Professional Psychology-Research and Practice最新文献

The current workforce lacks enough trained psychologists specializing in geriatric mental health (i.e., geropsychologists) to meet the population's needs. The Veterans Health Administration (VHA) Geriatric Scholars Program-Psychology Track (GSP-P) targets this gap by providing intensive post-licensure training to enhance geropsychology skills and competencies. Further professional development is offered through an advanced workshop that includes structured independent learning plans (ILPs) with subject matter expert consultation over a 6-month period. To evaluate the program, we conducted a survey that included closed-ended questions for perceptions of learning on a 5-point Likert type scale and open-ended questions to characterize the perception of the ILP experience, local challenges and solutions, and impact on the population level. The response rate was 78.9% among 19 scholars. Scholars strongly agreed that participation in the ILPs improved their geropsychology knowledge (M = 4.8 of 5/strongly agreed) and skills (M = 4.5 of 5). Content analysis of activities completed and challenges was conducted. A rapid thematic analytic approach guided by the Kirkpatrick (2016) learning evaluation model was used to analyze scholars' responses to open-ended prompts. Qualitative findings confirmed a positive reaction to learning, acquisition of new knowledge, skills and competencies, which led to practice change that, in turn, had a positive impact on VHA organizational goals. After completing the ILP, scholars described their commitment to continue and grow in geropsychology training, which suggests that the GSP-P model, with mentored independent learning for continuing professional development, might be expanded within VHA and exported to other healthcare settings.

Relationship education (RE) programs have demonstrated efficacy in helping couples to maintain and improve the quality of their relationships. Culturally appropriate and effective RE programs for same-sex couples, however, are scarce. We conducted a small pilot study of Better Together Online, a web-based seven-module RE program for rural female couples. Our aims were to examine acceptability, appropriateness, and feasibility of the program and to explore preliminary evidence of efficacy. Eight female couples completed all modules and three additional couples completed at least four (N = 22 individuals). Acceptability, appropriateness, and feasibility ratings of each module were high and qualitative feedback from the couples included positive comments and some suggestions for improvement. Linear mixed-effects models indicated small effects on relationship instability at post-intervention (g =.27) and satisfaction at 3-month follow-up (g =.39); there were no effects on relationship confidence. Improvements in behavioral skills were more robust; there were small-to-medium effects on communication (g =.35-.56), problem solving (g =.23-.34), and mindfulness skills (g =.33-.64). and medium-to-large improvements in coping behaviors (g =.35-1.04). Small effects were also observed in increased stigma-related stress and positive identity. Some of these effects may have been influenced by unexpected arrival of COVID-19 during the intervention period. These preliminary results tentatively suggest that, with additional refinement and evaluation, Better Together Online may help maintain healthy relationships and prevent relationship distress and decline in rural female couples. Lesson learned and future directions are discussed.

The value of skillfully adopting a multicultural orientation (MCO) in psychotherapy has been increasingly recognized. Deliberate practice methods may be helpful in developing this capacity, but limited opportunities for practice and feedback exist. The current study provided an initial test of the feasibility, usability, and acceptability of a self-guided, web-based deliberate practice tool designed to support the development of therapists' MCO: MCO Deliberate Practice Online (MCO-O). This tool included brief didactic instructions along with opportunities to practice responding to video vignettes of actors portraying clients discussing cultural topics in psychotherapy. A sample of therapists and trainees (n = 287) visited the MCO-O website and consented to the study. Recruitment through emails to listservs and a webinar was highly feasible. Quantitative ratings of usability were modest. Quantitative metrics of acceptability were also modest, with a minority of participants (18.8%) visiting the MCO-O website more than once and 51.2% of participants viewing two or more of the video vignettes. Younger participants found the MCO-O website more usable and having MCO-O assigned was associated with watching more videos, when controlling for participant demographics. Qualitative themes included a mixture of positive feedback along with critiques and confusion regarding the MCO-O website. Taken together, results highlight the potential of this approach along with important limitations. Ultimately, it may prove difficult for therapists and trainees to engage in self-guided MCO training, particularly if using software tools that have not undergone extensive (and potentially resource intensive) user experience testing and development.