Accreditation Public Comment System

This project is now closed for new comments.

Document	Section	Item	First Name	Last Name	Group Name	Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Ritu	Kapur	APAGS	The American Psychological Association of Graduate Students (APAGS) Committee is pleased to provide the following comment to the APA on the Proposed revisions to the Standards of Accreditation. We hope that our comments will be helpful for revisions to the proposed guidelines. We are able to support the approval of the proposed specialty petition in its current form, with additional considerations or inclusion of our comments. Comment 1: Consider including a subheading to each of the graduate, internship, and post-doctoral training program sections which requires communication of a programs policy/inclusion considerations for students/trainees regarding leave of absence for caregiving (childbirthing, adult caregiving) or other family leave/illness leave considerations in addition to ongoing, simultaneous caregiving. Additionally, inclusion of accommodations provided for parents who are breastfeeding should be outlined. Finally, including any institutional childcare support in broc...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Art	Blume	BAPPI	BAPPI sees no problem with this revision.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Amy	Silberbogen	APPIC	The APPIC Board of Directors appreciates the opportunity to comment on the Standards of Accreditation in HSP Revisions (Round 2) and the Implementing Regulations (IRs) C-18 D, C-30 I, and C-9(I) (Round 2). We have reviewed the red-lined document and offer the following feedback: We took note of DEI-related language throughout the red-lined document that could be edited for greater fluency and inclusivity. If they have not done so already, we recommend that CoA partner with APA’s DEI Executive Office to review language, as well as incorporate recommendations from APA’s Inclusive Language Guide. One example (among others) includes, use of the phrase “individuals with varied backgrounds” instead of “minoritized identities”, “underrepresented backgrounds” or “diverse lived experiences”. The document eliminates the word “diverse” (and therefore the concept of additional barriers that exist for those with minoritized identities) when describing students who may face heightened chal...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	H'Sien	Hayward	Committee on Disability Issues in Psychology, American Psychological Association	The APA Committee on Disability Issues in Psychology (CDIP) recognizes that significant effort has gone into the proposed revisions to the Standards of Accreditation, and offers the following recommendations: Please note that our comments reflect the fact that approximately 1 in 4 of adults in the United States (and over 1 billion adults worldwide) have one or more disabilities, yet people with disabilities are largely underrepresented in the field of psychology. In addition to many of the barriers addressed in this document, students/trainees with disabilities face the often insurmountable barrier to inclusion of a lack of physical access at graduate, internship, and postdoctoral training sites. Thus, please consider including a subheading to each of the graduate, internship, and postdoctoral training program sections which requires communication of a program's accessibility considerations for students/trainees with physical and/or sensory disabilities. Including this requirement for...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	not just understand significance of DEI, but ensure multicultural competency and humility of program graduates
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	what about in states in which EDI is outlawed? Our commitment to providing training that promotes these values would be inconsistent with local laws. Ethically, which is more important--following unjust laws or working to correct harms that the unjust laws have caused or preventing further harm that could be caused by unjust laws?
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	instead of just "commitment" maybe language that is more active like "commitment to policies, structures and behaviors that create bias-free..."
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	Academic programs and institutions often have statements around a commitment to equity, but when you look at actual program and institutional policies they are not equity inclusive. Therefore, the commitment must be tied to policy and institutional practices.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	Implied but not stated "respect of different...." "different" should also include identities.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	missing is any recognition of the need for methodological pluralism. Many programs continue to only offer quantitative methods training and methodological orientation rooted exclusively in positivism and post-positivism at best ghettoizing and at worst ignoring all together qualitative, feminist and post-structural methodological orientations/practices.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	If EDI is given more attention as a focus of training, shouldn't it also be one of the profession-wide competencies on which trainees are evaluated?
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Eboni	Winford	Health Equity Committee	demonstrating understanding and implementation of the values are separate concepts.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Gary	Howell	Committee on Children, Youth and Families	The Committee on Children, Youth, and Families thanks you for the opportunity to review the Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2). We are endorsing the comments from APAGS on supporting leaves of absences for caregiving responsibilities.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Ryan	Sharma	National Council of Schools and Programs of Professional Psychology	NCSPP appreciates the challenges that our programs are facing with the recent Supreme Court of the United States (SCOTUS) decisions about admission policies and recognize that they also potentially impact the language within the SoA. However, we also feel that changing the language of the SoA can present an appearance of endorsing the current SCOTUS decision. Some of the proposed changes are consistent with our traditional broad conceptualization of inclusion or where they merely clarify terms (e.g., definition of equity); however, some of the changes appear to be endorsing the Court’s recent decision. Rather than making fundamental changes to the SoA which are grounded within APA’s ethics, it makes more sense to recognize the current legal parameters in which our programs operate and to take that into account as programs continue to recruit and retain diverse students and faculty.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	I. Scope of Accreditation	Jessica	Hopey	Board of Educational Affairs	BEA reviewed the proposed modifications to the Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2), Implementing Regulations (IRs) C-18 D, C-30 I, and C-9(I), and Public Notice: Implementing Regulations (IRs) C-26 D, C-27 I, C-23 P, and D.4-8 (a-c) posted by the Commission on Accreditation. We find all these modifications do an excellent job of updating, clarifying, and improving the SoA, IRs, and processes by which training programs a) make public disclosures about their training opportunities and b) report any program changes to COA.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	A. Scope of Accreditation for Doctoral Programs	Eboni	Winford	Health Equity Committee	understands AND enacts commitment to
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	A. Scope of Accreditation for Doctoral Programs	Eboni	Winford	Health Equity Committee	need specific language that extends retention to include promotion. There is a very real and common trend of minoritized faculty who do get tenure not getting promoted to full, because they pay a penalty/tax around extra service/mentorship that doesn't count towards promotion to full professor.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Scope of Accreditation	C. Scope of Accreditation for Postdoctoral Residency Programs	kevinkevin	zhangzhang		test from developer
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	II. Guiding Principles of Accreditation	Ritu	Kapur	APAGS	Comment 3: (pg.5), Section II , B (point #2a) Kindly consider changing the heading to “Responsibility and Commitment to Diversity, Equity and lnclusion”. (Our suggestion to kindly consider Using DEI vs EDI is because it reflects the responsibility, prioritization and action seen in most diversity initiatives. Diversity is often the entry point, bringing varied perspectives and experiences into the organization. This foundational diversity then allows for the pursuit of equity, ensuring fair access and opportunities for all, and culminates in inclusion, where all individuals feel valued and engaged. Thus, DEI effectively captures this progression towards a more equitable and inclusive environment. DEI reflects the typical progression in diversity initiatives, where fostering diversity serves as the foundational step towards achieving equity and ensuring inclusion.) Comment 4: (pg.5), Section II , B (point #2a) Kindly consider changing the word “benefit” in this sentence t...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	II. Guiding Principles of Accreditation	Allison	Gillens	APA Committee on Early Career Psychologists	CECP recognizes and appreciates the significant effort invested in the recent update of these standards. We would like to extend our commendation for the diligent work and thoughtful consideration that has gone into this process. In addition to our commendation, we offer the following a few questions and points feedback to further enhance these standards: Page 6: c. Advanced Preparation for Practice at the Postdoctoral Level in a Focus Area and/or Recognized Specialty Postdoctoral residency education and training in health service psychology reflects advanced and focused knowledge of the science and practice of psychology. This sentence is confusing and may lead the reader to believe postdoc are the only option for early career practice upon graduation
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Sarah	Getch		I take issue with the following: These definitions should be construed consistently with applicable federal, state, and local laws and may be adapted by programs to be consistent with their institutional missions and applicable laws. This language insists that lawmakers can force their values on our profession, and they cannot. Adding this language also means that APA has not made their professional values clear and that they have not made their stance in opposition to state and local laws that discriminate against people from diverse backgrounds. I suggest softer language than "should be construed" and instead the use of, "may be considered." Do better!!
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Lauren	O'Reilly		I take issue with the language proposed regarding the definitions of diversity, such that they "should be construed consistently with applicable federal, state, and local laws..." This language is more strongly phrased and suggests that accredited programs defer to the most restrictive laws (rather than most inclusive) regarding diversity language, discussions, and education. This is especially jarring when the following clause of the sentence states that programs "may" follow adapt to institutional missions and laws. With recent state-level legislation, which universities are implementing, that have eliminated positions dedicated to DEI efforts, I worry that this could have an adverse effect on the research, clinical efforts, and education around diversity in accredited programs. The implementation of such language in congruence with restrictive legislation is directly antithetical to our ethical obligation as scientists, clinicians, and educators to promote equity of those we serve. ...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Christina	Rodriguez		As noted by others, the language of "law" appears to suggest that law is more critical than ethics. In the current climate, we must stand firm in valuing EDI and embedding them in our curriculum. Indeed, accreditation is currently one of the few ways programs have to argue for why we must be able to teach and train students appropriately. Language here must take care that we do not weaken our commitment. (please note the presence of several typographical errors in the corrections throughout)
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Jeffrey	Bedwell		I object to the changed in this sentence: "These definitions should be construed consistently with applicable federal, state, and local laws and may be adapted by programs to be consistent with their institutional missions and applicable laws." APA should be a leader on this as an important ethical issue for the field and not explicitly defer to state and local laws in particular.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Ke Anne	Zhang		Dear members of the Office of Program Consultation and Accreditation, I am writing to highlight the ethical quandary that a portion of the proposed revisions would leave many psychologists in across a number of states. Specifically, I am referring to Part II, B, 2, A, wherein it reads, "These definitions should be construed consistently with applicable federal, state, and local laws and may be adapted by programs to be consistent with their institutional missions and applicable laws." Please note that there are laws which are antithetical to psychologists' core professional competencies and ethics. This proposed revision does nothing to uphold the profession's long-standing ethical values and only serves to weaken the profession's ability to meet our core competencies and serve the public. As an accreditation body, the APA CoA's role is not the same as the role of individual psychologists. We as individuals may acquiesce to laws that are antithetical to our professional ethical m...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Melissa	Hunt		I strongly object to the capitulation to anti DEI legislative efforts currently underway that is implicit in the new sentence "These definitions should be construed consistently with applicable federal, state, and local laws and may be adapted by programs to be consistent with their institutional missions and applicable laws.." It USED to be legal for psychologists to engage in torture when the law allowed it. That was egregious and horrific and against our deepest core values. This capitulation feels similar. The "applicable law" does NOT get to define any of these terms for us. That's ludicrous. Alabama and Texas state legislatures should have no sway whatsoever on the definitions of terms like diversity and multicultural competence. We need APA and CoA to stand absolutely firm on this issue to provide us with institutional back up as we resist these reactionary legislative efforts.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Paula	Shear		Thank you to the Commission for the hard work on the proposed modifications to the SoA. I am writing to support the several modifications related to diversity. If I understand the edits correctly, there is a suggestion to copy already existing language that requires programs to adhere to local, state, and federal statutes to the diversity section. Although this does not seem to reflect a policy change, placing this language near the diversity requirements in my mind has the positive impact of reminding programs that they are not expected to pursue initiatives that conflict with existing laws. I would be very concerned about accreditation standards that require or appear to require programs to violate state or federal law, because this would make it impossible to operate accredited programs in certain states, could put us at odds with the rules in our own institutions, and could make both our programs and the CoA targets of hostile outside groups. The SCOTUS decision and some of ou...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Ritu	Kapur	APAGS	Comment 5: (pg. 9) Section I, A (1c). Kindly consider changing to The program understands the responsibility, priority, and importance of diversity, equity and inclusion. Comment 6: (pg. 9) Section I, B (2c). Kindly consider changing the title to Administrative Responsibilities Related to Diversity, Equity and Inclusion. Next sentence, also be changed to: The program recognizes the responsibility priority , and importance of diversity, equity, and inclusion in the training of psychologists. Same paragraph kindly change to: Thus, consistent with the Higher Education Act, the requirements related to diversity, equity,and inclusion do not exclude programs from having a religious affiliation or purpose. Last sentence, in that paragraph, Kindly change to: Finally, compelling pedagogical interests require that each program educate students on the principles of diversity, equity,and inclusion as they apply in research and practice, and prepare graduates to effectively naviga...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Emmett	Larsen		Thank you for the opportunity to review and comment. I found many edits very good. I wish to voice my agreement with the comments by Melissa Hunt regarding the dangerous implications of capitulating to harmful state-based legislation as opposed to holding strong to the ethical code ethos of our profession. In addition, I would suggest that amended phrasing throughout the document in which "understanding" is given paramount importance in training is insufficient; rather I would suggest that more appropriate language may be to the effect of "understanding the significance of acting in accordance with principles of DEI". There are some places in the document where amendments seem to detract from the importance of behavior/conduct in favor of understanding alone.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Art	Blume	BAPPI	We can only imagine how difficult it must be to negotiate the state laws that have been passed to outlaw equity, diversity, and inclusion initiatives in universities, and how those anti-EDI laws have challenged and have forbidden empirically supported best practices in graduate programs. The tension is apparent in the revised text that you have us to comment on. We greatly appreciate that you have retained the definitions of equity, diversity, and inclusion largely intact. However, we have concerns about the added language in this phrase, “These definitions should be construed consistently with applicable federal, state, and local laws, ” a phrase that suggests acquiescing to anti-science and colorblind laws that smack of racism and other -isms. We appreciate that national accreditation requires compliance with federal law, but we are uncertain whether unjust and unscientific laws passed by states and local communities for political purposes should be used when defining appropriate...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Vogel	Mark	Society for Health Psychology (D38) Presidential Trio	Thank you to the Commission for the hard work on the proposed modifications to the SoA. We have significant concerns with the language of the proposed changes (B.2.a) stating that “these definitions [of DEI] should be construed consistently with applicable federal, state, and local laws and….” This section is under the heading “Commitment to Equity, Diversity, and Inclusion,” yet by allowing the definitions to be interpreted based on a legal definition weakens this commitment. We are concerned that this makes the ethical standard of diversity, equity, and inclusion subservient to a legal definition, rather than a non-conforming standard upheld by all programs and all psychologists. While we appreciate that a loosening of the language may “enable accredited programs to comply with APA’s standards while navigating the myriad of state laws seeking to regulate higher education and EDI”, it also serves to degrade training and education of future psychologists on these key principles.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Guiding Principles of Accreditation	B. Professional Values	Fehon	Dwain	Council of Clinical Health Psychology Training Programs (CCHPTP)	We thank the Commission for its constructive work on the proposed modifications to the SoA. However, like many others, we have significant concerns with the language of the proposed changes (B.2.a). Specifically, under the heading “Commitment to Equity, Diversity, and Inclusion,” the proposed changes state, “these definitions [of DEI] should be construed consistently with applicable federal, state, and local laws….” We are concerned that this proposed change implies that local laws should supersede ethical and moral principles. According to APA’s Ethical Principles and Code of Conduct, "If [an] Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic princ...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Institutional and Program Context	A. Type of Program	Sarah	Getch		Modifying this language puts us in conflict with the APA Ethics code. The code states: "If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights." The psychological science is undeniable. We cannot simply understand the significance of equity, diversity, and inclusion. We must understand, implement, and live out these values. We must engage in action to promote equity, diversity, and inclusion. Understanding is not enough. Make no change to the current language.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Institutional and Program Context	D. Program Policies and Procedures	Allison	Gillens	APA Committee on Early Career Psychologists	Page 11: a. academic recruitment and admissions retention, including general recruitment/admissions and recruitment of students who are diverse the program’s assessment of and approach to financial and other socio-economic factors that may present barriers to some applicants. This makes a lot of sense AND will HSP programs who are small and usually underfunded themselves (who also face financial pressures) be penalized for not being able to reduce financial barriers due to university policies?
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Aims, Competencies, Curriculum, and Outcomes	B. Discipline-Specific Knowledge, Profession-Wide Competencies, and Learning/Curriculum Elements Required by the Profession	Erica	Liebman	APA Division 51	This comment is written on behalf of Division 51, Men and Masculinities. As there are more men entering into therapy and clinicians remain predominantly female, we respectfully request that the CoA draw its attention to the necessity for training on issues facing boys and men. Rooted in gender socialization, men are subject to unique challenges such as emotional restriction, academic difficulties, father involvement, early mortality, cardiovascular disease, incarceration, unacknowledged sexual assault, and on and on. These challenges, which may present as mental health concerns, may not be recognized in clinical settings as men often exhibit a male-type depression that is not included in the DSM. Furthermore, there is an intersectional aspect of masculinity in that men from various racial backgrounds, economic statuses and sexual orientations have different expectations placed upon them. Division 51 has been at the forefront of research to better understand issues facing boys and ...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	III. Students	A. Student Selection Processes and Criteria	Sarah	Getch		Modifying this language puts us in conflict with the APA Ethics code. The code states: "If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard. If psychologists' ethical responsibilities conflict with law, regulations, or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights." The preamble states: "Psychologists are committed to increasing scientific and professional knowledge of behavior and people's understanding of themselves and others and to the use of such knowledge to improve the condition of individuals, organizations, and society. Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed...	See Full Comment
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	III. Students	A. Student Selection Processes and Criteria	Allison	Gillens	APA Committee on Early Career Psychologists	The program should also describe the steps it has taken to consider whether financial or other socio-economic barriers impede retention and the steps it has taken to address any such barriers consistent with its mission and applicable law. This makes a lot of sense AND will HSP programs who are small and usually underfunded themselves (who also face financial pressures) be penalized for not being able to reduce financial barriers due to university policies?
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	III. Students	A. Student Selection Processes and Criteria	Allison	Gillens	APA Committee on Early Career Psychologists	The program should also describe the steps it has taken to consider whether financial or other socio-economic barriers impede the recruitment process and how it addresses such barriers consistent with its mission and applicable law. b. Consistent with such effort This makes a lot of sense AND will Postdoc programs who are small and usually underfunded themselves (who also face financial pressures) be penalized for not being able to reduce financial barriers due to university policies? General: the authors are may consider different language to replace stakeholders which has colonizing connotations
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	II. Aims, Training, Competencies, and Outcomes	B. Program-Specific Aims and Competencies	Spencer	Dawson		Regarding II-B-2-a: The proposed modifications of the text include explicit acquiescence to federal, state, and local laws in how definitions of diversity are to be construed. This is very concerning in the current political context where lawmakers are prohibiting the teaching of EDI and/or redefining EDI for political purposes that are inconsistent with the values and purposes of health service psychologists. While the proposed language would allow programs to avoid conflict between APA requirements and code of ethics vs. laws, these conflicts would be resolved only by sacrificing our professional ethics and capitulating to the whims of politicians. This brings back memories of psychologists participating in torture and the subsequent controversy surrounding the APA code of ethics. We should strive to align our professional behavior with both ethical and legal obligations, but in my opinion, this is not the way to do it.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	I. Institutional and Program Context	A. Program Type and Structure	David	Cox	American Board of Professional Psychology	The American Board of Professional Psychology (ABPP) commends the CoA on accepting suggested edits to this section and incorporating the feedback previously provided by ABPP, the Commission on Recognition of Specialties and Subspecialties in Professional Psychology, and the Council of Specialties in Professional Psychology. This is an important step and is appreciated by the many individuals and organizations that have been involved in helping to define and advance specialty in the profession over many years.
Standards of Accreditation in Health Service Psychology (SoA) Revisions (Round 2)	IV. Program Faculty/Staff	C. Equity, Diversity, and Inclusion	Ritu	Kapur	APAGS	Comment 7: (pg. 13) Section 2, B (b - iii) Kindly consider changing iii. to Diversity, equity, and inclusion Comment 8: (pg. 18) Section 3b Kindly change to: take steps to demonstrate responsibility, prioritize, understanding and implement the principles of diversity, equity and inclusion. Comment 9: (pg. 18) Section 3, C(2) Kindly change to: The program engages in specific activities, approaches, and initiatives to prioritize and foster diversity, equity, and inclusion and ensure a supportive learning environment for all students. Comment 10: (pg. 21) Section 4, 5(2) Kindly change the title to Diversity, Equity and Inclusion. Comment 11: (pg. 24) Section I, B, Part 3: Kindly change the title to Diversity, Equity and Inclusion. Comment 12: (pg. 26-27) Section I, D, Part 1: Kindly change “Equity, Diversity, and Inclusion” to Diversity, Equity and Inclusion. a. Consider incorporating the following: The program understands their responsibi...	See Full Comment