LGBTQ+ youth experience higher rates of interpersonal violence, such as peer-based bullying and identity-based harassment, than their counterparts. Experiences of victimization can occur across different social contexts including family, school, peers, and community. LGBTQ+ youth in rural communities may be at increased risk for identity-based victimization due in part to geographic isolation and an often conservative value system that may create a hostile environment to LGBTQ+ individuals. However, few studies have examined the experiences of rural LGBTQ+ youth from their perspectives, and how the rural context may affect their experiences with victimization and social support. This qualitative study explores the victimization experiences of rural LGBTQ+ youth, the supports available to them, and ways they show resilience. We conducted qualitative interviews with a sample of 11 young people ages 12-21, recruited in partnership with a local LGBTQ+ agency across a rural five county region in the Southeastern United States. Four themes emerged related to how rural youth navigate bullying, harassment, and victimization across different social contexts and the support that is available to them: (1) conflicting family messages, (2) navigating personal safety at school, (3) connecting through technology, and (4) confronting negative religious sentiment. A fifth theme captures the strengths of young people in the mid of victimization: (5) demonstrating individual and collective resilience. Although rural LGBTQ+ youth experience victimization in similar ways to urban and suburban youth, rural youth may have less access to social supports that buffer effects of victimization. This study highlights the strengths in rural LGBTQ+ young people as well as their commitment to supporting one another and seeing change in their communities. Findings illustrate a need for greater support for LGBTQ+ youth in rural areas while leveraging existing strength of the youth and their community for sustainable support and resources.

This study investigated thwarted belongingness as a moderator of the relationship between microaggressions and mental health among LGBTQ+ emerging adults. Using data collected from 186 LGBTQ+ emerging adults, we conducted separate moderation analyses to examine whether, and to what extent, the relation between microaggressions and mental health (i.e. anxiety and depressive symptoms) is moderated by thwarted belongingness. Interpersonal and environmental microaggressions were associated with anxiety and depressive symptoms. Results of the moderation models suggest that the effects of interpersonal and environmental microaggressions on anxiety symptoms were moderated by thwarted belongingness, and that relations between interpersonal and environmental microaggressions and anxiety symptoms were statistically significant and positive at moderate and high levels of thwarted belongingness. In contrast, at low levels of thwarted belongingness, the relationship between microaggressions and anxiety was not statistically significant. Thwarted belongingness also moderated the relationship between interpersonal microaggressions and depression, such that the relation between interpersonal microaggressions and depression was statistically significant and positive only at high and moderate levels.. These findings provide support for recognizing belongingness as a potential factor in determining the effects of microaggressions on mental health outcomes for LGBTQ+ emerging adults.

Social work programs have increased evidence-based practice (EBP)-related curricular content; yet, it is unclear whether newer practitioners are successful in incorporating it into their practice. This study examines factors that influence the use of EBP among newly graduated social workers. We developed and implemented a Web-based survey that assessed individual, school, and agency factors that predict implementation of EBP among a sample of master’s of social work practitioners post-graduation. Multiple regression analysis resulted in five factors that were significantly associated with use of EBP: confidence with EBP; feeling that EBP is essential to practice; organizational culture emphasizes EBP; field placement/internship emphasizes EBP; and faculty emphasizes EBP. Findings suggest that individual and organizational factors may be more important in determining use of EBP than educational program factors alone.

This article describes the core features of outcome research and then explores issues confronting researchers who engage in outcome studies. Using an intervention research perspective, descriptive and explanatory methods are distinguished. Emphasis is placed on the counterfactual causal perspective, designing programs that fit culture and context, and developing nuanced explanations for program outcomes. Five emerging challenges are discussed: (a) adapting interventions to the contexts and cultures in which programs are to be implemented, (b) avoiding potentially false attributions of program failure due to differential implementation, (c) making causal inferences from observational data with propensity score analysis (PSA), (d) examining person-centered outcomes in program evaluation, and (e) adjusting for rater effects in longitudinal research.

Websites represent a visible medium for social work programs to communicate information about social work research, academics, and professional training priorities, including evidence-based practice (EBP). However, few studies have examined the content of social work program websites. This exploratory study aimed to answer the question: Are EBP efforts in social work reflected on school websites? A guided content analysis of 40 randomly selected websites for schools of social work was used to identify how training, implementation, dissemination, and research related to EBP were represented through this medium. Implications for social work education, practice, and research are discussed.