Wednesday, May 26, 2010

Plabo Neruda-Love Sonnets



from Cien Sonetos de Amor (100 Love Sonnets)

















Night on the Island

Perhaps your dream
drifted from mine
and through the dark sea
was seeking me
as before,
when you did not yet exist,
when without sighting you
I sailed by your side,
and your eyes sought
what now- bread, wine, love, and anger-
I heap upon you because you
are the cup
that was waiting for the gifts of my life.


I have slept with you
all night long while
the dark earth spins
with the living and the dead,
and on waking suddenly
in the midst of the shadow
 my arm encircled your waist.


Neither night nor sleep
could separate us.


I have slept with you
and on waking, your mouth,
come from your dream,
gave me the taste of earth,
of sea water, of seaweed,
of the depths of your life,
and I received your kiss
moistened by the dawn as if it came to me
from the sea that surrounds us.

by Pablo Neruda

















from Cien Sonetos de Amor (100 Love Sonnets)
XVII

I do not love you as if you were salt-rose, or topaz,
or the arrow of carnations the fire shoots off.
I love you as certain dark things are to be loved,
in secret, between the shadow and the soul.

I love you as the plant that never blooms
but carries in itself the light of hidden flowers;
thanks to your love a certain solid fragrance,
risen from the earth, lives darkly in my body.


I love you without knowing how, or when, or from where.
I love you straightforwardly, without complexities or pride;
so I love you because I know no other way


than this: where I do not exist, nor you,
so close that your hand on my chest is my hand,
so close that your eyes close as I fall asleep.












Sunday, May 23, 2010

Creative psychology: Singapore can be creative meh?

essay by cheryl yow

Psychology of Creativity
Using the insights from the psychological literature on creativity,
discuss the challenges faced in developing a creative society of
Singaporeans, and provide suggestions on how this goal can
be achieved.




Creativity has an intimate link with the culture of a society.
 Cultural values either promote or hinder creativity. It is doubtful
 if the British billionaire Richard Branson with his flamboyant
personality would have been able to exhibit his creativity if he had
been born in Singapore. The dichotomy between eastern and
western society displays a glaring disparity in nurturing
creativity. The individualistic culture of western society
encourages creativity while the collective culture of eastern
society like Singapore with its concern for maintaining order
breeds conformity hence diminishes creativity. Singapore
prides itself of an effective, far-sighted government making it
one of the finest cities in the world; however, being scarce of
natural resources, it has to rely completely on human
resources for its economic competiveness. Ironically, due to
much obeisance to the autocratic government, Singapore
promotes more law abiding citizens rather than creative
individuals.We will look at the challenges in creating a
creative society in Singapore by discussing its child-rearing
style, its educational system and the stifled environment;
along with some suggested ideas to promote creativity.




The first challenge is the role of child-rearing in Singapore which
prescribe how children are socialized. In Singapore, the sense of
selfhood (way of being a person in society) is dictated by
‘we-ness’. Young Singaporeans are disciplined to obey their
parents and authorities and to uphold social norms. Conflicts
are viewed negatively, so individuals who behave
unconventionally are seen as disruptive rather than helping
them to redefine boundaries. Trying to stand out like the
westerners: not having a stable job, instead, living an
unrealistic dream of a struggling artist, would deemed
unwise as 'the nail that stands out get beaten down'.
Parents' authoritative moralism focuses more on
children fulfilling their filial piety - by gaining good academic
scores and getting a respectable, well-paid job. While the
West is socialized by ‘I-ness’ where its citizens are
considered independent, separate entities who are free to
pursue their interests; and western parents playing mentors,
urging children to gain early independence and to seek their
ideals; Singaporean parents focus more on children’s
short-comings rather than complimenting their achievements
and this results in the children’s negative self-construal and
self-criticism instead of enhancing themselves.



Young Singaporeans in conforming to the ideals of their
in-groups live passively: burying their individuality resulting in
Singaporean’s closed personality: a reserved, detached
attitude. Singapore collective culture encourages people to
be face-conscious. Thus, Singaporeans are seen as ego-
involved individuals who are dictated by external forces like
seeking approval or fear of being embarrassed if their ideas
are not accepted whereas western task-involved individuals
are intrinsically motivated to create for sheer pressure.
Singaporeans being too focus on main-zi ( face value) for
fear of social embarrassment tends to focus inwardly on
themselves rather than outwardly on solving problems or
creating novelties and this results in uncreative behaviour.
Thus, ineffective child-rearing style based on ‘we-ness’
that solely socialized children to be conforming and
ego-conscious stifles their innate creativity.



The next challenge is the Singapore educational system; at
best produces hardworking students who ranked among the
world’s best academically rather than creative individuals
who could win Nobel prizes. In 1997, PM Goh Chok
Thong unveiled his vision of ' Thinking Schools, Learning
Nation' that led to numerous changes in the curriculum; yes,
Singaporeans are learning but are schools thinking? With the
‘new’ freedom several reputable schools made English
literature optional rather than compulsory because these
schools do not excelled in it, thus the ‘new’ public ranking
make them focus narrowly on outcomes that is relevant for
public ranking. (http://209.85.175.104/search?q=cache:
_96CiZQG7dEJ:www.nira.or.jp/past/publ/review/2000summer/tan.pdf+%27
problems%2B+creativity%2 B+singapore%27&hl=en&ct=clnk&cd=1).
Singapore educational system is highly competitive,
pressurising and performance-orientated; Teachers who are
burdened with heavy workload simply transmit knowledge
for exam purposes rather than inspire. Parents are overly
involved and demanding with students' performance.
Additionally, while western students can apply to study in
eminent universities by demonstrating a talent like writing
Latin verses, entry to local universities are strictly dependant
on good academic scores. Moreover, local universities do
not offer courses with low market value like anthropology
or archaeology. The unyielding focus of both the family
and society is for students to graduate with distinction that
is correlated with higher earnings potentials. Hence, the
system produces unthinking exam-smart students. Instead
of cultivating ingenious individuals, we create a society of
competitive, performance-orientated yet passionless
individuals.




In promoting creativity in Singapore, children need to be
socialized differently. Therefore, in child-rearing, parents need
inculcate a balance sense of ‘we-ness’ and ‘I-ness’. Asian’s
hallmark of close-knitted tradition ‘we-ness’ need to embrace
some degree of individuality and flexibility. Rather than taking
an authoritative stance, parents should allow some healthy
conflicts and expose children to some situations of calculated
risk to develop their ‘adversity quotient’ in order to conquer
the inevitable to achieve their dreams. Parents need to avoid
focusing excessively on academic scores and getting intensely
involved with children’s school performance; consequently,
robbing their imagination, hence, children lose their
spontaneity and idealism which is crucial to creativity.
Parents need to be more generous with children’s deserving
compliments, though not overly superficial compliments, as
these will lead to false uniqueness bias. Criticisms used
negatively will dampen one’s self-confidence, however,
constructive criticisms that focus less on emotion or ego but
more on empowerment will help children to handle setbacks
positively. Individuals’ identities are etched in the important
years of childhood and adolescence, thus effective
child-rearing will help cultivate creativity. Government
organisations like People Association, or schools can help
parents by conducting seminars like ‘Creativity and Child
Development’ to equip parents with the necessary
child-rearing skills.



While parents help to lay the foundation for creativity,
schools could further unleash and ignite children’s creativity.
To stay competitive in the 21th century, it is necessary to
revolutionize the present system of rote-learning, meaningless
memorising and performance-based exam educational system.
Lessons conducted should not based solely on passive
theoretical construct; this has rendered children immaturity
as they are not able to apply the significance of them. For
instance, my friend’s overactive son was restless and not
performing well in a Singapore school. He was then
enrolled into the American International School in
Singapore. In one of his mathematic lessons for 12
year- olds, students get to learn about the stock market
and even have a game of it. He has since performed
exceptionally well. Thus, if students are exposed to the
reality of the world, then they become inspired to apply the
learning significance in the ‘real’ world. A holistic approach
to learning with integrated real world experiences is essential.
We also need to give more platforms for students to perform
whatever they like, of wit and imagination that is unscripted
and unpredictable. Schools could also encourage constructive
conflicts such as having more frequent mini- debates on current
events across all levels. These are highly productive for
creativity.



Additionally, the way of assessing school through ranking
systems and students through performance-based exams; set
the whole society of schools, parents and children in a
 rat-race of futile competitiveness. This increases stress,
 depletes creative energy and it resulted in Singaporeans
overly practical attitude in a functionary day-to-day existence.
Assessments could be made flexible that include mastery
skills or unique talents. Government could help to allocate
more places and opportunities for individuals to display talents
as well as provide the necessary facilities for them to further
hone their skills and creativity; and more importantly help to
give recognition for talented individuals too. They will serve
as a showcase for Singapore creative individuals and will
further encourage others to do so. Besides paying the
ministers well to avoid bribery, Singapore can also pay
these unique, talented individuals well enough to create
market value for them. Teachers should have less
workload and more time to inspire. Entry to universities
should be made flexible and universities could include
more diverse courses. Families and schools could work
together to promote a crisp culture of task-involved
individuals by focusing less on mian-zi ( face value)
and by showing them that it is alright to be different
from the norm, to be wrong, or even foolish at times,
as long as they focus on contributing ideas to solve
problems or create novelties.



Finally, the environment is a crucial factor in promoting
creativity. Singapore is seen as a ‘mall country’ –clean and
green, organised and contrived. No kid with freaky hair can
be seen and most young Singaporeans look identical: tidy
and well-scrubbed too. Even Chinatown was restored into a
theme park instead of a historical site; in Italy, some restorers
of old buildings even retain the moss on the walls to preserve
its authenticity and ancient aura. Singapore needs to stop
building more malls rather it should allocate more space for
public displays of creativity: an open space for wacky
expressions or allowing artists to perform or even draw on
some roads. Moreover, creativity has been explicitly taught
in schools! What happened to spontaneity? Can creativity be
‘planned’? Singapore needs to create a little mess and
openness in its environment to breed some wacky ideas
which allow Richard Branson to create and Googles to
develop ingeniously.



Lest people think of Singapore as merely a clean, orderly
city devoid of creativity, it is time to move away from its
sterile image as a ‘cultural desert’. Singapore with its
diversity of a unique hybrid of eastern and western
cultures has immense potential for creative expressions.
Singapore should not be afraid of new ideas but do be
fearful of old ones. The empires of the future are the
empires of the creative minds.

(1560 words)



Reference:

Ng, Aik Kwang, (2001). Why Asians are less creative than Westerners, Singapore:
Prentice Hall.


Education Reform in Singapore: Towards Greater Creativity and Innovation?
by Jason Tan and S. Gopinathan.
http://209.85.175.104/search?q=cache:_96CiZQG7dEJ:www.nira.or.jp/past/publ/review/2000summer/tan.pdf+%27problems%2B+creativity%2B+singapore%27&hl=en&ct=clnk&cd=1 Retrieved 6.10. 2008

Sunday, February 7, 2010

Abnormal psychology: Defence Mechanisms

essay by cheryl yow




Question:
Psychoanalytic model of psychopathology views phobia as a
symbolic outward expression of internal anxiety.

Using the concept of defence mechanisms, one of their
important contributions, discuss the possible defences
being used by Rhea. Explain what these defence mechanisms
are and what behaviours in Rhea express their use.


Scenario:
Rhea, 26 years old has a phobia of the dark. She was
transferred to Singapore one month back. She hesitated
coming here as she had never lived on her own but the
lure of her dream job was strong. Today, after a month,
she resigned. When questioned by the office counsellor,
she replied it involved travelling back from office at
9pm: 'I could not concentrate on the job after 6pm in
fear that I have to go home alone in the dark’. She did
not want to tell anyone why she was leaving as she
‘knows’ people do not understand that she is only being
sensible in not putting herself in dangerous situations.


When she informed her parents, her mother
sympathized with her and understood her fears
as she has been fearful of being alone especially
at night since childhood. She remembers never
allowing her to go on school camps or night out
with friends as Rhea was unable to sleep without
the lights turned on and somebody looking out for
her. The mother always had to reassure her that
that her door was open to hear if Rhea ever
needed her. The mother remembers her own
childhood when she would be afraid of
the buggy man.


Rhea’s father, on the other hand, tried to
reason with her saying how safe Singapore is and
how there is enough traffic at night for her to be
not alone and not fearful. This infuriates Rhea
as, ‘he always suggests something but then does
not really do anything about it, at least my mother
will offer help like she can come and stay with me.’
When asked to elaborate she explained how her
mother and father do not have a very warm
relationship. He is a workaholic and her mother
takes all decisions in the running of the home. She
calls him a ‘weak man’ who does not have a
‘backbone’.


Her memory of her childhood is of a protective
mother ‘I am my mother’s doll. With her in my life,
I don’t have to worry about anything. She takes
care of my every need.’When questioned if she
missed not having any siblings, she replied, ‘Well,
I had one brother who, I don’t know how, died
when I was 4. But nobody talks of him so I
really don’t know what it means to have a sibling.’







Psychoanalytic perspective, Sigmund Freud’s
influential model in psychopathology, focuses on
the unconscious mind and its significant impact
on psychological disorders. Psychoanalytic model
establishes the structure of the mind: Id, ego and superego.
The conflicts between these three theoretical constructs
are referred as intra-psychic conflicts, they are
constantly in conflict. These complex unconscious mental
conflicts give rise to neurotic symptoms that hamper
mental functioning. Although it is difficult to study the
premises of psychoanalytic theory scientifically, many
insights from psychoanalysis help us to understand our
unconscious urges. Defence mechaniisms, an important
contribution of psychoanalysis- are the psyche way to
help us deal with our anxiety. We will look into the
 nature of phobia and the causes of Rhea’s
nyctophobia; then we will examine the dynamics of
Id, ego and superego including Rhea’s use of specific
defence mechanisms to deal with her fears and insecurity.




Anxiety helps an individual escape an anticipated
threatening situation that has no immediate threat to
his well-being. Everyone experiences a variety of normal
anxieties. Having some anxieties is helpful,; it can
prepare people in handling unsetting and challenging
situations. Only when an anxiety persists that it becomes
a phobia- an extreme, severe, persistent fear of an object
or a situation that severely limited one’s life. Anxiety is
a fear of ‘nothing’ (no immediate threat) and phobia is a
fear of something (symbolic). Phobia is a symbolic outward
expression of internal anxiety. Nyctophobia is a frenzied
fear of darkness, usually started from childhood. It is
triggered by the mind’s flawed perceptivity of what could
happen in the dark or what darkness symbolizes . The
Darkness phobia is usually associated with security: the
fear of the loss of a personal connection and separation
from loved ones or fear of being left alone and unable to
find a person when needed or fear of abandonment.



In Rhea’s case, her phobia is probably caused by four
factors. Firstly, her mother’s fear of the buggy man
(an imaginary being) and also the her own fear of being
alone at night might have influenced Rhea. Secondly, her
mother considers Rhea’s father a ‘weak man with no backbone’
and this leads to the unconscious internalization of her
mother’s values. As a result, Rhea describes her father
as a passive, undemonstrative man who ‘always suggest
something and does not really do anything about it’ when
she informed him of her fears. This further highlights the
fact that the father is unable to protect her from her
phobia. Thirdly, Rhea’s parents did not have a warm
relationship. Her father is a workaholic and he might not
be too involved with the home and certainly lacked deep
bonding with Rhea during her childhood. This could
contribute to Rhea’s insecurity – loss of a personal
connection with her father (father represents the
protector of the family) and the unconscious fear of
‘mental’ abandonment (by her father). Lastly, and the
most significant factor is the death of her brother when
she was four; this triggers her fear of separation from
loved ones. Rhea family’s avoidance from the painful
reality of her brother’s death is obvious as no one talk
about his death even when Rhea is already an adult. Without
an outlet for the proper grief of the death of her brother,
that pain is forever trapped within her mind. Her mother
has unknowingly contributed and extended Rhea’s phobia
by not seeking treatment for her phobia.



Sigmund Freud’s Psychoanalytic theory categorizes human
personality into three essential parts: Id, Ego and
Superego. Personality, according to Freud is the conflict
between biological impulses and social restraints that are
internalized. Id is the dark, negative part of our
personality which leads to the construction of neurotic
symptoms. It begins at birth and it is the repository mass
of inherited instinctive impulses (food, water) and drives
(primitive, sexual, aggressive). Id, the animalistic nature
operates within the pleasure principle demands instant
self-gratification. Id is often egocentric, illogical,
irrational and amoral. Ego operates differently, it is the
conscious mind that develops when the child understands
reality and acts realistically. Ego is logical, rational
and realistic. Ego is the defensive operator, composed of
forces that opposes oppose id’s drives. Superego, the
ethical element, emerges once the child learns about moral
values instilled by one’s parents and culture (society's
norms, taboos). Superego’s idealism is the conscience based
on values, guilt and shame. It abides by moral principles
and strives to act in a socially appropriate manner.


Intra-psychic conflicts arise when the emotional Id ruled by
the pleasure principle demands instant self-gratification
while Ego driven by the reality principle is logical and
rational whereas Superego abide by the moral principle is
concerned with conscience. Due to their conflicting
objectives, they tend to stand in opposition to each
other’s values and desires. Ego controls Id impulses by
being realistic and Superego seek to inhibit Id’s desires
and convince ego of more moral goals rather than realistic
ones. An interesting example would be: Mr Davies
walks into a café and sees an attractive lady who
smiles at him and his Id thinks ‘I like to walk up to
her and kiss her in the middle of the café’. The ego
would say ‘You can’t just goa nd kiss any attractive
woman that you don’t know publicly. You should
get to know her first’. Superego moralises and
snaps ‘You can’t do that, you are married!’ Id
represents instinctual biological impulses (sexuality,
aggression). The Id’s impulse to kiss an unknown
woman publicly conflicts with Ego’s rationality as well
as the ideals of Superego. These conflicts invoke
anxiety and Ego, the mediator, would then try to pacify
and compromise both Id and Superego. To reduce
anxiety Ego would use defense mechanisms. Defence
mechanisms are used unconsciously to reduce tension
by covering up our threatening impulses.



In Freudian psychoanalytic theory, defense mechanisms are
psychological strategies to cope with reality and to
maintain self-image. Defence mechanisms provide a refuge
and protect us (our ego) from social sanctions and
anxieties. Everyone uses defence mechanisms. Defence
mechanisms only become pathological when its persistent
use leads to maladaptive behavior that adversely impair an
individual’s mental and physical functioning. Ego employs
defence mechanisms when anxiety (feelings of guilt, shame,
embarrassment) becomes overwhelming to protect the
individual; taking defensive action towards the perceived
danger. All defence mechanisms unconsciously block impulses
by distorting, transforming or falsify reality. In
distorting reality, there is a change in perception which
reduces tension and lessens anxiety. Through defense
mechanisms, the ego tries to eliminate anxiety.


In Rhea’s case, she is using some defence mechanisms known
as denial, regression, projection as well as introjection.
Denial is the refusal to accept external reality by not
acknowledging its existence or occurrence because it is too t
hreatening or too painful.. Rhea is unconsciously denying pain
from the death of her brother because she and her family
could not accept the reality of it; that is why nobody talks
about it and she does not even know how her brother died
(implicitly denying its occurrence). Repression blocks
disturbing thoughts or experiences from conscious
awareness. An unacceptable fear is repressed into the
subconscious mind which then search for a substitute- for
something symbolic to which the original feelings of
anxiety and fear can be transferred into. Rhea must have
repressed the unacceptable fear of her brother’s death and
the lack of her father’s presence and protection. Thus the
subject of her phobia- darkness actually masks her real
fear of insecurity and abandonment by loved ones.




Projection: falsely attributes own unacceptable feelings,
impulses or thoughts to another individual or object. Rhea
has projected her fear and perhaps guilt into something
symbolic – darkness. Introjection – the process of
unconscious appropriation of an external happening or
assimilation of the characteristics of a person into
one's psyche. Rhea has certainly assimilated her mother’s
fear of being alone at night, her mother’ s belief – of her
weak and not protective father and her parents’ attitude
of her brother’s death.




The purpose of psychoanalysis was to bring repressed
memories, fears and thoughts back to conscious
awareness. Relaxation techniques are helpful:
visualization (of floating on a cloud) and deep breathing.
With proper child therapy, usually involving play therapy
in the dark (for darkness phobia), Rhea could have
recovered. The key to resolving phobias is to overcome
them. Therapeutic experiences of realization are used
to show how these mechanisms are no longer appropriate.
When a patient fully understands the repressed feelings,
the fear will become manageable or will disappear.



Carl Jung, the Swiss psychiatrist, wrote about the shadow
aspect of our psychology : every person has a shadow, which
is made up of anything unconscious, repressed, denied or
undeveloped. (Carl Junghttp://en.wikipedia.org /wiki
/Carl_Jung) However, he also claims that this shadow also
contains light - our undeveloped potential and tremendous
creativity. The shadow is therefore an aspect of ourselves
that we should get to know instead of avoiding it. With
proper therapy the phobic individual like Rhea will be
able to resolve her fears in her shadow of darkness that
had impaired her life and activities for too long and
instead unleash her hidden creative potential.


(1503 words)




Reference

Barlow, D.H., & Durand, V.M. (2009, 2005). Abnormal psychology: An integrative approach (5th ed.). Belmont, CA: Wadsworth.


McQuade, J (2007). Sigmund’s Freud’s Psychoanalytic Theory. Retrieved 28 February 2009
HTTP://WWW.ASSOCIATEDCONTENT.COM/ARTICLE/424863/SIGMUND_FREUDS_PSYCHOANALYTIC_THEORY_PG2.HTML?CAT=47


Berryhill, K. Three Major Concepts of Psychoanalytic Theory - A Brief Summarization. Retrieved 28 February 2009 http://ezinearticles.com/?Three-Major-Concepts-of-Psychoanalytic-Theory---A-Brief-Summarization&id=1394331

Psychoanalysis: psychopathology ( Mental Disturbances). Retrieved 28 February 2009 http://www.psychotherapy.ro/resources/psychotherapies/psychoanalysis-psychopathology-mental-disturbances/


Cadena, C. (2007). Underlying Cause & Origin of Darkness Phobia in Children. Retrieved 28 February 2009
http://www.associatedcontent.com/article/446913/underlying_cause_origin_of_darkness_pg2.html?cat=25


Carl Jung. Retrieved 28 february 2009
http://en.wikipedia.org/wiki/Carl_Jung

Abnormal psychology: Cognitive theories of depression

essay by cheryl yow


Scenario:
26 year old Mary has been depressed for months.
Her boyfriend of two weeks left her. Rita, her
childhood friend suggests that Mary sees a
therapist. Mary replies, ‘What is the point?’
 I think I am meant to be alone, I can never find
one who can love me, and I have nothing
special to offer.’


Rita assures her that she has many positive
qualities, e.g.; ‘You look great, you have a good
job, you are educated and not to forget what a
sincere friend you are’. Mary is hardly
 impressed and says, ‘What good looks?
Remember in university, I only got referred to as
‘pretty’, not beautiful.I am no more special than
anyone else, my job is average, I am not the CEO,
I am never going to be really successful, and I am
only a graduate, not even with honours. I just
cannot excel at anything, if I was meant to be
happy like you, why should I have inherited my
mother’s illness; she suffered just like I am’.


Question:
Describe how a cognitive therapist would explain
why Mary is experiencing depression.



Cognitive theories of depression emphasize the role
of irrational thought processes. American psychiatrist
Aaron Beck proposed that individuals learn to view things
negatively during early childhood. Depressed people tends
to view themselves, their environment and the future
negatively because of errors in thinking. Depressed people
commonly acquired negative views through abusive rearing
style of parents, critical parents, loss of loved one or
social rejection of friends . This could give rise to
‘depressive’ personality traits – self-criticism,
excessive scepticism, gloominess, pessimism, and people
with these traits appear at greater risk for depression.
We will look into the cognitive explanation for Mary’s
depression by looking into the cognitive revolution and
the three major features of cognition- depressive
cognitive triad, cognitive errors (arbitrary inference,
over-generalisation), negative schemas as well as learned
helplessness and hopelessness theory.



The ''cognitive revolution'' emerges as a reaction against
behavioral interpretations of depression. Behavioural
approaches to depression were popular until the early 1980’s
after which they were overtaken by cognitive perspectives.
Behavioural theorists ignore the impact or meaning of the
emotions in depression, instead they saw emotions merely
as drive mechanisms implicated in the processes of positive
and negative conditioning. Modern cognitive theories emerged
when psychologists, rejecting exclusively consequence-based
explanations of behavior, began to elaborate their own
interpretations of learning. Cognitive perspective, in
understanding depression, focuses not on observable
responses but on the inferred mental processes. Cognitive
processes and activities such as information processing,
mental representations, and expectations are central
to the cognitive interpretation of depressions.


Regarding Mary’s case, her boyfriend of two weeks has left
her and she has been depressed for months. Any breaking off
of a relationship is upsetting, it can cause anxiety which
later leads to depression. The quality and quantity of time
they spent together during those 2 weeks is an important
consideration- from having one or two short dates a week
to living together everyday for two weeks -the longer one
spends with the other the more time for bonding thus it
gets harder to part. A relationship that short may not have
impacted most people, however it all depend depends on the
context and the meaning an individual attaches to a
relationship. It depends how intense the relationship was,
have they already reached a point where they were
already intimate physically or were they just merely
holding hands. The more intimate a couple is the harder
it is to lose the other. Again, whether a person in this
situation would have depression also depends on the
individual’s personality. Mary’s boyfriend whom she had
only known for 2 weeks had left her and she was depressed
for months, yet another person in the same situation might
just cry for a night or two and then choose to start
partying to meet other potential suitors. Thus depending,
how intense andhow intimate the relationship has developed
in those two weeks and also the individual’s personality,
depression may or may not occur.



Beck suggests that depression is due to dysfunctional
cognition. There are three major features of cognition.
Firstly, the ‘depressive cognitive triad’: this consists
of negative cognitions concerning oneself (e.g. “I am
undesirable, worthless and inadequate”), the world
(e.g. the world is defeating and overly demanding), and
the future (e.g. “I am always bound to fail and to suffer”).
Mary comments that she was only referred as ‘pretty’ not
beautiful, that she is not more special than anyone else,
she is only a graduate and her job is average shows her
extreme self negativity. ‘I think I am meant to be alone,
I can never find one who can love me,..’, ‘I am never going
to be really successful.’ tells us that Mary is certainly
very negative about her immediate world and her future.



Secondly, faulty thinking or cognitive errors in the
cognitive triad of which a number of errors have been
identified, e.g. arbitrary inference and
overgeneralization. Arbitrary inference refers to a
depressed person who focuses on the negative rather
than the positive aspects of a situation – even the
smallest setback becomes a major tragedy. In Mary’s
case leaving a boyfriend of only 2 weeks seems to her
more like she is leaving a boyfriend of 2 years. When
Rita, her best friend, suggests that Mary should see a
therapist, she replies, ‘What is the point?’ I think I
am meant to be alone, I can never find one who can love
me, and I have nothing special to offer.’ This reflects
Mary’s negative attitude even when the break-off was
months ago.


Overgeneralisation, another form of cognitive errors,
is when one tends to overgeneralise one’s negative
situation as we can see from Mary’s response that she was
meant to be alone and that she will not be able to find
someone who could love her and that she ‘just cannot excel
at anything’. Mary overgeneralizes the negativity of her
one break-up and believes that her future holds impending
gloom for her. In time these practiced thinking errors
becomes ‘automatic negative thoughts’. People are usually
only partially aware of their automatic thoughts; however
they exert a great influence over how they view the world
and accordingly behave.



Thirdly, schemas; these are hypothetical cognitive
structures that influence the screening, coding and
organization of environmental information. Negative schemas
are learned from early unfortunate interactions with the
environment, especially with significant others. Beck
theorized that individuals may develop a deep-seated
negative schema after some negative events during childhood.
Early experience can shape maladaptive attitudes and beliefs
in the child. Dysfunctional schemas (e.g. “I must do
everything perfectly or else I’m a failure”) can predispose
people to distort events in a way that leads to depression.
It is thought that dysfunctional schemas and beliefs can lie
‘dormant’ for a number of years until a series of events
‘re-awaken’ the schematic beliefs which then activate the
cognitive triad.Mary could not believe that she could be
happy - ‘why should I have inherited my mother’s illness;
she suffered just like I am’. Though inheriting her
mother’s depression, Mary will be more vulnerable to
stress and depression, but also growing up with a
depressed mother (the environment) could even
further intensifies her vulnerability to it. Becks
suggests these cognitive errors and schemas are automatic,
unconscious, individual individuals might not even know
they are thinking negatively or illogically. Thus
depressive cognition seems to emerge from automatic
processing of information and distorted views.


Learned helplessness theory, a related but differing
cognitive perspective is proposed by Seligman (1975,
cited by Barlow & Durand, 2009). Learned helplessness
is a learned belief that one cannot control the outcome of
events. In this view depression is seen as faulty learning
regarding personal locus of control that is -when one is
subjected to negative events seen as outside of one’s
control - hopelessness, passivity and depression result.
Rats that received occasional shocks, can cope with them
by doing something to avoid them ( pressing a lever).
However, if they are not able to do something to avoid
these shocks, they will become anxious, helpless and
depressed as they had no control over difficult
life events. Seligman suggests that learned helplessness
(also referred to as conditioned helplessness) occurs in
individuals as a form of depression.Long-time exposure to
uncontrollable and inescapable events leads to apathy and
pessimism . When all attempts to escape or avoid negative
situations have failed, people give up and an attitude
of learned helplessness develops. In Mary’s case, if she
feels that she is not in control of this negative
situation she might lapse into learned helplessness.



Another cognitive perspective suggests that depression
results not only from ‘learned helplessness’ but also
from hopelessness. The hopelessness theory attributes
depression to a pattern of negative thinking in which
people blame themselves for negative life events and view
the causes of those events as permanent. Thus people with
depression often experience feelings of guilt, self-blame
and worthlessness. They may interpret a minor failing on
their part as a sign of incompetence or interpret minor
criticism as condemnation. In some cases, people with
depression may experience psychotic symptoms, such as
delusions (false beliefs) and hallucinations (false
sensory perceptions). People with major depression may
experience such extreme emotional pain that they consider
or attempt suicide.



Mary’s depression, according to cognitive perspective is
due to faulty cognition during childhood (much influenced
by her mother who also has depression): depressive
cognitive triad, cognitive errors (arbitrary inference,
over-generalisation), negative schemas that leads to learned
helplessness and hopelessness theory. Once we understand and
spot these cognitive errors and distorted schemas we can
correct it to prevent potential depression.


(1416 words)





Reference:

Barlow, D.H., & Durand, V.M. (2009, 2005). Abnormal psychology:
An integrative approach (5th ed.). Belmont, CA: Wadsworth.

Abnormal psychology: Confidentiality vs Duty to Warn

essay by cheryl yow



Scenario:
Amanda is suffering from acute post traumatic
stress disorder for the last six months. Three years
back she was a victim of date rape. She did not
report the incident, believed it was an accident,
and moved on. Six months back she had a panic
attack while watching a movie and had to be
helped by friends to return home. She did not
leave her apartment for a week. Her friend
cajoled her to take help.


The social worker, Jane has been working with
her since and it took her months to develop a good
working alliance and earn Amanda’s trust and
 confidence. But yesterday Jane found out that
behind Amanda’s anxiety is rage. She is
expressing her plan to kill her rapist whom she
finds is enjoying life, succeeding in his career and
now planning to get married when he should have
been in prison. In Jane’s assessment, Amanda’s
plan is well thought out. Jane finds herself caught
in her promise of confidentiality
and her duty to warn.




Question:
Discuss the ethical code provided by American psychological
Association (APA) on this subject.




Psychological treatment, by necessity, entails the
disclosure of extremely sensitive, private information.
The significance of confidentiality is reflected in the ethical
and legal obligations to protect the patient’s privacy. A breach
of confidentiality will harm the patient and expose the
psychologist to a malpractice lawsuit. Although psychologists
have to preserve the confidentiality of their patients, there
are circumstances under which this confidentiality may be
breached such as danger to self and others – committing
suicide, homicide or child/wife abuse. How to ethically set
patient confidentiality boundaries – the balance of the
rights of the patient with the responsibilities of protecting
the society is controversial. This essay addresses the issue
of confidentiality in the above situation of Amanda, who is
suffering from acute post traumatic stress disorder, and by
revealing her plan to kill her rapist, placed Jane, her
social worker, in a dilemma. We will look at the American
Psychological Association’s (APA’s) Ethical code in
maintaining confidentiality and in disclosure; and evaluate
the conflicting values of Jane’s duty to protect and her
duty to warn.



The American Psychological Association’s (APA’s) Ethical
Principles of Psychologist and Code of Conduct serve to guide
psychologists toward the highest ideals of their profession.
These ethical principles in the Ethics Code set forth
psychology’s core values and they play a fundamental role in
setting its ethical parameters. In APA’s 4.01 - Maintaining Confidentiality: it states that the ethical responsibility
of psychologists is to safeguard information they receive
in the course of their practice.


The patient, Amanda, has the right to expect all
communications and records pertaining to her case to be
confidential. The real meaning of trust is that one may tell
all from the depth of one’s soul to another confidentially
and believe without doubt, that the information given is safe
unto death. As it had taken Jane months to be able to gain
Amanda’s trust and confidence in a special therapeutic
relationship, breaking that trust would further worsen
Amanda’s condition and expose her to more harm. A patient
must be able to trust the therapist without a second thought
to information being disclosed to his/her personal detriment.
If this assurance of absolute confidentiality is not honoured
and results in broken trust; it will deter future patients
from seeking psychological treatments or therapies.


An ethically exigent issue in the psychology profession is
the principle of confidentiality and the dilemma it causes
in society. This ethical dilemma arises when two of the
values found in the ethical principles conflict. The duty
to warn in APA’s ethical code has created a principled
dilemma for psychological professionals. Jane faces a moral
problem; she has to choose between –the duty to protect
Amanda, her patient or the duty to warn the rapist or
appropriate authorities of the potential danger. This
creates a potential problem for psychologists, who must
adhere to APA ethical standards, which advocate that under
most circumstances psychologists do not disclose
confidential information without the prior consent of the
patient. Thus ‘to maintain patient’s confidentiality’
conflicts with ‘duty to warn’.



In another similar dilemma, John, a psychologist is the
principal investigator for the ‘Assist’ Project, which is to
identify behavioural trends among HIV+ adults in New York
city. Participants were recruited from HIV/AIDS support
groups. One participant tells John that she is having
unprotected sex with her boyfriend and that her boyfriend
does not know about her HIV status. She has no plans to
reveal her condition. Here, the duty to preserve patient
confidentiality clearly conflict with the need to inform
past and present contacts of an HIV-infected patient of
possible exposure to the virus. Under Principle E: Respect
for People's Rights and Dignity, the APA’s Ethics Code
states that psychologists should respect people's rights
and dignity, including their rights to privacy,
confidentiality and autonomy.
(http://www.onlineethics.org/CMS/research/rescases
/gradres/gradresv3/ hivaffect.aspx).
Thus, Jane needs to seriously consider Amanda’s rights,
autonomy and dignity.




Additionally, there are no clear boundaries that
psychologists can determine whether a patient is dangerous
or not. One may say ‘ I am so angry I could kill him now!’.
Is this said in a fit of anger that does not carry any
threat or to what extent will the patient really executes
this perilous action? Since Jane had found out that behind
Amanda’s anxiety is rage she needs to determine to what
extent will Amanda really set out to harm her rapist. It
could depend chiefly on the intensity of Amanda’s rage
and anxiety. We can never be sure how accurate are
therapists are at predicting who will or will not be
dangerous. In a recent shocking local case, where a
70 year-old taxi driver, Mr Ong Kah Chua set MP Seng
Han Thong on fire by pouring a bottle of thinner! Mr Ong
was angry just because he did not received any hongbao.
A neighbour described Mr Ong as a quiet, reserved and
caring man. He only started acting strangely
(ran up and down the corridorfor no apparent reason)
after his wife moved out to live with their son to
babysit their grandchildren. It is inconceivable and
unpredictable how a quiet, reserved man, even if he has
been acting a little strange lately ( don’t most of us act
a little strange at times, even when we are ‘normal’?)
to resort to such a violent action for a ridiculous
reason. Although he has been in and out the Institute of
Mental Health, no warning was given by his therapist.


This issue of confidentiality and disclosure were the
subject of a tragic case known as Tarasoff v. Regents of
the university of California. In 1969, Prosenjit Poddar,
a graduate student, killed a female student, Tatiana
Tarasoff,after she rejected his romantic advances. He was
diagnosed as having paranoid schizophrenia and had confided
in his therapist that he wais going to kill Tarasoff. The
therapist did inform the campus police and Poddar did
assure the police that he would not commit the crime.
However, Tarasoff’s family sued the university and the
therapists, insisting that they should have warned Tarasoff
of the danger. The Tarasoff case has since been used as a
standard for therapists to warn a client’s potential victims.


Consequently, the Supreme Court of California stated ‘The
protective privilege ends where the public peril begins’
in other words, whenever conflicts arise, safety should
receive priority. California law now advocates that a
psychotherapist has a duty to warn a third party only if:
the therapist actually believed that the patient posed a
serious risk of inflicting serious bodily injury upon an
identifiable victim. The California Supreme Court has
also ruled that threats must be specific: Therapist does
not have to warn if the client makes non-specific threats
against non-specific people.
(http://education.ucsb.edu/csbyd/ED165/docs
/ED165-ethics-Oct-2008.pdf).


This limit to confidentiality has since been highlighted
in the APA Ethical Principles of Psychologists and Code
of Conduct – Disclosure 4.05 states (b)
Psychologist may disclose confidential information-
(3) to protect the client/patient, psychologist,
or others from harm (http://www.apa.org/ethics
/code2002. html). This duty to warn refers to the
responsibility of a therapist to breach confidentiality
if a patient or other identifiable person is evidentially
in clear, imminent danger. The therapist must determine the
degree of gravity of the threat and notify the person in
danger and others who are in a position to protect that
person from harm. Psychologists must maintain
confidentiality and discuss limits of confidentiality
at outset. In John’s case (HIV ‘Assist Project) he could
change his informed consent in future research to include
the notification that confidentiality will not be
maintained if participants indicate that they have placed
an identified person at risk of harm.


Jane’s dilemma could now be eased based on the ethical
code of conduct in Disclosure 4.05. She should tell Amanda
the limits of confidentiality before beginning the
counselling sessions. In assessing Amanda, she should
determine the gravity of Amanda’s threat. Jane believed
Amanda’s plan is well thought out and this indicates that
the threat is serious and is not merely said in a fit of
anger. Moreover, the threat of ‘to kill’ is specific: not
to harm or to injure but ‘to kill’. Furthermore, the person
Amanda wants to kill is a specific person - the rapist. The
rapist is now clearly in imminent danger of losing his life.
Endorsed by Disclosure 4.05 Jane would not be accused of
breaching confidentiality, instead she has the
responsibility to warn the potential victim. In doing so
Jane could prevent an imminent tragedy from happening, she
would have saved a life (though the rapist deserved to be
punished but certainly not by death) and prevented
Amanda from being committed to a mental institute or a jail
term or a death sentence!


The debate whether patients with disorder need protection
from society or society needs protection from these patients
is endless. Resolving an ethical dilemma entails identifying
the pertinent values and evaluating those competing values.
There is no single, definite way of thinking about what it
means to be an ethical psychologist. Mental health
professionals must consider both individual and societal
rights and responsibilities. Confidentiality is required to
protect patient’s identity but more importantly is; in order
to protect the patient from committing an imminent
regrettable crime and to protect the potential victim from
a fatal situation; it is inevitable that in honouring the
duty to protect, the discerning psychologist must
serve his or her duty to warn.

(1552 words)




Reference
Barlow David. H. et Durand V. Mark., (2009). Abnormal Psychology, an integrative approach, USA: Wadsworth Cengage Learning

Reethompson .Psychological Therapy and Confidentiality. Retrieved 5 February 2009 http://www.allfreeessays.com/essays/Confidentiality-Mental-Health/6458.html

APA Assembly. Confidentiality, Disclosure, and Protection of Others. Retrieved 5 February 2009
http://www.psych.org/Resources/OfficeofHIVPsychiatry/HIVPolicy/PolicyStatements.aspx

2002 American Psychological Association. Ethical Principles of psychologist. Retrieved 5 February 2009 http://www.apa.org/ethics/code2002.html

Sunday, January 24, 2010

Psychology: An Experiment on Contemporary Gender Roles

conducted by cheryl yow


















Title
Male and female’s contemporary views
of gender roles in Singapore.


Abstract
This study aims to discern the extent that contemporary
gender roles are linked to our biological sex. The
capricious nature of contemporary gender roles gives rise
to confusion in self-identity and renders self-destructive
behaviours, including suicidal thoughts. It also seeks to
address the general reaction towards the acceptance of
homosexual/intersex gender roles and a possibility of a
‘sexless’ society. Results shows that though contemporary
roles of women are acceptable, some traditional gender
roles still governs and influences self-identity whereas
the roles of homosexual/intersex people are still perceived
negatively and that a ‘sexless’ society seems inevitable.
Two structured interviews were conducted separately with one
male and one female participant. The recorded interviews
were transcribed and analysed.



Introduction
The aim of this study is to distinguish the male and female’s
contemporary views of sex and gender roles in Singapore
context. The erratic nature of gender roles and its rapidly
changing ideals culminated in gender roles conflicts that
are extremely destructive and confusing. Some current female
sex roles depicted in our society - the excessive promotion
of desirable appearance and beliefs (being thin is desirable),
are psychologically damaging (resulting in eating disorders)
and are incompatible with reality. Male gender role conflicts
are associated with problematic interpersonal and
self-destructive behaviours –from emotional inexpressiveness
to the drive to amass money, power and sexual partners; thus
enacting the rigid, traditional male characteristics. Men who
experience these conflicts feel less positively and are less
willing to seek treatment. Interpersonal psychotherapy is
highly recommended as a support for restrictive performance
of traditional male roles.


A recent study has revealed the high rates of suicidal
thoughts amongst men and women primarily in early adulthood.
This indicates the pressing mental confusion of the demands
of sex roles at this crucial age where the idea of self
identity is of utmost important. The increase in the suicide
rates of young men in many countries seems to indicate a
greater problem with male gender roles. Suicide
researchers should pay more attention to these roles
and attitudes at this critical age. There is a rising
awareness that gender role issues are pressing and need to
be incorporated into treatment planning in counseling and
therapy.


In our contemporary society, men and women perform distinct
gender roles- which are supposedly biologically determined.
If traditional sex roles are biologically programmed then we
would expect such roles to be universal, however this is
evidently not the case. Are we correct to assume that
traditional gender roles are absolutely correct? It is more
likely that society and not biology determines our gender
roles. The media is powerfully reinforcing these cultural
gender roles and society forces people into certain
unyielding roles that are considered proper.


A study by Margaret Mead found the Tchambuli tribe
displayed reversed gender roles that are prevalent in
our society. The women are the sexual aggressors
and the principle workers, and they are dominant
and controlling. In contrast, the men are emotionally
dependent on the women, vain about their
appearance, and are irresponsible. There is an innate
belief that masculinity and femininity are opposites. This
dichotomy when taken to the extreme is detrimental. This
study, though not ambitiously conducted; endeavour to probe
into the opinions of two Singaporeans who are existing in
the midst of the prevalent gender roles’ confusion as well
as been brought up with the ideals of traditional gender
roles.


Method
In this experiment, two separate semi-structured interviews
were conducted in English in a quiet Japanese restaurant.
There are fifteen questions in each interview
(a duration of around twenty minutes). There are only two
participants, one Singaporean male, an engineer and one
Singaporean female, a housewife, of similar age – 47 years
old. Participants’ names have been changed to protect their
identities. Participants were told that their interviews
will be recorded and that they will be used solely for the
purpose of this study.


The interviews are conducted solely by the researcher.
Both interviewees were interviewed separately so that their
responses will not influence the other. They do not know
about the topic until the interview. The reason for this is
to elicit spontaneous and genuine responses rather than
carefully designed answers. Both interviews start with a
brief introduction of the topic - Sex and gender roles. Then
the questions were asked in exactly the same order for both
interviewees. The interviews were recorded using a MP3
player, and transcribed with a pen on paper. The transcribed
texts were then typed into a laptop computer and thematic
analysis is conducted on the discourses. Participants were
each given a synopsis on the intersex phenomenon at the end
of the interviews.



Analysis
The research question is how do male and female views
contemporary sex and genders roles in Singapore. The
findings show that family values and peers, play an
important role in instilling gender roles and the media
helps in blurring these gender roles although some innate
characteristics are distinctly male or female. Modern
women dual roles are viewed as both positively and
negatively whereas the modern sensitive men,
homosexuals and intersex people are frowned upon.


Parents greatly influenced participants with the distinct
roles (both have domineering fathers and submissive mothers)
they assumed in the family and by assigning distinct gender
roles to their children. Peers also have a significant
influence in their gender roles: With peers, Philippe
experienced their dominant‘man’ conversations and Lisa grew
up with the impression that girls are expected to be vain,
desirable and dependable.



Both participants feel that media has an impact in
delivering contemporary gender roles, blurring the
distinction in gender differences –Macho Philippe realised
that ‘Women are also professional,… can be good as man
(Philippe, 40) ‘… that man are not always superior towards
the other gender’ (Philippe, 41/42). ‘Could be a marketing
tool, they don’t want to restrict just selling to the ladies,
like hairgel ‘Gatby’ gel for man, they will also show some
women need it’ (Lisa, 65-67). In other areas like fashion or
reading magazines, it appears to merge more –‘like Hip Hop
wear, female, male can wear too’(Lisa, 72/73) ‘…female
magazines have articles for men…(Lisa, 77) you make more
dollars if you open up to both men, women’ (Lisa, 82/83).


Their opinions on gender differences in intelligence,
academic studies and career choices, has shown no
distinction with more women taking engineering jobs.
However, participants claimed that there are some
differences in cognitive processing - in women being more
organised, detailed and able to multi-task while men only
need to see the big picture to get things done; and in
emotional differences, women are considered more
‘emotionally’ built than men and tends to get depressed
easily.


Both participants agreed that while modernisation has
equipped women with more financial opportunities , it has
also robbed her of her significant nurturing roles for the
children; and for the men, it erodes their manliness. The
idea of the modern, softer and sensitive new age men is
taken negatively by both participants.


On homosexual/intersex’s gender roles, both participants
exhibit instant repulsion and aversion. ‘I am very
religious-based, from what we are taught, there is no such
thing of having a sexual identity crisis’ (Lisa, 217/218).
‘I think they are very screwed-up’ (Phillippe, 169)).
Homosexuals/intersex with their ambiguous gender roles are
seen as outcasts.


Finally, on what it really means to be a man or a woman,
both participants still adhere to the traditional values
of men being the main provider and women are seen to be
associated with nurturing the home.


Discussion
Family and peers play a significant role in instilling
gender roles in children. These gender roles bestows a
strong sense of identity in children and help them to
integrate into the society. This seems to confirm
Erikson’s psychosocial theory, the shaping of a core
identity in adolescence where the idea of a distinct
self-identity is significantly influenced by family and
peers. This core identity may compromise or incorporate
new ideals yet the core traditional values were never
entirely abandoned; they can be bent but not entirely
broken.


Both Philippe and Lisa grew up in the 60s and 70s where
traditional roles were not deeply tainted with gender roles
confusions, has rendered them an unshakable conviction in
their strong sense of identity- Lisa, sees her traditional
role as binder in the family to build a warm home( 283-288)
and Philippe reaffirmed his male role as being dominant,
in control, the hunter, go and get what he wants, and
provides for the family (222-237).


Modernisation is seen as a double-edged sword, on one hand
liberating the women - by having more earning power renders
them to be less submissive, thus developing a more assertive
quality but on the other hand their nurturing nature seems
to degenerate. Thus having more to contribute financially may
incur the price of robbing their children of precious time,
bonding and affection. Men seem to accept women’s financial
contribution favourably only if children are not deprived of
her nurturing role.


The modern, new age, sensitive man appears to be a negative
phenomenon. With the women becoming more assertive and
dominant, there is an increasing apprehension that men are
losing their distinguishing characteristics – dominance,
leadership and manliness. Another implicit assumption is
that the ‘softened’ version of the male gender might result
in losing the ‘man’ identity and consequently, might
encourage the ascent of homosexual ideals. Homosexual
/intersex relationships are being frowned upon, they are
seen as an abnormality rooted in mental or emotional
disorders.


The idea of a ‘sexless’ society is an uncomfortable thought.
A sense of something ominous, a perception most would prefer
to avoid, as Philippe (‘it seems to be going that way,(207))
and Lisa (‘nothing is going to stop it’, ‘it is going in
this direction now’ (231) have envisaged with resistance.
Some homosexuals who assigned pseudo-male and
pseudo- female gender roles to themselves are
influenced by the society’s idea that distinct gender
roles confer a workable self-identity. However,
there are also many homosexuals who are able to
 live with neutral ‘non-gender’ roles successfully,
sharing equal responsibilities and these
responsibilities are assigned to the one most suitable for
it and that reap benefits for the couple. In conclusion,
this study shows that gender roles have become more
flexible, however traditional gender roles still have
significant influence in self-identity.



Reflective analysis
Qualitative research methods using the Hermeneutic
approach are profoundly effective in eliciting
individual’s values, belief and ideals. The detailed
analysis of meanings reveals valuable subjective,
psychological and social meanings. Some in-depth meanings
are not easily articulated in daily conversations and need
to be probed into to elicit implicit meanings that
participants themselves may not even be conscious of.



For example, the participants’ aversion of sexual disorders:
even when substantial evidence points to the inevitably
ambiguous sex organs of intersex people, they reacted with
repulsion and disbelief, lacking the sensitivity and
sympathy as they would have for an abnormal, inseparable
twins. What is the inner significance of this aversion? The
researcher is deeply affected by the general lack of
sensitivities and support for intersex people.


The general public are not aware of this, including the
researcher until the research for this study. This
secretive hiding of the intersex phenomenon is not healthy.
They should be equally understood and accepted by the
general public.


The researcher’s personal upbringing experience differs
greatly from the participants. She was brought up
single-handedly by a domineering mother. There was a
significant lack of male presence in her upbringing.
Roles to her, should not be allocated according to
distinctive male or female gender roles but based on the
ideal benefits derived from it. She would endorse the new
age sensitive man, she find them more assured in their
self-identity that they do not need to try too hard to
prove their ‘manliness’ by being dominant and controlling.
However, she feels that women should maintain their
femininity with gentleness even if they are assertive
and men should still gracefully treat women with chivalry.


Are we ready for a society of ‘sexless’ gender roles?
Are we able to construct a workable self-identity and
function effectually as we strayed from traditional gender
roles that are considered rigid and at times oppressive?
A workable sexless society could still retain subtle
feminine and masculine qualities to sustain an attractive
tension and vibrancy. This thought-provoking vision might
simmer for awhile, meantime we can only learn to live as
valuably as we can in the midst of these capricious gender
roles.


Any future development of this study should also consider
if age,cultural differences, single parent upbringing, the
temperament of the parents or the gender of the interviewer
contribute to other diverse impact in influencing
participants’ perception of gender roles.




Reference
Cooper, T., Roth, Ilona. (2002). Challenging Psychological
Issues. United Kingdom: The Open University.

Hunt, Kate, MRC Social and Public Health Sciences Unit.
(2006). Social Psychiatry:

Sex, gender role orientation, gender role attitudes and
suicidal thoughts in three generations: A general
population study. Suicidal Ideation Classification:
Behavior Disorders & Antisocial Behavior (3230).
Retrieved March 8, 2008, from
http://search.ebscohost.com/login.aspx?direct=true&
db=psyh&AN=2006-09717-007&site=ehost-live

Mahalik, James, R., Boston, C., Chestnut, H. (1999).
Psychology: Interpersonal psychotherapy with men who
experience gender role conflict. US Source: Professional
Psychology: Research and Practice, Vol 30 (1), 5-13.

Wester, Stephen, R., Christainson, H. F., Vogel, D. L.,
David L. (2007). Gender role conflict and psychological
distress: The role of social support. Psychology of Men
& Masculinity, Vol 8(4), 215-224. Retrieved March 8,
2008, from http://search.ebscohost.com/login.aspx?
direct=true&db=pdh&AN=men-8-4-215&site
=ehost-live




APPENDIX 1
Before I start the interview I like to give you a brief idea
of the topic of this interview – Sex and Gender roles.

Gender roles are roles that society assigns to men
and women. They are traditionally divided into strictly
feminine and masculine gender roles. A person's gender
 role is composed of several elements and can be
expressed through clothing, behaviour, choice of
work, personal relationships and other
factors.


Societies impose certain expectations on the
behaviour of its people resulting in prescription
of specific gender roles. Additionally, the media,
movies, advertisement helps communicate these
cultural values and shapes the way we think and
interact. These elements are not concrete and
have evolved through time.


Cultures and societies are dynamic and
changing. Gender roles for men and women
have been changing significantly. People have
differing views about gender and usually this is
link to biological sex.

In this interview I will be asking you some questions
regarding your personal view about sex and gender
differences along with its changing roles.



APPENDIX 2
Interview Questionaire

1. How do you think your gender role is influenced by
   your family?

2. How were you influenced by your peers?

3. Do you think the media do influence and prescribe
   certain gender roles? How do you think the media help
   to reinforced these gender roles – this is male gender
   role, this is female gender roles?

4. Do you think males and females read different kinds of
    books and magazines?

5. What about academic, do you think there is a difference
     - like boys are better in maths, girls are better in
     language?

6. Are career choices limited solely by gender types?

7. What about social differences, do you think it is
    acceptable, for a women to take 2 roles, they work and at
    the same time look after the family?

8. Have you heard about the book ‘Mars versus Venus’?
   Is there any difference in the way a woman and man
    express themselves emotionally?

9. What about some mental disorders like depression,
   do you think they are gender specific?

10. Do you think modernization have robbed us of our
      traditional gender roles?

11.What do you think about males taking over female grooming
      habits, do you see this in positive light, does it take
     away their gender roles?

12. How do you feel about the new male gender role ‘the
     sensitive new age guy’ they are more emotional, more
     empathetic, how do you feel, do you accept that as a
     male gender role?

13. What about homosexual females, homosexual males,
      what do you think their gender roles are like?

14. Do you see gender roles changing into a sexless,
     neutral roles, women going to be more like men, and
     men like women?

15. What it means to you to be a man and what it means
     to you to be woman?




APPENDIX 3

Interview with Lisa


Interviewer: (Question 1)
I want to bring you back to your childhood, 1
how do you think your gender role
is influenced by your family?2
Let’s say, when you are young, were you told,
for example, 3
parents might tell you - boys cannot wear pink.

Lisa:For me, gender role is greatly influenced by my family,4
       the role model of the mother and the father, the things 5
       your father assigned for your brothers 6
      to do and the things that he asked you to do is very different.7

Interviewer: Can you give me more specific examples? 8

Lisa: For instance, my father is very domineering person,9
         he leaves my mum to ran the home and when she get 10
        stressed up, he would only call my sister and me to helpout11
        with the household chores….er..hmmm or anything to do 12
        with the home, go marketing or any household. 13

Interviewer: So, in other words,
                  the girls did the more nurturing role. 14

Lisa: Yes, we did the nurturing. 15


Interviewer: Then what about the man roles? 16
                   How does your dad trained your brothers? 17

Lisa: Its usually things like money matter, help my father in 18
       decision-making in the office, he always asked opinions 19
       of my brothers. 20
       Its kind of like having
       a strong distinctive between the two, 21
      so I kind of like grow up thinking it’s like that. 22

Interviewer: For your mum, is it neutral,
                  did she also give you the 23
                   impression… gender roles are different? 24

Lisa: Er..hmm.. no she is very passive. 25



Interviewer: what was the expectation of your father of 26
                   the gender roles for girls? 27

Lisa: You mean my father’s? 28

Interviewer: Yes. 29

Lisa: No. I think he is the old fashion school,
        if you don’t do well 30
        in school, he keep assuring you that never mind, worst 31

Interviewer: Quite old fashioned, but for the boys? 32

Lisa: For the boys, he is very hard on them, on their studies. 33
        He always specify to them, they are going to be the 34
        bread winner, they had to support the family. 35

 



Interviewer:
(Question 2) What about your peers? , how were 36
you influenced by your peers?
So.. when you are a teenager 37
you are influenced by peers, how are you aware of that 38
gender differences, what do they encourage you to do, 39
to substantiate it is your gender role… like we are ‘girls’ 40


Lisa: Ya, I think being vain, to look beautiful,
         to be desirable. 41

Interviewer: That’s right. 42

Lisa: Do make-up during certain age, we are suppose to do 43
       certain things like girls…
       we are suppose to look pretty, 44
       attract attention from the guys. 45

Interviewer:And what about the guys? How do you think they 46
                  are influenced, differently? 47

Lisa: Ya differently,
         I think we are influenced by their friends in school, 48
         sports, they are always outdoors, competitive. 49




Interviewer:
(Question 3) Do you think the media do influence and 50
prescribe certain gender roles? How do you think the 51
media help to reinforced these gender roles – this is 52
male gender role, this is female gender roles? 53
Do you think media help in reinforcing these ideals? 54

Lisa: I think not so much now. 55

Interviewer: Ya, I think you are right, not so much now,
                   but last time 56
                  they used to associate the household things
                 with women. 57
                So, now, for example,
                you don’t see a man in commercial 58
                selling some detergent, is it acceptable? 59
                It would be hilarious isn’t it? 60
                Kind of subtly assigned that pressure so erhmm, 61
                anything about the media,
                do you still see anything 62
                about the media, sometime subtly 63
                or obviously assigning these roles? 64


Lisa: Not so much now, Could be a marketing tool,
         they don’t want 65
         to restrict just selling to the ladies,
         like hairgel ‘Gatby’ gel for man, 66
        they will also show some women need it,
        they are not just 67
        getting sales from men. 68

Interviewer: Even…. in fashions, do you find any change? 69

Lisa: Whether there is distinction? 70

Interviewer: Nodding affirmatively. 71

Lisa: Not so much distinction in fashion,
         like Hip Hop wear, female, 72
        male can wear too. 73




Interviewer:
 ( Question 4) Do you think males and females
  read different 74
kinds of books and magazines? 75


Lisa: Magazine, there is a distinction, but at the same time,
        I know 76
        that female magazines have articles for men,
        I think there was 77
       once an article for men on
      ‘why do men read women magazines’, 78
       so they found that er..hmmm.. 79
     strong percentage of men tend to read women magazine, 80
     I think they tend to merge it abit more. Then again,I think 81
     it is a marketing thing,
     you make more dollars if you open up to 82
     both men, women. 83




Interviewer: that is a very interesting point. 84
(Question 5) What about academic,
do you think there is a 85
difference- like boys are better in maths,
girls are better in 86
language? 87
Like we used to have this saying that boys are better in 88
maths and girls are better in language. 89


Lisa: I don’t think that holds anymore. 90
       You look at engineering now,
        so many women are doing 91
        engineering, compare to the old school of thought. 92
       My niece is going into engineering,
       I ask her why isn’t that’s 93
       more a man’s field, she laugh at me and say no,
       not at all, 94
       a lot of her female friends aretaking engineering,
       so I think now 95
       people tends to not what to put things in 96
       boxes for female, and what belong to males, as much as, 97
      still my point, not as much as old days. 98


Interviewer:
(question 6)
So career choices are not limited solely by 99
gender types? 100

Lisa: Yes, not anymore. 101



Interviewer:
(Question 7)
 what about social differences, do you think it is 101
acceptable, for a women to take 2 roles,
they work and at 102
the same time look after the family? 103
Should a woman stay at home after marriage or you think 104
That society applaud to women who has career,
can handle 105
career while taking care of the home? 106
It’s a double role, its hard for the women. 107

Lisa: Pressured a lot more by multi-task for the women 108

Interviewer:
and also in marriage, in terms of marriage the gender roles 109
does it changes? 110
Are men still the provider? 111

Lisa: I should think so they…
        I think now they expect the women 112
        to contribute. 113




Interviewer :
( Question 8)
Have you heard about the book 114
Mars versus Venus’ 115
Is there any difference in the way a woman and man 116
express themselves emotionally?
Any emotional distinction? 117

Lisa: Yes. I haven’t read it but I heard a lot about it. 118

Interviewer: Yes,
                   some personal difference about the men and 119
                   women thing. 120
                  know this joke,
                  it says something like eh…hmmm… 121
                  Before a man marry a woman, he hopes that 122
                  she never changes, but she changed, right… 123
                 but when the woman marry the man, she 124
                 hopes that he would change but he never change. 125
                 So in terms of emotion,
                do you think there is a distinction 126
                 Between men and women,
                like men are more closed-up 127
                 and women are more expressive. 128

Lisa: Ya, er, I still think that…that there is a difference,
        is that, there, 129
        women are pressured to think differently now. 130
       I think deep down we are emotionally built. 131




Interviewer:
(Question 9) What about some mental disorders 132
like depression,
do you think they are gender specific? 133
Do you think women are
more subjected to depression? 134

Lisa: No I don’t think so. 135

Interviewer: Don’t think so,
                   because we do have some evidence showing 136
                   women are more prone to depression than men, 137
                   but you personally don’t think so. 138
                  They have the same emotional sensitivity? 139
                  So the bottom line
                  there are some emotional differences 140
                  between men and women,
                 do you agree with that? 141

Lisa: Yes, definitely. 142

Interviewer: Can you give me more examples of differences ? 143


Lisa: I think women are more detailed than men,
         do things more 144
        thoroughly, men more general in their outlook. 145
        Maybe because they have to multi-tasks,
        they have to work, 146
        plus they have to ran the home,
       they are very used to wear 147
       many hats at one time, more detailed…
        how do I put this… 148
       more organised and detailed whereas 149
       men just lookat the big picture,
      ok, I want to make money. 150

Interviewer: Yes,
                  so they have quite different cognitive skills. 151

Lisa: Yes I think so. 152





Interviewer:
(Question 10) Do you think modernization have 153
robbed us of our traditional gender roles? 154

Lisa: Oh yes. 155

Interviewer: And that is a good thing? 156

Lisa: Pause.. 157

Interviewer: Quite difficult to answer
                   but your opinion from a female 158
                   point of view? 159
                  I think girls will take it more positively,
                  there are more 160
                  freedom for women. 161

Lisa: It got its good point and its bad point,
          the good point is that women 162
         don’t have to play a fully submissive role,
         they are earning, 162
          that makes a huge difference,
         compare to my mother’s time … 163
          er… but I think the other side of the spectrum
           is I think you are 164
          not going to get somebody
          to nurture the children much 165
         because they are not around because they feel it ... 166
         I got to make my own interest
         and make my own money…er… 167
         in order to be…
         to be treated equally by my husband, in order 168
         not to be subjected to be submissive. 169
        I can’t spend time with the children,
        I can’t nurture the home… 170
         to be equal with men. 172
         So I think it rob the family life so family life is eroded. 173




Interviewer:
( Question 11)
What do you think about males taking over 174
female grooming habits,
do you see this in positive light, 175
does it take away their gender roles? 176

Lisa: I find that way, too much vanity. 177
        It doesn’t develop their inner man quality. 178
        Maybe because the new, softer, sensitive,
        this is going to 179
        affect their children. I mean, we were saying gender, 180
        not so distinctive like before. 181




Interviewer:
( Question 12) How do you feel about the new male 182
gender role
 ‘the sensitive new age guy’ they are more 183
emotional, more empathetic, how do you feel, 184
do you accept that as a male gender role? 185


Interviewer: Ok, then what about this male gender role
                   being ‘softened’ 186
                   ‘ the sensitive new age guy’
                   …er…hmm…they have more 187
                    empathy, abit more emotional ,
                   do you think this distinction 188
                    is good? 189
                   …that the men has become ‘softened’ , 190
                   they are taking more the female characteristic, 191
                   do you think it is good? 192


Lisa: Well, coming from a female point of view,
        then you think you 193
        get some help home and decision-making for the 194
        but …er…
        I think this also make your children struggles with 195
        the gender identity because like…er…
        for instance, my mum 196
        are stressing my brothers are
        so different and timid than to 197
        how she was treated by her husband 198
        and for my brother’s children
        to see taking a more timid role, 199
        more afraid of the wife,
        is not the figure head at home, 200
        the children don’t really know how to start up
         …er he got 2 sons, 201
        I don’t think the son’s
        would be able to be a leader because 202
        they see it differently now,
        the mother is the domineering one. 203
        Maybe because the new, softer, sensitive ( men),
        this is going to 204
        affect their children. 205
        I don’t know, if this …to people being gay, 206
        I don’t know, its questionable. 207




Interviewer:
(Question13) What about homosexual females, 208
homosexual males, what do you think their 209
gender roles are like? 210

What do you think about the culture in Singapore, 211
especially do you think we accept homosexual? 212
It seems to be more acceptable, would you 213
personally accept, say,
our brother or son taking that role, 214
would it find it comfortable? 215

Lisa: I think this is a different question, urmm…
        but depend on your… 216
        like me. I am very religious-based,
        from what we are taught,217
       there is no such thing of having a sexual identity crisis. 218


Interviewer: So its clear-cut, you’re either male or female? 219


Lisa: Ya. I probably think you have
        to work through the members 220
        of the family, the thing is, it is spiritual. 221


Interviewer: Ok, from your point of view,
                    it is religion-related. 222


Lisa: living in denial or some emotional struggle
        that can be sorted out. 223
       I think they are being rebellious,
       some emotional role going on, 224
        I don’t believe until now it is a genetic problem, 225
       that is male lacking in male hormones or ladies 226
       lacking in female hormones. 227




Interviewer:
(Question 14) Do you see gender roles changing 228
into a sexless, neutral roles, women going to be 229
more like men, and men like women? 230


Lisa: Nothing thing going to stop it,
        that is going in this direction now. 231


Interviewer: Do you see this as liberating? 232

Lisa: er… yes and no. 233
       Yes because as female we don’t need to be
       submissive anymore
       but no in the sense that it does create 234
       problems like in a family 2 people
       trying to be the leader, 235
       there is this power struggle all the time. 236


Interviewer: er… coming back
                   to this gender homosexual thing, 237
                   actually it is found
                   that there are people who have 238
                   obvious problem,
                    say a man has a male sexual organ, 239
                   you see him as a man, and that is a perceived 240
                   gender identity. 241

Now there is a group of people, we call them ‘intersex’,242
these are people who have obvious male sexual organs 243
but they actually have female chromosomes 244
which is an XXY geno-type, not a lot of people 245
know about this or others may actually have 246
normal female sexual organs internally, so in other words 247
they are outwardly male, they may have taken that role, 248
but when these people reach puberty, they may 249
have their breast enlarged and menstruate 250
through the male organs. 251

Lisa: I never knew that. 252

Interviewer: That’s right, it is quite rare isn’t it? 253
                  So this person has difficulty
                   with his internal/external 254
                  sexual organ, in that sense,
                  these individuals are forced 255
                  to consider about what their gender role is.
                  So now you 256
                  know something new. (smile) 257


Lisa: Is that a fact? 258

Interviewer: Yes, this is a credible fact,
                    it affects one in 20,000 , 259
                   a small minority
                   but that is quite a lot if you consider 260
                   the whole world population. 261
                   So having known that,
                   would you still think that gender role 262
                   is specifically linked to your biological sex. 263
                   It is a bit complicating now, isn’t it? 264
                  We know gender roles
                  as if you have male organs, 265
                  you play this role, female… straight forward 266
                  but when biological …
                  it’s complex so gender role 267
                  is something like society construct it
                  and er…hmm.. 268
                  its quite different,
                 would you still think after all these years, 269
                 you have been aligned with thoughts like that… 270
                 that society has assigned certain roles
                 that we still believe 271
                 that male should be male
                 and female should be female. 272
                 Ok, do you think that gender roles is innate 273
                 or society assigned? 274


Lisa: I think nurturing play a huge role,
        nature is what you are… 275
         biologically 276


Interviewer: So gender role is like what
                   society prescribed in some ways? 277

Lisa: nodded affirmatively. Pause 278


Interviewer: Do we still judge people by stereo type? 279

Lisa: Yes, definitely. 280



Interviewer:
(Question 15) What it means to you to be a man and 281
what it means to you to be a woman? 282


Lisa: To me, it means, I think I am still traditional,
        women need to 283
        be a binder in the family,
        the one to built a warm home, filled 284
        with love not that man does not do that, of course,
        they contribute 285
        but majority of how your home function,
        whether it’s a loving home, 286
       I see that very imprinted as my role,
       my identity as a woman, 287
       I guess. 288


Interviewer: What about men? What it is to be a man? 289


Lisa: I think for men, very strongly,
       from my own spouse and from 290
       my sister spouse,
       I see that when they are not a good provider 291
       their whole world breaks down
       they take it as a very important role, 292
       they need to provide well,
       so whether or not if wife is contributing, 293
      if they have failed in that role… they failed as a man. 294
       I think that is very strong for a man. 295


Interviewer:Ok, we have come to the end of the interview. 296
                 You have given me valuable information,
                 and this will 297
                 help me greatly in my experiment. 298
                Thank you very much, Lisa. 299
                I really appreciate this. (smile)300





APPENDIX 4 Interview with Philippe

Interviewer:
(Question 1)I want to bring you back to your childhood, 1
how do you think your gender role is influenced 2
by your family? 3


Philippe:
Gender roles, was basically set forth, forward by, 4
my dad was a very strong 5
kind of domineering kind of husband and my mother 6
was housewife, no career, so he is the head of the family 7
and she has no say, basically I have this chauvinistic type 8
of approach about man being in control. 9

Interviewer: Did you have siblings?, like sisters? 10

Philippe: Yes, 2 sisters, 3 brothers. 11

Interviewer:
Is there a different between the way your parents 12
treat them? 13

Philippe:
Of course, of course, we eat, the girls clean up and,14
we guys got abit of discount 15

Interviewer:
Do you think society assign these gender roles? 16

Philippe: not assigned, is born like that. 17

Interviewer: So you think its natural? 18

Philippe: nodded affirmatively. 19





Interviewer:
(Question 2) What about your peers? , how were you 20
influenced by your peers? 21

Phillippe:
Actually I influenced my peers by my own concept. 22

Interviewer: In what way? 23

Philippe: okay, I… come to a point when I grow older… 24
man and woman are equal, 25
initially I always taught man are always superior whereas 26
when you go into the corporate life. 27

Interviewer:
But you have not started corporate life,
during teenage time? 28

Philippe:
Oh, we are strong, the man kind of conversation, 29
the attitude that women should always be subservience,30
understanding and obedience. 31

Interviewer: So that is quite distinctive. 32

Philippe: That is a norm… an Asian man. 33




Interviewer:
( Question 3) Do you think media do influence and 34
prescribe certain gender roles? How do you think the 35
media help to reinforced these gender roles – 36
this is male gender role, this is female gender roles? 37


Philippe:
Right now, yes, the board casting, the television, this, 38
his have an impact in people approach about… 39
Women are also professional, they are…
can be good as man, 40
so the media… information to man, that man 41
are not always superior towards the other gender 42

Interviewer: So its changing? 43

Philippe: It does, there is an impact. 44



Interviewer:
(Question 4) Do you think males and females read 45
different kinds of books and magazines ? 46

Philippe: Depend on what type of magazine,
if I start reading playboy 47
than I get macho again. 48

Interviewer: So do you read woman’s magazines? 49

Philippe:
I only read woman magazine
when I want to look at lingeries.50

Interviewer: ( laughter, ha, ha) 52

Philippe:
I read national geographic,I see woman photographer going 53
to South Africa, doing her job,
my respect for her goes other side 54
as I think of what woman should not be
and the woman take 55
on a job that is a man’s job in the wilderness,
I respect her. 56

Interviewer: It is acceptable to you? 57

Philippe:
Of course, why not if she has been chosen for the job,
why not. 58




Interviewer:
(Question 5) What about academic,
do you think there is a 59 difference
- like boys are better in maths,
girls are better in language? 60

Philippe:
No such thing, actually women are smarter than men. 61

Interviewer: That is nice to know.(smile) 62

Philippe: …with brains that is between the.. 63





Interviewer:
(Question 6)
Are career choices limited by gender types? 64
Do you think they are equal, for example, 65
what do you think of female engineers ?
or it is just 66
exclusively a man’s job? 67

Philippe: No. My boss is a woman. 68

Interviewer: Oh, ok, are you comfortable? 69

Philippe:
Very comfortable. I could be more comfortable 70
if she held my hands. 71

Interviewer: (laughter, Ha, ha.) 72
What if your son were to take on the kind of job that is 73
associated with female, for example, male nurse 74
or male secretary, would you feel proud or you 75
are not comfortable? 76

Philippe:
It doesn’t bother me, I have arrived to a point in life, 77
life is short, life is fragile,
do what you have to do… get on, 78
just function, your life to the fullest. 79
There is no discrepancy between maleness, femaleness, 80
male chauffer, female chauffer, male butler, female butler, 81
there is no such thing. 82

Interviewer:
But isn’t there a slight discomfort if he tells you ,
a male job- 83
engineer, won’t you be alittle more proud than he say 84
I am going to be a male nurse’. 85
There will be a slight difference right, even…? 86

Philippe: Not now, not now. 87




Interviewer:
(Question 7) What about social differences,
do you think 88
it is acceptable,
for a women to take 2 roles, they work 89
and at the same time look after the family? 90

Philippe:
That is the ideal situation, if they can handle it. 91
If they cannot handle it
they should concentrate on inculcating 92
family values, bringing up the kids,
and grooming the kids but if 93
they are super women
and they can ran a career and ran a family, 94
that would be ideal, not many people can do that. 95




Interviewer:
(Question 8) Have you heard about the book 96
‘Mars versus Venus’ Is 97
there any difference
in the way a woman and man express 98
themselves emotionally? 99

Philippe: very, very much, there is a vast difference. 100
Men are men, direct, 101
they say it, mean it and finish it, women are quite… 102
they will hold it, they will keep quiet,
they can keep to 6 yrs 103
if you say something wrong and 104
they bring it out. Men are like forgetters. 105



Interviewer: Ok, that’s a very interesting point. 106
(Question 9) What about some mental disorder 107
like depression,
do you think they are gender specific? 108

Philippe:
…Men, they do not deviate so much and
tend to be focussed, 109
women tend to be alittle scatterbrain (laughter)
and they, 110
they really get depressed easily
over small little things, 111
with or without… evidence,
they tends to over worry, worrier. 112
If they are worry or whatever it is,
they tend to create problem 113
for themselves and others… stupid 114

Interviewer: laughter, ha, ha 115

Philippe: stupid sense of insecurity. 116

Interviewer:
Do you think men and women can stay just purely friends? 117

Philippe: If you don’t kiss her is possible,
but if you do, it is not possible. 118

Interviewer:
Ok, but if you don’t kiss her, do you think you can stay 119
like that forever, ya, possible? 120

Philippe: ya possible. 121




Interviewer: Ya that is (laughter, ha ha) quite possible.122
(Question 10) ( Question 10 )
Do you think modernization 123
have robbed us of our traditional gender roles? 124
Due to modernisation, the roles are changing,
kind of rob 125
the woman of their traditional roles, do you think 126
this is positive, thus liberating of women and 127
doing the men’s job? 128

Philippe: It’s a double-edged sword, it works both ways.129
Its good for a man who is financially strapped
it’s good for 130
a women to supplement the family income. 131
But then again, it’s not good, if kid are young, 132
left to foreign care-taker,
and you leave it as trust and care 133
that nothing bad turns out, so it’s scary sometimes 134
you are financially strapped and you got a maid, 135
wife at work and leave it to somebody else. 136
Ideally the man has to bear the burden, 137
the woman has to stay at home and do the nurturing, 138
taking care of the kid until a substantial age, 139
when they are old enough to think for themselves. 140




Interviewer:
(Question 11) What do you think about males 141
taking over female grooming habits, 142
do you see this in positive light, 143
does it take away their gender roles? 144

Philippe:
Not overdo it. Men should be macho.(wry smile) 145



Interviewer:
(Question 12) What about, how do you feel about 146
the new male gender role
‘the sensitive new age guy’ 147
they are more emotional, more empathetic, 148
how do you feel, do you accept that 149
as a male gender role? 150

Philippe: Long pause. 151

Interviewer: They are ‘softened’ 15

Philippe: You are talking about men, women or others? 153

Interviewer:
Men, now men has taken up new role, they become, 154
what we think the ‘sensitive new age man’, 155
now not so macho. 156

Philippe: I will call the modern soft age man. 157

Interviewer:
Ok fair enough, how do you feel this new role for men? 158

Philippe:
it should be hammered around abit more, rough abit… 159
you still got to fight to survive,
most of them could not do it. 160

Interviewer:
Ok, so you don’t like the idea having this man 161
being ‘softened’? 162

Philippe:
I tell you, my son will never survive in this world, 163
outside if he is left alone 164
until he goes in the army,, and I hope he goes into it fast. 165




Interviewer:
(Question 13) What about homosexual females, 166
homosexual males, 167
what do you think their gender roles are like? 168

Philippe: I think they are very screwed-up. 169

Interviewer:
So you think it is not right to be homosexual? 170

Philippe: No if you want to connect electricity, 171
there is a male plug and a female 172
plug and you have to connect both to get electricity. 173
If there is a male plug and a male plug 174
there is no Bl**dy electricity. 175

Interviewer:
Ok, what about this… There are some sexual disorder, 176
we call this type of people ‘intersex’, 177
don’t know if you have heard of this but 178
there are people who are born… 179
for example with obvious male
sexual organs but at the same time
they have a double XXY 180 chromosomes
or they may have female organs inside them. 182
So in other words,
they are could be born with both male 183
and female organs together. And these people may 184
will grow up as male because outside organs are male 185
but later during puberty,
they may developed breast and 186
menstruate through their male organs? 187
So this kind of thing, is quite sad, isn’t it? 188

Philippe: So what? How can this be?
I should think this is 189
a.. opinion formatting, 190
I never heard of this before. 191
… What is your direct question? 192

Interviewer:
How do you prescribe their gender roles because 193
they are ‘intersexed’. 194

Philippe:
Well, cut of what they don’t need,
like engineering terms, 195
cut losses. 196

Interviewer: laughter, ha ha… 197
So you don’t bother the mental part of them, 198
it has to be the physical part? 199

Philippe:
…psychology evaluation, psychological counselling, 200
everything must go through proper channel, 201
but if you really deemed unfit to be a man, just 202
cut it off and become a woman. 203


Interviewer: Ok, its quite fair. 203
(Question 14) Do you see gender roles changing 204
into a sexless, neutral roles, women going to be 205
more like men, and men like women? 206

Philippe: Yes. It seems to be going that way.
(wry smile) 207





Interviewer:
(Question 15)
Ok, the last question is what it means to 208
you to be a man
and what it means to you to be a woman? 209

Philippe:
Being a man is like ,
god give you all these god-given things, 210
appreciate beauty, appreciate life, work responsibility, 211
bring up a family, there are 3 cycle of a man’s life from 212
childhood to teenage to adulthood to marriage 213
and seeing his first born and… 214

Interviewer:
You ‘re not telling me your whole life story (laughter) 215

Philippe:
No, hopefully, being a grandfather it’s the same… 216
being a woman
but being a woman its role is totally different, 217
grow up to be pretty,
look for knight with shinning armour, 218
dressed in white gown, be walked down the aisle 219
and swept off your feet and
… different kind of expectation, 220
expectation come with gender roles. 221
Man always want to dominate, woman want to be 222
taken off her feet,
they want to be controlled, to be taken care of. 223

Men are hunters, women are gatherers, we go out, 234
we get what we want,
women gather what they need and 235
we provide for the family.
That’s why men don’t shop, 236
women shop, they gathers, men…hunt 237


Interviewer:
Ok, we have come to the end of the interview. 238
You have given me valuable information, 239
and this will help me greatly in my experiment. 240
Thank you very much, Philippe.
I really appreciate this. 241



APPENDIX 5

Intersex

The existence of intersex people is evident
in many ancient cultures. ‘Intersex’ is a term used to
describe a person with ambiguous sexual anatomy and no
distinctive definition of male or female sexual organs.

A person might appear to be female outwardly but have
a typical male anatomy internally or vice-versa.
Some of the males may have double XX chromosomes.
Many people are not aware of how frequently intersex
conditions arises in human beings or that they occur at
all. Sexual orientation and gender roles in these people
may result in conflicts. Gender identities which differ from
the norm are often the cause of ridicule and ostracism.
This may results in psychological problems. Some may try
to disguise their differences.


External social pressures may force some of these people to
adopt a persona which society considered appropriate and
proper while maintaining a somewhat different identity
privately. Society does not tolerate gender roles that are
emotionally charged and this makes life very difficult for
those whose gender roles differ from the established norms.



Androgen insensitivity syndrome:
Medical syndrome affecting 1 in 20,000 of those born with
an XY genetic make-up and affecting the typical male/female
bodily appearance. Symptoms include infertility and external
genitalia that can range from completely male to completely
female. Those with the syndrome may be raise as either male
or female. (Challenging Psychological issues, p. 125)


Klinefelter’s syndrome:
Medical syndrome affecting 1 in 500 males in which the
typical male chromosomal complement-XY
-is replaced by XXY. Accompanying features are
unusually tall stature, enlarge breast. Infertility and
problems such as diabetes.
(Challenging Psychological issues, p. 125)


Websites on intersex:

http://en.wikipedia.org/wiki/Intersex

http://www.isna.org/faq/what_is_intersex







Tutor comment:

Total: 77 marks

cheryl,
you have done a great job in this tma.
You have done an interesting research journal.
It has been a pleasure reading and marking your assignment.
You have a very interesting title of which was kept to
the word limit. Your abstract was well written. It
contains the vital information within the word limit
and has high readability level. Your introduction too
is very interesting.

However, it lacked a literature review. You could further
improve on the introduction by adding some literature reviews
so that your research is an added on to it rather than a
stand-alone research.

Besides that, your research question was well posed.
You have also a good method section which is written in
detail and makes replication of the interview possible.
Next, your analysis section was also well done with the
themes clearly listed, analyzed and with interesting
excerpts from the interview added on to support them.

Your discussion section was also well written keeping in
mind the research questions. Next, you also have a good
reflective analysis done. Finally, your reference and
appendix sections were well documented.
Overall, this has been a very good tma done!
Keep up with the good work!

Warmest Regards
Boon Yeow