UCCS

I've been in my PhD program for just over 3 semesters now. Last year was a huge transition for me and it took a while to adjust to being a student again and living in a new part of the country. But what made the transition go more smoothly were the other students in my program.

We had our PhD applicant interviews last week. As I was getting to know each of the applicants, I thought about what it was like to be in that position two years ago. It's a bit of a leap of faith to pick up and start a new life in a new city where you know no one, which is what many of us do for graduate school.

I feel really lucky to have found a program where I've been able to form great friendships. Very often, the support I get (and give) to my peers (some of whom are in the photo) is what has helped me through the inevitable rough spots of progressing through a graduate program.

Older adults have a disproportionally high rate of completed suicide as compared to the general population, but relatively little is known about the extent to which coping styles and beliefs serve as protective factors against suicide in this population.

We had a group of community-dwelling older adults complete questionnaires on coping, reasons for living, and suicidal ideation. Some of the findings include:

- Suicidal ideation had a significant negative relationship with both problem- and emotion-focused coping and a significant positive relationship with dysfunctional coping.

- Suicidal ideation had a significant negative relationship with survival and coping beliefs, responsibility to family, child-related concerns, and total reasons for living score and a significant positive relationship with fear of suicide.

The findings suggest that a full assessment of coping styles and reasons for living should be part of a thorough evaluation of at-risk older adults. Future research should test the extent to which interventions that bolster coping skills and reasons for living reduce suicidal ideation and suicidal behaviors.

A substantial literature has documented that sexual abuse relates to suicidal behaviors but relatively less is known about resilience to suicide, especially cognitive deterrents to suicide.

The present study investigated the effects of a history of sexual victimization on reasons for living. Female participants (N = 138; M age = 24.4 years, SD = 7.3 years; range = 18 to 53 years; 79% Caucasian) completed the Sexual Experiences Survey (SES) and the Reasons For Living (RFL) Inventory. According to SES responses, participants were classified into 5 mutually exclusive groups: no victimization, sexual contact, sexual coercion, attempted rape, and rape. ANOVAs showed that degree of sexual victimization had a significant effect on the RFL Total scale and 2 subscales (Survival and Coping Beliefs; Moral Objections). The general pattern was that mean RFL scores in the no victimization group were significantly higher than the mean scores in the sexual coercion and rape groups.

An implication is that having a history of sexual victimization, especially sexual coercion and rape, limits one’s later reasons for not committing suicide. Bolstering these modifiable deterrents to suicide should be part of suicide prevention efforts among at-risk women.

The topic of this year's National Clinical Geropsychology Conference, hosted by the Gerontology Center at UCCS, was "End-of-Life Care and Bereavement." The conference co-chairs were Sara Honn Qualls, PhD and Julia Kasl-Godley, PhD. The keynote speaker, Shirley Otis-Green, MSW, spoke about "Building Your Legacy: Making Time Count," and urged the audience to consider what we can do now to influence our professional and personal legacy.

One of programs I was involved in at the CU Aging Center this year was the At Home Mental Health Service program. We partner with a local social service agency for seniors to provide therapy for clients in their homes. These individuals typically have a number of physical or emotional problems that make it difficult for them to leave their homes to obtain services.

Some things I learned through my work in this program:

1) It's OK to set boundaries: For example, asking clients to put pets in another room or not to smoke during the session is not selfish or too demanding, rather it's a way for me to take care of myself in order to give my full attention to the needs of my clients.

2) Therapy goals can never be too clear: This is particularly relevant with older clients who are dealing with loneliness. Sometimes I was seen as a "visitor" coming for social reasons. While increased social contact may be helpful in and of itself this may not be the best use of a therapist's skills.

3) Good supervision is essential: Of course supervision is always necessary, but it's especially important when dealing with complex clients. It was extremely helpful to have a team of peers and more experienced clinicians to discuss cases with and a place where I could admit I had no idea of what I was doing!

4) A lot of older adults who could benefit from therapy are out of the "reach" of traditional services: Several of the clients who I worked with through this program probably would have never engaged in therapy if it meant weekly trips to a clinic to meet with a therapist.

Though challenging, my participation in the At Home program was a valuable experience in helping me to develop as a therapist.

Last week I successfully proposed my thesis project titled, "Coping Strategies, Suicidal Risk, and Protective Factors Against Suicide in Older Adults." The goals of this study are to investigate coping abilities in older adults and how those relate to suicidal ideation and cognitive deterrents to suicide. We've already begun data collection and hope to have the study completed by the end of the year. Thank you to my committee (Daniel L. Segal, Ph.D., Frederick L. Coolidge, Ph.D., and Brian Yochim, Ph.D.) for all of their thoughtful comments and questions.

I'm happy to report that I've officially survived the first year of my PhD program! A few of my Clinical Neuropsychology classmates, our professor, Brian Yochim, PhD, and I went out to celebrate after our final was finished.

As part of our clinical training at the CU Aging Center, we are required to give an "evidence-based practice" presentation to the other staff members. According to the APA, evidence-based practice in psychology is "the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences." That is, both research and clinical skills are used in the practice of psychotherapy. Inspired by a client with whom I worked earlier this year, I chose to discuss complicated bereavement, which is being considered for inclusion in the next edition of the DSM.

A lot of people who know me now probably wouldn't believe it, but I used to be an expert pessimist. I could ruminate on the worst aspects of any situation with the best of them. I've made several changes in my life in order to shift to a "glass half full" orientation; one of the things that helped me the most was to begin a "gratitude journal."

For the past few years, I've kept a notebook that contains lists of whatever I'm grateful for at that moment, however large ("I'm grateful for being able to visit my family at Christmas") or small ("I'm grateful for my flannel sheets"). I decided recently that I needed a practicum gratitude list. As any graduate student knows, many aspects of the practicum experience can be frustrating and annoying, but there are also many that can be appreciated. So, here's my current gratitude list for working at my practicum site:

- I'm grateful for being able to work almost exclusively with older adults and their families.

- I'm grateful for not having to search and interview for a new practicum placement every year.

- I'm grateful for having the opportunity to be involved in so many different rotations.

- I'm grateful for having a five-minute commute.

- I'm grateful for having my own desk and computer.

- I'm grateful for being able to work with bright, interesting, motivated colleagues who have similar professional interests.

We received news this week that our Ph.D. program is accredited by the American Psychological Association. UCCS now has the first official Clinical Psychology doctoral program with a curricular emphasis in geropsychology!