This study examined sexual orientation change efforts, identity conflict, and psychosocial health in a sample of 1,612 same-sex attracted Mormons. A minimum of 66% of participants reported engaging in sexual orientation change efforts, usually through multiple methods, and across more than 10 years (on average). Religious change efforts such as personal righteousness (e.g., prayer, fasting, scripture study, improved relationship with Jesus Christ) and counseling with church leaders (e.g., bishops), along with individual methods (e.g., introspection, private study, mental suppression) were found to be far more prevalent and significantly more damaging than therapist- (e.g., psychotherapy, psychiatry) or group-led change efforts. Overall, 0% of those attempting change reported an elimination of same-sex attraction, and less than 4% reported any change in sexual orientation. Conversely, the majority of participants reported these efforts to be either ineffective or damaging. Regarding the navigation of sexual and religious identity conflict, the vast majority of participants were found to have either rejected their religious identity (53%) or compartmentalized their religious and sexual identities (37%), with significantly fewer reporting the rejection of their same-sex sexual identity (6%) or the successful integration of the two identities (4%). Overall, the (a) acceptance of a lesbian, gay, bisexual, or transgender identity and (b) “coming out” to family, friends, work, and religious associates correlated positively with quality of life and self-esteem, and negatively with internalized homophobia, identity confusion, depression, and sexual identity distress. Regarding various religion-based approaches to same-sex attraction, the following were generally positively associated with psychosocial health (e.g., quality of life, selfesteem) and negatively correlated with psychosocial harm (e.g., internalized homophobia, sexual identity distress, depression): (a) embracing biological (vs. developmental) views on the causes of same-sex sexuality, (b) decreased LDS Church participation, (c) eschewing celibacy, and (d) pursuing committed, legal same-sex relationships. Heterosexual marriages for same-sex attracted participants were estimated to have a 69% divorce rate, with very low average quality of life ratings for those remaining in the marriages.

This study explored the lived experiences of men attracted to minors who believed they would benefit from therapy but did not seek out or attend therapeutic services; and sought to gain an understanding of how the decision to seek help or not impacted their well-being. Participants included 7 men who were recruited through the B4U-ACT online forum, which provides peer support for the minor attracted community. Participants were interviewed over Skype. Data from these interviews was analyzed and coded according to the interpretative phenomenological method as outlined by Smith et al. (2012). Five main themes emerged, providing insight as to why more therapeutic support is not sought. These themes include: emotional distress, consideration of therapy, actual and perceived stigmatization, expectations of therapist assumptions, expectations of professionalism, and therapeutic support. The findings were compared with existing literature to propose ways mental health professionals can provide easier access to resources and reach the population, which can lead to societal benefits. Improved access to treatment has the potential to provide the population opportunities to better cope with stigma, manage their impulses more effectively, lower their feelings of isolation, and increase their overall well-being. This study helps to fill the current void in the area of research on help-seeking behaviors and the associated challenges that men attracted to minors may face.

Doctor of Philosophy / Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.

Doctor of Philosophy / Research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.

Syftet med studien är att undersöka och belysa hur stigmatisering av personer med pedofili påverkar valet att söka vård. För att besvara syftet har sekundärdata använts, i form av intervjuer, som genomfördes i Priotabprojektet, som även denna studie omfattas av. 17 personer med pedofili intervjuades varav 14 analyserades i denna studie. Insamlade data har huvudsakligen analyserats genom Beckers stämplingsteoretiska perspektiv där stigma varit utgångspunkten. Resultaten visade på att personer med pedofili upplevde att deras situation är så stigmatiserad att de inte vågar söka stöd och att det i de fall de bett om stöd, inte funnits någon vård att tillgå. Utifrån den analys som gjordes visade studien på att stigmatisering utgjorde ett hinder för personer med pedofili att söka vård och att vården, enligt respondenterna, inte tillmötesgick deras vårdbehov.

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