HIV/AIDS training and continuing education for psychologists.

Abstract

The human immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS) pandemic presents professional disciplines, including psychology, with unique challenges. The authors review the literature on education concerning HIV/AIDS in doctoral psychology programs, internships, and continuing education efforts in psychology and other disciplines. Recommendations are offered regarding the process and content of continuing education for psychologists regarding HIV and AIDS.The human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) pandemic presents a need for education and training of psychologists (Morin, 1988) and other health professionals (Searle, 1987). The need to train psychologists arises from the predominantly behavioral mechanisms underlying the transmission of the virus; the marked psychological response to HIV (

Practicing Psychologists’ Sexual Intervention Self-Efficacy and Willingness to Treat Sexual Issues

“…Continuing education has been shown to be a promising method of providing clinicians with knowledge about sexualityrelated topics that were not adequately addressed at the graduate level, such as HIV/AIDS and sexual violence (Hamberger et al, 2004;Robiner, Parker, Ohnsorg, & Strike, 1993). As with graduate training, post-internship education consists of vicarious therapy experience, independent study, and verbal persuasion; it also includes peer consultation (Reissing & Di Giulio, 2010).…”

Psychologists' Continuing Education and Training in Sexuality

“…Continuing education is a promising method of providing health care professionals with knowledge about sexuality related topics (Crawford, Humfleet, Ribordy, Ho & Vickers, 1991;Hamberger et al, 2004;Robiner, Parker, Ohnsorg & Strike, 1993). However, although researchers have evaluated the impact of topic-specific continuing education programs, there is little research on the overall amount, or nature, of continuing sex education therapists engage in.…”

Trainee Characteristics and Perceptions of HIV/AIDS Training Quality

“…There has been a consensus view that these educational training sessions should not employ a single format or use a single approach; rather, their curricula needs to cover a range of topics from the basic introduction level (e.g., AIDS 101) to the latest developments in, for example, management, medication options, and psychosocial services using creative formats. These calls for new and sustained education efforts have generally been advanced for health professionals (e.g., Bartnof, 1988;Eagle & Brouard, 1995;McCarthy, Schietinger, & Fitzhugh, 1998;Nelson & Kabacy, 1989), mental health providers (e.g., Aruffo, Thompson, Gottlieb, & Dobbins, 1995;Knox, Dow, & Cotton, 1989), nurses (e.g., Highriter, Tessaro, Randall-David, & Quade, 1995), medical students (e.g., Cohen & Cohen, 1991;Kopacz, Grossman, & Klamen, 1999;Muskin & Stevens, 1990), social workers (e.g., Wiener & Siegel, 1990), psychologists (e.g., Robiner, Parker, Ohnsorg, & Strike, 1993;Schmeller-Berger, Handal, Searight, & Katz, 1998), educators (e.g., DePoy, Burke, & Sherwen, 1992), and counselors (e.g., House & Gray, 1995). Community leaders (e.g., Sheridan, Humfleet, Phair, & Lyons, 1990) and public health education leaders (e.g., Price, Everett, & Poureslami, 1995) have also been targeted.…”