Substance use disorders represent a consistent threat to our health care and financial resources. Although mental health professionals are likely to encounter individuals diagnosed with substance use disorders, they are less likely to receive formal graduate training in the area. Furthermore, 12-step groups like Alcoholics Anonymous and Narcotics Anonymous are popular, evidence-based recovery options, yet little is known about perceptions of such groups among clinical trainees. In addition, quantitative evaluations of substance use training modules have seldom been conducted, including a notable lack of methodologically rigorous approaches. To fill these gaps in the literature, the current study examined the efficacy of a brief computer-mediated training intervention, or e-training, designed to increase future clinicians' knowledge and intentions to engage in 12-step-related professional activities (e.g., making an appropriate referral to a 12-step group). Secondary outcomes were beliefs and attitudes about 12-step groups. Fifty participants were randomly assigned to receive the e-training, a brief audio/visual presentation reviewing 12-step recovery philosophy but focusing on academic 12-step literature. Fifty-three participants were randomly assigned to read comparison materials, which were comprised of online readings geared toward professionals, made available by Alcoholics Anonymous and Narcotics Anonymous. Outcomes were assessed at pretest, posttest (i.e., immediately following exposure to intervention or comparison materials), and 4-week follow-up periods. Results of random effects regression analyses showed that the e-training led to significantly greater increases in 12-step recovery knowledge than comparison readings, and that these gains were maintained through follow-up. An intervention effect on intentions to perform 12-step-related professional activities also emerged by follow-up. Exploratory moderation analyses revealed that the intentions effect was more pronounced for women and for trainees who had never attended a 12-step meeting. Secondarily, the e-training led to significantly greater increases in 12-step-positive beliefs and attitudes, though the beliefs effect attenuated by follow-up. Taken together, these data suggest that future clinicians may benefit from a brief e-training about 12-step recovery. More broadly, the study supports the notion that e-trainings are easily disseminated and may help address current limitations in graduate-level substance use clinical training.

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College students are using their mobile devices during class and this research investigates different aspects of why college students feel so inclined to use these devices during class as well as by what means are students using to participate in computer-mediated communication while simultaneously engaging in classes. This research surveyed 146 students on their perceived use of their own mobile device use during class. The study compared how often different types of devices, such as mobile phones, tablets, and laptops, and different types of social media outlets, like Facebook, Twitter, and other social media websites, were used during class. The study compares these devices and media outlets to students’ perception of the levels of incivility of using these various means of communication during class and their perceptions of how they impact their ability to focus on the class. Mobile phones, Facebook, and Twitter use were negatively associated with the perception of the incivility of use in the classroom. This research found phone use was viewed as more uncivil than tablets and tablet use was viewed as more uncivil than laptop use. In addition, students’ perceptions of instructors’ tolerance of mobile phone and laptop use was negatively associated with their perception of the incivility of using those devices during class. All three tested mobile devices and all three tested social media outlets were positively associated with students’ perception that its use affects their ability to focus on the class. This research found mobile phones use as more distracting than laptops and laptops use as more distracting than tablets.

Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.

This study aimed to explore the ways in which Hebrew is currently being manipulated online through a linguistic deviation called Fakatsa. In this study, participants were asked to rate random statements of frivolous or serious topics in either standard grammatical Hebrew or Fakatsa Hebrew conditions on specific judgment values. It was hypothesized that participants would rate the Fakatsa writer negatively on certain characteristics, such as intelligence, education, religiosity, and nationalism and positively on other characteristics, such as femininity and creativity. Twenty-four participants completed this experiment. Results showed that participants responded as expected for certain negative attributes typical of Fakatsa and deviations to computer-mediated communication and did not respond as expected for any the positive attributes typical of Fakatsa. The results showed that fluent Hebrew speakers viewed users of the Fakatsa manipulation differently than users of standard Hebrew and may suggest personal biases and perceptions when encountering computer-mediated communication.

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