Senin, 02 Mei 2011

Testing a Culture-Specific Extension of Objectification Theory Regarding African American Women’s Body Image

Discussion

Consistent with objectification theory (Fredrickson & Roberts, 1997) and paralleling evidence from mostly European American women (Fredrickson et al., 1998; Noll & Fredrickson, 1998; Tiggemann & Lynch, 2001; Tiggemann & Slater, 2001), African American women’s surveillance of their own body shape and size predicted body shame. This pattern extended to skin tone for African American women, for whom higher levels of skin tone-specific monitoring were associated with general body shame as well as targeted skin-tone dissatisfaction. Skin-tone monitoring and body shape and size monitoring as well as skin-tone dissatisfaction and body shame each overlapped by only about 7%. This distinctiveness of the two predictors as well as the two criterion variables suggests that measures of skin tone and shape and size capture different aspects of African American women’s body images. Furthermore, the interrelationships of these measures indicate that a richer understanding of African American women’s body issues is captured when shape and size are included with skin-tone assessments.

However, there is more going on here than the simple addition of skin tone to a model of body objectification previously explored with mostly European American samples. First, the usual objectification model (Fredrickson & Roberts, 1997) posits that body surveillance, rooted in societal pressures regarding body shape and size, leads to internalized self-objectification, which fosters body shame. Although self-objectification has been shown to mediate the relationship between body monitoring and shame with mainly European American participants (Noll & Fredrickson, 1998), such mediation was not evident among African American women (even with the directly comparable, typically tested model that includes only OBCS Surveillance, SOQ, and OBCS Body Shame without the skin-tone-specific material; complete results are available from the second author). This prior pattern was disrupted by the nonsignificant relationship between self-objectification and body shame. Second, the expected parallel pattern of mediation did not emerge for the skin-tone paths, either; there was an unexpected nonsignificant link between self-objectification and skin-tone dissatisfaction.

The most obvious explanation for these deviations from objectification theory’s predictions is that the validity of the Self-Objectification Questionnaire as a measure of internalized surveillance for African American women is questionable. However, the SOQ’s mean and standard deviation fall within the same range as that of other samples (Noll, 1996; Noll & Fredrickson, 1998; Tiggemann & Slater, 2001), and its scores correlate with the Surveillance subscale of the OBCS. In addition, “coloring” (e.g., “skin tone”) is one of the ranked attributes on the SOQ. Rather, the present data suggest that although internalization (i.e., self-objectification) itself was associated with surveillance, body dissatisfaction was predicted only by surveillance directly, without the mediation of internalization. Additional research exploring the role of self-objectification among African American women is warranted and may lead to new insights regarding the processes involved in the objectification model.

One potential limitation of this study is the use of a new measure. The skintone-specific surveillance scale was closely modeled from the items on the Surveillance subscale of the OBCS and appears to be face valid. Preliminary psychometric evidence based on the current sample is encouraging. The instrument demonstrated excellent internal consistency, and evidence of criterion-related validity was indicated by the moderate positive relation in the path model between responses on the skin-tone-specific surveillance scale and the measure of skin-tone dissatisfaction. Finally, as noted previously, the scale appears to be measuring a construct related to but distinct from surveillance of body shape and size.

A somewhat related issue concerns the rather skewed distributions of scores for both measures of skin-tone concerns. These distributions indicate that most participants reported engaging in little habitual monitoring of skin tone and low levels of skin-tone dissatisfaction. This conclusion is reinforced by the generally positive statements participants wrote in response to the open-ended questions that ended our survey. Representative of these sentiments, one women declared, “I feel that my skin color is a gift from God,” and another confided, “I like my skin color, it’s like milk chocolate.”

Yet, negative perceptions of skin tone persisted, typically related to prejudice perceived from others (e.g., “Darker skin always comes in last unless you have incredible persuasion abilities”; “My color or darker wasn’t considered dateable”). This combination of positive self-perceptions with negative stereotyping from others possibly captures some of African American women’s ambivalence about skin tone and their active attempts to resist external objectification, hallmarks of objectification theory itself. Consistent with this speculation, Choate (2005) outlined three factors related to the development of a positive body image in African American women despite pervasive images of the thin ideal presented in the media: less cultural emphasis on a thin ideal such that larger body sizes are viewed as attractive; family support; and support from peers and the community. Additionally, African American women appear to compare themselves to other African American women in the media rather than women of other races (Frisby, 2004), presumably focusing on size and shape but potentially on skin tones as well. More research is needed to gain a better understanding of the factors that promote body-image resilience related to both body shape and size and skin tone for African American women.

Future researchers also may explore several related questions to which our findings do not speak directly. For example, what factors contribute to individual differences in the extent to which African American women habitually monitor their skin tone? Furthermore, does African American women’s habitual skin-tone monitoring derive from sexual objectification in a manner consistent with habitual body monitoring of shape and size, as objectification theory would predict? Finally, what are some potential resistance factors that enable some African American women, in the face of cultural objectification, to prevent or quell the process of self-objectification?

Despite the aforementioned potential limitations and remaining questions, our findings may have important implications for counselors working with African American women clients, particularly those clients presenting with concerns about body-image dissatisfaction. As women of color, African American women may be affected by separate and intertwined racism and sexism. Therefore, practitioners need to be aware of how standards of beauty are both general and unique for African American women rather than simply assuming that body shape and size are the exclusive features on which African American women expect to be evaluated by observers. African American women are not immune to society’s emphasis on body size, and like many women, they may be vulnerable to developing eating disorders (Aruguete et al., 2004; Vander Wal & Thomas, 2004).

We recommend that multiculturally competent counselors be open both to the possibility of traditional body-image concerns and to other types of body dissatisfaction, including skin tone, among African American women. Several issues in addressing skin-tone concerns with African Americans are described below. First, in individual psychotherapy, African American clients and counselors may critically examine the multiple meanings placed on skin tone by society generally and by specific communities with which clients have identified. Careful, empathic exploration of how these messages were learned (e.g., media, family-of-origin) and to what extent they have been internalized may be useful in helping clients to make more conscious decisions about their participation in such systems of meaning-making (Hall, 1995; Harvey, 1995).

Second, group psychotherapy may be a useful intervention to provide African American women the opportunity to share skin color and body image concerns that have been kept secret (Boyd-Franklin, 1991). With careful, culturally sensitive facilitation, both process-oriented groups and groups that are more psychoeducationally oriented may be beneficial. Boyd-Franklin highlighted the importance of confidentiality and establishing trust to allow group members to feel safe disclosing painful feelings and experiences related to their body-image concerns.

A third level of intervention could be aimed at communities (Harvey, 1995). Such interventions might include workshops or discussion groups on college and university campuses, in community agencies, and at institutions (e.g., Black churches) that educate individuals about historical perceptions of African-centered beauty, highlight negative messages conveyed in the contemporary media, and allow for discussion of healthy body image consistent with African American physical features and culture. Practitioners should proceed with sensitivity and seek consultation and training if this is not an area of competence.

A fourth issue to consider carefully in any kind of psychological or educational intervention is the nature of the match between counselor and client. Although ethnic and gender matching may be helpful in creating expectations of support and understanding for clients, simply sharing demographic characteristics does not ensure expertise in working with African American women on these issues. We recommend that counselors of all racial and ethnic backgrounds engage seriously in exploration and self-reflection on their own experiences with and feelings about race and skin tone.

As a final recommendation for education, we suggest that training on body-image concerns within graduate and continuing-education programs be broadened to include culture-specific variables for members of ethnic minority groups. Within-group differences, such as clients’ specific cultural affiliations and identities (e.g., Africana, African American, multiethnic), development statuses of racial or ethnic identity, and acculturation strategies and levels (Landrine & Klonoff, 1994), should be taken into account in any such discussion.

In sum, the present data lead us to conclude that we may need to do more than add skin-tone measures to objectification theory and our thinking about body image. Given the historical and contemporary role of skin tone in the perception of African Americans and other people of color (Hunter, 2002; Maddox & Gray, 2002; Wade & Bielitz, 2005), subjective variables related to skin tone need to be addressed both theoretically and empirically in the body-image literature. More specifically, African American women may be served better by theorists and practitioners who consider issues of skin-tone dissatisfaction in developing models of body dissatisfaction and in counseling involving body image. Such a multiculturally sensitive perspective is consistent with the growing body of scholarship in counseling psychology focusing on the intersections of gender, race, and ethnicity.

Taneisha S. Buchanan

University of Akron

Ann R. Fischer

Southern Illinois University Carbondale

David M. Tokar

University of Akron

Janice D. Yoder

University of Akron

Testing a Culture-Specific Extension of Objectification Theory Regarding African American Women’s Body Image

Discussion

Consistent with objectification theory (Fredrickson & Roberts, 1997) and paralleling evidence from mostly European American women (Fredrickson et al., 1998; Noll & Fredrickson, 1998; Tiggemann & Lynch, 2001; Tiggemann & Slater, 2001), African American women’s surveillance of their own body shape and size predicted body shame. This pattern extended to skin tone for African American women, for whom higher levels of skin tone-specific monitoring were associated with general body shame as well as targeted skin-tone dissatisfaction. Skin-tone monitoring and body shape and size monitoring as well as skin-tone dissatisfaction and body shame each overlapped by only about 7%. This distinctiveness of the two predictors as well as the two criterion variables suggests that measures of skin tone and shape and size capture different aspects of African American women’s body images. Furthermore, the interrelationships of these measures indicate that a richer understanding of African American women’s body issues is captured when shape and size are included with skin-tone assessments.

However, there is more going on here than the simple addition of skin tone to a model of body objectification previously explored with mostly European American samples. First, the usual objectification model (Fredrickson & Roberts, 1997) posits that body surveillance, rooted in societal pressures regarding body shape and size, leads to internalized self-objectification, which fosters body shame. Although self-objectification has been shown to mediate the relationship between body monitoring and shame with mainly European American participants (Noll & Fredrickson, 1998), such mediation was not evident among African American women (even with the directly comparable, typically tested model that includes only OBCS Surveillance, SOQ, and OBCS Body Shame without the skin-tone-specific material; complete results are available from the second author). This prior pattern was disrupted by the nonsignificant relationship between self-objectification and body shame. Second, the expected parallel pattern of mediation did not emerge for the skin-tone paths, either; there was an unexpected nonsignificant link between self-objectification and skin-tone dissatisfaction.

The most obvious explanation for these deviations from objectification theory’s predictions is that the validity of the Self-Objectification Questionnaire as a measure of internalized surveillance for African American women is questionable. However, the SOQ’s mean and standard deviation fall within the same range as that of other samples (Noll, 1996; Noll & Fredrickson, 1998; Tiggemann & Slater, 2001), and its scores correlate with the Surveillance subscale of the OBCS. In addition, “coloring” (e.g., “skin tone”) is one of the ranked attributes on the SOQ. Rather, the present data suggest that although internalization (i.e., self-objectification) itself was associated with surveillance, body dissatisfaction was predicted only by surveillance directly, without the mediation of internalization. Additional research exploring the role of self-objectification among African American women is warranted and may lead to new insights regarding the processes involved in the objectification model.

One potential limitation of this study is the use of a new measure. The skintone-specific surveillance scale was closely modeled from the items on the Surveillance subscale of the OBCS and appears to be face valid. Preliminary psychometric evidence based on the current sample is encouraging. The instrument demonstrated excellent internal consistency, and evidence of criterion-related validity was indicated by the moderate positive relation in the path model between responses on the skin-tone-specific surveillance scale and the measure of skin-tone dissatisfaction. Finally, as noted previously, the scale appears to be measuring a construct related to but distinct from surveillance of body shape and size.

A somewhat related issue concerns the rather skewed distributions of scores for both measures of skin-tone concerns. These distributions indicate that most participants reported engaging in little habitual monitoring of skin tone and low levels of skin-tone dissatisfaction. This conclusion is reinforced by the generally positive statements participants wrote in response to the open-ended questions that ended our survey. Representative of these sentiments, one women declared, “I feel that my skin color is a gift from God,” and another confided, “I like my skin color, it’s like milk chocolate.”

Yet, negative perceptions of skin tone persisted, typically related to prejudice perceived from others (e.g., “Darker skin always comes in last unless you have incredible persuasion abilities”; “My color or darker wasn’t considered dateable”). This combination of positive self-perceptions with negative stereotyping from others possibly captures some of African American women’s ambivalence about skin tone and their active attempts to resist external objectification, hallmarks of objectification theory itself. Consistent with this speculation, Choate (2005) outlined three factors related to the development of a positive body image in African American women despite pervasive images of the thin ideal presented in the media: less cultural emphasis on a thin ideal such that larger body sizes are viewed as attractive; family support; and support from peers and the community. Additionally, African American women appear to compare themselves to other African American women in the media rather than women of other races (Frisby, 2004), presumably focusing on size and shape but potentially on skin tones as well. More research is needed to gain a better understanding of the factors that promote body-image resilience related to both body shape and size and skin tone for African American women.

Future researchers also may explore several related questions to which our findings do not speak directly. For example, what factors contribute to individual differences in the extent to which African American women habitually monitor their skin tone? Furthermore, does African American women’s habitual skin-tone monitoring derive from sexual objectification in a manner consistent with habitual body monitoring of shape and size, as objectification theory would predict? Finally, what are some potential resistance factors that enable some African American women, in the face of cultural objectification, to prevent or quell the process of self-objectification?

Despite the aforementioned potential limitations and remaining questions, our findings may have important implications for counselors working with African American women clients, particularly those clients presenting with concerns about body-image dissatisfaction. As women of color, African American women may be affected by separate and intertwined racism and sexism. Therefore, practitioners need to be aware of how standards of beauty are both general and unique for African American women rather than simply assuming that body shape and size are the exclusive features on which African American women expect to be evaluated by observers. African American women are not immune to society’s emphasis on body size, and like many women, they may be vulnerable to developing eating disorders (Aruguete et al., 2004; Vander Wal & Thomas, 2004).

We recommend that multiculturally competent counselors be open both to the possibility of traditional body-image concerns and to other types of body dissatisfaction, including skin tone, among African American women. Several issues in addressing skin-tone concerns with African Americans are described below. First, in individual psychotherapy, African American clients and counselors may critically examine the multiple meanings placed on skin tone by society generally and by specific communities with which clients have identified. Careful, empathic exploration of how these messages were learned (e.g., media, family-of-origin) and to what extent they have been internalized may be useful in helping clients to make more conscious decisions about their participation in such systems of meaning-making (Hall, 1995; Harvey, 1995).

Second, group psychotherapy may be a useful intervention to provide African American women the opportunity to share skin color and body image concerns that have been kept secret (Boyd-Franklin, 1991). With careful, culturally sensitive facilitation, both process-oriented groups and groups that are more psychoeducationally oriented may be beneficial. Boyd-Franklin highlighted the importance of confidentiality and establishing trust to allow group members to feel safe disclosing painful feelings and experiences related to their body-image concerns.

A third level of intervention could be aimed at communities (Harvey, 1995). Such interventions might include workshops or discussion groups on college and university campuses, in community agencies, and at institutions (e.g., Black churches) that educate individuals about historical perceptions of African-centered beauty, highlight negative messages conveyed in the contemporary media, and allow for discussion of healthy body image consistent with African American physical features and culture. Practitioners should proceed with sensitivity and seek consultation and training if this is not an area of competence.

A fourth issue to consider carefully in any kind of psychological or educational intervention is the nature of the match between counselor and client. Although ethnic and gender matching may be helpful in creating expectations of support and understanding for clients, simply sharing demographic characteristics does not ensure expertise in working with African American women on these issues. We recommend that counselors of all racial and ethnic backgrounds engage seriously in exploration and self-reflection on their own experiences with and feelings about race and skin tone.

As a final recommendation for education, we suggest that training on body-image concerns within graduate and continuing-education programs be broadened to include culture-specific variables for members of ethnic minority groups. Within-group differences, such as clients’ specific cultural affiliations and identities (e.g., Africana, African American, multiethnic), development statuses of racial or ethnic identity, and acculturation strategies and levels (Landrine & Klonoff, 1994), should be taken into account in any such discussion.

In sum, the present data lead us to conclude that we may need to do more than add skin-tone measures to objectification theory and our thinking about body image. Given the historical and contemporary role of skin tone in the perception of African Americans and other people of color (Hunter, 2002; Maddox & Gray, 2002; Wade & Bielitz, 2005), subjective variables related to skin tone need to be addressed both theoretically and empirically in the body-image literature. More specifically, African American women may be served better by theorists and practitioners who consider issues of skin-tone dissatisfaction in developing models of body dissatisfaction and in counseling involving body image. Such a multiculturally sensitive perspective is consistent with the growing body of scholarship in counseling psychology focusing on the intersections of gender, race, and ethnicity.

Taneisha S. Buchanan

University of Akron

Ann R. Fischer

Southern Illinois University Carbondale

David M. Tokar

University of Akron

Janice D. Yoder

University of Akron

Minggu, 01 Mei 2011

Perkembangan layanan bimbingan dan konseling di Indonesia


Layanan bimbingan dan konseling di Indonesia telah mulai dibicarakan secara terbuka sejaktahun 1962. Hal ini ditandai dengan adanya perubahan sistem pendidikan di SMA, yaitu terjadinya perbahan nama menjadi SMA Gaya Bru, dan berubahnya waktu penjurusan, yang awawlnya di kelas I menjadi di kelas II. Program penjurusan ini merupakan respon akan kebutuhan untuk menyallurkan para siswa ke jurusan yang tepat bagi dirinya secara peorangan/ dalam rencana Pelajaran SMA Gaya Baru, di antaranya ditegaskan sebagai berikut :

a. Di kelas I setiao pelajar diberi kesempatan untuk lebih mengenal bakat dan minatnya, dengan jalan menjelajahi segala jenis mata pelajaran yang ada di SMA, dan dengan bimbingan penyuluhan yang teliti dari para guru maupun orang tua.

b. Dengan mempergunakan peraturan kenaikan kelas dan bahan-bahan catatan dalam kartu pribadisetiap murid, para pelajardisalurkan ke kelas II kelompok khusus : Budaya, Sosial, Pasti dan Pengetahuan Alam.

Untuk kepentingan tersebut, maka pengisian kartu pribadi murid harus dilaksanakan seteliti-telitinya (Rochman Natawidjaja, 1971).

Sejarah perkembangan layanan bimbingan dan konseling sejak sebelum masehi sampai sebelum abad ke-20

Secara umum, konsep bimbingan dan konseling telah lama dikenal manusia melalui sejarah. Sejarah tentang “developing one’s potential “ (pengembangan potensi individu) dapat ditelusuridari masyarakat Yunani kuno. Mereka menekaankan tentang upaya–upaya untuk mengembangkan dan memperkuat individu melalui pendidikan, sehingga mereka dapat mengisi peranannya di masyarakat. Mereka meyakini bahwa dalam dirri individu terdapat kekuatan-kekuatan yang dapat distimulasi dan dibimbing ke arah tujuan–tujuan yang berguna, bermanfaat, atau menguntungkan baik bagi dirinya sendiri maupun masyarakat.

Terkait dengan perhatian masyarakat Yunani ini, Plato dapat dipandang sebagai “konselor” Yunani Kuno, karena dia telah menaruh perhatian yang begitu besar terhadap pemahaman psikologis individu, seperti menyangkut aspek isu – isu moral, pendidikan, hubungan dalam masyarakat, dan teologis. Dia juga menaruh perhatian terhadap masalah-masalah (1) bagaimana membangun pribadi manuasia yang baik melalui asuhan atau pendidikan formal, (2) bagaimana caranya supaya anak dapat berpikir lebih efektif, dan (3) teknik apa yang telah berhasil mempengaruhi manusia dalam kemamapuannya mengambil kepputusan dan mengembangkan keyakinanannya.

Sebagai “konselor” kedua dari Yunani ini adalah Aristoteles (murid Plato). Dia banyak berkonribusi pemikiran ke dalam bidangan psikologi. Salah satu sumbangan pemikirannya itu adalah studi tentang interaksi individu dengan lingkungan dan yang lainnnya, serta upaya mengembangkan fungsi-fungsi individu secara optimal.

Orang besar Yunani lainnya,yaitu Hippocrates dan para dokter (tabib) lainnya juga menaruh perhatiannya terhadap bidang psikologi ini, seperti terefleksikan dari pendapatnya, yaitu bahwa gangguan mental (mental disorder) yang didderita individu disebabkan oleh faktor alam.

Di Roma, para orang tua bekerja bersama anak-anaknya,yang berperan sebagai model (teladan) dan mendorong mereka untuk mengeksplorasi, mempelajari, atau memperluas wawasan tentang pekerjaan. Masyarakat Yahudi purba mempunyai perhatian terhadap individualitas dan hak menentukan atau pengaturan diri sendiri (self-determination). Sementara masyarakat Kristenmenekankanbahwa idealita kemanusiaan menjadi dasar bagi kehidupan masyarakat demokratis, yang pada abad ini mempengaruhi gerakan konseling.

Luis Vives sebagai filosof dan juga pendidik berpendapat bahwa merupakan suatu kebutuhan untuk membimbing individu yang sesuai denan sikap dan bakatnya. Di samping itu dia mengemukakan bahwa para wanita pun harus dipersiapkanuntuk dapat bekerja.

Rene Descrates (1596 – 1650) telah melakukan studi tentang tubuh manusia sebagai suatu organisme yang mereaksi terhadap berbagaistimulus. Sementara pada abad 18, Jean Jacques Rousseau (1712 – 1778) menemukakan bahwa perkembangan inidividu dapat berlangsung dengan baik, apabila dia bebas untuk mengembangkan dorongan-dorongan alamiahnya, dan dia diberi kebebasan untuk belajar dan belajar melalui berbuat (bekerja). Hampir bersamaan waktunya dengan Rousseau, Johann Pestalozzi (1746 – 1827) seorang pendidik ternama dari Swiss mengemukakan bahwa masyarakat itu dapat direformasi, apabila setiap warga masyarakat tersebut dapat menolong perkembangan dirinya sendiri (to help himself develop).

Dengan ditemukannya mesin cetak, maka terbitlah buku-buku tentang bimbinga, seperti menyangkut kehidupan beragama, dan eksplorasi kariri, atau pekerjaan. Awal abad ke – 20 merupakan kondisi yang kondusif danposisi yang penting bagiperkembangandanpenerimaan bimbingan, baik secara konseptual – teoretik maupun praktek di lapangan. Buku-buku itu seperti karangan Powell, yaitu Tom of All Trades; Or the Plalin Pathway to Preferment, yang diterbitkan di London tahun 1631. Melalui buku ini Powell memberikan penjelasan tentang berbagai informasi yang terkait dengan profesi (pekerjaan) danbagaimana mencapai atau memperolehnya, sumber – sumber bantuan finansial, dan sekolah – sekolahtertentu yang cocok untuk mempersiapkannya.

Paparan di atas merupakan sekilas pandanag para tokoh tentang bagaimana bimbingan dan konseling itu berkembang, dari mulai zaman yunani kuno sampai dengan abad 18-an. Pada uraian berikut akan dijelaskan tentang bagaimana tonggak-tonggak sejarah perkembangan bimbingan dan konseling di Amerika dan Indonesia.

Sabtu, 30 April 2011

TIKUS



Tikus tergolong hewan yang mudah dipegang tetapi bila dibanding mencit, ia kurang photophobic (Farris, 1971). Tikus laboratorium adalah spesies tikus Rattus norvegicus yang dibesarkan dan disimpan untuk penelitian ilmiah. Tikus laboratorium telah digunakan sebagai model hewan yang penting untuk penelitian di bidang psikologi, kedokteran, dan bidang lainnya. Formula gigi tikus 1 0 0 3 (ICPM) = 16, sedangkan kelenjar saliva terdiri dari kelenjar submaxillaris dan sublingualis. Ukuran tubuh tikus yang lebih besar daripada mencit membuat tikus lebih disukai untuk berbagai penelitian. Berbeda dengan hewan laboratorium lainnya, tikus tidak pernah muntah. Di samping itu tikus tidak memiliki kelenjar empedu. Lambung tikus terdiri dari dua bagian yaitu nonglandular dan glandular dan small intestine terdiri dari duodenum, jejunum dan ileum. Pada umur 2 bulan berat badannya dapat mencapai 200 – 300 gram.

Data Bilogi Tikus (Fox, 1984)

Berat badan

Jantan (gram) : 300 – 400

Betina (gram) : 250 – 300

Lama hidup (tahun) : 2,5 – 3

Temperatur tubuh (°C) : 37,5

Kebutuhan air (ml/100g BB) : 8 – 11

Kebutuhan makanan (g/100g BB) : 5

Pubertas (hari) : 50 – 60

Lama kebuntingan (hari) : 21 – 23

Mata membuka (hari) : 10 – 12

Tekanan darah

Systolik (mmHg) : 84 – 184

Diastolik (mmHg) : 58 – 145

Frekuensi jantung (per menit) : 330 – 480

Frekuensi respirasi (per menit) : 66 – 114

Tidal volume (ml) : 0,6 – 1,25

Gambaran Hematologi Tikus (Mitruka, 1981; dan Loeb, 1989)

Eritrosit (RBC) (× 106 / mm3 ) : 5,00 – 12,00

Hemoglobin (g/dl) : 11,1 – 18,0

MCV (m3) : 44,5 – 69,0

MCH (mmg) : 12,0 – 24,5

MCHC (%) : 21,6 – 42,0

Hematokrit (PCV) (ml %) : 36,0 – 52,0

Leukosit (WBC) (× 103 / mm3) : 3,00 – 15,00

Neutrofil (× 103 / mm3) : 1,10 – 4,00

Eosinofil (× 103 / mm3) : 0,00 – 0,08

Basofil (× 103 / mm3) : 0,00 – 4,00

Limfosit (× 103 / mm3) : 4,00 – 10,00

Monosit (× 103 / mm3) : 0,00 – 0,10

Glukose (mg/dl) : 50 – 135

BUN (mg/dl) : 5,0 – 29,0

Kolesterol (mg/dl) : 10,0 – 54,0

Total protein (g/dl) : 4,70 – 8,15

Albumin (g/dl) : 2,70 – 5,10

SGOT (IU/I) : 45,7 – 80,8

SGPT (IU/I) : 17,5 – 30,2

Alkaline fosfatase (IU/I) : 56,8 – 128


Karakteristik dan Analisis Urin Tikus (Mitruka, 1981)

Volume (ml/kg BB/hari) : 50 - 350

pH : 7,3 – 8,5

Calcium (ml/kg BB/hari) : 3,00 – 9,00

Chloride (ml/kg BB/hari) : 50,0 – 75,0

Kreatinine (ml/kg BB/hari) : 24,0 – 40,0

Magnesium (ml/kg BB/hari) : 0,20 – 1,90

Total protein (ml/kg BB/hari) : 1,20 – 6,20

Sodium (ml/kg BB/hari) : 90,4 - 110

Urea nitrogen (g/kg BB/hari) : 1,00 – 1,60

Uric acid (ml/kg BB/hari) : 8,00 – 12,00






Senin, 25 April 2011

GANGGUAN PSIKOLOGIS PADA WANITA MENOPAUSE


1. Depresi Menstrual

Gangguan ini merupakan manifestasi dari kepedihan hati dan kekecewaan, bahwa wanita yang bersangkutan menjadi kurang lengkap dan sempurna disebabkan oleh berhentinya fungsi reproduksi dan haid.

Cara mengatasi gangguan psikologis tersebut yaitu dengan memberikan dukungan sosial yang meliputi :

a. Dukungan Informatif

1. Memberi konseling bahwa berhentinya haid adalah hal yang fisiologis dan akan dialami oleh semua wanita.

2. Memberikan nasehat agar wanita tersebut mau dan bisa menerima status quo (keadaan dirinya pada saat ini) dengan lapang dada.

3. Memberikan nasehat agar selalu mengkomunikasikan setiap masalah atau perubahan yang terjadi kepada suaminya serta mencari tahu lebih banyak tentang hal yang dihadapinya melalui media cetak, elektronik, dan lain-lain.

4. Memberikan nasehat untuk lebih mendekatkan diri kepada Tuhan Yang Maha Esa contohnya dengan ibadah teratur dan memberi contoh-contoh pengalaman positif tentang wanita menopause.

5. Menganjurkan untuk berolahraga.

6. Memberikan latihan penanganan stress.

7. Memberikan nasehat untuk konsultasi ke dokter Obgyn atau psikolog bila perlu.

b. Dukungan emosional

1. Mempunyai perasaan empati terhadap wanita menopause.

2. Menciptakan lingkungan keluarga yang nyaman, tenang, harmonis, dan saling pengertian dengan memberikan perhatian dan kepedulian kepada wanita menopause yang melibatkan anggota keluarga terutama suami.

c. Dukungan penghargaan

1. Memberikan penghargaan (rasa hormat) agar wanita tersebut merasa dihargai.

2. Memberikan dorongan/support agar wanita tersebut percaya diri.

d. Dukungan Instrumental

Dengan cara memberikan bantuan tenaga maupun materi terhadap apa yang dibutuhkan oleh wanita menopause (yang dilakukan oleh keluarga, teman, tetangga atau yang lain).

2. Ide delirius

Jika pada usia pubertas sudah pernah muncul predisposisi psiko somatis dan gejala psikis histeris, nafsu-nafsu petualangan dan gangguan psikis lain, maka pada usia klimakteris ini predisposisi dan gejala-gejala abnormal tadi akan muncul kembali. Biasanya gejala tersebut berisikan ide delirius (kegilaan).

Cara mengatasi gangguan psikologis tersebut yaitu dengan :

1. Memberikan nasihat agar lebih mendekatkan diri pada Tuhan.

2. Memberikan nasihat mengembangkan pikiran-pikiran atau ide yang positif dalam kehidupannya.

3. Masturbasi Klitoris

Ada kalanya pada wanita yang menopause timbul semacam kebutuhan seksual yang luar biasa seksualitasnya menjadi hangat membara lagi dan sensitif sekali sehingga wanita tersebut melakukan masturbasi klitoris (onani kelentit).

Cara mengatasi gangguan psikologis tersebut yaitu dengan :

a. Memberikan nasihat untuk memenuhi kebutuhan sex secara sehat dan hendaknya berkonsultasi ke ahli kebidanan (dr.Obgyn) untuk mendapat terapi.

b. Memberikan konseling bahwa hubungan sex bisa dilakukan walaupun oleh wanita menopause.

c. Mengkomunikasikan masalah pada suami dan diharapkan suami mau membantu serta memberi dukungan dalam memecahkan masalah.

4. Aktifitas Hipomanis Semu

Gangguan ini ditandai dengan seolah – olah wanita ini merasakan vitalitas hidupnya jadi bertambah. Ia merasa muda bagaikan gadis remaja dan selalu meyakinkan diri sendiri bahwa ia berambisi atau mampu memulai kehidupannya dari awal lagi.’

Cara mengatasi gangguan psikologis tersebut yaitu dengan memberi nasehat agar aktifitas yang dilakukan dapat mengarah ke hal-hal yang positif contohnya berolahraga, menghadiri ceramah, dll dan mengisi waktu dengan kegiatan yang memperdalam kebudayaan atau bakat, misalnya melukis, dll.

Selasa, 12 April 2011

Teknik analisa data kualitatif model Spradley


Teknik analisa data kualitatif model Spradley secara keseluruhan proses penelitian terdiri atas: pengamatan deskriptif, analisis domein, pengamatan terfokus, analisis taksonomi, pengamatan terpilih, analisis komponensial, dan diakhiri dengan analisis tema (Moleong 2010: 302). Proses tersebut dapat disederhanakan dalam empat tahap sebagai berikut.

1. Analisis domein

Analisis domein (bidang) dilakukan terhadap data yang diperoleh dari pengamatan berperanserta/ wawancara atau pengamatan deskriptif yang terdapat dalam catatan lapangan. Ada enam tahap analisis domein: (1) memilih salah satu hubungan semantik dari sembilan yang ada: termasuk, spasial, sebab-akibat, rasional, lokasi tempat bertindak, fungsi, alat-tujuan, urutan, dan memberi atribut /nama; (2) menyiapkan lembar analisis domein, (3) memilih salah satu sampel catatan lapangan, (4) mencari istilah acuan dan istilah bagian yang cocok, (5) mengulangi usaha pencarian domein, (6) membuat daftar domein yang ditemukan.

2 Analisis taksonomi

Setelah selesai analisis domein, dilakukan pengamatan dan wawancara terfokus berdasarkan fokus yang sebelumnya telah dipilih oleh peneliti. Hasil terpilih untuk memperdalam data ditemukan melalui pengajuan sejumlah pertanyaan kontras. Data hasil wawancara terpilih dimuat dalam catatan lapangan.

Tujuh langkah analisis taksonomi yaitu: (1) memilih satu domein untuk dianalisis untuk dianalisis, (2) mencari kesamaan atas dasar hubungan semantik yang sama digunakan untuk domein itu, (3) mencari tambahan istilah bagian, (4) mencari domein yang lebih besar dan lebih inklusif, (5) membentuk taksonomi sementara, (6) mengadakan wawancara terfokus untuk mencek analisis yang telah dilakukan, dan (7) membangun taksonomi secara lengkap.

3 Analisis komponen

Setelah analisis taksonomi, dilakukan wawacara terpilih untuk memperdalam data yang telah ditemukan melalui pengajuan sejumlah pertanyaan kontras. Data hasil wawancara terpilih dimuat dalam catatan lapangan.

Delapan langkap analisis komponen: (1) memilih domein yang akan dianalisis, (2) mengidentifikasi seluruh kontras (perbedaan) yang telah ditemukan, (3) menyiapkan lembar paradigma, (4) mengidentifikasikan dimensi kontras yang memiliki dua nilai, (5) menggabungkan dimensi kontras yang berkaitan erat menjadi satu, (6) menyiapkan pertanyaan kontras (berlawanan) untuk ciri yang tidak ada, (7) mengadakan pengamatan terpilih untuk melengkapi data, (8) menyiapkan paradigma (pola pikir) lengkap.

4 Analisis tema

Analisis tema merupakan seperangkat prosedur untuk memahami secara holistik pemandangan yang sedang diteliti. Sebab setiap kebudayaan terintegrasi dalam beberapa jenis pola yang lebih luas.

Dalam penelitian ini untuk menemukan tema universal dipilih satu dari enam topik: (1) konflik sosial, (2) kontradiksi budaya, (3) teknik kontrol sosial, (4) hubungan sosial pribadi, (5) memperoleh dan menjaga status dan (6) memecahkan masalah.