More theory development about interpersonal communication during cancer is needed so that scholarship can be advanced and practical applications of findings can be best disseminated and applied. We proposed an evidence-based extension to the theory of illness trajectories based on findings from a qualitative study of cancer survivors' (n = 40) experiences with communication. Grounding our analysis in respondents' descriptions of the demands, obligations, and preparatory activities involved in discussing their cancer, we theorized the construct of communication work, which focuses on the labor and resources devoted to managing talk during cancer and living with illness. Findings are discussed in terms of how this conceptualization presents new opportunities for research and practice.

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Informed consent documents are designed to convey the risks of medical procedures to patients, yet they are often difficult to understand; this is especially true for individuals with limited health literacy. An important opportunity for advancing knowledge about health literacy and informed consent involves examining the theoretical pathways that help to explain how health literacy relates to information processing when patients read consent forms. In this study, we proposed and tested a model that positioned self-efficacy as a mediator of the association between health literacy and patients' comprehension and assessment of informed consent documentation. Findings from structured interviews with patients (n = 254) indicated that lower health literacy predicted lower self-efficacy, which predicted feeling less well informed and less prepared, being more confused about the procedure and its hazards, and wanting more information about risks. Incorporating awareness of self-efficacy into disclosure documents and consent conversations may be a useful means of prompting patients to ask questions that can help them make informed decisions about care.

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We explore the interrelated research on intersectionality, feminist agency, s cript t heory, and gender socialization to uncover the ways in which college students may experience institutionalized sexual scripts and perceptions of agency in sexual encounters. We theorize that changes at the family level could ultimately help create a shift in a campus culture that has become entrenched, with biased sexual scripts that lead to power imbalances and sexual violence. With underpinnings of social role theory and modeling, this article develops a model of postgendered family communication. Practical family communication suggestions based on the model are provided for parents and family educators that could help shift sexual scripts, enable feminist agency, and improve rates of sexual assault incidence and reporting at the institutional level