This study examines the effectiveness o f an activity group, structured discussion group, and control group on the social interac tion skills of 25 individuals with psychiatric disabilities. Bivariate analysis revealed that the individuals participating in the activity group demonstrat ed significant improvement in scores in comparison to no significant changes in scores of participants in the structured discussion group or the control group. Findings suggest that activity groups are more conducive to improving social interaction than structured discussion groups or control groups (no treatment) fo r individuals with severe psychiatric disabilities.Involvement in a variety of social situa tions is an inevitable part of each indi vidual's life. The ability to interact appropriately and effectively in social situations has been described as social competence (Dobson, McDougall, Bushekkin, &Aldous, 1995;Donohue & Liberman, 1992). Adults who have se vere psychiatric disabilities, especially schizophrenia, often have difficulty in teracting in social situations (Dobson et al, 1995;Hayes, Halford, & Varghese, 1995;Wilson, Diamond, & Factor, 1990). In fact, one of the primary nega tive symptoms o f schizophrenia is social dysfunction (American Psychiatric Association, 1994Association, ,1997. ARTICLES Three types of groups have been used to promote skills, including social func tioning, in individuals with a psychiatric disability: unstructured verbal groups; structured discussion groups; and activ ity groups. Unstructured verbal groups most closely resemble group psy chotherapy (Duncombe & Howe, 1985; Stein & Tallant, 1988). They may use role-playing to foster discussion but have no predetermined structure or topic. Structured discussion groups have a set topic or agenda (e.g., use of leisure time) and use verbal discussion to address the issue. These groups have also been defined as topical groups 349This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Background: Obtaining a college degree is a positive and often necessary step to adulthood, independence, and knowledge. Students diagnosed with Asperger's Disorder (AD) typically experience difficulty in college, especially in the transition to college. To assist students with AD in the transition to college, an occupational therapy mentoring program was developed in a college setting. This article describes this program, provides quantitative and qualitative outcomes of the program, and uses the outcomes to determine factors to facilitate a successful transition.

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OBJECTIVE: This study examined outcomes of the first four years (2005)(2006)(2007)(2008)(2009) of the Bridge Program, an occupational therapy (OT) program that incorporates principles of supported education and supported employment. This program was developed to assist individuals with mental illness to achieve higher education and employment goals. PARTICIPANTS: Forty-eight adult participants with various mental health diagnoses. METHODS: A quantitative one-group pretest-posttest survey design and posttest qualitative focus groups were used. RESULTS: Participants enrolled in higher education increased from 7 to 11 (pretest = 15%; posttest = 23%), participants employed increased from 5 to 19 (pretest = 10%; posttest = 40%), and the combined category of higher education/employment increased from 12 to 30 (pretest = 25%; posttest = 63%) Statistical significance was achieved from pre to posttest in the employment sample (p < 0.000), and in the combined sample of higher education/employment (p < 0.000), but was not achieved in the higher education sample from pre to posttest (p = 0.125). CONCLUSIONS: Quantitative and qualitative results support that an OT program incorporating principles of supported education and employment can assist individuals with mental illness to achieve higher education and employment goals. Results also outlined items participants found to be supports and barriers to achieving goals.

The purpose of this study was to assess the effectiveness of a client-centred, occupation-based occupational therapy programme for individuals with psychiatric diagnoses. The study took place in a college campus. A pre-test/post-test design was used. There were 38 participants which included college students and community members who desired to attend college, work and/or address life skill goals. The Canadian Occupational Performance Measure (COPM) was used as a pre- and post-test measure. Goals were based on problems identified in the COPM, reflected academic, vocational, life skill, and leisure goals, and were systematically addressed weekly through activities developed by the participant and a graduate occupational therapy student who acted as a mentor. The Participant Overall Satisfaction Scale was completed by each participant. A case study was used to describe the programme in more depth. The results support that the client-centred, occupation-based occupational therapy programme increased client scores on satisfaction and performance of occupational performance problems identified on the COPM. Further research is recommended to explore how client-centred occupational therapy programmes can be effective in improving academic, vocational and life skill goals.