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Holland postulates six personality types, to which he relates vocational choice as the expression of one's needs and personality. This study was designed to validate one of these types, which he designated as Social. One hundred and nine occupational therapy students were administered six tests which measured needs, personality factors, self concept, anxiety levels and interpersonal behaviors. The general findings indicated that occupational therapists corresponded to the social personality type description given by Holland. Comparisons with other social type groups give some, though equivocal, support to the concept of social type as well as pointing out the need for further validation of each personality type and each occupation included in the typology. (Author/TL)

More than 400 persons including national leaders in government, educational, and professional organizations and agencies attended the dedication and the 3-day conference intended to focus attention on priority needs. Conference papers include: (1) "Serving Is a Privilege, Not a Problem" by M.E. Switzer, (2) "Regional Medical Programs: Continuing Education for Health Related Professions, by F.L. Husted, (3) "The Allied Health Professions--at the Flood Tide of Opportunity" by L.D. Fenninger, (4) "The Challenge to Education for the Health Professions in Meeting the Health Needs of Society" by E.F. Rosinski, (5) "Educating for the 'Helping Professions': An Underview" by S. Touster, (6) "Community Colleges: A New Resource in Meeting Health Manpower Needs" by S.V. Martorana, (6)"Programs in Junior Colleges" by N.M. Bering, (8) "Graduate School Programs in Medical Technology" by R. F. Hovde, (9) "Education of the Certified Occupational Therapy Assistant" by R. A. Robinson, (10) "Clinical Education" by R. Smiley, (11) "The Occupational Therapy Consultant" by F.M. Stattel, (12) "Opportunities for Research in Physical Therapy" by A.J. Szumski, and (13) "Trends in Patient Care and in the Educational Patterns of the Health Related Professions" by C.A. Worthingham. Two dedication presentations are also included. (JK)

This paper examines theoretical, pedagogical, and technological differences between two technologies that have been used in undergraduate interprofessional health sciences at the University of Toronto. One, a learning management system, WebCT 2.0, supports online coursework. The other, a Knowledge Building environment, Knowledge Forum 2.0, supports the collaborative work of knowledge-creating communities. Seventy students from six health science programs (Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy and Physical Therapy) participated online in a 5-day initiative to advance understanding of core principles and professional roles in pain assessment and management. Knowledge Forum functioned well as a learning management system but to preserve comparability between the two technologies its full resources were not brought into play. In this paper we examine three distinctive affordances of Knowledge Forum that have implications for health sciences education: (1) supports for Knowledge Building discourse as distinct from standard threaded discourse; (2) integration of sociocognitive functions as distinct from an assortment of separate tools; and (3) resources for multidimensional social and cognitive assessment that go beyond common participation indicators and instructor-designed quizzes and analyses. We argue that these design characteristics have the potential to open educational pathways that traditional learning management systems leave closed.

This paper consists of six sections: (1) A review of issues in research utilization including a brief outline of three major strategies for enchancing the utilization of research, (2) A five-part functional definition of the characteristics of the target population: severely handicapped deaf young adults, (3) A review of four survey studies of the occupational conditions of deaf young adults, (4) A review of five major experimental service programs with 17 guidelines for counseling practice and eight policy implications derived therefrom, (5) A review of research projects in four selected areas of deafness with the attendant conclusions and implications for practice, and (6) An outline of a longitudinal and cross-sectional investigation of the intellectual, emotional, and vocational development of deaf youngsters at the Arkansas School for the Deaf.

Summary This paper attempts to review reports on combinations of drugs and other modalities. The following tentative impressions appear warranted: 1. Combined ECT and drugs: Anti-depressants may maintain post-ECT improvement in mood, but no decided advantage obtains from its use during a course of ECT treatment. Combination of reserpine and ECT may be dangerous. Phenothiazines may have beneficial effects as a tranquilizer, but synergism with ECT remains doubtful. 2. Combined occupational therapy and drugs: Apparently drugs make it possible for many inaccessible patients to participate meaningfully in social interaction and to learn new skills. 3. Combined psychotherapy and drugs: Various drugs are alleged to hasten or facilitate individual psychotherapy; however, where anxiety is reduced it is also reported that patients stop working in psychotherapy and become complacent. Individualization and special attention to drug dosage may optimize usefulness of drugs in this context. In group therapy, tranquilizers appear to facilitate interaction and enhance the group process.

Increasingly and against severe administrative difficulties it is emerging in the mental hospital that work, as an activity in itself, and as a convenient and important medium for the establishment, maintenance, and deep ening of interpersonal and group relationships, is of great value in the treatment of the major mental dis orders and the resocialization of the chronic patients in mental hospitals. The denial to chronic patients of the right to relate themselves, through work, to their fellow men is one of the glaring anomalies of present-day mental hospital organization and management. This matter has become of much greater significance since the introduction of the drugs known as tranquillizers, whose place in treatment of mental disorders is already assured and by whose use, either alone or together with well-established methods of treatment such as E.C.T., the disruptive effect of psychotic tension can be virtu ally eliminated. One would expect a significant altera tion in the pattern of mental hospital statistics with the application of the total therapeutic resources now avail able, and particularly since the introduction of the tranquillizing agents and the demonstration of the importance of a programme of rehabilitation. The purpose of this paper is to describe the applica tion of a programme of work and occupational therapy combined with increased nursing interest, together with the energetic use of the tranquillizing drugs and E.C.T. in a provincial mental hospital over a period of 18 months from January 1, 1956, to June 30, 1957, and to review the results obtained.

The objective of this paper is to describe the processes of project elaboration and implementation of the Occupational Therapy course with respect to its creation, conception, rationale, profile, content and qualifications. Implementation of the course, which has been adopted by the State University of Bahia (UNEB) and the State University of Feira de Santana (UEFS), represents an upsurge of new perspectives for this profession in the state of Bahia and meets the current demand for occupational therapists.

MISS PARRIOTT was a student at the School of Nursing, University of California, San Francisco, when this paper was written. Since I h ve studied music for some years I decided to see if I could establish or improve expression or communication with these patients through music. My problem, then, was to find out how. The power of music as therapy comes from its ability to control moods, communicate feelings, and enlarge the consciousness. Thus, psychotherapists often use music to bring patients out of severe depresi sion or discouragement, replacing i depressing images or memories with positive, pleasant ones associated with certain types of music. According to Brodbeck, a social psychologist, there are eight basic value concepts experienced through music: power, enlightenment, wellbeing, skill, wealth, affection, respect, and rectitude (2). It was a challenge to me to consider pairing one of these music concepts with i an emotional problem of the retarded. This linkage, based on a g I