Exploring Victimization Experiences of Sexual Minority Adolescents and their Associations with Mental Health and Help-Seeking Behaviours: A Minority Stress Perspective
Bibliographic record
Abstract
Victimization in adolescence is associated with a variety of negative psychopathological and social outcomes, and is predictive of recurrent victimization over the lifespan (Wolke & Lereya, 2015; Feiring & Furman, 2000). Youth who identify as LGBT2Q+ (lesbian, gay, bisexual, transgender, two-spirited, queer/questioning, etc.), also known as sexual minority youth, are at an increased risk of experiencing both peer and romantic victimization (Lee, 2013; Reuter, Sharp, & Temple, 2015), are more likely to experience mental health problems (Fish & Pasley, 2015), and are less likely to seek help after being victimized (Gallopin & Leigh, 2009), compared to their sexual majority peers. Meyer’s Minority Stress Theory (2003) provides a promising framework through which researchers may explain the relationship between sexual minority status and negative developmental outcomes. This theory posits that stressors specific to an individual’s minority status mediate the relationship between sexual minority status and physical and mental health problems (Meyer, 2003). The current thesis consisted of two studies, which used a Minority Stress Theory framework to understand how minority stress may mediate or moderate the relationship between peer and romantic victimization, and mental health problems or help-seeking behaviours. Results indicated that sexual minority high school students in grades 9-12 were significantly more likely to experience verbal/emotional abuse, coercive/controlling behaviours, and sexual abuse, in the peer context. Additionally, minority stress mediated the relationship between romantic victimization and mental health. This research may inform future intervention programs targeted at LGBT2Q+ youth and ensure their unique needs are being integrated into anti-bullying initiatives.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".