Student names and IDs: Charmaine Kong Yii Seen 17113077

Oh Jun Xi 17106501

Teh Jei Mi 18009795

Jayashan A/L Chinatamy 16108789

Sharlini A/P Anantha Raj 16065823

Group : 10

Subject Code : PSY 3074

Lecturer’s Name : Ms Woo Pei Jun

Programme : BSc (Hons) Psychology

 2

Introduction

Depression

The American Psychological Association (n.d.) defines depression as a negative emotional

state that interferes with daily life, ranging from unhappiness, pessimism, dissatisfaction to intense

melancholy whilst exhibiting many physical, cognitive, and social changes. In psychiatry, the term

is used to refer to any depressive disorders. According to the World Health Organization (2020), at

least 264 million people of different ages and nationalities are afflicted with depression, causing it

to be one of the leading causes of disability and death in the world.

Many studies have indicated the positive correlation between parenting and the onset of

mental illness. Radziszewska et al. (1996) was a relatively early study implying the negative

mental health consequences of the absence of warmth and healthy control in parenting, attributing

these factors to the elevated depression levels of its African American male participants. Seo et al.

(2012) found that positive parenting reduced the levels of depression in Korean children and had a

positive effect on self-efficacy. Overprotective behaviour and lower levels of care and nurturance

among parents have been associated with higher levels of depressive symptomatology (Betts et al.,

2009). These studies describe the authoritative parenting style as one that either reduces the onset

of mental illness or found that children whose parents adopted this style had the least depressive

symptoms.

Sanjeevan & de Zoysa (2018) found that the authoritative parenting style was associated

with lower levels of depression regardless of the gender of the parents. In the study, a sample of

232 adolescents ranging from 15 to 18 years old were recruited from schools in Colombo, Sri

Lanka. Two scales were used in this study, The Scale of Parenting Style and the Depression,
 3

Anxiety, and Stress Scale-21, both of which were given to participants along with a demographic

questionnaire. The inclusion criterion of this study consisted solely of the Tamil speaking

population to investigate the cross-cultural dynamic of parent-child relationships. Additionally, it

was concluded that the neglectful parenting style contributed to the highest depression levels of its

participants. The same correlation was found for anxiety and stress levels of the adolescents as

well.

Studies that corroborate these findings include Diaz (2009), which cited family stress and

authoritative parenting as important predictors of the expression of depressive symptoms. The

study sample consisted of 93 female students from a high school in the United States, who were

given a demographic form and the Beck Depression Inventory (BDI-II) to assess depressive

symptoms. Furthermore, this study measured ethnic identity using the Multi-group Ethnic Identity

Measure as it intended to identify if there were ethnic group differences in depressive symptom

expression among the three biggest minority groups in the US: namely Latina, African American

and Asian adolescent females. Overall, parent-adolescent relationship quality and authoritative

parenting correlated strongly and at least 30% of participants reported depressive symptoms in the

moderate to severe range.

However, there have been several contradicting findings between studies, some suggesting

that the authoritarian parenting style produces the highest levels of depression among children

(Sharma et al., 2011) while others suggest that neglectful parents produce higher levels of

depression than authoritarian parents (Radziszewska et al., 1996; Sanjeevan & de Zoysa, 2018).

Anxiety

The authoritarian parenting style displayed a positive correlation with the development of
 4

anxiety among adolescents, whereas the authoritative parenting style had the opposite effect,

indicating a negative correlation instead (Erozkan, 2012). Anxiety can be defined as an emotion

marked by fear and somatic symptoms in which a person anticipates impending danger, calamity,

or disaster. It is not fear itself as anxiety is considered a future-oriented response generally focused

on the ability to diffuse a threat, while fear is a present-oriented response to a clearly identified

threat (American Psychological Association, n.d.).

Regarding the findings of Sanjeevan & de Zoysa (2018), lower levels of depression were

associated with authoritative parenting regardless of the parents’ gender, the study however found

that mothers who adopted the neglectful parenting style contributed to higher levels of anxiety

among adolescents. Fathers, on the other hand, did not have a significant effect on the anxiety

levels of adolescents, the authors believed this to be the result of the lack of time spent by fathers

on day-to-day parenting activities compared to mothers.

Moreover, anxiety disorders are the most common mental disorders affecting children and

adolescents globally, with certain anxiety problems beginning as early as age six (Merikangas et

al., 2010). Wolfradt et al. (2003) found that during adolescence, perceived parental warmth was

favourably connected to active coping and adversely related to the anxiety trait. The study

examined the relationship between perceived parenting styles, depersonalisation experiences, trait

anxiety and coping behaviour. According to the American Psychological Association, trait anxiety

can be defined as the susceptibility of an individual to anxiety. Individuals with high trait anxiety

perceive the world as more hazardous or threatening than otherwise.

Wolfradt et al. (2003) sampled 276 German high school students who were given 4

questionnaires to measure the following: three types of perceived parenting styles, the occurrence
 5

of dissociative experiences, anxiety, and coping behaviour, respectively. It was found that

increased trait anxiety among adolescents was strongly linked with perceived parental

psychological pressure. The authors referred to an earlier study by Dusek and Danko (1994, as

cited in Wolfradt et al., 2003) which found that students with authoritarian parents used active

coping behaviour less frequently than students with permissive or authoritative parents. The study

concluded that perceived authoritarian parenting style is closely linked to psychological distress

among adolescents.

Stress

Past research on parenting styles and stress has yielded conflicting results. For example,

despite the fact that one study (Tay & Tam, 2010) found no link between parenting styles and

stress, another Asian study (Kanmani, 2013, as cited in Sanjeevan & de Zoysa, 2018) found a link

between the two factors. Findings from Sanjeevan & de Zoysa (2018) can corroborate the link

made by the latter. It was established that among all four parenting styles, the authoritative

parenting style was associated with lower levels of stress while the neglectful parenting style was

associated with the highest level of stress among adolescents. Stress can be defined as the

physiological or psychological response to internal or external stressors, involving changes to

bodily functions, behaviour, and emotions (American Psychological Association, n.d.).

Tay & Tam (2010) stated that parenting styles may have an indirect effect on the stress

levels of adolescents, rather than being a primary contributing factor. The authors cited several

other studies indicating that factors such as academic pressure and adolescent’s personality may

offset the influences of parenting. The study obtained a sample of 140 Malaysian adolescents

ranging from ages 13 to 16 from two public secondary schools. It was conducted through a survey
 6

which included two instruments, the Parental Authority Questionnaire, and the Adolescent Stress

Questionnaire along with a demographic questionnaire. Additionally, the study determined that

Malaysian fathers are not perceived to be authoritarian over mothers, who are perceived as such.

The authors also state that the study's predicted finding (i.e., parenting styles do not correlate with

the stress levels of adolescents) is not congruent with findings of several other Malaysian studies

but cites one other study’s findings that ratifies its own.

In addition, participants of the study conducted by Diaz (2009) reported higher levels of

depressive symptoms as levels of family stress increased. It was indicated that family stress

contributed to higher levels of internalizing problems. Interestingly, it was also found that

participants who reported a strong ethnic identity were more susceptible to family stress and its

negative effects. Although many studies show similar results, Tay & Tam (2010) strongly claim

that parenting style does not correlate to Malaysian adolescent stress levels.

Aim and Hypotheses

Parenting has been cited as one of the major factors of the development of good mental

health among children and positive socio psychological development into adulthood. As such, it is

imperative to determine if this important factor, may be contributing to the psychological ill-health

of children.

Through the evaluation of past literature, culture and ethnicity has been found to be a

common variable in research regarding the psychological effects of parenting styles. Whether

culture affects children’s perception of parenting styles or the parenting style itself seems to lack

empirical substance. Some studies found that the relationship between parenting styles and

depression, anxiety, and stress is similar across different cultures (Soenens et al., 2012; Diaz,
 7

2019), whereas others indicate that this is false, pointing out cross-cultural differences (Mousavi et

al., 2016). Besides that, Diaz (2019) stated that perhaps different ethnic minority groups experience

or display familial stress in different ways. For example, some cultures' families may express stress

through open confrontation, whilst other cultures' families may prefer to use withdrawal tactics.

This study does not study the differences in cross-cultural dynamics between parenting styles and

psychological well-being, and as such we recommend that further research be done to investigate

the ethnocultural effects on these variables.

With regards to conflicting findings of the effects of perceived parenting style on

depression, anxiety, and stress levels among Malaysian young adults, these disputes signify a need

for further research on the subject at hand, contributing to the aim of this intended study. In the

proposed experiment, the effects of perceived parenting on their children’s mental health, or rather

their psychological ill-health will be investigated. Psychological ill-health will be measured

through dimensions of depression, anxiety, and stress using the DASS-21.

Parenting can be defined as guaranteeing their child's wellbeing and security, planning kids

for life as useful grown-ups and sending social qualities (Kazdin, 2000). According to the

American Psychological Association (2021) mental health can be defined as a perspective

described by enthusiastic prosperity, great social change, relative independence from tension and

impairing side effects, and an ability to set up productive connections and adapt to the standard

requests and stresses of life.

This study aims to identify the effects of perceived parenting style on depression, anxiety,

and stress levels among Malaysian young adults. Based on past literature, the hypotheses for this

study is presented as:

Hypothesis 1: Authoritarian parenting style contributes to the highest depression level

 8

among young adults.

Hypothesis 2: Authoritarian parenting style contributes to the highest anxiety level among

young adults.

Hypothesis 3: Authoritarian parenting style contributes to the highest stress levels among

young adults.

Methods

Participants

250 participants, both male and female, will be recruited through convenience sampling.

According to Sanjeevan & de Zoysa (2018), this approximate sample size was suggested for

MANOVA with four groups (e.g. four parenting styles) in order to analyze mental health outcomes

of depression, anxiety and stress based on the Guilford et al. (1978, as cited in Sanjeevan & de

Zoysa, 2018) formula. The study will be based on the correlational study design, whereby a self-

report online survey will be given to participants via social media platforms such as Facebook,

Instagram and Whatsapp. Conducting a survey online brings the benefit of being able to recruit a

larger sample, and it is also much more convenient and easier for data collection. The inclusion

criteria for participants includes being 18 years old and above and Malaysian. The exclusion

criteria included people with existing chronic diseases as they could display an unusual level of

depression, anxiety or stress.

Procedure

The procedure follows as such that the participants will receive a link through social media

platforms that will lead them to a Google form from the researcher. The survey will start off by

presenting the information sheet to potential participants regarding the inclusion criteria, the
 9

purpose of the study and their rights as participants (refer to Appendix C). A consent form will be

displayed shortly after to gain consent from willing participants (refer to Appendix D). Participants

will then be directed to the demographics sheet, where they are required to fill in information

regarding their age, gender, family structure (e.g. two parents, divorced parents, single parent and

others), race, guardian’s occupation, guardian’s monthly income, and guardian’s education level.

After filling in their information, participants will proceed to responding to 2 questionnaires, the

Perceived Parenting Styles scale (PPSS) and Depression, Anxiety and Stress scale (DASS-21). At

the conclusion of the survey, participants will be presented with a debriefing form, to provide them

with the contact information of the principal investigators of the study and mental health services

that participants can have access to if ever needed.

Measures

Perceived Parenting Styles Scale (PPSS) by Divya and Manikandan (2013) consists of 30 items.

It is a 5-point Likert scale with response categories as Strongly Agree (5), Agree (4), Neutral (3),

Disagree (2) and Strongly Disagree (1). All the items in the scale are worded positively and scored

5 to 1. All the three perceived parenting styles are scored separately. The items of authoritative are

1, 4, 7, 10, 13, 16, 19, 22, 25, 28; authoritarian are 2, 5, 8, 11, 14, 17, 20, 23, 26, 29 and

permissive are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. The Conbrach’s alphas for each subscale is 0.79,

authoritarian 0.81 and permissive 0.86 respectively. The parenting style with the highest score

means it is the perceived parenting style by the child (refer to Appendix A).

Depression Anxiety Stress Scale (DASS-21) by Lovibond and Lovibond (1995) is a 4-point

Likert scale of frequency or severity of the participants' experiences over the past week. The
 10

DASS- 21 is a shortened form of the DASS-42 and includes 7 items from each of the 3 subscales

which are depression, anxiety and stress. The rating scale is as follows: 0 = Did not apply to me at

all; 1= Applied to me to some degree, or some of the time; 2= Applied to me to a considerable

degree, or a good part of time; 3= Applied to me very much, or most of the time. The Cronbach's

alphas for the DASS Depression, Anxiety, and Stress subscales were .97, .92, and .95 respectively.

The higher the score of each subscale the higher the depression, anxiety or stress (refer to

Appendix B).

Proposed analyses

The statistical software SPSS will be utilized to perform data analysis on the variables. Prior to

analyses, all responses will be run through to detect any incomplete or skipped questions. After

preliminary analyses, descriptive statistics will be conducted for the demographic variables and the

parenting styles. Moreover, the perceived parenting styles, depression, anxiety and stress levels

will be analysed through correlation analyses. A one-way multivariate analysis of variance

(MANOVA) will then be conducted to analyze if there are any significant differences between the

types of parenting styles in correlation with depression, anxiety and stress levels in young adults.

Proposed Timeline

Date / Timeline Remarks

Duration

2 Hours 1st meeting: Pre-planning Discuss topic and divide responsibilities for
proposal

10 Days Pick a journal article/experiment Individually research for potential

experiments

2 Weeks Work on proposal Independent preparation based on given

 11

responsibilities

10 Days 2nd meeting: Proposal Gather points for proposal and finalise
proposal to be submitted

Submit Proposal

3 Hours 3rd meeting: Plan logistics for the Confirm timeline, outline and roles for the
experiment preparation of the experiment.

2 Weeks Preparing content and materials for the Online survey (Google Form), Promotional
research posters, Participants Information Sheet,
Demographic Form, Questionnaires: (1)
Perceived Parenting Styles Scale (PPSS) and
(2) Depression Anxiety Stress Scale (DASS-
21)

3 Weeks Recruiting Participants & Collecting Data Posting on social media platforms (i.e.
Facebook, Instagram, Whatsapp)

1 Week Data Analyses SPSS data analysis

4 Hours 4th meeting: Discussion for Research Discuss on results analysed and divide
Article responsibilities for article compilation

1 Week Work on Article compilation Independent preparation based on given

responsibilities

Submit Article
 12

References

American Psychological Association. (n.d.). Anxiety. In APA Dictionary of Psychology.

https://dictionary.apa.org/anxiety

American Psychological Association. (n.d.). Depression. In APA Dictionary of Psychology.

https://dictionary.apa.org/depression

American Psychological Association. (2021, May 31). Mental Health. American Psychological

Association. https://dictionary.apa.org/mental-health.

American Psychological Association. (n.d.). Stress. In APA Dictionary of Psychology.

https://dictionary.apa.org/stress

Betts, J., Gullone, E., & Allen, J. S. (2009). An examination of emotion regulation, temperament,

and parenting style as potential predictors of adolescent depression risk status: A

correlational study. British Journal of Developmental Psychology, 27(2), 473–485.

https://doi.org/10.1348/026151008x314900

Diaz, D. M. V. (2009, September 23). The Relations among Parenting Style, Parent-Adolescent

Relationship, Family Stress, Cultural Context and Depressive Symptomatology among

Adolescent Females. ScholarWorks @ Georgia State University.

https://scholarworks.gsu.edu/psych_diss/60/.

Divya, D. T. & Manikandan K. (2013). Perceived Parenting Style Scale.

https://www.researchgate.net/publication/339712217_Parenting_Style_Scale

Erozkan, A. (2010). Examination of relationship between anxiety sensitivity and parenting styles in
 13

adolescents. EducationalSciences: Theory and Practice, 12(1):52-7.

Kazdin, A. E. (2000). Encyclopedia of psychology. American Psychological Association.

Lovibond, S. H., & Lovibond, P. F. (1995). Depression Anxiety Stress Scales [Database record].

PsycTESTS. doi: https://dx.doi.org/10.1037/t01004-000

Merikangas, K. R., He, J.-ping, Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., Benjet, C.,

Georgiades, K., & Swendsen, J. (2010). Lifetime Prevalence of Mental Disorders in U.S.

Adolescents: Results from the National Comorbidity Survey Replication–Adolescent

Supplement (NCS-A). Journal of the American Academy of Child & Adolescent

Psychiatry, 49(10), 980–989. https://doi.org/10.1016/j.jaac.2010.05.017

Mousavi, S. E., Low, W. Y., & Hashim, A. H. (2016). Perceived Parenting Styles and Cultural

Influences in Adolescent’s Anxiety: A Cross-Cultural Comparison. Journal of Child and

Family Studies, 25(7), 2102–2110. https://doi.org/10.1007/s10826-016-0393-x

Negreiros, J., & Miller, L. D. (2014). The role of parenting in childhood anxiety: Etiological

factors and treatment implications. Clinical Psychology: Science and Practice, 21(1), 3–17.

https://doi.org/10.1111/cpsp.12060

Pasley, K., & Petren, R. E. (2015). Family Structure. Encyclopedia of Family Studies, 1–4.

https://doi.org/10.1002/9781119085621.wbefs016

Radziszewska, B., Richardson, J. L., Dent, C. W., & Flay, B. R. (1996). Parenting style and

adolescent depressive symptoms, smoking, and academic achievement: Ethnic, gender, and

SES differences. Journal of Behavioral Medicine, 19(3), 289–305.

 14

https://doi.org/10.1007/bf01857770

Renk, K., & Smith, T. (2007). Predictors of Academic-Related Stress in College Students: An

Examination of Coping, Social Support, Parenting, and Anxiety. Journal of Student Affairs

Research and Practice, 44(3). https://doi.org/10.2202/1949-6605.1829

Sanjeevan, D., & De Zoysa, P. (2018). The association of parenting style on depression, anxiety

and stress among Tamil speaking adolescents in the Colombo city. Sri Lanka Journal of

Child Health, 47(4), 342. https://doi.org/10.4038/sljch.v47i4.8597

Seo, S.-N., Lee, S.-G., & Lim, S.-H. (2012). The effects of parents' positive parenting attitudes felt

by adolescents on self-efficacy, stress, depression, and adjustment to school life. Digital

Convergence Research, 10 (8), 327–333. https://doi.org/10.14400/JDPM.2012.10.8.327

Sharma, M. & Sharma, N. & Yadava, A.. (2011). Parental styles and depression among

adolescents. Journal of the Indian Academy of Applied Psychology. 37. 60-68.

Soenens, B., Park, S.-Y., Vansteenkiste, M., & Mouratidis, A. (2012). Perceived parental

psychological control and adolescent depressive experiences: A cross-cultural study with

Belgian and South-Korean adolescents. Journal of Adolescence, 35(2), 261–272.

https://doi.org/10.1016/j.adolescence.2011.05.001

Wolfradt, U., Hempel, S., & Miles, J. N. V. (2003). Perceived parenting styles, depersonalisation,

anxiety and coping behaviour in adolescents. Personality and Individual Differences,

34(3), 521–532. https://doi.org/10.1016/s0191-8869(02)00092-2

World Health Organization. (2020, January 30). Depression. https://www.who.int/news-room/fact-

 15

sheets/detail/depression.
 16

Appendix A

Perceived Parenting Styles Scale (PPSS)

1. Capable of making me understand about “Right” and “Wrong”.

2. View everything with a critical mind.

3. Never find time for me to help during difficult situations.

4. Congratulate me when I pass the exams.

5. I am compared with other friends / classmates.

6. Never help me in doing day-to-day activities on time.

7. My suggestions and ideas are considered.

8. Insult and beat me in front of others.

9. No directions are given while doing things.

10. I have freedom to discuss about anything.

11. I often feel that I am being rejected for affection.

12. No inquiries are made for the decisions taken by me.

13. During the crisis situation they inquire about it.

14. Blame me even for minor things/issues

15. Never provide an atmosphere for my studies.

16. I get love and care from parents

17. Behave to me in a strict manner.

18. Never do anything to satisfy my needs.

19. Being pursued for taking my own decisions.

20. Being scolded for not coming up to their expectations.

 17

21. Fail to inquire about the disturbances and suggest remedial measures.

22. My opinions are considered in all important decisions related to home.

23. Blame me for not doing things properly.

24. No effort is made to know about the progress of my studies

25. Provide guidance in studies and suggest ways for character formation.

26. Being scolded without knowing the reasons for late from the College.

27. No inquiries are made about my likes and interests.

28. At free time they spent time with me.

29. There is control over each of my activities.

30. They will not inquire about my abilities and goals.

 18

Appendix B

Depression, Anxiety and Stress Scale - 21 items (DASS-21)

Stress scale

I was intolerant of anything that kept me from getting on with what I was doing (14).

I felt I was rather touchy (18).

I found it difficult to relax (12).

I found myself getting agitated (11).

I felt that 1 was using a lot of nervous energy (8).

I found it hard to wind down (1).

I tended to over-react to situations (6).

Depression scale

I felt that life was meaningless (21).

I felt that I had nothing to look forward to (10).

I couldn't seem to experience any positive feeling at all (3).

I was unable to become enthusiastic about anything (16).

I felt that I wasn't worth much as a person (17).

 19

I felt down-hearted and blue (13).

I found it difficult to work up the initiative to do things (5).

Anxiety scale

I was aware of the action of my heart in the absence of physical exertion (e.g., . . .) (19).

I experienced breathing difficulty (e.g., . . .) (4).

I experienced trembling (e.g., in the hands) (7).

I felt I was close to panic (15).

I felt scared without any good reason (20).

I was worried about situations in which I might panic and make a fool of myself (9).

I was aware of dryness of my mouth (2).

 20

Appendix C

Information Sheet for Participants

The effects of perceived parenting style on depression, anxiety, and stress levels among

Malaysian young adults

Before you decide whether or not you want to take part in this research it is important for you to
understand why the research is being done and what it will involve. Please read the following
information carefully before you decide whether or not to participate.

What is the purpose of the project?

The current study aims to investigate the effects of perceived parenting style on depression,
anxiety, and stress levels among Malaysian young adult

What will happen to me if I take part?

You will be asked to complete 2 survey questionnaire which are perceived parenting styles scale
(PPSS) and depression, anxiety and stress scale (DASS-21)

Am I eligible to take part?

You are eligible to take part if you are 18 years old and above, Malaysian and have no existing
chronic diseases as they could display an unusual level of depression, anxiety or stress.

Do I have to take part?

No, giving your permission and taking part is entirely voluntary and will not have any impact on
you. Do note that you are free to withdraw at any point during the survey, and your data will not be
collected or used subsequently.

Will my answers be kept confidential?

Yes, your answers will be kept confidential and stored electronically in a password protected file
that will not include any personal information about you.

Is there any risk in this project?

The survey consists of questions that discuss sensitive topics regarding depression, anxiety, and
stress which may cause distress. If at any point you feel uncomfortable, you are allowed to
 21

withdraw from the study without any penalties.

Will I be given any compensation?

There will be no compensation given for participation in this study.

Who has reviewed this study?

This research project has been reviewed and approved by the Department of Psychology Research
Ethics Committee (Approval Code: __________). Please contact the Department of Psychology
Research Ethics Committee Chair (e-mail: [email protected] or tel. no: +603-7491-8622 ext.
7163) if there are inquiries about research participant's rights.

Contact for Further Information

Thank you for taking the time to read this information sheet. Please don’t hesitate to contact me
with any other questions or queries about this study. My contact details are below.

Principal Investigators: Supervisor:

Name: Charmaine Kong Yii Seen Name: Woo Pei Jun

Email: [email protected] Email: [email protected]

Name: Teh Jei Mi

Email: [email protected]

Name: Jayashan A/L Chinatamy

Email: [email protected]

Name: Sharlini A/P Anantha Raj

Email: [email protected]

Name: Oh Jun Xi

Email: [email protected]
 22

Appendix D

Participant Consent Form

I have read the Information Sheet for Participants concerning this project and understand what it is

about. All my questions have been answered to my satisfaction. I understand that I am free to

request further information at any stage.

I know that:

1. My participation in the project is entirely voluntary;

2. I am free to withdraw from the project at any time without any disadvantage;
3. Personal identifying information will be destroyed at the conclusion of the project but
any raw data on which the results of the project depend will be retained in secure
storage up to ten years;
4. The results of the project may be published in scientific journals, science conferences
and through other media, but that every attempt will be made to preserve my anonymity
should I choose to remain anonymous.

I agree to take part in this study

Yes/ No
 23

Appendix E

Debriefing Form

Thank you for your participation in this research!

Purpose of Study

Your participation is highly important in helping researchers to understand the effects of perceived
parenting styles on depression, anxiety and stress levels of Malaysian young adults.

Confidentiality

All results are grouped together; therefore, individual results are not available. Your participation
will remain confidential and information collected will be used for research purposes only.

Contact information

If you have any questions or concerns regarding this study, its purpose or procedures, or you would
like to obtain the results summary, please feel free to contact the researcher(s).

If you have other concerns about this study or would like to speak with someone not directly
involved in the research study, you may contact the Department of Psychology Research Ethics
Committee Chair (e-mail: [email protected] or tel. no: +603-7491-8622 ext. 7163)

We realize that some of the questions asked may have provoked strong emotional reactions. If you
feel upset after having completed the study, talking with a qualified clinician may help. As
researchers, we do not provide mental health services and we will not be following up with you
after the study. Should you decide you need to have some assistance, the list of available clinical
resources is below.

Serene Psychological Services Kin & Kids Kuala Lumpur (HQ)

018 777 2242 019 3800902
[email protected] [email protected]
2D Level 2, No. 2, Lorong Binjai,
Wisma Lifecare, Jalan Kerinchi, 10-8, Binjai 8 Premium Soho, 50450,
Bangsar South 59200, Kuala Lumpur Kuala Lumpur.

Rekindle Centre for Systemic Therapy Befrienders KL

 24

019 369 8519 03-79568144 or 03-79568145

42-2 Jalan 25/70A [email protected]
Desa Sri Hartamas 50480 95, Jalan Templer
Kuala Lumpur 46000, Petaling Jaya

*Note that the professionals suggested may or may not necessarily be the most suitable for you.
Neither the researcher nor Sunway University, is affiliated with the professionals and the
organizations mentioned.

Research conducted by, Supervised by,

Charmaine Kong Yii Seen Woo Pei Jun

[email protected] [email protected]

Teh Jei Mi

[email protected]

Jayashan A/L Chinatamy

[email protected]

Sharlini A/P Anantha Raj

[email protected]

Oh Jun Xi

[email protected]