Gay-Related Stressful Life Events (Rosario et al., 2002)

Prevalence of various stressor events that are specific to homosexual / bisexual status in adolescents; 12 Items, Ages 14-21

Populations: Adolescents, Young Adults
Age ranges: 14-21
Languages: English
Countries: United States

Items

Participants are asked if they have experienced each item in the last 3 months:

Increased number of arguments between your parents about your (homosexuality/bisexuality).
Increased trouble with brother or sister about your (homosexuality/bisexuality).
Increased number of arguments with parents about your (homosexuality/bisexuality).
Increased number of arguments with other family members about your (homosexuality/bisexuality).
Trouble with your teacher over your (homosexuality/bisexuality).
Trouble with classmates over your (homosexuality/bisexuality).
Losing a close friend because of your (homosexuality/bisexuality).
Increased number of arguments with a close friend over your (homosexuality/bisexuality).
Trouble with your boss or supervisor over your (homosexuality/bisexuality).
Trouble with your workmates over your (homosexuality/bisexuality).
Getting in trouble with the police because of your (homosexuality/bisexuality).
Being physically assaulted in a gay-bashing incident.

Scoring

“Therefore gay-related stressful life events were used as a separate indicator of external gay-related stress in all analyses. Specifically, we used a count of the number of stressful life events. Because the responses were positively skewed, we computed an ordinal response scale of zero (0), one (1), or two or more (2) stressful events.” (Rosario et al., 2002)

Citations

Rosario, M., Schrimshaw, E. W., Hunter, J., & Gwadz, M. (2002). Gay-related stress and emotional distress among gay, lesbian, and bisexual youths: A longitudinal examination. Journal of Consulting and Clinical Psychology, 70(4), 967-975. https://doi.org/10.1037/0022-006X.70.4.967

Scoring breakdown

Measure development

Significant design input from young people
Cognitive interviews with young people
Expert input

Validity

Unknown: Face validity
Unknown: Convergent validity
Unknown: Construct validity

Reliability

Unknown: Internal consistency
Red: Test-retest

Ease of use

Unknown: Readability

Definitions

Face validity: How well a measure appears to represent the construct it is supposed to be measuring.

Convergent validity: How well a measure correlates with other hypothetically-related measures.

Construct validity: The extent to which a measure reflects the construct it was designed to evaluate.

Internal consistency: The extent to which items in a scale capture aspects of the same construct.

Test-retest: The degree to which measurement scores are consistent over a short period of time (usually 2 weeks).

Readability: The ease with which a reader can understand the questionnaire items.

Key

Green: Meets validation criteria
Red: Does not meet validation criteria
Unknown: Evidence not available