1. October, 2012 San Juan, Puerto Rico THE IMPACT OF racism and GAY- RELATED STRESS ON physiological arousal in african-american and GAY MALE YOUTH populations PRESENTED BY: JENNIFER LYNN DEFEO, PHD PRESENTED BY: JENNIFER LYNN DEFEO, PHD

2. Idea Behind the Study  What happens to the body’s physiology when exposed to prejudice and/or discriminatory events? October, 2012 San Juan, Puerto Rico

3. Minority Stress  Distinguishable excess stress to which individuals from stigmatized social categories are exposed as a result of their social position (Meyer, 1991)

4. October, 2012 San Juan, Puerto Rico Armstead, et. al  Conducted research exploring racism as a stressor affecting blood pressure in African American college students.  Found that blood pressure was significantly higher for the racist film clip compared to a neutral film clip.  Found that those who characteristically internalized anger had higher blood pressure responses than those that did not.  Conducted research exploring racism as a stressor affecting blood pressure in African American college students.  Found that blood pressure was significantly higher for the racist film clip compared to a neutral film clip.  Found that those who characteristically internalized anger had higher blood pressure responses than those that did not.

5. Racism as a Stressor for African Americans  Racism is defined as “beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation” (Clark, Anderson, Clark & Williams, 1999, p. 805).  Perceived racism is an individual’s “subjective experience of prejudice or discrimination” (Clark et al., 1999, p. 808).  Coping styles will influence the effect of the stress of perceived and actual racism.  Racism is defined as “beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation” (Clark, Anderson, Clark & Williams, 1999, p. 805).  Perceived racism is an individual’s “subjective experience of prejudice or discrimination” (Clark et al., 1999, p. 808).  Coping styles will influence the effect of the stress of perceived and actual racism. October, 2012 San Juan, Puerto Rico

6. Biopsychosocial Effects of Perceived Racism October, 2012 San Juan, Puerto Rico

7. Racism as a stressor  B iopsychosocial Effects:  Racism perceived as stressful  Coping responses to perceptions of racism  Interventions and prevention of adverse effects  B iopsychosocial Effects:  Racism perceived as stressful  Coping responses to perceptions of racism  Interventions and prevention of adverse effects October, 2012 San Juan, Puerto Rico

8. Racism as a Stressor  Psychological and Physiological Responses  Psychological: paranoia, anger, frustration, helplessness and hopelessness, fear, resentment  Physiological: cardiovascular functioning, neuroendocrine, immune  Psychological and Physiological Responses  Psychological: paranoia, anger, frustration, helplessness and hopelessness, fear, resentment  Physiological: cardiovascular functioning, neuroendocrine, immune October, 2012 San Juan, Puerto Rico

9. Racism as a Stressor  Effects of stress on health  Facilitate depression  Low birth weight  Cardiac problems  Upper respiratory infections  Effects of stress on health  Facilitate depression  Low birth weight  Cardiac problems  Upper respiratory infections October, 2012 San Juan, Puerto Rico

10. Gay-related Stress  Occurs when individuals are exposed to stressors that are based upon their sexual orientation (Meyer, 1995).  Occurs when individuals are exposed to stressors that are based upon their sexual orientation (Meyer, 1995).

11. Glsen Statistics (2003)  9 of 10 Gay Youth experience homophobic remarks in school such as “fag” or “queer”  2 of 10 youth report having heard antigay remarks from school faculty, including teachers  5 of 10 youth report the presence of school faculty when experiencing prejudice from other students  9 of 10 Gay Youth experience homophobic remarks in school such as “fag” or “queer”  2 of 10 youth report having heard antigay remarks from school faculty, including teachers  5 of 10 youth report the presence of school faculty when experiencing prejudice from other students October, 2012 San Juan, Puerto Rico

12. Physiological Measures  Diastolic Blood pressure  Systolic Blood Pressure  Heart Rate  LF/HF Ratio (Sympathovagal Dominance)  Diastolic Blood pressure  Systolic Blood Pressure  Heart Rate  LF/HF Ratio (Sympathovagal Dominance)

13. Film Clips  Neutral - Fish swimming  General Stress -Tsunami  Antigay Stress -Military  Neutral - Fish swimming  General Stress -Tsunami  Antigay Stress -Military October, 2012 San Juan, Puerto Rico

14. results October, 2012 San Juan, Puerto Rico

15. Diastolic Blood Pressure October, 2012 San Juan, Puerto Rico - Blood vessel pressure between heart beats (Resting)

16. Systolic Blood Pressure October, 2012 San Juan, Puerto Rico -The amount of pressure that is exerted on the blood vessels while the heart is beating

17. Heart Rate October, 2012 San Juan, Puerto Rico - The number of heart beats per unit of time

18. LF/HF Sympathovagal Dominance October, 2012 San Juan, Puerto Rico -LF= Low Frequency (Sympathetic Nervous System Output) -HF= High Frequency (Parasympathetic Nervous System Output)

19. Theoretical Implications  Ewart & Jorgenson (2004) -ANS force at chronic levels is a risk factor for coronary heart disease and damage. - If replicated is consistent with this theory.  Ewart & Jorgenson (2004) -ANS force at chronic levels is a risk factor for coronary heart disease and damage. - If replicated is consistent with this theory. October, 2012 San Juan, Puerto Rico

20. Clinical Implications (2) Cognitive Behavioral Approaches (A) School-Based Interventions - Sagren & Rogers (2001) discuss the importance of cognitive- behavioral and educational interventions in addressing and changing the minds of students and staff from prejudice, fear, and stereotypical thinking to accepting, understanding, and affirming sexual orientation. Serves three functions: (Sagren & Rogers, 2001) (1) positively affects the school environment and climate (2) decreases school-related stress (3) improves the protective factors, such as support and advocacy for gay youth. (2) Cognitive Behavioral Approaches (A) School-Based Interventions - Sagren & Rogers (2001) discuss the importance of cognitive- behavioral and educational interventions in addressing and changing the minds of students and staff from prejudice, fear, and stereotypical thinking to accepting, understanding, and affirming sexual orientation. Serves three functions: (Sagren & Rogers, 2001) (1) positively affects the school environment and climate (2) decreases school-related stress (3) improves the protective factors, such as support and advocacy for gay youth. October, 2012 San Juan, Puerto Rico

21. Clinical implications  Educate school staff on the specific needs of gay youth; school-based mental health programs and school-based clinicians can formulate interventions to improve physical, social, and psychological functioning and well-being of gay youth. October, 2012 San Juan, Puerto Rico

22. The End  THANK YOU AND HAVE A GREAT REST OF YOUR TIME IN PUERTO RICO! October, 2012 San Juan, Puerto Rico