Correlates of early overt and covert sexual behaviors in heterosexual women.

We used data provided by 417 Kinsey-0 and Kinsey-1 heterosexual women using an anonymous computerized survey to determine the adult correlates of two female-female behaviors that occurred before age 18; 25.4% of participants reported engaging in one or both behaviors. Sexual experimentation with females and masturbating using images of females before age 18 were statistically significant predictors of four different female-female behaviors in adulthood: sexual contact with females, masturbating using images of females, preferring a female fantasy partner while having sex with a favorite (male) partner, and voyeurism directed at females; 27.3% of the participants reported engaging in one or more of the latter four behaviors. The analogous early female-male behaviors were not statistically significant predictors of female-female behaviors in adults. Conditioning resulting from participation in these early female-female behaviors might explain the correlations between the two early behaviors and the subsequent four adult same-gender behaviors. The earliest and latest ages that participants engaged in each early behavior and case-by-case analysis showed that the sequence of events leading to the female-female adult behaviors was initial sexual experimentation with similar age females (at a median age of 9 years) followed by masturbating using images of females (at a median age of 15). These results suggest that conditioning and other forms of learning play an important role in establishing coexisting same-gender orientations in heterosexual women.

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.