‘Coming out’ can be a psychologically challenging event and parental acceptance is often a prime concern. This article reports a study on the impact of music sessions delivered online and jointly for dyads of parents and their young adult children with lesbian and gay sexual identities in improving parental acceptance of sexual orientation, parent adult relationships, and wellbeing, compared to a waitlist control group. The music sessions were effective (Hedges’ g= −0.91 to 0.67; p < 0.05) and participants with higher formal education (postgraduate or professional degree), and whose intervention compliance was higher (>50% music sessions attended and homework sessions completed), were reported higher post-test scores on perceived parental support on sexual orientation, positive dimensions of parent adult relationships (warmth or affection, thoughtfulness, doing favors, and support of decisions made), and wellbeing, and lower post-test scores on negative dimensions of parent adult relationships (anger/hostility, insensitivity, demanding favors, and doubts on decisions made). Actor-partner interdependence models suggested that post-test outcome scores of parents and young adults were mutually interdependent and associated. With adequate emphasis on program compliance and some refinements for participant dyads with less formal education, music sessions enhance relationality and can be an effective family-based intervention for persons with diverse sexual identities.

“出柜”可能是一件心理上具有挑战性的事情，而父母的接受程度往往是首要问题。本文报道了一项研究，研究与候补名单对照相比，在线和联合为具有男女同性恋身份的父母及其年轻成年子女提供的音乐课程对提高父母对性取向的接受度、父母成人关系和幸福感的影响团体。音乐课程是有效的（Hedges' g = -0.91 至 0.67；p < 0.05）和接受过高等教育（研究生或专业学位）且干预依从性较高（> 50%参加音乐课程并完成家庭作业）的参与者在感知父母对性取向的支持方面获得更高的测试后分数，父母成人关系的积极维度（温暖或感情、体贴、帮忙、支持所做的决定）和幸福感，以及父母成人关系消极维度（愤怒/敌意、麻木不仁、要求帮助和支持）的测试后得分较低。对所做决定的怀疑）。演员-伴侣相互依赖模型表明，父母和年轻人的测试后结果分数是相互依赖和关联的。