Background Sexual dissatisfaction is common among women and is frequently associated with cognitive processes that interfere with sexual experience. Metacognitive models highlight negative beliefs about the uncontrollability and danger of thoughts as key mechanisms sustaining worry, yet their role in sexual dissatisfaction in non-clinical women remains underexplored.Objective This study examined associations between worry, metacognitive beliefs, and sexual dissatisfaction, testing whether negative metacognitive beliefs mediate the relationship between worry and sexual dissatisfaction.Methods The sample included 304 sexually active Italian-speaking women (M age = 31.96, SD = 9.01) who completed the Sexual Dissatisfaction subscale of the BISF-W, the MCQ-30, and the PSWQ. Correlation analyses, hierarchical regressions, and mediation analyses were conducted.Results Sexual dissatisfaction was positively associated with worry and metacognitive beliefs. Worry predicted sexual dissatisfaction, but this association became non-significant when negative metacognitive beliefs were included. A significant indirect effect of worry on sexual dissatisfaction through negative metacognitive beliefs emerged, while other metacognitive domains did not show consistent mediation effects.Conclusions Sexual dissatisfaction in non-clinical women appears primarily linked to negative metacognitive beliefs rather than worry itself, suggesting these beliefs as relevant targets for intervention.
In this study, we consider a new multidimensional scale to measure infidelity in couples. The test includes 23 dimensions related to infidelity, which are grouped into five factors (Type of Infidelity, Reasons for Infidelity, Definition of Infidelity, Consequences, and Monogamy). It was validated in a sample of 281 participants, between 18 and 80 years of age (28.8% were male), with different educational levels and academic backgrounds. The results indicate that the factorial structure of the test is hierarchical, with the presence of a general factor of infidelity that would explain the five factors and 23 dimensions (GFI = .934, NFI = .918, PGFI = .768, PNFI = .823, SRMR = .179). The reliability indices were appropriate. The different scale factors show convergence with previous scales measuring the same constructs and with other additional measures such as age, educational level, number of emotional-sexual relationships, and months the relationship has lasted. Gender differences are also found on the scale. In short, it can be considered to be a scale with appropriate psychometric properties to measure the different dimensions of infidelity, in isolation or jointly by means of latent factors.
As transgender, nonbinary, and gender-diverse young people (TNGY) increasingly hold multiple marginalized identities (e.g. multiple gender identities), we must examine how holding these identities relates to victimization and negative mental health outcomes. Educational contexts may be particularly important to consider as these contexts play a key role in the health and development of young people. The analytical sample included 610 TNGY (18-28 years) from the U.S. Participants shared retrospective accounts of their experiences of victimization, perceptions of school climate, and mental health during high school. Reflecting a growing understanding of multiple identities, 18.6% of the sample reported multiple racial identities, 27.6% reported multiple sexual orientation identities, and 27.9% reported multiple gender identities. Joint latent profile analyses were conducted to establish TNGY identity profiles and determine how these profiles were associated with anxiety, depression, victimization, and perceptions of school climate within educational contexts. Results indicated that those who held multiple identities within at least one domain were more likely to be part of the "seriously concerned about youth adverse outcomes" profiles (i.e., high anxiety, depression, & experiences of victimization, negative perception of welcoming climate). Implications of findings include how we might best support TNGY within educational contexts.
In this exploratory study of long-term romantic couples, research questions were: how does perceived stress predict positive and negative affect, and how do the latter predict emotional needs? Dutch couples reporting relationship problems after cancer treatment (i.e. clinical couples) were compared with community couples without relationship problems (i.e. non-clinical couples). Ten times a day for seven consecutive days both partners answered questions on affect, stress, and emotional needs. The actor-partner interdependence model was used. Stress differentially predicted positive and negative affect in romantic partners: while actors' stress predicted their own positive and negative affect, it did not predict affect in their partners. Independent of positive and negative affect, group membership predicted emotional needs in participants: emotional needs were higher in clinical couples. As expected, actors' negative affect predicted their own level of emotional needs across the board. Actor's positive affect, however, did not predict their own emotional needs, but specifically in the clinical group it negatively predicted emotional needs in their partners: lower actor's positive affect came with higher partner's emotional needs. Moderation effects of group and attachment orientation were found. The limitations on generalizing these findings due to small sample size and its specific characteristics are acknowledged.
Health professionals may hold assumptions (e.g. patient's monogamy) and stigmas regarding alt-sex practices, such as kink, fetish, BDSM (bondage/discipline, domination/submission, sadomasochism), or consensual non-monogamy (CNM). A lack of research with larger samples from the professionals' standpoint stymies efforts to address knowledge deficits or misconceptions. In collaboration with the National Coalition for Sexual Freedom, we conducted a cross-sectional survey with 752 health professionals. We measured providers' personal practice, endorsement of alt-sex, inclusion on alt-sex aware lists, percentage of clients engaged in alt-sex, training received, perceived responsibility of furthering alt-sex competence, and attitudes towards consensual non-monogamy and kink. Most participants had received a mix of formal and informal training. Participants who practiced alt-sex were more likely to endorse alt-sex, but personal practice was not associated with the proportion of their clients practicing alt-sex. Professionals within the mental health field were far more likely to endorse alt-sex than medical, other, or mixed professionals. Endorsement of alt-sex was not related to the proportion of clients seen practicing alt-sex. Training was not associated with attitudes toward kink/CNM or responsibility for furthering alt-sex competence. We discuss the implications for advancing culturally responsive care for alt-sex practitioners. Lay Summary Health professionals' personal practice of alt-sex (including BDSM [bondage/discipline, Domination/submission, sadomasochism], kink, fetish, leather, and consensual non-monogamy) affected their attitudes toward alt-sex, and their endorsement as alt-sex aware or friendly. Training did not affect attitudes or responsibility in educating others about alt-sex.
This study aimed to examine the effects of sexual education and counseling based on the Ex-PLISSIT model during pregnancy on postpartum sexual life. A quasi-experimental pre-test- post-test control group design was used. A total of 43 primigravida women were randomly assigned to the experimental and control groups using simple random sampling. The experimental group received two sessions of sexual education and counseling based on the Ex-PLISSIT model tailored to individual needs between weeks 8th-16th and 18th-26th weeks of pregnancy. Both groups completed a pretest in early pregnancy (8-16 weeks) and a posttest at 13 weeks postpartum. The findings showed that women in the experimental group had significantly higher scores in postpartum sexual function (OR = 25.4; 95% CI: 24.15-26.67; p = .009), sexual satisfaction (OR = 125; 95% CI: 123.51-132.01; p = .000), and sexual quality of life (OR = 74.44; 95% CI: 70.87-76.33; p = .01) compared to the control group. These results suggest that model-based sexual education during pregnancy contributes positively to postpartum sexual well-being. Linear regression analysis showed that Ex-PLISSIT-based sexual education and counseling was a significant predictor of postpartum sexual outcomes and accounted for 65.6% of the variance in the model (R2 = 0.656, F = 14.350, p < .001).
Social media is commonly used by lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth to connect and communicate with their peers; however, little is known about strategies LGBTQ+ youth use to safely navigate social media. Individuals aged 14-18 living in the United States who identified as LGBTQ+ (n = 14) were recruited online. During virtual interviews, participants described how they connected with other LGBTQ+ youth on social media and their strategies for creating affirming and positive experiences. Additionally, they talked about their negative experiences online, and ways they avoid discriminatory behavior on various platforms. Many used social media to connect with friends from their home community or school, while others used social media to find new friends and community. Participants often used social media to connect with LGBTQ+ resources, posts, and creators. Many participants faced bullying online, including one participant who experienced "going viral" on social media. To avoid discriminatory behavior, LGBTQ+ youth employed strategies such as using private accounts and blocking negative and discriminatory content. These results can be used to inform future research and clinical practice to help LGBTQ+ youth stay safe on social media.
In this study we explored the associations between sexual education in the home and sexual shame and whether these variables were associated with levels of harmonious, obsessive, and inhibited sexual passion. In turn, we explored how all of these variables were associated with sexual and relationship satisfaction while controlling for religiosity, shyness, impulsivity and other common demographic variables. With a sample of 1424 adults, we found that reports of sex education while growing up had strong negative associations with sexual shame, which had strong positive associations with inhibited sexual passion and moderate to weak positive associations with harmonious and obsessive passion. Sexual passion types had strong associations with sexual and relationship satisfaction. Additionally, shyness was negatively associated with sex education and positively associated with sexual shame and inhibited sexual passion. Impulsivity was negatively associated with harmonious sexual passion and positively associated with obsessive sexual passion. The findings suggest that increasing sexual education in the home may help reduce sexual shame and increase harmonious sexual passion even in the presence of higher levels of shyness and impulsivity in children. Increasing harmonious sexual passion is likely to positively influence sexual and relationship outcomes.
Due to the recent shifts in the political climate of the United States towards limiting access to LGBTQ+ content and supportive services in schools, queer youth have greater challenges finding educational content geared toward them. Research has shown that queer youth often rely upon the internet to find information that is helpful, relevant, and affirming of their identities. Queer youth, often due to stigma and discrimination, have increased sexual health risks, including more frequent sexually transmitted infections, including HIV, and unintended pregnancy. The present article describes a pilot study on an evidence-based, comprehensive, social justice and queer-centered curriculum co-developed by a Midwestern LGBTQ+ Center and a research team. Pilot testing of this curriculum was completed with 33 youth ages 15-27 of diverse sexual and gender identities. After completing the curriculum, youth reported several key themes: (1) being given the opportunity through the curriculum to explore their identities, (2) feeling validated in their identities, (3) building awareness of dominant cultural narratives, and (4) being able to engage in deeper conversations around how to engage in sex that felt healthy, pleasurable, and consistent with their identities. The findings from this pilot study integrate feedback to make curricular improvement prior to additional dissemination.
Across two studies, we examined how antisocial personality traits are associated with romantic love styles and romantic jealousy in adult samples. In Study 1 (N = 255, M = 28.44, SD = 7.71), antisocial traits-particularly aggressiveness, irresponsibility, and interpersonal manipulation-were positively associated with the Ludus and Mania love styles, which are characterized by manipulation, emotional volatility, and possessiveness. Agape also showed positive associations with select antisocial facets, suggesting a more complex pattern than traditionally assumed. Study 2 (N = 198, M = 23.70, SD = 5.43) extended these findings by examining romantic jealousy and testing a mediation model. Although associations between love styles and antisocial traits were attenuated when controlling for acquiescent responding, aggressiveness emerged as the only antisocial dimension reliably associated with threat-based jealousy. Mania was uniquely associated with threat jealousy, whereas Storge was linked to non-threat jealousy. Path analyses indicated that Mania partially mediated the relationship between aggressiveness and threat jealousy and fully mediated the association between aggressiveness and non-threat jealousy. Together, these findings suggest that antisocial tendencies, especially aggressiveness, are expressed in romantic contexts through maladaptive relational orientations, with manic love functioning as a key psychological mechanism linking dispositional antagonism to jealous responses.
Studies on the knowledge, attitudes, and influencing factors regarding sexuality in the elderly among society and prospective healthcare professionals have gained importance. This study was conducted to determine the effect of intrinsic spirituality and religious orientations on aging sexual knowledge and attitude among students who have and have not received health education. The study was conducted with 418 students receiving health education and 418 students not receiving health education at a university. The data were collected using the Sociodemographic Information Form, the Intrinsic Spirituality Scale (ISS), the Religious Orientation Scale (ROS), and the Aging Sexual Knowledge and Attitudes Scale (ASKAS). Students who have received health education, those who have not, and all participants scored 70.87 +/- 19.63, 72.75 +/- 17.35, and 71.81 +/- 18.54 on the Total Aging Sexual Knowledge, and 103.11 +/- 22.90, 106.08 +/- 22.09, and 104.60 +/- 22.54 on the Total Aging Sexual Attitudes, respectively, with no significant difference found between the two groups. A very weak and positive correlation was found between the Total ISS, ROS, and the behaviour and emotion subscales of students who have received health education and aging sexual attitude, while a weak and negative correlation was found between aging sexual knowledge and aging sexual attitude (p<.005). It is recommended that education on aging and sexuality be provided to all university students.
This article explores the challenges and solutions in imparting sexuality education to Indian adolescents, delving into sociocultural, religious, institutional, and policy factors shaping the discourse. Drawing on historical insights and contemporary realities, the need for comprehensive sexuality education is underscored by public health concerns, adolescent development, cultural norms, educational gaps, and empowerment imperatives. Despite India's rich cultural heritage, societal attitudes remain conservative, hindering open discussions about sexuality in educational settings. Misinterpretations of religious texts and moralistic approaches further compound the challenges. Governmental efforts often fall short, exacerbating the lack of access to reliable information and support. To address these challenges, a comprehensive plan encompassing classroom interventions, lab demonstrations, peer group activities, neighbourhood initiatives, curriculum reframing, community engagement, multimedia integration, peer education, and policy advocacy is proposed. By empowering educators, engaging communities, and leveraging technology, India can overcome barriers and equip adolescents with the knowledge, skills, and support needed to navigate their sexual health and well-being effectively. This study contributes to the discourse on sexuality education, advocating for a more enlightened and inclusive approach to promote the holistic development of Indian youth
Few studies have explored young people's decisions to forgo tradi-tional sexual identity labeling, opting instead to not label their sex-uality at all. We explored this decision and its effects in a sample of emerging adults aged 18-29 (N = 47) who completed two open-ended online survey prompts in 2022. Findings from the-matic analysis suggested participants came to the decision not to label their sexual identity because labels are unnecessary, no label fits, or they anticipated negative reactions from others. Their deci-sions had positive effects, negative effects, or no effect. These find-ings suggest some emerging adults prefer not to use a sexual identity label because they perceive their sexuality as complex and sexual identity labels as restrictive. While forgoing a sexual identity label can facilitate greater self-confidence and sexual exploration, it can also trigger expressions of confusion and questioning from friends, family, and community who believe that specific sexual identity labels are necessary. Future research and clinical practice with contemporary emerging adults can incorporate these findings in efforts to be more inclusive of marginalized subpopulations. PRACTITIONER POINTS The findings from this study underscore how important it is for therapists to avoid the assumption that all young people use sexual identity labels or that embracing a specific identity label is a necessary part of everyone's journey in their sexual identity development. Therapists might inquire about the top three social identities that emerging adults consider most important to them, and, likewise, any identities that they feel pressured to adopt. Practitioners and service providers can provide space for conver-sations about the positive outcomes and potential challenges queer youth experience when they eschew identity labels. Psychological practitioners can validate queer youth's experi-ences of prejudice and stigma and help emerging adults prac-tice effective coping skills. Clinicians can assess and encourage social support and commu-nity connection to facilitate the health and well-being of con-temporary queer youth who choose to forego labeling their sexual identity. LAY SUMMARYSome young adults do not adopt sexual identity labels such as gay, straight, lesbian, or bisexual because they do not fit their lived experience and sense of self. They shared positive effects of not using a label which included freedom to explore and greater self-confidence. Negative effects included social pressures.
