7 minute read
SETTLEMENT
Recognize and question gender stereotypes Protect young women’s mental health
Gender stereotypes create barriers that can prevent people from reaching their true potential. It can lead to a lot of harm and cause mental health problems. The stereotypes are simplistic over-generalizations or preconceived ideas about gender attributes, differences and roles of individuals or groups in society. Stereotypes such as boys are strong and girls are weak, boys play with trucks and girls with dolls, start very early. Every day our girls could be encountering these messages from parents, peers, media and institutions.
In Canada, various surveys conducted nationally and provincially, indicate that more girls aged 10-17 are hospitalized for mental disorders than boys the same age. According to data released by Statistics Canada in 2017, suicide among teen girls and young women is on the rise, while male suicide in the same age group declined. Prevalence of higher rates of depression and self-harm in girls among racialized communities, Aboriginal population and immigrants also suggest the vulnerabilities and multiple layers of oppression experienced by them.
Stereotypical expectations not only reflect existing differences, but also impact the way men and women define themselves and are treated by others. Globally, the negative and oppressive impact of gender stereotypes on girls can make them victims of gender-based violence, early marriages, teen pregnancies, among other things, and lead to poor physical health and mental health problems.
Here are three stereotypes that are particularly damaging to emotional well-being and suggestions on how to deal with them.
1. Girls as emotional
There are differences in how girls and boys express their emotions; however, the stereotype that girls are emotional can lead parents to dismiss the emotional outbursts and mood swings experienced as attention seeking.
It is important that parents and professionals listen carefully, and adequate, early attention and proper treatment is prescribed without maintaining the implicit bias that feelings and emotions are not to be taken seriously. Teach them to express themselves in healthy ways.
2. Girls as vulnerable and weak
When girls are perceived as vulnerable, families can end up restricting their freedom, mobility and access to various activities and skills. As they attain puberty, the notion becomes more deep-rooted and sex segregation is promoted with the aim of preserving a girl’s sexuality and protection from violence.
Communities should realize that empowering girls and providing them with the tools to support themselves, take risks and communicate their feelings effectively is important for them to be able to engage fully in society. Encourage girls to be physically active, participate in sports and groups such as Girl Guides of Canada to connect and develop self-esteem and strength to stand up for themselves. What they learn is what they will pass on to future generations.
3. Girls as objects valued for their looks
Extensive stereotyping as perpetuated by media and community about the desirable feminine look puts intense pressure on girls to look pretty. Hyper sexualization and objectification of women in TV shows, music videos, social media and advertisements encourages a passive culture of tolerance for exploitation and violence against women. When victims experience feelings of shame, self-loathing and reduced self-esteem it may result in eating disorders, anxiety, depression and self-harm.
Introduce the girls in your community to powerful female role models. Help them to explore other healthy ways of coping and encourage them to speak up when they are not comfortable. Strengthen their identities and create safe space.
In my work with immigrant girls who were referred for emotional issues, relationship problems and school-related concerns, I have had the opportunity to see firsthand, the role of gender stereotypes in shaping their beliefs, attitudes and self-concept. Pressures to conform, bullying and shaming for nonconforming can push many girls to withdraw, get frustrated and resort to poor decision-making.
There are number of complex factors that interact, and contribute to mental health problems in girls and gender stereotypes put them at specific mental health risks.
We need to recognize and question these stereotypes as early as possible to help our girls achieve their true potential. Studies have shown that these generalizations are internalized by children as early as age 10. We have to teach them to value themselves and develop authentic personalities early in life. This will help them develop their personal abilities and pursue career paths in line with their interests, even if it doesn’t align with traditional expectations.
In addition to empowering girls through workshops and education on various topics, ongoing parent education workshops on gender norms and gender-based violence can be facilitated to support and promote wellness and change.
Change needs to happen at all levels and systems. But, parents, it starts from us.
Nandini Tirumala is a mental health wellness coach, educator and advocate with 25 years of experience in Canada with a special focus on mental health support services for newcomers and immigrant families.
SETTLEMENT
PARENTING
Maintaining family connections during the pandemic Find meaningful ways to keep children connected with extended family members
Due to the global pandemic, cost is well worth it. language. it over and over again. connecting your children with • Share family stories, culture and • Find creative ways other than extended family members Plan an in-person visit: Are you history in the form of oral language to communicate, to such as grandparents can be fortunate enough to have your storytelling or written stories. develop special bonds between challenging. While it might not be grandparents live nearby? If so, • Write and/or sing songs to each grandchildren and grandparents, possible to visit or even make plans do follow public health agency other. Have an online singing such as using photos, drawings, to visit those near and far, there are recommendations to connect with concert with extended family dance and music, and special secret many ways that we can maintain grandparents in safe ways, such as members or sing a lullaby online to greetings. meaningful connections. meeting outdoors or sitting out in young toddlers before bedtime. • Find ways to do some volunteer the backyard, when you go to visit. • Share experiences by doing work as a family, to give back and Ways to connect Whatever you do, practice social something together, such as help others in the community. It Explore virtual connections: There distancing. playing an online chess game. can be as simple as brightening are many digital apps that families can use to connect virtually and spend quality time with loved ones. Some apps include features such as video calls, text messages and sharing images which can be very useful in staying connected. Even if it’s not real time, recorded video messages can brighten someone’s day. Activity ideas • Include extended families in celebrating milestones online, such as birthdays, anniversaries, class graduations – the many firsts in a child’s life. • Document and share a day in your life or special moments, or your memories of family members, • • Find new ways to interact and connect with each other, such as telling jokes; send and decode secret messages; or play treasure hunt, trivia, memory games or other educational games. Read to each other virtually. Alternatively, ask extended family members to record themselves telling or reading stories and play it up the lives of isolated seniors with pen pal projects or helping out at local food bank. During the pandemic, it is more important than ever to find meaningful ways to connect with extended families. Remember to make connecting with grandparents or extended family members a priority Consider snail mail: There is in the form of photographs, video recordings or scrapbooks to your children, so they can watch and incorporate it into your life. something special about sending with the children. and receiving something tangible • Teach each other something new, Cheryl Song, an immigrant from Malaysia, has more than from our loved ones. While there such as teaching grandparents 20 years’ experience of working in early learning and family might be an additional cost to to use technology or grandparents programs. Contact her at cheryl@learnwithsong.com or visit her mailing letters and packages, the teaching children their family website at learnwithsong.com.
You didn’t come to Canada to be underemployed.
Windmill offers low-interest loans to help you achieve professional success.
