Competency-based geropsychology training in doctoral internships and postdoctoral fellowships.

Hinrichsen, Gregory A.; Zeiss, Antonette M.; Karel, Michele J.; Molinari, Victor

doi:10.1037/a0018149

Cited by 21 publications

(23 citation statements)

References 32 publications

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“…How do we provide more opportunities for nongeropsychologists to receive training for competent work with older adults with complex comorbidities and life contexts? Opportunities at the doctoral program level and via internship rotations are both important (Hinrichsen, Zeiss, Karel, & Molinari, 2010). Options at the doctoral program level include generalist programs with formal integration of aging content and/or electives (Holtzer, Zweig, & Siegel, 2012) and practicum (Pachana, Emery, Konnert, Woodhead, & Edelstein, 2010).…”

Section: Generalists and Other Psychologistsmentioning

confidence: 99%

Workforce analysis of psychological practice with older adults: Growing crisis requires urgent action.

Moye

Karel²,

Stamm

et al. 2019

Training and Education in Professional Psyc

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As the proportion and sheer number of older adults in the United States continues to increase, we need to plan for their behavioral health care. Access to accurate data about current workforce characteristics in psychology can provide essential information to inform workforce planning. In this paper, we present results of the American Psychological Association's Center for Workforce Studies survey of psychologists, with a focus on older adults. Participants (N = 4,109) were doctoral psychologists identified through state licensing boards. Only 1.2% of those surveyed described geropsychology as their specialty area, although 37.2% reported seeing older adults frequently or very frequently, most often from the specialties of rehabilitation psychology, clinical neuropsychology, and clinical health psychology. Frequent providers of aging services were more likely to be older, nonethnic minority, working in independent practice as their primary work setting, and self-employed as compared to other respondents. In addition, frequent providers of services to older adults were more likely to be in practices colocated with medical professionals and to accept Medicare as payment. Low reimbursement rates were cited as a reason for not accepting Medicare by those who did not. There was strong interest in further education in aging from all psychologists in areas including adjustment to medical illness/disability, depression, bereavement, dementia, anxiety, psychotherapy, and caregiver stress. The results of this survey suggest a continued urgent need to train psychologists across subfields in foundational

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Section: Generalists and Other Psychologistsmentioning

confidence: 99%

Workforce analysis of psychological practice with older adults: Growing crisis requires urgent action.

Moye

Karel²,

Stamm

et al. 2019

Training and Education in Professional Psyc

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“…A persistent call has been made for additional training in aging across all levels of professional development (Holtzer, Zweig & Siegel, 2012;Zimmerman, Fiske, & Scogin, 2011). Training recommendations to prepare psychologists to work with older adults have been offered for graduate (Qualls, Scogin, Zweig, & Whitbourne, 2010) and internship and postdoctoral levels (Hinrichsen, Zeiss, Karel, & Molinari, 2010). The development of the Pikes Peak Model for Training in Professional Geropsychology ) recognized that entry into psychological practice with older adults can occur at different stages of a psychologist's career with many pathways to achieve competency.…”

Section: Professional Issues and Educationmentioning

confidence: 99%

Guidelines for Psychological Practice with Older Adults.

2014

American Psychologist

156

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The Guidelines Revision Working Group is thankful to the APA Committee on Aging for convening the group and to Division 20 (Adult Development and Aging) and Division 12 Section II (Society of Clinical Geropsychology) and the APA Council of Representatives for providing financial support for the revision. APA Office on Aging Director Deborah DiGilio and Administrative Coordinator Martha Randolph provided outstanding administrative support.The literature cited herein does not reflect a systematic meta-analysis or review of the literature but rather was selected by the working group to emphasize clinical best practices. Care was taken to avoid endorsing specific products, tools, or proprietary approaches.These guidelines are scheduled to expire as APA policy in February 2023. After this date, users are encouraged to contact the Office on Aging, APA Public Interest Directorate to determine whether this document remains in effect.

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“…Reciprocal observational supervision was considered the most helpful of listed supervision methods by supervisors and supervisees. In geropsychology training, it is important not only to observe a trainee's assessment and therapy work but also their participation in interdisciplinary team and consultation activities (Hinrichsen et al, 2010). Trainees will benefit from observing their supervisors engage in a range of team meeting, staff training, and consultation activities, as well as from getting feedback as they work to develop these critical interprofessional competencies for professional geropsychology practice.…”

Section: Implications For Trainingmentioning

confidence: 99%

“…It also provides broad-based recommendations for doctoral, internship, fellowship, and postlicensure levels of training (Hinrichsen, Zeiss, Karel, & Molinari, 2010;Quails, Scogin, Zweig, & Whitboume, 2010). A critical component of training for clinical and counseling psychologists is the clinical supervision relationship.…”

mentioning

confidence: 98%

Supervision in professional geropsychology training: Perspectives of supervisors and supervisees.

Karel¹,

Altman²,

Zweig³

et al. 2014

Training and Education in Professional Psychology

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Supervised clinical experience is a core feature of training to develop competencies for professional geropsychology practice. Whereas there is a rich psychology supervision literature, virtually no research has been conducted to inform geropsychology supervision practice in particular. In this descriptive study, 32 licensed geropsychology supervisors and 18 doctoral geropsychology supervisees responded to an online survey that posed both Likert-scaled and open-ended questions about rewards, struggles, and methods of supervision in geropsychology training. On average, supervisors perceived supervisees to struggle more with a range of knowledge/skills than supervisees perceived themselves to struggle. Both supervisors and supervisees rated observational and modeling supervision methods to be most helpful; supervisees rated exploring diversity considerations and supervisor disclosure of their own clinical experiences to be relatively more helpful supervision methods than did the supervisors. Study resuhs highlight both geropsychology-specific and more general psychology supervision considerations, including the importance of supervisors helping trainees to develop "metacompetence" regarding their knowledge and skills and development of resources to help geropsychologists enhance their own supervision competencies in this field.

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Competency-based geropsychology training in doctoral internships and postdoctoral fellowships.

Cited by 21 publications

References 32 publications

Workforce analysis of psychological practice with older adults: Growing crisis requires urgent action.

Workforce analysis of psychological practice with older adults: Growing crisis requires urgent action.

Guidelines for Psychological Practice with Older Adults.

Supervision in professional geropsychology training: Perspectives of supervisors and supervisees.

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