Tania Israel

Attitudes Toward Bisexual Women and Men

Abstract This article describes research on attitudes toward bisexual women and men. The authors describe types of attitudes toward bisexual individuals in terms of heterosexism, questions of authenticity, focus on sexuality, concerns about loyalty, and positive attitudes. Empirical research pertaining to these attitudes is summarized, and the results of survey, psychometric, experimental, and analogue studies are described. Recommendations for future research on attitudes regarding bisexuality are identified in the areas of conceptualization and measurement of attitudes, attitudes in communities and interpersonal relationships, and interventions designed to change attitudes. The authors conclude by discussing ways in which research on attitudes toward bisexual women and men can benefit from and extend knowledge gained through research on attitudes toward lesbians and gay men.

Longitudinal evaluation of peer health education on a college campus: impact on health behaviors.

Objective: The authors investigated the longitudinal impact of peer health education on the health behaviors of undergraduate students pertaining to alcohol and drug use, eating and nutrition, and sexual health. Participants: From fall 2003 to spring 2006, the authors annually administered a Web-based survey to a cohort of 2,000 randomly selected undergraduate students. Results: Students who had contact with peer health educators were significantly more likely over time than other students to report less alcohol consumption and fewer related negative consequences. Results also show that students who had contact with peer health educators initially endorsed engaging in unhealthy weight management and fat talk behaviors during their first year but decreased these unhealthy behaviors by their third year. No significant differences in sexual health behaviors were found. Conclusions: Results indicate that peer health educators play an important role in promoting healthy behaviors in the areas of alcohol and drug use and in eating and nutrition.

Helpful and unhelpful therapy experiences of LGBT clients

Abstract The purpose of this study was to identify a broad range of variables that characterize the helpful and unhelpful therapy experiences of lesbian, gay, bisexual, and transgender (LGBT) individuals. Interviews were completed with a diverse sample of 42 LGBT individuals who have been in therapy, and a content analysis was conducted. Results indicated that basic counseling skills and relationships were key determinants of the quality of LGBT clients’ therapy experiences. Also important to the helpfulness of the therapy experience were therapist variables such as professional background and attitudes toward client sexual orientation/gender identity; client variables such as stage of identity development, health status, and social support; and environmental factors such as confidentiality of the therapy setting.

Therapists' Helpful and Unhelpful Situations With LGBT Clients: An Exploratory Study

The purpose of this exploratory study was to identify a broad range of variables that characterize psychotherapists’ perceptions of helpful and unhelpful therapy experiences of lesbian, gay, bisexual, and transgender individuals. In-depth, semistructured interviews were conducted with a diverse sample of 14 psychotherapists to identify such variables and patterns among them. Results suggest that a wide range of variables, including the therapeutic relationship, therapist response to the client’s sexual orientation/ gender identity, type of presenting concern, and the therapy environment, may affect the therapy experiences of this population. The data also suggest that factors such as ethnicity, gender identity, therapy needs, and socioeconomic status should be considered when providing mental health services to this population. Clients dealing with multiple types of marginalization may be particularly challenging for practitioners. Implications for future research and clinical practice are discussed.

A Computer-Based Intervention to Reduce Internalized Heterosexism in Men

Internalized heterosexism (IH) is a strong predictor of the psychological well-being of lesbian, gay, bisexual (LGB), or other same-sex attracted individuals. To respond to the call for interventions to address IH, the current study developed and tested an online intervention to reduce IH among gay, bisexual, and other same-sex attracted men. A total of 367 self-identified same-sex attracted adult males were recruited through various nationwide LGB-related sources and were assigned by birth month to either the experimental condition (focusing on IH reduction) or the control condition (a similarly structured invention focusing on stress management); 290 of these participants completed the intervention and all post-intervention measures. Mean levels of IH were compared by condition, indicating significant differences on the IH global score and 2 of the 3 IH subscale scores between the participants in the 2 conditions. The study findings support the promise of using the Internet to deliver IH interventions. Implications for research and practice are discussed.

Math and Science Pursuits: A Self-Efficacy Intervention Comparison Study:

This study compared two interventions to increase math self-efficacy among undergraduate students. Ninety-nine first-year undergraduate students participated in an intervention involving performance accomplishment or an intervention combining performance accomplishment and belief-perseverance techniques in which participants constructed a rationale for their future success in math/science university courses. As hypothesized, participants in the combined intervention immediately demonstrated higher math self-efficacy than did the Performance-Accomplishment only group; data convey that this effect was sustained at a 6-week follow-up. No differences were found between the groups in interest in technical careers, confidence in successfully completing math/ science courses, and willingness to enroll in math/science courses. Data analyses by gender indicated that male participants but not female participants in the combined intervention immediately demonstrated higher math self-efficacy than their counterparts. Findings suggest that self-persuasion activities may make an important contribution to enhancing math self-efficacy at least for men. Implications for women and future research are discussed.

2011 Society of Counseling Psychology Presidential Address Exploring Privilege in Counseling Psychology: Shifting the Lens

Within a system of societal inequities, privilege consists of unearned advantages that are conferred on individuals based on membership or assumed membership in a dominant group. This article describes the relationship between privilege and oppression, dimensions of privilege, characteristics of privilege, costs of privilege, and resistance to awareness of privilege. Understanding of privilege can enhance counseling psychology practice, research, training, and professional organizations. The article concludes with recommendations for exploring privilege and a vision for systemic change.

The Relationship Between Women's Sexual Identity and Perceived Wellness

Abstract Previous reports in the literature suggest that incongru-ence between sexual behavior and identity may have negative psychological consequences. In this preliminary investigation, women who have had both female and male intimate partners and label themselves as bisexual were hypothesized to report higher levels of perceived wellness than women who have had both female and male intimate partners and label themselves as either heterosexual or lesbian. Sixty-nine participants completed an anonymous questionnaire that included an assessment of sexual identity and behavior and the Perceived Wellness Survey (PWS; Adams, Bezner, & Steinhardt, 1997). There were no significant differences between the two groups. The results suggest that there are no differences in perceived wellness between women who have sex with both women and men and identify as bisexual or women who have sex with both women and men and identify as heterosexual or lesbian/gay.

Policies and Practices for LGBT Clients: Perspectives of Mental Health Services Administrators

Nine administrators of mental health agencies were interviewed by phone about policies, practices, and experiences they perceived to be helpful and unhelpful for LGBT clients in their agencies. A holistic case study approach was used to analyze the interview transcripts. Five salient factors that reflected the themes present across multiple cases were identified: responding to transgender clients, coordination of services within and outside the agency, connection with other LGBT individuals, availability and visibility of openly gay staff, and power and position of LGBT-affirming and LGBT-nonaffirming staff. Each salient factor is described and illustrated by case material. Implications for practice, training, and research are discussed.

Impact of Instructor and Course Characteristics on the Effectiveness of Curriculum Infusion.

Abstract Objective: This study assessed the impact of Curriculum Infusion (CI) on undergraduates’ knowledge, attitudes, and behaviors regarding alcohol and other drug (AOD) use. The related effects of students’ perceptions of instructors’ credibility and immediacy were also examined. Participants: Participants were 309 undergraduates enrolled in 14 CI classes between Winter 2003 and Spring 2004. Methods: In a pretest–posttest design, participants were surveyed about their substance use, behavioral consequences of substance use, knowledge, and attitudes about alcohol, and their perceptions of the credibility and immediacy of their CI course instructors. Results: Findings indicate that students who perceived their CI instructors as more credible and more immediate were more knowledgeable about alcohol and had healthier attitudes about substance use. Additionally, course size was found to contribute to CIs effectiveness. Conclusion: CI provides faculty with an effective way to make a difference not only in their students’ education but also in their health and well-being.