A content analysis of hiv/aids information in psychology textbooks: implications for education, training, and practice.
Early in the pandemic, psychologists who engaged in HIV/AIDS research and practice or care relied more on their "general" psychological knowledge and training than on HIV/AIDS-specific information or training for combating the disease. In the past two decades much has been gained from the contributions of psychologists working in the areas of HIV/AIDS prevention and intervention. However, little is known regarding how the discipline prepares its students for a career in HIV/AIDS research and practice/care. One important venue for educating future psychologists is college-level textbooks because they are often the students' gateway to the scientific literature in psychology. Therefore, presentation of adequate and accurate information in these texts is critical. The present study involved a review and content analysis of introductory, clinical/counseling, health, human sexuality, and social/community psychology textbooks. It revealed that some level of information regarding HIV/AIDS was found in the majority of most college-level psychology texts that were reviewed. However, many books do not present a comprehensive overview or review of this problem, and do not adequately address the role psychology and behavior change can play in abating it. Implications for education, training, and practices are discussed.
Wong
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FY
George Washington University School of Public Health and Health Services, Washington, DC 20006, USA. ihofyw@gwumc.edu
Harper
G W
GW
Duffy
K G
KG
Faulring
C
C
Eggleston
B
B
D003479:Curriculum; D004502:Education, Medical, Continuing; D005069:Evaluation Studies as Topic; D015658:HIV Infections / Q000517:prevention & control*; D006266:Health Education; D006801:Humans; D013334:Students / Q000523:psychology*; D013782:Textbooks as Topic