Evaluation of an Advanced Topics Workshop in Geropsychology: The Value of Depth in Training

The Geriatric Scholars Program- Psychology Track (GSP-P) was implemented to address the dire shortage of mental health providers with geriatrics expertise within the VA, a large integrated healthcare system. One hundred and five psychologists participated in the GSP-P introductory geropsychology competencies course. Though they exhibited significant improvements in confidence, knowledge, and skills across geropsychology domains, increased depth (in addition to breadth) of training is needed. In 2019, GSP-P implemented an advanced workshop for graduates of the introductory course. Twenty-one psychologists participated in the workshop, which included 3.5 days of expert-led seminars followed by completion of an individualized learning plan over six months. Results from our evaluation indicated significant improvements in four of five geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool. Our findings demonstrate continued enhancement of geropsychology competencies through advanced coursework is feasible and improves depth of training, particularly when combined with individualized learning plans.

Do Students who Fail to Plan, Plan to Fail? Effects of Individualized Learning Plans on Postsecondary Transitioning

Background/Context Policies featuring individualized learning plans (ILPs) have become increasingly popular among states seeking to improve college and career readiness through early postsecondary planning. Although ILPs are featured in legislation for more than 35 states, limited work has been done on measuring their effectiveness to ensure that students are better prepared for college and career. Purpose In this study, we fill this gap in the literature by exploring the effects of completing an ILP and potential spillover effects in schools that require the use of this tool. We also explore whether these effects vary by parental income status. Using a quasi-experimental design, we offer nationally generalizable evidence of the ILP on individual student's transition from secondary to postsecondary education Research Design We use data from the High School Longitudinal Survey of 2009 (HSLS:09), a nationally representative survey of students in 944 public and private high schools who are surveyed at multiple points during their time in high school. Using these data, we employ the quasi-experimental propensity score matching approach to generate balance between treated and untreated groups on observed covariates. Findings The findings from this study suggest that students who completed ILPs were more likely to identify a career of interest and make informed college choices with respect to institutional fit as compared with peers who did not use this tool. In particular, low-income students who completed an ILP were more likely to apply for financial aid and submit applications to multiple institutions when compared with economically similar students who did not use ILPs. Also, schools offering ILPs were more likely to help students enroll in moderately selective four-year colleges and to complete some advanced credits in English. Conclusions This study's findings offer evidence that schools can use ILPs to help students prepare for college through the college search and selection process. Although ILPs seem to be most effective in helping students plan for the process of applying to college, greater emphasis may be needed to ensure that ILPs also support students in the effort of academic course planning.