Coverage of Child Maltreatment in Abnormal Psychology Textbooks: Reviewing the Adequacy of the Content

• Published in: Psychological trauma 2016-03, Vol.8 (2), p.188-197
• Main Authors: Wilgus, Sam J., Packer, Mary M., Lile-King, Rachel, Miller-Perrin, Cindy L., Brand, Bethany L.
• Format: Article
• Language: English
• Subjects: Child; Child Abuse; Child Abuse - psychology; Curriculum; Dissociative Disorders; Humans; Memory; Psychology; Psychology - education; Textbooks; Textbooks as Topic
• ISSN: 1942-9681; 1942-969X
• DOI: 10.1037/tra0000049

Abnormal psychology courses introduce undergraduate students to the range, causes, and treatments of psychological disorders. These courses present important opportunities to instruct students about disorders and treatments associated with childhood maltreatment (CM) as well as its prevalence. Little research has examined the adequacy with which abnormal psychology textbooks present information about CM. The present study reviewed the CM content of 10 abnormal psychology textbooks. The content was assessed in terms of the number of times CM was mentioned, the number of psychological disorders linked to CM, and the number of CM-related research citations. In addition, the authors conducted a content analysis to examine the significance, depth of detail, and organizational structure of the information provided within the sections of text addressing CM. There were significant differences in scores and the accuracy of coverage of CM across textbooks. Most of the textbooks lack key information on CM. The information presented in many textbooks is not consistent with current research and is overly focused on controversies. These findings are concerning because research has linked many psychological disorders and problematic outcomes to CM, but this information is not adequately conveyed to students via abnormal psychology textbooks. The authors make recommendations for improving the coverage of CM in abnormal psychology textbooks.