PRESENTED BY: JENNIFER LYNN DEFEO, PHD

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

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

Idea Behind the StudyIdea Behind the Study

What happens to the body’s physiology when exposed to prejudice and/or discriminatory events?

What happens to the body’s physiology when exposed to prejudice and/or discriminatory events?



Minority StressMinority Stress Distinguishable excess stress to which individuals from stigmatized

social categories are exposed as a result of their social position (Meyer, 1991)

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


Armstead, et. alArmstead, 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.

Racism as a Stressor for African Americans

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.


Biopsychosocial Effects of Perceived Racism

Biopsychosocial Effects of Perceived Racism


Racism as a stressorRacism as a stressor

Biopsychosocial Effects: Racism perceived as stressful Coping responses to perceptions of racism Interventions and prevention of adverse

effects

Biopsychosocial Effects: Racism perceived as stressful Coping responses to perceptions of racism Interventions and prevention of adverse

effects


Racism as a StressorRacism 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


Racism as a StressorRacism 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



Gay-related StressGay-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).

Glsen Statistics (2003)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



Physiological MeasuresPhysiological 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)

Film ClipsFilm Clips

Neutral

- Fish swimming

General Stress

-Tsunami

Antigay Stress

-Military

Neutral

- Fish swimming

General Stress

-Tsunami

Antigay Stress

-Military


resultsresults


Diastolic Blood PressureDiastolic Blood Pressure


- Blood vessel pressure between heart beats (Resting)

Systolic Blood PressureSystolic Blood Pressure


-The amount of pressure that is exerted on the blood vessels while the heart is beating

Heart RateHeart Rate


-The number of heart beats per unit of time

LF/HF Sympathovagal Dominance

LF/HF Sympathovagal Dominance


- LF= Low Frequency (Sympathetic Nervous System Output)

- HF= High Frequency (Parasympathetic Nervous System Output)

Theoretical ImplicationsTheoretical 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.


Clinical ImplicationsClinical 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.


Clinical implicationsClinical 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.

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.


The EndThe End

THANK YOU AND HAVE A GREAT REST OF YOUR TIME IN PUERTO

RICO!

THANK YOU AND HAVE A GREAT REST OF YOUR TIME IN PUERTO

RICO!


Documents

PRESENTED BY: JENNIFER LYNN DEFEO, PHD