Watson Ryan J, Grossman Arnold H, Russell Stephen T
University of Connecticut, Storrs, USA.
New York University, New York City, USA.
Youth Soc. 2019 Jan;51(1):30-48. doi: 10.1177/0044118X16660110. Epub 2016 Jul 20.
Disparities in psychosocial adjustment have been identified for lesbian, gay, and bisexual (LGB) youth, yet research that explores multiple sources of social support among subgroups of LGB youth is sparse. Social support theory is used as a framework to analyze the ways that different sources of support might promote better psychosocial adjustment for LGB youth. Data from a diverse sample among LGB youth ( = 835) were used to understand how social support from a close friend, teachers, classmates, and parents might be differently associated with depression and self-esteem. We found that parent support and its importance to the participant were consistently related to higher self-esteem and lower depression for all youth, except for lesbians for whom no forms of social support were associated with self-esteem. Teacher and classmate support influenced some subgroups more than others. These results provide parents, clinicians, and schools a roadmap to assist youth navigate supports.
女同性恋、男同性恋和双性恋（LGB）青少年在心理社会适应方面存在差异，但探索LGB青少年亚群体中多种社会支持来源的研究却很稀少。社会支持理论被用作一个框架，以分析不同支持来源可能促进LGB青少年更好的心理社会适应的方式。来自LGB青少年多样化样本（n = 835）的数据被用于了解来自亲密朋友、教师、同学和父母的社会支持如何可能与抑郁和自尊存在不同的关联。我们发现，除了女同性恋者（对她们而言，没有任何形式的社会支持与自尊相关）之外，父母的支持及其对参与者的重要性与所有青少年更高的自尊和更低的抑郁始终相关。教师和同学的支持对某些亚群体的影响大于其他亚群体。这些结果为家长、临床医生和学校提供了一份帮助青少年驾驭各种支持的路线图。
