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7 - Marriage and Improved Well-Being
- Edited by Marsha Garrison, Elizabeth S. Scott
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- Book:
- Marriage at the Crossroads
- Published online:
- 05 November 2012
- Print publication:
- 15 October 2012, pp 126-141
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Summary
Married adults are better adjusted than never married, remarried, and – especially – separated/divorced adults as indexed by a wide variety of measures including: (1) psychological adjustment, notably greater happiness/subjective well-being (Gove et al. 1983; Johnson & Wu 2002), less depression (Pearlin & Johnson 1977; Wade & Pevalin 2004), and less substance use (Power et al. 1999); (2) social relationships, for example, more frequent sex (Laumann et al. 1994; Pedersen & Blekesaune 2003), experiencing less violence inside or outside of the relationship (Waite & Gallagher 2000), and having better-adjusted children (Emery 1999); (3) finances, as evident in higher family income (Duncan & Hoffman 1985) and lower perceived economic stress (Pearlin & Johnson 1977); and (4) physical health, as indexed by markers, such as better self-ratings of health (Hughes & Waite 2009), less chronic disease (Dupre & Meadows 2007), and greater longevity (Sbarra & Nietert 2009). The descriptive benefits of marriage are so pervasive, in fact, that many commentators and policies encourage marriage as a prescriptive solution for improving individual – and societal – well-being (McLanahan et al. 2005; Waite & Gallagher 2000). Most notable in this regard is the federal government's $1.5 billion campaign to promote marriage initiated under the George W. Bush administration.
Marriage promotion typically, but by no means universally, is linked to the political right. Still, the potential benefits of marriage are of widespread, popular interest. For example, a recent New York Times Magazine (April 18, 2010) article posed the question, “Is Marriage Good for Your Health?” Hundreds of studies suggest that the answer to this question is “yes.” The so-called marriage benefit is a reliable empirical finding, one replicated by many independent research groups, that generally remains consistent across time and cultures. In fact, a major, recent scholarly review concluded that future research should move from asking “whether” marriage benefits mental and physical health to outlining “when” and “how” the benefits of marriage accrue (Carr & Springer 2010).
Geropsychology content in clinical training programs: a comparison of Australian, Canadian and U.S. data
- Nancy A. Pachana, Erin Emery, Candace A. Konnert, Erin Woodhead, Barry A. Edelstein
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- Journal:
- International Psychogeriatrics / Volume 22 / Issue 6 / September 2010
- Published online by Cambridge University Press:
- 04 June 2010, pp. 909-918
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Background: There is a worldwide shortage of mental health professionals trained in the provision of mental health services to older adults. This shortage in many countries is most acutely felt in the discipline of psychology. Examining training programs in clinical psychology with respect to training content may shed light on ways to increase interest among students and improve practical experiences in working with older adults.
Methods: A large multinational survey of geropsychology content in university-based clinical and counselling psychology training programs was conducted in 2007 in the U.S.A., Australia, and Canada. Both clinical/counseling programs and internship/practicum placements were surveyed as to staffing, didactic content and training opportunities with respect to geropsychology.
Results: Survey response rates varied from 15% in the U.S.A. (n = 46), 70% in Australia (n = 25) to 91.5% in Canada (n = 22). The U.S.A. and Australia reported specialist concentrations in geropsychology within graduate clinical psychology training programs. More assessment and psychopathology courses in the three countries were cited as having ageing content than psychotherapy courses. Many non-specialist programs in all three countries offered course work in geropsychology, and many had staff who specialized in working clinically with an older population. Interest in expanding aging courses and placements was cited by several training sites. Recruiting staff and finding appropriate placement opportunities with older adult populations were cited as barriers to expanding geropsychology offerings.
Conclusions: In light of our results, we conclude with a discussion of innovative means of engaging students with ageing content/populations, and suggestions for overcoming staffing and placement shortcomings.
Development of a tool to evaluate geropsychology knowledge and skill competencies
- Michele J. Karel, Erin E. Emery, Victor Molinari, the CoPGTP Task Force on the Assessment of Geropsychology Competencies
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- Journal:
- International Psychogeriatrics / Volume 22 / Issue 6 / September 2010
- Published online by Cambridge University Press:
- 12 February 2010, pp. 886-896
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Background: Workforce shortages to meet the mental health needs of the world's aging population are well documented. Within the field of professional geropsychology in the U.S.A., a national conference was convened in 2006 to delineate competencies for psychological practice with older adults and a training model for the field. The conference produced the Pikes Peak Model of Geropsychology Training. The Council of Professional Geropsychology Training Programs (CoPGTP) aimed to produce a competency evaluation tool to help individuals define training needs for and evaluate progress in development of the Pikes Peak professional geropsychology competencies.
Methods: A CoPGTP task force worked for one year to adapt the Pikes Peak Model geropsychology attitude, knowledge, and skill competencies into an evaluation tool for use by supervisors, students and professional psychologists at all levels of geropsychology training. The task force developed a competency rating tool, which included delineation of behavioral anchors for each of the Pikes Peak geropsychology knowledge and skill competencies and use of a developmental rating scale. Pilot testing was conducted, with 13 individuals providing feedback on the clarity and feasibility of the tool for evaluation of oneself or students.
Results: The Geropsychology Knowledge and Skills Assessment Tool, Version 1.1, is now posted on the CoPGTP website and is being used by geropsychology training programs in the U.S.A.
Conclusions: The evaluation tool has both strengths and limitations. We discuss future directions for its ongoing validation and professional use.
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