This study surveyed junior and senior occupational therapy faculty in order to further understand the role that mentoring plays in research productivity. Junior faculty with and without mentors were compared in terms of their overall research productivity, and the senior faculty who served as mentors were compared with senior faculty who were not mentors. The role of institutional support factors on research productivity was also examined. The results of this survey suggest that mentoring plays an important role in increasing research productivity in junior faculty in the field of occupational therapy. Also, senior faculty mentors perceived their mentoring experience to enhance their research productivity. A general profile of an occupational therapy mentor and mentee has emerged from the results. Analyses showed a low to moderate positive correlation between faculty research productivity and a number of institutional support factors. Availability of intramural funds, release time, chair and dean support for research, grant writing seminars, and availability of statistical and computing help correlated with research productivity. The authors recommend the need for mentoring in occupational therapy academia. New faculty should have a mentor or mentors to help them succeed in research, teaching and service goals. Developing short-term and long-term goals with the mentor and periodic evaluation of goals will help new faculty to keep pace with the demands and requirements of their academic positions.

This paper describes a stress management training program used with a 26-year-old schizophrenic man attending an outpatient day care program. In a seven-session program the patient was taught to use various techniques in muscle relaxation and biofeedback to decrease anxiety and to cope with stress. The patient's improvement on 7 of the 20 items of the State-Trait Anxiety Inventory demonstrated the effectiveness of even a short-term stress management program.

The present study investigated whether knowledge of results, in the form of visual and audible feedback, would increase the accuracy of time-telling in an individual with an intellectual disability. A 19-year-old male with mild intellectual disability participated in this A1-B1-A2-B2 single-subject study design. The task involved correctly identifying the time given on a computer. Data, based on the Wilcoxon signed-rank test, showed that the participant demonstrated a greater number of correct responses during the intervention phases. Incorporating knowledge of results into a learning strategy for this individual with intellectual disability resulted in an increased ability to accurately identify the correct time on an analogue clock. There is a need to replicate the study design to increase the external validity and generalization of results. The strategies described in the present study may also be useful for occupational therapists who teach individuals with intellectual disability to gain skills in their everyday activities of daily living (ADLs).

Microchips implanted in the nuchal ligament < or = 4 years earlier did not migrate in horses. Microchips may be useful for identification in horses.

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