The purpose of this qualitative study was to explore the underlying noncognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants allowed for us to employ a constant comparative approach in analyzing the results. A core story of hopeful thinking emerged which interacted with four major themes including: a) generating alternative pathways when encountering obstacles to social and academic integration, b) goal setting and planning, c) active use of peer and academic supports, and d) experiencing a positive institutional context. While this study confirms research about what factors predict the success of students coping with difficult transitions, it also provides new insights. Results suggest that academic hope is an important theoretical framework to guide future research and practice in the area of student retention.Higher education researchers and policy makers have focused much attention on determining what internal student characteristics and institutional factors significantly predict whether or not students will successfully navigate the college system and attain academic success (Clark

The development of a scientific based practice is essential if occupational therapists are to defend their practice against scepticism and budget cuts. In order to equip the profession with the skills necessary to develop a scientific basis for practice, it is generally considered that graduate programs in occupational therapy should be initiated. This paper argues that to be most effective a specific kind of graduate program is required -one based on the scientist-practitioner model. This model provides for the dual education of professionals as clinicians and researchers.In occupational therapy the undergraduate curricula already provide excellent education in clinical interventions. Thus, it is the role of the graduate curricula to provide education in methods of scientific inquiry and their application to clinical practice. The composition of such a curriculum is described.

Physical therapists are important members of the treatment team involved in the diagnosis and treatment of a patient with a conversion reaction. A physical therapist can assist a physician in making the diagnosis by performing various tests, such as manual muscle tests and nerve conduction studies, and guide the patient's return to normal physical function. This goal can be reached by the physical therapist who structures the patient's treatment by understanding that a patient suffering from a conversion reaction is not consciously aware that the problem is psychogenic in origin.

The American Physical Therapy Association has endorsed the postbaccalaureate entry-level degree for the physical therapy profession. This article reviews the purpose of entry-level professional training and contrasts various options of educational systems with degree structures. Professional economic, political, and educational factors are considered. After analysis of these variables, the Master of Physical Therapy degree is my recommendation for the postbaccalaureate entry-level degree for physical therapists.

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