Sexual minority college students report experiencing interpersonal heterosexism, ranging from subtle insults to blatant physical violence. Such negative experiences can complicate developmental tasks common to adolescence and emerging adulthood. Studies examining the nature of heterosexism on college campuses have focused on blatant manifestations, yet subtle forms are more prevalent. Guided by ecological theory, we investigate the microsystem (e.g., perceived social support from friends, ambient heterosexism on campus), mesosystem (e.g., interaction between social support and ambient heterosexism), and macrosystem level (e.g., knowledge of gay-straight alliances on campus) covariates of interpersonal microaggressions, avoidance behaviors, verbal threats, and physical threats. Participants consisted of 530 self-identified LGBQ college students from 37 states. Regression results suggest that at the microsystem level, ambient heterosexism was positively associated with interpersonal microaggressions, avoidance behaviors, and verbal threats. At the mesosystem level, perceptions of LGBQ student support within one's institution moderated the effects of ambient heterosexism on three types of interpersonal heterosexism. At the macrosystem level, students who reported knowing that their campus had a sexual-orientation inclusive anti-discrimination policy reported encountering fewer verbal threats. Directions for future research and implications for campus programming are discussed.
Curative factors or therapeutic events beneficial to group members are a major concern in group psychotherapy. Yalom (1975) writes extensively on curative factors in his well-known text. Corsini and Rosenberg (1955), in their study of 300 pre-1955 articles, identified 175 statements which they subsumed under nine categories, or curative factors. Yalom and his colleagues (Liebermann et al., 1972;Yalom et al., 1967Yalom et al., , 1975 researched the relative importance of curative factors as perceived by group members. Based partly on these works, Yalom identified 60 curative items which he clustered into 12 curative factor categories: altruism, group cohesiveness, universality, interpersonal learning (input), interpersonal learning (output), guidance, catharsis, identification, family reenactment, self-understanding, instillation of hope, and existential factor. Subjects in the Yalom et al. study (1975) were welleducated, middle-socioeconomic-class outpatients in longterm therapy. Using the 60 items and a Q-sort method, group members ranked interpersonal learning (input), catharsis, and cohesiveness as the three important curative factors, and family reenactment, guidance, and identification as least important.Other researchers using Yalom's method have reported similar findings with various kinds of groups in various SMALL GROUP BEHAVIOR
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