Attitudes Toward Bisexuality According to Sexual Orientation and Gender

Despite increasing support for lesbian and gay individuals, the same degree of tolerance has not extended to bisexual individuals, and bisexual invisibility and biphobia are continuing problems that affect the mental health and well-being of people who are bisexual. There is evidence that attitudes toward people who are bisexual may vary by one\u27s own sexual orientation or gender. In the present study, the authors examined differences in attitudes toward people who are bisexual by sexual orientation and gender. The authors also asked participants who were bisexual to describe their experiences of being stigmatized. This study found significant effects for sexual orientation but not for gender; specifically, heterosexual participants reported significantly more biphobia and negative bisexual attitudes than participants who were gay, lesbian, or bisexual. Further, participants who were bisexuals reported feeling most stigmatized by individuals who were heterosexual. The results of this study indicate that attitudes toward bisexuality differ by sexual orientation but not by gender. The authors suggest implications for the mental health and well-being of people who are bisexual as well as possible interventions

Relational ethics, depressive symptoms, and relationship satisfaction in couples in therapy

The purpose of this study was to examine depressive symptoms and relationship satisfaction as problems related to relational ethics in one\u27s family of origin and current partner relationships in a sample of 68 other-sex couples seeking therapy at a large university clinic. We used the Actor Partner Interdependence Model to analyze dyadic data collected prior to beginning therapy. Specifically, we found significant actor effects between relational ethics in one\u27s family of origin and depressive symptoms, as well as between depressive symptoms and low relationship satisfaction for both male and female partners. We also found significant partner effects for relational ethics in current partner relationship, depressive symptoms, and low relationship satisfaction. Clinical application of contextual therapy theory is discussed

A systematic review of gay, lesbian, and bisexual research samples in couple and family therapy journals

The purpose of this study is to review samples from research on gay, lesbian, and bisexual (GLB) issues and to evaluate the suitability of this body of research to support affirmative and evidence-based practice with GLB clients. The authors systematically reviewed the sampling methodology and sample composition of GLB-related research. All original, quantitative articles focusing on GLB issues published in couple and family therapy (CFT)-related journals since 1975 were coded (n = 153). Results suggest that within the GLB literature base there is some evidence of heterocentrism as well as neglect of issues of class, race, and gender. Suggestions to improve the diversity and representativeness of samples—and, thus, clinical implications—of GLB-related research in CFT literature are provided

An intervention to assist men who have sex with men disclose their serostatus to family members: Results from a pilot study

The purpose of this study was to evaluate the efficacy of an intervention to assist HIV positive men who have sex with men (MSM) in forming and executing strategies for the disclosure of their serostatus to their families of origin. Results indicate that the intervention was successful in assisting men with the primary outcome of disclosure. Participants reported no regret with disclosures occurring during the intervention and follow-up period. Effects on secondary outcomes including family functioning, depression, loneliness, and perceived social support were inconclusive. Implications, refinements of this intervention, and suggestions for future disclosure research are provided

Simulation of liquid benzene between two graphite surfaces: a molecular dynamics study

The purpose of this paper is to present specific teaching strategies, classroom activities, and service learning assignments that can be adapted across disciplines to meet equity, diversity, and inclusion (EDI) focused learning objectives. In order to identify promising practices for teaching EDI, this collaboratively authored paper follows the thread of our common strategies, activities, and approaches through our different disciplines and across the different contexts in which we teach. As we wrote together about our common commitment to EDI, the specifics of our disciplines fell into the background as we focused on four core objectives for teaching EDI: awareness, knowledge, skills, and action. We present promising practices for raising self-awareness, increasing knowledge, developing skills, and inspiring students to action. We hope that our collaborative process can be used as an example for other scholars and educators looking to transcend disciplines and effectively integrate EDI into their classroom

Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration across Disciplines

Erica E. Hartwell and Stephanie Burrell Storms (with Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, and Theodora P. Williams) are contributing authors, Breaking Down Silos: Teaching for Equity, Diversity, and Inclusion Across Disciplines in Higher Education, Chapter 1. Ophelie Rowe-Allen and Stephanie Burrell Storms are contributing authors, Enhancing EDI Initiatives through Academic and Student Affairs Partnerships, Chapter 3. Stephanie Burrell Storms (with Sarah K. Donovan and Theodora P. Williams) is a contributing author, Managing Your Socio-Emotional Landscape, Chapter 5. Ryan P. Colwell (with Jessica Baldizon) is a contributing author A Service Learning Approach to Equity, Diversity, and Inclusion, Chapter 10. Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.https://digitalcommons.fairfield.edu/education-books/1064/thumbnail.jp

Neuroimaging findings from an experimental pharmacology trial of naltrexone in heavy drinkers of East Asian descent

BackgroundDespite known genetic variation across races, studies examining pharmacogenetics of a single nucleotide polymorphism (SNP) of the mu-opioid receptor gene (OPRM1) on clinical response to naltrexone have been conducted in predominantly Caucasian samples. Evidence is mixed for pharmacogenetic OPRM1 and naltrexone effects on neural responses to alcohol cues. The current study tests the pharmacogenetic effects of naltrexone and OPRM1 on neural responses to alcohol taste cues in heavy drinkers of East Asian descent.MethodsParticipants (N = 41) completed two double-blinded and counterbalanced functional magnetic resonance imaging (fMRI) sessions: one after taking naltrexone (50 mg/day) for four days and one after taking placebo for four days. Following titration, participants completed an fMRI alcohol taste-cues task. Analyses tested effects of naltrexone, OPRM1, and their interaction in whole-brain and region of interest (ROI) analyses of functional activation and functional connectivity in response to alcohol versus water taste cues.ResultsWe found no effects of naltrexone orOPRM1 on neural activation in whole-brain and ROI analyses, which included left and right ventral striatum (VS), anterior cingulate cortex (ACC), and orbitofrontal cortex (OFC). Naltrexone increased functional connectivity between left VS and clusters in medial prefrontal cortex, posterior cingulate gyrus, as well as right VS and occipital cortex, compared to placebo.ConclusionsNaltrexone treatment enhanced functional connectivity in a key reinforcement-related pathway during alcohol versus water taste cues, corroborating neuroimaging work with other substances. Null medication and pharmacogenetics effects on functional activation add to a mixed naltrexone literature and may underscore the modest size of these effects in East Asians

What if academic publishing worked like fan publishing? Imagining the Fantasy Research Archive of Our Own

Researchers, universities, and academic libraries develop a range of tools and platforms to make scholarship more accessible. What could these scholarly communications and open access projects learn from examples set by fandom and fan activists, for example, the fan works platform Archive of Our Own (AO3)? This conceptual paper, the result of a brainstorming session by scholars and librarians, proposes that a Fantasy Research Archive of Our Own should excel at making scholarly knowledge production into a visibly, enthusiastically collective endeavor that recognizes many kinds of contributions beyond the publication of traditional research papers