Cultivating Positive LGBTQA Identities: An Intervention Study with College Students

Riggle, Ellen D. B.; Gonzalez, Kirsten A.; Rostosky, Sharon S.; Black, Whitney W.

doi:10.1080/15538605.2014.933468

Cited by 44 publications

(29 citation statements)

References 50 publications

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“…Additionally, due to the lack of information regarding student sexual orientation (e.g., heterosexual, bisexual, pansexual, and homosexual) and gender identity (e.g., cisgender, transgender, and nonbinary), it is not clear if these interventions would be effective for LGBTQ youth. This is concerning since LGBTQ youth are at risk of negative outcomes due to experiences of bullying/victimization (Riggle, Gonzalez, Rostosky, & Black, ), and childhood trauma (Peter & Taylor, ). Future research needs to work in coordination with community‐ and school‐based organizations (e.g., gay‐straight alliances) to determine intervention effectiveness for LGBTQ youth.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of school‐based interventions and their outcomes for youth exposed to traumatic events

Yohannan

Carlson

2018

Psychology in the Schools

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Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the intervention research conducted on school-based trauma interventions, with specific attention to examine intervention effectiveness, feasibility, and acceptability across studies. It was found that feasibility and acceptability are not frequently examined, though the data available showed that Enhancing Resiliency Amongst Students Experiencing-Stress (ERASE-Stress) and school-based cognitive behavioral therapy (CBT) had high rates of fidelity; and school-based CBT had high levels of acceptability. The review also examined demographic variables and found that U. S.-based research reported racially/ethnically diverse samples, and most samples were from low-income populations. Most studies examined youth exposed to warand terror-related traumas or natural disaster-related traumas.Additionally, this review provides future directions for research and reveals the need for further research on intervention feasibility and acceptability. A brief description of practice recommendations based on prior research has also been included. It also exposes the need for studies that examine various student demographic variables that are currently not examined and consistency in rating scale use in school-based trauma intervention research.

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Section: Resultsmentioning

confidence: 99%

A systematic review of school‐based interventions and their outcomes for youth exposed to traumatic events

Yohannan

Carlson

2018

Psychology in the Schools

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“…This narrative was intended to prompt feelings and emotions related to their cultural or community identity and personal, intimate experiences about accepting their LGBTQ child. Other studies with LGBTQ (Riggle, Gonzalez, Rostosky, & Black, 2014) and African American (Walton & Cohen, 2011) college students have used similar prompts to share experiences with an imagined person who shares the participant’s identity. The prompt read:Please write a letter to another parent, someone like yourself, describing your journey toward accepting your own LGBTQ child/young adult.…”

Section: Methodsmentioning

confidence: 99%

Expressive Writing Intervention With Cuban-American and Puerto Rican Parents of LGBTQ Individuals

Abreu

Riggle

Rostosky

2019

The Counseling Psychologist

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Acceptance by parental figures is one of the most important protective factors for the mental health of LGBTQ individuals. To date, little is known about the experiences of Latinx parental figures of LGBTQ children. Thirty Latinx parental figures (19 Cuban-Americans; 11 Puerto Ricans) completed an expressive writing intervention focusing on cultural strengths and challenges that influenced their journey toward accepting their LGBTQ child. Thematic analysis revealed Latinx-specific cultural strengths and challenges, such as familismo, caballerismo, machismo, and marianismo that influenced the process toward acceptance of their child. Parental figures reported feelings of happiness, pride, peace, satisfaction and relief, as well as mixed feelings and emotions following the writing intervention. Strength-based approaches to working with Latinx parental figures of LGBTQ individuals are discussed.

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“…The lack of effect on pro-majority collective action reveals the limits of such a simple, positive manipulation, and indicates that a more complex manipulation may be needed to influence people’s intentions to join nationalist movements in real life settings. An assessment of positive LGBTQA identity training warns us that even if such an intervention seems efficient in the lab, the effect might not be maintained in the long run as a result of broader, non-supportive societal norms ( Riggle et al, 2014 ). As norms and political rhetoric may have a more substantial impact on the contents of national identities, future investigation on the effects of civic versus ethnic identity manipulation should consider both a stronger manipulation and evaluate its long-term effects.…”

Section: Methodsmentioning

confidence: 99%

Endorsing a Civic (vs. an Ethnic) Definition of Citizenship Predicts Higher Pro-minority and Lower Pro-majority Collective Action Intentions

2018

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Europe has witnessed a polarization of intergroup attitudes and action tendencies in the context of the refugee crisis of 2015 and the rise of right-wing populism. Participation in both pro-minority collective action and right-wing nationalist movements has increased among members of ethnic majority groups. We analyzed these collective action intentions toward Roma people and Muslim immigrants in Hungary related to concepts of citizenship. In an online survey relying on a probabilistic sample that is demographically similar to the Hungarian population (N = 1069), we tested whether relying on the concept of ethnic citizenship predicted higher intentions to engage in pro-majority collective action, and lower intentions to engage in pro-minority collective action, and whether the connection was mediated by fear and empathy. We expected that the connections would be the opposite for civic citizenship. Our results supported the hypotheses, but we found that the ethnic definition was a stronger predictor of intergroup action intentions toward the immigrant group, and the civic definition a stronger predictor in case of the Roma minority group. In a second study (N = 320) we collected experimental evidence to show that civic and ethnic citizenship affected both types of collective action tendencies. We found that the manipulation had an effect on the concept of citizenship only in the ethnic dimension. Nevertheless, it influenced pro-minority collective action intentions especially in the presence of high empathy and low fear in the expected direction, that is, pro-minority collective action intentions were higher in the civic citizenship condition than in the ethnic citizenship condition. The effect was not found with regard to pro-majority collective action intentions. These findings highlight the potential consequences of nationalist rhetoric on intergroup action intentions and point out both the scope and the limits of influencing its effect.

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Cultivating Positive LGBTQA Identities: An Intervention Study with College Students

Cited by 44 publications

References 50 publications

A systematic review of school‐based interventions and their outcomes for youth exposed to traumatic events

A systematic review of school‐based interventions and their outcomes for youth exposed to traumatic events

Expressive Writing Intervention With Cuban-American and Puerto Rican Parents of LGBTQ Individuals

Endorsing a Civic (vs. an Ethnic) Definition of Citizenship Predicts Higher Pro-minority and Lower Pro-majority Collective Action Intentions

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