Authors of recent reviews of Introductory Psychology and Abnormal Psychology textbooks have concluded that most textbooks should improve their coverage of trauma and its impact, particularly child maltreatment (CM) and its relationship to psychological, physical, social, cognitive, academic, legal, and economic difficulties. Some books present only one side of controversial topics and/or emphasize sensational cases more than the empirical literature about trauma. Professors may find it useful to read these reviews to inform their selection of textbooks for their classes.
Coverage of Child Maltreatment in Abnormal Psychology Textbooks: Reviewing the Adequacy of the Content [1]
“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.”
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Grades for the Adequacy and Accuracy of Coverage of Child Maltreatment (CM) in 10 Top-Selling Abnormal Psychology Textbooks
Based on Wilgus et al. (2015), a grading summary sheet for the adequacy and accuracy of coverage of child maltreatment (CM) in the 10 top-selling abnormal psychology textbooks was created. An “A” grade was given to books with consistent top 3 or 4 rankings without any evidence of errors or possible bias in covering child maltreatment (CM). Bs were given to books with moderate or inconsistent rankings and/or minor suggestion of possible bias or somewhat inaccurate portrayal of some aspect of CM. Cs were given to books with moderate or inconsistent rankings and moderate evidence of inaccuracies or possible bias. Ds were given to books with moderate, low, or inconsistent rankings and more serious suggestion of inaccuracies or possible bias. Fs were given to books with consistently poor rankings and/or evidence of serious inaccuracies or possible bias. Please see a table outline of the results below, taken from the Grades for the Adequacy and Accuracy of Coverage of Child Maltreatment (CM) in 10 Top-selling Abnormal Psychology Textbooks.
Author(s) |
Year Published |
DSM Version |
Grade |
Reasons for Grade |
---|---|---|---|---|
Barlow & Durand |
2012 |
DSM-IV-TR |
D |
|
Beidel, Bulik, & Stanley |
2014 |
DSM-5 |
D |
|
Butcher, Mineka, & Hooley |
2013 |
DSM-IV-TR |
C+ |
|
Comer |
2014 |
DSM-5 |
C- |
|
Kring, Johnson, Davison, & Neale |
2014 |
DSM-5 |
B- |
|
Lyons & Martin |
2014 |
DSM-5 |
C |
|
Nevid, Rathus, & Greene *Winner of APA Division 56’s Best Abnormal Psychology Textbook Presentation of Child Maltreatment Award |
2014 |
DSM-5 |
A |
|
Oltmanns & Emery |
2012 |
DSM-IV-TR |
D |
|
Rosenberg & Kosslyn |
2011 |
DSM-IV-TR |
B- |
|
Whitbourne & Halgin |
2014 |
DSM-5 |
F |
|
An Analysis of Child Maltreatment Content in Introductory Psychology Textbooks [2]
“The purpose of this study was to examine the extent to which introductory psychology textbooks cover child maltreatment and to evaluate how appropriately the information was presented. We randomly selected 15 introductory psychology textbooks from Koenig et al.’s (2004) Compendium of Introductory Psychology Texts. Three analyses included a subject index review, a content review, and a content analysis review. Although all of the textbooks covered the topic of child maltreatment in some fashion, they varied considerably in the specific forms of child maltreatment that they addressed. Furthermore, content that addressed child maltreatment consistently lacked appropriate emphasis and clear definitions. The results are discussed to enhance understanding regarding the most appropriate information on child maltreatment to include in introductory psychology textbooks.”
Coverage of Child Maltreatment and its Effects in Three Introductory Psychology Textbooks [3]
“It is clear that CM (child maltreatment) is associated with many psychological and medical illnesses (U.S. Department of Health, 2013a). If adverse childhood events were eradicated, 60% or more of the onset of mood, behavior and substance disorders in children would be prevented (Kessler et al., 2010). The books’ discussion of the etiology of disorders focuses heavily on biological and cognitive causes with little discussion of CM. When discussing those disorders with a particularly strong connection to CM, such as Dissociative Identity Disorder (DID), the textbooks provide lengthy coverage of the debate about whether CM causes DID without providing much review of the empirical literature linking CM to the development of DID.
Myers (2013) calls dissociative disorders bewildering and rare. He dedicates only a third of the space about DID to discussion of research showing it to be a valid disorder compared to the much larger space given to the views of those skeptical about DID. Weiten (2013) similarly refers to dissociative disorders as controversial and relatively uncommon. He cites an article that argued that scientific interest in DID has dwindled since the mid-1990s (Pope, Barry, Bodkin,& Hudson, 2006), despite empirically based reviews showing that research on DID continues to flourish around the globe (e.g., Dalenberg et al., 2007; Dalenberg et al., 2012; Dorahy et al., 2014). Hockenbury and Hockenbury (2013) state that dissociative disorders were rare until the 1970s when a surge occurred, suggesting, “that DID patients learned ‘how to behave like a multiple’ from media portrayals of sensational cases or by responding to their therapists’ suggestions” (pp. 589-590). Readers are left with the impression that DID is a disorder that is caused by suggestion and fantasy, contrary to research that shows that individuals with DID have brain activation patterns and psychological testing profiles that cannot be simulated by individuals feigning DID, and that only 1-3% of the variance in suggestibility is predicted by dissociation (reviewed in Dalenberg et al., 2012; Dorahy et al., 2014)” (p. 9).
Coverage of Child Maltreatment and Adult Trauma in Graduate Psychopathology Textbooks [13]
Adequate education about child maltreatment (CM) and adult trauma (AT) is crucial because they are prevalent and their health impacts are widespread and enduring. Furthermore, mental health professionals are called upon to treat disorders and problematic behaviors associated with trauma, yet have often not received adequate training about trauma and its treatment. Research shows that psychology textbooks may contribute to a lack of understanding about trauma because few textbooks provide adequate, balanced reviews about trauma and its impact (Kissee et al., 2014; Wilgus et al., 2015).
The first study to investigate the adequacy and accuracy of the coverage of CM and AT in graduate psychology psychopathology textbooks was recently published (Brand, Kumar & McEwen, 2019). The researchers reviewed and scored 10 graduate psychology psychopathology textbooks to determine the adequacy, completeness, and balance in their coverage of CM and AT. There was a surprisingly wide range of scores, with some textbooks presenting little research on trauma or unbalanced coverage of trauma-related debates. Surprisingly, some textbooks questioned whether trauma increases the risk for psychopathology, including these texts:
- Beidel, Frueh, and Hersen (2014) questioned the causal and dose-response relationship of trauma to PTSD.
- Blaney et al. (2015) suggested that delayed emergence of PTSD often reflects financial need rather than genuine trauma-related symptoms.
Despite the fact that not a single study has shown treatment causes harm to individuals with dissociative identity disorder (DID), two textbooks (Beidel et al., 2014; Maddux & Winstead, 2016) claimed that DID treatment may be harmful. To the contrary, studies have repeatedly shown that DID treatment helps these individuals heal from the impact of trauma (see more from us on this topic here).
The table below provides both quantitative (% of average) and qualitative (higher scores indicate better coverage; maximum score = 39) scoring information. All texts were updated for DSM-5. Some texts were for child and adolescent psychopathology, some were adult psychopathology, and some were general psychopathology.
The best total weighted score for child and adolescent psychopathology textbooks was Mash (2014) at 76.3. The best total weighted score for adult/general psychopathology textbooks was Ingersoll (2014) at 50.1. Both of these textbooks won awards for providing excellent coverage of trauma from Division 56, Trauma Psychology, of the American Psychological Association.
First author | Year Published | Type | Quantitative Score – 4 criteria | % avg | Qualitative Score – 39 criteria | % of max 39 | Weighted Total Score | ||
Beauchaine | 2017 | Child | 1193 | 105.4 | 17 | 43.6 | 49.3 | ||
Beidel | 2014 | Adult | 1108 | 97.9 | 8 | 20.5 | 27.7 | ||
Blaney | 2015 | Adult | 1106 | 97.7 | 7 | 17.9 | 25.4 | ||
Castonguay | 2013 | General | 507 | 44.8 | 16 | 41.0 | 41.4 | ||
Craighead | 2017 | General | 813 | 71.8 | 13 | 33.3 | 36.9 | ||
Ingersoll | 2014 | General | 717 | 63.3 | 19 | 48.7 | 50.1 | ||
Maddux | 2016 | General | 1076 | 95.0 | 11 | 28.2 | 34.4 | ||
Mash | 2014 | Child | 3630 | 320.6 | 20 | 51.3 | 76.3 | ||
Parritz | 2014 | Child | 866 | 76.5 | 17 | 43.6 | 46.7 | ||
Wilmshurst | 2015 | Child | 306 | 27.0 | 16 | 41.0 | 39.7 |
[6] Myers, D. G. (2013). Psychology (10th ed.). New York, NY: Worth Publishers.
[11] Dorahy, M.J., Brand, B.L., Sar, V. Krüger, C., Stavropoulos, P.,
Martínez-Taboas, A.,… Middleton, M., (2014). Dissociative Identity Disorder: An empirical review. Australian and New Zealand Journal of Psychiatry, 48(5), 402 – 417.
[12] Hockenbury, D. H. & Hockenbury, S. E. (2013). Psychology (6th ed.). New York, NY: Worth Publishers.