Heteronormative Relationship Education for Same‐Gender Couples

Dados Bibliográficos

ID21320044
AutoresStephen Hatch (0000-0002-1122-6537, Department of Psychology University of Miami Coral Gables FL USA, autor correspondente), Karen Rothman (0000-0002-0533-7636, Department of Psychology University of Miami Coral Gables FL USA), Mckenzie K Roddy (0000-0002-4248-3560, Department of Psychiatry and Behavioral Sciences The Baylor College of Medicine Houston TX USA), Rebecca M Dominguez (Department of Psychology University of Miami Coral Gables FL USA), Yunying Le (0000-0002-4172-5943, Department of Psychology University of Miami Coral Gables FL USA), Brian D Do (0000-0002-8039-848X, University of Miami), Brian D Doss (Department of Psychology University of Miami Coral Gables FL USA)
Ano2021
Volume60
Fascículo1
Páginas119-133
Data de publicação2021-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFamily Process (JOURNAL)
Identificadores do periódicoISSN: 0014-7370 • E-ISSN: 1545-5300
EditoraWiley (PUBLISHER • GB)
DOI10.1111/famp.12548
PMID32449947
OpenAlexW3030146410
IdiomaEN
Citações recebidas13
Referências citadas35

In recent years, same‐gender group‐based relationship education has emerged as a viable intervention to prevent relationship distress among same‐gender couples. However, many of these programs are conducted in metropolitan areas and lack the ability to reach rural populations. The current study sought to investigate whether two wide‐reaching web‐based heteronormative relationship education programs could positively impact same‐gender relationships. In a sample of 49 same‐gender couples, heteronormative relationship education had small (Cohen's d = 0.16–0.39) but reliably positive effects on key areas of relationship functioning and perceived stress relative to a waitlist control group. Additionally, when same‐gender couples were matched with different‐gender individuals with similar baseline characteristics, no reliable differences between the two groups emerged even though the program effects were sometimes half as large for same‐gender couples. Finally, same‐gender participants were as satisfied with the program as the matched different‐gender individuals. Though the results of the present study indicate that heteronormative relationship education can be helpful for same‐gender couples, additional tailoring should be undertaken to ensure that same‐gender couples experience as much benefit as possible. Estimates from the current study could be used in future studies to detect what might be small‐sized differences

Developmental psychology · Distress · Intervention (counseling) · Relationship education · Attachment and Relationship Dynamics · Clinical Psychology · LGBTQ Health, Identity, and Policy · Maternal Mental Health During Pregnancy and Postpartum · Psychology · Social Psychology