Symposia
Couples / Close Relationships
Ellora Vilkin, M.A.
Doctoral Student
Stony Brook University
New York, New York
Timothy J. Sullivan, M.A.
Doctoral Candidate
Stony Brook University
Stony Brook, New York
Howard Huang, M.A.
PhD Student
Stony Brook University
Stony Brook, NY
Joanne Davila, Ph.D.
Professor and Chair
Stony Brook University
Stony Brook, New York
Relationship education (RE) programs have been shown to boost skills important for healthy intimate relationships (e.g. perspective taking, adaptive decision-making) among emerging adults. Yet few programs address the unique needs of LGBTQ+ young adults, despite unique identity-related stressors faced by this population that may hinder young adults’ opportunities to pursue and maintain healthy, fulfilling relationships.
We adapted an evidence-based RE workshop (Davila et al., 2021) for the specific needs of LGBTQ+ college students using a novel modular format. We first conducted focus groups with LGBTQ+ college students and community stakeholders in April 2019 to identify relevance of the original workshop and possible additional material specifically for the LGBTQ population. Seven 75-minute modules were developed: an introductory module that introduces romantic competence and the core skills (insight, mutuality, emotion regulation); and six modules that teach participants to apply romantic competence skills to distinct relationship stages and challenges: meeting and dating partners; navigating diverse relationship structures; communication; sexual communication; making stay/go decisions; and navigating breakups.
The workshop was piloted from October 2019 to May 2020. Participants (N = 29) of diverse sexual and gender identities found the workshop acceptable: the majority agreed or strongly agreed that the workshop was applicable to their identities and relationships; agreed or strongly agreed that the workshop was helpful and/or engaging; and agreed or strongly agreed that they would recommend the workshop to others in the LGBTQ+ community.
This program evaluation suggests that adapting existing RE programs to suit the specific needs of LGBTQ+ emerging adults—a group who stands to benefit considerably from support in navigating healthy relationships given unique challenges associated with sexual and gender identity development and minority stress—is feasible. Results highlight the importance of addressing community-specific concerns when adapting RE programs and offering flexible workshop formats that allow participants to personalize learning to their distinct needs.