scholarly journals PEMBELAJARAN BINA DIRI DALAM MEMBANTU PEMAHAMAN KESEHATAN REPRODUKSI PADA REMAJA PUTRI TUNAGRAHITA

EDUTECH ◽  
2014 ◽  
Vol 13 (2) ◽  
pp. 204
Author(s):  
Mimin Tjasmini
Keyword(s):  
Sexual Intercourse ◽  
Task Analysis ◽  
The Self ◽  
Social Adaptation ◽  
Female Adolescents ◽  
Disabled Children ◽  
Mentally Disabled ◽  
Self Development ◽  
And Task

Abstract. mentally disabled adolescents besides experiencing barriers to the aspect of intelligence, they also have a drag on the aspect of social adaptation. They are less favored by other adolescents because of their behaviors that do not comply with the norms of society such as masturbating in any place, kissing anyone without shame, even having sexual intercourse, which in turn lead to pregnancy. Other conditions that make people in general dislike them because they look slouchy at the time of menstruation. Mentally disabled girls often do not realize if their shirt had been red by blood because her underwear is wet. The learning that leads to solving the above problem is the lesson of Self-Development. Self-Development means training skills for mentally disabled children to enable them to take care for themselves such as dressing, bathing, to the toilet (urinating, defecating) and to skillfully perform Vulva Hygiene. The obstacles faced in the Self-Development learning is in the lack of facilities and equipment to train the activity and the ability of teachers to find strategies, media and task analysis of the issues.Keywords: mentally disabled, female adolescents, Self-DevelopmentAbstrak, remaja tunagrahita selain mengalami hambatan pada aspek kecerdasan, mereka pun memiliki hambatan pada aspek adaptasi sosial. Mereka kurang disukai oleh remaja seusianya berkaitan dengan perilaku yang tidak sesuai dengan norma masyarakat seperti melakukan masturbasi disembarang tempat, tanpa rasa malu mencium siapa saja, bahkan melakukan hubungan seksual yang pada akhirnya menyebabkan kehamilan. Kondisi lain yang membuat orang pada umumnya kurang menyukai karena mereka berpenampilan jorok pada saat mengalami menstruasi. Anak tunagrahita tidak menyadari bajunya sudah merah oleh darah karena pakaian dalamnya sudah basah. Pembelajaran yang mengarah pada pemecahan masalah diatas yaitu pelajaran Bina Diri. Bina Diri berarti melatih keterampilan anak tunagrahita untuk mampu merawat diri seperti berpakaian, mandi, ke toilet (BAK, BAB) dan terampil melakukan Vulva Hygiene. Kendala – kendala yang dihadapi dalam pembelajaran Bina Diri berupa sarana dan alat untuk melatih kegiatan itu serta kemampuan guru dalam mencari strategi, media dan analisis tugas dari berbagai persoalan itu.Kata kunci : Anak Tunagrahita, Bina Diri.

scholarly journals The Analysis Of Social And Emotional Development Of Mentally Disabled Children (Mild) On Grade 2 Of Muhammadiyah Banguntapan Primary School Yogyakarta

2020 ◽  
Vol 11 (2) ◽  
pp. 264-279
Author(s):  
Muhammad Shaleh Assingkily ◽  
Munganatul Khoeriyah ◽  
Khamim Zarkasih Putro
Keyword(s):  
Primary School ◽  
Emotional Development ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Mentally Disabled ◽  
Social And Emotional ◽  
The Social ◽  
Self Development

Every child is unique, including a mentally disabled child. The potential for self-development in academic, social, and workability becomes a necessity for mild mentally disabled children. This study aims to analyze the social and emotional development of mild mentally disabled children in grade 2 of Muhammadiyah Banguntapan Primary School Yogyakarta, or usually called SD Muhammadiyah Banguntapan Yogyakarta. Two formulations of the problems of this research are (1) how the social-emotional development of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta in the classroom and outside the classroom and (2) how the teacher's efforts in developing the child's social-emotional development. The research data were obtained through a qualitative approach with observation, interviews, and analysis of document studies of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta. From this study, the results were obtained that the social-emotional development of mentally disabled children in the class was achieved in the form of caring, interactive, and displaying an attitude of confidence, while what was not achieved in the form of participation, communication, and teamwork abilities. Whereas outside the classroom, the attainment is in the form of empathy and what is not achieved in the form of solitude and self-ness (ego) and has not been able to control emotions when socializing. The efforts made by teachers in developing children's social-emotional attitudes, namely: asking children to apologize and admit their own mistakes, motivating, "bluffing", advising children, setting seating, and trying to help children.

ОЦІННО-МОТИВАЦІЙНИЙ КОМПОНЕНТ РЕФЛЕКСИВНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ

1970 ◽  
Vol 6 (1) ◽  
pp. 202-214
Author(s):  
Олена Савченко
Keyword(s):  
Internal Structure ◽  
Cognitive Complexity ◽  
Basic Feature ◽  
The Self ◽  
Reflective Activity ◽  
Conflict Situations ◽  
Life Tasks ◽  
Self Development ◽  
The Subject ◽  
Favorable Conditions

У статті розглядається рефлексивна компетентність як інтегративне особистісне утворення, що формується в ході набуття суб’єктом рефлексивного досвіду при застосуванні різних форм рефлексивної активності, спрямованих на розв’язання визначених рефлексивних задач. У структурі рефлексивної компетентності оцінно-мотиваційний компонент виконує наступні функції: оцінку форм рефлексивної активності та її результатів, прогнозування можливих змін у процесі розв’язування проблемно-конфліктних ситуацій, визначення пріоритетних завдань подальшого розвитку себе як суб’єкта рефлексивної активності. На когнітивному рівні функціонує система критеріїв оцінювання власних форм рефлексивної активності, яка характеризується ступенем когнітивної складності, що відображає рівень диференціації та інтеграції системи. Функціонування оцінно-мотиваційного компонента на метакогнітивному рівні забезпечує система здібностей до прогнозування власної активності. Особистісний рівень представлений системою життєвих задач на саморозвиток, які стимулюють суб’єкта докладати зусилля щодо розвитку в себе певних якостей, формування певних вмінь та знань. Розрізненість елементів компонента є індикатором незавершеності процесу формування його внутрішньої структури, низький рівень інтеграції окремих складових не дозволяє системі ефективно компенсувати недорозвинені елементи. Найбільшу вагу у внутрішній структурі оцінно-мотиваційного компонента має показник сформованості системи здібностей до прогнозування власної активності, що підтверджує системотвірну функцію структур метакогнітивного рівня. In the article the reflective competence is seen as an integrative personal formation which develops in the process of acquiring of the reflective experience, when the subject is using various forms of the reflective activity for the solving of specific reflective tasks. In the structure of the reflective competence the value-motivational component performs such functions: an evaluation of forms of the reflective activity and its results, a prediction of the possible changes in the process of solving of the problem-conflict situations, a determining of the priorities for further development of himself as a subject of the reflective activity. The system of the criteria of an evaluating of the reflective activity`s forms functions on the cognitive level of the reflective competence. The level of the cognitive complexity is the basic feature of this system. The predictive abilities` system, that allows to form the expectations of the activity`s results, presents the value-motivational component on the metacognitive level. The system of the life tasks for the self-development, which stimulates the subject to make efforts to develop his own qualities, to form specific skills and knowledge, functions on the personal level. The fragmentation of the elements is an indicator of the incompleteness of the formation of the internal structure of the value-motivational component. The low level of integration of the separate elements does not allow effectively to compensate the functioning of the unformed elements of the system. The index of the formation of the abilities to predict his own activity has the greatest meaning in the internal structure of the value-motivational component. These data confirm the hypothesis about the system-forming function of the metacognitive structures that unite other structures. Thus the development of the predictive abilities will promote the increase of the abilities to the prediction of the others` behavior. An adequate assessment of other people significantly reduces the inconsistency of his own expectations and estimations of others. The development of the predictive abilities creates favorable conditions for the formation of the life tasks for the self-development to increase their value in the system of other tasks

Misapplication and Individuality

2018 ◽  
Author(s):  
Jason Hanna
Keyword(s):  
Well Being ◽  
The Self ◽  
Institutional Constraints ◽  
Self Development ◽  
Paternalistic Intervention

This chapter critically examines two of John Stuart Mill’s consequentialist objections to paternalism: that paternalistic authority is likely to be misapplied or abused and that intervention in the self-regarding sphere threatens individuality and self-development. It is argued here that both objections can be resisted. Concerns about misapplication and abuse pose no challenge to intervention that is likely to succeed in achieving its benevolent aims, and attempts to avoid this problem by construing Mill’s arguments in rule-consequentialist terms are unconvincing. Concerns about Millian individuality or self-development leave considerable room for justified paternalism, both because individuality is not the only component of well-being and because paternalistic intervention can sometimes promote individuality. Mill’s arguments may show that there ought to be some institutional constraints on the government’s ability to intervene in the self-regarding sphere, but defenders of paternalism can happily accept this result.

scholarly journals The Associations between Health Risk Behaviours and Suicidal Ideation and Attempts in a Nationally Representative Sample of Young Adolescents

2007 ◽  
Vol 52 (10) ◽  
pp. 666-674 ◽  
Author(s):  
Tracie O Afifi ◽  
Brian J Cox ◽  
Laurence Y Katz
Keyword(s):  
Suicidal Ideation ◽  
Health Risk ◽  
Sexual Intercourse ◽  
Suicide Attempts ◽  
Female Adolescents ◽  
Risk Behaviours ◽  
Young Adolescents ◽  
Adolescent Boys ◽  
Health Risk Behaviours ◽  
Nationally Representative

Objective: To examine associations between health risk behaviours and suicidal ideation and attempts in Canadian adolescents aged 12 to 13 years. Young adolescents think about and attempt suicide. However, most existing research on suicide has been conducted on individuals aged 15 years and older. Method: The present study examined a nationally representative Canadian sample of adolescents aged 12 to 13 years ( n = 2090). Health risk behaviours included disruptive (shoplifting, physical fighting, damaging property, fighting with a weapon, carrying a knife, and gambling), sexual (petting below the waist and sexual intercourse), and substance use behaviours (smoking cigarettes, consuming alcohol, marijuana or hash, and glue or solvents). Unadjusted and adjusted (for all significant health risk behaviour and psychiatric symptoms) models were tested. Results: All health risk behaviours were common among male and female adolescents. In unadjusted models, almost all health risk behaviours were associated with suicidal ideation and attempts among adolescent boys. In adjusted models, only damaging property, sexual intercourse, and smoking cigarettes remained statistically associated with suicidal ideation, while smoking cigarettes and using marijuana or hash remained statistically associated with suicide attempts among adolescent boys. All health risk behaviours were statistically associated with suicidal ideation and attempts among female adolescents in unadjusted models. In adjusted models, only carrying a knife remained statistically associated with suicidal ideation, while shoplifting and gambling remained statistically associated with suicide attempts among adolescent girls. Conclusions: Health risk behaviours among young adolescents are associated with suicidal ideation and attempts among young adolescents. Recognizing health risk behaviours among young adolescents may be one means of understanding who among them is at increased risk of suicidality.

Sign in / Sign up

Export Citation Format

Share Document