This week we will be finishing off the psychodynamic explanation for gender development. We will then start examining the effect of culture and the media. I would suggest you read ahead in your digital text book to ensure you are familiar with this material. As we examine the role of culture on gender development it is also a good opportunity to also look at the concept of cultural bias which is one of the issues and debates we need to be familiar with. See pages 96-97 digital PHG.

Do watch the videos below as part of your preparation 🙂

Here is a great article to read too http://www.sociology.org/care-bears-vs-transformers-gender-stereotypes-in-advertisements/

this is an extract from the article and links to the Friend’s clip below

An episode of the popular television show Friends illustrates the gender stereotype surrounding dolls.  One of the male characters, Ross, had recently become a father.  He was divorced from his wife, who had taken a lesbian lover.  During one of the episodes, Ross’ ex-wife dropped the baby off for him to spend some time with. Much to his dismay his son was hugging a Barbie doll.  The rest of the episode centered around his efforts to interest his son in GI Joe instead of the Barbie doll which is stereotypically associated with girls.  The GI Joe doll is stereotypically associated with boys, because he is an “action figure”.  When confronted by another character that GI Joe is a doll, Ross quickly counters that he isn’t a doll he is an action figure.  Thus, somehow making him more appropriate for boys.  This example illustrates the stereotypes surrounding dolls.  Girls play with dolls and boys play with action figures.  By calling the doll an action figure it makes is an appropriate boy toy, because of the emphasis on action.  This example also illustrates the influence of parents in reinforcing gender stereotypes.  Apparently Ross’ son was young enough not to be aware of gender differences and was willing to play with anything.  Ross, however, was uncomfortable with his son playing with a Barbie and reverted to gender stereotypes by encouraging the boy to play with an action figure instead.  Another thing that this example shows is that television programs as well as advertising can be influential in perpetuating traditional gender stereotypes.

Lesson  1 – You started with a domino activity to remind yourself of the key terms associated with the psycho-dynamic approach. We then went on to examine the Little Hans case study. Freud used this to provide evidence for the Oedipus complex. We will evaluate the study tomorrow. 1 gender powerpoint

Lesson 2-4   We consolidated our understanding of the Psychodynamic explanation of Gender with a mix and match activity, then you completed exercises 6.12 and 6.14 in your PHG pack. We also watched some funny/creepy film clips to illustrate the Oedipus complex. Have a look on YouTube to see what else you can find.

We also examined the SLT explanation of gender development. This generally supports the schema theory. It was evident that you all knew a great deal about SLT and could explain it using the correct terminology …go you guys!! 🙂 >>see power point  slt-gender

You completed Exercise 6.15 in the PHG pack and we checked all the answers.

Mini prep for tomorrow >>> 

Describe the research of Perry and Bussey (1979) .    you should use your digital textbook.

Read ahead about culture bias in the issues and debates section of the text book.

Lesson 5-6 – Cultural explanations for gender development and the issue of cultural bias and ethnocentrism. Power point  >> The Influence of culture and media

We are moving on this week with 2 cognitive explanations of gender develop – Kohlberg’s  stage theory – remember him from his theory of moral development?  Also Gender Schema Theory. It would be a good idea to revise your knowledge of schema from the first year cognitive approach (memory) topic.

 

This is a great starting point >>  https://www.simplypsychology.org/a-level-gender.html

I also intend to look at the Psychodynamic Theory of Gender development too. As there is a lot to cover this week I suggest you read ahead to ensure you can keep pace 🙂

Lesson 1 – recap and checking activities from PHG pack – see first couple of slides of the power point which I sent you 20/3/19.

We will start Kohlberg’s cognitive explanation tomorrow

Lessons 2-4 –  We examined Kohlberg’s gender consistency theory and we then started to evaluate it. See power point I sent you.

We then went on to look at the Schema Theory of Gender Development.  I have sent an updated power point in an email.

Lessons 5-6 – Evaluating the Cognitive Theories and looking at exam questions and how best to answer them.  We compared 3 student answers and looked at how the examiners marked each one.

Prep:

Read the worksheet I gave you about Little Hans. You should also read the psychodynamic explanation of gender development in your PHG digital text book.

As always, try to read ahead as much as you can. I’d like to try and finish this topic next week if I can.

I have set an essay due next Wednesday

Outline and evaluate Kohlberg’s theory of gender development. As part of your evaluation, refer to another explanation of gender development (16 marks).

We will be having a Sz end of topic assessment tomorrow – Wednesday – NO books – just your memory of this topic.

Also – Next Wednesday I will take in your Forensic (write in pack) and your PHG Sz pack to check you have completed the various activities.

You have until next Wednesday to make sure these have been completed.

Lesson 1 – We started considering some of the terms associated with our new topic – Gender see >>>>>>>>>> Gender lesson 1

We didn’t get past the fairy tales tbh  – page 1 PHG gender pack. We will resume with androgeny tomorrow.

Read ahead in your digital text book 🙂

Lesson 2 -3-4  – We looked at the concept of stereotyping then you took Bem’s BSRI test to see how masculine/feminine/androgynous you were. We read some interesting articles linked to gender and raising children gender neutral, and you completed exercise 6.3 in the PHG pack.

Some great fact sheets I came across recently – you may find these useful http://www.dana.org/publications/factsheets/

We went on to consider how Genes and Hormones affect the development of an embryo into male or female.    power point >>>  gender genes

Lesson 5-6   We started with a Sz assessment. We then went on to look at A typical sex chromosome patterns. Complete the activity 6.6 and 6.6 in PHG pack

Prep:

You have some questions to complete, I gave you a sheet in the lesson printed from the power point  linked to lesson 1. Due on Monday

Also due on Monday the worksheet/power point pdf work sent to you via email

Would you like to find out what sex your brain is ?>>> http://www.bbc.co.uk/science/humanbody/sex/add_user.shtml

Read ahead in Gender topic

Ensure you have created a revision timetable 

Human protandry: showing that sex roles are not “socially constructed”

A natural experiment which shows that being bought up female does NOTHING towards making a male adult feminine. Two articles on the subject are reproduced below:

Startling sex-changes on the island where little sister may become big brother

By SANDRA JOBS0N, in London

On a lush tropical island in a remote area of the Caribbean something, very peculiar is happening. The young girls in one village are turning into boys. This startling sex change is occurring naturally, and a team of scientists sent to the island believes it could throw a new light on fundamental aspects of human nature and sexual identification. It has all been revealed in a fascinating documentary shown recently on BBC television, called The Fight to be Male.

The Caribbean phenomenon has been happening for the past 50 years. In that time 37 village girls have changed into boys around the age of 13. The cause has been traced back to one woman seven generations ago who passed on genetic abnormality to her descendants.

The story of the Batista family is typical of the village. Four out of the ten children in the Batista family have changed from girls into boys. The eldest, Mario, now 29 and married with children, began life as a girl named Antonia. The next daughter Milady. remains a girl. Then came Chichi, now 19, a normal male who started out as a girl called Isobel. Then there is Venecia, a normal girl. And now Virgilio, who is 12 and in the process of changing from a female to a male.

The Batistas do not regard themselves or their affected children as freaks. After all, 22 other families have experienced the same sex transformation over the years. The primitive lifestyle of the village contributes greatly to the relaxed and passive acceptance of “God’s will.” The people of the island are a mixture of Negroid and Creole stock – well-built handsome men and tall, strapping girls able to share the work load of cutting sugar cane, the island’s staple crop.

The Caribbean climate makes life both easy and lazy. So some of the girls turn into boys? Who cares? As long as they are happy. Virgilio’s brothers immediately found girlfriends when they turned into boys. Mario, the eldest, is the father of two children now, living in one of the bigger towns.

“We always brought up our girls as girls” Mr Batista says. “Because that’s what we always thought they were.”

“And some of our girls stayed girls,” adds Mrs Batista, pointing to two of her grown-up daughters who remained girls and are now married with babies of their own. None of the Batista men who were girls appears to show any sign of embarrassment about the change. Even Virgilio, still in the process, did not mind removing his trousers to reveal his sexual parts.

At birth Virgilio and his other sisters who became boys looked just like any other female baby. But the male anatomy was waiting inside his body and the external genitalia began to change at puberty. The testes dropped, as with all pubescent boys. But in the Caribbean children, the testes have to force their way from deep inside the child’s body. The clitoris grew into a normal, full-size male penis.

In Virgilio’s case the process is still half-way and his external sexual organs appear curiously bisexual at present. But soon his tiny, infantile vagina will close up and he will be completely male. I am looking forward very much to being a man” she says through an interpreter. “I have a girlfriend already”.

The phenomenon was first observed by a Spanish doctor who visited the village on holiday soon after it was connected by road to the rest of the island back in 1950. He wrote up his discovery in a Spanish medical journal where it remained unnoticed until 1972 when a team of doctors _came cross the article and decided to investigate more closely.

To protect the families the team will not reveal the name of the village or the island, but a BBC producer, Edward Galdwyn, was allowed to film the children recently. The team, headed by Dr Julienne Imperator-McGinley has pieced together a family tree of all the 23 affected families, tracing them back seven generations to one woman named Altagracia who married four times and produced a large number of children.

All of them carried a mutant gene which shows up only when one of the members of the 23 families marries a cousin. The clue to it all is a chemical called dihydrotestosterone which Virgilio and the other affected children were unable to produce when they were tiny babies. Doctors can now reliably state that it is the chemical which creates the external anatomy of the male.

In the womb all babies have the beginnings of both male and female sex organs. How the child develops, is determined by the “program” laid down by the chromosomes within its cells. If the child has the female chromosome structure, she will develop ovaries, and the male organs will disintegrate, leaving the female organs to grow.

But the Caribbean children had inherited a faulty gene which meant that the testes developed, but failed to produce the chemical which would remove the female parts. The body did not start producing the vital chemical until puberty, and then the children underwent the changes that should have occurred in the womb.

What is particularly significant is that all of the Caribbean children were brought up as normal girls. They were taught the ordinary female village tasks: Washing the clothes, cooking, fetching the wood, and they played with dolls.

But when they reached the age of l0 they suddenly felt the urge to be male. Young Virgilio explains: “I began to feel like a man in my muscles.” Virgilio’s father explains: “When they turn into men they change into different clothes. Soon everybody forgets. They find girlfriends very quickly.” Indeed, the affected children become more muscular and virile than their normal brothers.

The easy adjustment of the Caribbean children led the scientists to challenge the usual view that our “male” or “female” behaviour is determined more by the way we are brought up than by our physiology. They suggest that there may be a part of the brain which is different in males and females and which governs much of what we think of as sex-role behaviour.

(From the Sydney “SUN-HERALD” JUNE 17 1979, p. 41)

Once you have read this article read p148-149 PHG digital text book – this is going to be fascinating!

Lesson 1  – After recapping the psychological explanations for Sz, during the lesson  you designed a power point  to explain 3 ways of treating Sz using psychological treatments. Once you have completed your P point please email to me.

Prep

Please take the time to work through this power point about CBT>>> psychological treatments

It directs you to complete an activity in your PHG pack. This should be completed by Wednesday. Additionally there are some examination type questions to consider. If you want to answer the exam questions please feel free to do so and hand in for feedback.

Lesson 2  – Timed exam practice  – you answered the question “Discuss biological explantions for Sz” (16 marks). You were allowed to use your bullet point to help you.

Lesson 3  – Hopefully you have all taken the time to look at the power point attached to lesson 1 – this should mean you  have a reasonable understanding of how CBT is used with Sz patients. This lesson we will explore the other psychological treatments including token economy and family therapy.  token economy and family therapy treatment

Additionally I gave you another Research Methods/stats revision sheet to complete. It was designed to remind you about NOIR/probability/statistical significance/type 1 and 11 errors and the different stats tests. You were given 10 minutes at the start of the lesson to complete the activities on this sheet. We then went through them in class.

Lesson 4   – You requested another lesson each week to allow us to finish the course sooner. Mrs Harris-Moss has agreed.

We used the lesson to finish the work started in lesson 3 which was designing a programme of token economy for patients in a psychiatric hospital. See task on power point above. Please hand in once you have completed yours. 

Lesson 5-6  – We finished of Sz topic by looking at the Interactionist approach to understanding and treating Sz  – you wrote a 6 mark outline and an evaluation paragraph during the lesson which I checked. You also completed  some tutor2U questions we we checked in class.   See >>>>interactionist pp

There will be a Sz end of unit test on Wednesday of next week 

Prep

Please check you have completed the various exercises in your PHG Sz pack – up to and including exercise 8.12. We will finish this pack this week and I will take in the completed pack on Monday of next week 

As always, complete any work that was not completed during the lessons – if you have unfinished sheets in your folder please complete ASAP and hand in for checking .