Sexual assault is common in sexual and gender minority (SGM) individuals, but few studies have examined SGM victims’ disclosure experiences. This systematic review identified 13 studies through searches of research databases on SGM populations with sexual victimization. These studies showed wide variation in disclosure rates, various barriers to disclosure, and psychological impacts of social reactions to disclosure on SGM individuals. Bisexual women were more likely to disclose to formal (e.g., police, healthcare providers) and informal (e.g., friends, family members) sources than other women, and SGM victims disclose to mental health professionals at particularly high rates. Sexual and gender minority victims also reported numerous barriers to disclosure, including those unique to SGM individuals (e.g., fear of being outed). Impacts of negative social reactions appear to be more negative on psychological symptoms of SGM victims, whereas positive reactions are helpful to recovery. Future research is needed taking an intersectional perspective to studying disclosure and social reactions to SGM individuals from both college and community samples, by examining both sexual minority and racial/ethnic identities in the context of intersectional minority stress theory. Studies are needed of both correlates and consequences of disclosures to both informal and formal support sources to better understand SGM individuals’ reasons for telling and not telling various support sources and the impacts of their disclosure experiences on their recovery. Such data is also needed to inform interventions seeking to identify and intervene with support network members and professionals to reduce negative social reactions and their psychosocial impacts and to increase positive social reactions and general social support from informal support sources.
Teen dating violence victimization is associated with a host of adverse mental and physical health problems. A number of bystander-focused interventions have been developed to mitigate the occurrence of abuse but with varying effectiveness. There remains a need to understand more about bystander behaviors used by adolescents to ensure that existing intervention components match with bystanders’ attitudes and behaviors about intervening. The current study is a scoping review of existing literature on adolescents’ use of bystander behaviors to determine who, when, how, and why adolescents intervene. Seventeen articles met inclusion criteria, the majority of which used qualitative or observational survey designs. Adolescents who either feel a sense of responsibility and confidence to intervene or are directly involved with or know the individuals involved in the dating violence are more likely to intervene. Adolescents intervene when they are able to define an act as dating violence and tend to intervene when the victim is female and when they have a supportive relationship with at least one teacher in their school. The various ways how bystander intervention is engaged in ranges from verbally or physically confronting the abuser, distracting the abuser, seeking support from an adult, to passively accepting the abuse. Reasons why adolescents intervene include believing the abuse is wrong and that intervening will diffuse the situation and help the victim. A number of barriers to bystander intervention emerged from analysis including individual attitudes and school climate factors. Implications for strengthening bystander intervention programs are discussed.
The present study takes a strength-based approach to understand how young people’s individual needs shape their relationships with significant non-parental adults across adolescence. The analyses drew from qualitative interviews with 27 youth across five time-points (3 years). Three types of youth needs were identified and labeled using metaphors that refer to other prominent relationships in youth lives: coach-like adults were providing help toward a specific achievement or skill development, friend-like adults were providing positive youth-focused companionship, and parent-like adults were nurturing a budding sense of self amid a plethora of life challenges. Each of these sets of youth needs was further examined through thematic analysis and case studies. Implications for future research and models of effective youth mentorship are discussed.
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