abstract: The long-term impacts of bullying, stress, sexual prejudice and stigma against members of the LGBTQ population are both worrisome and expansive. Bullying among adolescents is one of the clearest and most well documented risks to adolescent health(Nansel et al., 2004; Wilkins-Shurmer et al., 2003; Wolke, Woods, Bloomfield, & Karstadt, 2001) The present study examined the influence of sexual orientation to severity of bullying experience, coping strategies, emotion regulation and the interaction of gender role endorsements in relation to coping and emotion regulation strategy prediction. Extensive research exists to support high victimization experiences in LGBT individuals (Birkett et al., 2009; Robert H DuRant et al., n.d.; Kimmel & Mahler, 2003; Mishna et al., 2009) and separately, research also indicates support of gender role non conformity, social stress and long term coping skills (Galambos et al., 1990; Sánchez et al., 2010; Tolman, Striepe, & Harmon, 2003b). The goal of this study was to extend previous finding to find a relationship between the three variables: sexual orientation, victimization history, and non-traditional gender role endorse and utilizing those traits as predictors of future emotion regulation and coping strategies. The data suggests that as a whole LGBT identified individuals experience bullying at a significantly higher rate than their heterosexual counterparts. By utilizing gender role endorsement the relationship can be expanded to predict maladaptive emotion regulation skills, higher rates of perceived stress and increased fear of negative evaluation in lesbian women and gay men. The data was consistent for all hypotheses in the model: sexual identity significantly predicts higher bully score and atypical gender role endorsement is a moderator of victimization in LGBT individuals. The findings indicate high masculine endorsement in lesbians and high feminine endorsement in gay males can significantly predict victimization and maladaptive coping skills, emotion dysregulation, increased stress, and lack of emotional awareness. / Dissertation/Thesis / M.S. Psychology 2012

<p> Within a framework of intersectionality, this thesis explores the multidimensional experiences women of color have in abusive same-sex relationships. It also explores the tremendous influence those experiences have on their lives. Although intimate partner violence (IPV) in the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community has become increasingly visible within the past two decades, media and scholarship continue to focus on heterosexual incidents of domestic violence. Relying on the powerful narratives of four women of color who are IPV survivors, I examine social constructs such as familial violence, homophobia, racism, and poverty, that contribute to lesbian intimate partner violence. I also present reasons for and consequences of staying in an abusive relationship. The findings of this study indicate that intimate partner violence is a symptom of oppression for socially marginalized lesbians of color and not a source.</p><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> <i>Photography in the First Person</i> offers an alternative account of postmodernism in American art during the 1970s and `80s by examining the work of five photographers. Robert Mapplethorpe. Peter Hujar, Nan Goldin and Sally Mann, who are united, not by circumstance, style or acquaintance, but rather by how each one of them used aspects of their personal lives as subject matter, whether it was their friends, lovers, families or children. Collectively their art explores many of the same themes as that of the Pictures Generation, but is structurally opposite to it. Where the Pictures artists appropriated images from popular culture in order to demonstrate how identities were not given or natural, but were discursively and institutionally constructed, the practitioners of what I call photography in the first person set their sights on the ostensibly neutral viewer predicated by these same discourses and institutions&mdash;a viewer who is invariably male, white and heterosexual. Through a series of four case studies, it is shown how each of the aforementioned artists used the medium of photography and the specific contours of their personal lives through strategies of excess and indeterminacy to establish a different ethical stance towards the work of art. from one of detachment to one that forces us to consider our own bodies, desires and identifications. </p><p>

<p> Addressing the Development of Selves in LGBTQIA+ Individuals: A Voice Dialogue Perspective by Melanie Battaglia Moir This qualitative thesis combines heuristic and alchemical hermeneutic methodologies along with elements of intuitive inquiry and participatory epistemology to address the internal development of selves in the consciousness of LGBTQIA+ individuals. These selves are created by interactions with family and society and by the unique, personal experiences of people on this spectrum who do not identify as heteronormative or exclusively heterosexual. From a depth psychological perspective, the author discusses implications for achieving healing and wholeness when making contact with these inner selves that carry the true nature of each human being but are repressed due to cultural programming, family modeling, and imprinting. Voice Dialogue is explored as an approach to identifying and understanding these selves in LGBTQIA+ individuals. Insights from the author&rsquo;s own experience of being <i>queer</i> (an umbrella term for living life as a sexual or gender minority) are included.</p><p>

Training resources and guidelines about best practices for healthcare facilities and medical providers are readily available. Conversely, there are not a substantial number of physicians easily identified as lesbian, gay, bisexual, transgender and queer (LGBTQ)-friendly. For LGBTQ patients, this is particularly the case in higher education and student health services. Medicine, as a culture, has historically focused on curing sexual orientation, rather than treating LGBTQ patients, becoming one cause of many non-heterosexual patients’ experiences of compromised health outcomes, dissatisfaction, discrimination, high rates of stress, and a decrease in healthcare seeking behaviors. Another cause can be because of physicians lacking cultural competencies. LGBTQ-friendly doctors do exist, and non-heterosexual patients specifically seek them out, but scant scholarship about the progression of becoming an LGBTQ-friendly doctor is available. The researcher uses grounded theory to examine the lived experiences of five college health physicians and finds these emerging themes: Interpersonal experiences, medical education, and specialized skills. Implications of the study for practice and research include: more comprehensive medical school curriculum and clinical exposure to LGBTQ patients is needed; identifying LGBTQ-friendly physicians for patients, trainees, colleagues, and administrators is necessary.

People who are marginalized based on their sexual orientation or gender identity face heightened risk of negative health and psychological outcomes compared to more privileged populations (Meyer, 1995; Hughes, Szalacha, & McNair, 2010). Previous researchers have suggested that positive coping strategies may be beneficial in reducing the high risks of negative outcomes, such as depression, associated with Lesbian, Gay, Bisexual, Transgender (LGBT) minority stress (Branscombe, Schmitt, & Harvey, 1999, Kertzner, 2001). Moreover, certain sociocultural factors, such as gender role stress (Eisler, 1995; Eisler & Blalock, 1991; Eisler & Skidmore, 1987; Gillespie & Eisler, 1992), may influence LGBTQ+ individuals’ experience of minority stress in unique ways, but gaps in this area of the literature remain. The purpose of this study will be to examine the relationships between gender role stress, LGBTQ+ minority stress, self-compassion, and depression in a sample of LGBTQ+ adults. I will conduct regression analyses and mediation analyses to test the following main hypotheses: (a) Gender role stress will be significantly associated with LGBTQ+ minority stress, (b) LGBTQ+ minority stress will be associated with higher levels of depression symptoms, and (c) self-compassion will fully mediate the relationship between LGBT minority stress and depression.

<p> When marriage equality became legal in 2015, more gay men started getting married. With minimal research on qualities leading to perceived marital success, mental health professionals could not offer guidance on strengthening marital satisfaction for these couples. Further, gay men had few gay role models for marital success to provide guidance and insights. To help address this lack of research, this dissertation focused on how gay men fostered marital success. </p><p> In this study, constructivist grounded theory was utilized to flexibly examine and analyze the qualities that lead to perceived marital success for eight married gay men from across the United States. Two rounds of interviews were conducted to gather narrative data and distinguish categories and properties that captured the success characteristics identified through participants lived experiences. </p><p> Findings indicate that gay men feel successful when their relationship needs and feelings of belongingness are satisfied, and they have the ability to dexterously apply relationship skills to build a strong relationship framework while working as a team to overcome potential barriers. Parenting, feelings of security, and negotiating sexual agreements were important relationship experiences for these couples. </p><p> Mental health professionals who are looking to help married gay men should consider the individual histories, environmental supports available, communication style, and the dyadic aspirations for these couples. Future research should focus on ethnic and socioeconomic diversity, and researchers should investigate marital success for couples whose marriages were not preceded by ceremonial commitments or legally binding partnerships. These parameters would expand the scope of generalizability.</p><p>

<p> Culture and social norms influence sex roles and expression, according to previous studies. This leads to the research question of whether there a difference in sex-role characteristics and generational category among cisgender American adults from Generation X, Generation Y, and Generation Z. A gap in the research about sex-role evolution in generational and cultural shifts provided an open opportunity for this investigation to strengthen the literature. Data collection without making any changes or introducing any treatments was employed, via quantitative non-experimental means, using survey methodology. The population consisted of cisgender American adults from Generation X, Generation Y, and Generation Z. SurveyMonkey Audience was used to sample the population, through participant inclusion criteria outlined as being aged 18 to 50 years, a U.S. citizen, and identifying as cisgender, and able to read and understand English. The self-perceived sex-role characteristics of three generational groups (Generations X, Y, &amp; Z) were analyzed, employing a quantitative non-experimental design to determine whether there was a statistically significant difference between group means. Results concluded that a statistically significant difference was found for the interaction of generation and self-identified sex for both masculinity and femininity. Continuing research in this area will ensure that extending the body of knowledge of evolutionary psychology will enable the social support systems to allow for more flexibility in relation to socially dictated norms. Additionally, governing bodies, mental health workers, and medical professionals would benefit from more thorough and sensitive gender identity training.</p><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>