anak cakep lebih disayang ortu

May 3, 2005
Ugly Children May Get Parental Short Shrift
By NICHOLAS BAKALAR

Parents would certainly deny it, but Canadian researchers have made a startling assertion: parents take better care of pretty children than they do ugly ones.

Researchers at the University of Alberta carefully observed how parents treated their children during trips to the supermarket. They found that physical attractiveness made a big difference.
The researchers noted if the parents belted their youngsters into the grocery cart seat, how often the parents' attention lapsed and the number of times the children were allowed to engage in potentially dangerous activities like standing up in the shopping cart. They also rated each child's physical attractiveness on a 10-point scale.
The findings, not yet published, were presented at the Warren E. Kalbach Population Conference in Edmonton, Alberta.

When it came to buckling up, pretty and ugly children were treated in starkly different ways, with seat belt use increasing in direct proportion to attractiveness. When a woman was in charge, 4 percent of the homeliest children were strapped in compared with 13.3 percent of the most attractive children. The difference was even more acute when fathers led the shopping expedition - in those cases, none of the least attractive children were secured with seat belts, while 12.5 percent of the prettiest children were.
Homely children were also more often out of sight of their parents, and they were more often allowed to wander more than 10 feet away.

Age - of parent and child - also played a role. Younger adults were more likely to buckle their children into the seat, and younger children were more often buckled in. Older adults, in contrast, were inclined to let children wander out of sight and more likely to allow them to engage in physically dangerous activities.

Although the researchers were unsure why, good-looking boys were usually kept in closer proximity to the adults taking care of them than were pretty girls. The researchers speculated that girls might be considered more competent and better able to act independently than boys of the same age. The researchers made more than 400 observations of child-parent interactions in 14 supermarkets.

Dr. W. Andrew Harrell, executive director of the Population Research Laboratory at the University of Alberta and the leader of the research team, sees an evolutionary reason for the findings: pretty children, he says, represent the best genetic legacy, and therefore they get more care.

Not all experts agree. Dr. Frans de Waal, a professor of psychology at Emory University, said he was skeptical.
"The question," he said, "is whether ugly people have fewer offspring than handsome people. I doubt it very much. If the number of offspring are the same for these two categories, there's absolutely no evolutionary reason for parents to invest less in ugly kids."

Dr. Robert Sternberg, professor of psychology and education at Yale, said he saw problems in Dr. Harrell's method and conclusions, for example, not considering socioeconomic status.
"Wealthier parents can feed, clothe and take care of their children better due to greater resources," Dr. Sternberg said, possibly making them more attractive. "The link to evolutionary theory is speculative."
But Dr. Harrell said the importance of physical attractiveness "cuts across social class, income and education."
"Like lots of animals, we tend to parcel out our resources on the basis of value," he said. "Maybe we can't always articulate that, but in fact we do it. There are a lot of things that make a person more valuable, and physical attractiveness may be one of them."

Mau tau jenis kecerdasan anda?

What are your intelligence strengths?

To discover where your own intelligence strengths are, please take a few minutes to complete the inventory that follows. Print out the inventory and place a check mark beside each statement that is true for you. Count the number of check marks in each category to determine your most likely intelligences strengths. (If you wish to do this exercise with a group of students, some of whom may not be very good readers, give them a graphic like the one pictured below and do it orally. Have them put a check mark beside the picture for each statement that is true for them. Do not use the "big words" to describe the various intelligences with kids. Instead, use the terms in parentheses as described in Part Three)
Go to Inventory of Multiple Intelligences

situs asal:
http://snow.utoronto.ca/prof_dev/tht/multint/
classrooms applications for student with learning dissabilities

Alternative Solutions for Managing Behavioral Disorders

By Diona L. Reeves
taken from http://www.earlychildhood.com

According to the National Institute of Mental Health, Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders in children. Given this fact, it is no surprise that parents and physicians are seeking solutions to effectively manage behavioral problems, often in the form of medication such as Ritalin® or Methylin®. But as many teachers and clinicians will attest, medication is not the only alternative, nor should it be the first consideration. After all, medication does not change a person; it only modifies the person’s behavior. This is why many children who take medication for behavioral problems must continue to do so for years.

If medication does not always serve as a permanent solution, then it seems reasonable that other alternatives could work just as well. This article will examine those alternatives, as well as highlight the beneficial role teachers have in helping parents determine the type of treatment that is appropriate.

The Challenge
ecause teachers interact with children on a consistent basis and can objectively assess children in the same age group, they are excellent candidates for helping to manage children’s behavior. However, it is an enormous responsibility just to implement curriculum goals and manage a classroom. Should teachers be expected to participate in the management of children with behavioral problems as well?

Some teachers simply will not have the ability to focus on one or two children exclusively. But it is in their best interest and the best interest of the entire group of children for them to try to become involved. According to Daniel Adam Johnson, an educator and administrator for nine years, “Although the time to meet with parents may be difficult to come by, such a proactive investment may prove beneficial in the end to everyone involved.”

By addressing behavioral problems directly, teachers might be able to head off future disruptions, thereby promoting a harmonious classroom environment and increasing overall learning capacity. The following steps outline an approach for teachers that involves parents and health professionals in the assessment of behavioral problems:

When you first suspect that a child has a behavior problem, document your assessment objectively. Do this for several weeks and review the notes at the end of this time period to see if you can establish a pattern for misconduct. According to Johnson, checklists that are clear and concise work well at promoting objectivity. Such tools may head off parental defensiveness and provide a sound basis for communication.
Schedule a meeting with the parent. This will allow you to openly share your observations and discuss possible changes or solutions.
Recommend that the parent meet with a health professional to eliminate any health problems as a cause. Provide a copy of your notes and observations for the parent to take along.
Ask that the parent provide you with any relevant information or recommendations given by the health professional. If needed, make a referral to a mental health professional or arrange a meeting with the school counselor.
Work with the parent to implement the health professional and/or counselor’s recommendations. Continue to note the behavior and progress of the child and follow up with the parent regularly to assess the situation.
Through this approach, teachers can promote effective communication among all caregivers, an essential component in managing behavioral problems and establishing a healthy, productive classroom environment.

The Value of Knowledge
In addition to working with parents and health professionals to determine the best approach for a child with a behavioral disorder, it is advantageous for teachers to become familiar with current medications and potential side effects. For teachers wanting a quick reference, the AAP provides the ADHD – Treatment with Medication and other fact sheets at http://www.aap.org.

Not all teachers will have the time or resources to research the different medication and treatment options. In this case, you might request an information pamphlet if a parent tells you that his or her child is taking medication. This documentation is often included in the prescription packaging and is easy for a parent to copy. Not only is this information an easy reference tool, it will also help you to be aware of possible side effects.

If a child is on medication, it is also likely that the parent or health professional will want feedback about the child’s behavior. In this event, keep an activity log and share this with the parent regularly. Some medications may take several months before maximum effectiveness is reached so be sure to follow the child’s progress over an extended period of time. Also be sure to share any unusual behaviors, actions, or physical concerns with parents, as these could be a reaction to the medication or a symptom of an underlying problem.

Alternative Approaches
Although medication has been proven effective, there are other alternatives for behavior management to consider first. When considering such treatments, it is important that other causes, such as an inability to effectively communicate because of a language or hearing problem, be ruled out. As an educator, you can provide valuable feedback about the types and timing of disruption to help parents and physicians pinpoint any secondary causes. The following list details other forms of behavior management.

Individual Education Plans (IEPs)
Typically used for children with autism and learning disabilities, this approach entails meeting with the parent and child to determine the child’s goals for the year. This type of meeting allows the parent to participate in the child’s growth as well as helps the child feel a sense of accomplishment at the completion of each goal. Formal IEPs, however, require additional legal considerations before implementation. For more information about this, refer to the Autism Society of America’s website at http://www.autism-society.org.

Support Groups
Support groups can take many forms, whether it is a group of parents sitting down together to discuss their children’s struggles or a health professional meeting with a parent, teacher, and child to determine the best form of treatment. Even peers can serve as support for one another. Whenever possible, however, serve as a mediator for these groups to prevent them from turning into gossip sessions or attacks on a child’s character.

Cooperative Learning
Cooperative learning activities are important to any attempt at behavior modification. According to Johnson, activities that fall under this category move away from teacher-centered, lecture-style classrooms and allow children to be more active throughout the day. Some educators have even found block scheduling plans to be an effective course of action. In addition to the aforementioned suggestions for behavior management, the following alternatives related to health and well-being can be helpful:

Healthy Lifestyle. Although it has not been scientifically proven to aid in behavior management, promoting good nutrition and healthy exercise habits can do no harm. Allow children to play outside as much as possible or be creative and design some low-impact physical activities for the classroom. You can also request that parents include healthy snacks in their child’s lunch or, perhaps, have parents rotate and provide healthy snacks for the class once or twice a week.

Routines and Schedules. Although some children may adapt fairly easily to changes in bedtime or eating schedules, most children need a routine that they can adhere to from day to day. Sleeping habits, in particular, are subject to upheaval if bedtimes are not consistent. Provide parents with the knowledge that children thrive on routine. For parents who are struggling in this area – for instance, those who have two jobs or who work swing shifts – refer them to a counselor who can assist them in establishing a healthy routine for the entire family.

Whether a change in nutrition, exercise, or sleep habits modifies behavior, such natural alternatives can only be beneficial, as they will teach children healthy habits that can last a lifetime.

Conclusion
Behavioral problems are an important issue to address. Not only do they affect the families involved, they can have a significant social cost as well. Children with behavioral problems may be branded throughout the program as troublemakers or difficult learners. Such stigmas can affect their performance as well as their attainment of life goals. For this reason, it is important to find an equitable and viable solution for all parties involved. Although medications serve an instrumental role in helping many children deal with their behavioral problems, it is important to remember the consequences such as long-term side effects and dependency on the medication. It is crucial, therefore, to evaluate all aspects of a child’s behavior and determine what is best for the child. Educators, in particular, should have an integral role in this process and help families determine the best mode of treatment or alternative approach for addressing this issue. Perhaps Johnson sums it up best: “As an educator, the end goal has always been—and always should be—to make children happy, healthy, and productive.”



Diona L. Reeves serves as Editor-in-Chief for CYKE, Inc., a multimedia firm dedicated to improving the emotional and physical health of children through websites, CD-ROMs, and teacher curricula. Ms. Reeves has written articles for the American Academy of Pediatrics, Healthy Childcare magazine, and numerous health-related websites.


Resources

The American Academy of Pediatrics supports the concept of three-way involvement among parents, health professionals, and teachers, believing that it is the best way to monitor a child’s health and development. To learn more about this concept, referred to as the “medical home,” please visit the AAP website at http://www.aap.org.

The National Institute of Mental Health published Attention Deficit Hyperactivity Disorder, a detailed booklet that describes the symptoms, causes, and treatments of ADHD. This publication is available online at http://www.nimh.nih.gov/publicat/adhd.cfm.

Sindrom asperger

Sindrom Asperger
Sindrom Asperger atau Gangguan Asperger (SA) merupakan suatu gejala kelainan perkembangan syaraf otak yang namanya diambil dari seorang dokter berkebangsaan Austria, Hans Asperger, yang pada tahun 1944 menerbitkan sebuah makalah yang menjelaskan mengenai pola perilaku dari beberapa anak laki-laki memiliki tingkat intelegensi dan perkembangan bahasa yang normal, namun juga memperlihatkan perilaku yang mirip autisme, serta mengalami kekurangan dalam hubungan sosial dan kecakapan komunikasi. Walaupun makalahnya itu telah dipublikasikan sejak tahun 1940-an, namun Sindrom Asperger baru dimasukkan ke dalam katergori DSM IV pada tahun 1994 dan baru beberapa tahun terakhir Sindrom Asperger tersebut dikenal oleh para ahli dan orang tua. Seseorang penyandang SA dapat memperlihatkan bermacam-macam karakter dan gangguan tersebut. Seseorang penyandang SA dapat memperlihatkan kekurangan dalam bersosialisasi, mengalami kesulitan jika terjadi perubahan, dan selalu melakukan hal-hal yang sama berulang ulang. Sering mereka terobsesi oleh rutinitas dan menyibukkan diri dengan sesuatu aktivitas yang menarik perhatian mereka. Mereka selalu mengalami kesulitan dalam membaca aba-aba (bahasa tubuh) dan seringkali seseorang penyandang SA mengalami kesulitan dalam menentukan dengan baik posisi badan dalam ruang (orientasi ruang dan bentuk). Karena memiliki perasaan terlalu sensitif yang berlebihan terhadap suara, rasa, penciuman dan penglihatan, mereka lebih menyukai pakaian yang lembut, makanan tertentu dan merasa terganggu oleh suatu keributan atau penerangan lampu yang mana orang normal tidak dapat mendengar atau melihatnya. Penting untuk diperhatikan bahwa penyandang SA memandang dunia dengan cara yang berlainan. Sebab itu, banyak perilaku yang aneh dan luar biasa yang disebabkan oleh perbedaan neurobiologi tersebut, bukan karena sengaja berlaku kasar atau berlaku tidak sopan, dan yang lebih penting lagi, adalah bukan dikarenakan 'hasil didikan orang tua yang tidak benar'. Menurut definisi, penyandang SA mempunyai IQ.normal dan banyak dari mereka (walaupun tidak semua) memperlihatkan pengecualian dalam keterampilan atau bakat di bidang tertentu. Karena mereka memiliki fungsionalitas tingkat tinggi serta bersifat naif, maka mereka dianggap eksentrik, aneh dan mudah dijadikan bahan untuk ejekan dan sering dipaksa temanya untuk berbuat sesuatu yang tidak senonoh. Walaupun perkembangan bahasa mereka kelihatannya normal, namun penyandang SA sering tidak pragmatis dan prosodi. Perbendaharaan kata-kata mereka kadang sangat kaya dan beberapa anak sering dianggap sebagai 'profesor kecil'. Namun mereka dapat menguasai literatur tapi sulit menggunakan bahasa dalam konteks sosial. Sifat-sifat dalam belajar dan berperilaku pada murid penyandang Asperger antara lain:

1. Sindrom Asperger merupakan suatu sifat khusus yang ditandai dengan kelemahan kualitatif dalam berinteraksi sosial. Sesorang penyandang Sindrom Asperger (SA) dapat bergaul dengan orang lain, namun dia tidak mempunyai keahlian berkomunikasi dan mereka akan mendekati orang lain dengan cara yang ganjil (Klin & Volkmar, 1997). Mereka sering tidak mengerti akan kebiasaan sosial yang ada dan secara sosial akan tampak aneh, sulit ber-empati, dan salah menginterpretasikan gerakan-gerakan. Pengidap SA sulit dalam berlajar bersosialisasi serta memerlukan suatu instruksi yang jelas untuk dapat bersosialisasi.

2. Walaupun anak-anak penyandang SA biasanya berbicara lancar saat mencapai usia lima tahun, namun mereka sering mempunyai masalah dalam menggunakan bahasa dalam konteks sosial ( pragmatik ) dan tidak mampu mengenali sebuah kata yang memiliki arti yang berbeda-beda (semantic) serta khas dalam berbicara /prosodi (tinggi rendahnya suara, serta tekanan dalam berbicara) (Attwood, 1998).

Murid penyandang SA bisa jadi memiliki perbendaharaan kata-kata yang lebih, dan sering tak henti-hentinya berbicara mengenai suatu subyek yang ia sukai. Topik pembicaraan sering dijelaskan secara sempit dan orang itu mengalami kesulitan untuk berpindah ke topik lain. Mereka dapat merasa sulit berbicara teratur. penyandang SA dapat memotong pembicaraan orang lain atau membicarakan ulang pembicaraan orang lain, atau memberikan komentar yang tidak relevan serta mengalami kesulitan dalam memulai dan mengakhiri suatu pembicaraan. Cara berbicaranya kurang bervariasi dalam hal tinggi rendahnya suara, tekanan dan irama, dan, bila murid tersebut telah mencapai usia lebih dewasa, cara berbicaranya sering terlalu formal. Kesulitan dalam berkomunikasi sosial dapat terlihat dari cara berdiri yang terlalu dekat dengan orang lain, memandang lama, postur tubuh yang tidak normal, dan tak dapat memahami gerakan-gerakan dan ekspresi wajah.

3. Murid penyandang SA memiliki kemampuan intelegensi normal sampai di atas rata-rata, dan terlihat berkemampuan tinggi. Kebanyakan dari mereka cakap dalam memperdalam ilmu pengetahuan dan sangat menguasai subyek yang mereka sukai pernah pelajari. Namun mereka lemah dalam hal pengertian dan pemikiran abstrak, juga dalam pengenalan sosial. Sebagai akibatnya, mereka mengalami kesulitan akademis, khususnya dalam kemampuan membaca dan mengerti apa yang dibaca, menyelesaikan masalah, kecakapan berorganisasi, pengembangan konsep, membuat kesimpulan dan menilai. Ditambah pula, mereka sering kesulitan untuk bersikap lebih fleksibel. Pemikiran mereka cenderung lebih kaku. Mereka juga sering kesulitan dalam menyesuaikan diri dengan perubahan, atau menerima kegagalan yang dialaminya, serta tidak siap belajar dari kesalahan-kesalahanya. (Attwood 1998).

4. diperkirakan bahwa 50% - 90% dari penyandang SA mempunyai kesulitan dalam koordinasi motoriknya (Attwood 1998). Motorik yang terkena dalam hal melakukan gerakan yang berpindah-pindah (locomotion), kecakapan bermain bola, keseimbangan, cakap menggerakan sesuatu dengan tangan, menulis dengan tangan, gerak cepat, persendian lemah, irama serta daya mengikuti gerakan-gerakan.

5. Seorang penyandang SA memiliki kesamaan sifat dengan penyandang autisme yaitu dalam menanggapi rangsangan sensori. Mereka bisa menjadi hiper sensitif terhadap beberapa rangsangan tertentu dan akan terikat pada suatu perilaku yang tidak biasa dalam memperoleh suatu rangsangan sensori yang khusus.

6. Seorang penyandang SA biasanya kelihatan seperti tidak memperhatikan lawan bicara, mudah terganggu konsentrasinya dan dapat / pernah dikategorikan sebagai penyandang ADHD (Attention Deficit Hyperactivity Disorder) sewaktu di-diagnosa dalam masa kehidupan mereka (Myles & Simpson, 1998).

7.Rasa takut yang berlebihan juga merupakan salah satu sifat yang dihubungkan dengan penyandang SA. Mereka akan sulit belajar menyesuaikan diri dengan tuntutan bersosialisasi di sekolah. Instruksi yang baik dan benar akan membantu meringankan tekanan-tekanan yang dialaminya.

sumber:

http://putrakembara.org

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