HIV/AIDS Education for Counselors: Efficacy of Training

Abstract

This article discusses the efficacy of an intensive model of HIV/AIDS counselor training. Positive changes in knowledge and attitudes were reported at the posttraining stage and were sustained over time.

Counselors’ Knowledge about HIV Transmission and Prevention

“…This is especially important when considering the disproportionate number of HIV cases in the gay community, bisexual community, and communities of color (Centers for Disease Control and Prevention, 2019). Helping counselors gain knowledge about HIV transmission and prevention is critical for ethical and competent practice: training programs developed or altered by this study could impact counselor knowledge and attitudes related to HIV/AIDS by offering intensive HIV/AIDS education in the classroom (Britton et al, 1999). The findings of this study, Carney and Cobia (2003), and Rose et., al (2015) suggested that, overall, counselors have an adequate knowledge about HIV transmission, but continued assessment in the areas of HIV related knowledge are necessary, as understanding of treatment and prevention change.…”

“…Regarding formal training, Britton, Rak, Cimini, and Shepherd (1999) found that an intensive training model had positive effects on counselors' knowledge and attitudes when counseling clients diagnosed with HIV or AIDS. Carney and Cobia (2003) noted that counseling specializations might have additional implications to consider; for example, they found that school counselors had specific concerns related to trends of HIV diagnosis among children and adolescents, school policies and practices, and policies of disclosure and universal precautions.…”

Assessing the need for an online decision-support tool to promote evidence-based practices of psychosocial counseling in HIV care

“…A foundational base of knowledge, confidence, skills, and training has been shown to be a necessary requisite of effective psychosocial counseling (Burke & Fair, 2003; Kerwin et al, 2006), and the same has been found specifically for counseling of HIV patients (Britton et al, 1999; Reif, Smith, & Golin, 2003). However, studies reveal continued training and education needs (Burke & Fair, 2003; House, Eicken, & Gray, 1995; Hunt, 1996; Shelton, Golin, Smith, Eng, & Kaplan, 2006; The Annapolis Coalition on the Behavioral Health Workforce, 2007), and numerous barriers that complicate counselors’ everyday work (Shelton et al, 2006).…”

“…These counseling services include, but are not limited to, addressing mental illnesses, adherence counseling, substance abuse counseling, case management, and social work services. Although diverse, these counseling roles share a common base of information needs around HIV, psychosocial issues, and best practices (Britton, Rak, Cimini, & Shepherd, 1999; Hunt, 1996). Training, education, and skill gaps in counselor practices can potentially be filled by a decision-support tool.…”

Lazarus and Group Psychotherapy: AIDS in the Era of Protease Inhibitors

“…Another theme in the counseling literature has been the importance of culture-or context-specific responses to people diagnosed with HIV/AIDS (e.g., Carballo-Dieguez, 1989;Cochran & Mays, 1992;Croteau et al, 1993;Hayes & Gelso, 1993;Hoffman, 1993;Newcomb et al, 1998;Organista & Organista, 1997;Spigner, 1993;Ybarra, 1991). Yet another area that has received considerable attention is HIV/AIDS education and training for students or practitioners (e.g., Britton, Rak, Cimini, & Sheperd, 1999;Hoffman, 1991b;Morran, Kurpius, Brack, & Brack, 1995;Ullery & Carney, 2000;Werth, 1993). A number of journal articles have underscored ethical and legal issues, particularly confidentiality and rational suicide (e.g., Cohen, 1997;Driscoll, 1992;Erickson, 1993;Friedman & Hughs, 1994;Harding, Gray, & Neal, 1993;Hughs & Friedman, 1994;Melton, 1991;Posey, 1988;Rogers & Britton, 1994).…”