We present a five-stage model of collaboration that draws on key constructs from social exchange theory and the literature on team building. The constructs of social exchange, negotiation, role differentiation, and an environment of trust structure the activities that occur in each stage of the model and provide a systematic, theoretically grounded approach to the formation of collaborative research or educational teams. The model pairs academic faculty and health care practitioners with unique areas of gerontological expertise, clinical skill, and other complementary resources. Individuals form a group and work cooperatively to develop and implement a research or educational project in aging. The linkages facilitate the formation of projects that represent the integration of theoretical or academic knowledge with applied or practice-based mastery regarding older adults and their health care needs. The model ensures that projects are based on substantive gerontological knowledge and reflect the real-life health care needs of the elderly. Key theoretical constructs explain how and why individuals' actions contribute to effective collaboration, advancing the understanding and practice of such activity.Collaborative, interdisciplinary teamwork among members of the academic and health care communities has been identified as a significant strategy in developing research and educational projects to address the multiple and complex health issues of an aging society. This

This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image of practice among all of the members of an educational community that included students, faculty, and clinicians. Initiated in 1983, the program integrates occupational therapy theory, critical thinking, and knowledge about person-environmental transactions with traditional medical, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spiral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the central theme of the program. Fieldwork is used to reinforce ideas presented in the classroom and features discrete learning experiences where students demonstrate their integration of knowledge and skills. In an evaluation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; and longitudinal data from 33 alumni confirmed that graduates are critical thinkers who appreciate the diverse needs of clients while demonstrating an appreciation for the curative effect of meaningful, goal-directed activities.

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AIDS presents difficult and unprecedented legal problems. Because modern law requires that persons with disabilities or illnesses be integrated into the mainstream of society, past responses to those with communicable diseases are no longer acceptable. Laws dealing with AIDS patients will have to evolve gradually and build upon commonsense solutions to problems.

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