Indiana University-Purdue University Indianapolis (IUPUI) / Sexual coercion is a prevalent and problematic aspect of adolescent women’s sexual experiences, with nationally representative data reporting that 15% of adolescent women were forced by a romantic partner to do sexual things they did not want to do in the past year. However, little is known about how the length of a given adolescent relationship may impact ongoing instances of sexual coercion, and what impact these repeated instances have on the emotional and behavioral characteristics of a given relationship. Accordingly, the current study examines the impact of relationship length on relationship attributes and behaviors within adolescent women’s romantic relationships with repeated experiences of sexual coercion and compares these associations between age groups. Data for the current study were drawn from a larger, longitudinal cohort study (N = 385); utilizing quarterly interviews (N = 5151) that were administered from 1999-2009. Relationship timing of initial and repeat experiences of sexual coercion are discussed. Specifically, our findings suggest that within relationships with repeat experiences of sexual coercion, longer relationship length decreases sexual satisfaction and condom use, while simultaneously increasing vaginal intercourse and the odds of acquiring a sexually transmitted infection.

This dissertation offers the term “narrative intimacy” to refer to an implicit relationship between narrator and reader that depends upon disclosure and trust. By examining contemporary American fiction for adolescent women by critically- and commercially-successful authors such as Sarah Dessen, Stephenie Meyer, and Laurie Halse Anderson, I explore the use of narrative intimacy as a means of reflecting and reinforcing larger, often contradictory, cultural expectations regarding adolescent women, interpersonal relationships, and intimacy. Specifically, I investigate the possibility that adolescent women narrators construct understandings of the adolescent woman reader as a friend, partner in desire, or “bibliotherapist,” which in turn allow the narrator to understand the reader as a safe and appropriate location for disclosure. At the same time, the novels I discuss offer frequent warnings against the sort of unfettered disclosure the narrators perform in their relationships with the reader: friendships are marked as potential sites of betrayal and rejection, while romantic relationships are presented as inherently threatening to physical and emotional health. In order to interrogate the construction of narrative intimacy, I rely upon a tradition of narrative and reception theory concerning the roles of narrator and reader. I also turn to other cultural representations of adolescent women and their relationships, from films, television, and magazines to the self-help and nonfiction literature that provides insight into current psychological, sociological, and anthropological understandings of adolescent womanhood. Ultimately, I argue, the prevalence of narrative intimacy in fiction for adolescent women reflects a complex system that encourages adolescent women to seek intimate interpersonal relationships even as it discourages the type and degree of disclosure that is ostensibly required in the development of intimacy. The narrator thus turns to the reader because the “logical gap”—to borrow a term from Peter Lamarque—between fiction and reality allows for a construction of the reader as a recipient of disclosure who cannot respond with the threats of criticism, judgment, or rejection that may be presented by other characters within the text. The reader, in turn, may come to depend upon narrative intimacy as a space through which to vicariously explore her own understanding of intimacy.

The goal of the present study was to verify whether four purported risk factors predate the development of eating disorder symptoms, particularly bulimia nervosa. The four major purported risk factors for developing bulimia nervosa (and eating disorders in general) among female adolescents include: (a) over internalization of culture’s value of thinness in women, (b) inordinate dissatisfaction with body form, (c) depression, and (d) irrational beliefs and cognitions about thinness and the benefits of dieting. The present study involved a 5-year follow-up of adolescent girls initially identified as being either at high or low risk for developing an eating disorder, particularly bulimia nervosa. Subjects completed the risk factor inventories, and eating disorder diagnoses were based upon a structured Diagnostic and Statistical Manual of Mental Disorders clinical interview. Results indicated that: (a) two bulimic cases were found in the high-risk group, with an overall prevalence rate of 3.5% (2/57); (b) the total 6-month incidence rate (for any eating disorder) was 6.5% in the high-risk group, and 0.0% in the low-risk group; (c) younger at-risk girls tended to generally acknowledge more eating disorder symptoms; (d) z-score means of the low and high risk group are dramatically different at both Time #1 and 5 years later at Time l#2, with the high-risk group exhibiting more severe and quite stable symptomatology relative to the low-risk group; and (e) change in scores over time, in all four risk factor measures, was related to bulimia, binge-related symptoms, and overall (total) symptoms. The study confirmed the importance of these risk factors in the etiology of eating disorder symptoms, as well as the significance of tracking girls in early adolescence in longitudinal studies.

This qualitative study examined how 14 young women's sexual desire and agency was influenced by the messages communicated from their parents and the quality of the parent-child relationship. Previous research results were supported, such as: parents do not communicate about sex frequently, or only about limited topics; mothers communicate more frequently than fathers, and peers communicate more sexual information. Utilizing a postmodern, feminist position, themes of parental transmission of patriarchal social controls were found, such as: fear of being viewed as a slut, gender roles that demand female passivity, sex is scary, and young women are not to have sex, or only in the context of committed relationships. Implications for parenting practices and the importance of developing sexual agency are discussed. / Ph. D.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate