professional

An interesting, but also disturbing, article on the complex issue of dementia and sex.

The APA Office on Aging recently updated their on-line resource guide for Depression and Suicide in Older Adults. It features empirical journal articles, books, book chapters, and several links to resources for consumers.

I successfully defended my thesis last Friday. Although it was somewhat nervewracking, the meeting went really well. It felt more like a discussion than a presentation by the end and I got lots of good feedback and suggestions from my committee. The next step is to try to publish a journal article using the findings from the study.

The gist of the results is that problem- and emotion-focused coping appear to be adaptive, whereas dysfunctional coping appears to be somewhat less related to resilience to suicide. Implications of the study are that some coping strategies may serve as protective factors against suicide and coping strategies should be evaluated as part of a thorough assessment of at-risk older adults.

Thanks again to my committee for their guidance and to those who participated in the study.

Most of the time when we hear about Autism, we think about children. Surprisingly, or not, children with Autism grow up to be adults with Autism. I recently began a practicum rotation at The Resource Exchange (TRE) where I will be working with adults with developmental disabilities (DD). It has opened up a whole new world to me; the families of adults with DD face a lot of challenges that I've never considered before. This article in Time Magazine illustrates some of these challenges, written from the perspective of a sibling.

Interesting opinion article on the training medical doctors receive for working with older adults. Much of the same can be said about the training that most psychologists obtain as students and interns.

Earlier this month I attended the second biannual Diversity and Aging conference in Chicago sponsored by AARP. The theme of the conference was "The Power of Inclusion." This conference had a much wider scope than most of the conferences I usually attend, with presentations ranging from identifying activities for people with dementia, to health literacy and access for immigrants and refugees, to marketing to 50+ diverse populations.

I was fortunate to be chosen as one of six graduate student Conference Fellows. As a Fellow, one of my tasks was to write a summary of the presentations I attended, which will be included in the conference proceedings. 

The next AARP Diversity and Aging conference will take place in 2011 in Washington, DC.

Today marked the end of the fifth and final Aging and Mental Health Conference, hosted by the Gerontology Center at UCCS. The topic of this year's conference was "Integrated Health Care for Older Adults." The conference co-chairs were Sara Honn Qualls, Ph.D. and Deborah King, Ph.D. of the University of Rochester Medical Center in Rochester, NY.

Integrated mental health care essentially referrs to mental health services that are delivered in non-traditional settings, such as primary care clinics and long-term care facilities. This can make mental health services accessible to individuals who may not otherwise access mental health treatment because of barriers such as inadequate financial resources, stigma associated with mental health, and limited transportation. In a primary care clinic, for instance, the idea is that physical and mental health are treated together to help improve the quality of life of patients, breaking down the separation of body and mind that often exists in Western medicine.

I've gotten a few questions recently on how one becomes a geropsychologist. While there are many paths leading to a career in geropsychology, here is one of the most efficient routes:

1) Get a bachelor's degree in Psychology: if not Psychology, another social science (e.g., Sociology) or physical science (e.g., Biology) is also helpful, as long as you take enough Psychology classes to get a basic, broad understanding of the field.

2) Get a doctorate degree in Psychology: if you'd like to go into clinical work, you'll need to complete a program in Clinical or Counseling Psychology. With a bachelor's degree, these programs usually take 5 - 6 years to take classes, write a dissertation, and complete one year of internship. The internship year is typically the last year of one's program and involves full-time clinical work.

3) Get a post-doctoral ("post-doc") position: In order to gain enough supervised clinical experience to be eligible for licensure or additional research experience (and rack up publications), many people choose to do a post-doc. Depending on what your goals are, this could take 1 - 3 years to complete.

Some people (myself included) decide to work or get a master's degree before entering a PhD program. This can add several years to the process, but is often very valuable experience.

Division 12 II of the American Psychological Association (APA) has a lot of useful information for students in geropsychology. APA Division 20 has a comprehensive list of graduate programs that provide specialization in adult development and aging.

Earlier this week, I gave a presentation at our local senior center that was designed for older men who are recently widowed or divorced. The purpose of the presentation was to discuss:

-relationships in later life
-what is "typical" after the loss of a spouse/partner
-how to decide whether you are ready to date again
-strategies for getting what you want.

The Council of Professional Geropsychology Training Programs (CoPGTP) has created an evaluation tool using the Pikes Peak Geropsychology competencies. The purpose of the tool is twofold: (1) for psychologists to evaluate their on-going training needs and (2) for supervisors to evaluate geropsych graduate students' development during a training program.

The 16-page list of competencies is daunting, for geropsych professionals at any level. However, when we discussed the document in my Clinical Geropsychology II class, my classmates and I were pleasantly surprised at how much knowledge and experience we are gaining through our program.