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Journal articles on the topic 'Geropsychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Hyer, Lee, Gerald Leventhal, and Melissa Gartenberg. "Geropsychology." Gerontology & Geriatrics Education 25, no. 4 (July 2005): 41–61. http://dx.doi.org/10.1300/j021v25n04_04.

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2

Fernández-Ballesteros, Rocío. "GeroPsychology." European Psychologist 11, no. 4 (January 2006): 312–23. http://dx.doi.org/10.1027/1016-9040.11.4.312.

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Europe is the oldest continent in the world; in the year 2000, about 17% of Europeans (EU-15) were older than 65, and projections say that in the year 2025 one-fourth of the European population will have reached this age. Nevertheless, the threat to the population is not aging but disability; although life expectancy at birth is about 80, the expected number of years with disability runs from 5.7 to 7.2 years ( WHO, 2002 ). The United Nations recently approved the II International Plan of Action on Aging (MIPAA, UN, 2002) with special recommendation for the European region. This situation is highly demanding both for the science of psychology and for European psychologists. This article introduces a set of research programs - linked with the three priority directions of the MIPAA - as examples of how psychology is one of the disciplines calling for improved quality of life and well-being in old age and, therefore, GeroPsychology as an applied field should be consolidated in the next decades.
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3

Karel, Michele J., Erin E. Emery, and Victor Molinari. "Development of a tool to evaluate geropsychology knowledge and skill competencies." International Psychogeriatrics 22, no. 6 (February 12, 2010): 886–96. http://dx.doi.org/10.1017/s1041610209991736.

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ABSTRACTBackground: Workforce shortages to meet the mental health needs of the world's aging population are well documented. Within the field of professional geropsychology in the U.S.A., a national conference was convened in 2006 to delineate competencies for psychological practice with older adults and a training model for the field. The conference produced the Pikes Peak Model of Geropsychology Training. The Council of Professional Geropsychology Training Programs (CoPGTP) aimed to produce a competency evaluation tool to help individuals define training needs for and evaluate progress in development of the Pikes Peak professional geropsychology competencies.Methods: A CoPGTP task force worked for one year to adapt the Pikes Peak Model geropsychology attitude, knowledge, and skill competencies into an evaluation tool for use by supervisors, students and professional psychologists at all levels of geropsychology training. The task force developed a competency rating tool, which included delineation of behavioral anchors for each of the Pikes Peak geropsychology knowledge and skill competencies and use of a developmental rating scale. Pilot testing was conducted, with 13 individuals providing feedback on the clarity and feasibility of the tool for evaluation of oneself or students.Results: The Geropsychology Knowledge and Skills Assessment Tool, Version 1.1, is now posted on the CoPGTP website and is being used by geropsychology training programs in the U.S.A.Conclusions: The evaluation tool has both strengths and limitations. We discuss future directions for its ongoing validation and professional use.
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4

Bloom-Charette, Lisa. "GEROPSYCHOLOGY STUDENTS’ EXPERIENCES OF THE INTERNSHIP MATCH AND IMPLICATIONS FOR TRAINING." Innovation in Aging 3, Supplement_1 (November 2019): S599. http://dx.doi.org/10.1093/geroni/igz038.2226.

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Abstract There has been little literature on the effectiveness of the clinical psychology internship match program within the specialty of geropsychology. This study reports student responses to a 2018 survey conducted by the Council of Professional Geropsychology Training Programs (CoPGTP). Students reported that they completed a mean of 18.4 (SD = 7.23) internship applications, and had a mean of 8.4 (SD = 2.3) interviews. Compared to generalists, geropsychology students applied to and interviewed at more programs, felt slightly less supported, but matched more frequently at their first choice site. All respondents matched to generalist rather than geropsychology programs, and all matched to their first ranked programs. The majority of students felt strongly supported, and noted that seminars, essay review, and the Pike’s Peak training model were important resources. Reasons for not choosing geropsychology programs included geographical preferences and the belief that adequate geropsychology training can be obtained in a generalist track.
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5

Edelstein, Barry. "Clinical geropsychology." Clinical Psychology Review 20, no. 6 (August 2000): 681–83. http://dx.doi.org/10.1016/s0272-7358(99)00067-7.

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6

Forstmeier, Simon. "Clinical Geropsychology." GeroPsych 33, no. 2 (May 2020): 53–54. http://dx.doi.org/10.1024/1662-9647/a000236.

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7

Nordhus, Inger H., Gary R. VandenBos, Stig Berg, Pia Fromholt, and William J. Vicic. "Clinical Geropsychology." Care Management Journals 2, no. 2 (January 2000): 134.2–135. http://dx.doi.org/10.1891/1521-0987.2.2.134a.

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8

Wahl, Hans-Werner, and Günter Krampen. "Geropsychology and Psychology in the German- Speaking and Anglo-American Research Community." Zeitschrift für Gerontopsychologie & -psychiatrie 16, no. 1 (March 2003): 29–43. http://dx.doi.org/10.1024//1011-6877.16.1.29.

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Summary: This paper is aimed to add to the understanding of the recent history of geropsychology by use of an underutilized tool, i.e., bibliometrical analysis. First, we employ an “external perspective” by focusing the development of geropsychology against the background of psychology as a whole as well as other selected psychology subfields. Second, from an “internal perspective,” we were interested in how major subfields of geropsychology have developed. In both of these issues, we compare the Anglo-American to the German-speaking research community. Third and finally, we explore the relative contribution of geropsychology work coming from German-speaking countries to the international literature. Regarding the external perspective, the major finding is that geropsychology has become a well-established subfield of psychology over the last quarter of the 20th century both in the Anglo-America and German-speaking research community. In particular, geropsychology has become a very prominent part of developmental psychology in German-speaking countries. From an “internal perspective,” research on cognitive functioning was the most frequent and consistent contributor to the geropsychology literature in both regions. Different between regions was the diverging interest in research on life experiences and coping (which was much higher in German-speaking countries). Finally, recent geropsychology research from German-speaking countries has contributed - in relative terms - more to the international literature than the psychology literature as a whole has done.
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9

Qualls, Sara Honn, Daniel L. Segal, Charles C. Benight, and Michael P. Kenny. "Geropsychology Training in a Specialist Geropsychology Doctoral Program." Gerontology & Geriatrics Education 25, no. 4 (July 2005): 21–40. http://dx.doi.org/10.1300/j021v25n04_03.

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10

Mlinac, Michelle, and Heather Smith. "Geropsychology Workforce Development: Mentoring and Outreach by the American Board of Geropsychology." Innovation in Aging 4, Supplement_1 (December 1, 2020): 595. http://dx.doi.org/10.1093/geroni/igaa057.2000.

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Abstract To build workforce capacity and increase access to geropsychology services across the country, the American Board of Geropsychology (ABGERO) is engaged in efforts to promote competence in the specialty of Geropsychology. ABGERO developed a mentoring program to encourage psychologists to pursue board certification by demonstrating knowledge, skills, and abilities in delivering professional services to older adults. Mentors provide support around exam preparation, develop learning plans for psychologists new to the specialty, and help mentees consolidate their professional identities as geropsychologists. Candidates receiving mentorship include early career psychologists who completed geropsychology fellowships, mid-late career geropsychologists who seek board certification to be generative to the field, and psychologists looking to build expertise in geropsychology. For this latter group, clinical consultation groups were also created. Currently, 20 geropsychologists mentor 41 psychologists and 2 graduate students. Two geropsychologists have provided weekly consultation to 15 psychologists. Future implications for mentoring within geropsychology will be discussed.
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11

Jacobs, Lindsey, and Michelle Mlinac. "DEVELOPING COMPETENCE IN QUALITY IMPROVEMENT: A MODEL FOR GEROPSYCHOLOGY TRAINING." Innovation in Aging 3, Supplement_1 (November 2019): S599. http://dx.doi.org/10.1093/geroni/igz038.2225.

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Abstract Quality improvement (QI) efforts are imperative to ensuring patient-centered, safe, effective, timely, efficient, and equitable healthcare. QI training is well-established in the fields of geriatric medicine and nursing but is lacking in geropsychology. Clinical geropsychologists are in need of QI knowledge and skills, as the population they serve is often vulnerable to healthcare disparities due to complex medical, neurological, and/or psychiatric presentations, limited resources, and low social and/or instrumental support. This presentation will describe a developmental model of QI training, driven by initial pilot data from geropsychology trainees, analysis of geropsychology graduate program marketing materials, and expert opinion from geropsychologists who have QI implementation experience. Consistent with the Pikes Peak Competencies for Geropsychology Training, this model delineates aspirational QI knowledge and skills, as well as recommendations for incorporating QI training into geropsychology at progressing levels of competency from graduate school through independent clinical practice.
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12

Pinquart, Martin, Rocío Fernández-Ballesteros, and Per Torpdahl. "Teaching, Research, and Application of Geropsychology in Europe." European Psychologist 12, no. 3 (January 2007): 229–33. http://dx.doi.org/10.1027/1016-9040.12.3.229.

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Abstract. Starting with the main goals of the Task Force of the European Federation of Psychologists' Associations on Geropsychology, this report presents data from an internet search on European contributions to geropsychology, and from a questionnaire study about research, teaching, and application of geropsychology in Europe with key persons from 30 European countries. Based on these data, conclusions are drawn about future priorities in the field.
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13

Ferring, Dieter, and Frieder R. Lang. "Geropsychology Across Europe." GeroPsych 25, no. 3 (January 2012): 115. http://dx.doi.org/10.1024/1662-9647/a000060.

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14

Santacreu, Marta. "Geropsychology in Spain." GeroPsych 25, no. 3 (January 2012): 171–79. http://dx.doi.org/10.1024/1662-9647/a000068.

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Spain, like other developed countries, has witnessed exponential growth in the number of older persons, and it has made great efforts to address this new social situation, gradually developing an extensive network for supporting not only dependent persons, but also healthy retired people with new demands. In order to better understand the situation with respect to aging, this chapter provides some demographic indicators illustrating the current structure of Spain’s aging population. The second and third sections outline the main research areas in Spain and the resources available for older adults. With regard to research on aging, there has been a considerable increase in the number of both research projects and publications in the Spanish context, particularly from the 1980s to the present. Most of the studies are aimed at assessing the different characteristics and conditions of senior citizens. This is a good first step with a view toward identifying their demands, though more research is necessary for making crucial changes. On the subject of resources and services, Spain has developed a wide variety of resources designed to meet the needs of both independent and dependent older adults. Finally, it should always be borne in mind that social needs change over time, so that they must be continuously studied and reappraised – and our respective responses updated – in order to maintain standards of excellence.
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15

Gatz, Margaret. "Contemporary Clinical Geropsychology." Gerontologist 40, no. 5 (October 1, 2000): 627–29. http://dx.doi.org/10.1093/geront/40.5.627.

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16

King, Katherine. "TURNING THE TIDE: PROMISING INITIATIVES IN GEROPSYCHOLOGY TRAINING AND RECRUITMENT." Innovation in Aging 3, Supplement_1 (November 2019): S598. http://dx.doi.org/10.1093/geroni/igz038.2223.

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Abstract The field of geropsychology continues to attract insufficient numbers, and there is a growing sense of urgency among geropsychologists to turn the tide. As a result, a number of new research and programmatic initiatives have been started to better understand the problem and begin to generate solutions. This symposium will report on several such projects, including work from a number of early career geropsychologists. In this symposium, novel theoretical and pedagogical approaches to geropsychology training will be discussed. Graham explores how individuals develop an intention to work with older adults, and describes a new scale grounded in the theory of planned behavior. Dodson and Mlinac discuss bringing quality improvement into geropsychology training at all levels, while King, Rosowsky, and Jolson report on an experiential, intergenerational volunteer program used to demystify work with older adults and facilitate recruitment. Several presentations include the voices of students themselves. King, Rosowsky, and Jolson describe graduate student reactions to volunteering with older adults such as having previous negative beliefs about aging challenged. Bloom-Charette explores the experiences of geropsychology internship applicants, who tend to fare better than generalist applicants and feel well supported. Strong focuses on the problem of attracting individuals into academic geropsychology. In looking at participant responses to a recent webinar series on the topic, it is notable that a large number felt intimidated and overwhelmed by the prospect of entering academia. Taken together, projects in this symposium offer a variety of new directions for future geropsychology research, recruitment, and educational initiatives.
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17

Karel, Michele J., Erin Y. Sakai, Victor Molinari, Jennifer Moye, and Brian Carpenter. "Training for geropsychology supervision and practice: Perspectives of geropsychology program graduates." Training and Education in Professional Psychology 10, no. 1 (February 2016): 37–44. http://dx.doi.org/10.1037/tep0000101.

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18

Valsiner, Jaan. "From Cultural Psychology to GeroPsychology." GeroPsych 30, no. 4 (December 2017): 137–43. http://dx.doi.org/10.1024/1662-9647/a000174.

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Abstract. Both geropsychology and cultural psychology have been new branches of psychology that have established their distinctive roles over the last two decades. In this article, I chart out three major perspectives within cultural psychology – theory of social representations (Serge Moscovici), dialogical self theory (Hubert Hermans), and my own cultural psychology of semiotic dynamics, and suggest some directions for their joint roles in GeroPsychology.
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19

Dorman, Hillary R., Jessica V. Strong, Caitlan A. Tighe, Benjamin T. Mast, and Rebecca S. Allen. "Geropsychology career pipeline perceptions." Journal of Clinical Psychology 77, no. 1 (August 6, 2020): 90–104. http://dx.doi.org/10.1002/jclp.23035.

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20

Patrick, Regan E., and Donald A. Davidoff. "Forensic Geropsychology: Practice Essentials." Archives of Clinical Neuropsychology 34, no. 1 (September 12, 2018): 138–40. http://dx.doi.org/10.1093/arclin/acy073.

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21

Stam, Henderikus J., and Larry E. Wenger. "Geropsychology Comes of Age." Contemporary Psychology: A Journal of Reviews 34, no. 12 (December 1989): 1110–11. http://dx.doi.org/10.1037/030826.

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22

Gallagher, Dolores, Heidi Cover, Antonette Zeiss, Julia Breckenridge, Ruth Czirr, and Larry Thompson. "Training in Clinical Geropsychology:." Gerontology & Geriatrics Education 10, no. 2 (March 30, 1990): 1–18. http://dx.doi.org/10.1300/j021v10n02_01.

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23

Salzman, Carl. "Geropsychology and Long Term Care." Journal of Clinical Psychiatry 71, no. 11 (November 15, 2010): 1556. http://dx.doi.org/10.4088/jcp.10bk06408whi.

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24

Hinrichsen, Gregory A., and Marjorie McMeniman. "The impact of geropsychology training." Professional Psychology: Research and Practice 33, no. 3 (2002): 337–40. http://dx.doi.org/10.1037/0735-7028.33.3.337.

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25

Zucchero, Renee’ A., Michiko Iwasaki, Mary M. Lewis, Ji-yeon Lee, and Melanie J. Robbins. "Social Justice Training Within Geropsychology." Counseling Psychologist 42, no. 7 (July 22, 2014): 946–71. http://dx.doi.org/10.1177/0011000014540342.

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26

Scogin, F. "The Science of Clinical Geropsychology." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 70, no. 1 (November 7, 2014): 1–2. http://dx.doi.org/10.1093/geronb/gbu155.

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27

Molinari, Victor. "Clinical Geropsychology Comes of Age." Contemporary Psychology: A Journal of Reviews 42, no. 12 (December 1997): 1095–96. http://dx.doi.org/10.1037/000648.

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28

Pachana, Nancy A., Erin Emery, Candace A. Konnert, Erin Woodhead, and Barry A. Edelstein. "Geropsychology content in clinical training programs: a comparison of Australian, Canadian and U.S. data." International Psychogeriatrics 22, no. 6 (June 4, 2010): 909–18. http://dx.doi.org/10.1017/s1041610210000803.

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ABSTRACTBackground: There is a worldwide shortage of mental health professionals trained in the provision of mental health services to older adults. This shortage in many countries is most acutely felt in the discipline of psychology. Examining training programs in clinical psychology with respect to training content may shed light on ways to increase interest among students and improve practical experiences in working with older adults.Methods: A large multinational survey of geropsychology content in university-based clinical and counselling psychology training programs was conducted in 2007 in the U.S.A., Australia, and Canada. Both clinical/counseling programs and internship/practicum placements were surveyed as to staffing, didactic content and training opportunities with respect to geropsychology.Results: Survey response rates varied from 15% in the U.S.A. (n = 46), 70% in Australia (n = 25) to 91.5% in Canada (n = 22). The U.S.A. and Australia reported specialist concentrations in geropsychology within graduate clinical psychology training programs. More assessment and psychopathology courses in the three countries were cited as having ageing content than psychotherapy courses. Many non-specialist programs in all three countries offered course work in geropsychology, and many had staff who specialized in working clinically with an older population. Interest in expanding aging courses and placements was cited by several training sites. Recruiting staff and finding appropriate placement opportunities with older adult populations were cited as barriers to expanding geropsychology offerings.Conclusions: In light of our results, we conclude with a discussion of innovative means of engaging students with ageing content/populations, and suggestions for overcoming staffing and placement shortcomings.
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29

Hinrichsen, Gregory A., Erin E. Emery-Tiburcio, Jonathan Gooblar, and Victor A. Molinari. "Building foundational knowledge competencies in professional geropsychology: Council of Professional Geropsychology Training Programs (CoPGTP) recommendations." Clinical Psychology: Science and Practice 25, no. 2 (March 24, 2018): e12236. http://dx.doi.org/10.1111/cpsp.12236.

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30

Stepankova, Hana, Eva Jarolimova, Eva Dragomirecka, Irena Sobotkova, Lenka Sulova, Ondrej Bezdicek, Tomas Nikolai, et al. "On Geropsychology in the Czech Republic." GeroPsych 25, no. 3 (January 2012): 161–66. http://dx.doi.org/10.1024/1662-9647/a000066.

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This work provides an overview of psychology of aging and old age in the Czech Republic. Historical roots as well as recent activities are listed including clinical practice, cognitive rehabilitation, research, and the teaching of geropsychology.
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31

Jacobs, Lindsey, Rebecca S. Allen, Jessica Strong, and Elizabeth Shumaker. "MENTORSHIP AND CAREER PATHS IN GEROPSYCHOLOGY." Innovation in Aging 3, Supplement_1 (November 2019): S11. http://dx.doi.org/10.1093/geroni/igz038.039.

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Abstract Mentoring is a critical process for guiding the next generation of geropsychologists into career paths that fit their goals and needs. However, the context and content of mentorship in geropsychology is not well-documented. Understanding geropsychologists’ experiences may provide some insight into how mentorship is executed in academia versus clinical settings and which factors are relevant to career decision-making. We conducted a qualitative analysis of 28 transcripts from individual telephone interviews with geropsychologists and geropsychology trainees, focusing on mentorship and how it influenced their career path. Themes were differences in the focus of mentorship (e.g., immediate projects versus career goals), frequency of career-focused mentorship, length of mentorship (years versus months), and mentors’ openness to share opinions and experiences (e.g., academic mentors are more open about negative aspects of academia, while clinical mentors “guard” trainees from the negative aspects of clinical work). Subthemes and recommendations will be discussed.
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32

McCarthy, S. Viterbo. "Geropsychology: Meaning in Life for Elderhostelers." Psychological Reports 56, no. 2 (April 1985): 351–54. http://dx.doi.org/10.2466/pr0.1985.56.2.351.

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Participants in a 1984 Elderhostel Summer Session, whose ages ranged from 60 to 84 yr., volunteered to respond to the Life Satisfaction Index from the perspective of Self and Other. This Likert-type scale had six categories, each with a description of a source of meaning in life. For all participants, a one-way analysis of variance for Self ratings across the six categories yielded a significant F ratio. All comparisons between pairs from categories rated most important—Relationships, Health, Service—and least important—Belief, Growth, Life Work—were significant. There were only chance differences, however, among paired combinations within categories rated most or least important. A one-way analysis of variance for the 26 participants who rated all categories from the perspective of Other also yielded a significant F ratio. Results corresponded with earlier reports of Other ratings: the order of categories from highest to lowest was Relationships, Health, Service, Belief, Growth, Life Work.
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33

Hinrichsen, Gregory A., and Richard A. Zweig. "Models of Training in Clinical Geropsychology." Gerontology & Geriatrics Education 25, no. 4 (July 2005): 1–4. http://dx.doi.org/10.1300/j021v25n04_01.

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34

Strauss, Gerald, and Barbara J. Nelson. "PALLIATIVE CARE ENRICHMENT IN GEROPSYCHOLOGY FELLOWSHIPS." Educational Gerontology 22, no. 8 (January 1996): 775–80. http://dx.doi.org/10.1080/0360127960220805.

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35

Jütte, Robert. "A history of geropsychology in autobiography." Journal of the History of the Behavioral Sciences 38, no. 2 (March 2002): 192–93. http://dx.doi.org/10.1002/jhbs.10010.

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36

Norman, Suzanne, Karen Ishler, Lisa Ashcraft, and Marian Patterson. "Continuing Education Needs in Clinical Geropsychology." Clinical Gerontologist 22, no. 3-4 (March 21, 2001): 37–50. http://dx.doi.org/10.1300/j018v22n03_05.

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37

Qualls, Sara Honn, Forrest Scogin, Richard Zweig, and Susan Krauss Whitbourne. "Predoctoral training models in professional geropsychology." Training and Education in Professional Psychology 4, no. 2 (May 2010): 85–90. http://dx.doi.org/10.1037/a0018504.

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38

Strong, Jessica, Matthew Wynn, Jennifer Moye, and Brian Carpenter. "CAREERS IN ACADEMIC GEROPSYCHOLOGY: STRENGTHENING THE PIPELINE." Innovation in Aging 3, Supplement_1 (November 2019): S598—S599. http://dx.doi.org/10.1093/geroni/igz038.2224.

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Abstract The shortage of clinical geropsychologists is further imperiled by the shortage of geropsychologists entering academia. The current study analyzed data collected during the implementation of a national webinar series (Advancing your Confidence as an Educator in Geriatrics and Gerontology). The development and implementation of the series has been previously reported. In the current study, we report on n=66 psychologists’ and psychology trainees’ responses to academia. Results included quantitative ratings of feelings towards imaging oneself in an academic role. Feelings rated included Excitement (41%), Intimidated (18%), Overwhelmed (30%), and Enthusiastic (30%), among others. These results were triangulated with open-ended qualitative responses on the frustrations and rewards of being an educator. Results are discussed in the context of the geropsychology pipeline shortage and implications for the future of clinical geropsychology. Suggestions for how to remedy this concern will be discussed.
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King, Katherine, Erlene Rosowsky, and Michelle Jolson. "DEVELOPING INTEREST IN GEROPSYCHOLOGY THROUGH INTERGENERATIONAL EXPERIENCE." Innovation in Aging 3, Supplement_1 (November 2019): S599—S600. http://dx.doi.org/10.1093/geroni/igz038.2228.

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Abstract In order to develop interest in geropsychology, it is beneficial for students to have direct experiences with older adults. This presentation reports on the development of an innovative student volunteer group within a doctoral program in clinical psychology. In this group, students engage directly with older adults in the community. With the help of geropsychology faculty, students have developed and led intergenerational activities such as a panel discussion about dating, reminiscence using music, fraud recognition, and social media training. The group consists of 32 current students, along with 7 recent graduates. Community partners have provided overwhelmingly positive feedback. Students have reported benefits including personal satisfaction from intergenerational contact, learning and pleasure from hearing older adults’ stories, and feeling appreciated. Reported challenges include communication issues and feeling unsure how to relate to people with dementia. Students also describe negative assumptions about aging that have changed as a result of their participation.
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Devries, Helen McKean. "Clinical Geropsychology Training in Generalist Doctoral Programs." Gerontology & Geriatrics Education 25, no. 4 (July 2005): 5–20. http://dx.doi.org/10.1300/j021v25n04_02.

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41

Hinrichsen, G. A., V. Molinari, E. Emery-Tiburcio, and J. Gooblar. "BUILDING FOUNDATIONAL KNOWLEDGE COMPETENCIES IN PROFESSIONAL GEROPSYCHOLOGY." Innovation in Aging 2, suppl_1 (November 1, 2018): 796. http://dx.doi.org/10.1093/geroni/igy023.2952.

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42

Lawton, M. Powell. "The Coming of Age of Clinical Geropsychology." Contemporary Psychology 45, no. 3 (June 2000): 278–80. http://dx.doi.org/10.1037/002203.

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43

Molinari, Victor. "Application of the competency model to geropsychology." Professional Psychology: Research and Practice 43, no. 5 (2012): 403–9. http://dx.doi.org/10.1037/a0026548.

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44

Hinrichsen, Gregory A., Diane S. Myers, and Douglas Stewart. "Doctoral internship training opportunities in clinical geropsychology." Professional Psychology: Research and Practice 31, no. 1 (2000): 88–92. http://dx.doi.org/10.1037/0735-7028.31.1.88.

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45

Huh, J. W. Terri, Rachel L. Rodriguez, Jeffrey J. Gregg, Ashley N. Scales, B. Josea Kramer, and Christine E. Gould. "Improving Geropsychology Competencies of Veterans Affairs Psychologists." Journal of the American Geriatrics Society 69, no. 3 (January 16, 2021): 798–805. http://dx.doi.org/10.1111/jgs.17029.

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46

Karel, Michele J., Bob G. Knight, Michael Duffy, Gregory A. Hinrichsen, and Antonette M. Zeiss. "Attitude, knowledge, and skill competencies for practice in professional geropsychology: Implications for training and building a geropsychology workforce." Training and Education in Professional Psychology 4, no. 2 (May 2010): 75–84. http://dx.doi.org/10.1037/a0018372.

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47

Krampen, Günter, and Hans-Werner Wahl. "Geropsychology and Psychology in the Last Quarter of the 20th Century." European Psychologist 8, no. 2 (January 2003): 87–91. http://dx.doi.org/10.1027//1016-9040.8.2.87.

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This paper presents bibliometrical results on the development of gerontopsychology in the last quarter of the 20th century. Analyses are based on the psychology literature documented in PsycINFO, covering mainly publications from the Anglo-American region, and PSYNDEX, covering publications from the German-speaking countries, for the years 1977 to 2000. Results show that both literature bodies on gerontopsychology have steadily grown, in absolute terms, since the beginning of the last quarter of the 20th century. The geropsychology literature in the German-speaking countries has grown faster than the Anglo-American literature. In terms of a relative frequency view, the findings support the notion that geropsychology has found a clear and stable position within psychology as a whole in both research communities, contributing 1-3% to the overall psychology literature and 8-15% (PsycINFO) respectively 30-50% (PSYNDEX) to the overall developmental psychology literature since 1978.
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Jacobs, Lindsey, Patricia Bamonti, Jessica Strong, Kyle Page, Barry Edelstein, Rebecca Allen, and Shane Bush. "Capacity Assessment Training and Competency Evaluation Tool." Innovation in Aging 4, Supplement_1 (December 1, 2020): 595. http://dx.doi.org/10.1093/geroni/igaa057.1998.

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Abstract Given the complex interplay of ethical, clinical, and legal factors, evaluating capacities in older adults is an important competency for geropsychologists. However, the amount of quality of training in this area varies, and geropsychology trainees report less confidence in their capacity evaluation skills. To date, only the Pikes Peak Self-Assessment Tool includes items measuring competency and growth in decisional capacity evaluations. However, it is a broad self-report measure assessing general geropsychology competencies. We developed a performance-based measure of decision-making capacity evaluations, the “Capacity Assessment Training and Competency Evaluation Tool (CATCET).” Using the ABA/APA Assessment of Older Adults with Diminished Capacity as a guide, expert panels created two clinical cases across 5 capacity domains. This presentation will discuss the creation of the CATCET, its application as a training and evaluation tool, and initial performance data among psychology graduate students, intern, and fellows across settings.
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Strong, Jessica, Rebecca Allen, Caitlan Tighe, Mary Jacobs, Hillary Dorman, and Benjamin Mast. "CAREER PERCEPTIONS AND IDEALS FOR CLINICALLY FOCUSED AND ACADEMIC PSYCHOLOGY CAREERS: A MIXED-METHODS STUDY." Innovation in Aging 3, Supplement_1 (November 2019): S11. http://dx.doi.org/10.1093/geroni/igz038.037.

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Abstract More psychologists who have specialty training in geriatrics are needed to meet the growing demand. However, there is a shortage of individuals in academic geropsychology, which feeds the clinical geropsychology pipeline. Barriers to recruiting trainees into jobs in academia are not well understood. The current mixed-methods study examined trainees’ perceptions of clinically-focused and academic jobs, and discrepancies between professional psychologists actual and ideal job activities. Results found that trainees have less accurate perceptions of the activities of academic compared to clinically-focused jobs. Interviews with trainees revealed negative perceptions of the university system, including bureaucracy, salary, and perceived workload. However, professional psychologists, both clinical and academic, reported high agreement between actual and ideal activities. Academic psychologists reported desiring more time in clinical work, without reducing research or teaching time. Clinically-focused psychologists desired and increase in research and teaching time without sacrificing clinical activities. Each group discussed struggles in obtaining work-life balance.
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Hill, Robert D. "A Positive Aging Framework for Guiding Geropsychology Interventions." Behavior Therapy 42, no. 1 (March 2011): 66–77. http://dx.doi.org/10.1016/j.beth.2010.04.006.

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