The portrayal of child sexual assault in introductory psychology textbooks

Elizabeth J Letourneau, Tonya C. Lewis

Research output: Contribution to journalArticle

Abstract

In this article, we assess the presentation of child sexual assault (CSA) in introductory psychology textbooks. We reviewed 24 recently published textbooks and found that 20 (83%) presented information on some aspect of CSA. All 20 texts included discussion of false and repressed memory issues. Our objective was to determine the manner in which textbooks covered this controversial area as well as the extent to which textbooks covered CSA issues unrelated to the memory debate, such as prevalence rates and psychological sequelae of CSA. We found that a substantial portion of authors (75%) made unsupported claims or overgeneralizations when discussing memory issues and less than half of the authors (45%) included information on other areas of CSA.

Original languageEnglish (US)
Pages (from-to)253-258
Number of pages6
JournalTeaching of Psychology
Volume26
Issue number4
StatePublished - Sep 1999
Externally publishedYes

Fingerprint

Textbooks
assault
textbook
psychology
Psychology
Repression (Psychology)

ASJC Scopus subject areas

  • Psychology(all)
  • Education

Cite this

The portrayal of child sexual assault in introductory psychology textbooks. / Letourneau, Elizabeth J; Lewis, Tonya C.

In: Teaching of Psychology, Vol. 26, No. 4, 09.1999, p. 253-258.

Research output: Contribution to journalArticle

@article{e2ee9566d1a24d139e491f0cd1fa1615,
title = "The portrayal of child sexual assault in introductory psychology textbooks",
abstract = "In this article, we assess the presentation of child sexual assault (CSA) in introductory psychology textbooks. We reviewed 24 recently published textbooks and found that 20 (83{\%}) presented information on some aspect of CSA. All 20 texts included discussion of false and repressed memory issues. Our objective was to determine the manner in which textbooks covered this controversial area as well as the extent to which textbooks covered CSA issues unrelated to the memory debate, such as prevalence rates and psychological sequelae of CSA. We found that a substantial portion of authors (75{\%}) made unsupported claims or overgeneralizations when discussing memory issues and less than half of the authors (45{\%}) included information on other areas of CSA.",
author = "Letourneau, {Elizabeth J} and Lewis, {Tonya C.}",
year = "1999",
month = "9",
language = "English (US)",
volume = "26",
pages = "253--258",
journal = "Teaching of Psychology",
issn = "0098-6283",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - The portrayal of child sexual assault in introductory psychology textbooks

AU - Letourneau, Elizabeth J

AU - Lewis, Tonya C.

PY - 1999/9

Y1 - 1999/9

N2 - In this article, we assess the presentation of child sexual assault (CSA) in introductory psychology textbooks. We reviewed 24 recently published textbooks and found that 20 (83%) presented information on some aspect of CSA. All 20 texts included discussion of false and repressed memory issues. Our objective was to determine the manner in which textbooks covered this controversial area as well as the extent to which textbooks covered CSA issues unrelated to the memory debate, such as prevalence rates and psychological sequelae of CSA. We found that a substantial portion of authors (75%) made unsupported claims or overgeneralizations when discussing memory issues and less than half of the authors (45%) included information on other areas of CSA.

AB - In this article, we assess the presentation of child sexual assault (CSA) in introductory psychology textbooks. We reviewed 24 recently published textbooks and found that 20 (83%) presented information on some aspect of CSA. All 20 texts included discussion of false and repressed memory issues. Our objective was to determine the manner in which textbooks covered this controversial area as well as the extent to which textbooks covered CSA issues unrelated to the memory debate, such as prevalence rates and psychological sequelae of CSA. We found that a substantial portion of authors (75%) made unsupported claims or overgeneralizations when discussing memory issues and less than half of the authors (45%) included information on other areas of CSA.

UR - http://www.scopus.com/inward/record.url?scp=0033469938&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0033469938&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0033469938

VL - 26

SP - 253

EP - 258

JO - Teaching of Psychology

JF - Teaching of Psychology

SN - 0098-6283

IS - 4

ER -