Ageist attitudes and aging-specific training preparation indirectly predict trainees' interest in clinical work with older adults.

Publication/Presentation Date

2-12-2026

Abstract

BACKGROUND AND OBJECTIVES: Few doctoral psychology trainees choose to specialize in geropsychology, despite the rising need for trained professionals in this area. Guided by the theory of planned behavior, this study aimed to identify modifiable factors that relate to trainees having stronger intentions to work with older adult clients.

RESEARCH DESIGN AND METHODS: A sample of 188 doctoral trainees in clinical and counseling psychology programs in the United States completed survey measures online. Structural equation modeling was used to test hypothesized relations of ageist attitudes, aging-specific preparation, perceived competence, social approval, and attitudes about work with older adults, and intention to work with older adult clients.

RESULTS: Perceiving greater social approval for working with older adults directly related to a stronger intention to do this work. Ageist attitudes indirectly influenced intention through perceived competence for and attitudes about work with older adults. Receiving more training in aging also indirectly related to intention through greater perceived competence for work with older adult clients.

DISCUSSION AND IMPLICATIONS: These findings supported the theory of planned behavior as a conceptual framework for understanding psychology trainees' intentions to work with older adults and suggested ageist attitudes and aging-specific training as modifiable factors that influence trainees' interest in clinical work with older adults. Doctoral psychology training programs could encourage additional interest in clinical work with older adults by making an explicit statement of support for this work, by working to reduce their trainees' ageist biases, and by providing more aging-specific training and education.

Volume

66

Issue

3

ISSN

1758-5341

Disciplines

Medicine and Health Sciences

PubMedID

41396688

Department(s)

Department of Education

Document Type

Article

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