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The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality
Title
The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality.
Creator
Lamb, Catherine, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Witta, Eleanor, University of Central Florida
Abstract / Description
This investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the...
Show moreThis investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the LGBTQ+ participants' outcome variables (hopefulness, coping skills, and suicidality) scores was examined. Furthermore, the impact of group therapeutic factors experienced by the LGBTQ+ participants in intervention group for the variables of hopefulness, coping skills, and suicidality was examined.Key findings included a significant interaction between time and group placement, indicating that the intervention group participants experienced significant improvements on measures of hopefulness, coping behaviors, and suicidality when compared to participants in the waitlist control group. In addition, hope was demonstrated to be a strong and significant predictor of suicidality. Furthermore, it was found that group therapeutic factors had a positive effect on intervention group participants' Adaptive Coping scores, but did not have an effect on Hopefulness, Maladaptive Coping, or Suicidality as hypothesized. Lastly, there was no significant differences between the demographic variables perceptions of parental/guardian support, perceptions of peer support, gender identity, or ethnicity on their hopefulness, coping behaviors, or suicidality. There was, however, a significant difference between bisexual's and lesbian's post-test scores on Suicidality, with bisexuals scoring significantly lower. No other significant differences were observed between sexual orientation and the other key constructs.
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Date Issued
2014
Identifier
CFE0005194, ucf:50633
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005194
The impact of a strengths-based group counseling intervention on LGBTQ+ young adult's coping, social support, and coming out growth
Title
The impact of a strengths-based group counseling intervention on LGBTQ+ young adult's coping, social support, and coming out growth.
Creator
Ali, Shainna, Lambie, Glenn, Barden, Sejal, Clark, M. H., Vaughan, Michelle, University of Central Florida
Abstract / Description
Lesbian, gay, bisexual, transgender, and queer individuals, and those who otherwise identify as a minority in terms of affectional orientation and gender expression identity (LGBTQ+) have a higher rate of mental health concerns than their heterosexual and cisgender counterparts (Meyer, 2003). Young adulthood is a difficult time for individuals who identify as LGBTQ+ as internal identity development processes coincide with stressors from the outside world. The conflict between intrapersonal...
Show moreLesbian, gay, bisexual, transgender, and queer individuals, and those who otherwise identify as a minority in terms of affectional orientation and gender expression identity (LGBTQ+) have a higher rate of mental health concerns than their heterosexual and cisgender counterparts (Meyer, 2003). Young adulthood is a difficult time for individuals who identify as LGBTQ+ as internal identity development processes coincide with stressors from the outside world. The conflict between intrapersonal and interpersonal pressures may evoke a multitude of negative emotions such as anxiety, loneliness, isolation, fear, anger, resentment, shame, guilt, and fear. One difficult task that triggers these depreciating sentiments is the task of managing the process of coming out during LGBTQ+ young adulthood. The tumultuous, transformative coming out process prompts stressors that may cause the increase of mental health concerns for the LGBTQ+ population. Although counselors recognize the need and lack of counselor competency to assist LGBTQ+ individuals, there is limited (a) client-based outcome research and (b) intervention research to assert the efficacy of methods to assist LGBTQ+ young adults during the coming out process. Specifically, no studies were found that examined the efficacy of a group counseling intervention to assist LGBTQ+ young adults through the coming out process.The purpose of this study was to investigate the impact of a strengths-based coming out group counseling intervention on LGBTQ+ young adults' (ages 18-24) levels of coping, appraisal of social support, and coming out growth. In an effort to contribute to the knowledgebase in the fields of counseling and counselor education, the researcher examined (a) if a strengths-based group counseling intervention influences LGBTQ+ young adults' levels of coping (as measured by the Brief COPE [Carver, 1997]), social support (as measured by the Social Support Questionnaire-6 [Sarason, Sarason, Shearin, (&) Pierce, 1987]), and coming out growth (as measured by the Coming Out Growth Scale [Vaughan (&) Waehler, 2010]) over time; (b) the potential relationship between the outcome variables and group therapeutic factors (Therapeutic Factors Inventory(-)Short Form [TFI-S]; Joyce et al., 2011); and (c) the potential relationship between the outcome variables and the participants' demographic data (e.g., age, affectional orientation, level of outness).A one-group, pretest-posttest quasi-experimental design was utilized in this study. Participants received an eight-hour group counseling intervention divided in to four two-hour sessions. The counseling groups were offered at the University of Central Florida's Community Counseling and Research Center (CCRC). There were three data collection points: (a) prior to the first session, (b) after the second session, and (c) at the end of the last session. The final sample size included 26 LGBTQ+ participants. The research questions were examined using: (a) Repeated Measures Multivariate Analysis of Variance (RM-MANOVA), (b) MANOVA, (c) Canonical correlation, (d) Analysis of Variance (ANOVA), (e) Pearson Product Moment Correlations, and (f) Cronbach's alpha reliability analysis.The RM-MANOVA results identified a multivariate within-subjects effect across time (Wilks' ? = .15; F (12, 14) = 6.77, p (<) .001) and 84% of the variance was accounted for by this effect. Analysis of univariate tests indicated that Social Support Number (F [1.63, 68.18] = 13.94, p (<) .01; partial ?(&)#178; = .25), Social Support Satisfaction (F [2, 50] = 10.35, p (<) .001; partial ?(&)#178; = .29), Individualistic Growth (F [2, 50] = 8.22, p (<) .01; partial ?(&)#178; = .25), and Collectivistic Growth (F [2, 50] = 9.85, p (<) .001; partial ?(&)#178; = .28) exhibited change over time. Additionally, relationships were identified between the outcome variables of Individualistic Growth, Adaptive Coping, and Collectivistic Growth and the group therapeutic factors of Secure Emotional Expression, Awareness of Relational Impact, and Social Learning. Furthermore, age of questioning was positively correlated with Collectivistic Growth.In addition to a literature review, the research methods and statistical results are provided. Results of the investigation are reviewed and compared to previous research findings. Further, areas for future research, limitations of the study, and implications for the counseling and counselor education are presented. Implications of the study's findings include: (a) support for the use of a strengths-based group counseling intervention in order to increase social support and coming out growth in LGBTQ+ young adults, (b) empirical evidence of a counseling strategy promoting positive therapeutic outcomes with LGBTQ+ college age clients, and (c) verification of the importance of group therapeutic factors in effective group counseling interventions.
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Date Issued
2016
Identifier
CFE0006066, ucf:50991
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006066
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program
Title
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
Creator
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
Abstract / Description
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
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Date Issued
2018
Identifier
CFE0007393, ucf:52073
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007393
SUPPORT SYSTEMS IN ADOLESCENTS WITH TYPE 1 DIABETES MELLITUS AND THE RELATIONSHIP TO DIABETES-RELATED STRESS, CONFLICT, AND METABOLIC CONTROL
Title
SUPPORT SYSTEMS IN ADOLESCENTS WITH TYPE 1 DIABETES MELLITUS AND THE RELATIONSHIP TO DIABETES-RELATED STRESS, CONFLICT, AND METABOLIC CONTROL.
Creator
Foarde, Samuel, LaManna, Jacqueline, University of Central Florida
Abstract / Description
The purpose of this integrated review of the literature was to explore the effects of social support on diabetes-related stress, conflict, and metabolic control in adolescents with type 1 diabetes mellitus (T1DM). Social support was examined in four subgroups: adolescents with T1DM, family caregivers, peers, and teachers. Relevant findings in the literature revealed a significant deficiency of research devoted to adolescent males with diabetes as well as fathers as primary and secondary...
Show moreThe purpose of this integrated review of the literature was to explore the effects of social support on diabetes-related stress, conflict, and metabolic control in adolescents with type 1 diabetes mellitus (T1DM). Social support was examined in four subgroups: adolescents with T1DM, family caregivers, peers, and teachers. Relevant findings in the literature revealed a significant deficiency of research devoted to adolescent males with diabetes as well as fathers as primary and secondary caregivers. Studies highlighted the importance of fostering autonomy and positive self-image in adolescents with T1DM and described effective interventions to improve diabetes-related stress, reduce disease-related conflict, and improve metabolic control. Findings suggested that nurses caring for adolescents with T1DM and their families should foster positive, open communication, while identifying barriers to problem solving, coping, stress, and optimal glycemic control. Interventions that educate caregivers and peers on how to better communicate and provide support are critical in fostering positive psychological and physiological outcomes in the adolescent with T1DM. The findings of this study may provide guidance in the way that nurses assess, identify, and counsel adolescents with TIDM regarding their disease management and access to support systems.
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Date Issued
2013
Identifier
CFH0004324, ucf:45057
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004324