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Secondary prevention aims to detect problems early and intervene before they worsen, such as screening for hypertension or early intervention for mild depression. Primary prevention (A) prevents onset before symptoms appear. Tertiary prevention (C) reduces severity after diagnosis. Selective prevention (D) targets at-risk groups but before symptoms appear. On the EPPP, candidates must identify prevention levels based on timing and population targeted.

Professional standards require practicing within competence. Providing therapy without adequate language skills risks miscommunication and harm. Seeking interpreters or consultation ensures accessibility. Providing services without competence (B, C) violates ethics. Using family as interpreters (D) can breach confidentiality and create bias. On the EPPP, professionalism includes adapting practice responsibly to language and cultural needs.

“Atypical features” specifier in depression includes mood reactivity (mood improves with positive events), hypersomnia, hyperphagia, leaden paralysis, and interpersonal rejection sensitivity. Melancholic features (A) involve anhedonia, worse morning symptoms, and early awakening. Psychotic features (C) include delusions or hallucinations. Anxious distress (D) refers to prominent anxiety symptoms. Identifying specifiers helps guide treatment, as atypical depression may respond better to MAOIs than tricyclic antidepressants. On the EPPP, candidates must distinguish diagnostic specifiers, as they refine clinical presentations and impact treatment planning.

Interdisciplinary teamwork occurs when professionals from multiple fields collaborate to provide coordinated, patient-centered care. Each member contributes their unique expertise, and decisions are made collaboratively. Independent practice (B) lacks integration. Peer supervision (C) is a training context, not team-based patient care. Administrative consultation (D) addresses organizational functioning rather than direct clinical collaboration. On the EPPP, candidates must distinguish interdisciplinary teamwork from multidisciplinary (parallel work with limited collaboration) and understand its role in improving outcomes, especially in healthcare, schools, and community programs.

Process-oriented supervision emphasizes reflection on relational and emotional dynamics, including countertransference. Administrative (A) supervision ensures compliance. Instructional (B) emphasizes skills. Evaluative (D) assesses competence. By exploring countertransference, the supervisor fosters self-awareness and relational competence. On the EPPP, supervision models are tested for their distinct roles in trainee development and client safety.