Academic literature on the topic 'LGBTQ studies|Clinical psychology|Health education'

<p> The lesbian, gay, bisexual, transgender, and questioning population has high prevalence rates of nicotine dependence in comparison to their heterosexual counterparts, creating a health disparity that is under-researched. Past research has indicated that factors such as minority stress and anxiety play key roles in the development of smoking behaviors in the general population but has not been researched in the LGBTQ population. In addition, internalized homophobia has been linked to substance abuse but its role in nicotine dependence has not been examined. This study proposed that anxiety and internalized homophobia would predict nicotine dependence in the LGBTQ population. A total of 61 LGBTQ individuals participated by completing an online survey. A hierarchical multiple regression was conducted and results suggested that anxiety and internalized homophobia were not predictors of nicotine dependence in the LGBTQ population. However, it was found that individuals questioning their identity did experience more internalized homophobia than those who identify as lesbian, gay, or bisexual. </p>

<p> The purpose of this qualitative study was to understand the unique sexual and religious identity development of sexual minorities who attend evangelical Christian institutions of higher education. Although research exists on sexual identity development and religious identity development, scant research exists as to how these developmental areas interact in sexual minorities who attend evangelical institutions of higher education. The research questions that were answered in this study included the following: How do sexual minority students at evangelical Christian institutions of higher education develop a sexual identity and make choices about sexual expression? How do sexual minority students at evangelical Christian institutions of higher education develop a religious identity? How do these two developmental areas interact in this population? </p><p> Four individuals who identified as sexual minorities were interviewed for this study. Interviews were analyzed using interpretive phenomenological analysis to understand the lived experiences of the participants. The data analysis led to the following emergent themes: <i>evangelical beliefs/narratives about homosexuality, new understanding of faith, current faith development, the closet, coded language, community, romantic relationships, current meaning of sexual identity, intersectional identities, evangelical college culture, vigilance, advocacy, and academic/artistic expression.</i> These themes highlighted how inextricably linked are sexual and religious identity development in this population. Also highlighted were how the individuals resolved their identity conflict with great difficulty but also as empowered changed agents. Clinical and educational applications of the research were also discussed.</p><p>

<p> Gay and bisexual Black men experience higher lifetime depression rates than both White and Black heterosexual men. Some social stress researchers argued that this rate may be due to having two stigmatized minority identities and therefore being at greater risk. However, gay and bisexual Black men also experience lifetime depression rates significantly below White LGB people, suggesting resilience to depression for those with these intersecting identities, race and sexuality. This study attempted to address the debate between greater risk versus resilience in gay and bisexual Black men. </p><p> This study investigated whether internalized heterosexism and internalized racism would independently predict depressive symptoms, and whether the interaction of the two would account for more reported depression, supporting the greater risk perspective and minority stress theory (Meyer, 2003). Additionally, the resilience perspective was tested using Africultural coping, culture-specific type of coping, as a moderator of the relationship between internalized stigmas and depressive symptoms. All variables were examined for their relative contributions to depressive symptoms in gay and bisexual Black men to allow for a nuanced view of risk and resilience in this population. </p><p> Eighty-three gay and bisexual Black men of diverse ages, incomes, and educational levels from around the U.S. completed all online surveys and were included in analysis. The single multiple regression was significant with the full model explaining 43% of the variance in depressive symptoms. Internalized heterosexism was positively associated with depressive symptoms. Neither internalized racism, nor the interaction of internalized stigmas (internalized heterosexism x internalized racism) was significant. Thus, minority stress theory was only partially supported and the greater risk perspective was not supported. </p><p> Africultural coping was not significant, in this sample, in predicting depressive symptoms, nor was the interaction of Africultural Coping with each of the two internalized stigmas. In keeping with social stress theory and research, reported low income was significantly and positively associated with depressive symptoms. Possible confounds and limitations are discussed. Implications for theory, methodology and measurement are also discussed.</p>

<p> Most research on body image and disordered eating has focused largely on women, as women are at higher risk than men for eating disorders. In recent years research has revealed that men are at increasing risk for these outcomes, especially as the ideal male body represented in media images and therefore frequently internalized among men is becoming so lean and muscular as to make it very difficult for most men to realistically achieve. Sexual minority men in particular have been found to be at increased risk for body dissatisfaction, body shame, and disordered eating than their heterosexual counterparts. The research on sexual minority men, however, is in the beginning stages and it is unclear to date how and why body dissatisfaction and eating pathology may be systematically different in this population in comparison to heterosexual men. The current study sought to investigate mediating and moderating factors into the relationship between sexual orientation, body dissatisfaction, and disordered eating. Sexual minority men (<i>n</i> = 112) reported higher levels of body dissatisfaction and disordered eating than heterosexual men (<i>n</i> = 242). Contrary to hypotheses, integration into gay culture was not related to the outcome variables, nor were appearance conversations. Also contrary to hypotheses, exercise motivations were similar in both groups of men, with the exception that heterosexual men were more likely to report exercising for the purpose of competition. Implications and possible directions for future research are discussed.</p><p>

<p> LGBTQ+ youth are at increased risk of experiencing stress, sadness, and dissatisfaction with life. A mixed-methods study was designed to examine the effects of mindfulness training on perceived stress and life satisfaction in LGBTQ+ youth. Quantitative pre- and post-test data were collected using the Mindful Attention Awareness Scale-Adolescents and Goal Attainment Scaling. Qualitative data were collected via focus group at the conclusion of the mindfulness training. Results indicate that mindfulness training may be effective in reducing stress, increasing life satisfaction, and increasing coping skills in LGBTQ+ youth. School-based mental health service providers may find the group format of mindfulness training an effective use of time and resources.</p>

<p> The advent of the <i>Multicultural and Social Justice Counseling Competencies</i> (Ratts, Singh, Nassar-McMillan, Butler, &amp; McCullough, 2016), the <i>American Counseling Association</i> (ACA) <i> Code of</i> Ethics (2014), and a more comprehensive emphasis on multiculturalism and social justice (Haskins &amp; Singh, 2015; Ratts, 2009, 2011; Ratts &amp; Pedersen, 2014; Smith &amp; Okech, 2016) within the counseling profession highlight a movement towards examining practices and social identities grounded in a formative understanding of intersectionality. The institutionalization of intersectionality emerges from a longstanding history of feminist scholars (Collins &amp; Bilge, 2016; Hancock, 2016) critiquing misconstrued gaps and revolutionizing the meaning of multiple social identities and social justice movements (Anzald&uacute;a, 1987; Collins, 1986, 1990, 2004; Crenshaw, 1989, 1991; hooks, 1981, 1984, 1989; Lorde, 1984; Moraga &amp; Anzald&uacute;a, 1983). Although intersectionality has richened the possibilities of social justice praxis, its theoretical connection has been largely absent in the context of empirical investigations. This current study utilized an intersectionality paradigm and methodological strategies of interpretative phenomenological analysis (Smith, Flowers, &amp; Larkin, 2009; Pietkiewicz &amp; Smith, 2014) to examine the lived intersectional experiences of privilege and oppression of Queer Men of Color in Counselor Education and Supervision doctoral programs. Three participants were interviewed across nine interviews approximately consisting of 90 minutes in length. Findings indicated six superordinate themes emerging from the data analysis: (a) Multiple Dimensions of Privilege; (b) Multiple Dimensions of Oppression; (c) Context/System; (d) Complexities of Intersections; (e) Critical Incidents/Conflict; and (f) Congruity/Change for the Future. The discussion considers the themes emanating from the participants in light of previous forms of implementation utilizing intersectional approaches. Implications broadly for the counseling profession, the social context of counselor education and doctoral education, and the praxis of pedagogy are explored. Future directions for research and limitations of the study are also explicated.</p><p>

<p> The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong &amp; Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization. </p><p> To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses&rsquo; knowledge and attitudes. </p><p> Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness. </p><p> A statistically significant impact on the nurses&rsquo; knowledge of LGBT health (p &lt; .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice. </p><p> Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.</p><p>

<p> Each year the importance of a high school education increases; however, there are still populations for which getting a diploma is difficult. One of these populations is the lesbian, gay, bisexual, and transgendered community. For many of these students a high school diploma is still out of reach. Quantitative research to this point shows that these students suffer from bullying/harassment, increased depression, substance abuse issues, and what they refer to as an overall lack of school belonging. The purpose of this study was to add a qualitative voice to the quantitative data. This study was designed to explore and understand LGBT high school graduates&rsquo; experiences throughout grades 9-12 and factors that led to persistence to graduation. This information was put together to create a plan for schools to create environments that were welcoming and supportive of LGBT students. To accomplish these goals, 12 participants from different types of communities across the United States were interviewed about their experiences in high school. They were asked to share their experiences with bullying, depression, substance abuse, and their experiences in high school as well as what they believed help them overcome and make it to graduation and what they wish their schools would have done for them. Of the participants who were interviewed, 75% reported facing bullying or harassment in school, 33% discussed using drugs or alcohol, and 17% talked about depression and attempting suicide. In the end there were three main protective factors found among the participants. Participants had either a person who pushed them towards graduation, something at school that made them feel they belonged, or a sheer desire to leave and get someplace better.</p>

<p>Current research has empirically supported that the public school system has an issue with poor social climates for lesbian, gay, bisexual and transgender students (LGBT). This has had detrimental effects to the well-being and educational outcomes for LGBT youth (Kosciw, Greytak, Bartkiewicz, Boesen, &amp; Palmer, 2012). Research has not only uncovered the problems (bullying, poor school policies, lack of education) that promote these issues, but they have also found solutions, which include supportive administration, the inclusions of programs like Gay Student Alliances (GSA) and LGBT curriculum. This research study attempted to uncover the effect to students&rsquo; levels of homophobia, biphobia and transphobia when exposed to a LGBT psychology and history lesson. The study found that a simple 45-minute lesson did in fact reduce levels of the sexual minority phobias in students but also provided evidence that more exposure (and a larger sample size) may provide a clearer picture of the actual potential of understanding concepts in LGBT psychology and history. It also validated that the inclusion of a GSA program and supportive educator can also establish a better social climate because all students exhibited low levels of phobia prior to the lesson. </p>

<p> In using the qualitative method of grounded theory, data was collected from 10 individuals who identified as Black, lesbian teachers from across the United States. The purpose of this grounded theory study was to generate an idea of a new model or refine an existing model that explained the process of developing career and professional identity. In-depth interviews were completed, via in-person and secure video-conferencing. Field observations with field notes and member checking were utilized as tools for maintaining the study&rsquo;s validity. The core themes identified were (a) self-identity versus professional identity, (b) support, (c) trust, and (d) awareness. The subthemes were teachers versus school dynamics and honesty. These findings support the notion that Black lesbians were equipped as any teacher with the tools and knowledge to do their jobs just as effectively as their nonheterosexual counterparts. The findings also found that the more support this population received from their families and communities, there was a positive correlation between increased reports of career and life satisfaction, job efficiency, and productivity. With results from this research, these findings can further assist clinicians, work organizations, and educational policies in aiding to empower career success in Black, lesbian, teachers, their students, as well as other teachers who might be ethnically diverse or nonheterosexual.</p><p>