The Learning Style Inventory (LSI) and the newly revised Learning Style Inventory (LSI II) were examined for internal consistency, test-retest reliability and stability of the four classifications resulting from their scores. Internal consistency was much improved in the LSI II, but problems with low test-retest indices and classification stability continue to plague the instruments. The authors hypothesize that the observed improvement in internal consistency may be an artifact of the revised scoring scheme.

The matching process for professional internships in psychology has been reviewed by many authors who label the process as being difficult and pressure filled. Currently, the Association of Psychology Internship Centers (APIC) stipulates guidelines to reduce this pressure on prospective interns and APIC members during the selection process. We anonymously surveyed 45 graduate students who recently completed the internship selection process. They reported both major and minor APIC guideline violations. Of those surveyed 53% reported that at least one or more of the programs to which they applied violated APIC guidelines. Seven of those surveyed reported receiving offers before the day of intern selection. Applicants felt anxious, bothered, and pressured in response to many different violations. These findings are discussed in view of more comprehensive research projects in the future. Revision

The purpose of this research is to examine some of the implicit standards that individuals may use when they rate themselves on personality dimensions. Specifically, we compared ratings based on instructions that specified normative, ipsative, or idiothetic criteria with ratings obtained when subjects used their own (implicit) standards. In a series of three studies, we found that each of the explicit ratings was highly similar to the implicit-standard ratings and that there were substantial individual differences in the relative similarity of each of the explicit ratings to the implicit ratings. However, because the normative instructions elicited less extreme responses than any of the other instructions, there was a small but consistent tendency for them to be less similar to the ratings based on implicit standards than the ipsative or idiothetic ratings. The implications of this research for personality assessment and self-evaluation are discussed.

This case report describes a unique long-term functional recovery process to promote successful community reintegration for a woman with Guillain-Barré syndrome (GBS), a rare autoimmune disease. Her main symptoms were very limited mobility and depressive symptoms due to the unknown cause of and cure for the illness. Holistic occupational strategies helped the client stabilize her emotional state, create a safe home environment, improve a communication method, increase physical activity, and promote social participation. Participation in a fall prevention clinical trial lowered her risk of falling; at 9 mo, she reached 75% of the maximum Social Integration score; at 13 mo, she reached near-normal level for activities of daily living (ADLs) and her fastest time for the Timed Up and Go test; and at 2 yr, she achieved a 100% score in instrumental ADLs. For community integration of clients with GBS, a comprehensive strategic self-management approach should be prescribed for long-term recovery.

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