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Dissertations / Theses on the topic 'LGBTQ studies|Clinical psychology|Health education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Heyen, Carrie. "Two predictors of smoking behaviors in the LGBTQ population| Anxiety and internalized homophobia." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1601199.

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<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>

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Hibma, Adam. "Growing in a Metal Cocoon| Religious and Sexual Identity Development for Sexual Minorities at Evangelical Institutions of Higher Education." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932810.

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<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>

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Khan, Duane G. "The Association of Internalized Stigmas, Culture-Specific Coping, and Depression in Gay and Bisexual Black Men." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110777.

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<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>

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Murray, Andrea D. "Mediating and Moderating Factors of the Relationship between Sexual Orientation and Eating Pathology and Body Satisfaction in Sexual Minority and Heterosexual Men." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617612.

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<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>

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Cochrane, Carrissa. "A mixed-methods study of mindfulness in LGBTQ+ youth." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260407.

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<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>

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6

Chan, Christian D. "The Lived Intersectional Experiences of Privilege and Oppression of Queer Men of Color in Counselor Education Doctoral Programs| An Interpretative Phenomenological Analysis." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743740.

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<p> The advent of the <i>Multicultural and Social Justice Counseling Competencies</i> (Ratts, Singh, Nassar-McMillan, Butler, & 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 & Singh, 2015; Ratts, 2009, 2011; Ratts & Pedersen, 2014; Smith & 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 & Bilge, 2016; Hancock, 2016) critiquing misconstrued gaps and revolutionizing the meaning of multiple social identities and social justice movements (Anzaldúa, 1987; Collins, 1986, 1990, 2004; Crenshaw, 1989, 1991; hooks, 1981, 1984, 1989; Lorde, 1984; Moraga & Anzaldúa, 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, & Larkin, 2009; Pietkiewicz & 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>

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Traister, Tyler. "Registered Nurses' Attitudes and Knowledge of LGBTQ Health and the Impact of an Educational Intervention." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813566.

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<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 & 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’ 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’ knowledge of LGBT health (p < .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>

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Rodriguez-Hobbs, Scott D. "The role of protective factors on the high school retention of lesbian, gay, bisexual, and transgendered students." Thesis, Notre Dame of Maryland University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111560.

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<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’ 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>

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Salazar, Jason Eric. "The influences of LGBT curriculum on adolescent homophobia, biphobia & transphobia." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598321.

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<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, & 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’ 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>

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Nemard-Underwood, Kristina M. "Professional Identity Development among Black Lesbian Teachers within the Context of Their Sexual Orientation." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743488.

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<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’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>

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11

Rogers, Susan L. "Fear of Cancer and Theory of Planned Behavior as Predictors of Pap Screenings." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634620.

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<p> Cervical cancer can be detected and successfully treated through recommended Pap screenings, but it remains the second most diagnosed type of cancer among women, due in large part, to lack of participation in recommended screening. Researchers utilize different theories when attempting to predict health behaviors, such as theory of planned behavior (TPB). TPB remains a primary lens through which health studies are conducted. However, TPB does not take into account the affective components that have been shown to influence decision making and behavior, such as fear. Fear of cancer has been shown to influence decision making with respect to preventative healthcare. The purpose of this quantitative, correlational study was to attempt to determine to what extent fear of cancer served as a predictor of Pap screening behaviors, over and above the predictive value of TPB. A convenience sample of women between the ages of 21 - 65 years, with a mean age of 46.6 years, was recruited via social media to participate in an online survey which is the demographic for whom Pap screening is recommended. Independent variables included TPB components (attitudes, subjective norms, and perceived behavior control) and fear of cancer. Demographic variables (age, race, and socioeconomic status) were controlled during hierarchical regression analysis in order to predict the dependent variable - intention to get Pap screenings. Multiple regression analysis showed that TPB components were all significant predictors of pap screen intention. Perceived behavior control (PBC) (<i>t</i> (85) = 4.357, <i> p</i> < .001), attitudes (<i>t</i> (85) = 2.046, <i> p</i> < .05), and subjective norms (SN) (<i>t</i> (85) = 2.550, <i>p</i> < .05) were all significant predictors of PSI. Demographics and fear of cancer (FOC) were not significant within this coefficient model. However, in terms of generalizing results to the larger population of women between 21 – 65 years, the model summary showed that demographics only accounted for .02% predictability, but when TPB components were added to the model, they accounted for 43% of the variance. Finally, when FOC was subsequently introduced to the model, predictability of pap screen intention increased from 43% to 44.5%. Albeit a small increase, these results suggest that while FOC may not be a better predictor over and above the predictive value of TPB components, a combination of affective components and TPB components may be beneficial for future health care studies.</p><p>

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Colorado, Eileen Ellsworth. "A Mixed-Method Study of Aid Workers in Sierra Leone during the 2014-2015 Ebola Epidemic| Exploring Psychological Distress, Trauma, Resilience, and Coping." Thesis, The Chicago School of Professional Psychology, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743390.

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<p> Sierra Leone suffered the worst Ebola outbreak in history. This is a study of Sierra Leone aid workers during the 2014–2015 Ebola epidemic using the mixed-method concurrent nested model. Data collection consisted of 4 quantitative surveys (BSI, PDS-5, CD-RISC, and CSI), demographic information sheet, and qualitative semi-structured interviews. The findings show 53% met the criteria for psychological distress indicated by the BSI and 40% met the criteria for PTSD indicated by PDS-5. The highest score on CD-RICS resilience questionnaire indicated a belief that God can help them. The CSI revealed 15% of the participants used wishful thinking, social support, problem-solving, and cognitive restructuring coping strategies. Sociocultural factors showed significant impact on NAWs during the Ebola epidemic The qualitative themes that emerged in the responses of the participants included psychological distress, trauma, coping, resilience, economic factors, social structure shift, social factors, basic needs, community support, infrastructure, and changing cultural practices.</p><p>

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Murray, Cassaundra. "Beliefs and attitudes regarding health -enhancing behaviors in African American and Caucasian women." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/663.

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A disproportionate number of African American (AA) women are overweight, obese, and more likely to have weight related health concerns compared with Caucasian (C) women. Previous research indicates perception about health-enhancing behaviors influences AA females' health behavior. A gap exists in the current literature regarding AA women's perception of eating and exercise behavior and the impact social support has on AA women's adherence to USDA recommendations. The purpose of this study was twofold: (1) to examine AA women's weight locus of control, perceived susceptibility to weight related diseases, and perceived barriers to healthy eating and exercise relative to C women; and (2) to assess the impact of social support on adherence to USDA recommendations in AA women utilizing the extended health belief model. Participants were a convenience sample of 76 AA and C women ages 20-75 from churches in northeast Texas. A quantitative cross-sectional survey design was employed. ANOVA and linear regression were used to determine if there was a relationship between race and weight locus of control, perceived susceptibility to weight related diseases, and amount of perceived barriers to exercising/healthy eating as well as between perceived social support for exercising/healthy eating and adherence to USDA recommendations in African American women. Results indicated no signficant difference between AA and C participants in weight locus of control, susceptibility to weight-related diseases, or barriers to exercising/healthy eating. Social support predicted adherence to USDA recommendations in AA women. This enhances social change by providing a basis for future studies aimed towards designing and implementing interventions and strategies to help AA and C women improve their health.

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Reed, James Alexander. "Intra-discrimination in the LGBT Community: A Phenomenological Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585657089817672.

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Patterson, Kimerly D. "Measuring Self-Perceived Clinical Preparedness with Lesbian, Gay, Bisexual, and Transgender Clients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6089.

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Counselors and counselor educators must serve clients regardless of culture, race, disability, sexual orientation, and age. Counselor educators have attempted to stay abreast of new methods to enhance counselor competencies to adequately counsel lesbian, gay, bisexual, and transgender (LGBT) clients. The purpose of this quantitative study was to determine the extent of the relationship between self-perceived clinical preparedness of working with LGBT clients and self-perceived attitudinal awareness towards LGBT clients as moderated by levels of religious commitment of licensed professional counselor (LPC) using a feminist and multicultural theory framework. Statistical Package for the Social Sciences (SPSS) quantitative analysis software program was used to generate descriptive statistics such as frequencies, means, modes, correlations, and regression models for each research variable. According to study results, there was a statistically significant relationship between the criterion variable self-perceived clinical preparedness of working with LGBT clients, the predictor variable self-perceived attitudinal awareness towards LGBT clients, and the moderator religious commitment (F (2, 123) = 4.76, p < .05). The study findings promote insight for counselors to understand how their religious commitment moderates the relationship between clinical preparedness and attitudinal awareness when working with LGBT clients.

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Hart, Brandy N. "Maternal Influences on Disordered Eating in College-Aged Women." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128992.

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<p> <b>Purpose:</b> This study aimed to assess the impact that various maternal influences have on disordered eating behaviors and attitudes in a sample of young women. </p><p> <b>Methods:</b> Self-report data were collected from 172 young women, from a mid-sized, public, Midwestern university (mean age = 19.61; 64% Caucasian). The maternal influences examined were weight-related maternal criticism, weight-related maternal modeling, and weight-related maternal teasing. </p><p> <b>Results:</b> Fourteen percent of participants reported experiencing a high level of distress regarding dieting, body weight, and disordered eating behaviors and attitudes. Hierarchical multiple regression analyses revealed that when examined together, body mass index (BMI), maternal criticism, maternal modeling, and maternal teasing significantly accounted for 26% of the variance in disordered eating behaviors and attitudes. After controlling for BMI, maternal criticism, maternal modeling, and maternal teasing accounted for 23% of the variance in disordered eating behaviors and attitudes. In that model, only maternal criticism and maternal modeling were significant predictors. </p><p> <b>Conclusion:</b> This study has implications for the prevention and treatment of eating disorders. The results suggest that health care providers should focus on educating parents about the potential damaging effects of weight-related criticism, teasing, and modeling.</p>

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Cho, Yoonhwa. "Mental health values, culture, and the therapeutic process a systematic investigation of value-related discourse between a White American counselor and a Korean client /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297087.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.<br>Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0514. Adviser: Chalmer E. Thompson.

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Herzig, Benjamin A. "An Examination of American-born Muslim College Students’ Attitudes toward Mental Health." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1305301419.

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Nelson, Jackie M. "Sexually Objectifying Microaggressions in Film: Using Entertainment for Clinical and Educational Purposes." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1564418191011389.

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Loker, Troy Nicholas. "Learning From Voices of Diverse Youth: School-based Practices to Promote Positive Psychosocial Functioning of LGBTQ High School Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4719.

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The purpose of this study was to identify school-based practices that lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth endorse as ways for high schools to provide social, emotional, and academic support to LGBTQ youth. A diverse sample of LGBTQ high school students (N = 18) from one large urban school district in a southeastern state participated in individual semi-structured interviews and/or small group brainstorming sessions. Eleven individual interviews were conducted to gather detailed accounts of a) supportive behaviors and policies that youth had experienced in their schools, as well as b) supportive behaviors and policies that were suggested as desired supports that had not actually been experienced. Participants' sentiments were coded based on the source of support (i.e., teachers, school mental health providers, administrators, policies, resources), nature of support (i.e., proactive, reactive), and social context of the support (i.e., impacting single students through one-on-one setting, impacting more than one student or groups of students). Three brainstorming sessions that included a total of 13 students were conducted to gather additional ideas from youth on ways for schools and school staff to provide support. Frequency counts of individual interview data indicated that teachers provided more experienced and desired supports than any other school-based source of support. Of the desired supports that participants had not actually experienced, Proactive Supports Impacting Groups were the most frequently described Support Type for teachers, school mental health providers, and administrators. Content Themes emerged within Support Types (e.g., Proactive Support Impacting Individuals, Reactive Support Impacting Groups) capture sentiments that were shared across multiple participants' responses. Data from interviews and brainstorming sessions were also analyzed together through a constant-comparative reduction process, resulting in 162 Specific Educator Behaviors/Policies corresponding to 8 Big Ideas of school-based supports for LGBTQ high school students: (1) Using Respectful Language and Interactions with Students; (2) Providing Comfort, Assistance, and Advice Matched to Student Needs; (3) Facilitating Connections with Community Supports; (4) Providing LGBTQ-Related Materials and Information; (5) Allowing and Supporting School-Based GSA and Pride Activities; (6) Addressing Professional Development, Human Resources, and School Culture Related Issues; (7) Implementing Policies that Address Bullying and Harassment of LGBTQ Students; and (8) Implementing Policies that Respectfully Account for Students' Diversity.) Pragmatic implications for teachers, school mental health providers, and administrators are discussed.

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Stoner, Lauren Elizabeth. "A systematic review of educational resources for families of transgender and gender diverse children and adolescents." Wright State University Professional Psychology Program / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1568143257483313.

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Lundi, Daphney Farah. "The Systemic Multigenerational Implications of Education: Second-Generation Haitian- American College Graduates’ Perspectives." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/33.

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Similar to other immigrant populations in the United States, Haitians have a migratory history of escaping from political turmoil, natural disasters, and extreme poverty (Zephir, 2004). However, Haitian Americans remain one of the underserved populations in the United States. Marginalized yet resilient, Haitian families in the U.S. continue to display strength in the face of adversity. Second-generation Haitian-American college graduates are the evidence of such strengths. There is very little research focused on second-generation Haitian-American college graduates’ perspective on the possible familial influences pertaining to education. Using an Interpretative Phenomenological Analysis (IPA) design and Bowen’s Family Systems Theory as a theoretical framework, this study explored the lived experiences of seven selected selfidentified second-generation Haitian-American college graduates. The study was driven by three questions: 1. How do second-generation Haitian-American college graduates describe their cultural views on education? 2. How do these cultural views on education inform or influence Haitian families living in South Florida? 3. What are the lived experiences of second-generation Haitian-American college graduates regarding their family of origin’s influences on them as it pertains to education? Six themes emerged as a result: Multigenerational Method of Transmission, Reminiscent Educational Dialogue, Education as Economic Protection, Expected Educational Momentum, Future Multigenerational Method of Transmission, and Broadening the Educational View. It is the hope of the researcher that this study will expand marriage and family therapists’ understanding of the possible cultural/familial concerns, as well as, possible strengths and resources when working with Haitian families.

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Kohane, Itay. "Empty Cribs: Infertility Challenges for Orthodox Jewish Couples." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch158343490152138.

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Kwon, Julie H. "WHAT ARE THE EXPERIENCES OF SOUTH KOREAN IMMIGRANT PARENTS WHO HAVE A CHILD WITH AUTISM SPECTRUM DISORDER." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426745935.

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Scriven, Elizabeth H. "DISCOVERING THEMES: DISABILITY IDENTITYDEVELOPMENT AS IT PERTAINS TO PEOPLEBORN WITH SPINA BIFIDA." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1559730463371335.

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Irani, Taronish H. "Multicultural Group Screening Form (MGSF): Development of a Pre-Group Screening Form for Use with Diverse Groups at University Counseling Centers." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1308924515.

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Kain, Megan Marie. "Bind, Tether, and Transcend: Achieving Integration Through Extra-Therapeutic Dance." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1466901499.

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Shepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.

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Jacob, Seema. "Parent-Child Interaction Therapy (PCIT) & Maternal Depression: A Proposal for the Application of PCIT With Mothers Who Are Depressed and Their Children." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1308747844.

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St, Pierre Valessa. "Quality of Life in Older African American Men Living with HIV/AIDS: A Structural Equation Analysis." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1308261830.

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Umeadi, Chinedu Anthony. "Effect of Social Support and HIV-Related Stigma on Depression in HIV/AIDS Patients." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734790.

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<p> HIV has remained a public health problem in Nigeria. The purpose of this cross-sectional study was to examine the effect of social support and HIV-related stigma on depression in people living with HIV/AIDS (PLWHA) and to examine the moderating effect of sociodemographic factors, Quality of Life (QOL), and time since HIV diagnosis on this relationship. This study was based on the social cognitive theory. Data were collected from 98 PLWHA attending the antiretroviral clinic of Federal Medical Center, Umuahia, Nigeria. Regression analyses were used to examine the relationships between the variables. Some 24.5% of the study participants were depressed. Significant relationships identified included negative relationships between depression and social support, positive relationships between depression and negative self-image, and a combination of poor social support and HIV-related stigma having synergic effects in predicting depression. Sociodemographic variables, quality of life, and time since HIV diagnosis did not have a moderating effect on the relationship between social support, HIV-related stigma, and depression in PLWHA. There is a need to improve social support and reduce HIV-related stigma in PLWHA in order to improve their mental health. These findings can help in bringing about positive social change by informing the development of public health initiatives aimed at improving the mental health of PLWHA.</p>

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Conway, Mary Suzanne. "Achieving Catharsis: The Impact of Theatre on Lesbian, Gay, Bisexual, and Transgendered Youth." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302459493.

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Davis, Bryan. "Exploring the social construction of masculinity and its differential expression in culturally different populations using a mixed method approach." Wright State University Professional Psychology Program / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1530875139172819.

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Gonzales, Sabrina Marie. "Applying An Intersectional Framework to the Experiences of Low-Income, First-Generation, Sexual Minority College Students." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448.

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Radosteva, Alesya. "Cultural Consultations in Criminal Forensic Psychology:A Thematic Analysis of the Literature." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1536856667462656.

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Patton, Roxanna Jessica-Dyan. "The College Experiences of Transgender Students: Creating a Welcoming Environment on Campus." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1340479998.

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Robbins, Kimberly D. "The Origin of a Sense of Self in Women." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1346965956.

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Baker, Bethany. "“They Let Me Loose, Will You Hold Me Tight?” Adult Adoptees and Their Romantic Partners' Experience of Attachment After Participating in the HMT Program." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1630015535934381.

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Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.

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Gogusetti, Vivek Shashank Nag. "Functions of ATR Kinase in Terminally Differentiated Human Epidermal Keratinocyles and in Human Ex-Vivo Skin After Exposure to Ultraviolet B Radiation." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1622357540982634.

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Thakar, Dhara Aniruddha. "Trajectories of mental health and acculturation among first year international graduate students from India." 2010. https://scholarworks.umass.edu/dissertations/AAI3427573.

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From 2001–2007, students from India have consistently comprised the largest ethnic group of international students on college campuses across the United States (Open Doors: Report on International Educational Exchange, 2007). Despite a number of studies that have researched the mental health of international students in the U.S., none have done so primarily with Indian graduate students. Theoretical and empirical literature regarding the psychological changes and acculturation patterns that international students undergo after their transition do not explore the possibility of multiple pathways of change. The current study identified four separate mental health trajectories for Indian international graduate students during their first year in the U.S. It also found three distinct patterns of acculturation for the Indian culture and four acculturation trajectories for the European American culture. The size of one’s adjustment, feelings about transition, gender role attitudes, and availability of out-group support were all significant contributors to the variability among empirically derived mental health trajectories.

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Spivey-Mooring, Tazzarae. "Cultural alienation, mental health and attitudes toward seeking psychological help among students of color at predominantly White universities." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314484.

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"The Masculine Overcompensation Theory: A Gender Perspective on Teacher Reactions to Transgender Bullying." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62748.

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abstract: Teachers represent important agents of gender socialization in schools and play a critical role in the lived experiences of transgender students. What remains less clear, however, is whether the gender of the teacher impacts their response to transgender bullying and specifically how threats to gender identity might influence men who teach to respond negatively. The current study used a 2 (gender) x 3 (gender identity threat, no gender identity threat, and control) experimental design to assess whether the masculine overcompensation theory helps explain how men who teach respond to transgender victimization experiences. It was hypothesized that men in the gender identity threat condition would endorse more anti-trans attitudes (e.g., higher transphobic attitudes, lower allophilia [feelings of liking] toward transgender individuals, more traditional gender roles, less supportive responses to a vignette about transgender bullying, less support for school practices that support transgender students, and less likelihood of signing a petition supporting transgender youth rights) compared to the other conditions. It was also expected that they would endorse more negative affect but higher feelings of self-assurance. Women in the study served as a comparison group as no overcompensation effect is expected for them. Participants (N = 301) were nationally recruited through word of mouth, social media, and personal networks. Results from the current study did not support the theory of masculine overcompensation as there was no effect of threatening feedback. There were a number of significant gender differences. Men reported lower transgender allophilia, higher transphobia, more traditional gender role beliefs, less likelihood of signing the petition supporting transgender youth rights, and more self-assurance than women. No gender effect was found for negative affect or support for school practices supporting transgender students. There were also no observable differences in participant responses to the vignette by gender or condition. The implications and limitations of the current study were discussed.<br>Dissertation/Thesis<br>Doctoral Dissertation Counseling Psychology 2020

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