Factors associated with the well-being of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth were qualitatively examined to better understand how these factors are experienced from the youths’ perspectives. Largely recruited from LGBTQ youth groups, 68 youth participated in focus groups (n = 63) or individual interviews (n = 5). The sample included 50% male, 47% female, and 3% transgender participants. Researchers used a consensual methods approach to identify negative and positive factors across 8 domains. Negative factors were associated with families, schools, religious institutions, and community or neighborhood; positive factors were associated with the youth's own identity development, peer networks, and involvement in the LGBTQ community. These findings suggest a pervasiveness of negative experiences in multiple contexts, and the importance of fostering a positive LGBTQ identity and supportive peer/community networks. Efforts should work towards reducing and eliminating the prejudicial sentiments often present in the institutions and situations that LGBTQ youth encounter.

ࡗ Teen Sexual Behavior: Applicability of the Theory of Reasoned ActionWe examined the utility of the theory of reasoned action for predicting sexual intercourse among teenagers and determined whether it holds for both genders and for those with and without prior sexual experience. The data include 749 students who were in 9th-11th grades when the predictors were measured and in 10th-12th grades when sexual intercourse was assessed. About half (53%) were girls, about half (48%) were non-Hispanic European Americans. Results showed that prior sexual experience was related to a higher rate of sexual intercourse, but boys and girls did not differ. Tests of the causal model for subgroups (boy and girl virgins, boy and girl nonvirgins) yielded similar results. As predicted, paths from intentions to behavior and from norms and attitudes to intentions were significant, as were paths from outcome and normative beliefs to attitude and norm, respectively.

Although it is often assumed that drinking alcohol interferes with condom use, most studies on this topic do not meet the conditions required for causal interpretation. We examined the association of drinking to condom use using data from diaries of alcohol use and sexual encounters, collected over 8 weeks from college students and clients of a sexually transmitted disease clinic. This method establishes the temporal relationships between drinking and condom use and controls for individual differences by using a within-subjects analysis. Multilevel models that predicted condom use from alcohol use before the sexual encounter, partner type, and the use of other contraception showed that drinking before sex was unrelated to condom use. These results do not support the persistent notion that alcohol causes people to engage in sexual risk that they would avoid when sober; instead, people tend to follow their usual pattern of condom use, regardless of alcohol use.

The Children's Health Awareness Project is presented as a case study of the use of focus groups for gathering sensitive information from children. General focus group techniques are described, as are the benefits and limitations of focus group methodology for social science applications. Recommendations are offeredfor other investigators planning to use this methodology to gather information from children, especially when sensitive topics are to be addressed. Focus groups, used in the past primarily for market research, are now being used as data collection tools for certain phases of social science researchparticularly for generating hypotheses, developing survey questions, and interpreting quantitative data. Because the methodology is relatively new in the social sciences, guidelines for conducting groups, organizing data, and analyzing results are still evolving. Furthermore, very little information exists about conducting focus groups with children, and even less concerns using this technique to discuss sensitive topics with children.Focus groups are not the solution to every research problem (Basch 1987;Stycos 1981). Used appropriately, however, they can effectively elicit information that cannot be obtained with techniques such as one-on-one interviews. In a focus group, for example, one participant's responses may provoke responses from others in the group, resulting in a synergistic effect AUTHORS' NOTE: The authors wish to thank