Suchergebnisse

Alcohol use is associated with impaired decision making and unwanted sexual outcomes, but emerging adults generally perceive the co-occurrence of alcohol use and sexual behavior positively. The current study examined perceived links between alcohol use and sexual experiences. Data were from 279 college students using stratified random sampling with replacement (56% female, 25% Hispanic/Latino, 22% African American, 28% Asian American/Pacific Islander, and 51% European American; M = 19.95 [0.43] years old). We coded participants' responses to an open-ended question about how their alcohol use and sexual feelings were related. Students generally perceived that alcohol is facilitative of sex or has no effect. The most common responses were that alcohol leads to arousal and disinhibition. Almost no students mentioned alcohol's impact on contraceptive use or sexual assault. Results differed by gender, prior sexual behavior, and heavy drinking. We interpret results in light of alcohol myopia theory and discuss implications for prevention.

Adolescence is a critical period for sexuality development; this study examined prospective associations between pornography use and sexual aggression using a longitudinal study of middle and high school students surveyed five times across 3 years (mean age = 13.7 years at baseline; 53.2% female; 76.5% White; 21.0% Native American; 88.9% heterosexual). Across waves, 15.7%–29.0% of adolescents had viewed pornography in the past 6 months. Results indicated significant, reciprocal associations between pornography and sexual harassment perpetration that were stronger for male adolescents, and some significant associations between pornography use and subsequent sexual assault perpetration. Findings underscore the need to consider multiple theories of the link between pornography viewing and aggression and need for media literacy sexual education beginning in middle school.

AbstractObjectiveThe purpose of this study was to understand how youth, caregivers, and community professionals perceive family strengths and adverse childhood experiences (ACEs) in their community. Specifically, this study was focused on the protective role of caregivers and families, positive youth development, and how Native American families and families living in poverty support adolescents' social–emotional development and help them thrive in the face of adversity.BackgroundResearch documents the concerning rates and negative outcomes of ACEs. However, very little research has examined the views of families and professionals on how to prevent ACES among these populations.MethodParticipants were youth aged 10 to 14 years (n = 20), caregivers (n = 13), and an occupationally diverse group of professionals whose work intersected with ACEs (n = 7). Participants were all Native American and/or living in poverty in a small city in the Northern Plains region of the United States.ResultsThemes that emerged from the child and caregiver focus groups regarding protective factors included (a) family engagement, (b) family and cultural values, (c) personal and family safety, (d) future orientation, and (e) community strengths and needs. Themes that emerged from the professionals' focus group included (a) families in crisis, (b) intersectionality of family challenges, (c) community collaboration, (d) trauma‐informed practices and violence prevention, and (e) cultural connections.Conclusion and implicationsThese data provided foundational information relevant to understanding families' strengths and needs and the important role of culture in program development to prevent ACEs.

Long-distance dating relationships (LDDRs) and the dissolution of these relationships may have implications for day-to-day affect and behaviors. The current study examined the associations of relationship status, long-distance relationship dissolution, and daily location with daily positive affect, loneliness, university activity engagement, and alcohol use. College students ( n = 718, 51.5% female, 43.9% White/European American, 29.7% Asian/Asian American/Hawaiian/Pacific Islander, 25.5% Hispanic/Latino American, and 21.7% Black/African American; M = 18.4 [0.4] years old) completed up to 14 consecutive daily diary surveys twice during their first year. Students in LDDRs had less positive affect and were lonelier when they were on campus than off campus and tended to engage in university activities on fewer days than other students. Daily affect and behavior did not differ depending on whether students dissolved or maintained their LDDR.