Mary E. Walsh, PhD, Associate Professor, Counseling Psychology, School of Education, 302 McGuinn, Boston College, Chestnut Hill, MA 02167, and Adjunct Associate Professor, Family and Community Medicine, University of Massachusetts Medical School.
Developmentally-based AIDS/HIV Education
Version of Record online: 9 OCT 2009
1990 American School Health Association
Journal of School Health
Volume 60, Issue 6, pages 256–261, August 1990
How to Cite
Walsh, M. E. and Bibace, R. (1990), Developmentally-based AIDS/HIV Education. Journal of School Health, 60: 256–261. doi: 10.1111/j.1746-1561.1990.tb05928.x
- Issue online: 9 OCT 2009
- Version of Record online: 9 OCT 2009
- Accepted for publication May 14, 1990.
ABSTRACT: A growing number of health and education professionals argue that AIDS/HIV education curricula should be developmentally-based. They suggest the principles of developmental psychology be used to design curricula based on the sequentially ordered ways children of different ages understand AIDS. Relying on findings of research on development of children's conceptions of illness, a specific developmentally-based approach to educating school-age children about AIDS/HIV is presented in this paper. For each of three major age groups, the paper describes general characteristics for children's thought processes, ways in which children assimilate information about various aspects of AIDS, and implications for educating children about causes, prevention, and fear of AIDS. The focus of AIDS/HIV education can move from reducing fear in the younger group, to identifying and differentiating causes and noncauses of AIDS in the intermediate groups, to articulating strategies for AIDS prevention in the older group.