Estrategias de Estudio-PsychPrep

EXAMINATION FOR THE
PROFESSIONAL PRACTICE IN
PSYCHOLOGY (EPPP)
STUDY STRATEGIES HANDOUT
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www.psychprep.com
EXAMINATION FOR THE
PROFESSIONAL PRACTICE IN
PSYCHOLOGY (EPPP)
STUDY STRATEGIES HANDOUT
EPPP Study Strategies Handout © 2021 PSYCHPREP, Inc.
No part of this publication may be reproduced in any form or by any means, electronic, mechanical,
photocopying or otherwise without written permission of PSYCHPREP, Inc. To reproduce any portion of
this publication is both unethical and illegal (a violation of copyright law).
CONTENTS
I. PSYCHPREP WELCOMES YOU 1
II. STRATEGIES FOR EPPP SUCCESSS 3
A. Develop an Effective Strategy for EPPP Test Questions 3
A1. Master the Core Test-Taking Steps 4

A2. Sharpen Critical Thinking Skills 6
A3. Adopt a Growth Mindset 8
A4. Use Additional Test-Taking Tips (when relevant) 9
B. Study Efficiently 12
B1. Prioritize Taking Test Questions 12

B2. Apply Critical Thinking to the Study Process 13
B3. Structure Your Study Time Efficiently 14
C. Prepare Properly 16
D. Manage Anxiety 22
III. HOW IS PSYCHPREP DIFFERENT 25
IV. PSYCHPREP’S PROGRAMS 27
V. ADDITIONAL SAMPLE QUESTIONS 31
APPENDIX A – 16-WEEK SAMPLE STRUCTURED STUDY PLAN 33

APPENDIX B – SAMPLE STUDENT WORKSHEETS 35
APPENDIX C – SELF-MONITORING WORKSHEET 37
APPENDIX D – REFRAME YOUR THINKING 38
APPENDIX E – STRESS INOCULATION PROTOCOL 39
APPENDIX F – ANSWERS & RATIONALES FOR SAMPLE QUESTIONS 40
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PSYCHPREP Copyright ã 2021 Sharon Jablon, Ph.D. Study Strategies for the EPPP/i
I. PSYCHPREP WELCOMES YOU
I passed with a 600! PSYCHPREP was invaluable in increasing my knowledge, test-taking

skills, and confidence. I used the study materials, tests, weekend workshop, audio, and email
feedback and had fun doing so! The whole process was clear, supportive, focused, and well-
paced. Absolutely worth the money. I actually missed studying after taking the EPPP. My
friend—who also passed the first time—and I joked about wanting to continue emailing with
our consultant and listening to the audio as a refresher!
Kristen N., Minneapolis, MN
Welcome! We are excited to share our EPPP study strategies with you.
PSYCHPREP began in the late 1980s, when several licensure candidates who had
difficulty passing the EPPP were referred to Dr. Sharon Jablon, the founder. In the
process of working intensively with these individuals, she discovered the key factors that
were impeding their success. Dr. Jablon went on to develop strategies and materials that
enabled these licensure candidates to pass the EPPP.
As Dr. Jablon continued to work with licensure candidates, the strategies and materials
were refined and proved successful not only for those who had repeatedly failed the
EPPP, but also for those who were taking the EPPP for the first time. In fact, first-time
test takers found that they were more efficiently studying a less overwhelming quantity of
content than their friends who were using other materials. Most important, both first-time
test takers, as well as candidates who had previously failed the EPPP, had a passing rate
of about 90%!
Whether you are just beginning to prepare for the EPPP, are part way through your
studies and have hit a wall, or are struggling to pass the EPPP, it may feel as though
you’re at the base of a huge mountain with a daunting climb ahead of you. Remember
that you’re already in the final phase of a long and successful journey. You’ve earned
your bachelor’s degree, your master’s degree, and your doctorate. You’ve accrued at least
half, perhaps all, of your clinical hours. Now, with help from PSYCHPREP, you can pass
the EPPP in three to four months.
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PSYCHPREP Copyright ã 2021 Sharon Jablon, Ph.D. Study Strategies for the EPPP/1
At PSYCHPREP we support you on every step of this journey, from your first phone call
or e-mail to learn about our program, to our final congratulations when you share that
you’ve passed. We provide the structure, feedback, expertise, and encouragement to keep
you on track and successful.
Our goal is for you to pass the EPPP efficiently, with as little anxiety and stress as
possible. We have designed our workshops, materials, practice tests, and feedback to
provide you with the essential tools for success, while minimizing your investment of
time, effort, and costs.
We hope you will choose to study for the EPPP with our help and guidance.
PSYCHPREP has a successful track record of over 30 years and has helped over 10,000
psychologists in the United States and Canada pass the EPPP.
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II. STRATEGIES FOR EPPP SUCCESS
To accomplish your goal of passing the EPPP, and to do so efficiently, it is important to

be clear on exactly what the EPPP is—a test of critical thinking. While a solid foundation
of content knowledge is essential, it is not sufficient for passing the EPPP.
There are four strategies for EPPP success: develop an effective strategy for EPPP test
questions, study efficiently, prepare properly, and manage anxiety.
A. DEVELOP AN EFFECTIVE STRATEGY FOR EPPP

TEST QUESTIONS
I am happy to report that I passed the EPPP on my first try with help from PsychPrep. I
found the structured approach and practice tests to be exactly what I needed to succeed. I
lacked confidence regarding my test taking ability even with my strong knowledge of the
content. The test-taking strategies, feedback and mentoring were extremely helpful and gave
me the boost I needed to pass the test with a comfortable margin. I am so happy I chose
PsychPrep. It is well worth the investment to do it right the first time. Thank you, PsychPrep!
Susie S., Orlando, FL
Everyone has a strategy for approaching multiple choice test questions. However, you
want to be sure that your strategy will serve you well for the EPPP. Take a moment to
respond to the following sample question. As you do, stay aware of your process and
your strategy. Notice how you approach the question and arrive at your answer.
SAMPLE QUESTION 1: It has been found that some normally involuntary responses
can be modified with operant conditioning. This finding has most significant implications
for the treatment of:
1. kleptomania.
2. tic disorders.
3. sexual paraphilic disorders.
4. psychophysiological disorders.
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The four components of developing an effective strategy for EPPP test questions are
mastering the core test-taking steps, sharpening critical thinking skills, adopting a growth
mindset, and using additional test-taking tips when relevant.
A1. MASTER THE CORE TEST-TAKING STEPS
We encourage you to complete the following three steps on every EPPP question,
regardless of whether the question is simple or complex, familiar or unfamiliar.
Step 1: What are they telling you? What are they asking you?
Read the question carefully; focus on exactly what is being asked. Always break the
question down first into a statement(s), which is what they are telling you – everything
before commas or periods. Then figure out what they are asking you—right before the
question mark or colon.
• To successfully figure out what they are telling you and asking you, simplify any
difficult words or phrases, thereby clarifying the essential meaning.
• Additionally, identify, define, and think of examples of key concepts while
keeping in mind their broader context. The question above mentions ‘involuntary
responses,’ so it is important to articulate the distinction between voluntary and
involuntary responses and come up with examples of each. And since the question
is asking about ‘operant conditioning,’ you would need to be clear about the
essence of operant conditioning, as well as how operant conditioning differs from
classical conditioning.
• If you are unfamiliar with a word, phrase, or concept, come up with a definition
using your common sense, clinical experience, or by breaking down the word(s)
into meaningful pieces.
Step 2: Give a job interview answer
Before looking at any of the answer choices, respond to the question as if you are at a job
interview.
• To be successful at a job interview you should answer the question directly.

Avoid going off on a tangent or providing all the information you know about a
topic.
• Responding to the question before looking at the choices serves a number of
purposes: it ensures that you are totally clear as to what the question is asking, it
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allows you to become more comfortable and less anxious reasoning through
questions about unfamiliar concepts or research, and it challenges you to use free
recall—rather than rely on recognition—on straightforward content questions,
thus helping you determine what you have and have not mastered.
• Your job interview answer may or may not be correct. Even if it is a correct
answer, it may not be one of the choices. Nevertheless, the process of coming up
with an answer will boost your test-taking—it transforms a potentially passive
approach into a much more active one.
Step 3: Clearly state why each answer is correct or incorrect
Critically evaluate each response, one at a time, rather than reading through the entire
group of responses. As you read each response, first clarify what it is saying and then
determine whether the response is correct or incorrect, and articulate exactly what makes
it correct or incorrect (e.g., “choice 1 is correct because…” or “choice 2 is incorrect
because…”). Avoid getting stuck on what your interview answer was and comparing
every choice it.
• As you read each choice, if you are unfamiliar with a concept or term, come up
with a definition using your common sense, clinical experience, or by breaking
down the word(s) into something meaningful. For example, the response choices
above include ‘psychophysiological disorders.’ If you are not sure what
‘psychophysiological’ means, break it down into meaningful parts so that you are
at least able to come up with an example(s).
• Keep in mind that sometimes a response could be a true. However, in the context
of the question, it becomes an incorrect answer.
• Never eliminate an answer because it isn’t the answer you came up with, it’s too
absolute (e.g., the wording is too strong), it’s too vague, it’s incomplete, it’s
unfamiliar, or it doesn’t answer the question. To rule out an answer it is necessary
to say what specifically makes it wrong, given the context of the question. Never
eliminate a correct answer because it seems so obvious that you think it’s a trick.
If the answer is true, articulate what makes it correct.
• The nature of multiple-choice tests is that there is only one right answer for each
question. A common, yet unhelpful strategy when two answers seem correct is to
choose the one that is “better.” Instead, if you end up with two true answers, know
that you made a mistake. Challenge yourself to figure out which of the two
answers is false and articulate what makes it false.
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Following the core test-taking steps on every question will likely feel awkward,
cumbersome, or exhausting at first. When starting out, we suggest you keep an index card
close at hand with a reminder of the steps. Nevertheless, like any other skill, with
ongoing practice, the process will become second nature.
The Core Test-Taking Steps
1. Determine what they are telling you and what they are asking you
2. Give a job interview answer
3. Clearly state why each answer is correct or incorrect
A2. SHARPEN CRITICAL THINKING SKILLS
Developing an effective test-taking strategy requires critical thinking—the ability to think

about concepts and reason through novel problems in an active, engaged manner. Take a
moment to respond to the following sample question. As you apply the core test-taking
steps, pay attention to how you understand the scenario and how you approach the
answer choices.
SAMPLE QUESTION 2: You are a consultant asked to design an intervention program

in a recently integrated housing project where antagonism and hostility between old and
new residents are extremely high. The goal is to improve relations through contact. You
would be more likely to facilitate that goal if you could arrange interactions that provide
opportunities:
1. at the outset for contact that is rather casual and superficial, thus providing a
“warm-up” phase.
2. which make explicit the status hierarchy that is implicit in the interactions
between the two groups.
3. which provide an open airing and all-out discussion about what each group
believes to be the negative traits of the other.
4. for each group of residents to disconfirm negative traits of the other group.
Critical thinking is the key skill that contributes to EPPP success. Critical thinking
requires simplification, describing with examples, flexibility in thinking, and clear
articulation of our thought processes so that others—including people who are not
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psychologists—can easily follow. Critical thinking also includes being able to identify
what specifically contributed to getting a given question correct or incorrect.
As critical thinking plays such a central role in developing an effective strategy for EPPP
test questions, we encourage you to monitor yourself on an ongoing basis by asking
yourself the following when taking questions: Am I clear about the concept(s) and/or
problem? Can I give real world examples? Can I think flexibly about alternate
possibilities? Can I articulate why and how something makes sense? Why did I get this
question right? Why did I get this question wrong?
1. Make it real
Once you’ve simplified the question and the answer choices, make the situation real—use
tangible examples to create a clear picture. If you are unable to give a job interview
answer or articulate what a choice means, then you have not clarified it enough.
There are times, however, when you might struggle to explain an unfamiliar word and
can just ignore it. This is true especially when the difficult word is an adjective or adverb.
For example, if the question describes “mediated generalization” and you can create a
picture and/or give an example of “generalization,” you don’t necessarily have to define
“mediated.” When a question mentions the name of a researcher or a study you haven’t
heard of, you can ignore the name and focus instead on what is being asked, what you
know, and what seems reasonable and logical.
2. Think flexibly as you articulate why and how
Flexible thinking involves challenging yourself to see a question and the response choices
from various perspectives. When you initially determine that an answer is correct, ask
yourself, “Could I envision how this answer might be incorrect?” When you articulate
why a response is incorrect, ask yourself, “Have I missed something that might make this
response correct?”
Additionally, as you approach each question, try to stay clear about and open to what is
being presented, rather than immediately relating the question to something you have
seen before. Ask yourself, “Am I getting caught up with a past similar question, causing
me to lose focus on the question at hand?”
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3. Identify what contributed to your correct or incorrect answer
It is not sufficient to simply note that you got a question correct or incorrect and then
memorize that question and the answer. Rote memorization—including memorization of
all the practice test questions and answers—does not lead to EPPP success. Always
consider why you got a given question right or wrong; this is an integral part of the
learning process. Did you miss a question because you failed to simplify the question,
forgot what the question was asking as you reviewed the answers, or were unable to make
the answer choices real? Or was it genuinely because of a lack of content knowledge? If
you got a challenging, unfamiliar question correct, what specifically allowed you to
answer it correctly?
Critical Thinking Skills
1. Make it real
2. Think flexibly as you articulate why and how
3. Identify what contributed to each correct or incorrect answer
A3. ADOPT A GROWTH MINDSET
In the book Mindset: The New Psychology of Success, Stanford psychologist Dr. Carol
Dweck describes how our beliefs have a profound impact on learning. She notes that with
a “fixed mindset” we assume that our basic abilities and intelligence are static—they
cannot be changed in any meaningful way. In contrast, with a “growth mindset” we
believe our basic qualities can be cultivated through effort.
Adopting a “growth mindset” will allow you to approach studying for the EPPP with
hope and enthusiasm. A “growth mindset” will inspire you to persevere despite moments
of frustration, disappointment, and discouragement that commonly occur when questions
are missed or concepts that have been studied are forgotten.
The hallmark of a “growth mindset” is simple—embrace your mistakes as an opportunity

to learn.
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I wanted to share that I passed the EPPP. Thank you! I have to say that one of the most
helpful things was changing my perspective on failure vs learning. At first, I was very
uncomfortable with not knowing (I was in the fixed mindset). But the more I went through
questions, I saw that getting questions wrong is the best way to learn. Once I made that
switch, I wasn’t afraid of sitting for the exam and passed on my first attempt. So, my advice
is to be humble and if you don’t know, that’s okay. Learn it!
Emma M., Sonoma CA
A4. USE ADDITIONAL TEST-TAKING TIPS
When taking EPPP questions, there are additional test-taking tips that can be used,
depending on the question. Unlike the core test-taking steps which should be applied with
every question, these tips will only occasionally be relevant.
Tip 1: Initially ignore no part of the question; consider every part as potentially
important. However, after consideration, decide if part of the question is extraneous and
distracting.
SAMPLE QUESTION 3: A researcher is investigating the effects of type of therapy on

self-report of symptom improvement. Symptom improvement is measured on a scale of 0
(no improvement) to 10 (completely cured). Types of therapy include psychodynamic,
cognitive, and behavioral. In deciding between using a one-way ANOVA or three t-tests,
the researcher should be most concerned about:
1. type I error.
2. the lack of a control group.
3. the number of subjects in each group.
4. possible violations of homoscedasticity.
Tip 2: If the question is asking for the response that is “false,” “not true,” “least
accurate,” or “incorrect,” reframe the question in your head before you review the
responses. Remind yourself that three of the responses are true statements and one is
false; the correct answer is the false statement.
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SAMPLE QUESTION 4: Which of the following statements about attitude change is
least correct?
1. To produce attitude change, it can take only one person to disagree with the
group.
2. Attitude change is more likely to occur through direct participation than
through listening to a discussion.
3. A privately held belief is less likely to be changed than one that is publicly
held.
4. A person who is strongly affiliated with a group is less likely to change his or
her attitude toward the group even when confronted with information that
conflicts with the norms of the group.
Tip 3: If you haven’t studied material about the concepts or themes, use your common
sense, clinical experience, and process of elimination. Never think, “I have no idea.”
Eliminate responses that you know are incorrect or are highly implausible, responses in
which any part of the response is clearly incorrect even if another part of the response is
accurate, and responses that you know pertain to other concepts or terms that are not
being asked about in the question.
SAMPLE QUESTION 5: Which of the following statements about apraxia is correct?
1. Apraxia is caused by damage to the cerebellum and involves poor balance and
coordination.
2. Apraxia is caused by damage to the parietal lobes and involves the inability to
carry out motor commands.
3. Apraxia is caused by damage to the left hemisphere and involves the inability
to read and write.
4. Apraxia is caused by damage to the left hemisphere, and thus does not occur in
persons who are right hemisphere dominant.
Tip 4: Notice if two responses are mutually exclusive. When that is the case, one is
usually the correct response. Mutually exclusive means that there is no other possibility,
and the two options cannot happen at the same time.
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SAMPLE QUESTION 6: According to the fundamental attribution error, people tend to
overestimate the role of dispositional factors as opposed to situational factors when
explaining the behavior of others. Research in this area has shown:
1. the fundamental attribution error was an artifact of retrospective reporting.

2. the fundamental attribution error is universally found across cultural
environments.
3. there are cultures in which people tend to favor situational attributions for the
behaviors of others.
4. the fundamental attribution error is better understood as a special case of the
self-serving bias.
Tip 5: Since there cannot be two correct answers to a multiple-choice question, eliminate
responses that are virtually identical (e.g., one response is fluoxetine, and another
response is Prozac).
SAMPLE QUESTION 7: Performance on which of the following tasks is likely to be

enhanced by being observed?
1. Routine tasks.
2. Difficult tasks.
3. Novel tasks.
4. Atypical tasks.
Tip 6: For questions asking “all…except” (whether “all of the following are true except”
or “all of the following are false except”), pick the one item that is different or doesn’t
belong.
SAMPLE QUESTION 8: Withdrawal from all of the following substances can lead to
autonomic hyperactivity, seizures and even death, except:
1. cocaine.
2. valium.
3. alcohol.
4. phenobarbital.
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Tip 7: For questions with unfamiliar words or phrases, push yourself to understand.
Consider related concepts or terms. If you simply cannot understand a word or phrase,
make an educated guess about what it means. You can use context clues, how the word
sounds, or your understanding of a part of the word. Remember, you know a lot more
than you think.
SAMPLE QUESTION 9: Children whose parents are authoritative are likely to

evidence what pattern in relating with their peers?
1. high responsiveness and high handedness

2. low responsiveness and high handedness
3. high responsiveness and low handedness
4. low responsiveness and low handedness
B. STUDY EFFICIENTLY
I had limited time to prepare for the EPPP. I had been out of school for 23 years.
PSYCHPREP’s materials, audio program, and challenging and instructive practice tests
provided me with the necessary content knowledge and test-taking skills. I passed with flying
colors.
Phil G., Chicago, IL
Studying efficiently will allow you to pass the EPPP in the shortest time, with the least
possible amount of stress. To study efficiently we recommend you prioritize taking test
questions, apply critical thinking skills not only to the test questions but to content study
as well, and structure you study time efficiently.
B1. PRIORITIZE TAKING TEST QUESTIONS
Research offers strong support for the benefits of pretesting—taking tests before
studying—especially for multiple choice tests. To optimize your EPPP preparation we
recommend that you begin taking practice tests right from the start of your studies and
take them on an ongoing basis before you study all the content. Taking practice tests,
while consistently applying the core test-taking steps and critical thinking will not only
improve your multiple-choice test-taking skills, but also guide your studying as you come
to learn what tends to be emphasized and how things are asked. Answering questions
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incorrectly will allow you to absorb and retain information in a way that studying content
will not.
During most of the study process, until you are within a few weeks of testing, we suggest
you take as much time as needed for each test question. Over time, as both content
mastery and test-taking skills improve, it will take less and less time to answer each test
question. Also, no matter how much content you study, there will be (many) unfamiliar,
challenging questions on the EPPP. An added benefit of taking practice tests before
thoroughly studying content is that it will allow you to develop confidence as a test taker.
PSYCHPREP’s program was totally invaluable and really set me up to do well on the EPPP!
The practice exams were beyond helpful and really got me to understand the type of difficult
questions that come up on the EPPP. The weekend workshop was also phenomenal in
improving my test-taking, helping me understand the material, and allowing me to figure out
what to focus on. Thank you PSYCHPREP! 10/10 highly recommended
Ben R., Costa Mesa, CA
B2. APPLY CRITICAL THINKING TO THE STUDY PROCESS
A certain amount of time must be devoted to studying content for the EPPP. You need a
thorough understanding of the general content domains and the major concepts in them.
Importantly, this includes knowing the subtle differences between concepts that are
similar (e.g., the difference between primary, secondary, and tertiary prevention).
Understanding must come before memorizing. If you memorize something you don’t
really understand, when it shows up in some variation in a question—out of the context
you memorized—chances are you might miss it. The best indicator of your content
mastery is whether you can apply what you studied to practice test questions.
Critical thinking is not only a key component of developing an effective test-taking

strategy; it is also essential in studying content efficiently. As you take practice tests
questions and review correct and incorrect answers, critical thinking allows you to fill
content gaps. As you study content, critical thinking allows you to master—rather than
memorize—what you have read.
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1. Question review
After responding to each practice test question, your first step is to reflect on your test-
taking approach and to identify what specifically contributed to getting the question
correct or incorrect. Then, take time to thoroughly study the rationale, before moving on
to the next test question. If you got the question right, make sure you chose the correct
answer and eliminated the incorrect answers for the right reasons—compare your
reasoning to the rationale provided. The goal is to be able to clearly articulate why the
correct response is right, and what makes each of the incorrect responses wrong. Identify
any content gaps. Before moving on to the next question, make sure you really
understand the material that has been covered. Come up with real world examples.
Verbalize the differences between concepts in the answer choices.
STUDY TIP: Think about what would have to change in the question for an incorrect
response to become the correct answer.
2. Content mastery
To master the basic EPPP content, we suggest you read small sections at a time and
actively engage with the material; pause frequently and challenge yourself to explain
what you have read. When appropriate, make it real by giving multiple examples. Be sure
to articulate the reasoning behind your examples. For example, if you know that a slot
machine is an example of a variable ratio schedule of reinforcement but cannot articulate
why, you have not mastered the content.
A key component of content mastery depends on being able to identify groups of related
concepts and becoming clear on the subtle distinction between these concepts. Examples
include differentiating between the lobes of the brain, parenting styles, attributional
biases, types of reinforcement and punishment, situational theories of leadership, types of
reliability and validity, etc. This also includes knowing the key hallmark(s) of and
differences between each stage in various models (e.g., Piaget, Erikson, Sue and Sue,
Prochaska).
B3. STRUCTURE YOUR STUDY TIME EFFICIENTLY
The amount of time spent studying does not necessarily correlate with success on the
EPPP. It’s easy to get off track! Some people get bogged down in the domains of
statistics, research design, and test construction, because these areas are viewed as
weaknesses. Others, in an attempt to manage anxiety, devote a tremendous amount of
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time to creating or memorizing flashcards, outlining or summarizing their materials, or
designing elaborate tables and charts. In general, these approaches are time-consuming
and an inefficient use of study time.
Structuring your study time efficiently involves committing to the study process,
balancing taking practice tests with content study, and spacing practice.
1. Commit to the study process
Finding time to study for the EPPP can be difficult. Myriad responsibilities and
unexpected life challenges can and do get in the way. Our recommended guideline is to
study 10 – 20 hours a week consistently over three to four months. Studying significantly
fewer hours each week, spread out over many more months, may make the study process
feel never-ending and often leads to a point of diminishing returns where material studied
in the earlier months is not retained.
2. Balance taking practice tests with content study
If you are a first-time test-taker, we recommend spending about 50% of your time taking
test questions and reviewing the rationales and 50% of your time studying the materials.
However, if you already have a solid content foundation prior to studying for the EPPP,
you can adjust by spending more of your time on test questions and less on the materials.
As a rule, take one practice test and study one content area each week. Most first-time
test-takers who study 10 – 20 hours a week, for three to four months, are prepared to pass
the EPPP.
If you are a repeat test-taker, we recommend spending at least 75% of your study time
taking practice test questions to improve your test-taking skills while filling content gaps
and 25% or less of your time on studying the materials. The time frame to retake the test
and pass, putting in 10 – 20 hours a week, will depend on your EPPP score; typically, the
closer your score was to 500, the shorter the study time frame.
3. Space your practice (if possible)
Spaced practice is more effective than massed practice for mastery and retention.
Studying one to two hours a day most weekdays, and three to four hours a day on the
weekends allows for more effective learning than studying a full day every Saturday or
Sunday. This is because when we do things over many days (e.g., apply the test-taking
strategies, recall content from long-term memory), we become more effective at doing so.
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We recommend you either split each study block to include both content study and
practice test questions, or alternate content review with taking test questions each time
you study.
C. PREPARE PROPERLY
Thank you, thank you, thank you! I wish I would have gone with PSYCHPREP the first time –
all my friends did, and they all passed without a problem. I can’t thank you enough for
creating such a wonderful study program. I learned a lot from it—I not only felt prepared,
but I also felt more confident. My test taking skills improved!! I passed with a score of 640.
Scott F., Draper, UT
Scores on PSYCHPREP’s tests are highly predictive of EPPP outcome. Consistently

meeting target scores lets you know that you are on track and ready to test. Scores below
target allow you to identify any challenges you might be experiencing, so that you can
take action. The goal is to test confidently—as soon as you are ready—and pass.
To prepare properly we strongly encourage you to work with an email feedback

consultant, follow PSYCHPREP’s structured study plan, take and review practice tests as
recommended, track your progress, take action if scores are below target, and test when
you are ready.
1. Email feedback
PSYCHPREP provides general study guidelines and target scores that work well for
many EPPP candidates. Nevertheless, preparing properly may require a more nuanced
approach that considers individual factors (e.g., whether someone has tested previously,
has only 10 weeks to study, has had a break in studying, has learning differences, etc.).
Our email feedback consultants, all of whom have doctorate degrees, will provide
ongoing guidance, including tailoring the program as needed based on your unique
situation and individual progress. We have found that students who work with
consultants not only go through the program with more confidence, but achieve higher
scores on the PSYCHPREP’s practice tests, as well as on the EPPP.
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The email feedback gave me accountability and direction of where to spend my study efforts.
It was nice to have a friendly person who knew exactly where I was at with my progress and
gave me goals to shoot for. I was freaked out by my low practice scores a couple of times
and always felt reassured by my consultant’s emails and encouragement. I really valued the
confirmation that I was ready to test.
Lindsay F., Grand Rapids, MI
Individualized email feedback is available to all students who purchase a program that
includes PSYCHPREP’s tests and chapter quizzes. To sign up for feedback, complete
Test A, and email info@psychprep.com with the subject line ‘Requesting Feedback.’
Include your Test A score out of 200 and date of completion (e.g., Test A, 92/200,
5/1/2021). You will then receive a brief email survey. Once you complete the survey you
will be assigned a consultant. The same consultant will work with you throughout your
preparation process.
2. Structured study plan
PSYCHPREP’s online testing program includes five 200-item practice tests (A – E),
chapter quiz questions (200 questions), and workshop questions (160 questions). Each
test can be taken three times: in Study Mode, Retake Mode, and Test Mode. The test
questions are presented in randomized order in each mode.
PSYCHPREP has intentionally designed a specific order for taking the tests that ensures
mastery of earlier tests and contributes to higher scores on subsequent tests. You should
not take all the tests in Study Mode first (e.g., Test A through Test E), then all the tests in
Retake Mode, then all the tests in Test Mode. Rather, we encourage you to follow the
recommended sequence for completing the tests and quizzes presented in the sample
structured study plan (Appendix A).
Tests A, B, and C should be taken for the first time in Study Mode, then Retake Mode,
and then—later in the process—in Test Mode. If targets on Tests A – C have been met,
Test D should be taken in Test Mode first, then Study Mode, then Retake Mode. Test E
should always be taken in Test Mode first, followed by Study Mode, then Retake Mode.
All tests should be taken without referring to any notes, readings, or other resources, i.e.,
“closed book.” This is very important for several reasons. First, target test scores are
used to gauge progress, and the assumption is that tests are taken closed book. Looking
up answers to questions or definitions of concepts as you take a test will inflate your
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scores, creating an inaccurate picture of your progress. Second, and equally important,
your studying and learning will be less effective.
PSYCHPREP’s 16-week sample structured study plan (Appendix A) integrates online

practice tests, chapter quizzes, content study, audio, and a 3-day weekend workshop. The
plan should be adapted depending on which components of PSYCHPREP’s EPPP
program you have as well as your time frame to test.
3. Guidelines for taking and reviewing practice tests in each mode
Study Mode: In Study Mode, the test software provides you with the answer and rationale
immediately after submitting your response to each question. After every question, take
time to reflect on your test-taking and to identify what specifically contributed to getting
the question correct or incorrect. The goal is to be able to articulate why the correct
response is right, and what makes each incorrect response wrong. Before moving on to
the next question make sure you have mastered the material that was covered—each
question is a learning opportunity. We encourage you to really limit taking notes on or
making flashcards for challenging content. If you feel like you are not yet at mastery after
thoroughly reviewing an item, flag it.
The total time to complete a test in Study Mode should be six to eight hours. When done
properly, it should take about 45 minutes to one hour to complete 25 test questions,
including time spent on review. It is strongly recommended that you spread out taking the
test over about a week. To optimize learning, complete 25 - 50 test questions each day.
Once you have completed the test, take an additional day or two to review and master any
items you flagged.
Retake Mode: In general, you should never retake a practice test until at least ten days to
two weeks have passed since your last review of any of the questions in Study Mode. In
Retake Mode, the test software again provides you with the answer and rationale
immediately after submitting your response to each question. It should take about four to
six hours to complete the test in Retake Mode, including time spent reviewing the
rationales. It is strongly recommended that you spread out taking the test over two to
three days. Any question you get correct but still feel shaky on should be flagged; any
question missed in Retake Mode represents a personal red flag. These are questions you
might miss on the EPPP unless you take some action! Attempt to ascertain exactly what
you found challenging and work to master any content gaps. Once you have completed
the test, take an additional day or two to review and master any questions flagged or
missed.
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Test Mode: In test mode, all 200 test questions should be taken in one sitting, within 3
hours and 45 minutes. Attempt to emulate the EPPP testing environment as closely as
possible. For some tests (e.g., Test A, B, and C), Test Mode will be your third time taking
the same questions, and it should again be taken at least ten days to two weeks since your
last review of any of the questions in Retake Mode. Be sure to flag any questions you still
find challenging. For other tests (e.g., Test E and possibly Test D), Test Mode will be
your first time taking the test—allowing you to build stamina and to make sure you are
pacing yourself well. In Test Mode, the test software requires that you complete all
questions before the test is scored—only then can you review and study the rationales. If
Test Mode is the first time you are taking a test, the review process should be as detailed
as when taking a test in Study Mode for the first time. When Test Mode is the third time
you are taking a test, review and master any questions you flagged or missed.
4. Track your progress

Consistently meeting target scores is the strongest predictor of EPPP success; it is
therefore critical that you track your progress—ideally with the help of an email feedback
consultant—and, if indicated, take additional action.
PSYCHPREP’s practice tests are progressive in terms of difficulty: Test A is the easiest,
Test B is slightly more difficult than Test A, Tests C and D are quite a bit more difficult
than Tests A and B, and Test E is the most difficult. Each practice test includes 200
unique questions. PSYCHPREP’s tests have the same percentage of questions in each of
the eight domains as does the EPPP.
We do not track scores within individual domains—relative strengths and weaknesses—

as domain scores are highly inconsistent, from practice test to practice test and from
EPPP to EPPP, thus offering little of value in guiding the study process. To gauge
progress, we focus on overall test scores on each test.
First time target scores: Even though the tests get more difficult as your progress through
the program, our targets for first-time scores increase across the tests. As a reminder,
Tests A, B, and C should be taken in Study Mode for the first time. Test D should be
taken either in Test Mode first (when targets have been met) or in Study Mode (when
targets have not been met). Test E should always be taken in Test Mode first.
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Test A – Test A establishes your baseline. If you are new to studying for the EPPP a
score between 90/200 – 110/200 is common. A score below 90 is not cause for concern,
but an indicator that more time may be required to complete the study process.
Test B – The Test B target is typically 10 – 15 points higher than the score on Test A.
Test C – The target for Test C is generally 125/200.
Test D – The target for Test D is 130/200 – 135/200.
Test E – The target for Test E is also 130/200 – 135/200.
If you have previously taken the EPPP with a score of 400 or above, your baseline on
Test A might be higher (e.g., 115/200 – 135/200). If so, the target for Test B would be
around the same score. The target for Tests C, D, and E remain the same as for a first-
time test taker.
Second time target scores: When taking each test for the second time, the target is to miss
fewer than half as many questions as were missed the first time. For example, if you
scored 100/200 the first time you took Test A, missing 100 questions, the target would be
to miss 40 - 45 questions or fewer the second time taking Test A, for a score of at least
155/200 – 160/200.
Third time target scores: When taking a test for the third time, the target is 190+/200
indicative of mastery. Whether or not you hit the target, it’s paramount that all missed
items be mastered.
The sample student worksheets (Appendix B) illustrate what it might look like when a
student new to studying for the EPPP, as well as a student who has previously taken the
EPPP, meets targets. Completing the self-monitoring worksheet (Appendix C) while
going through the program will give you a comprehensive picture of your progress. To
guide the feedback process, email feedback consultants keep a separate worksheet on
each student they are working with.
5. Action plan when targets are not met
Target scores serve as guideposts letting you know when you are on track and when
additional action or change is necessary. Generally, a score that is just a few points below
target is not cause for concern—try to determine what minor adjustments might be
needed.
First time scores significantly below target suggest challenges with test-taking.
Contributing factors may include not having mastered the core test-taking steps, not
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consistently thinking critically, or both. We suggest you read Section IIA “Develop an
Effective Strategy for EPPP Test Questions” in the study strategies handout and watch
the video again of that section of the workshop. Focus on identifying your key obstacle(s)
and practice improving your approach to test questions. Additionally, the weekend
workshop emphasizes test-taking. Taking or retaking the workshop component of your
program or adding it if it is not already part of your package, will give you a boost in first
time test scores. While it may be tempting to attribute first-time scores below target to
content knowledge gaps, this is rarely the case.
Second time scores significantly below target suggest that steps were likely skipped when
the test was taken for the first time. Ask yourself, “Did it take me six to eight hours to
complete the test when I took it in Study Mode?” “Did I reflect on my test-taking
approach on each question?” “Did I identify what specifically contributed to getting each
question correct or incorrect?” “Did I get to a place where I could articulate why the
correct response was right and each incorrect response was wrong for all questions?”
“Did I take the time to master the content covered in each question?” Once you identify
the issues, we suggest you thoroughly review each question you missed or flagged, and
that you wait ten days to two weeks and take the test again in Retake Mode.
Third time scores significantly below target are almost always linked to missing the
target on second time scores and not correcting the underlying issues.
6. Test when you are ready
We strongly recommend you wait to schedule your EPPP test date until you’ve hit the
first-time targets on Tests C and D. Testing prematurely and not passing often results in
discouragement and increased anxiety that can in turn prolong the study process.
When first-time score benchmarks have been met and all missed items have been
mastered, you can test confidently. Remember mastery means that the content from the
question in each rationale is understood, not memorized.
I PASSED with a 567!!! And as is to be expected, I am super excited. Thank you so very
much for your guidance throughout this process. Thanks for telling me that I was not
prepared back in February. Taking it back then would have been a massacre most likely!
Lorna P., Belmont, CA
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D. MANAGE ANXIETY
I passed!!! While there were certainly questions I didn’t know, and I sometimes felt I could
barely eliminate answers, overall, I was pretty confident as I was taking the exam. So, thank
you!!! I think the repetition of the tests was especially helpful. And my advice is to try to
have confidence in yourself in spite of anxiety (because the anxiety is real!); remind yourself
of all the things you do know as opposed to the things you don’t know, because with a test
like this you are never going to know everything.
Joelle Z., Bronx, NY
For many psychologists, the EPPP evokes significant anxiety. We’ve all learned about
and have likely used various strategies for managing anxiety with our clients.
Nevertheless, in high stress, high stakes situations like the EPPP, we may be challenged
to apply those techniques to ourselves. In this section, we discuss steps to deal with
anxiety that commonly arises during EPPP preparation.
1. Identify the cause
The first step is to identify what specifically is causing your anxiety. In studying for the
EPPP, sources of anxiety can include some combination of feeling overwhelmed by
difficult questions or missing several questions in a row, feeling challenged by the large
volume of content, missing target scores, fearing failure, and anticipating repercussions
from not passing the EPPP (e.g., losing a job, losing out on a promotion, etc.).
2. Reset
Whenever you become aware that you are feeling anxious, take a few moments to reset—
stop and breathe. There are many different breathing techniques: counting backwards
from 10, taking three deep breaths, inhaling to the count of three and exhaling to the
count of five, etc. As you breathe, gently allow your mouth to form a half-smile.
Smiling—whether genuine or not—has been shown to have a positive effect on mood.
I truly cannot thank you enough. Your guidance and moral support were so helpful to me.
Thanks to you, I was able to stay calm throughout the exam. You were absolutely right—
there were so many unfamiliar questions that could have thrown me off balance if I had let
my nerves get to me. Instead, I tried to calm myself and reason through them the best I
could. Thank you, thank you, thank you!!! I am so grateful.
Anonymous
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3. Reframe
As psychologists, we know that negative thinking is often exaggerated or irrational—it

stops us from clearly seeing reality. Once you’ve reset, identify and reframe any negative
thoughts by using coping self-statements. For example, “I’m getting too many questions
wrong; I’m going to fail” can be reframed as, “I don’t have to get all the questions right
on the EPPP to pass.” Appendix D provides examples of various negative thoughts and
coping self-statements to counteract them.
4. Set small, attainable goals
Without a clear plan, studying for the EPPP is likely to feel totally overwhelming—
anxiety may run rampant. PSYCHPREP’s step-by-step structured study plan (Appendix
A) breaks down the tasks for each week into achievable targets. You can also create your
own manageable goals. For example, challenge yourself to use the test-taking strategy
correctly for an hour. Succeeding on small goals will decrease your anxiety and increase
your confidence and competence. Completed goals naturally build on each other, leading
to test readiness.
5. Anticipate challenging questions
No matter how prepared you are, there are going to be a lot of very challenging questions
on the EPPP. Some questions will ask about material you haven’t studied at all, while
others will ask about familiar content but in unexpected and novel ways. When you
encounter test questions with unfamiliar words, topics, and researchers, reset, reframe,
and refocus! Appendix E provides a daily stress inoculation protocol, adapted from
Donald Meichenbaum’s work, for managing anxiety triggered by challenging EPPP
questions.
I DID IT! I PASSED!!! Wooohooo! I am soooo thrilled! The test was just as you described!
Some things I knew from PSYCHPREP studying, but much of it was new material or concepts
that I had not studied in depth. I thought for sure that I was failing throughout the exam,
but I remembered you said that based on my scores I would pass, so I just kept on going
until the end. I could not be happier or more thankful that today turned out so well.
Kelsey M., Los Angeles, CA
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6. Focus on growth
Don’t ruminate on fears of failing the EPPP—remember that the EPPP is not a test of
how good a clinician you are or how intelligent you are. It is just a test to pass, just an
obstacle to overcome. Notice and challenge your cognitive distortions around failure and
replace them with self-statements that reflect the growth mindset.
Adopting a growth mindset will allow you to begin to embrace the EPPP as a challenge.
Try reminding yourself that this is an opportunity to learn more about psychology.
Overcoming the challenge of the EPPP will also help you be more effective when
working with clients struggling with their own life challenges.
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III. HOW IS PSYCHPREP DIFFERENT?
I really wish someone had told me about PSYCHPREP before I spent tons of money and even
more energy on other materials. I signed up for another program eight months ago and I
was so overwhelmed by the amount of material and the difficulty of the tests that I stopped
studying one month into it. I was thrilled with PSYCHPREP...I passed the exam my first time
around. I found PSYCHPREP’s program to be comprehensive & concise, affordable, and
MORE than enough to prepare me for the EPPP. The staff was personable, helpful, and
encouraging. PSYCHPREP allowed me to approach the study process and the test with more
confidence and drive.
Julie M., Palm Springs, CA
At PSYCHPREP our goal is for you to pass efficiently—to pass the EPPP in the shortest
time with the least possible amount of stress. PSYCHPREP differs most from other
programs in our emphasis on test-taking and critical thinking, our email feedback, our
detailed study guidelines, and our focused and concise materials.
1. PSYCHPREP emphasizes test-taking strategies and critical thinking skills as the

foundation of EPPP preparation. We highlight core test-taking steps that can be applied to
all questions, critical thinking skills for novel and difficult EPPP questions, additional
test-taking tips, and the importance of approaching the preparation process with a growth
mindset. All PSYCHPREP test questions include detailed rationales that describe not
only why the correct response is right but why all the incorrect responses are wrong. The
EPPP is a test of critical thinking—no matter how much content is studied, there will be
(many) unfamiliar challenging questions. A solid test-taking approach and strong critical
thinking skills dramatically improves the likelihood of passing.
2. PSYCHPREP offers email feedback for program participants with access to our tests
(A -E) and chapter quizzes. The same consultant will work with you throughout your
preparation process—providing you with guidance and building a supportive relationship.
Additionally, consultants help tailor PSYCHPREP’s program to individual circumstances
and progress, when necessary. Our expert consultants will let you know when you are
ready to test and pass.
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As far as components that helped me do well, I would single out the test feedback from my
consultant. When taking the EPPP I had no internal sense of how well or poorly I was doing.
What I did have was confidence and trust in PSYCHPREP and my consultant’s evaluation of
my readiness and prediction of a passing score. As I was taking the EPPP, when I felt like I
was surely failing and had studied for the wrong test, I reminded myself of what my
consultant said—that I was ready and would pass. All the content knowledge and test-taking
skills in the world would not have been useful if I was too anxious or discouraged to use
them.
Lindsay M., Rapid City, SD
3. PSYCHPREP provides a sample structured study plan with weekly guidelines that
integrate all components of our program. The study plan can be flexibly adapted based on
your time frame to test and which components of our program you have. Detailed
instructions are provided as to how to sequence taking practice tests as well as how to
optimally take each test in each mode: Study Mode, Retake Mode, and Test Mode. Target
scores for all tests are provided, as well as an action plan if targets are not met. When
PSYCHPREP’s benchmarks are met, you can test confidently.
4. PSYCHPREP has condensed all the core content necessary for passing the EPPP into a
single volume. Materials are concise and to the point, providing what is necessary to pass
the EPPP without extraneous information that can increase anxiety, overwhelm
candidates, waste valuable study time, or unnecessarily delay the testing date.
I scored 638!!!! I am beside myself and overwhelmed with joy and gratitude. I can’t thank
you enough for the unwavering support, encouragement, guidance, and kindness. The relief
I feel today is more powerful than any relief I’ve ever experienced. I’ve never done so well
on a multiple-choice test. Much of my education I’ve tried to overcome my issues with
multiple choice, and the EPPP has been an amazing corrective experience.
Madison W., Miami, FL
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IV. PSYCHPREP’S PROGRAMS
When I found out I had failed the EPPP for the second time with another company, I flew out
to Los Angeles and attended PSYCHPREP’s Weekend Workshop. The workshop, written
materials, and practice tests were the best investment I ever made. My test scores were
virtually the same the first two times. When I switched to PSYCHPREP my score shot up 220
points!
Barbara B, Greensboro, NC
PSYCHPREP’s EPPP test preparation programs include four components: a weekend

workshop, online tests and quizzes, study materials, and comprehensive audio mp3s.
PSYCHPREP’s Premium Packages include all components and are recommended for
first time test-takers. Candidates can also purchase individual components or combine
components. For more details and pricing information visit www.psychprep.com.
1. Program components
Weekend Workshop: PSYCHPREP’s 3-day Weekend Workshop is offered live (virtual)

or as a home study (video recording). The Weekend Workshop is a core component of
the study process. The workshop is applications-oriented and focuses on enhancing test-
taking abilities while deepening content knowledge. The program begins with a mini-
workshop on test-taking skills. The workshop format combines brief lectures with active
participant involvement. Over the course of the workshop attendees receive hands-on
experience as over 150 challenging questions representing all content domains are
completed and discussed. Most participants’ scores increase significantly on practice tests
and on the EPPP (50 – 100+ scaled score points) following the workshop.
The Weekend Workshop, whether live (virtual) or as a home study, includes a video
recording of the workshop, the workshop questions online with detailed answers and
rationales, a downloadable/printable PowerPoint packet, as well as online access to
Practice Test E. When purchased alone, online access is for four months.
To prepare effectively for the EPPP, it is recommended that weekend workshop

participants, at a minimum, also sign up for online tests through PSYCHPREP. This will
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allow participants to use email feedback, track progress, and gauge readiness to test.
Signing up for online tests through another company is also an option.
Online Tests and Quizzes: PSYCHPREP’s Online Tests and Quizzes include five 200-
item tests (Tests A – E) and 200 domain-specific chapter quiz questions. Each test and
quiz can be taken three times: Study Mode, Retake Mode, and Test Mode. Testing
software features include the ability to flag questions, strike through answers, take notes,
and review all questions, missed questions only, or flagged questions only.
The Online Tests and Quizzes can be purchased either as a one-month or four-month
subscription. The Online Tests and Quizzes can be purchased alone, combined with the
Weekend Workshop (recommended), or combined with the Comprehensive Audio mp3s.
Additional access beyond the subscription period is $125/month.
Study Materials: PSYCHPREP’s Study Materials consist of a focused, highly effective,

single volume (about 500 pages) that covers the core content from all eight domains on
the EPPP. It is available hard copy and/or as an eBook. The eBook can only be viewed
online; it cannot be downloaded. The Study Materials are divided into 12 sections.
• Section 1: Learning Theory

• Section 2: Biological Bases of Behavior
• Section 3: Ethics
• Section 4: Industrial/Organizational
• Section 5: Interventions
• Section 6: Research Design, Statistics & Test Construction
• Section 7: Social & Multicultural
• Section 8: Developmental
• Section 9: DSM-5
• Section 10: Memory
• Section 11: Assessment
• Section 12: Key Terms
The Study Materials include the Online Tests and Quizzes. The Study Materials can be
purchased alone, combined with the Weekend Workshop (recommended), or combined
with the Comprehensive Audio mp3s. The online testing subscription is for up to six
months; additional access beyond the subscription period is $125/month.
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Comprehensive Audio mp3s: PSYCHPREP’s Comprehensive Audio mp3s consist of
lectures by Dr. Sharon Jablon recorded previously at PSYCHPREP’s 15-week seminar.
The Comprehensive Audio is about 38 hours and allows program participants to
experience the in-depth topic development as well as questions, answers, and
commentary from the 15-week seminar. The Comprehensive Audio is downloadable and
includes online access to the chapter quiz questions. Online access is for four months.
I just wanted to write to express my gratitude for the three-day workshop. I took the EPPP
and passed (565)!! I have never been a good standardized-test taker and the workshop gave
me all the tools I needed to start my studies off on the right foot. From my studying to test
day, I knew what approach to take with each question, and more importantly I had the
confidence to answer even those difficult questions where I didn’t know the material. I am
grateful someone recommended PSYCHPREP to me!
Rae E., Kings Park, NY
2. PSYCHPREP’s premium packages
PSYCHPREP’s premium packages include all the above-described components. Three

premium packages are available: Premium Package A, Premium Package B, and
Premium Package C.
Premium Package A: This program includes a 15-week seminar, the 3-day weekend
workshop live (virtual), materials, and the online tests and quizzes. The comprehensive
audio mp3s are optional. The online testing subscription is for up to nine months;
additional access beyond nine months is $125/month. Premium Package A is temporarily
paused.
Premium Package B: This program includes the 3-day weekend workshop live (virtual),
materials, online tests and quizzes, and the comprehensive audio mp3s (recorded at the
15-week seminar). The online testing subscription is for up to nine months; additional
access beyond nine months is $125/month.
Premium Package C: This program includes the 3-day weekend workshop home study
(video recording), materials, online tests and quizzes, and the comprehensive audio mp3s
(recorded at the 15-week seminar). The online testing subscription is for up to nine
months; additional access beyond the subscription period is $125/month.
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Fun! I would never imagine using the word FUN in the same sentence as studying for the
EPPP! I enjoyed PSYCHPREP’s well organized and easy to comprehend home study materials
and audio program. While taking the practice tests, following the carefully laid out test-taking
strategies helped me feel confident when I sat down to take the examination. I liked the
challenge of the exam. Thank you PSYCHPREP for helping me to learn more about my new
chosen profession and to enjoy the study process.
Bill C., San Rafael, CA
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V. ADDITIONAL SAMPLE QUESTIONS
SAMPLE QUESTION 10: You reinforce a behavior on the average every fifth time it
occurs. This is an example of a:
1. fixed interval schedule.

2. variable interval schedule.
3. fixed ratio schedule.
4. variable ratio schedule.
SAMPLE QUESTION 11: A researcher develops a questionnaire intended to assess

level of depression. When she calculates the reliability of this questionnaire, she obtains a
coefficient of .65. What might she do in terms of this instrument’s reliability?
1. She need not do anything since .65 is acceptable.

2. She might use subjects who are more diverse in terms of their level of
depression.
3. She might make the items in the instrument more diverse in order to increase
reliability.
4. She might decrease the number of items in the instrument.
SAMPLE QUESTION 12: After dating a man for a month, you learn that his brother is
your patient. What would be your most ethical course of action?
1. Discuss the situation with your patient and continue treating him as long as you
can establish that your objectivity is not impaired and that there is no risk of
exploitation.
2. Discuss the situation with your boyfriend.
3. Terminate the relationship with your patient after making an appropriate
referral and providing pre-termination counseling.
4. Discontinue the relationship with your patient’s brother.
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SAMPLE QUESTION 13: Which of the following best describes primary prevention?
1. Early identification of and intervention with a disease.

2. Reduction of disability associated with an illness.
3. Reduction of the incidence of a disorder.
4. Community-wide education and encouragement for behavior change.
SAMPLE QUESTION 14: Which of the following would be an example of consultee-

centered case consultation?
1. Helping the chief of psychiatry re-design the program for patients with dual
diagnoses.
2. Helping the staff psychologist manage aggressive inpatients.
3. Helping the ward nurse manage a delirious patient who is shouting obscenities.
4. Helping staff resolve problems with tardiness and absenteeism.
SAMPLE QUESTION 15: A person with lesions in the parietal lobe is most likely to
exhibit problems with:
1. sensation.
2. balance.
3. vision.
4. language.
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APPENDIX A
16-WEEK SAMPLE STRUCTURED STUDY PLAN

FOR TESTS, MATERIALS, AUDIO, AND
WEEKEND WORKSHOP HOME STUDY
WEEK 1 Section 1: Theories and Principles of Learning

EPPP Chapter Quiz 1 (Study Mode)
Practice Test A (Study Mode)
WEEK 2 Section 2: Biological Bases of Behavior/Psychopharmacology

Practice Test B (Study Mode)
WEEK 3 Section 3: Ethical and Professional Issues

Practice Test A (REDO – Retake Mode)
WEEK 4 Section 4: Industrial/Organizational Psychology

Practice Test B (REDO – Retake Mode)
WEEK 5 Weekend Workshop Home Study

Video and Workshop Questions (Workshop Mode)
WEEK 6 Section 5: Treatment/Intervention

Practice Test C (Study Mode)
WEEK 7 Section 6: Research Design; Statistics

Weekend Workshop (REDO – Retake Mode)
Catch up on the practice tests (only if needed)
WEEK 8 Section 6: Statistics (cont’d)

EPPP Chapter Quiz 6a (Study Mode)
Practice Test C (REDO – Retake Mode)
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WEEK 9 Section 6: Test Construction
EPPP Chapter Quiz 6b (Study Mode)
Practice Test A (REDO – Test Mode)
WEEK 10 Section 7: Social and Multicultural Psychology

Practice Test D (Test Mode)
WEEK 11 Section 8: Developmental Psychology

Practice Test B (REDO – Test Mode)
WEEK 12 Section 9: DSM-5

Practice Test D (REDO – Study Mode)
WEEK 13 Section 10: Memory

Section 11: Assessment
Practice Test E (Test Mode)
WEEK 14 Section 12: Concept Review & Key Terms

Chapter Quiz Questions (REDO – Retake Mode)
Weekend Workshop (REDO – Test Mode)
WEEK 15 Practice Test C (REDO – Test Mode)

Practice Test E (REDO – Study Mode)
WEEK 16 Practice Test D (REDO – Retake Mode)

Chapter Quiz Questions (REDO – Test Mode)
Practice Test E (REDO – Retake Mode)
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APPENDIX B
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APPENDIX C
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APPENDIX D
REFRAME YOUR THINKING
Negative Thoughts Coping Self-Statements
A. I’ll never pass the EPPP. It’s an 1. If I keep to this plan, I can pass.
impossible test. 2. I’m doing what it takes to get ready.
3. Other students like me have worked hard
and passed the EPPP.
4. All I need to do is keep putting in my best
effort.
B. I’m getting too many questions wrong. 1. Getting a question wrong is just a chance to
I’m going to fail. learn.
2. Getting lots of questions wrong is part of
the learning process for all students.
3. I don’t have to get all the questions right on
the EPPP to pass.
4. I’m just going to take each question, one at
a time.
C. If I fail the EPPP, I shouldn’t be a 1. Lots of successful psychologists have had

psychologist. Failing is embarrassing to take the EPPP more than once.
and shameful. 2. My EPPP score says nothing about my
abilities as a therapist.
3. If I fail the EPPP, it just means that I will
have to adjust my approach and try again.
Try challenging the following negative thoughts and replacing them with your own
coping self-statements: I have to get this question right. They’re trying to trick me.
Failing the EPPP is devastating.
Pay attention to any other negative thoughts that come up while you are preparing for the
EPPP. Jot them down and replace them with coping self-statements.
______________________________________________________________________________________________
APPENDIX E
STRESS INOCULATION PROTOCOL
Many students have found the following daily protocol helpful for managing anxiety
triggered by challenging EPPP questions. It’s adapted from Donald Meichenbaum’s
coping imagery and stress inoculation. Feel free to adapt it further to fit your own needs.
For about five minutes once a day:
1. Use whatever technique you like best (e.g., breathing, imagery, meditation) to come to
a calm, relaxed state.
2. Visualize yourself taking the EPPP; focused, calm, alert, able to concentrate and
remember material.
3. Visualize yourself coming to a question you are unfamiliar with, getting anxious,
having negative thoughts about yourself, having your mind go blank, etc.
4. Now, visualize yourself using your calming techniques and coping self-statements to
bring yourself back to a state of calm alertness.
5. Visualize yourself once again focused; calm, alert, able to concentrate.
6. Now, visualize yourself able to think through the difficult question clearly and calmly,
unfazed by the information you do not recognize, regardless of whether you think you
will be able to answer it correctly.
7. Visualize yourself moving on to the next question and letting go of the previous one.
______________________________________________________________________________________________
APPENDIX F
1. 4 – This question refers to the significant effects that biofeedback has on helping
people gain control of normally involuntary functions, such as heart rate or blood
pressure. If you did not know that operant conditioning of involuntary responses alluded
to biofeedback, you could still get to the correct answer through process of elimination.
First, the question is asking about “involuntary responses” which allows us to eliminate
kleptomania and sexual paraphilic disorders (Responses 1 & 3). Second, the question
mentions the “most significant” implications. The motor and vocal tics present in tic
disorder (Response 2) are involuntary, and biofeedback can be an effective treatment.
Psychophysiological disorders refer to any disorders with a psychological and
physiological component (e.g., chronic pain, IBS, insomnia, hypertension, and tics)
making Response 4 the correct answer because using biofeedback to treat a whole range
of psychophysiological disorders is most significant (ruling out Response 2, tics disorders
only).
2. 4 – Answering this question correctly requires choosing the response that will
stimulate a positive change in relations. To do this we must picture the relationship
between the two groups before the intervention—antagonistic and hostile. Making the
status hierarchy explicit (Response 2) will likely increase hostility between the groups by
suggesting that one group is of higher status than the other. An all-out discussion of
negative traits (Response 3) will increase feelings of antagonism. While casual and
superficial interactions (e.g., a cocktail hour, icebreakers) could improve relations when
people don’t know one another, it is not likely to stimulate change in groups that already
harbor feelings of antagonism and hostility toward each other (Response 1). Response 4,
having each group of residents disconfirm the negative traits of the other group, promotes
a change in thinking and attitude, resulting in improved relations.
3. 1 – This question includes a lot of extraneous information that should be ignored.

Basically, it is asking why an ANOVA is preferred to multiple t-tests. Each t-test used
adds more chance of Type I error. For example, if ten t-tests are used (with alpha set at
.05 for each), the experiment-wise alpha is a whopping .50 or 50%. In contrast, using one
ANOVA keeps the experiment-wise alpha at .05 or 5%. This is a prototype question
statistics question; once you know that running multiple tests increases the chance of
Type I error, you will be able to answer any question related to this concept (e.g., that a
single MANOVA is preferred over multiple ANOVAs). As parametric tests, the t-test and
______________________________________________________________________________________________
ANOVA share the assumption of homoscedasticity (Response 4). While sample size
(Response 3) affects power, and a control group (Response 2) allows you to isolate the
effect of an independent variable, the question asks about the benefit of an ANOVA over
multiple t-tests.
4. 3 – The question is asking for the LEAST correct statement. A publicly held attitude is
more resistant and less subject to change than one that is privately held, making Response
3 the correct answer, as it is an incorrect statement. For example, if you have publicly
announced that you are pro-life, even if privately you change your attitude, the need to
maintain your image would make you less likely to express this publicly. Even a single
dissenter from group opinion can sometimes trigger attitude change in others (Response
1), which is why when groupthink occurs in a highly cohesive group, the group benefits
from having someone play devil’s advocate. Another example is that one juror can sway
the opinion of the entire jury. Attitude change is more likely to occur if one is directly
participating in a process rather than listening to a discussion (Response 2). For example,
listening to a discussion about the importance of having an effective test-taking strategy
for the EPPP may not do much to change your attitude. But, if you actively engaged with
the strategy, you would be more likely to see its effects, thus leading to attitude change.
Members who are strongly affiliated with a group are most resistant to information that
counteracts the group’s norms (Response 4).
5. 2 – Apraxia is caused by damage to the parietal lobes and involves the inability to
carry out motor commands. For example, if a person with apraxia is told to touch her
hand to her cheek, she will not be able to do so on command. Response 1 describes
ataxia, caused by damage to the cerebellum. The inability to write is termed agraphia and
the inability to read is termed alexia (Response 3); both are thought to result from left
hemisphere damage to any of a number of regions (e.g., frontal, temporal, parietal).
Response 4 should be eliminated because it is not the case that specific brain impairments
occur only in right or left hemisphere dominant individuals.
6. 3 – This question involves two mutually exclusive choices (Responses 2 and 3), so one
of those answers is correct; Responses 1 and 4 can automatically be eliminated. Either the
fundamental attribution error is found universally across cultures (Response 2), or it is
not found universally across cultures (Response 3). There is no other possibility. HINT:
In choosing between Response 2 and Response 3, use knowledge and critical thinking—
most attitudes and beliefs are not found universally across all cultures, so Response 3 is
correct. While in Western cultures, people often attribute others’ failures to internal
factors, in some cultures, others’ failures are attributed to situational factors. Response 1
is incorrect because the fundamental attribution error commonly occurs; it is not an
______________________________________________________________________________________________
artifact. Response 4 is incorrect because the fundamental attribution bias involves making
attributions about the behavior of others, while the self-serving bias involves attributions
made about one’s own behavior.
7. 1 – This question is referring to social facilitation, or the tendency for individual task
performance to be enhanced by the mere presence of others, which occurs during simple
or familiar tasks. Social inhibition, by contrast, occurs when task performance is
compromised by the presence of others and occurs during novel or difficult tasks. HINT:
A novel task (Response 3) and an atypical task (Response 4) are virtually identical,
eliminating both responses. Additionally, atypical and novel tasks are more likely to be
difficult (ruling out Response 2).
8. 1 – Alcohol (Response 3), and the sedatives, hypnotics, and anxiolytics (Responses 2
and 4) are the only classes of drugs where withdrawal can be life threatening. Cocaine
withdrawal is characterized by dysphoric mood and two of the following: fatigue,
unpleasant dreams, insomnia or hypersomnia, increased appetite, psychomotor
retardation or agitation. HINT: One way to approach this question would be to note that
cocaine (a stimulant) differs from alcohol, valium, and the barbiturates (depressants).
9. 3 – Answering this question requires distinguishing between the different kinds of

parenting (e.g., authoritative, authoritarian, and permissive), defining responsiveness
(reacting quickly and positively), and determining whether high-handed sounds positive
or not. Authoritative parents are caring, emotionally available, firm, fair and reasonable.
They are distinguished from authoritarian parents, who emphasize total obedience and are
punishment focused, and permissive parents, who are loving but don’t establish rules.
Children of authoritative parents generally evidence the best psychological adjustment.
They become confident, competent, cooperative, at ease socially, and independent. They
are generally responsive and do not demonstrate high handed (arbitrary, dictatorial)
behavior. Children of both permissive and authoritarian parents tend to be aggressive,
impulsive, immature, and have poor self-control. They tend to be much less responsive
and tend to resort to high handed behavior (Response 2).
10. 4 – This question requires careful reading as well as understanding of the differences
between fixed and variable schedules, and between interval and ratio schedules. When a
schedule is fixed, reinforcement is consistent; when a schedule is variable, reinforcement
is unpredictable. The words “on the average” indicate a variable schedule. With interval
schedules, reinforcement occurs based on the passage of time (e.g., every five seconds,
five minutes, five days, etc.). With ratio schedules, reinforcement is based on the
occurrence of the behavior (e.g., every five times a child makes her bed).
______________________________________________________________________________________________
11. 2 – This is a prototype test construction question; once you master the factors that
affect reliability (consistency of scores) you will be able to answer many related
questions. The minimum acceptable value for reliability is generally .80 (ruling out
Response 1). The factors that affect reliability include number of items, homogeneity of
items, and heterogeneity of subjects. Increasing items increases reliability (ruling out
Response 4). For example, if the EPPP had only five questions, and you took three
different versions a day apart, your scores would likely be very inconsistent. In contrast,
since the EPPP has 175 scored items, taking three versions a day apart would likely result
in consistent scores. Test items that are more similar or homogeneous increase reliability
(ruling out Response 3). For example, if the EPPP also included questions about
astronomy and physics, your score would be less consistent. Increased heterogeneity in
the subjects increases reliability, as it increases the range of scores; a restricted range of
scores (similar subjects) always reduces reliability, while an unrestricted range increases
reliability (Response 2, correct answer).
12. 4 – According to APA’s Ethical Principles of Psychologists and Code of Conduct

(2002), standard 10.06, psychologists may not have sexual relations with persons who are
near to clients, including close relatives and significant others. In addition, psychologists
may not terminate therapy with a client to engage in such a relationship (ruling out
Response 3). Response 4, discontinuing the relationship with your patient’s brother, is the
correct response in this situation. You could not discuss the situation with your boyfriend
(Response 2), because to do so would be a breach of confidentiality. While dating your
patient’s brother would constitute a multiple relationship, one where there is no way you
could remain objective, considering whether your objectivity would be impaired
(Response 1) is a moot point since, as mentioned, sex with someone closely related to a
client is explicitly prohibited.
13. 3 – Primary prevention attempts to prevent the onset of a disorder, thereby reducing
the incidence of a disorder (i.e., number of new cases). For example, vaccinations are
given to prevent the onset of diseases. Early identification of and intervention with a
disease (Response 1) characterizes secondary prevention (e.g., the purpose of a
mammogram is to catch breast cancer as early as possible). Tertiary prevention involves
minimizing the impact of a chronic condition (Response 2) to improve functioning (e.g.,
the goal of Alcoholics Anonymous meetings is to prevent relapse). Community-wide
education and the encouragement of behavior change (Response 4) could be involved in
any type of prevention (e.g., discouraging smoking as primary prevention of lung cancer,
education regarding the early signs of diabetes as secondary prevention, and discouraging
prejudice toward people with disabilities as tertiary prevention).
______________________________________________________________________________________________
14. 2 – Caplan’s consultation model is divided into two broad categories—case
consultations (related to clients) and administrative consultations (related to the
program/organization). Consultee-centered case consultation occurs when the consultant
helps the consultee (i.e., the staff psychologist) with difficulties in working with a group
or subset of patients (i.e., aggressive inpatients). HINT: This is a consultation regarding
cases, but the focus is on the consultee. Helping a nurse manage a delirious patient
(Response 3) would be an example of client-centered case consultation in which the
consultant makes an expert assessment of the client’s problem and suggests ways to
handle an individual case. HINT: This is a consultation regarding cases and the focus is
on the client. Other types of consultation include program-centered administrative
consultation, in which the consultant’s focus is program development or improvement
(Response 1), and consultee-centered administrative consultation, in which the consultant
focuses on working with consultees (e.g., on leadership, communication, group
dynamics) to increase organizational effectiveness (Response 4). HINT: both
administrative consultations deal with administrative efforts; in one the focus is on the
improving the program and in the other the focus is on the improving how the consultees
work together to increase organizational effectiveness.
15. 1 – The parietal lobes house the somatosensory cortex and process the sensations of
light touch, pain, temperature, and proprioception. Language (Response 4) is processed in
the frontal lobes (expressive speech) and temporal lobes (receptive speech), balance
(Response 2) by the cerebellum in the hindbrain, and vision (Response 3) by the primary
visual cortex in the occipital lobes.
______________________________________________________________________________________________

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EXAMINATION FOR THE

STUDY STRATEGIES HANDOUT

9663 Santa Monica Boulevard #525

STUDY STRATEGIES HANDOUT

EPPP Study Strategies Handout © 2021 PSYCHPREP, Inc.

I. PSYCHPREP WELCOMES YOU 1

II. STRATEGIES FOR EPPP SUCCESSS 3

A. Develop an Effective Strategy for EPPP Test Questions 3

A1. Master the Core Test-Taking Steps 4

B1. Prioritize Taking Test Questions 12

III. HOW IS PSYCHPREP DIFFERENT 25

IV. PSYCHPREP’S PROGRAMS 27

V. ADDITIONAL SAMPLE QUESTIONS 31

APPENDIX A – 16-WEEK SAMPLE STRUCTURED STUDY PLAN 33

I passed with a 600! PSYCHPREP was invaluable in increasing my knowledge, test-taking

Kristen N., Minneapolis, MN

To accomplish your goal of passing the EPPP, and to do so efficiently, it is important to

A. DEVELOP AN EFFECTIVE STRATEGY FOR EPPP

Susie S., Orlando, FL

A1. MASTER THE CORE TEST-TAKING STEPS

Step 2: Give a job interview answer

• To be successful at a job interview you should answer the question directly.

Step 3: Clearly state why each answer is correct or incorrect

The Core Test-Taking Steps

A2. SHARPEN CRITICAL THINKING SKILLS

Developing an effective test-taking strategy requires critical thinking—the ability to think

SAMPLE QUESTION 2: You are a consultant asked to design an intervention program

2. Think flexibly as you articulate why and how

Critical Thinking Skills

A3. ADOPT A GROWTH MINDSET

The hallmark of a “growth mindset” is simple—embrace your mistakes as an opportunity

Emma M., Sonoma CA

A4. USE ADDITIONAL TEST-TAKING TIPS

SAMPLE QUESTION 3: A researcher is investigating the effects of type of therapy on

SAMPLE QUESTION 5: Which of the following statements about apraxia is correct?

1. the fundamental attribution error was an artifact of retrospective reporting.

SAMPLE QUESTION 7: Performance on which of the following tasks is likely to be

SAMPLE QUESTION 9: Children whose parents are authoritative are likely to

1. high responsiveness and high handedness

Phil G., Chicago, IL

B1. PRIORITIZE TAKING TEST QUESTIONS

Ben R., Costa Mesa, CA

B2. APPLY CRITICAL THINKING TO THE STUDY PROCESS

Critical thinking is not only a key component of developing an effective test-taking

B3. STRUCTURE YOUR STUDY TIME EFFICIENTLY

1. Commit to the study process

2. Balance taking practice tests with content study

3. Space your practice (if possible)

Scott F., Draper, UT

Scores on PSYCHPREP’s tests are highly predictive of EPPP outcome. Consistently

To prepare properly we strongly encourage you to work with an email feedback

Lindsay F., Grand Rapids, MI

2. Structured study plan

PSYCHPREP’s 16-week sample structured study plan (Appendix A) integrates online

3. Guidelines for taking and reviewing practice tests in each mode

4. Track your progress

We do not track scores within individual domains—relative strengths and weaknesses—

5. Action plan when targets are not met

6. Test when you are ready

Lorna P., Belmont, CA

1. Identify the cause

As psychologists, we know that negative thinking is often exaggerated or irrational—it

4. Set small, attainable goals

5. Anticipate challenging questions