In this article we adopt a Bourdieu-based approach to study social inequalities in perceptions of mental and physical health. Most research takes into account the impact of economic or social capital on health inequalities. Bourdieu, however, distinguishes between three forms of capital that can determine peoples' social position: economic, social and cultural capital. Health research examining the effects of cultural capital is scarce. By simultaneously considering and modelling indicators of each of Bourdieu's forms of capital, we further the understanding of the dynamics of health inequalities. Using data from a large-scale representative survey (N = 1825) in Flanders, Belgium, we find that each of the forms of capital has a net effect on perceptions of physical and mental health, which persists after controlling for the other forms of capital and for the effects of other correlates of perceived health. The only exception is that the cultural capital indicators are not related to mental health. These results confirm the value of a Bourdieu-based approach and indicate the need to consider economic, social and cultural capital to obtain a better understanding of social inequality in health.

The dual control model of sexual response was developed to account for individual differences in sexual excitation and inhibition. According to this model, the balance between excitation and inhibition is of crucial importance in determining an individual's sexual response to a stimulus. In this study, we aimed to contribute to the existing literature on sexual excitation and inhibition in two ways. First, we investigated the distribution of excitation and inhibition scores in a representative population sample. Second, we conducted an exploratory study of the factors associated with variation in excitation and inhibition. We used data from a representative survey on the sexual health of men and women in Flanders (N = 1,825; mean age = 43.77; SD = 17.98). The results indicated that excitation and inhibition had a near normal distribution among men and women. However, the scores for sexual inhibition due to threat of performance failure (SIS1) among men, and for sexual inhibition due to the threat of performance consequences (SIS2) among women, were somewhat skewed. Furthermore, age, gender, physical and mental health, education level, and attitudes toward sex were all to some extent associated with differences in inhibition, excitation, or both.

The dual control model proposes that there are individual differences in the propensity for sexual excitation and sexual inhibition. Research to date has considered the effect of age on these traits as a simple linear effect, and studies examining gender differences in age effects are lacking. There are, however, indications that the associations of age with excitation and inhibition are nonlinear and that there might be gender differences in these associations. The aim of this study was to examine how these traits develop through an individual's life and whether there are gender differences in this development. In this study we applied polynomial regression analyses to examine the interaction effects of age and gender on sexual excitation and inhibition. We used data from a representative cross-sectional survey on sexual health in Flanders (N = 1,825; mean age = 43.77; SD = 17.98). Most of the associations of excitation and inhibition with age were nonlinear, and there were substantial gender differences in these associations. This indicates that the interplay between age, gender, and excitation and inhibition should be taken into account in research on (dys)functional sexuality.

In this exploratory qualitative case study, in-depth interviews were held with seven highly gifted young adults (27–28 years). Thematic analyses of the interviews revealed salient constellations of meaning: an “internal motor”—a metaphor for an internal strength, a strong drive to grow, learn and develop, driven by their curiosity, a lack of goodness of fit (for the school years up, until the college years), feeling “not okay to be me”, existential loneliness, stress due to multi-potentiality, perfectionism, and spiritual needs (e.g., freedom to choose their own path). Based on the answers of the participants, greater attention and support seem to be needed for the holistic development of (highly) gifted students throughout their school careers. The findings suggest that attention should be paid to stimulating their cognitive development as well as their social, emotional, and spiritual development.