ObjectiveBehavioral and psychological symptoms of dementia (BPSD) refer to the often distressing, noncognitive symptoms of dementia. BPSD appear in up to 90% of persons with dementia and can cause serious complications. Reducing the use of antipsychotic medications to treat BPSD is an international priority. This review addresses the following questions: What nonpharmacological interventions work to manage BPSD? And, in what circumstances do they work and why?MethodA realist review was conducted to identify and explain the interactions among context, mechanism, and outcome. We searched electronic databases for empirical studies that reported a formal evaluation of nonpharmacological interventions to decrease BPSD.ResultsSeventy-four articles met the inclusion criteria. Three mechanisms emerged as necessary for sustained effective outcomes: the caring environment, care skill development and maintenance, and individualization of care. We offer hypotheses about how different contexts account for the success, failure, or partial success of these mechanisms within the interventions.DiscussionNonpharmacological interventions for BPSD should include consideration of both the physical and the social environment, ongoing education/training and support for care providers, and individualized approaches that promote self-determination and continued opportunities for meaning and purpose for persons with dementia.

Person-centred care is recognized as best practice in dementia care. The purpose of this study was to evaluate the effectiveness of a stakeholder engagement practice change initiative aimed at increasing the provision of person-centred mealtimes in a residential care home (RCH). A single-group, time series design was used to assess the impact of the practice change initiative on mealtime environment across four time periods (pre-intervention, 1-month, 3-month, and 6-month follow-up). Statistically significant improvements were noted in all mealtime environment scales by 6 months, including the physical environment (z = -3.06, p = 0.013), social environment (z = -3.69, p = 0.001), relationship and person-centred scale (z = -3.51, p = 0.003), and overall environment scale (z = -3.60, p = 0.002). This practice change initiative, which focused on enhancing stakeholder engagement, provided a feasible method for increasing the practice of person-centred care during mealtimes in an RCH through the application of supportive leadership, collaborative decision making, and staff engagement.

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Librarians and museum curators are knowledge experts who can collaborate with faculty and serve as exemplary mentors to undergraduate researchers. This article discusses three exhibitions curated by undergraduates that resulted from classroom-based activities. The students engaged in original research to mount the exhibitions-an atypical form of dissemination for undergraduate research projects. One exhibition was housed in the campus art museum; another physical exhibition focused on manuscripts and early printed books from a library's special collections. A third digital exhibition is permanently hosted on the library's website. Each curating activity and exhibition is described, including the process and collaboration with colleagues in the library and art museum.w w w . c u r . o r g uarterly COUNCIL ON UNDERGRADUATE RESEARCH 13 Professor Alexa Sand and a student work with an early book.

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TEACHERS and school administrators need to be better educated in human relations. This subject has always been of prime importance in our schools, but today in our heterogeneous, urban, industrial society human relations has assumed an importance of far greater significance. Why is this so?First, each student in our classrooms is engaged in a major task: the development of his own personal sense of worth and self. Perhaps the psychologists would say it is the development of personal identity. The teacher can make a great contribution to the student in his attempt to master this developmental process, or he can do a great deal of damage.Second, the efficiency of learning is greatly affected by the relationship between student and teacher. The entire learning situation may be nullified if the student rejects the teacher as his guide in the classroom, and the reverse is also true: the teacher will be of little help if he rejects the student.Third, our schools are run primarily by teachers and administrators who hold that the development of wholesome personalities is the first concern of the curriculum. In other words, thoughtful educators realize that information and skills alone are not the only concerns for which the school must be responsible. Neither are they in themselves sufficient for effective living.Fourth, educators are aware of the great importance of attitudes and understandings. The development of wholesome attitudes, appreciations, and understandings has become one of the major goals of our schools. Every classroom is a laboratory in which children are learning emotionally. Teachers must then be concerned with their students in terms of the student's self-respect, character, honor, self-esteem, and regard for personal responsibility, and the classroom is a place in which these important values can be acquired.Fifth, teachers and administrators must become better versed in human relations because our schools are crowded with students from many different racial, religious, educational, geographical, and home backgrounds. All of these factors have their effect on the individual's value system, and his value system determines how he relates to the teacher and to his peers in the various classes.With these and other reasons in mind, Southern Methodist University has for ten years carried on a program of education in human relations for teachers. This program has the following as its principal goals: (1) understanding the value systems and reference orientations of individuals from many ethnic, religious, and cultural groups; (2) learning Dr. Davis is assistant professor of education, Southern Methodist University, Dallas, Texas.

ARLY SECONDARY SCHOOLS in the United States, relatively small and administratively uncomplicated as they were, did not require full-time administrators. As increasing numbers of pupils went on to secondary school and as schools grew in size and function, a distinct need for full-time administrators-first the principal and then the assistant principal-developed.While there is a degree of agreement about the responsibilities of the principal, the assistant principalship in our secondary schools has evolved without an adequate sense of direction or underlying philosophy. The assistant principal's duties and responsibilities have developed, not from adequate planning, but from various duties too often delegated on the basis of expedience rather than sound principles of organization and personnel administration.A few years ago, the assistant principal was closely associated with clerical chores, with emphasis on such tasks as checking roll books and stamping textbooks.' Sometimes the assistant principal was considered solely a disciplinarian. His techniques reflected, in the main, facets of authoritarian, inspectorial, or paternalistic supervision. Today, the picture has changed radically in many ways. The assistant principal now has duties in organization, administration, and supervision.

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