HIV/AIDS knowledge and beliefs among pre-service and in-service school counselors - General Features

Professional School Counseling, Oct, 2002 by Amanda C. Costin, Betsy J. Page, Dale R. Pietrzak, Dianne L. Kerr, Cynthia W. Symons

Of greater concern, however, was the lack of knowledge many participants appeared to have about the transmission of HIV/AIDS. There seems to be a great deal of misinformation about the spread of the disease. These knowledge deficits and faulty thoughts about transmission may be debunked by teaching school counselors the clinical facts about the transmission of the disease. Rather than just stating the routes of transmission as fact, a scientific lesson on transmission may help school counselors come to a clearer understanding of how HIV/AIDS can be transmitted based on knowledge rather than fear. In addition, it may be important to educate school counselors on the most effective ways to protect oneself from transmission. Finally, training on how to protect oneself and others in the school setting may also be particularly beneficial.

Initially, in-service and pre-service school counselors need an education on basic knowledge about HIV/AIDS, particularly in the area of how HIV is and is not transmitted. It is important for in-service school counselors and pre-service school counselors to also explore their attitudes about the disease, and feelings about people who have the disease. In particular, school counselors must understand that the school-age population is at risk for HIV infection, and that HIV/AIDS can affect people of all ages, ethnicities, socioeconomic classes, education levels, and sexual orientations.

Sensitivity training is critical, especially when one considers the role of a school counselor. It appears that one third of the participants in this study viewed HIV/AIDS as a "gay disease," or a disease that is caused due to "immoral behavior" such as sexual promiscuity or drug use. Oftentimes the school counselor is the individual in a school to whom a student turns. Therefore, school counselors should explore their feelings and fears about the disease in order to be able to support a student who is either infected or affected by HIV/AIDS in some way.

This study had limitations. The sample was drawn only from in-service and pre-service school counselors in Ohio, which limits generalizability. A limitation of this study can also be found in the use of the Ohio School Counselor Association mailing list to solicit in-service school counselor participants. A 50% response rate from the in-service counselors may also reflect some bias in this study. In addition, the instrument used may have only examined samples of knowledge and attitudes. Other important aspects of knowledge or attitudes may have gone unexamined.

Based on the results of the present study, however, there are several recommendations for future research. The first recommendation involves replicating the study in other states. Since very few studies have explored school counselors' knowledge and attitudes about HIV/AIDS, further examination is warranted. In addition, the HIV/AIDS Knowledge and Attitudes Scales for Teachers provide no norming groups for populations of school counselors and school counseling students. A replication study may possibly substantiate the findings of the present study and contribute to the creation of a norming group for school counselors and school counseling students.