scholarly journals After Coming Out: Parental Acceptance of Young Lesbian and Gay People

2019 ◽  
Author(s):  
Apoorva Ghosh
Keyword(s):  
Coming Out ◽  
Recent Literature ◽  
Extended Family ◽  
Parental Acceptance ◽  
Lesbian And Gay ◽  
Ongoing Process ◽  
Knowing That ◽  
Complex Process ◽  
Singular Event ◽  
Traditional Families

This study examines extant scholarly knowledge on parental acceptance of young lesbian and gay people in traditional heteronormative families. Recent literature shows that parents generally accept their lesbian and gay children. However, parents do not always accept them immediately after they come out. Acceptance takes time, and transitioning to acceptance is often a complex process that depends on parents’ access to the necessary resources for coping with the stresses of knowing that their child identifies as lesbian or gay. These resources include counseling or therapy, supportive friends and extended family, and a network of other parents with lesbian and gay children. This study also highlights the need for further research on parental acceptance in non-traditional families and of children with other non-heterosexual identities, such as asexuality, gray ace, bisexuality, or pansexuality. It also calls for an exploration of the complexities of parental acceptance as an ongoing process rather than as a singular event.

Psychotherapy with Interfaith Couples

2017 ◽  
pp. 742-746
Author(s):  
Susan S. Needles
Keyword(s):  
Family Life ◽  
Religious Beliefs ◽  
Extended Family ◽  
Knowing That ◽  
Niche Area

The goal of psychotherapy with interfaith couples is to help them work out their differences so that they can form a peaceful and lasting union. In counseling, these couples explore their family backgrounds and religious beliefs so they can develop a language in which to have these important discussions and to find what they share. Counseling focuses on how partners will work through the challenges of family life, knowing that they have come from very different religious backgrounds and traditions. Interfaith couples need to think about how to deal with extended family traditions, holidays, the calendar, and more. The author covers the joys and challenges of this niche area of practice, along with business aspects of practice and recommendations for developing such a practice.

Heterosexual Chinese Americans’ experiences of their lesbian and gay sibling’s coming out.

2016 ◽  
Vol 7 (3) ◽  
pp. 147-158 ◽  
Author(s):  
Jill Huang ◽  
Eric C. Chen ◽  
Joseph G. Ponterotto
Keyword(s):  
Coming Out ◽  
Chinese Americans ◽  
Lesbian And Gay

Helping Children Learn to Make Responsible Choices

2001 ◽  
Author(s):  
Donene Polson
Keyword(s):  
First Grade ◽  
Ongoing Process ◽  
Use Of Time ◽  
Knowing That ◽  
School Cafeteria

As an OC teacher and parent, I have learned that making responsible choices is an ongoing process. A few years ago, I envisioned myself as “Supermom.” I made sure my son was getting his nutritious, low-sugar lunch, and I tried to anticipate anything that could come up by laying out his clothes, lunch, and sports equipment the night before. Or I would pack up my other three kids, ages one to five, and drive 20 minutes across town to bring my son his forgotten books, papers, lunches, or sports equipment. I did this at least twice a week. I was great! I gave myself the “Mother of the Year Award.” Then one day Mark’s first-grade OC teacher met me at the classroom door and asked me to consider letting Mark go without lunch the next time he forgot it. She gave me an article to read on teaching kids responsibility. She said that without his sack lunch, he would be forced to find other options; he could charge his lunch in the school cafeteria, or he could ask his friends for help. Could this possibly work? The next time he forgot his lunch, I stayed home and waited, just knowing that he was probably going to starve. However, when he came home he was fine and happy—all of his friends had shared their lunches with him! After that incident, he started putting his own things by the door and getting them ready to go for school. Another day he had to sit on the sidelines at the pool when he forgot his swimming suit. From then on, he remembered to take his own sports equipment. As I allowed my son to experience the logical consequences of his behavior, he learned to be more responsible. Helping children to make responsible choices in school begins with making sure that choices are available, then allowing children to learn from the logical consequences of their choices, with support from adults in reflecting on the process and results. Parents are sometimes concerned about the children’s use of time because so many choices are available in the OC.

I Can’t Be Blind, I Can See

2020 ◽  
Vol 1 (4) ◽  
pp. 370-377
Author(s):  
Vernon F. Humphrey
Keyword(s):  
Coming Out ◽  
Social Stigma ◽  
Blind Person ◽  
Ongoing Process

In Narrating the Closet, Adams described “coming out” as a seemingly never-ending ongoing process. I reflected on the number of times I had to explain how a blind guy could see, and I had a better understanding of coming out. Although I do not have the same negative social stigma, I often get weary repeating myself, trying to explain how a blind guy can see. Autoethnography can provide the reader with an opportunity to embrace the cultural standpoint of the writer,1 especially if they find a way to associate the experience with their own journey. I am attempting to “seek dimensions of experience that will engender connection and recognition in the midst of complexity.”2 I offer this article to provide a perspective of the phenomenon created when an adventitiously blind person (a person who had sight long enough to have visual references, usually after the age of five) tries to re-enter the sight-biased world.

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