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The Impact of Training on School Professionals' Knowledge, Beliefs, and Behaviors Regarding HIV/AIDS and Adolescent Homosexuality
Author(s) -
Remafedi Gary
Publication year - 1993
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.1993.tb06105.x
Subject(s) - homosexuality , curriculum , psychology , mandate , human immunodeficiency virus (hiv) , intervention (counseling) , constructive , medical education , clinical psychology , medicine , family medicine , pedagogy , psychiatry , process (computing) , political science , computer science , psychoanalysis , law , operating system
The impact of training on secondary school professionals' knowledge, beliefs, and behaviors regarding HIV/AIDS and adolescent homosexuality was examined. Subjects (79 introductory and 50 advanced trainees) and 58 controls (no prior training) were systematically sampled from professionals in a statewide demonstration program to prevent HIV transmission among gay and bisexual youth. Subjects completed mailed, self‐administered surveys based on the curriculum. The overall response rate was 79%. Trainees scored significantly higher than controls on knowledge pertaining to HIV and adolescent homosexuality. They also reported using greater numbers of strategies to teach students about homosexuality and to improve the milieu for homosexual students. Training at any level was independently associated with constructive behaviors, while controlling for demographic characteristics. Advanced learners were most knowledgeable and least reliant on informal sources of information. They were more likely than others to teach about homosexuality and to refer homosexual students to community services. Findings supported the hypothesized benefits of the intervention. Schools that mandate AIDS education should help staff confront the difficult issue of adolescent homosexuality.