Still a target: Sexual diversity and power of caring

Konishi, Chiaki; Saewyc, Elizabeth

doi:10.1177/0143034313512407

Cited by 14 publications

(18 citation statements)

References 27 publications

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“…The present study revealed that low family support, but not peer support, during childhood increased the risk of suicidality in emerging adulthood among gay and bisexual men. This result is consistent with that of Konishi and Saewyc (). Previous research reported that family acceptance and support can reduce the effects of sexuality‐based discrimination (Diaz, Ayala, Bein, Henne, & Marin, ), which may partially account for the protective effect of family support in childhood on reducing suicidality in gay and bisexual men.…”

Section: Discussionsupporting

confidence: 94%

“…Fourth, we did not examine perceived social support from sources other than families and peers. A previous study found that support from teachers could moderate the relationship of bullying victimization with social–emotional and school‐related problems in sexual minority youths (Konishi & Saewyc, ).…”

Section: Discussionmentioning

confidence: 99%

“…However, whether family and peer support can buffer the negative effects of homophobic bullying victimization on suicidality in LGBTQ individuals is inconclusive. Konishi and Saewyc () demonstrated that parental support buffered the negative effects of bullying victimization during social–emotional difficulties; by contrast, Poteat, Mereish, DiGiovanni, and Koenig () did not observe similar buffering effects of family support on the relationship between homophobic victimization and suicidality. Savin‐Williams and Ream () hypothesized that many LGBTQ youth face or fear family rejection because of their identity.…”

mentioning

confidence: 99%

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Suicidality Among Gay and Bisexual Men in Taiwan: Its Relationships with Sexuality and Gender Role Characteristics, Homophobic Bullying Victimization, and Social Support

Wang

Hsiao

et al. 2018

Suicide & Life Threat Behav

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This study aimed to examine the associations of suicidality in emerging adulthood with time of coming out, gender role nonconformity, sexual orientation, traditional and cyber homophobic bullying victimization, and family and peer support during childhood in gay and bisexual men in Taiwan. The frequency of “experiencing suicide ideation” and “attempting suicide” in the past year among 500 gay or bisexual men was examined. The participants’ time of coming out, level of subjective masculinity, sexual orientation, experiences of traditional and cyber homophobic bullying victimization, and levels of family and peer support during childhood were also evaluated. In total, 31% (n = 155) of participants reported experiencing suicide ideation (n = 82) or attempting suicide (n = 73). Early coming out, traditional homophobic bullying victimization, and low family support during childhood increased the risk of suicidality in emerging adulthood; by contrast, family support did not moderate the association of early coming out or traditional bullying victimization with current suicidality. A high proportion of participants reported experiencing suicide ideation and attempt in emerging adulthood. Hence, effective suicide prevention is required for gay and bisexual men. Suicide prevention programs should consider time of coming out, traditional homophobic bullying victimization, and level of family support.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Suicidality Among Gay and Bisexual Men in Taiwan: Its Relationships with Sexuality and Gender Role Characteristics, Homophobic Bullying Victimization, and Social Support

Wang

Hsiao

et al. 2018

Suicide & Life Threat Behav

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“…Previous research detailed that resilience resources which are commonly known to work well for adolescents in general might be just as important for LGBTQ youth. These factors included school connectedness (Poon, Saewyc, & Chen, ; Saewyc et al., ), family support (Craig & Smith, ; Eisenberg & Resnick, ; Konishi & Saewyc, ), and knowing caring adults (Eisenberg & Resnick, ; Gastic & Johnson, ) for LGB youth, as well as school connectedness (Veale et al., ), perceived parental (Simons, Schrager, Clark, Belzer, & Olson, ; Veale et al., ), and social support (Grossman, D'Augelli, & Frank, ; Veale et al., ) for trans youth. Resilience resources unique to LGBTQ youth were identified across family, peer, school, and community contexts.…”

Section: Purpose Of the Current Studymentioning

confidence: 99%

Paving Pathways Through the Pain: A Grounded Theory of Resilience Among Lesbian, Gay, Bisexual, Trans, and Queer Youth

Asakura

2016

J of Research on Adolesc

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This grounded theory study utilized interviews with 16 service providers and 19 lesbian, gay, bisexual, trans, and queer (LGBTQ) youth to develop a substantive theory of resilience processes among LGBTQ youth. The core category, paving pathways through the pain, suggests that LGBTQ youth build on emotional pain inflicted by external adversities to carve out pathways to resilience. Youth employed the following resilience processes: (1) navigating safety across contexts, (2) asserting personal agency, (3) seeking and cultivating meaningful relationships, (4) un-silencing marginalized identities, and (5) engaging in collective healing and action. Youth focused on particularly painful adversities and engaged intentionally in one or more of the resilience processes related to the origins of their pain.

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“…A recent trend study on harassment among adolescents has shown that sexual minority students continued to report higher rates of victimization than exclusively heterosexual peers over time [29]. Victimized sexual minority youth were at greatest risk not only for mental health concerns [30][31][32].…”

Section: Associations With Mental Healthmentioning

confidence: 99%

Relationships and School Success: From a Social-Emotional Learning Perspective

Konishi¹,

Wong²

2018

Health and Academic Achievement

Self Cite

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There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools. SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. It is promoted through both direct instruction and the establishment of safe, caring, and supportive learning environments in which all students feel valued, respected, and connected. In support of such arguments are studies linking SEL to a number of positive students' outcomes, including better academic achievement, social behavior, and emotional wellbeing. This chapter addresses how SEL, especially relationships as a critical component of SEL, contributes to school success and mental health especially among youth, with research evidence. Further, on the basis that we often do not feel efficacious in fostering SEL due to inadequate training and information, this chapter provides evidence-based practices to support healthy relationships and learning environments.

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Still a target: Sexual diversity and power of caring

Cited by 14 publications

References 27 publications

Suicidality Among Gay and Bisexual Men in Taiwan: Its Relationships with Sexuality and Gender Role Characteristics, Homophobic Bullying Victimization, and Social Support

Suicidality Among Gay and Bisexual Men in Taiwan: Its Relationships with Sexuality and Gender Role Characteristics, Homophobic Bullying Victimization, and Social Support

Paving Pathways Through the Pain: A Grounded Theory of Resilience Among Lesbian, Gay, Bisexual, Trans, and Queer Youth

Relationships and School Success: From a Social-Emotional Learning Perspective

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