Sex Differences in the Romantic Relationships of Same-Gender Couples: The Role of Visibility Management.

Although internalized homonegativity (IH) in lesbian, gay, or bisexual people (LGBs) predicts adverse relationship satisfaction, this association has typically only been examined on an individual level. Moreover, studies often ignore potential mechanisms that underlie sex differences. One of these mechanisms is related to visibility management (i.e., the careful, planned decisions about whether or not to disclose one's sexual orientation). Therefore, in this study we investigate dyadic sex-specific associations between IH, visibility management, and relationship satisfaction. Our sample includes 254 LGB couples (139 female and 115 male same-gender dyads) in Flanders, Belgium. Data were analyzed with the Actor-Partner Interdependence Mediation Model (APIMeM). Results indicated that there were small to medium significant correlations among IH, visibility management, and relationship satisfaction. We also found support for mediated actor effects: individuals low in IH maintain less restrictive visibility management strategies. These in turn lead to higher relationship satisfaction, but only in female same-gender couples. Our findings contribute to the understanding of mechanisms that underlie the harmful effects of sexual minority stressors for same-gender relationship satisfaction.

A Matter of Perspective: An Exploratory Study of a Theory of Mind Autism Intervention for Adolescents.

Theory of Mind (ToM) is the capacity to make attributions of mental states such as thoughts, feelings, and beliefs of others. Individuals with autism spectrum disorder are often characterized by delayed or impaired Theory of Mind development and poor social skills. A positive correlation between Theory of Mind skills and social skills exists, but effective interventions that generalize these skills have proven to be a challenge in the field. Furthermore, few effective interventions exist to increase Theory of Mind skills in adolescents with autism spectrum disorder. The Teaching Theory of Mind curriculum is a 12-week intervention aimed at increasing social understanding in children and adolescents with deficits in Theory of Mind. To date, there have not been any empirical studies to test the efficacy of the curriculum. The purpose of this study is to investigate the efficacy of the Teaching Theory of Mind curriculum on adolescents with autism spectrum disorder and explore the impact of the intervention when addressing various domains of social understanding. Results, though tentative, indicated that parents saw improved social understanding following intervention, though direct measures of Theory of Mind with adolescent participants did not change significantly.

Contemporary College Students' Attitudes about Deception in Research.

Given the widespread use of deception in psychological experiments and the frequent recruitment of college students as participants, scholars have taken an interest in the ways college students assess the potential costs and benefits of deception studies. It stands to reason that the engagement of participants not as mere subjects, but rather as participant partners, demands at least an awareness of how such participants consider the moral dimensions of deception. To this end, the present study replicates a project conducted almost 25 years ago to determine whether today's college students think about deception in research any differently than their counterparts did in the early 1990s. This article reviews some of the literature on deception, describes the original study conducted, and presents the results of the replication study.

Understanding families who choose to homeschool: Agency in context.

Many families elect to educate their children at home rather than enroll them in school. Whereas each family maintains its own reasons for deciding to homeschool, a factor for some families, including families of color, may be found in their response to institutions and systems that have historical roots in inequality, that have intentionally or unintentionally perpetuated inequitable outcomes for their children. This article considers the decision to homeschool in the context of families' efforts to regain agency and self-determination. Implications for school psychologists are discussed and recommendations for policy and practice are provided. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Latino immigration: Preparing school psychologists to meet students' needs.

As the population of immigrant Latino students continues to rise, school psychologists serving Latino children and families must develop the knowledge and skills necessary to provide high-quality psychological services to culturally and linguistically diverse students from immigrant families. Following a review of the relevant literature on the educational, social, and emotional needs of immigrant Latino children, we describe Project SUPERB (Scholars Using Psychology and Education to Reach Bilinguals), a grant-funded initiative to address the shortage of bilingual (Spanish-English) school psychologists. We discuss important issues regarding training and preparation to develop the competencies necessary for effective assessment, intervention, and collaboration in the context of school settings to help immigrant children achieve success. Finally, we identify ways in which school psychologists may adopt a leadership role in working with schools and families to promote positive outcomes. (PsycINFO Database Record

Development of a lesbian, gay, bisexual visibility management scale.

Many lesbian, gay, and bisexual (LGB) individuals manage the degree to which their sexual orientation is known to others. Visibility management, the process of regulating the exposure of one's orientation, is an important part of the lesbian/gay/bisexual experience in community, family, and virtually all other social settings. The degree to which one allows his or her sexual orientation to be visible can have a profound impact on stress, health, self-esteem, interpersonal relationships, and quality of life. The purpose of the present study was to develop a valid and reliable measure of visibility management. The Lesbian, Gay, Bisexual-Visibility Management Scale was constructed and piloted with a small sample of LGB adults. Results support the potential utility of the LGB scale based on satisfactory evidence of construct validity, item-level discrimination, and subscale reliability.

Visibility management in school and beyond: a qualitative study of gay, lesbian, bisexual youth.

Grounded theory was utilized to develop a theory of gay, lesbian, and bisexual (GLB) youths' interactions with and response to their environment. Data included in-depth interviews of 20 GLB youth. The central phenomenon that emerged from the qualitative data analysis was the strategy of visibility management. Visibility management refers to the dynamic, ongoing process by which GLB youth make careful, planned decisions about whether they will disclose their sexual orientation, and, if they decide to disclose, to whom and how they disclose, and how they continue to monitor the presentation of their sexual orientation in different environments. The process of visibility management is proposed as a key construct in GLB identity development. Implications are proposed for working with GLB youth and their families and for making schools safer for GLB youth.