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Assisting individuals with disabilities to become socially included in the workplace is an important rehabilitation goal. This article reports the results of a descriptive study of the workplace cultures where individuals with disabilities are employed, the inclusion of employees within those cultures, the strategies used by employment specialists to promote inclusion, and the barriers encountered in the process. Fifty-three employment specialists who had successfully completed online training on analyzing workplace cultures and planning support strategies selected an individual they provided support to and completed an assessment instrument during the course of their visits to and contacts with the workplace. The distribution of workplace culture strength was bimodal, comprising a larger group with weaker cultures and a smaller group with stronger cultures. Individuals with disabilities were included in a mean of 83% of their workplace cultures. Employment specialists reported about twice as many barriers as strategies, indicating that they viewed most inclusion difficulties as beyond their role and function. The implications of these findings for job placement and support services are discussed.

Caregivers of older adults provide a wide range of informal supports and services that enable older adults to continue living in the community. This study describes the use of a multicomponent intervention combined with a person-centered approach to assist caregivers of older adults in the community. Four hundred and eighteen caregiver and care recipient dyads participated in this study and their outcomes related to burden, depression, well-being, and care recipient functional status were evaluated. The findings suggest that adult child and spousal caregivers experience burden differently. Programs designed to support caregivers must tailor services to the unique needs of adult child and spousal caregivers.

The authors sought to give voice to women victims of sexual assault whose stories otherwise remain muted. The study reported here provided rare insights into victims who sought emergency services at a hospital following a sexual assault. The data (N = 745) were collected by sexual assault nurse examiners in one northeastern state between 1997 and 2007.

Background: Surveillance has been insufficient to inform and evaluate public health practices for people with disabilities. No studies have investigated whether there is statistical justification for subdividing the large, heterogeneous group of people with disabilities into subpopulations, for surveillance. Methods: Pooled data from the Medical Expenditures Panel Survey (2004-2010, unweighted n=132,198) included the following disability types: physical, cognitive, visual, hearing loss, and multiple disabilities. We examined differences among the disability subgroups and the no disability group on receipt of flu shot, dental exam, and timely care; insurance status; usual source of care (USOC); mental and physical health; and multiple chronic conditions (MCC). Results: The disability subgroups were sociodemographically heterogeneous and differed from each other and the no disability group on health status (mental, physical, and MCC) and healthcare outcomes (flu shot, dental exam, timely receipt of care, USOC, insurance status). Conclusion: Findings demonstrate that disability subgroups differ in the magnitude of the disparities they experience compared to each other and to people without disabilities. Disability subgroups should be examined separately for public health measures to enable effective tailoring of public health policies and programs to better meet the needs for all people.

However, the 20th century has seen a debate as to whether general intelligence-the capacity to reason abstractly and acquire knowledge-is more important than an intelligence with a narrower focus, a type of intelligence called broad intelligence. The concept of general and broad intelligences comes from the Cattell-Horn-Carroll model, which posits three levels or "strata" of intelligence. Stratum 3 is general intelligence, labeled g, followed by a series of what are labeled broad intelligences (e.g., fluid reasoning, processing speed); last, Stratum 1 consists of narrow intelligences (e.g., memory span, reading speed; Schipolowski, Wilhelm, & Schroeders, 2014). To be considered a form of intelligence, a mental ability has to be both related to other such abilities but also be different enough to warrant calling it a separate form of intelligence. In our view, EI and PI are broad intelligences-occupying the "just right" space where they are both related to and distinct enough from general intelligence.Broad intelligences are a focus of research for three reasons. First, mathematical models that include both general and broad intelligences fit data better than models that use general intelligence alone (Carroll, 1993;McGrew, 2009;Schneider & Newman, 2015). Second, general intelligence itself is estimated from measures of broad intelligences; it is, therefore, possible to measure, model, and use both at once (Schneider & Newman, 2015). Third, broad intelligences modestly enhance prediction of performance over general intelligence alone (Mayer & Skimmyhorn, 2015;Schneider & Newman, 2015).Understandably, some intelligence researchers ask whether there are too many intelligences (Hedlund & Sternberg, 2000), and the introduction of PI and EI exacerbates this issue. One way to address this problem is to speak of people-centered intelligence and thing-centered intelligence, where EI and PI are a form of people-centered intelligence and more traditional broad intelligences are characterized as involving "things," such as visual-processing and quantitative reasoning. Data exist to suggest empirical evidence of the differential prediction of these two classes of mental ability (Mayer, 2018;Mayer & Skimmyhorn, 2017). EMOTIONAL AND PERSONAL INTELLIGENCESWhen two speculative articles were published in 1990 proposing the existence of an emotional intelligence (Salovey & Mayer, 1990), much was unknown about this new intelligence, and the idea did not receive much attention. However, the idea of emotional intelligence entered the public sphere in 1995 when a book aimed at the general public by that name was published (Goleman, 1995). The book received a great deal of press (e.g., Gibbs, 1995).

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