Intergenerational living and learning: The value and risks of co-locating retirement villages on secondary school campuses - Evaluating the GrandSchools vision.

OBJECTIVES: GrandSchools is a new concept which co-locates retirement villages with secondary schools in one physical environment. Designed to enhance the health and well-being of both younger and older generations, this intergenerational-shared campus model promotes intergenerational inclusivity and active learning and living. In this paper, we explore stakeholder experts' perceptions of current opportunities and impediments to this proposed intergenerational learning and living model. METHODS: A qualitative study reporting on findings from an industry seminar (n = 50) and key interviews (n = 10) from stakeholders in education, health, higher education, the management and operation of retirement villages, and design firms. RESULTS: Three key themes summarised participants' assessment of the value, risks and what needs to change in order for intergenerational living and learning to become a reality. CONCLUSIONS: By bringing younger and older generations together in one shared campus location, GrandSchools is a novel idea to promote intergenerational inclusivity, enhancing the health and well-being of our whole community.

The Relationship between Theoretical Orientation and Countertransference Expectations: Implications for Ethical Dilemmas and Risk Management.

UNLABELLED: Countertransference (CT) awareness is widely considered valuable for differential diagnosis and the proactive management of ethical dilemmas. We predicted that the more practitioners' theoretical orientation (TO) emphasizes insight into the dynamics of subjective mental life, the better they will be at using their CT expectations in differential diagnosis with high-risk patients. To test this hypothesis, we compared psychodynamic therapy (PDT) practitioners who emphasize insight into subjective mental life with practitioners who do not emphasize this epistemology. Results indicated that PDT practitioners expected significantly more CT than practitioners of cognitive-behavioural therapy (CBT) and other practitioners (e.g., family systems, humanistic/existential and eclectic) to patients with borderline personality organization overall. PDT practitioners had significantly more CT expectations to patients with borderline-level pathologies as compared with neurotic-level patients than both CBT and other practitioners. PDT practitioners were significantly more expectant of CT issues than CBT practitioners with respect to the personality disorders most associated with acting out and risk management problems (e.g., paranoid, psychopathic, narcissistic, sadistic, sadomasochistic, masochistic, hypomanic, passive-aggressive, counterdependent and counterphobic). The other practitioners generally had CT expectations between PDT and CBT. These findings suggest that clinical training into CT may be useful in differential diagnoses and in helping to avoid ethical dilemmas regardless of one's theoretical preference. Copyright © 2015 John Wiley & Sons, Ltd. KEY PRACTITIONER MESSAGE: Insight into countertransference can be used to help with differential diagnoses and to help prevent possible management problems with acting out patients. The Psychodynamic Diagnostic Manual is a useful taxonomy in that it includes countertransference as a diagnostic aid.

Curriculum evaluation: linking curriculum objectives to essential competencies.

BACKGROUND: The essential competencies of occupational therapy practice are agreed upon and documented (ACOTRO, 2003), yet they have not been used to evaluate educational programs. PURPOSE: To evaluate the match between the planned curriculum and the nationally recognized competencies that define safe, effective, and ethical practice. METHODS: Utilizing a comparative and systematic approach, course learning objectives in the approved curriculum map were matched to the ACOTRO (2003) competencies. FINDINGS: A total of 218 links were made between the 179 learning objectives and the 30 essential competencies. There were no links to three competencies. Learning objectives were not equally represented across the ACOTRO units; initial analyses indicate the distribution is likely appropriate. IMPLICATIONS: This novel evaluative process allowed critical appraisal and subsequent minor revision of Dalhousie curriculum. The appropriate, relative weighting of curriculum content is unknown and is a professional issue for discussion by regulators, educators, and the profession at large.

Possible vicarious contrast excretion causing symptomatic cholelithiasis.

A case report of a unique malleable, rubbery, white mass found at cholecystectomy after a diagnosis of symptomatic cholelithiasis. This likely represents either a unique form of a calcium-containing or contrast-containing stone. There are no reported incidents of vicarious contrast stones and calcium-containing stones are reported to be crystalline and hard.