Douglas Lane, PhD, ABPP

Douglas Lane, PhD., ABPP, is board-certified in Clinical Psychology and Geropsychology, and holds an appointment as a Clinical Professor in the Department of Psychiatry and Behavioral Sciences of the University of Washington School of Medicine. 

Dr. Lane completed a Ph.D. in Clinical Psychology through the University of Kansas, with residency training in the U.S. Army at Dwight D. Eisenhower Army Medical Center. Following active service as a commissioned officer in the U.S. Army, he completed a post-doctoral fellowship in the Department of Psychiatry of the Yale University School of Medicine. Most recently, he completed a post-graduate degree in Health Professions Education through the School of Medicine of the University of Glasgow, Scotland. 

Dr. Lane has been engaged as a clinician-educator in the area of older adult care since 2006, training students and professionals from the disciplines of medicine, psychiatry, psychology, nursing, chaplaincy, and social work.  In the past, he has served as a member of the American Board of Geropsychology and as president of the Society for Clinical Geropsychology of the American Psychological Association.  He is currently co-chair of the Faith, Religiosity, and Spirituality in Aging Special Interest Group of the American Geriatrics Society.  

In this episode, CLIME Associate Director Kate Mulligan speaks with Dr. Douglas Lane, a board-certified clinical and geropsychologist and Clinical Professor at the University of Washington School of Medicine, about the subtle and overt ways ageism shows up in healthcare.

Drawing on decades of experience working with older adults, Dr. Lane discusses how age-related assumptions affect clinical decision-making, communication, and trainee development. He and Kate explore provider reactions to aging, how transference and countertransference influence care, and practical approaches to building age-inclusive, dignity-centered clinical environments. The conversation also touches on healthy aging, modeling age-awareness for learners, and steps healthcare systems can take to better support older adults.

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