The Montessori Approach to Education

Developed by Italian educator and doctor Maria Montessori, the Montessori model of education is based on respect for a child’s natural psychological development. It’s estimated that there are more than 20,000 Montessori schools worldwide, with students ranging from infant age to eighteen years of age. A Montessori education emphasizes a child’s social development as much as his or her academic development, and it aims to help a child build independence and practical skills within a supportive framework which respects each student’s individual growth rates. Students are looked at as whole individuals: the physical and the emotional are as important as their cognitive development.
Montessori schools for infants and toddlers have the primary focus of providing opportunities for children to develop motor skills, independence, and a love of learning. Teachers engage students with materials that are size and age-appropriate. The Montessori approach at this age also aims to develop toileting skills. Parents often participate with their youngsters in “parent-tot” classes at which the parent can help guide their child through a variety of age-appropriate activities.
As children grow into the preschool and kindergarten years (ages two and a half to six), the Montessori model engages them in activities which help them develop independence in a variety of practical pursuits. Mixed age classrooms allow children to help and learn from one another. Teachers provide manipulatives such as spoons and cups which help students develop confidence and practical skills. Students move freely and are often given the choice to engage in the activity which interests them most, allowing them to build a sense of freedom and personal empowerment. A focus on the development of the senses is also evident in a Montessori preschool classroom, as is engagement in art, music and language activities. Students’ differences are respected and celebrated.
As students approach the elementary and middle school years (ages six to twelve), the Montessori curriculum is integrated to emphasize connections across all subject areas. Language, history, science, math, and the arts are all studied in hands-on, interconnected, project-oriented ways. Students learn through hands-on experiences and are actively engaged in investigation and research; they are not vessels to be “filled” with information. Students direct their own explorations, further emphasizing the development of their independence. Students also take learning outside of the classroom (sometimes referred to “going out” in Montessori) to engage in real-world investigations which build on what they learn in the classroom environment. The result is a confident, independent learner who is ready to succeed in high school and beyond.
Research on the Montessori model has shown that graduates of Montessori schools are prepared well for later life in an academic sense as well as socially and emotionally. Graduates score well on standardized tests and often receive above average rankings on criteria such as attentive listening, showing responsibility, and critical thinking. They are able to adapt to new situations and show a love and enthusiasm for learning.

Analysis of Art Therapy

              Art therapy is not just for children but can be applied to adults with brain injury or impairment. However in this paper I would like to discuss the analysis of art produced by children who are troubled with psychological problems stemming from family discord. Dysfunctional families are now more common than abusive ones. Abusive families tend to get the media attention but dysfunctional is harder to quantify for the media and so mainly ignored. When treating children, art therapy can give insights were direct communication is almost impossible. Many child therapists however cannot analyze children's art from a scientific point of view and so this paper is to give some basic directions to those interested in the mind of a child through art.

Introduction
For art therapy to be understood the therapist or teacher needs to have some basic insight into child psychology from past experimental work that gave direction to our modern thought. The first would be Vygotsky's position of child cognitive development. The first being his stated position on language development. That a child has limited reasoning during the early years as it does not have the language skills to express complex logic. The second is scaffolding, that a child given the basics of an idea or concept can build upon it without further direct instruction through trial and error learning over time. What both these insights tell us is that a young child cannot communicate complex emotional feelings clearly until nearing their teenage developmental stages. (1 Vygotsky 1962) Chomsky in the USA later supported Votgotskys idea when he proposed a language acquisition devise in the brain at birth. (LAD). Chomsky stated that unlike any other animal on the planet humans have language that develops faster than can be explained through everyday learning. That if you take an American baby and give it at birth to a Japanese couple to raise, it will eventually speak only Japanese. The language the brain is exposed to at birth is the one it develops over time. (2 Chomsky 1968)

Later in the 1950's Piaget (3 Piaget 1973) who had know about Votgosky's work used many of his ideas to develop his own theory of cognitive stages of development in children. Although he disagreed with Votgoskys stance on language he did devise many useful experiments to show a staged developmental cognition. The one part we are interested in from an art therapy point of view is ego-centrism. Piaget made a paper mache three mountains on a table. (We would refer to a 3D model today). He asked young children to look at the mountains and watch figures moving about such as man, woman, child for example. In front of the child were a series of photographs showing the mountain model from several angles and views? The child was asked to watch the figures and then point to the photo from the figures point of view, where they were placed. Most children under seven always chose the photo that best displayed not the figures point of view but there own. In other words the child could only see the world from its perspective and not other peoples. This was termed ego-centric and lasted until the child was old enough to de-centre through the acquisition of empathy. (Note, cultures such as China have a lack of empathy in their psychology mainly due to a lack of social learning in the family. So many are still ego-centric well into their 20's.) In the UK Margaret Donaldson went on the redesign Piaget's original experiment with the policeman and naughty boy model. This was much more culturally acceptable to children unfamiliar with mountains as Swiss children would have been. Donaldson concluded that children in the UK at least, de-centered earlier. This maybe part of the British character of easy international adaptation to environment changes. (4 Donaldson 1978)

The two main child theories above then start our thinking into art analysis by giving us a basic insight into child communication and development. Obviously the theories are more complex and deeper than I have explained here and need to be learned more thoroughly by the therapist. These ideas are merely pointers to interpretation of the uncommunicative child though art.

The How To:
Children are wary of strangers and particularly men. There are two reasons for this, first strangers in a child's world represent a threat and therefore create an alarm reaction. In babies this may be crying in older children under seven this maybe social learning, parents and teachers giving warnings about talking to strangers in the street. Secondly where children are brought up by unemotional parents they accept strangers more easily than those from caring emotional families. It is their nature to seek a caring bond and attention even if this might be negative such as being punished. (Skinner 1960 - operant conditioning).

With the above in mind in order for the child to be happy and willing to draw for the therapist is can be useful to allow a familiar person to give the instruction such as the primary school teacher that takes the child everyday. If the child is from a dysfunctional family the parents are the last people you need to help. Remember abusive parents often present children to doctors with complaints from a position of care (Muchenhousin disease by proxy). Therefore if the child is troubled and in mental anguish then until you knows otherwise, suspect everyone and use instructors away from the child's normal carers.

A simple step by step approach to drawing production is the best way.

1. Have paper, A3, is best with assortment of drawing materials, pencils, crayons and any other suitable markers. Have a table and chair that is comfortable for the child's age - not to high - the floor is OK for children if suitably dressed.


2. The adult who is giving instructions should be face to face beside the child. This means at the child's height and eye level. Adults should kneel or sit where there are at the same height level. This takes away some of the domination structures and allows for a more equal approach to the child.


3. Ask the child to draw their family in front of their home. The reason this is always a good start as the positioning is very important. Also how the child perceives their living space.


4. Give the child plenty of time; tell them there is no rush to finish. Most children complete the task in about ten minutes. Some take longer who want to elaborate their drawing with colour and detail.


5. Thank the child and promise to return their drawing to them later, this is important as the child puts value in their creativity and will want to show significant others in their life such as other siblings or parents.

Analysis Approach
Again a step by step approach is the most effective way to start.

1. Take an overview. What is the initial impression? Is the child's drawing compatible with their age? Is it immature, undefined, lack of care in production etc? Is it well constructed for their age, showing imagination and the grasp of concepts? (For example does smoke bend out of a chimney or go straight up. This would indicate the concept of wind for example.)


2. Look at family positioning, does the child put themselves at the centre of the group (perhaps ego-centric) are they slightly apart? Are bothers and sisters placed differently, is one parent further apart that the other. All these can give insight into the family dynamics. Are they in height order? Are they smiling or frowning? Look at body proportions - this can indicate power plays. Finally look for any unusual details in the family that may give rise to questions.


3. Look at the periphery, how is the home drawn, is there a path, is it accurate? Has the child put things in the windows? Are there additional objects such as a car, bicycle, swing, gate etc.? All these objects may give rise to insight from later questions.


4. Once you have come to your initial conclusions write them down. Then ask two other non-professional people to look at the drawing and give you their initial impressions. This can lead to seeing something we missed or did not consider. Lay people are not hampered by knowledge. Then re-look at your own initial analysis and decide if you need to revise it slightly. Do not be too influenced by your lay observers they may also have internal perspectives that tend to objectify their ability to see the child's point of reference.


5. Take the drawing back to the child and ask simple gentle questions. Tell the child you are very impressed by their effort. Then ask about the objects first, what they mean to the child. The car for instance. This is better as it lets the child de-center from the family to begin with. Look for the significance the child puts in objects and cultural learning.


6. Ask the child about the family, who is who (even though this may be obvious) let the child explain. In what order does he talk about the family members, does he forget someone, what is the positioning in the picture; ask why someone is further away - or holding hands, etc. Where is he/she in relation to the parents, siblings etc. This may indicate relationship problems or highlights.


7. Finally, rethink your original notes in line with the child's self-report. What differed, what was highlighted, what insights did you discover?

Once the process is over then the work of applying theory to the analysis gives you the final overview and insight into your drawing. This should then be presented in a report of three parts. First a paragraph or two on the child's presenting problems and family situation. Second, the initial analysis of the artwork from your findings and impressions. Third your theoretical insight from a psychological point of reference.
This last part should include your recommendations for educational support, teacher insight and therapeutic intervention of required.
Often once a meeting with the teacher and parents has been convened to discuss the child's situation then the next steps in support can be agreed upon. Where the parents are the problem, this then is best left to the psychologist as an outsider to meet with them as an authoritarian figure to enable open dialogue.

Experience
It takes time and quite a few attempts with children of various ages to build up the skill of art therapy and interpretation. It is not always so obvious what the child is trying to communicate through their art. Also take into account the scientific bias of the participants and analysis. It is easy to project your own ideas of child situations instead of being objective. As any good therapist knows you leave your own ego at the door. Children are vulnerable, easily influenced and directed by skillful manipulators and so abuse goes undetected for many children. Caution should be advised before taking a child's art impression to a legal standpoint.

Real example.
A child was presented at school as disruptive, violent and attention seeking. His teachers wanted to expel him from the school. He is 8 years old and often attacks teachers by kicking them from behind.
The child drew a picture of his standing between his parents holding his hands up keeping the two apart who are seen shouting at each other. The child in the drawing is crying and angry.
Life was so difficult at home having to play the role of parent to his parents that at school he acted out to compensate for his misery at home. He saw teachers as other parents and so needed to punish them. He needed attention at school even if negative in order to fulfill his need for love.
In a meeting with the mother, she was shocked to see how her son found family life. It was agreed that future arguments between her husband and herself should be conducted out of the child's hearing or presence. That a calmer atmosphere should be strived for over time.
The child within two weeks had calmed down and started to be more cooperative and although he relapsed from time to time he was much happier in class and cooperative.
This example is straight forward and much more detail came from the drawing than this conclusion, but it gives you the general idea.

In Summery
Art therapy can be informative as part of a wider approach to child psychology and in particularly therapy situations where a child has presenting problems to tackle. Art allows a child to communicate through visual imagery which is cognitively more developed under seven years than verbal skills, reasoning and conceptual thought.
A professional psychologist should always do the analysis and not a counsellor. The reason is more a question of wider knowledge and training that most counselors in schools have. It is also important to be holistic with children and see if other factors such as diet, bullying or trauma might have an influence on his artistic impressions.


References:
1 Vygotsky 1962 - Gross R D (2004) Psychology the Science of Mind and Behaviour4th Ed. Hodder & Stoughton Pgs 498 - 500
2 Chomsky 1969 - Gross R D (2004) Psychology the Science of Mind and Behaviour4th Ed. Hodder & Stoughton Pgs 284 - 286
3 Piaget 1973 - Gross R D (2004) Psychology the Science of Mind and Behaviour4th Ed. Hodder & Stoughton Pgs 491 - 498
4 Donaldson 1978 - Gross R D (2004) Psychology the Science of Mind and Behaviour4th Ed. Hodder & Stoughton Pgs 496
*Note that Vygotsky's work was conducted in Russia in 1920's but only translated into English in the 1960's when it exposed Piaget's secret influence to his own work.

Self-confidence

Self-confidence is one aspect of personality that is very important in human life. Self confident people are confident about their own abilities and have realistic expectations, even when their expectations are not realized; they stayed positive and can take it.

Definition
Self-confidence is a mental or psychological condition of a person who gives a strong confidence in him to do or perform any act. People who do not believe in themselves have a negative self-concept, lack of confidence in his ability, because it is often kept to them. Self confidence is a mental or psychological condition, which individuals can evaluate the entirety of her strong belief in giving him the ability to take action in achieving various goals in life.
People who have good self-confidence, they have positive feelings toward themselves, have strong beliefs on him and had accurate knowledge of the capabilities. People who have good self-confidence are not the only person who feels capable of (but not really afford) but is a person who knows that he can be caused by experience and calculation that he did.
Synonyms:  aplomb, inner strength, positive self-image, self-assurance

Personality traits of people with low self-confidence
When this is linked to the practice of everyday life, people who have low self-confidence or have lost confidence, tend to feel / be as below:
• Do not have anything (desires, goals, targets) which fought energetically
• Do not have a decision to step decisive
• Easily frustrated or give up when faced with a problem or difficulty
• Less motivated to go forward, laziness or half and half
• Often fails to accomplish its tasks or responsibilities
• Awkward in dealing with people
• Can not demonstrate the ability to speak and the ability to listen to a convincing
• Often have unrealistic expectations
• Too perfectionist
• Too sensitive

Know & Leads Hyperactive child

Know & Leads
Hyperactive child  

What real the so called hyperactive it? Sooths hyperactive trouble be known since around year 1900 in the middle medical the worlds. On succeeding developing starts terminology appearance ADHD (Attention Deficit / Hyperactivity disorder) . To get so-called have hyperactive trouble, shall there is three seeming main phenomena deep behavioural a child, which is inatensi , hyperactive , and impulsif .

Inatensi

Inatensi or attention concentration that insufficiently gets to be seen from failing a child in give whole ala attention to something. Child can't keep its concentration to something, so is easily really change over attention of one thing to the other thing.

Hyperactive

Hyperactive phenomena can be seen from child behaviour that can't be kept quiet. Seat peacefully constitute difficult something is done. It will arouse and runs, walking there hither, even climbs. Beside it, it tends talkative and evoke voice whoop it up.

Impulsif

impulsif's phenomena is marked with child handicap to delay response. There is kind of push to say / do something that doesn't be conducted. That push is urgent to be expressed forthwith and without consideration. Real example of phenomena impulsif is behavioural impatient. Child won't patient to wait person solves talk. Child will yap away or hurry answers before finish question be proposed. Child also can't to wait go, as queue e.g.. Other side from impulsivitas is child potentially tall to do activity that jeopardizes, well unto himself and also others.

Besides drd phenomena upon, to get given by many extant hyperactive diagnosis other requisites. Trouble upon have made a abode minimal 6 months, and happening before child gets age 7 years. That phenomena appearances at least in 2 situations, e.g. on the house and at school.

Problem problem that ordinary being experienced by hyperactive child

• Problem at schooled Child can't follow study that passed on by teacher with every consideration. Easy concentration disrupted begets can't absorb study material as a whole. Short attention range begets to want finish quick if works school assignment. Tall speaking trend will trouble child and friend that is asked out converses so teacher will suspect that tutorial heedless child. There are many is met that hyperactive child a lot of experiencing unexpected reads, write, language, and mathematics. Special to write, child hyperactiving to have motorik's skill fine that in common is not as good as ordinary child
• Problem on the house As compared to the other child, hyperactive child usually easier worry and little heart. Besides, it is easily experience psikosomatik's trouble (reverential health trouble psychological factor) as headache and bellyache. It gets bearing with its low tolerance to frustasi, so if experiences disillusion, it is easily emotional. Besides hyperactive child tends refractory and edge out anger if its wish be not soon be accomplished. tersbut's interferences begets to become indigent conforms with its environment. Child is seen naughty and not rare experience reject well of family and also its friend. Since often been made displeased, oldster frequenting to treat ala child less warming. Oldster then there are many controls child, heaving full observation, there are many criticizes, even gives punishment. Even child reaction refuses and rebel. Accordingly happens stress among oldster with child. Well child and also oldster becomes stress, and even house situation becomes insufficiently cozy. Accordingly child becomes easier frustration. Failing gets socialization all over menumbuhkan concept self that negative. Child will perceive that her deteriorates, ever be unsuccessful, can't, and is refused.
• Problem converses Hyperactive child usually loquacious. She there are many speaking, but in fact efficient reducing in gets communication. Attention concentration trouble makes she difficulting to do reciprocal communication. Tending hyperactive child is engaged in thyself and indigent respond to defy bicara precisely.
• Problem is physical In common child hyperactiving to have physical health zoom that don't as good as other child. Severally invasive as asthma, allergy, and tenggorokan's infection often been met. Upon sleep usually not also as calm as other children. There are many wakeful hyperactive child and frequent awakened nocturnal. Besides, in height physical activity zoom child also beresiko high to experience accident as falls, out of joint, etcetera.

This following is hyperactive causal factors on child:

neurologik's factor

• Superordinates hyperactive incident be gotten on baby that comes into the world with prenatal's problems as the duration processes about copy, at packing stress, about copy by forcep's extraction, toksimia gravidarum or eklamsia was compared with by pregnancy and about normal copy. Beside it babyish one factor comes into the world with body weight low, under age mother, smoking mother and alcohol drink also enhance hyperactive incident
• Its happening is formative racks brains that slowing. Etiology factor in neuoralogi's area that until now a lot of is followed is disfungsi's happening on one of neurotransmiter at racks brains that named dopamin . Dopamin constitutes beneficent active substance to pet concentration process
• Severally studi points out its happening perfusi's trouble blood at given region on hyperactive child, which is at striatum's region, prefrontal's orbital region, limbik's orbital region racks brains, notably the right side

toksik's factor

Severally alimentary substance as salisilat and memilikipotensi's preservatives to form hyperactive behaviours on child. Beside it, tin rate (lead) in child blood serum that increases, smoking mother and mengkonsumsi is alcohol, strike x-ray upon pregnant can also bear hyperactive child candidate.

Genetic factor

Gotten by tall correlation of hyperactive one is become on family with hyperactive child. More or less vicinity 25 35% of oldsters and you what do its a tender ages hyperactive that menurun will on child. It also appears on twin child.

psikososial's factor and environmentally

On frequent hyperactive child found subjective one is looked on slip up among oldster with its child.

This following is some way that can be done by oldster to teach and leads categorised their child hyperactive:

• Oldster needs to add science about trouble hiperaktifitas
• Recognize excess and child talent
• Helping child in gets socialization
• Utilizing behavioural management teches, as utilize positive lasing (e.g. give praise if eating child with order), giving consistent discipline, and always monitor child behaviour
• Giving stirred room that adequately divides child activity to channel its energy excess
• Accepting child limitation
• Arousing childs self-confident taste
• And works to equal teacher at schooled that teacher understands child condition that actually

Despitefully child can also do its own behaviour management with oldster guidance. Its example with give good example to child, and if a while child breaches it, oldster reminds child about example which have once given by oldster in advance.

Working mother & Its impact for Child developing

Working mother &
Its impact for Child developing  
One of monetary crisis impact is its crescent requirement that can't be accomplished since progressively expensive prices. To meet the need that one of the ways it is add family production... finally if usually just father that working present mother even comes on to work.

Following mother working has a lot of option. There is mother which choose works on the house and there is mother which choose works outdoor. If mother chooses to work outdoor therefore mother shall clever manage times for family because in effect a mother has main task which is manage housewifery including keeps company, manage and leads children. Evenless if mother has child that stills little or balita therefore a mother has correct tofu how manage time wisely. An age child 0 5 year still really pending with its mother. Since age child 0 5 years can't yet do its person tasks as eating, bath, studying, etcetera. They still to need help of oldster in do that work. If that child is depositted on an assistant therefore oldster or in particular mother shall know really that that assistant can lead and helps children in do its work. If assistant apparently can't do it therefore children which will suffer loss.

Formation personality a child is begun while child gets age 0 5 years. Child will study from men and environmentally its vicinity about things which did by men around it. Child those are on environmental peopled angry frequent one, hit, and does another violence action, that child will also get growing as person which hard. To it mother or oldster has wise in deposit child one time of oldster works.

Sometimes just because environment which insufficiently backs up one time of child be still little will beget negative impact for child personality growth on succeeding age. As case of juvenile delinquencies, child involvement in world narcotics and drugs, etcetera can become since formation personality at childhood that doesn't be formed with every consideration.

To it therefore mother which works outdoor have wise to manage time. Work to meet the need family really so glory, but regular has to be remembered that main task a mother is manage family. Mother who shall depart to work morning and goes home on constant evening that meluangkan shall time to get communication, get caprice, checking its school assignment mother despite so tired afterses in full day working outdoor. But that sacrifice wills be a happiness if see its children gets growing as person which strength and stable.

Meanwhile for mother what do work at indoors regular even have can manage time wisely.

But that task of course it is not just task mother just but father shall also come on to help mother to do family so perfection duty assignment and even family congruity will make a abode to awake with every consideration. 

Music influence on Child

Music influence on Child    

Research proves that music, particularly classical music really regard developing IQ (Intelegent Quotien) and EQ (Emotional Quotien) . A child which since little wontedding to listen music will more effloresce emotional intelligence and intelegensinya was compared with by child that rarely listens music. One that intended music in here is music that have rhythm apple-pie order and set tone, not tones "oblique". Child discipline zoom that often listen music also better against which child which rarely listens music.

Grace Sudargo , a musisi and educator says, "Classical music basic in common indigenous human pulse beats so it gets big roles in formative brain, formation soul, character, even human build".

Research points out, classical music that contain tone composition fluctuates among alto and low tone will stimulate quadrant c on brain. Until age 4 years, quadrant b and c on children brain will amends until 80 % by musics.

"Music really regard man life. Music has 3 a part essentials which is beat , beat , and harmony ", word such Ev. Andreas Christanday in a music discourse. " Beat regards body , beat regards soul , meanwhile harmony regards spirit ". Real utmost example that beat really regard body is deep rock concert. May simply no audience and also player in rock concert that its unmovable body. Every thing wiggle with gigantic, even tends control escape. We still to remember by "head banger", a movement turns around to carry the wind beats time music rock that taut. And that body follows one will without falt run down. If our heart be distress, try to listen beautiful music, one that has rhythm (beat) one that set. Feel we will cosier and easy. Even beyond seas, hospital party a lot of sound off song beautifuling to help healings its patient. That a prove, that beat really regard man soul. Meanwhile harmony really regard spirit. If we watch horor's film, ever be heard harmony (melody) that menyayat heart, one that make our scruff fur stands up. In ritual ritual keagamaan also a lot of utilized by harmony who take in man spirit turns in at repression. In meditation, man hears harmony of nature voice looked around by it. "Good music for man life is music that balance among beat, beat, and harmony", say Ev. Andreas Christanday .

One expert of biophysics has done an attempt about music influence for living thing life. Two plants of types and same ages to be placed on place that variably. The one is placed close to amplifier (speaker) one that present slow rock's songs and heavy rock, meanwhile the other plant is placed close to speaker what does sound off beautiful and rhythmic songs set. In some days difference happening that really flashy. Plant that lies at elbow speaker rock's songs wilts and dead, meanwhile plant that lies at elbow speaker song is beautiful to fresh grow and flowering. A that real prove music really regard living thing life.

Universe most composes by nature music that is so beautiful. Thunder wave at oceanic, blustery whir at mountain, and rain droplet constitute nature music that is so beautiful. And was evident, how is that nature music influence for man life.

Wulaningrum Wibisono, S. Psi say, "If You feel today so weight, attempt rechecks to live You on today. Don't You have listened musics and singing".

ARTIKEL PSIKOLOGI TENTANG PUBERTAS DAN KENAKALAN REMAJA

ARTIKEL PSIKOLOGI TENTANG PUBERTAS DAN KENAKALAN REMAJA

YUSUF FREDI RUDIYANTO

12410041

FAKULTAS PSIKOLOGI UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM

MALANG

KELAS: E, SELASA (15.00)

Abstractedly

            Puberty regards stripling development process. Juvenile delinquency usually being done by unsuccessful stripling deep trip its soul development processes. Psychologically juvenile delinquency constitutes to form from conflict that don't most solve properly on childhood and also stripling its agent.

Key words: Puberty, condition of emotional, family involvement, coeval friend

1.      FOREWORD

There is a Mother which lives at Jakarta relate that since its glow tawuran's case student at Jakarta, Beliau seizes the initiave for mengantar and picks up its child already SMU, one wont which have never been Beliau do in advance. How don't the creeps, if student that don't go with the stream following even be attacked? 

Why students that so frequent tawuran, one that they will have have no common senses, and can't think which beneficent one and which that don't? Why too adolescent a lot of the interesting narcotics and drugs and free love? What do amiss of all these? 

Of that example gets to be concluded that psychology has 2 gnostic kinds that studies terhdap stimulus of environmentally which variably and stimulus of environmentally same. Therefore psychology can be formulated as knowledge that study man behaviour in interrelationship with its environment. As has already been commented deep other article at this sites, stripling is their one get age among 12 21 years. Stripling will experience physical developing period and psikis as follows: 

·         Term Pre puberty (12 13 years) 

·         Puberty (14 16 years) 

·         Puberties final term (17 18 years) 

·         And Adolesen's stripling period (19 21 years) 

2.      MATERIAL

Term pre puberty  (12 13 years) 

This term is so-called also pueral's term , which is transition term of child goes to stripling. On girl, this term is more laconic as compared to boy. On this term, big changed happening on stripling, which is increases it seksualitas's hormone and its amends beginning sexual organs and adolescent reproduction organs. Beside it, intelectual developing that really quick jga happens on this phase. Accordingly, this stripling posed tends like to criticize (since perceives tofu everything), one that often been rendered deep shaped insubordination or disqualification even to oldster, beginning likes adult that be looked on good, and making its as "hero" or its sweetheart. This behaviour will be followed by imitates all which did by its sweetheart, as hair style, bicara's style, until with adored living wont that. 

Besides, on this term stripling also tends braver mengutarakan makes mouth water its heart, braver interpose its opinion, even will hold views its as strong as maybe. It that frequent being commented by oldster as insubordination. Stripling don't want as been treated little kid again. They are more leisured commune with agglomerate one be looked on according to its joy. They also progressively brave to oppose oldster tradition that be looked on antic and not / less beneficent, and also regulation that terminological they uncalled for, as may not stop in to other place as untrammeled as school, etcetera. They will get lose interest for fose deep social group which formal, and tend foses with its option friends. E.g., they will choose main goes to its crony place than with family visits to go to brother house. 

But, upon same, they also need favor and help that do ever stand-by of its oldster, if they can't embody its wish. For the moment is while that critical. If oldster can't meet the need psikisnya to settle happening conflict that time, stripling will look for it of others. Oldster shall remember, that faced problem adolescent, even for oldster it constitutes bagatelle problem, but divides that stripling is so problem weight. Oldster may not think, "Pardon yes... that little thing cannikin. Term you can't solve it? Slow on the update your once!", etcetera. But oldsters pretend attention understand that that problem weight really divides its stripling, will be recorded deep that adolescent brain that its oldster is ang's way out best divides it. This will water down oldster to lead psikis's developing its child. 

Puberty  (14 16 years) 

This term is so-called also early adolescence , where is their physical developing so bulging. Stripling so alarm will its physical developing, at a swoop that pride that thing points out that it really is not children again. On this term, adolescent emotion becomes really unstable effect of formative its sexual hormones ones so quick. Sexual urge also strength beginning emerges on this term. On woman stripling is marked with its menstruating coming is first, meanwhile on pris's stripling is marked with its coming wet dream is first. Stripling will perceive to be at a loss and shame that it will, so oldster has to adjoin it and gives good and right savvy about seksualitas. If it fail with every consideration been handled, psikis's developing they in particular in the event recognition self / gender and seksualitasnya will be troubled. gay's cases and lesbi there are many started by its formative baffled adolescent on this phase. 

Beside it, beginning stripling understands about prestige, of presenting, and sexual affinity. Since their confusion is added unstable emotion effect seksualitasnya's developing influence, sukar's stripling seen through by its feel. Sometime they comport crude, sometime soft. Sometime likes to romance, at anon she so fun. Adolescent social feel at this term getting strength, and they fose with group that be liked and make regulations by collect thoughts. 

Puberties final term  (17 18 years) 

On this term, stripling who can pass term in advance with every consideration, will get to accept kodratnya, both as male and also female. They also pride since their body looking on to determine their price. This term happens really laconic. On daughter stripling, this term happens more laconic than adolescent man, so adolescent maturity process faster daughter to be reached than man stripling. Generally physical maturity and seksualitas they were reached utterly. But psychological maturity was reached utterly. 

Adolesen's adolescent period  (19 21 years) 

On this period by and large stripling has reached perfect maturity, well physical facet, emotion, and also psikisnya. They will study various thing kind that abstractedly and beginning beaver an idealism those are gotten from their think. They start to realise that criticize it is easier than trips it. Its attitude to beginning life looks clear, as aspiration it, its yen, its talent, etcetera. Its life aim and bulging character will look clear on this phase. 

Juvenile delinquency   

Juvenile delinquency usually being done by unsuccessful stripling deep trip its soul development processes, well upon stripling and also on its childhood. Childhood and adolescence happens so laconic, with physical developing, psikis, and so emotion quick. Psychologically, juvenile delinquency constitutes to form from conflict that doesn't be solved with every consideration on childhood and also stripling its agent. Oftentimes at dropped upon that there is trauma in its past, upstaging and pain in the neck of its environment, and also trauma to environmental condition, as economic condition that makes it to perceive condescending, etcetera. 

Settling juvenile delinquency, matter sets is back shredded stripling emotion it. Emotion and their feel wrecks because perceive to be refused by family, oldster, friends, and also its environment since little, and its baffled adolescent soul development process that. Traumata in life it shall be solved, psychological conflicts that hang to have is solved, and they shall give environment that variably of environmental previous. Its question: who task is that all? kah's oldster? Meanwhile oldster was over dizzy think up work problem and another life charges. kah's brother? They also have alone problem, even that they may also have same problem. kah's government? Or who? Are not easily to answer it. But, give environmentally which well early on, espoused by grasp will our children developing with every consideration, will there are many help to reduce juvenile delinquency. Minimal not adds total aught case. 

3.      CONCLUSION

perkambangan is this stripling very essential for noticed, since on this term stripling has emotional condition that really unstable. Alone puberty also regard stripling growth, reducings reverential juvenile delinquency its special interest of oldster hit intercourse and environmentally adolescent it own.

DAFTAR PUSTAKA

Gunarsa, Singgih D, 2008. Psikologi Praktis: anak, remaja dan keluarga. Jakarta: PT BPK Gunung Mulya

Sarwono, Sarlito Wirawan, 2005. Psikologi social: Psikologi Kelompok dan Psikologi Terapan. Jakarta: Balai Pustaka

ARTIKEL PSIKOLOGI TENTANG ANAK CACAT MENTAL

ARTIKEL PSIKOLOGI TENTANG ANAK CACAT MENTAL

YUSUF FREDI RUDIYANTO

12410041

FAKULTAS PSIKOLOGI UNIVERSITAS ISLAM NEGERI

MAULANA MALIK IBRAHIM

MALANG

KELAS: E, SELASA (15.00)

Abstrak

            Pembuatan artikel ini bertujuan untuk mengetahui ciri-ciri anak-anak yang menderita cacat mental. Cacat mental bermula dan berkembang pada masa perkembangan, yaitu sejak anak lahir sampai kira-kira usia 18 tahun. Anak-anak cacat mental memiliki IQ dibawah 70. Sekitar 2.5 persen anak-anak mengalami semacam cacat mental.

Kata-kata kunci: analisis anak cacat mental,

Abstrak

This article makings intent to know children marking that suffers to invalid mental. At a fault mental gets beginning and amends on formative term, which is since child comes into the world until approximately age 18 years. Mentals flawed children have IQ under 70. About 2.5 children percent experience kind of mental blemishes.

Key words: analisis is child invalids mental,

 

1.      FOREWORD

                               At a fault mental is terminology that is utilized to call child that have intellectual ability under averagely. Children that suffers to invalid mental experiences permanent delay and comprehensive in there are many their developing aspect because intelegensi they wreck. Tall seberapa intelegensia they usually being declared for in form Intelligence Quotient (IQ) . IQ is ranging normal among 80 until 120. Mentals flawed children have IQ under 70. About 2.5 children percent experience kind of mental blemishes. They that IQnya among 50 and 70 saying to suffer demulcent mental blemishes, meanwhile thereunder 50 saying to suffer acute mental blemishes. Sometimes ability moves to warm up its body member normal, but coordination, ability gets language and its social be constrained. Inteligensi measured by gives essay to essay that results IQ. There are many essays IQ that available. All the much is utilized for children is WISC (R ) – Weschsler Intelligence Scale for Children (Revised).  Most it measure abilities as understanding as, pembendaharaan says, get computing, reasoning, and remembering. 

2.      MATERIAL

MENTALS FLAWED SAVVY

Mentals flawed child be their its intelligence one be clear lie under average. Beside it they experience backwardness in conform by its environment. They insufficiently adroit deep think up things that abstractedly, one that difficult, and twisty one. They insufficiently or less developed or unsuccessful are not for one day two-day or a month or two months, but evermore, and is not just in one two things but hamper one putty it, deeper tutorial as expatiate, concluding bacaaan's content, utilizing symbols, get computing, and in all study which doctrinaire. And also they less / inhibited deep conform by environmentally. 

Mentals flawed child widely varied, there is that espoused by daltonism, espoused by body cretin, espoused by gets length head, espoused by particular body odor etcetera; but there is too that doesn't be espoused what what. They all have equation which is smart reducing and be constrained deep conform by environmentally in comparison with its coeval friend. They have individuality and mental blemish zooms that variably, there is that demulcent, be, weight, and so weight. Available difference among flawed mental with sick mental, psychoneurotic, or mental illness. In mentals sick english language be called illness's mental   which is constitute failing in build personality and behaviour. Meanwhile at a fault mental in so-called english language mentally retarded  or retardation's mental constituting disability thinks out reverential because intelligence (inteligensinya) insufficiently effloresce and behaviour adaptation ability its inhibited. It who differentiates to invalid mental with psychoneurotic it: At a fault mental gets beginning and amends on formative term, which is since child comes into the world until approximately age 18 years. Meanwhile psychoneurotic gets to attack each while, any time. But even if psychoneurotic and at a fault different mental, are not impossible child invalid mental suffer psychoneurotic. 

Of definition sort, savvy and explanation expression already been described above therefore is clear that to determine someone including mental blemish category, besides its intelligence ability or level clear inteligensinya lies subnormal need too noticed by kemampuaan its fitting (behavioral adaptation) to environmentally social where it lies. Hereafter need about been noticed its happening time invalids that mental. If mental blemish happens formative term afters (after age 18 years) therefore it unranked mental blemish. 

At a fault mental becomes three a part.

      1.      At a fault Demulcent Mental

At a fault demulcent mental is called also debil. This group has IQ among 68 52 terminological Binet, meanwhile terminologicals Weschler's Scale (WISC) having IQ 69 55. They still to get studying read, write, and gets simple computing. But in a general way demulcent mental blemish child can't do social's fitting independent and child ala this not experience physical trouble. They physically appear as child of normal in a general way. Therefore rather sukar differentiates physically among mentals flawed child with normal child. 

      2.      At a fault Mental be

Mentals flawed child be called by also imbesil. This group has IQ 51 36 bases Binet's scales whereas terminological Wsechler's Scales has IQ 54 40. Mentals flawed child be be still get communication efficiency up to early age child term. Although latish. Child can manage or nursing thyself with intensive training. They can get efficiency training benefit social and work but can't gain control academic ability as; read, write, and gets computing. But then they are still get travel at environmentally already been known it. 

      3.      At a fault weight Mental

Child group invalids weight mental be called also idiot. This group get again been differentiated among mentals flawed child heavy and so weight. At a fault weight mental (severe) having IQ among 32 20menurut Binet's scales and among 39 25 terminological Wechsler's Scales (WISC) Mentals flawed child so weight (profound) having IQ under 19 terminological Binet's Scales and IQ under 24 terminological Wechsler's scales (WISC). Mentals flawed child heavy require care help totally in term cladding, bath, eating, etc.. Nearly all heavy mental blemish child and so weight slings to invalid double. For example in addition that mental blemish the halt child (since or at a fault another. 

3.      CONCLUSION 

 Mentals flawed child be child that have clear intelligence lies under average. 

Mentals flawed child can also be divided as three a part:

1.      At a fault demulcent mental.

2.      At a fault mental be.

3.      At a fault weight mental.

LITERATURE.

Desmita, 2005.  Formative psychology . Bandung: PT is Rosdakarya's Stripling

Hurlock Elizabeth b, 1988.  Child developing . Jakarta: Erlangga

Somantri H. T. Sutjihati, 1996.  Tremendous child psychology . : Education department and culture