Abstract:A study of 221 midlife women, 35 to 65 years of age, was conducted to explore the relationships among transitions, subjective age, wellness, and life satisfaction for lesbian (n = 81), bisexual (n = 14), and heterosexual women (n = 126). Although the sample of bisexual women was too small to permit valid statistical analyses for this group, it is note-worthy that experiencing physical signs of aging was the most frequently experienced transition by all groups. Entry into a committed relationship was the second most frequently experienced transition by the lesbian participants, and entry into perimenopause was the second most common for heterosexuals. Lesbians whose subjective age was less than or equal to their chronological age reported greater wellness, and total wellness was a significant predictor of their life satisfaction. These findings suggest that all women experience midlife as a time of change and development, and lesbian women face specific challenges that require coping to maintain a sense of well-being during the midlife years.
Using the Theory of Work Adjustment (TWA; R. V. Dawis & L. H. Lofquist, 1984; L. H. Lofquist & R. V. Dawis, 1969) as a framework for identifying potential career challenges for lesbians, the authors explore the relationship between outness and discrimination and the four primary components of TWA. Career counseling implications are discussed, and specific suggestions are made for counselors.
The use of experiential learning practices is a cornerstone of marriage and family training. In this article, two novel experiential approaches for teaching couples counseling are detailed. Specifically, the evolution from the original format to the final version of the learning experience is described. The two primary components of the experiences include (a) a semester-long role-play enacted by doctoral student graduate assistants and (b) student reflecting teams. The authors found that students benefited from these experiences and were able to provide validation, offer encouragement, and act as catalysts for change both with their classmates and in mock couples sessions. The reflecting team format was especially helpful in promoting a safe, interactive learning environment. In addition to describing the experience, suggestions are made for adapting the approaches to fit other programs.
Transgenerational trauma, which was first documented in the 1960s to describe trauma symptoms experienced by descendants of holocaust survivors, has been linked to psychological and physiological transmission factors. Although traumatization still occurs among contemporary immigrant groups, particularly Latino immigrants, little attention has been paid to the experiences of these individuals. The authors present the relevant cultural considerations and conditions that support the need for proactive assessment of transgenerational trauma in u.S.-born Latino youth.El trauma transgeneracional, que fue documentado por primera vez en los años 60 para describir los síntomas de trauma experimentados por descendientes de los supervivientes del holocausto, ha sido relacionado con factores de transmisión psicológicos y fisiológicos. Aunque la traumatización todavía ocurre entre grupos de inmigrantes en la actualidad, particularmente en inmigrantes latinos, se ha prestado escasa atención a las experiencias de estos individuos. Los autores presentan las consideraciones y condiciones culturales relevantes que apoyan la necesidad de realizar una evaluación proactiva del trauma transgeneracional en la población de jóvenes latinos nacidos en los Estados unidos.
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