti-Ableism and Accessibility: Thinking Outside the Box
- Social and Emotional Wellbeing of Indigenous Peoples in Australia
- Cultural Humility: Maybe We’re Doing It Wrong
- 5 Ways to Decolonise Your Mental Health Practice
- Sitting with Aboriginal Clients: Appropriate Modalities
Suicide prevention and risk assessment
- Risk Assessments and Safety Plans
- STEPS: Steps To Evaluate Progression of Suicidality
- The Neuroscience of Suicidal Ideation and Behaviour
- How To Develop a Suicide Postvention Plan in Your Organisation
- Understanding and Preventing Suicide in Older Adulthood
- Post-Traumatic Growth After Suicide Loss Across the Lifespan
- When Suicidal Thoughts Persist: Treating Chronic Ideation
Addiction
- Wellness-Based Addictions Counselling
- Understanding the Biopsychosocial Model of Addiction
- Conceptualising and Treating Sex Addiction
- Digital ‘Addictions’ to Digital Wellbeing: Understanding and Managing Our Use of Technology
- Addressing Internet Gaming Addiction in Clinical Work
- Trauma and Addiction: Taking Motivational Interviewing to the Next Level
- Using Motivational Interviewing with Alcohol Dependence and Depression
- A Narrative Approach to Working with Sobriety and Life Transitions
Trauma-informed care
- Principles of Trauma-informed Practice
- Emotionally Focused Individual Therapy (EFIT) for Trauma
- Trauma Informed Care: Mindfulness-Based Treatment for Post-Traumatic Growth
- Understanding Ambiguous Loss
- Understanding the Link Between Trauma and Addiction
- Post Traumatic Growth and Psychedelics
- Incorporating Race-based Stress Into the Discussion About ACEs
Therapist self-care
- Creative Arts Approaches for Reflective Practice and Self-Care in Counselling
- Clinicians as Suicide Loss Survivors: Postvention for Caregivers
- Understanding and Preventing Compassion Fatigue
- Mindfulness Essentials for Therapist Self-care
Visit the MHA catalogue for a full list of available courses, and become a member to access over 750 hours of learning (on-demand, 24/7) for less than $1 day.
References
- Truscott, D., Swartz, K., & O’Donnell, K. (2011). Continuing professional development: A benefit to the entire profession. Professional Psychology: Research and Practice, 42(4), 393-398.
- Bearman, S. K., Wadkins, M., Bailin, A., & Doctoroff, G. (2013). Pre-practicum training in professional psychology to close the research-to-practice gap: Changing the culture of training. Training and Education in Professional Psychology, 7(1), 22-31.
- Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2010). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56(1), 517-543.
- Dunsmuir, S., Atkinson, C., Lang, J., & Warhurst, A. (2011). Supporting the professional development of educational psychologists through a professional practice journal. Educational Psychology in Practice, 27(3), 285-306.
- Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in psychotherapy and counseling: A practical guide (5th ed.). Wiley.
- Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2015). Positive ethics: Themes and variations. Professional Psychology: Research and Practice, 46(3), 149-153.
- Morrow-Bradley, C., & Elliott, R. (1986). Utilization of psychotherapy research by practicing psychotherapists. American Psychologist, 41(2), 188-197.
- Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Morton, T. (2006). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 132(1), 132-149.