ANALISIS PERBANDINGAN RESILIENSI PSIKOLOGIS ANTARA REMAJA LGBTQ+ YANG TERBUKA (OUT) DAN TERTUTUP (CLOSETED)
pdf

Keywords

Psychological resilience, LGBTQ+ youth, open, closed, social support, discrimination, gender identity, coping.

How to Cite

ANALISIS PERBANDINGAN RESILIENSI PSIKOLOGIS ANTARA REMAJA LGBTQ+ YANG TERBUKA (OUT) DAN TERTUTUP (CLOSETED). (2025). Liberosis: Jurnal Psikologi Dan Bimbingan Konseling, 17(1), 631-640. https://cibjournal.com/index.php/liberosis/article/view/4672

Abstract

This research aims to analyze the differences in psychological resilience between out and closed LGBTQ+ youth, as well as the factors that influence their ability to overcome stress, anxiety and life challenges. Teens who are outgoing generally feel more accepted in their social environment, which allows them to live life in accordance with their identity without excessive fear or anxiety. Support from family, friends and community plays a very important role in increasing self-confidence and providing a sense of security, which supports them to more easily overcome social or psychological pressure. However, although outgoing teens benefit greatly from social acceptance, they are also at risk of discrimination or violence that can affect their psychological well-being. In contrast, closeted LGBTQ+ youth tend to hide their identity to avoid rejection or judgment, which often leads to greater feelings of isolation, stress, and anxiety. They have difficulty building honest and authentic social relationships because they have to pretend to be someone they are not. The research results show that both open and closed adolescents need safe spaces and strong social support to develop healthy psychological resilience. Therefore, it is important for society to create an inclusive and supportive environment for LGBTQ+ youth to thrive, regardless of whether they choose to be open or private about their sexual orientation or gender identity.

 

 

pdf

References

Ariyati, T., & Zaidah, V. M. (2024). Dampak psikologis ayah terhadap perkembangan anak usia dini. Khazanah Pendidikan, 18(1), 110-113.

Shanty, W. A., & Tafonao, T. (2021). Peran psikologi pendidikan agama Kristen dalam proses pembelajaran anak usia dini di masa pandemi. VOX DEI: Jurnal Teologi Dan Pastoral, 2(1), 84-104.

Astriani, D., Mufidah, A. C., & Farantika, D. (2021). Deteksi dini masalah psikologis dan tumbuh kembang anak usia dini. Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu), 3(1), 18-24.

Haryati, H., Arifin, A. M., & Nihi, S. (2025). Peran pengasuhan positif terhadap perkembangan psikologis anak usia dini. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(3), 111-126.

Herdiyana, R., Lestari, R., & Bahrum, M. (2023). Psikologi perkembangan sosial terhadap emosional pada anak usia dini. Banun: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 23-30.

Samta, S. R., Mulyani, L., & Cuacicha, F. C. (2023). Urgenitas peran orangtua dalam psikologi perkembangan anak usia dini di era digital. Sentra Cendekia, 4(1), 38-43.

Yunus, C. W., & Kuncoro, M. W. (2025). Peran guru dalam psikologi perkembangan anak usia dini. COGNITIVISM: Journal of Educational Research and Development, 1(2), 65-73.

Natsir, N., Sain, Y., & Aliah, N. (2022). Peran psikologi dalam perkembangan kognitif dan linguistik pada anak. Journal of Administrative and Social Science, 3(1), 1-8.

Arsini, Y., Zahra, M., & Rambe, R. (2023). Pentingnya peran orang tua terhadap perkembangan psikologis anak. MUDABBIR Journal Research and Education Studies, 3(2), 36-49.

Nasution, F., Ningsih, K. P., Nasution, T. M. S., & Dewi, D. K. (2024). Psikologi perkembangan anak usia dini. Jurnal Bintang Pendidikan Indonesia, 2(1), 117-126.