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dc.contributor.authorPiccolo, Jennifer
dc.date.accessioned2016-03-29T17:18:12Z
dc.date.available2016-03-29T17:18:12Z
dc.date.issued2010
dc.identifier.isbn9781109625950
dc.identifier.other305236727
dc.identifier.urihttp://hdl.handle.net/10477/45852
dc.description.abstractThis study examined the relationships between lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) young adults' experiences of disclosure-related acceptance and rejection, perceived helpfulness of LGBTQ-specific school-based support during high school, current coping responses, and current level of generalized and social anxiety. Data were gathered from 184 LGBTQ young adults nationwide via web-based survey. Results indicated that disengaged coping responses predicted trait and social anxiety. Results did not evidence relationships between active coping and trait or social anxiety. Perceived helpfulness of school based supports did not predict coping behavior or anxiety. Implications for practice and future research are discussed.
dc.languageEnglish
dc.sourceDissertations & Theses @ SUNY Buffalo,ProQuest Dissertations & Theses Global
dc.subjectSocial sciences
dc.subjectEducation
dc.subjectPsychology
dc.subjectAnxiety
dc.subjectBisexual
dc.subjectBisexual and transgender
dc.subjectCoping
dc.subjectDisclosure or coming out
dc.subjectGay
dc.subjectHigh school
dc.subjectHomosexual
dc.subjectLesbian
dc.subjectSexual orientation
dc.subjectTransgender
dc.titleThe role of school-based support and coping skills in the development of anxiety in LGBTQ young adults
dc.typeDissertation/Thesis


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