Results of treatment of fifty children with persistent cloaca in one center

BACKGROUND: The preserved cloaca is a particular type of anorectal anomaly. The combination of urological, genital, and rectal abnormalities makes radical reconstruction difficult. MATERIALS AND METHODS: This study examined operations performed in 50 patients with persistent cloaca treated from 2010 to 2021. Two groups are presented: the first with 35 children and a short canal (3 cm), and the second with 15 children and a long canal (3 cm). We examined the prognosis for bowel control, the type of operation, the need for vaginal reconstruction, complications after surgery, and the days of hospital stay. RESULTS: Anomalies of the Mllerian ducts in the second group (94%) were higher than in the first (36%) (p 0.001). The sacral index and myelodysplasia did not differ in both groups. The sacral index in the first group was 0.62 0.14, and in the second group, it was 0.58 0.14 (p = 0.520). Myelodysplasia in the first group was 33%, and in the second group, it was 38% (p = 0.744). Total urogenital mobilization (51%) was used in the first group, and abdominal reconstruction (54%) was used in the second group. Vaginal reconstruction was required in 28% of patients in the first group and 60% in the second group. Complications were 3.5 times more likely in the first group (60% versus 17% in the second) (p = 0.003). The length of hospital stay in patients in the second group was longer than that of patients in the first group. CONCLUSION: Our study data demonstrate that the reconstruction of a persistent cloaca requires individual planning of the operation, considering the length of the canal and the state of all structures forming the cloaca.

Pengembangan Kerjasama Profesional Program Bimbingan dan Konseling

Aims of this descriptive qualitative research are organizing cooperational models of guidance and counseling and analizing use of those professional cooperation activities between counselor and other professionals for students as targeting subject of guidance and counseling service. Author got the needed data from observation method, interview method, and documentation method, while subject of this research are guidance and counseling teachers and students. Guidance and counseling teachers have created some cooperational patterns with motivator, psychology institution, college, and alumna. By these cooperational programs, students acknowledged that they got many supports in understanding and developing their potentials, coping their obstacles, and programming their individual planning. Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan mengorganisasikan pola-pola kerjasama bimbingan dan konseling dan menelaah manfaat yang diperoleh siswa sebagai subjek sasaran layanan BK dari kegiatan kerjasama profesional antara konselor dengan pihak-pihak profesional lainnya. Data penulis peroleh dari observasi, wawwancara, dan dokumentasi, subjek dalam penelitian ini adalah Guru BK dan siswa. Penulis memperoleh hasil penelitian berupa pola kerjasama yang dijalin oleh tenaga BK ialah dengan: (1) motivator; (2) lembaga psikologi; (3) perguruan tinggi; dan (4) alumni. Dengan program kerjasama tersebut siswa mengakui banyak terbantu dalam memahami-mengembangkan potensinya, mengatasi hambatannya, dan melakukan perencanaan individual.

Features of criminological planning

The paper discusses the features of criminological planning. The conceptual apparatus that acts as a tool for criminological planning and crime prevention is clarified. A number of concepts as «criminological planning», «strategic plan», «crime mapping», «individual planning» are characterized. A number of reasons that motivate people to break the law are identified; the most significant sociological theories of crime also are identified. It is emphasized that in connection with urbanization, the features of criminological planning also undergo certain changes and modifications. Innovative methodologies appear with the appropriate set of principles, methods and technologies, which are specially selected to solve a specific criminological problem. By means of a comparative analysis, the most stable differences in the concepts of «criminological planning» and «criminological forecasting» have been identified. The theory of crime, types and stages of criminological planning are considered; the necessary set of methods, techniques, techniques and tactics for the implementation of criminological planning to achieve the goals and objectives on the path to sustainable development of the state. A set of proposals and recommendations for improving criminological planning in the light of current trends has been formulated and substantiated. The main strains of optimizing criminological planning are: the formulation of the system of state anti-criminological educational policy; cooperation with institutions of community support; introduction into practice of foreign experience in conducting strategic sessions; the formation of a creative position, necessary for the implementation of thorough management of anti-criminological programs.

The Role of Individual and Dyadic Planning in Couples’ Daily Goal Pursuits

Planning promotes progress toward goal achievement in a wide range of domains. To date, planning has mostly been studied as an individual process. In couples, however, the partner is likely to play an important role in planning. This study tested the effects of individual and dyadic planning on goal progress and goal-related actions. Two samples of couples ( N = 76 and N = 87) completed daily diaries over a period of 28 and 21 days. The results indicate that individual and dyadic planning fluctuate on a daily basis and support the idea that dyadic planning is predominantly used as a complementary strategy to individual planning. As expected, individual and dyadic planning were positively associated with higher levels of action control and goal progress. In Sample 2, dyadic planning was only associated with goal progress on days in which individuals felt that they were dependent upon their partners’ behaviors to achieve their goals.

PERAN KONSELOR SEKOLAH DALAM PENGEMBANGAN PENDIDIKAN KARAKTER MELALUI PELAYANAN BIMBINGAN KONSELING DI SEKOLAH

Character education was one of the focuses in the system of national education. Therefore, educators must not neglect this. A school counselor, as one of the educators, has to play a role in character education. Referring to guidance and counseling responsibilities in relation to students’ personal, social, academic, and career aspects, a school counselor must not escape from the main duties. Considering that character education is the responsibility of all parties, a school counselor can, independently and in collaboration with all school components, play a role in character education. Individually, a school counselor can provide services, such as individual services, individual planning services, and responsive services. In collaboration with other parties, a school counselor can make a synergy in character education programs. While guidance and counseling services are one of the service programs that contribute to the implementation of the program in schools. So that it is expected that the implementation of strengthening of character education through guidance and counseling services in schools can be implemented and implemented effectively and efficiently, so that it can achieve more optimal goals for the development of character values that exist in students.Keywords: School Counselors; Character Education; Counseling Guidance Services

PEMAHAMAN PANDUAN OPERASIONAL PENYELENGGARAAN BIMBINGAN DAN KONSELING TINGKAT SMP

Undang-undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen dan Peraturan Pemerintah Republik Indonesia Nomor 37 Tahun 2009 tentang Dosen bahwa Kompetensi Guru dan Dosen terdiri dari kompetensi pedagogik, profesional, sosial dan kepribadian. Berdasarkan hal tersebut guru bimbingan dan konseling harus mampu dalam menyelenggarakan layanan bimnbingan dan konseling. Penyelengaraan bimbingan dan konseling di sekolah sudah berpedemoan kepada panduan operasional penyelengaaran bimbingan dan konseling. Urgensi penelitian adalah untuk mengetahui pemahaman guru bimbingan dan konseling terhadap panduan operasional penyelenggaraan bimbingan dan konseling di tingkat SMP serta untuk mengetahui hasil penerapan panduan operasional penyelenggaraan bimbingan dan konseling di tingkat SMP. Secara metodologis, penelitian ini didasarkan pada penelitian kuantitatif dengan jenis penelitian survei. Tujuan penelitian yaitu menggambarkan tingkat pemehaman guru bimbingan dan konseling terhadap panduan operasional penyelenggaraan bimbingan dan konseling di tingkat SMP Se-Kabupaten Tabalong. Adapun jumlah responden dalam penelitian ini adalah 37 orang dari 35 sekolah Menegah tingkat Pertama di Kabupaten Tabalong.__________________________________________________________Republic Indonesia Law Number 14 of 2005 concerning Teachers and Lecturers and Republic of Indonesia Government Regulation Number 37 of 2009 concerning Lecturers namely Teacher and Lecturer Competencies consists of several competencies namely Professional, Social, Personality & Pedagogic. Based on this the BK teacher must be able to implement the BK program. The organization of BK has demonstrated to the operational guidelines for conducting guidance and counseling. The urgency of the research is to see how far Bk teachers understand POP BK at the SMP level on aspects of the SMP POPBK concept, basic services, specialization and individual planning, responsive services and system support. Methodologically, this research is based on quantitative research. The purpose of the study is to describe the level of understanding of BK teachers against BK BK at the Junior High School level in Tabalong Regency. The number of samples in this study were 37 people from 35 Menegah First level schools in Tabalong Regency. The technique used in sampling is purposive sampling. Based on the results of research conducted, it was found that the understanding of guidance and counseling teachers on the concept of POP BK SMP 89% in the category of very understanding. Basic services 81% of the categories are very understanding, specialization services and individual planning 91% in the category of very understanding, responsive services 59% are quite understanding and support systems are 79% in the categories of understanding.