Key Points from Abstract
Sexual Minority Youths (SMY) face many challenges resulting from their marginalized sexual and / gender Identity yet there are no evidence informed programs from literature.
Study description is on Affirmative Support Safe and Empowering Talk (ASSET), the first LGBTQ (Lesbians, Gay, Bisexual, Transgender and Questioning youths) school based counseling with the main aim of promoting resilience (Craig et al, 2014).
Post intervention analysis showed increase in self esteem and proactive coping for the LGBTQ, there was no significant change in the social connectedness.
Future researches should be on results of ASSET participation on risk and resilience measures and comparisons of the outcome across multiple group intervention.
Introduction
1.0 Significance of the problem
LGBTQ compared to heterosexual counterparts are most likely to experience mental and emotional disturbances such as substance abuse, depression, crime involment among others.
They also face a lot of discrimination due to homophobia, harassment, bullying as compared to heterosexuals.
1.1 Theoretical perspective
Minority stress theory was used to guide the research.
The theory proposes that stressors experienced by stigmatized group may cause conflict between expectations of the society and individual identity.
Minority stress is mainly caused by feelings of not being connected to the dominant culture of the society.
Society plays a big role on one’s psychological well being and therefore if there is no connection between and individual and society the person’s psychological status is disrupted.
1.2 Review of existing research/gaps
Little research has been conducted to establish the effects general discrimination and feeling of being separate from the dominant culture on Multiethnic Sexual Minority Youths (MSMY) in particular
1.3 Research question/ hypothesis
LGBTQ affirmative school-based group counseling program for SMY has no significant effect on; self esteem, proactive coping, social connectedness and other racially/ethnically diverse SMY.
Methodology
2.0 Research design and variables
One group pretest posttest design was used.
The independent variable was LGBTQ affirmative school-based group counseling program.
Dependent variables included self esteem, proactive coping, social connectedness and other racially/ethnically diverse SMY
2.1 Measures
The measures taken included basic demography, self esteem, proactive copping, social connectedness and program acceptability and satisfaction.
2.2 Procedures
Data was collected from client intake forms, brief psychological assessments and pretest and posttest of self-esteem, proactive coping, and social connectedness over a 27 month period.
Results
3.0 Types of statistical analysis
SPSS software was employed for analysis.
Missing Values Analysis in SPSS
General linear model
3.1 Tables and graphs used
(Table showing demographic characteristics of participants.
There is a short-term increase in self-esteem and proactive coping among the MSMY full sample.
There was no significant difference in social connectedness from pretest to post test.
Discussion
4.1 Significance of the research for theory
The theory provided a systematic way of understanding the behavior of the LGBTQ and psychological implications.
4.2 Significance of the study for practice/ policy
The study provided important knowledge to be used in the school based delivery structure, specific LGBTQ affirmative content and flexibility f the program.
Increased self-esteem and proactive coping was noted from the findings indicating that LGTBQ group counseling is relevant and should be implemented.
4.3 Study limitations
The researchers were not able to place participants on a wait list because they were dealing with a vulnerable population and also they were limited by political factors.
There is no evidence that the short-term positive effects will be maintained.
The research was based on self reports and proclamation of being among sexually minority groups hence it is not very reliable, it is not a guarantee that the intervention strategies proposed will work with the general youth population.
Youths in the study may not be a representative of SMY population since they were self referred.
Critique of the study
5.1Strengths
The research was very relevant as it took on a societal effect that has not been researched on. It was the first research to both evaluate school based intervention and incorporate resiliency measures for SMY in general and MSMY specifically.
The research also provided filled in on some research and practical gaps that needed to be researched on and one of the practical aspect is on the implementation of the school-based LGBTQ affirmative group counseling program specifically design to meet their needs.
The research used a relatively large sample of n=263 given that they were working with a vulnerable population.
5.2 Weaknesses
The research design used had a lot of flaw (lack of control group and not able to maintain same respondents for the pre and post test) making the findings not very reliable.
5.3 Design flaws
There was no control group for the study design; this flaw could have made it possible for extraneous factors to contribute to the notable increase in self-esteem.
The research also used the pretest post test design but were not able to maintain the participants as they were restrained by ethical and political concerns for vulnerable group. This also cold have affected the results
5.4 Usefulness of the study
The study provides useful suggestions on the gaps in which further researches can be conducted in matters pertaining to MSMY
The research provided suggestions for a theoretical design to be used by future researches such as, cognitive behavioral theoretical design, and their reason for this proposal.
References
Craig, S.L., Austin, A., & McInroy, L.B. (2014). School-based groups to support multiethnic sexual minority youth resiliency: preliminary effectiveness. Child and Adolescent Social Work Journal, 31(1), 87-106.
