ABOUT THE COERCIVE EFFECTS OF THE BAN
ON THE PURSUIT OF MENTAL BALANCE
(Source: Chapter 4, The Non-coverable Problem of Headscarf (edited book), 2008, AKDER Publications)
Adem Çakır*
*Profession in Psychological Consultancy
Translated by Tuba Coşandal
Introduction:
Living creatures come to the world as unique, and most of them live with their species. This makes their live easy on one hand, and is necessary for the continuance of their species. Considering human in this way, human is represented as a more complicated concept. She/he comes to the world “lonely” and “precious” and endeavor to overcome loneliness and spend a meaningfull life with other people. Her/his “preciousness” is her/his most precious treasure of the individual and the outsider effects are defended with heart and soul.
When the scientific approaches that are a product of human endeavor attempt to explain “human” we can see various definitions through the direction of their studies.For people studying psychology , for example, consider that human is a biological, psychological, and cultural being. It may be possible to observe a very little part of these dimensions in mammals. Even though, the basic components differentiating human from the other living being include genetical elements, all of the other products which are produced by human determine the qualititative direction of human life.
Our biological equipment is given and we have no right to choose them. We have the genetic codes of our parents. However, meaning of these characteristics are processed and evaulated in the social and cultural structure we live in. The same characteristic in different individuals may become an advantage or disadvantage . This is as a result of the cultural environment where the individual is born, since this structure kuşatmak and sarıp sarmalamak and make her/him a member of the society she/he is born in.
The concept of culture does not have a common definition that everybody accepts, but in this study it means the value system of the societies that are unique to them in a specific time period. In other words, culture may be defined as the behaviors chosen by the individual.
The human baby who is born to world has to learn the value system she/he is born and has to act in an appropriate way with this system to be really “human”. This process called as socialisation can be defined as the process that the individuals become instrumental members of the group they belong, and gain the values, behaviors and believes of the other members of the group) (Gander and Gardiner, 2007, 297). In the developmental concept, it is seen that this period(Process) starts with birth and continues to the end of life.
We can give daughters to cook and talk as her mother and son to behave and swear as his father can be given as examples for the socialisation process.
An important dimension of socialisation is included by individual to learn the values of the society she/he lives in and to live appropriate with its rules. Learning a society’s morality means to learn the “true” and “wrong” deed for that society. True and false, beautiful and ugly are valid to the specific society. Even there is a similarity with western society centered in today’s communication and interaction environment, we can say that this similarity is less in the middle and low level of the societies. In our country for example, being westernised is obvious in the families with a high socio-economical level while middle and low levels this effect is less evident. Thus, it is possible to observe the moral traces of the society. Getting inside the apartment is a western value for example. However, it is a wrong behavior in the society we live in. Kissing the hands of the elders is also a moral behavior, but it may be understood wrong in the westernised concept.
When we look into the studies on how the children obtain moral behaviors, we can see that different tendencies occur in various ages. Children at first consider the behaviors they are punished for as wrong, then they think that the ones fit their benefits as true. A child on the age of 8- 10 start to do and repeat the behaviors that adults around her/his like. As an example, if a mother “good for you” to her child when she/he holds the spoon and sing as it is a microphone, she COdes this behavior as good and true. For a child takes chocolate for going to mosque with his grandfather, this is a good behavior. He has both taken a present and the adults like him. Child learns different social rules as her/his interaction with adults increases, and tries to obey the rules. This process has also a speciality that provides the child to learn the religious values, and faith system. In this process, the religious choices and sensitivity of the parents are transferred to child and COntinuity is provided.
ON SOCIALISATION AND EDUCATION:
Education is, as a concept, the process of changing behavior. Individuals of a society is socialised by the other members of the family, then state keeps on this work with the instrument of the institutions called school. In the school, the main aim is to grow up individuals who act the Behavors that the state approves in the modern sense. That is why, the obligatory education is basicly a “nation state” application. Even our society has experienced the obligatory education firstly with a decleration in the period of the Mahmut the second (1824), republic has been determinator for this application. Education institutions and schools has been discussed and argued before any other institutions. The most obvious charcteristic of this situation is that the first education coincil has been assembled even before the end of the War of Independence. After the decleration of republic, education of the teachers has been an important concern. The most important masters of education as J. Dewey has been invited and they have been provided to make investigation, special courses and seminars have been done, and the wage has been given from the highest level to provide encouragement. Process of education and teachers have had a role as the carrier of the new state’s ideology. The values which have been prefered with the shape it has taken during Turkish modernisation ave been tried to given to the new generation with the help of the teachers. Therefore, the schools that have attempted to give an alternative approach to the value system which society practice.
Education, as a process, has various functions. As it has mentioned above, some part of it has been clearly emphasized. One of the important functions of it is sociological thought, related with social life. Especially in the societies defining themselves as undeveloped education is the only way to reach to a higher social level. Basicly the change of the families towards education after 1980s explains the choices for the schools in the present. Particularly, the students who wait to join to university in the higher education hope to find a chance to have a vertical change in the society. Thus, both for the young and their families university means more than having a profession. Additionally, expelling from university is not just expelling from a school. For these young people, it means to be convicted maybe to a lower level than their families’, it is a deep event with effects relevant with social classes.
Distinction Between Normal and Abnormal:
Culture defined as the value clusters that differentate the societies from each other, give oppurtunity to social scienticists to observe the behaviors of the people living in this society and to make various classifications using this characteristic of the culture. The classsifications are sometimes used to social structure and sometimes to see the particular characteristics of the individuals. The general concepts for the behavior science are the normal (typical) and abnormal (atypic). In usual, the behaviors that are practiced by the majority of the individuals and that are disapproved are defined as “normal, while the behaviors which are approved by a minority are defined as “abnormal”. Socialisation is also the proces to make individuals normal members. In spite of there is no written text on people doing which behaviors are defined as normal, which are defined as abnormal, all the members know them.
People who cannot avoid doing these “abnormal” behaviors and thoughts are “normalised” with psychiatric treatments. If someone claims that someone else is always following him, she/he is chosen, and sent to change the world for example, her/his these behaviors are enough to make her/ him defined as a person in need to be treated in the science of modern psychology. The individuals commonly met in our society, who are called as “hodja of jinn (in the present some of them call themselves as psychic), are defined as abnormal and become a topic of psychology since they claim that they see and talk to the creatures that noone else sees.
Mental Health:
The distinction between normal and abnormal behavior is followed with the psychiatric intervention and treatment. This signs the concept of mental health. Being mentaly healthy can be defined as the individual to be in balance and conformity with her/his environment.
On the other hand this concept is not stable, it represent a structure which can be bended and keep the balance in different situations. Basicly, after the individual was born with her given characteristics, she/he tries to conserve what is available for her/his in a balance. However, the encounterde hardships affects this balance, and sometimes disorder it. Disorder of balance causes appearance of abnormal behaviors.
In one side of the balance, there are various talents and existential needs. Needs urges individual to motion. However, these needs do not have a structure that can be explained simply. Therefore, the urge to help others and to dominate others coexist in the individual. The environment that people live and the believes and thoughts they have deermine which of these characteristics will get more powerful and dominant. Therefore, everybody has innocency and cruelty inside them when they start to life. Then, some of them become suffering while some others become cruel.
When we look into individuals who are mentaly healthy, we can see that they are in consistent with themselves. This situation is related with how close are the characteristics of aperson and what he/she wants to be. If a young person wants to be a good basketball players but her/his height do not let it be, this may be a problem for her/him. Another important characteristic which is an indicator of mental health is to have dreams for the future, to make plans to do them and try to perform these plans. Individuals should have thoughts for their future life and they struggle for this. If these struggles do not succeed, it causes conflict in the individual and if it cannot be resolved healthy, it can damage mental health. In this situation, the individual should have confidence in her/him. On the contrary situation, they always need other people to encourage them, they get difficulty on making choices and try different ways in order to avoid this kind of situations. The people attempting these ways are people who are under effect of other people. They cannot be “individual” as the modernsociety designates.
Another characteristic that prominence in modern psychiatry is that individual to have a belief system of her/his own.
Why is Mental Health Damaged?
Even there are plenty of discoursal explanations on the causes of the damage of mental health, only a few of them will be mentioned in this study.
Mental problem means the balance to be destroyed between the needs of the individual and the opportunities the environment. There is conflict on the base of the situation. According to the analitical view, the individual can live three types of conflicts. First one is individual to encounter with two or more variable in the same time and to choose one of them.
A child to want to eat both chips and chocolate in the same time but has to choose only one, or an adult to choose between a good holiday opportunity she/he really likes or to visit her/his parents in the holiday, and has to choose one while giving up the other are samples for this situation.
These events may cause inner conflicts unconsciously. Another source of conflict is to face with two undesired states and to be have to choose one of them. That may be explained with a quite common expression in Turkish meaning “ If you spit below, you dirt you beard, if you spit above, you dirt your moustache” (In Turkish it is: Aşağı tükürsen sakal, yukarı tükürsen bıyık). It is also as the headscarf ban in our country. The students with headscarves are forced to choose one of two undesired states (quiting from school or uncovering the headscarf) and that becomes the base for serious conflicts. The third conflict is like something desired for an individual to include something that is not desired for her/him. A person to like the chocolate very much, but to put on weight eating it and being discomforable for her/his overweight may be an example for this. The person wants the chocolate but does not want the overweight as a conclusion of this action.
These conflicts push the person for search since the mental mechanism always tend to be in balance and this balance should be reconstructed. The defense mechanisms appear to reconstruct the balance to comfort the individual. However, the frequency to use these mechanism or the way they are used may lead to mental damage too. If this cannot be provided, the individual gets depressed and have emotional damage, and it is not likely a person to overcome these without any external support.
E. From also mentions about the needs of the human to understand the human sprit and he claims that these needs must be explained to understand the sprit. He adds that there are five basic needs in human (Gençtan, 1984.222). The first one is the need for a relatedness. A human needs to construct and develop the relations in her/his life. The most desired way of it is the relations based on amity. Motive for transcendence is another need. This expresses an individual to produce things that can make herself/himself different from the other people. If the person is deprived form this production, she/he can be a destructive person. Another one is the human to look for a rootedness. The individual wants to see herself/himself as a part of a unity, and to belong to somewhere. Additionally, person needs sense of identity. She/he has to construct a unity with her/his different and unique characteristics from other people is a significant need. If the individual cannot succeed that, she/he has to identfy with he other groups to satisfy this need. The last one is a frame of orientation that the individual will give meaning with the faculties unique to her/him. The individual satisfy these needs due to the characteristics of the society she/he lives in differnt levels and these differentations constitute the difference of identities.
Another view is that the person is born with the need of self-actualisation, the defect is not to work, and not to struggle for this need. According to this view, individual constructs a personality) appropriate with her/his conception. Personality is constructed as a result of the perception of individual’s interaction and communication with other people. It is generally perception way of the individual for herself/himself, it is a value the individual estimate for herself/himself. Another related concept is the idealised personality. This express the state that the individual considers herself/himself as precious when she/he achieves. Idealised personality may mean that the state that the individual thinks herself/himself as actualised. The conflict between the value system of the individual and life causes anxiety in her/him and this has damaging effects on mental health.
Headscarf Ban and The Victims' Situation
High School Level
Headscarf is firstly a part of the the identity that the individual improves. Identity, in general terms, consists of the elements and it has a dynamical unity. The external intervention to this structure is intervention to identity/personality. Even only with this characteristics, the external interventions have a more harmfull effect on the students going to high school.
That is because of that years of high scool is the time when they try to finish their identity crises. The individual try to handle with sexual conflicts while choosing a job, construct an imagination for future and build a value system trying to give it meaning to and make a foundation for it. She/he tries to do different activities to demonstrate that she/he is a different individual. We can observe that do many activities that are not thought as meaningful by the adults. Boys for example, may change their hairstyles evey week. The healthy action is not to intervene the behaviors and let them to find the one that fits them. Ban for the headscarf is an assault to the construction of identity besides the fact that headscarf is an order of the Book that the young person believes in.
When these efforts of the young person is intervened, expecting for them to have healthy identity development is just a false hope. That is because of the fact that an identity structure which has not been completed has been assaulted and its probable unity has been threatened. This choice that has been made without considering it deeply has been a obstacle to the all future dreams of the young person, and that disappoints them. The intensity that is attributed to the future determines the depth of the disappointment. Seeing that all the future dreams have been fading away just because of a clothing may result various reactions. First of all, this assault made on her structural unity has been made to her personal value.
In order to reconstruct her entity either she will glorify her choice and reorganise her future dreams or she will try to reach her dreams using different ways. In the second case, since she has been forced to choose between school and headscarf, will make her think that her making a decision on her value. The worst of all is developing the thought of “If these are happening to me, I have deserved them, because I am worthless” and the feeling of worthlessness because of this. In this state, the individual will be encountered with intensive depressive thoughts, gives up all her thoughts about future and lead a life with direction of the people around her She will maybe marry and become a mother with these feelings. The togetherness built with this depressive structure, and how valuable will this togetherness and the borned children will be is another argumentative issue.
Taking the issue of religion into consideration, high school years is the time when the individual make a foundation on the ideologies and religions. She/he wants to defend her/his believes to the last. This does not have to be only religion. On the centre of the events in Turkey, before 1980 the high school and university students who have thought the intervention to their believes as insulting, and have not hesitated to use violance may be used as an example for this. In the example of the headscarf ban, changing of the lives completely of the children because of a choice thay have made when they were 13-14 years old, a strict intervention that make them away from the education life, may be enough to make therir life miserable. The fighter ones of these teenagers facing with this situation, use various defense mechanism to glorify what they do.
This leads them to develop a more defensive and aggressive personality. The individual who is exposed to such an enermous destruction, try to explain the sources fo tall the problems in her/his life with this blocks her/his ability to solve problem. The ones who are not fighter keep on their way with the choices other people instead of an identity unique to them. In both situations, even they live these tough years without having serious problems, it is inevitable for them to have serious psychological depressions. That is because that they will have great loss in both situations and they will try compensate their loss. The cost of the choices will always stay as a question mark.
Level of Higher Education
University, as mentioned above, is an education level referring more than having higher education. Some of the headscarved girls also define this period as a way leading to economical freedom, an opportunity to a lifestyle different their mother and women around them. In general, it can be observed that the students from a lower socio-economical level, study more carefully and attentively basicly, for not to live the experiences of their mothers. Therefore, they give a higher value on the exam they have a different meaning and value. The exams and the school become a matter of life and death for them. Headscarf is mostly a “value” that the environment gives them. Joining university and leaving house, having a university education is the key for a better life in a higher. She will study her lessons, finish her school and obtain what she wants. Not many obstacles are seen against her dreams. Even some of them are in the level of the last exam. Losing illegaly a dream that so much energy of life has been invested is ne of the biggest losts that can be experienced in the life.
Worst of all, the way of solution and negotiation is quite difficult. The young person is supposed to concede of her values to negotiate. That harms the unity of personality that she develops. This assault made to her values and unity of identity is seen as abuse and total threat and the position of defence is taken. Some of them do not give up their defensive position, while some others try the ways to negotiate and save their investments.
The individual is happy and contentful as long as she/he lives in an appropriate way with her/his value system. She/he lives the truth she/he believes and predicts for her/his life depending on her believes. Headscarf forces the individual to choose between her future or her values which has risks to result severe pathological disorders as dissociative identity disorder.
The example belove has been taken since it is typical:
“ Not I don’t do any sins, but none of them are like uncovering headscarf.”
“ Now I realise better that headscarf is not a simple piece of cloth, Headscarf is my piece. I know that I will feel naked without it. And I know that a wreck will stay behind me when I uncover it. Not I don’t do any sins, but none of them are like uncovering headscarf, they are not continuous.
However, when I uncover the headscarf, this feeling will destroy me: to feel as looking at a sinner face when I look at the mirror. I sacrify my education since I do not want to go through these and resist on not uncovering it....”
However, I have countered with a terrible bulliness in the second year of my education. I was told to uncover my headscarf or leave the applied courses. People telling me these were noone but my teachers I like and respect. This was a discrimination I have never seen in my life. How people are these who do not hesitate to apply this ban. Have they not any conscious? How do they dare to ruin my life since I do not think as they do. Especially, banning a cloth as headscarf which is an obligation of religion can be only in Turkey.
In the news I have recently watched, a scene of torture to the dogs. Noone with humanity and faith can be reluctant with these events. I have also worried a lot. On the other hand, there is another point I really worry. In any way, I was under torture too. However, I and my friends have never been mentioned during this time. Additionally, we were people. That means, we did not have any value as much as dogs.
N. A. Cerrahpaşa Faculty of Medicine 2nd Grade (Şişman, 1998)
Additionally, most of the young who has stayed between two undesired conditions – even their choice is to drop school or headscarf- have been discriminated and degraded personally by their close friends and relatives. The young who are not “understood” even by their closest friends and relatives, are abondoned in an absolute solitude and students experiencing similar problems had to stick together and they were supposed to endure and overcome all the difficulties all themselves.
Not having support of their families when they need most, has great risks for all the young that can be start of big psychological disasters. That is why, some of the young people who are the victim of headscarf ban, have developed various formulas (!) as hat and wig to avoid the difficulties. Unfortunately they have been a topic for the (((reality news page))) of the newspapers as a result of the interventions of the protests.
“They have started to pull and drag us from our arms and legs”
Since 2‘nd of March, 1998, I have not felt myself such weak and ruined. People were fewer and there was a cool wind. Headscarf of some of the headscarved girls have seemed strange to me. They were higher or their heads were bigger. I have felt a big fear when I saw this. Were there wigs under their headscarves? I wish we have never reached to that hour and we have never lived these events that have collapsed our hopes and togetherness. When the students whose numbershave been read, start to enter, we have seen than the fear inside us was not baseless. Our friends with headscarves looking puffy have started to uncover their headscarves and get into the exam. I cannot express that moment with words. If I could do, I would cut these moment out of my life, and would be never lived them..
They have located police to the gates. We were under a great pressure from everywhere. I had a friend in her senior year. Her father has come all the way from Gaziantep to force her to uncover her headscarf. He was telling her “Either you uncover headscarf and take the exam now, or we return house with you and you stay at home.” We have also took our share from his anger. He told us not to make pressure on his daughter for her not to uncover her headscarf. They were really sad moments. All of we were crying and coludn’t find anything to do. Finally, her fther made her to take the exam forcibly. I can not know the true call and true act on this topic anymore. All I can do is to pray Allah to keep my mind and keep me on his righteous path
Today I have lived my first unjust treatment on my exams. I have been entering to class and being banished by my instructors and police. However, I was not alone. I was spending my time with my friends anyway. Since the beginning of my intern on the internal diseases, I have promised myself to struggle hard to take the exam. There were 5-6 security guards, 10-15 police officers, the students and their lawyers. The door was being opened sometimes, and teachers and officers wre seen talkingin whispers.
The door was being closed during entrance and exit of a teacher. After a while Reyhan has appeard in front of the door and told me that she was going out from the class. From the door opened partway, she told me that she was threatened by being expelled from the university. The exam has been late because of these incidents. Therefore, the police reinforcement and civil police have arrived. The police have thrown our lawyers out kicking and harassing. Meanwhile, a reporter has also been taken into custody. There were only students on the corridors. The policemen weer quite patientless now and become strict. They have reinforced with female police officers. My friend Reyhan and I were the most insistent students to enter the classes. The new comer female officers of the contingency force, the “contingency ladies” have started to drag us holding our arms and legs. At the moment all of our friends around us were crying. Crying has not even crossed my mind. I just remember saying to the police “I am a student. All I want is to take the exam. What are you doing?” The dragging has continued. At the moments when the officers have been loose, I and Reyhan were running from the officers and leading to the door of the exam. Finally, we were thrown out by main force. Commissory has been frustrated. He told the officers “Take them into custody”. The officers have started to drag us to the police car. All of the girls were coming behind us crying and begging “Leave our friends”. People around were just watching what was happening, senseless... It was like we were ADİ criminals. We have gone to see the dean in a dragged and miserable condition. With a petition requsting a reason for us not to be taken to the exam.
In the evening I have returned home. I was tired like returning from a war and my my all muscles were in pain When I was having abluation I have recognised the bruises in my arms. I was sad to the officers who did this, more than being resentful. I could not hate them. I have not feel it. That was because that most of them acting like this since they have been asked to by their supervisors. Some were saying “My mother, sister, buddy are also covered. How can I touch you?” Of course they were under order of their supervisers However, shouldn’t they question if the order they take resuls injustice?
Ş. U. Çapa Faculty of Medicine 4th Grade (Şişman,1998)
One way to prevent injustice has been to send these young people abroad to complete their education in abroad. On the othar hand the pressure of this situation on their mental health has been ignored. When their own country do not permit them to have education, having education in the foreigner countries with different traditions and habits, is a situation that can increase the effect of being banished and harrassed. Additionally, being obliged to leave the beloving ones only because of clothing, is not easy to endure. If there is also an innocent baby besides the left parents and spouse...
…….
It was one of the hot august days that we were coming to live our secand year in Hungaria. My luggage has been prepared and locked. However, my mother recognised a small empty space. My dear mummy has made so many things to fit into there she has put her hand on the empty part with excitement to put more and said “Is there anything to replace here, dear, let’s put something here.” Without thinking, I have just said “ Let’s put Y... here mum” referring my son. My mummy cried a lot. I have succeed to postpone my tears to shed another time. If I haven’t done this, the struggle I have started to study with my headscarf would have stayed incomplete.
My son was just one month old then. The blueness of breast feeding on his eyes would be vanished in my second meeting with him. He was the youngest victim of the headscarf ban He was deprived from the most natural right of a baby, breast feeding. He has made the biggest sacrifice. He has sent his mother to a foreigner country for her to finish the school and pass the exams.
Now my son is five years old I have endured all he sd days and reached my son. I have had a “huge” diploma. As they have not permit me to finish my school here, now they do not accept my degree as valid. I am waiting with patience. One day, everything will be okey and everybody will understand that these craps won’t lead us to anywhere good
N.P.
Another important side of going to abroad is relevant with the ones who cannot go abroad. The people who cannot go have been tried to study under tough conditions and try to accomplish a good life and future. However, it is like they have been given the message that “ Your future, your personality, your production for this country does not ever matter. You go back, and do not ever dream to exit from the conditions you were born into”. Seeing that some of their friends have education in abroad, is just a situation to be envied and desired for the majority deprived of this chance.
Exclusion from Employment
In our country, being officer is accepted as an economical class. The most significant characteristics of this class is that they have a wage can sustain their life in very difficult conditions in every stage of history. That is why, economically the most comfortable officers are the families where both spouses work. Only in this way they can manage a more comfortable life. The headscarved officers are mostly from the families with lowest status.
Considering the ban of headscarf only as banishing people from jobs is an insufficient conclusion. This situation affects all the members of the family in the families with low income. People who are fired or are not hired cannot protect the present life style they are used to and their standart of living decline. That affects the family life, the number of the disagreements and fights increase between spouses, the families get less healthy every day.
WITH THIS BAN, MY PAST, AIMS, TARGETS, THE FUTURE OF MY CHILDREN HAVE BEEN DISREGARDED
As a result of education for 20 years, I have reached my biggest dream, being a teacher, and planned a life in this way I have had a specific career and standard of living. However, my life has been overwhelmed. Now, I cannot work in any school since I wear headscarf. I shop that I have applied to be a shop assistant, has offered me a quite low salary. When I have asked the reason, they have responsed to me that noone gives a job to the headscarved women, and I have to satisfy with it. I mean, we cannot be even a shop assistant after all these years’ training. I have got three children. One is 8 and in the third grade, another one is 6 and going to kinder garden. The youngest one is 3 and with me at home. My eldest child is hyperactive, and needs to attend to sportive etc activities due to the advice of our psychiatrist. However, I cannot afford to send him anywhere. My the other two children have allergic asthma. There is not the environment necessary for their health. We are lease holder and the house is so small. It is not sunny enough for the children with asthma. We cannot afford better conditions. We have started to live in quite below of the standards we accustomed to. This situation has damaged our family happiness; consequently, psychological condition of my spouse, mine and my children. I think that my past, my aims, my targets, and the future of my children have been disregarded.. I am a housewife and I have my hand tied. We manage a family with five people with a teacher’s salary (my spouse is a teacher) and pay our rent.
Esma ANCİN
Another side of the ban is the misinterpretation of working. The example above is only relevant with the economical side of the problem. On the other hand, working does not mean to earn money to feed family. It is another the individuals to sustain their existential needs, and what is given to human to be produced and returned to society, to the benefit of people in a way. It is one of the most important steps on self-realisation of the individual to see that the person can do various things working and producing and these things can be useful, and other people benefit them. Therefore, preventing people to work can make incurable problems in the personal lives even the economical loses can be compensated in some instances.
Conclusion
Since the first time it has been applied, the headscarf ban, is unfortunately devoid of legal justification, against human rights and arbitrary. The most important signifier of this is that it sometimes get strict then becomes loosy again. Unfortunately, as long as the ban is applied this way, it will continue to hurt our society and the young.
The biggest treasure of a country is the talented people it has. The countries develop as much as the talented people are grown and get prepared for the future. If we want our society to develop and be among the other countries proudly, it must be our the ultimate aim to develop the talents of the young no matter what they think or believe in.
A weird ban as headscarf ban, prevents us to get benefit from some part of our benefit people on one hand, on the other hand, damages the mental health of these people and do nothing but make the world as a misery for them and people around them. Appliance of the ban only to these people do not mean that only they are affected of it. It must be realised that this causes a social lose and results must be considered.
BIBLIOGRAPHY
GANDER, JMary, Gardiner, Harry W, Çocuk ve Ergen Gelişimi (6. Baskı) (Trans. Bekir Onur and friends) İmge Press, Ankara 2007
GENÇTAN, Engin, Psikanaliz ve Sonrası (2.Basım). Press, İstanbul 1984.
ŞİŞMAN, Nazife, Başörtüsü Mağdurlarından Anlatılmamış Öyküler, İz Press İstanbul 1998