The Comprehensive Assessment and Referral Evaluation (CARE) is a new assessment technique which is intended to reliably elicit, record, grade and classify information on the health and social problems of the older person. The CARE is basically a semi-structured interview guide and an inventory of defined ratings. It is designated comprehensive because it covers psychiatric, medical, nutritional, economic and social problems rather than the interests of only one professional discipline. The style, scope and scoring of the CARE makes it suitable for use with both patients and non-patients, and a potentially useful aid in determining whether an elderly person should be referred, and to whom, for a health or social service. The CARE can also be employed in evaluating the effectiveness of that service if given.

A structured-performance test requiring patients to demonstrate selected activities of daily living was designed to objectively measure the self-care capacity of geriatric psychiatric patients. The background, rational, usefulness, and specific administration and scoring procedures are presented. The test is simple to administer and promises to be a useful diagnostic and prognostic tool.

A simple performance test was developed and used to evaluate a sample of psychiatric geriatric patients on their capacity for self-care. Evaluations were made by asking the patient to demonstrate certain essential activities of daily living. The objective test, compared with patients' subjective reports, was found to be a more valid measuring instrument of functional impairment and more useful as a diagnostic and prognostic tool Test scores correlated with independent clinical assessments of mental status and physical conditions, as well as with short-term outcome of hospitalization. The scale is easy and quick to administer and has many applications for the treatment and management planning of patients.

A Girls Empowerment Programme held in 2010 in Lesotho, Sub-Saharan Africa, focused on HIV/ AIDS risk reduction and prevention, life skills and entrepreneurial training (income-generating activities). Entrepreneurial training was a crucial part of equipping the camp attendees with basic skills to help them develop sustainable livelihoods. Such skills and financial independence are essential to enable rural girls to complete their secondary schooling (in a fee-based educational system) and to pursue a career, as well as to further help them be less susceptible to transactional sex and its significant risks. The results of a brief process evaluation with some nested supporting data showed considerable improvement in the girls' knowledge about income-generating activities. In addition, almost half of the camp attendees participated in further entrepreneurial training and

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