Indiana University-Purdue University Indianapolis (IUPUI) / The film "Teeth are for Keeping" was shown to 362 children from five Boys' Clubs and an elementary school. They ranged in age from 8 to 16, and all were from families of a lower socio-economic background, residing in the Indianapolis area. The film provides the children with entertainment and created familiarity with the dentist and the dental environment. It was intended merely to introduce the children to the dental office, rather than to give them specific instructions about dental education. In their visit to the dental unit, most of the children were inquisitive and anxious to manipulate the different equipment. Black children and younger individuals among the white children gave the most evidence of enjoying the film. The film seems to reach the objectives of entertainment and increased familiarity with the dental equipment and dental offices. The unusual situations in the film, such as horseplay, were not followed to the destructive levels by the children. On the other hand, it appears that such films should be carefully studied for their effects upon young viewers.

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The purpose of this study was to describe the attentional characteristics of Athletic Training Students (ATS) during the application of knowledge and skill in the clinical environment. This exploratory study occurred in two phases. Phase one involved administration of The Attentional and Interpersonal Style Inventory (TAIS) (Nideffer, 1976) to junior (n=51) and senior (n=38) students enrolled in eight CAAHEP accredited athletic training education programs. Factor Analysis of the 20 TAIS subscales supported a six-factor structure. A Two-way Multivariate Analysis of Variance (Status in program x Gender on the six factors) indicated no significant main effect for status in program, and no significant interaction effect. Discriminant function analysis revealed the Focus factor as a significant predictor of gender group membership; however, correct classification of subjects was moderate (66.3%). Large within group variance on the six factor scores indicated TAIS sensitivity to individual differences. TAIS factor profiles were used to select three juniors with large differences between the Overloaded/anxious factor and the Problem solving factor and three seniors with a small difference between the two factors. Data for phase two were field observations, videotaped injury evaluations and stimulated recall interviews for each of the six ATS. Qualitative data were analyzed using microscopic analysis, open and axial coding, and selective coding and coding for process. Two core themes that focussed on different aspects of how students used information to solve problems emerged. Information gathering and information processing, as continua interacted to form an informed problem-solving dynamic. At the core of this dynamic is effective or open problem solving, and at the periphery is less effective or directed problem solving. Open problem solving is facilitated through the integration of knowledge and experience. The implications of this study point to the importance of increasing educational emphasis on cognitive processes used by ATS in an injury evaluation to supplement the existing emphasis on clinical outcomes.

Addiction continues to impact millions of people in the US and remains a public health priority. Public health views addiction as a disease that can be prevented and treated. However, traditionally the public health system has viewed individuals and entire communities from the perspective of needs and problems, as opposed to strengths and assets. As a result, the data indicate that Latinos and Latinas have been disproportionately impacted by addiction. However, despite the fact that Latinos and Latinas possess enormous funds of knowledge and cultural capital, they are under-represented among credentialed counselors. Moreover, the literature on drug and alcohol credentialing has produced knowledge about and for addictions counselors, with little attention awarded to Latino/a-specific issues. This dissertation seeks to contribute to the literature and discourse on Latinas and Latinos and the credentialing processes. By employing the story-telling and counter-storytelling methodologies described in Latino Critical Race Theory (LatCrit) and Culturally Responsible Pedagogies, this research creates knowledge with Latino and Latina counselors, beginning from their lived-experiences. This dissertation includes Latino and Latina individuals in the development of knowledge about their experiences with micro-aggressions and the credentialing processes. This qualitative study includes seventeen in-depth interviews and two focus groups with eight credentialed and seven non-credentialed individuals from across Massachusetts. The participants in this research study eloquently talked about the role of class and how their families impacted their views about education. They also recounted their painful experiences with racism, racialization, sexism, colonialism, internalize oppression and other forms of micro-aggressions. It should be noted that a significant number of the participants are in addiction recovery and they talked about their recovery processes, the impact on their families, and their decisions to give back to the community. All of the participants also talked about their experiences with formal education, the impact of participatory versus banking education, and the credentialing process. The counter-narrative produced by their stories includes important recommendations and opportunities for praxis. Throughout the counter-stories one can note the impressive amounts of cultural and social capital, as well as funds of knowledge possessed by the participants. They also exhibit agency, self-determination, and resiliency.