OH AM STRESSESS.......

Apabila melalui depan pintu bilik anak gadis ku, Ain terdengar perbualan ini:



Suara PC:   Nyot nyet nyet nyot
Aisha:   Am stressess, am stressess u know.....
Suara dari PC:  Nyot nyet, nyot nyet
Aisha: ohhhhh! u beatten me again....am stressess
Suara PC:   Nyot nyet nyet nyot.....
Aisha:  ishk....ishk....ishk...am stressesssss.....



Oui merci.......main game pun stressess? hi hi hi


Mariiii...... berkenalan dengan stressors  kita:





By : Midnightsunia

Setiap manusia pasti pernah mengalami stres, entah yang ringan, sedang sampai yang stres berat. Perubahan fisik pada diri remaja dalam masa meningkat remaja  terkadang menyebabkan ketidakstabilan emosi dan berpotensi terjadinya stres. 




Pada hakikatnya stres dapat terjadi pada respon fisik, psikologis dan sosial.




Stres fisik atau sistemik terjadi ketika tuntutan tugas berdampak pada tubuh yang dapat mengakibatkan hilangnya kekebalan sehingga berpotensi terjadinya penyakit. 



Stres psikologis merupakan suatu hubungan yang partikular antara seseorang dengan lingkungan yang dinilainya sebagai tuntutan yang melebihi kemampuannya sebagai manusia sehingga mengganggu proses kesejahteraan dan berpengaruh pada proses sosialnya (Farida, 2008).

Stres merupakan suatu konsep yang sifatnya multi dimensi dan multi ilmu dalam membahasnya. Hampir seluruh pendekatan teori membahas tentang stres, baik dari pendekatan fisiologis dan psikologis. Seseorang yang sedang stres lebih sensitif karena terkadang sering menyalahertikan apa yang terjadi pada dirinya. Seseorang tersebut bisa salah persepsi, salah membaca dan mengertikan suatu keadaan, pendapat atau penilaian, kritik dan nasehat, bahkan perilaku orang lain.

Definisi Stres

Stres adalah respon tubuh yang tidak spesifik terhadap setiap kebutuhan tubuh yang terganggu suatu fenomena universal yang terjadi dalam kehidupan sehari-hari dan tidak dapat dihindari, setiap orang mengalaminya. Stres memberi dampak secara total pada individu yaitu terhadap fisik, psikologis, intelektual dan fisiologis (Rasmun, 2004).

Stres itu sendiri merupakan respon tubuh yang sifatnya non spesifik terhadap setiap tuntutan beban atasnya (Hawari, 2008). Dalam kehidupan sehari-hari manusia tidak terlepas dari stres tanpa harus mengalami distres atau stres negative.

Mekanisme GAS / general adaptation syndrom

Sindrom adaptasi umum (general adaptation syndrom/ GAS) adalah konsep yang dikemukaan oleh Selya yang menggambarkan efek umum pada tubuh tersebut (Santrock, 2003). GAS terdiri dari tiga tahapan: peringatan (alarm reaction). Ketahanan (resistence stage), dan kelelahan (exhaustion stage).

Pada fase pertama, yaitu reaksi alam (alam reaction), individu mengenali adanya stresor dan mencoba melawannya. Otot menjadi lemah, suhu tubuh menurun, dan tekanan darah juga turun. Kemudian terjadi counter shock, dimana pertahanan terhadap stres mulai muncul, konteks adrenal mulai membasahi dan pengeluaran hormon meningkat. Apabila stresor presisten, maka individu akan memasuki fase resistensi.

Pada fase kedua, resistensi (resistensi stage) yaitu respon- respon endoktrin dan sistem simpatis tetap pada tingkat tinggi. Pada tahap ini, tubuh membentuk tenaga baru untuk memperbaiki kerusakan. Apabila stresor tetap berlanjut atau terjadi stresor baru yang memperburuk keadaan, maka akan memasuki fase kelelahan (exhaustion stage).

Fase kelelahan (exhaustion stage) terjadi ketika tubuh tidak dapat lagi melawan stres dan energi yang diperlukan untuk mempertahankan adaptasi sudah menipis. tahap ini ditandai dengan dominasi cabang parasimpatis, akibatnya detak jantung dan kecepatan nafas menurun.

————————-^^———————–

Farida, A. 2008. Efektivitas Pendekatan CBM (Cognitive Behavior Modification) untuk Mengurangi Stres Belajar Siswa SMU.http://isjd.pdii.lipi.go.id/admin/jurnal/9208136145.pdf2008. (diakses tanggal 3 November 2011)

Hawari, D.  2008. Manajemen Stres Cemas dan Depresi. Jakarta: FKUI.

Rasmun. 2004. Stress,Koping dan Adaptasi. Jakarta: Agung Seto.

Santrock, J. W. 2003. Adolescene Perkembangan Remaja. Jakarta: Erlangga

KIDS WHO CAN'T FIT IN WITH OTHERS

By Mary Jo Kochakian




They're called weird by other kids, and they don't know why.  They keep trying to belong, but over and over, they're rejected.



These children are indeed different - but in what way is often unclear, even to the adults trying to figure it out.



For many children, it's not what they say in words, it's the way they communicate non-verbally that shuts them out.



They may speak too loudly, or seem always to be giving other children orders.  they may have a sad or angry look when they're not feeling that way at all.  They may touch others inappropriately, or intrude on others' space.  They may not be able to clearly understand others' non-verbal language.




Children are taught verbal communication in a very formal way, at school and at home.



"But non-verbal language is learned indirectly and infomally, and there's  lot of holes because of that"   says Stephen Nowicki Jr who with Marshall  P Duke has written 'Helping The Child Who Doesn't Fit In' (Peachtree Press. US$14.950) both are clinical psychologists at Emory University.  They term the problem dyssemia.




While the effects can be devastating, the child concludes he or she is strange or bad, and parents blame themselves.  But the problem can be solved, often without undue difficulty, they say.




"It's the same as teaching a child any other skill"  Duke says.




"Take Stanford, for example, a 13-year-old other kids avoided.  He didn't know when to speak; he couldn't play games right.



The problem came down to the fact that he didn't look at other people.  Because of the lack of eye contact, people didn't  know if he was taking in what they were saying.



Because he didn't use the eye movements associated with the end of a statement, they couldn't tell if he was finished.  He made them uncomfortable.



He had one of the most serious problems.



"We know that good eye contact and smiling are extremely important to social success in kids"  Duke says.


Children who don't  look at others miss a lot; they don't see others' responses, don't pick up on cues.  Along with that goes the ability to read others' facial expression - people respond differently to someone who looks sad than looks angry, but some kids  can't tell the difference and convey one's own.


Also crucial is the tone of voice "whether or not the child's voice tone communicates things accurately, and whether the child can pick up in other people subtle nuances in voice tone"  Duke says.

Those two areas - facial   expressions and "paralanguage" which encompasses tone of voice, pitch and
volume are critical "because they're the basic ways we learn about what other people's feelings are" Nowicki says.


You don't need a doctorate to help your child with this, they say.

"There are lots of things around everybody's house that can help in identifying a non-verbal language problem, as well as practising"  Duke says.


"The TV (with the sound off) for example.  Magazines'

In remediation, too, parents can be tutors, or coaches (but should never be criticiers or taskmasters).  With a child reluctant to make eye contact, for example, a parent can simply help by increasing awareness, explaining that it's good to look at people because you miss  a lot otherwise.



The child can be encouraged to practise by looking in the mirror, and to observe popular children to see how they do it.



A child having trouble with differentiating tone of voice can read a passage from a book in different ways, as if angry, as if sad or happy.





"There's something to focus on, not a helpless feeling with the anxiety that comes with that"  Duke says

-LAT_WP

THE BOM VS THE LIGHT

" WHAT WOULD LOVE DO?"......

BEAUTIFUL GARDENS....OF LOVE