Kamis, 24 Juni 2010

“Janganlah takut, sesungguhnya kamulah yang paling unggul (menang)”

Nabi Musa pernah mengalami ketakutan dalam jiwanya sebanyak tiga kali. Pertama, ketika dia masuk ke dalam persidangan Fir'aun. Musa bergumam,

sesungguhnya kami khawatir bahwa ia akan segera menyiksa kami atau akan bertambah melampaui batas” QS.Thaahaa:45

Allah pun menjawab,

janganlah kamu berdua khawatir, sesungguhnya Aku beserta kalian berdua, Aku mendengar dan melihat” QS. Thaahaa:46

Sungguh, dalam ingatan dan dalam bentuk orang mukmin itu harus tertaman penegasan dari Allah: jangan takut, Aku mendengar dan melihat.

Kedua, pada saat para tukang sihir itu melemparkan tongkat mereka. Maka Allah pun berfirman,

Janganlah kamu takut, sesungguhnya kamulah yang paling unggul (menang)” QS: Thaaha:68

Ketiga, pada waktu dikejar Fir'aun dan bala tentaranya. Allah berkata kepadanya :

Pukullah batu itu dengan tongkatmu” QS. Al Baqarah : 60

Musa barkata : Sekali-kali tidak akan tersusul. Sesungguhnya, Rabb-ku bersekutu, kelak Dia akan memberi petunjuk padaku. QS. Asy Syu'araa: 62

Label:

Bersama kesulitan ada kemudahan

Setelah lapar ada kennyang, setelah haus ada kepuasan, setelah bergadang ada tidur pu las, dan setelah sakit ada kesembuhan. Setiap yang hilang pastiemu, dan dalam kesesatan akan datang petunjuk, dalam kesulitan ada kemudahan dan setiap kegelapan akan terang benderang.


Mudah-mudahan Allah akan mendatangkan kemenangan (kepada Rasul-Nya) atau sesuatu keputusan dari sisi-Nya. QS. Al Maa'idah :52


Sampaikan kabar gembira kepada malam hari bahwa fajar pasti datang mengusirnya dari puncak-puncak gunung dan dasar-dasar lembah. Kabarkan juga kepada orang-oarang yang dilanda kesusahan bahwa, pertolongan akan datang secepat kelebatan cahaya dan kedipan mata. Kabarkan juga kepada orang yang ditindas bahwa kelembutan dan dekapan hangat akan segera tiba.


Saat anda melihat hamparan padang sahara yang seolah memanjang tanpa batas, ketahuilah bahwa di balik kejauhan itu terdapat kebun yang rimbun penuh hijau dedaunan.


Ketika Anda melihat seutas tali meregang kencang, ketahuilah bahwa, tali itu akan segera putus.


Setiap tangisan akan berujung dengan senyum , kekuatan akan berakhir dengan rasa aman, dan kegelisahan akan sirna dalam kedamaian.


Kobaran api tidak mampu membakar tubuh Nabi Ibrahim a.s. Dan itu, karena pertolongan Ilahi membuka Jendela seraya berkata “ hai api menjadi dinginlah dan menjadi keselamatanlah bagi Ibrahim” QS. Al Anbiyaa:69


Lautan luas tak akan kuasa menenggelamkan Kalimur Rahman (Musa a.s.). itu tak lain karena suara agung laka itu telah bertitah, “Sekali-kali tidak akan tersusul. Sesungguhnya, Rabb-ku, kelak Dia akan memberi petunjuk kepadaku.” QS. Asy Syu'araa: 62


Ketika bersembunyi dari kejaran kaum kafir dalam sebuah gua, Nabi Muhammad s.a.w. Yang ma'shum mengabarkan pada Abu Bakar bahwa Allah Yang Maha Tunggal dan Maha tinggi ada bersama mereka. Sehingga, rasa aman, tentram dan tenang pun datang menyelimuti Abu Bakar.


Mereka yang terpaku pada waktu yang terbatas pada kondisi yang (mungkin) sangat kelam, umumnya hanya akan merasakan kesusahan, kesengsaraan dan keputusan dalam hidup mereka. Itu, karena mereka hanya menatap dinding-dinding kamar dan pintu-pintu rumah mereka. Padahal, mereka seharusnya menembuskan pandangan sampai ke belakang tabir dan berpikir lebih jauh tentang hal-hal yang berada di luar pagar rumahnya.


Maka dari itu, jangan pernah merasa terhimpit sejengkalpun, karena setiap keadaan pasti berubah. Dan sebaik-baiknya ibadah adalah menanti kemudahan dengan sabar. Betapapun, hari demi hari akan terus bergulir, tahun demi tahun akan selalu berganti, malam demi malam pun datang silih berganti. Meski demikian, yang ghoib akan tetap tersembunyi, dan Sang Maha Bijaksana tetap pada keadaan dan segala sifat-Nya. Dan Allah mungkin akan menciptakan sesuatu yang baru setelah itu semua. Tetapi sesungguhnya, setelah kesulitan itu tetap akan muncul kemudahan.

Label:

Sabtu, 19 Juni 2010

Sensori Integrasi dan Okupasi Terapi

Pada umumnya orang mengetahui tugas OT adalah memberikan aktivitas motorik halus padahal area yang dikerjakan OT sangat luas dan sekarang untuk OT di negara maju seperti Amerika dan Canada sudah menjurus pada bidang sub spesialis, khusus pada bidang sensory integration, memory training, social skills training, dll. OT dapat berperan pada kondisi fisik, mental dan atau sosial dengan menggunakan berbagai macam aktivitas terapeutikperforma anak dalam hal aktivitas yang bersifat produktif baik di rumah maupun di sekolah seperti ketrampilan menulis, membaca, dll, aktivitas bantu diri (self care) seperti mandi, berpakaian, makan, minum, memakai sepatu, dll serta meningkatkan kemampuan bermain (play and leisure) dan interaksi sosial.


Secara umum OT dapat memberikan treatment pada kondisi seperti adanya gangguan neurologis seperti Cerebral Palcy, disabilitas fisik seperti Spina Bifida, Gangguan tumbuh kembang, Gangguan/Kesulitan Belajar (Learning Disability), Gangguan Mental/ Perilaku, kondisi ortopedi dan anak-anak dengan Autistik Spectrum Disorder.


Bermain adalah pekerjaan utama anak, melaui bermain amok belajar tentang dirinya dan dunia sekitarnya. (Sensory Integration International, 1991). Melalui hal tersebut, Okupasi Terapis dapat memberikan aktifitas pada setiap sesi terapi secara relevan. Sehinggga anak akan memiliki dorongan dalam diri untuk bergerak, bereksplorasi dan belajar melalui pengalaman yang menyenangkan. Pembelajaran yang paling baik adalah saat anak mendapat pengalaman yang menyenangkan, memuaskan dan aman. Terapi dilakukan dengan bermain adalah sangat penting pada proses pencapaian dan tujuan terapeutik.


Konsep Sensory Integration merupakan karya yang dikembangkan oleh A. Jean Ayres, PhD. OTR seorang Occupational Therapist. Tujuan A. Jean Ayers, Phd, OTR. FAOTa saat meneliti Sensori Integrassi adalah pengembangan teori yang menjelaskan hubungan antara perilaku sensor-motor, fungsi saraf dan kemampuan pre akademik ( fisher, Murray, Bundy,1991). Otak harus mampu mengatur sensasi agar seseorang dapat bergerak, belajar dan berperilaku secara normal.

Sensory Integration merupakan suatu proses neurologi dalam mengatur dan menterjemahkan input sensori, untuk dapat memberikan respon sesuai dengan input tersebut.

Anak dengan SI Dysfunction karena ada gangguan fungsi otak yang menghambat kemampuan mengatur dan menterjemahkan informasi sensori motor.

SI Dysfunction mungkin menjadi penyebab dari adanya masalah seperti kesulitan bicara, kesulitan konsentrasi, kekacauan sosial-emosional, gangguan perilaku dan masalah-masalah lain.

Keterlibatan aktif anak akan memberikan pengalaman dan pembelajaran yang terbaik untuk menuntun ke arah pertumbuhan proses belajar dan pengaturan tingkah laku yang lebih baik

Kemajuan dalam mengikuti terapi SI tidak bisa dipisahkan dengan peran aktif orang tua.

Peningkatan pada koordinasi gerak dapat dilihat dari kemampuan anak untuk melakukan tugas motorik kasar atau halus dengan keterampilan yang lebih baik dan pada tingkat kesulitan yang lebih tinggi dari yang diharapkan ketika anak belum mengikuti terapi.

Untuk anak yang pada mulanya menunjukkan masalah pada respon yang berlebihan atau kurang terhadap rangsangan, respon yang lebih normal dapat membimbing ke arah penyesuaian emosi yang lebih baik, meningkatkan keterampilan personal sosial, atau percaya diri yang lebih besar.

Beberapa anak akan menunjukkan adanya perkembangan bicara dan bahasa, dll. Sangat sering, orangtua melaporkan bahwa anak mereka kelihatannya lebih tenang, lebih perhatian, lebih memiliki percaya diri, lebih cepat dalam mempelajari sesuatu kemampuan baru, serta sangat menunjang kemajuan di berbagai program terapi lainnya.

Label:

Sensory Integration

What is Occupational Theraphy?

Occupational Theraphy is a health profession concerned with how people function in their respective roles and how they perform activities. The profession focuses on the promotion restoration and maintenance of productivity in people with a wide range of abalities and disabilities.

Occupational Theraphists graduate from universities with a baccalaurcate or masters degree. They educated in the behavioural and neuroscienes and learn how to develop sklills and promote independentce through the use of meaningful activities. The Occupational Theraphists ( O.T ) may provide direct service to individual clients and organizations through consultation mediator training, education, program development, case management and advocacy. The OT may provide these services in individual homes, child care centres, schools, hospital, community and private agencies and clinics or industrial or residential facillities.

OT are able to analyze all internal and external factors that are necessary for individuals to perform activities. Consider the grade one student who is learning to print. To learn this task, the student must have good hand skills, good sitting posture and balance, adequate joint stability and muscle strength, good body awareness and motor planning, mature visual perceptual and visual motor skills, good attending abalities and adequate sensory integration.

If sensory integration impaired, the student could have difficulty printing because she may be uncomfortable with the touch of the paper against her arm and may have difficulty attending to the task as she is highly distracted by other activities that are occuring in the classroom. If the student has poor motor planning abalities, she may not be able to direct the movements of the pencil to approariately from the required letter shapes. If the student has immature sitting balance the height of the desk and chair will have to be analyzed and possibly altered to provide maximum stability.

Occupation al therapists are concerned with :

Abalities:
balance and postural reaction
muscle tone and strength
body awareness
fine motor abalities 9pinches and grasp, manipulative skills, pencil and scissors use hand writing)
gross motor abalities (running, jumping, climbing)
motor planning (abality to plan, initiate and execute a motor act)
visual perception (shape recognition, visual memory)
visual motor integration (copying shapes, copying block design)
sensory integration (response to sensory stimuli, discrimination of sensory input)
behaviour (arousal level, attention, problem solving skills)
Skills:
Self care skills ( eating, toileting, bathing)
community living skills( use of public transportation, money knowlage, shopping)
pre-academic skills
play skills (use of toys, types of play)
social skill
pre-vocational and vocational skill

Environmental Factors:
physical environment
family situation
community support

Occupational Therapists provide consultation in the following areas:
early intervention programs
home school and vocational settings
environmental and equipment adaptations
bahavioural strategies

WHAT IS SENSORY INTEGRATION?

Picture yourself at a cottage. You are standing on the dock, about to climb into a canoe. You put your foot down into the canoe and as you begin to step in, the canoe starts to rock. Automatically you adjust your body to keep yourself balanced and slowlly sit down, palacing yourself in the middle of the seat. THIS IS SENSORY INTEGRATION.

Sensory integration is a neurogical process that accurs in all of us. We all take in sensory information from our bodies and the world around us. Our brains are programmed to organize or “integrate” this sensory information to make it meaningful to us. This integration allows us to respond automatically, efficiently and comfortably in response to the specific sensory input we receive.

When stepping into that canoe, you recive information from various sensory channels. Your touch system tells you that your foot is on the bottom of the canoe. Your proprioceptive system tell you the position of your muscles and joint. Your vestibular system may be telling you that your centre of gravity is off and that you are on a moving surface. Your visual system determines that the canoe is lower that the dock.

If you good sensory integration, processing and organizing this information happens automatically. You do not become overly fearful when the boat moves because you are confident that you can maintain your balance. Unconsiously you make fine adjustment and regain your centre of gravity. You can lower self to the seat because you judge the distance of the canoe from the dock and the size of seat. You also have good sense of where to sit and how much to move to centre yourself on the seat.

For the child who does not have good sensory integration, climbing into a canoe can be a disaster. One child may be quite fearful about the prospect of climbing into about because they are uncomfortable with or hypersensitive to the feeling of movement. They are terrified of anything that moves and do not have the confidence to maintein their balance. Another child may be overconfident and may not appreciate what can happen when balancing on a moving object. That child may climb into the canoe quickly, tipping the boat because they have poor body awareness and place all their weight to one side of the canoe.
HOW DID THE THEORY OF SENSORY INTEGRATION DEVELOP?

Occupational therapist Dr A Jean Ayres first proposed the theory of sensory integration. She was practicing in a children's centre during the late fifties and early sixties and she developed a keen interest in how the brain works. Returning to university, Dr. Ayres attained a doctoral degree and pursued postdoctoral work. During her studies she formulated the theory of sensory integration based on established knowlage and theories found within the neuroscience field (Fisher, Muray & Bundy,1991)
In addition to her two books, Dr. Ayres also developed two test batteries to assist in identifying problem with sensory integration (ayers 1979 and Ayres 1985)

her theory discribes normal sensory integrative abilities, defines sensory integrative dysfunction and guides intervention program which use sensory integrative techniques (Fisher et al 1991). This theory continues to evolve and provides a framework for intervention with children and adults with a variety of special needs. The theory of sensory integration is an important frame of reference for the occup ational therapy profession but is also becoming a valuable perspective for other disciplines (Windeck&laurel 1989, Mora & Kasman, 1997)

HOW DOES SENSORY INTEGRATIN OCCURE?
Williamson and Anzelone (1996) identify five interrelated components that help to understand how sensory integration occurs. These components are :
1.Sensory Registration

Sensory integration occurs when we first become aware of a sensory event “ Something is touching me”. We may not be aware of certain types of sensory input untuil it reaches a certain threshold or intensity. your”sensory threshold” varies throughout the day, depending on your previous sensory an emotional experiances, how alert or stressed you are and what you expect.

You may not be aware of mosquito buzzing by the window but when it is flying around your head you hear something. You have experiances that sound before and you expect the mosquito to land, creating a bite that will itch for day.

When you are highly aroused or anxious, your sensory threshold is lower and you may register sensory input that may go ignored any other time. If you are awakened in the night by a loud 'bang” you may become highly aroused and hyper-vigilant. You may notice or “register” the sound of creaking stairs and humming fixtures that you never pay attention to during the day.

Examples of hyper-reactivity :
distress with certain sounds
sensitives to light
discomfort with certain textures
aversion to certain smell and tastes
irritional fear of height and movement
frequent startle reactions

Examples of hypo-reactivity :
disregard of sudden or loud sounds
unaware of painful bumps, bruises cuts, etc
lack of attention to environment, person or things
does not become dizzy with excessive spinning
delayed responses

2.Orientation

Sensory orientation allows you to pay attention to new sensory information being received. “something is touching my arm” or “ I hear something around my head”. We are able to determine what sensory information needs our attentions and what information can ignored. This happens through sensory modulation and the functions of inhibition and facilitation.

Our brains are programmed to modulate or balance incoming sensory information to function efficiently. We can not possible attend to all sensory stimuli in our environments. If all sensory input had equal importance, we could not select the relevant stimuli for the specific situation.



3.Interpretation
4.Organization of a Response
5.Execution of a Response

Label: