Secondary Traumatic Stress

Understanding Secondary Traumatic Stress
Field of Traumatology (the study of individuals who experience trauma) have achieved rapid development in recent decades (Figley, 1995). One contribution is increasing awareness that a person will experience a severe psychological impact when experiencing traumatic events. Therefore, in 1980, the American Psychiatric Association published the diagnosis of Post Traumatic Stress Disorder (PTSD) in the Diagnostic and Statistic Manual of Mental Disorders (Third Edition) (DSM-III). Diagnosis is seen symptoms are commonly experienced by individuals who experienced trauma as a psychiatric disorder. PTSD represents how dangerous the biopsychosocial effects of traumatic experiences.

The concept of PTSD encourage research in the field of Traumatology. Of the hundreds of studies reported that individuals were classified as experiencing trauma is not just a victim of trauma itself (Victims) but also includes those who are indirectly exposed to trauma (Pickett, 1998). Or in other words, individuals may experience trauma without having to physically deal with the traumatic event or a direct threat of danger. In addition, just by hearing about traumatic events and even then may have the potential to bring the traumatic conditions. Not only is the family of someone who experienced trauma are vulnerable to secondary trauma, but also mental health workers and others who want to help victims (Figley, 1995).

Charles R.Figley and B.Hudnall Stamm (Stamm, 1999), who worked with clients in a Trauma Center trauma, knowing the negative effects experienced by the counselor. This effect would appear as a counselor in an effort to give attention to and empathize with clients as well as a strong incentive to help the client. According to Figley and Stamm (in Stamm, 1999), a trauma counselor can come experience some symptoms similar to Post Traumatic Stress Disorder (PTSD) are owned by their clients. Figley (in Richardson, 2001) defines this situation with Secondary Traumatic Stress (hereinafter referred to as STS), which is something that happens naturally, is a behavioral and emotional consequences as a result of knowledge about a traumatic event experienced by a significant other. The term 'secondary' refers to the fact that the trauma experienced by others, but later joined the party experienced by observing, assisting, or listen to his story (Sidabutar, 2003). Figley (1995) also refer to this condition as "Catastrophic secondary reaction to stress", which means that empathy for other people's experiences produce emotional strain (such as sadness, anger, etc.). This is the "price" of giving attention, care, and assistance to individuals who experience trauma.

The phenomenon of the STS is also associated with the "cost of caring" to the emotional suffering of others (Figley in Rudolph, Stamm, danStamm, 1997). The existence of a deep feeling of sympathy and sorrow for the suffering of others, accompanied by a strong desire to alleviate their suffering and eliminating the causes easily cause a person to experience the STS (Joinson, in Stamm, 1999).

Based on the above definition, then the STS is a term used to describe the disorder or psychological pain that developed in the mental health professionals who work with traumatized clients (Chrestman in Stamm, 1999). Although STS is a natural consequence due to a person assisting others who experience trauma, but of course the consequences of this may cause a very severe stress.

Impact of Secondary Traumatic Stress
Researchers have compared the effects of trauma on the client's mental health workers with symptoms of PTSD (Conrad and Perry in Hesse, 2002). They agreed that working with traumatized clients have an inevitable effect, disturbing, and long-term therapist, and that this reaction may have occurred regardless of race, gender, age, and level of expertise or professional person (Edelwichdan Brodsky, in Hesse, 2002). Some researchers believe that the STS generated from the exposure of the traumatic experiences suffered by others. Figley and Stamm (Stamm, 1999) view that the experience of working with traumatized clients can change themselves a counselor or therapist for the better or for worse. As such, traumatic events and experiences also affect the client's personal life counselor.

According to Beaton and Murphy (in Cornille, 1999), individuals who experienced STS generally show symptoms similar to PTSD include:

•     Sleep disturbance
•     Anger
•     An intense fear
•     Memory disorders
•     Sensitive
•     Anxious
•     Suppress certain emotions
•     Nightmare
•     Loss of control
•     Depression
•     The tendency to commit suicide

Furthermore, the effect of STS itself will interfere with the function of individual professionals. Yassen (in Richardson, 2001) describes the impact of STS on the function of the individual professional as can be seen through the following table.

STS impact on individual professionalism

display of work	Moral	Interpersonal	behavior
Decline in the quality and quantity of work lack of motivation avoid the task Many make the mistake Perfect labor standards Obsession with detail	Lack of confidence loss of interest Pain is not satisfied negative attitudes apathy keeping a distance was empty	Shy away from co-workers Can not wait Decline in the quality of relationships difficult to communicate Easily conflict with colleagues	Frequently absent from work tired irritability not responsible Overwork Frequently change jobs

(Yassen, in Richardson 2001)

.

Trauma

Trauma comes from the Greek word for injury (Cerney, in Pickett, 1998). The word trauma is used to describe events or situations experienced by the victim. Traumatic event or experience will be lived differently among individuals with one another, so everyone will have different reactions when faced with traumatic events. Traumatic experience is an event experienced or witnessed by individuals, which threatens the safety of himself (Lonergan, 1999). Therefore, it is a natural thing when someone is suffering from shock, both physically and emotionally as a reaction to the stress of traumatic events. Sometimes these aftershock effect only after a few hours, days or even weeks. Individual responses that occur commonly are feeling scared, helpless, or horrified. Symptoms and symptoms that appear depend on how severe the incident. Similarly, the way individuals deal with the crisis will depend also on the experience and their past history.

According to Stamm (1999), traumatic stress is a natural reaction to events that contain violence (like violence groups, rape, accidents and natural disasters) or in the life of the terrible conditions (such as poverty, deprivation, etc.). The condition is called post-traumatic stress (or Post Traumatic Stress Disorder / PTSD). According to Pickett (1998), there are two forms of symptoms experienced by the individual, namely: (1) the constant recollection of the incident or event, and (2) experience numbness or loss of individual responses to its environment. These conditions will further affect the function of individual adaptive to its environment. Often, the traumatic event would be very painful, so the help of experts will be needed to cope with trauma.

Baby Crying and Laughing Learning since The Womb

Baby Crying and Laughing Learning since The Womb
Apparently the baby has learned to cry and laugh from inside the uterus. This conclusion is known from studies of a group of researchers who studied the development of babies in the womb. Research shows that babies' facial expressions evolved from 24-36 weeks gestation. After that, the baby's expressions and movements become more complex.

Growth of the fetus in the womb is a complex and fascinating man. Until then do not be surprised if a lot of people curious. The study, conducted this first mention babies have learned to convey the expression of happy and sad since there was in his mother's womb.

Baby in the womb menununjukkan various facial expressions and facial movements are likely an expression of crying and laughing. The study, published by Female First video recorded with fetal facial movements through 4D ultrasound mesih. Fetal development was monitored at weeks 20, 24 and 36. From time to time, the motion of the baby's face increasingly complex.

The first stage, the observations week 24, the fetus is capable of moving a facial muscle. The fetus is able to stretch the lips and open their mouths. At week 35, to weigh been able to combine a number of facial muscle movement. They've been able to stretch the lips, brows lowered, deepening of the nasolabial groove until the easily recognizable as an expression.

"The results of this study is an exciting new insights in the growth of the fetus in the womb. It was the first to show how complex the development of healthy babies have on the movement of his face, "said Brian Francis, professor of social statistics from the Faculty of Mathematics and Statistics, University of Lancaster.

However, the fetus is still not silent. The fetus is only to express themselves through facial movements, the expression of crying and laughing.

In the previous studies, infants known to be flashing before birth, and is known to pout when still in the womb. "This study is also the first time to develop a method of coding and analysis track gerakakn increasing complexity of the fetal face," added Dr Nadja Reissland from the University of Durham.

The researchers argue that these movements develop before a baby can feel the emotion, no such difference between breathing movements in utero.

The research team is eager to re-check to see whether the fetus can distinguish and respond to his mother that smokers and nonsmokers. As well as to examine developments related to the movement of facial expression that refers to the angry, and sad smile.

Impulsive Behavior and Attention Problems Playing Video Game For Kids

Impulsive Behavior and Attention Problems Playing Video Game For KidsImpulsive behavior make the child becomes addicted in doing something uncontrolled and difficult to prevent. While children who have attention problems have difficulty concentrating, make and maintain behavior to achieve goals, especially when someone is having trouble or boredom.
A new study says that children who experience problems with impulsive behavior with attention, will have a tendency to play more video games. Likewise, children who spend too much time playing video games, will develop a tendency to impulsive behavior and attention problems.
"This is an important finding, given the many studies on the subject of attention is focused on aspects of biological and genetic factors than environmental factors," said Douglas A. Gentile, PhD from Iowa State University and author of the study, quoted by Science Daily (23/02).
The study is titled Video game playing, attention problems, and impulsiveness: Evidence of Bidirectional Causality and published in the journal Psychology of Media and Popular Culture by the American Psychological Association (APA).
Although the findings suggest that playing violent video games themed also be associated with impulsive behavior and attention problems, but the amount of time spent playing is the main focus. All forms of video games into the same factors in influencing these findings. It can happen to anyone, regardless of race, gender, or social and economic status.
The research was conducted on 3034 children ranging in age from 8 to 17 years and has performed more than three years in Singapore.
Not always playing video games have negative effects if the levels are normal. Gentile also noted that based on previous research, video games have a positive aspect in improving visual attention to more quickly recognize and accurately capture information from the environment.
Different again when a child is actually spending a lot of time just to play video games.
"There is a possibility that the use of electronic media may interfere with the necessary attention to the concentration of concentration even in the ability to see and process visual information," said Gentile.
Understand more about the environmental effects, especially video games can help parents in understanding impulsive behavior and attention problems in their children more effectively.

Babies too, Understand Concept of Justice

Babies too, Understand Concept of Justice
"That's not fair!" Maybe this is a sentence of complaints of children. How early children can feel the justice? A new study has answered this question.

"We found that the age of 19 and 21 months, infants already have a general expectation of the concept of justice, and they can apply them appropriately in different situations," said Stephanie Sloane, psychology graduate student from the University of Illinois, quoted by Science Daily (18 / 2).

The research was conducted by Sloane conducted the study along with Renée Baillargeon and David Premack of the University of Pennsylvania, published by the journal Psychological Science of the Association for Psychological Science.

This study to test the experiment on four infants aged 19 months. Researchers then took the train toy and said, "I have a toy! Yay! ". Then he gave all the toys on the baby. Three other infants showed that there was something strange. They looked at one baby toy with a very long time to get up and then they lose interest.

Ekpersimen both performed on two girls aged 21 months. They are faced with two baskets and toys scattered. Researchers then come and say "Wow look at all the toys! It's time to clean them. "One of the baby then put the toy into the basket and another still fun to play.

Researchers then gave a gift to each child, whether clean or keep playing. In the next scenario, when they were told to clean the toy, the baby is immediately took the prize with no one to clean up.

"We think children are born with a framework of common expectations about justice," said Sloane.

And the application of the concept of justice is dependent on the culture and environment where their babies were raised. Some culture upholds the concept of sharing more than other cultures, but the basic concept that justice should be evenly distributed and allocated in accordance with the business is innate and universal. It is further revealed by Sloane.

In addition to justice, research has shown us that young children also have the hope to not harm others and help others in trouble.

Late Talking Children worry?

Late Talking Children worry?
In each child's developmental progress, it will give joy to his parents. Parents feel the joy when the child begins to crawl, walk and be able to remove the word babble.

Conditions will be different type of children were experiencing delays in development, parents will feel anxious about this. For example, the child does not go spend their first words. Parents became anxious to see their children do not like the other kids just his age.

The good parent does not need to worry if their child was too late to talk. A study from the Telethon Institute for Child Health Research University of Western Autralia, Perth, quoted from uamshealth, found that children who talk late has nothing to do with behavioral or emotional problems.

Longitudinal study was conducted to observe the language development in children aged 2 years until they enter adolescence.

Professor Andrew Whitehouse, explained that the psychological problems at the age of the children will gradually disappear as they enter adolescence.

Psychological problems that make the child frustrated and unable to communicate properly. If adolescence is getting closer, then a late talking child will be more gradually improved.

The researchers explained that the delay of speech does not present a risk, but parents need to check on the experts when it did not change until school age.

Before language, Learn Baby World Through Sound

Before language, Learn Baby World Through Sound
Not just words, but the sound also has meaning for us. This is true for children and adults. They can link between the language of the physical form. When we say a chair, then we know that the chair is an object that can be occupied.

Does the same principle applies for baby boy? A new study quoted by Science Daily, conducted by Marcela Peña, Jacques Mehler, and Marina Nespor, working at the International School for Advanced Studies, Trieste, Italy and the Catholic University of Chile, confirms this.

The researchers conducted a series of studies in which infants have been trying to get to know their world with the object or sound. Infants may indicate a difference and categorize objects viewed through the sound produced.

In previous studies, small babies can show relationships and sound vocal sound I E with small objects, while the O and A with large objects.

Not yet known whether this ability appears at birth or whether the learning process, but this is a capacity capabilities of the first baby. Babies do not know the language, such as large, small, balls, triangles, and others. They know all the objects with the characteristics of the sound produced and also on the categorization of these objects.

Why is this important? We need to understand how the baby out with the world's first to have a conceptual idea. This suggests that language is not only generated by the symbolic mind, but also the physical form and the stimulus of the object.

"Test Development" for the Two-Year-Olds

"Test Development" for the Two-Year-OldsIn Britain, a two year old will undergo a "test development" to examine the degree of student progress. It is a consequence of government policy plans in the country.
Toddlers will be judged of from several aspects, namely the use of basic words, in response to a familiar voice be heard, communication skills for something they need, as well as play activities with their friends.
Through the minister, the government claimed that the "test" will identify problems early child development. Also, for the diagnosis of special needs. Currently, many British children who start school at age four or five years old do not have the necessary skills. Based on the data, almost half of the students who have social and language skills are lacking.
However, senior lecturer at Roehampton University psychotherapist Richard House had a different opinion and oppose the plan. According to him, the policy is risky to give the label "failed" in early childhood.
"Children are very diverse. When we create a common view on how they should evolve at a certain age, it is a dangerous act, "he said as quoted by the Telegraph, Wednesday (06/07/2011).
Earlier this year, the Labor Party to review the curriculum of preschool education English assessed as "nappy curriculum". Because, rated to hold the early development of children.
Meanwhile, the government stated that "test" it must take into consideration the individual nursery and child's thinking style. However, the draft policy to show the contrary. The draft policy states, the assessment should focus on the child's independence in self-care, including whether it has been able to take off socks or shoes.
Children must understand the word "what", "who", and "'where", when answering a simple question. Also, they should be able to hear well when adults read stories. They also must be aware of some behaviors that can hurt or harm others.

Conduct disorder was triggered Factor Talk Late

Conduct disorder was triggered Factor Talk Late
Parents do need to pay attention to child development. But, should not panic if it is not too at the age of two years, the baby has not been good at talking. During the developmental aspects, there was no sign of another delay, parents can wait for the ability to talk on it while continuing to provide stimulus to the lim-year-old baby.

According to Andrew Whitehouse, a child psychologist from the University of Western Australia. In a study published the journal Pediatrics, it was revealed that children who talk late at the age of two years is likely to have emotional and behavioral problems. But, it was more due to frustration caused by not being able to communicate.

"However, the results of this study indicate that if the speech delay is settled until school age, they also potentially suffered a psychiatric disorder," said Whitehouse.

After 5-17 years of age, most children ever experiencing a delay in speech, have the same behavior as other children who had rapid speech development at age two years.
Whitehouse study is the first prospective study on the development of speech and behavior means, he and his team of research volunteers recruited since the baby and follow their progress until the age of 17 years.

Whitehouse research subjects are those born between 1989 and 1991 and living in Perth, Australia. Parents are asked to fill out questionnaires when their child was two years ago at the age of five, eight, ten, 14, and 17 years.

The results were revealed, the children who have speech delay at age two years or the ability to speak, they are 15 percent less likely than other children the same age, have a higher emisonal disorders. But, at the age of five, children have to overcome emotional and behavioral disorders.

According to him, when a child is late to talk has been able to keep pace in terms of communication, emotional and behavioral problems that are not visible. Speech delay, said Whitehouse, is not the factor triggering the onset of anxiety behavior in children. Nevertheless, it is recommended that parents provide stimulus to the baby language.

Indeed Parent Educator Home for Children

Indeed Parent Educator Home for Children
Children learn to not be lazy because parents are not informed about how to educate children well. Parents are the real educators and foremost, because they educate with the heart and the teacher was teaching at the school.

"Family is the real education, more effective, and can teach from the heart,"

Basically, children love to learn. However, the atmosphere sometimes makes a child learn to be afraid and lead to phobias. This is due to parents who make learning fun and teaching is no longer violent.

"Children will be reluctant to learn of such action that also seems to impose the will of a child to learn,"
many children who violated their rights in a divorce and violence in the name of education.

Child whimpers, Most Annoying Sound

Child whimpers, Most Annoying Sound
Surprisingly, the most annoying sound for an adult is a child whining sound. Not by the sound of ringing phones, alarm clocks, nails and friction with the board, but the sound is just annoying whine.

The study conducted a few scientists in the Journal of Social, Evolutionary, and Cultural Psychology produce that whining to be one way to distract the adults when they have homework.

In a small study, subjects were asked to perform a series of numerical computation while hearing the different sounds that can interfere with them in turn. Different sounds that sounded like the engine noise, crying babies, and chat to others.

The results obtained, the subject made ​​a mistake and finish a bit counts when it started to hear a child whining.

As a way to be sure, whining children were conducted in another language. But still produce the same state. It concluded that the whining child was ranked first and second occupied by chatter among infants with adults.

Important Role of Families for Children's Achievement

Important Role of Families for Children's Achievement
The role of parents in supporting children's achievement is crucial. It is somewhat different from the western concept that says the development of the personality development of adolescent achievement and environmental views of their peers. Interactions within a family can make teens more aware of their role as individuals and social beings. development achievements and progress not just for teenagers, but also for those who entered the adolescents to early adulthood.
According to various information coming now become easier, from both social networks and information technology. Therefore, he advocated better screening and supervision of their parents from a variety of information is affecting children.

"Parents should know the information is good and needed by the child because the more information that goes into their child's brain causing fatigue,"

Due to Smoke, Kids Can Nicotine Addiction

Due to Smoke, Kids Can Nicotine Addiction
Research conducted by experts from Concordia University of Montreal and Canada showed that adolescents who are exposed to smoke from parents, relatives, friends or people around him will gradually begin to smoke as well.

Simon Racicot from the Department of Psychology Concordia University, said children who see other people will imitate the habit of smoking because they think cigarettes are not dangerous. Moreover, though never smoked, children who are exposed to cigarette will see it as a fairness habit that makes them start smoking in their teens.

The results were published in the journal Nicotine & Tobacco Research. This means, increase the length of the evidence of negative effects on the environment smokers.

Jennifer J. McGrath, a senior investigator said about 60 percent of children in North America is second-hand smoke.

"More and more smokers around the child, the higher the exposure they received nicotine. In fact, children to secondhand smoke absorb nicotine in doses higher than current smokers, "he said.

The preliminary results indicate that exposure to cigarette smoke will affect the brain to cause a reaction of passive smoking addiction, even before the child starts to be active smokers.

A total of 327 adolescents aged 11-13 years were interviewed in this research about smoking habits, number of smokers in their homes and neighborhoods, as well as the condition when they smoke. Researchers concluded that young people are surrounded by smokers are candidates for smokers as well.

The researchers suggest the need for special preventive measures for children who become passive smokers. Awareness about the dangers of smoking should be up to the children and parents.

Racicot said, adults or parents should not smoke around children, either at home or vehicle, to prevent children from secondhand smoke.

Psychic Violence Including Violence on Children

Psychic Violence Including Violence on Children
One if the mere mention of violence in children only in physical form. Psychological violence is also a form of child abuse. Psychological violence includes yelling, loud yelling, and cursing. Ironically, it was a lot of people terdekatlah psychic violence on those who were aged under five years.
Many of the adults among both parents and teachers as well as psychological violence. Many of them are not aware of doing it. They sometimes govern a child with a high voice and accompanied by threats of punishment even if not implemented.

Incomprehension of parents and teachers about the types of child abuse makes them often commit violence on the psychological parenting.

Although no definite data on this subject, but it can be seen, how many adults we see around us to act in a threatening tone, yelling, screaming, swearing and others.

Narcissism

The concept and the term narcissism begins with an ancient Greek mythology about a handsome young man of the Thespian named Narsisus are destined to live until he saw her and fell in love with self-image he sees.

Based on the developed concept narcisism mythology (in this paper the author uses the word: narcissism) that was originally used to describe people who fall in love with his own image or a form of punishment for people who can not love others. In 1899, Paul Nacke, a German psychiatrist Narcismus use the term refers to the "attitude of a person treats his own body of WHO in the same way as otherwise the body of sexual object is treated. ". In other words, a person experiences sexual pleasure at watching, petting and loving her body. Nacke concept of narcissism is what later became the basis for the concept of narcissism that is used by Freud (1914). During its development, the understanding of narcissism in Freud's theory is not only about the abnormal behavior in the sexual life of individuals, but more emphasis on instinct to protect oneself (self perseveration) that exist in every living thing.

Freud (1914) described the concept in his theory of narcissism metapsikologi (metapsychological). This concept is used to describe the normal stages of development between stages autoerotik libido (autoeroticism) and object love. Narcissism arises when libido (psychic energy) invested to satisfy ourselves that there is an inability to invest it to others or for the sake of others. Behaviors that arise as a result of narcissism is seen as a love of self (self love) is excessive.

Furthermore, in the clinical field, Freud (in Raskin & Terry, 1988) uses the concept narsisime diagnostic categories to describe the behavior of the phenomenon as follows:

• One's attitude towards himself, such as love of self (self love), admire the self (self Admiration), exaggerated self / expansive behavior (self aggrandizement)
• Vulnerability of one's self esteem which include fear of loss of love and fear of failure
• Orientation of self defense which includes megalomania, idealization, denial (denial) and the projection
• The need for love, meet the self (self sufficiency) and needs to be perfect
• In relationships with others showing the attitude that suggests that he was "more" than others

Every human being has two forms of sexual objects, namely: themselves and the woman who cared for him. Furthermore, Freud makes the postulate of a primary narcissism in everyone at a later date which will be manifested through the electoral dominance of the object (object-choice) love.

Freud (1914) divided individuals into two distinct groups based on object selection:

1. Narcissistic Type

In individuals with disorders of the libidinal development, such as homosexuality, in which the election is not a mother's love object but themselves. They clearly see themselves as objects of love.

Based on this narcissistic type, then one would probably choose the object of love:

1. themselves
2. themselves first
3. desired self
4. someone who had once been part of her

2. Anaclitic Type

Auto-erotic experience first sexual gratification occurs when an individual performs a self-preservation. Which appears at the beginning of the sexual instinct which is then followed by the ego-instinct; then they are free of these instincts and transform them into sexual objects in feeding activity, attention and protection provided by the mother.

Anaclitik by type, then one would probably choose the object of love:

1. 1. women who take parenting / care
   2. the man who gives protection

The dynamics of narcissism

Freud thought that a baby feels he is perfect and very influential. He has a mind of limited and unlimited (omnipotence of thought). All the energy used to satisfy the libido and to treat the psychological needs of its existence. Basic investment of energy is called "ego libido" or narcissistic. Autoerotis instincts that nature is a primordial instinct and narcissism through this instinct began to appear on the individual self. Furthermore, Freud divides narcissism into two, namely;

1. Narsisism primer

On primary narcissism, libido energy is directed to yourself to satisfy yourself. At a certain moment, in accordance with its development, the baby no longer find the perfect self-satisfaction through his mind. He then experienced interruptions in the gratification of narcissistic (self-absorption narcissisistic). In the end he will transfer his libido energy on others to seek satisfaction for him that even though satisfaction is not as perfect as the first.

2. Secondary narcissism

While the secondary narcissism, libido energy investments were transferred to another person but still be done in order to be able to satisfy themselves.

Freud (1911 in Siegel, 1996) tried to explain the development of narcissism is through the study of psychosis. Freud tried to analyze the diary of Schreber, a judge who wrote a diary when he suffered an episode of psychosis. Freud's analysis uses the diary depicting paranoid delusions experienced by Schreber to study the processes that occur in psychosis. Freud believed that the fundamental pathology in psychosis is the regression to the narcissistic phase which at that stage there was no adhesion (attachment) to the object. Freud built development of object attachment continuum that begins with narcissistic stage (objectless) and move towards the love object stage, a stage at which the object is loved and lived as something separate.

Development of the concept of narcissism

The concept of narcissism developed by Freud greatly influence the thinking of modern psychoanalysis. One of the understanding of narcissism in the clinical field of modern psychoanalytic perspective can be found in the theory of Kohut. Kohut (in Siegel, 1996) see as a developmentally narsisime themselves. Meanwhile, the manifestation of unhealthy narcissism is feeling as depression and emptiness he encountered in some patients. Their complaints centered on the possibility of loss of meaning and passion of their lives so that they go through life with a heavy heart.

According to Kohut, the main requirement is necessary in the development of healthy narcissism is

1. needs to be reflected as manifested through the children's needs for recognition, approval, and admiration for their expressions and behavior. The most important person for this reflection is the mother.
2. the need to idealize that is manifested through the admiration and identification in adults are more powerful. The person who most often is idealized by the child's father.

 Continuum associated with the development of Freud's narcissistic, it is Kohut sought to add the understanding of narcissism based on a slightly different perspective to the concept of the object of love in Freud as the endpoint of the maturation of narcissism. For Freud, denial of narcissism to object love interest is the goal of treatment of Freud, Kohut on narcissism while the idea of ​​bringing the therapeutic implications.

Kohut states that narcissistic experience begins at the time when the baby begins to feel happiness or also called the infant's blissful state. Baby trying to defend this stage by developing a narcissistic form a perfect 2, wherein each system evolved from a fragmented primary narcissism, which in turn is often known as bipolar self;

1. Narcissistic Self

s a system that makes a 'perfect self', a form of development where everything looks good, pleasing and perfect as a part of him. In the meantime, everything bad is part of the outside. Narcissism is not invested to others but for themselves invested with a very high rate of self. They hope to get a full view of admiration from others. Narcissistic self are intimately associated with impulses and pressures that ultimately contribute to the emergence of ambition.

2. Idealized Parent Imago

The system is trying to restore the lost blissful state by providing power and absolute perfection to others. Attachment to the figure of 'perfect' returns intact and pleasant feeling. Idealization of the idealized parent imago is produced through the projection of the baby's happiness; power and perfection, against his parents. Idealized parent imago regarded with awe as the next object to contribute to the emergence of an ideal figure.

The concept of narcissism contextualization

In today's modern era, narcissism appears as a way to cope with stress and anxiety that is felt. Lasch (1979) uses the concept of narcissism in a broad scope of society. A new form of society requires new forms of personality and a new way of socializing. By the time people choose narcissism, will further develop into the social conditions that can increase the narcissistic traits that exist in varying degrees in every person. One of the conditions that exist in today's modern society the things that have contributed to forming a narcissistic society, namely:

• Changes in the value of a person's success. In the modern society, a person's success can be judged by its ability to display the image of success, not on one's ability to address the problem or the actions he has done. Assessed the success of one's own attributes, such as wealth, power, and fame owned (Lasch, 1979)
• Lowen (1985) discusses the narcissism at the level of individual and cultural levels. At the cultural level, narcissism can be seen as a loss or reduction in humanitarian values ​​(loss of human values) is seen from the reduced attention to the environment, the quality of individual lives, and the values ​​of friendship that exist between individuals.

Departing from the thought above, the study of narcissism in Indonesia has a significant opportunity to be developed by looking at Indonesia's cultural diversity and the likelihood of changes in value that occurs in modern society. Mass media and advertisement, apparently contributed to the change in lifestyle. Development efforts in Indonesia to do research to understand, for example:

• Narcissism in a particular cultural phenomenon.
• The phenomenon of narcissism in the realm of politics, governance and violations / enforcement.
• The role of mass media in society and influence the development of a narcissistic personality.
• Characters and characterizations: establish and maintain a narcissistic personality.
• The link between lifestyle of modern society with the development of narcissistic personality.
• Parenting role in giving effect to the formation of narcissistic personality.

Personal Meaning

Personal meaning is considered to be one important thing that drives individual achievement. In addition, Frankl (in Wiebe, 2001) considers that a person who has a personal meaning that positive (fulfillment of personal meaning) in life, contributing to the hope and optimism and appreciate the occurrence of a bad period in the life cycle.

In the event of an incident or adverse event, personal meaning is believed to help bring the resurrection of the individual from unwanted circumstances. Frankl (in Wiebe, 2001) believes that the meaningfulness (significance) in life, associated with high self esteem and generous behavior towards others, while meaningless (ketidakbermaknaan) in life associated with the indifference or break away (diengagement).

Personal Meaning in some perspectivea. Perspectives of Relativity
Battista and Almond (in Visser, 1973) conducted research on a variety of different theories of personal meaning, and found that the meaning for each person is different, and the achievement of finding meaning itself is unique for each person. Battista and Almond tolerance of belief systems that gave rise to the development of personal meaning structures is an important sign in this relativistic perspective. In these studies, Battista and Almond found 4 things that are commonly found associated with personal meaning, namely;

1. People who believe that life meaningful, positively must believe in certain concepts, such as humanistic, religiosity, or idiosyncratic meanings associated with life.
2. Concept meaning that they believe in, bring them to achieve consistency of direction and purpose of their lives.
3. People who believe that their lives are meaningful, whether their lives have meaning or they are still trying to reach her destiny.
4. In the process of achieving their goals for life, in oneself, the feeling would appear significant in themselves and pride in their lives.

b. Existential PerspectivePersonal meaning according to the existentialist perspective of a variety of ideas based philosophy, psychiatry and psychology. Sartre, Kierkegaard, and Nietzsche, all of which are strongly convinced adherents of existentialist one's experience, at a particular time and situation. (May & Yalom, 1995 in Wiebe, 2001). The main objective Humanism - Existentialist is the safety and human perfection.

b.1. Sartre's Existential Perspective
Sartre's views on Existentialism as a Humanism is a doctrine that respects human life, and teaches that every truth and action containing the involvement of environmental and human subjectivity (Sartre in Soejadi, 2001). Sartre argues that humans have the freedom, independence, and as being an autonomous individual. Sartre respect and uphold the personal existence and the subjectivity of life together. Freedom for Sartre is the absolute, no longer limit the freedom other than the limits prescribed by freedom itself. Freedom as the direction and purpose in life as human beings is the nature of personality or selfhood in a way that the person is free from alienation diverse press, and free as well for a full life, unimpeachable, independent and creative. In addition, Sarte also emphasizes that people must be responsible for making his choice. According to him, man must be understood as an autonomous subject, has a unique and existential position. Individuality and essential human personality into it.

b.2. Existential Perspective Omoregbe

Omoregbe (in Soejadi, 2001) said that the implication in the attitudes and actions of humanity, that human freedom according to Sartre and carry out a fundamental way to transcend the world, fostering the spirit of human courage to do more creative and progressive in pursuit of a higher life, provide opportunities to every human person to develop themselves.

Personal Meaning and Meaning definitions

a. According to Maslow's definition of Meaning

Maslow (in Wiebe, 2001) says that the meaning of self-actualization experienced, motivated individuals to know the reason or purpose of existence itself. He also said that every individual has the urge to satisfy their needs from simple to complex needs. Self-actualization is a potential for the greatest achievement in itself, be the best he can do, and achieve the purpose of life itself.

b. Meaning According to the definition of Baumeister

Baumeister (1991), says that the meaning of trust contains several sections that are interconnected between objects, events and relationships. Baumeister stressed that the meaning in the end provide direction, intent on every individual, in which the behavior becomes a goal, rather than just act on instinct or impulse.

c. According to Frankl's definition of Meaning

Frankl (in Wiebe, 2001) conceptualize meaning as an experience in responding to the demands of life, exploring and believe there is a unique task in life, and let her experience or confidence in the overall meaning. Frankl believes that every individual has the capacity to fight a difficult external environment, physically and psychologically resisting the urge to enter into a new dimension of existence itself. This new dimension is the stuff about the meaning, and includes the drive to become a significant and valuable in life.

Frankl in logoterapinya, mentions three assumptions. The first assumption, life has a very broad meaning, including the most painful or there is no hope (free will). Second, that the person who furnished "will to meaning" from birth, that is not the pursuit of power or pleasure, but to find meaning and purpose in life (motivation for living or the will to live meaningful). Third, Frankl believed that people have the freedom to find personal meaning in different situations (meaning life), whether through activities, experiences or attitudes are meaningful.

d. Reker According to the definition of Personal Meaning

According to Reker, Personal meaning is to have a purpose in life, has a direction, a sense of duty and reason to exist (exist), a clear identity and greater social awareness.

"Personal meaning is defined as having a purpose in life, having a sense of direction, a sense of order and a reason for existence, a clear sense of personal identity, and a Greater social consciousness."

(Reker, 1994; Reker & Butler, 1990; Reker et al., 1987; Zika & Chamberlain, 1992)

The definition of personal meaning according to Reker can complement components that determine the success of the change from living the life becomes more meaningful meaningless expressed Bastaman (1996), namely;

1. Self-understanding (self-insight); Increased awareness of the poor condition of the current self and a strong desire for change towards a better condition
2. The meaning of life (meaning of life); are important values ​​and very meaningful to one's personal life that serves as a purpose in life is to be met and a steering activities
3. Changing the attitude (attitude change); It is a process of initially imprecise to be more precise in dealing with the problem, the condition of life or accident.
4. Keikatan self (self commitment); is the emergence of a commitment to someone who is characterized by increasingly tied to the meaning of life is found and set life goals
5. Directed activity (directed activity); efforts is a conscious and deliberate form of the development of personal potentials (talents, abilities, skills) are positive, and the use of interpersonal relationships to support the achievement of meaning and purpose in life.
6. Social support (social support); is the presence of someone or some people are familiar, trustworthy and always willing to provide assistance in times of need.

Basic things that the overlap between the two, namely;

1. The purpose of life is meant by Reker (1997), can be considered the same as the meaning of life is Bastaman (1996). Purpose and meaning in life, had the same role as the lead individual in later life.
2. Before it has a purpose and meaning in life, the individual will go through stages of self-understanding, namely the search process and the state of self-awareness that results in a purpose or meaning of individual life. Stage of self-understanding can be interpreted as a clear identity in the definition of personal meaning Reker (1997).
3. Thereafter, the individual will go through phases of changing attitude, an awareness-raising process that previously did not exactly become more precise in dealing with the problem. This is driven also by a sense of duty and reason to exist (exist) in that individual.
4. Then, the individual will go through stages of self keikatan of purpose and meaning of his life.
5. Individuals will go to stage targeted activities, which make the effort to achieve goals danmakna life. At this stage the individual has had a clear direction and tangible, which can be done in an attempt to achieve the purpose and meaning in life.
6. Social support component expressed Bastaman (1996), a complement component that plays an important role in achieving the purpose and meaning of individual life or personal meaning. While high social consciousness can be regarded as supporting components or result from the achievement of purpose and meaning in life.

Dimensions of MeaningReker and Wong (in Reker & Chamberlain, 2000) collaborated theory, which resulted in 4 dimensions of meaning. Four dimensions of meaning is associated with 1) how the meaning experienced (structural components), 2) the content of experience (sources of meaning), 3) differences in how meaning experienced (breadth), and 4) the quality of the experience of meaningful (depth).

a. Structural components 

This explains how the structural components of meaning experienced by a person, which consists of components of cognitive, motivational, and affective, as well as personal and social components.

Cognitive components

Defined as an individual belief system and a holistic view that has been developed in the context of a specific culture and is influenced by individual life experiences are unique. Generally, the fundamental questions which affected the cognitive component is "What am I doing in this life worth?" Or "What makes life meaningful". Therefore, the cognitive component to be part of giving meaning to a life experience. Individuals not only gives the meaning of the belief system or the public gaze, but also an existential search for meaning through the value and purpose of the event or experience of life, environment or difficulties encountered.

Motivational components

Is a value system built on each individual. Value, is a life guidance, which directs what goals to be achieved by someone, and how to achieve that goal. Value is determined by individual needs, beliefs and society. The process for achieving specific goals and their achievement, increase sense of purpose and meaning in one's existence. Motivational component to see personal meaning as a cognitive and behavioral nature, is consistently pursuing its goal and actively participate in activities that are thought useful. This component is most important to keep the individual in order to stay afloat, in the face or over the obstacle, or an extreme traumatic experience.

Affective Components

This component consists of a sense of satisfaction (satisfaction) and the fulfillment or a sense of being met (fulfillment) derived from individual experiences and success to achieve individual goals. Feeling fulfilled is the result of positive thinking in life. Although, the struggle to achieve happiness is not necessarily produce a sense of meaning itself is great, however, a sense of meaning itself would provide a sense of satisfaction in individuals who are struggling.

Reker and Wong (in Reker & Chamberlain, 2000) says that the above three components are interconnected to each other. In a study conducted Ranst and Marcoen (in Reker & Chamberlain, 2001) found that the components of motivational and affective components influence the cognitive component, while the motivational components do not affect each other with the affective component.

Personal and social components (Preconditions of meaning)

Preconditions of meaning consists of social relations and personal qualifications. Social components of personal relationships, love and empathy. Personal component consists of a unique quality to the individual, personal attributes (such as being creative, flexible, adaptive, intellectual, curious, and responsible), which affects personal meaning. Social and personal components act as preconditions of meaning by identifying, individuals such as what to look for meaning.

b. Sources of meaning (the source of meaning)

Source of meaning intended by the content of different areas or themes which the meaning of personal experience. Where does meaning come from? Values ​​and beliefs adalan strong foundation of the source meaning. Value is defined as a construct that exceeds the specific situation and the preferred value of personal and social. Combined value of the possible modes of conduct (instrumental values) and life goals (terminal values) and push for action (Rokeach in Reker and Chamberlain, 2000). Value will be reflected from the individual answers when asked about areas of their lives, of which the meaning comes from.

In addition, based on various quantitative and qualitative research, it was found that the meaning can be derived from sources and specific area, such as cultural and ethnic backgrounds, social, demographic and developmental stage (Devogler, et al in Reker and Chamberlain, 2000) .

Comparison of Theory Resources Meaning Frankl, Wong and Reker

Source of meaning according to Frankl (in Wiebe, 2001)	Source of meaning according to WONG (in Wiebe, 2001)	Source of meaning according to REKER (in Reker & Chamberlain, 2000)
Source of meaning consists of three sources of value, namely; 1. Creative value; what an individual can be given to the world, such as personal success, helping behavior, and so on 2. Value Attitude (attitude); how to deal with situations that individuals can not be changed. Acceptance of this situation, as bad as any situation or condition, called self-transcendence. 3. The value of experience; direct experience in the world, whether good or bad.	Achievement or accomplishment Relationship (behavior and skills in relationships with others) Religion (faith in greater strength and personal relationship with God) Self-Transcendence (focus value in service to others) Self Acceptence (treat yourself well and the ability to integrate past mistakes and limitations in the current live and ideals in the future) Intimacy (the focus on family and close relationships / sex) Fair Treatment (how one is treated and respected in the social environment) Fulfillment (a sense of feeling fulfilled and satisfied or happy)	personal relationships altruism religious activity, creative activity, development of self, find basic needs, financial security recreational activities personal achievement, leave a legacy, values ​​or ideals that last a long time, tradition and culture, reasons of social / political humanistic concern fun activities ownership of objects relationship with nature.

c. Breadth of meaning

Breadth of meaning is the tendency of individuals to experience or gain meaning from several different sources. -Ebersole and Ebersole DeVogler (in Reker and Chamberlain, 2000) stated that generally, individuals gain meaning from various sources, and only a few individuals who only obtain meaning from a single source. Reker and Wong (in Reker and Chamberlain, 2000) states that the individual 1) will experience the meaning of several different sources, and 2) a growing number of sources that have meaning, then that individual will lead to a sense of fulfillment (fulfillment) is greater.

d. Depth of meaning

Depth of meaning indicates the quality of the experience of individual meaning. Does the experience of the individual meaning shallow, deep, or only partially. According to Reker and Wong (in Reker and Chamberlain, 2000), there are four (4) the level of depth that shows the level of meaning experienced by the individual. The fourth level is categorized into depth; self-preoccupation with pleasure and comfort (level 1), the devotion of time and effort to realize our potential (level 2), service to others and commitment to the wider social sphere, or political reasons (level 3), and a nice value that exceeds the individual meanings and pervade the universe, and the ultimate goal of life (level 4). However, O'Connor and Chamberlain (in Reker and Chamberlain, 2000), found it difficult to do the procedure in determining a person's levels of depth according to the criteria outlined depth of meaning Reker and Wong (in Reker and Chamberlain, 2000). Procedure is the difficulty faced by the unequal relationship between the source categories of meaning and levels of depth. For example, the source categories of meaning that one has only to serve others, and thus whether these individuals can be directly incorporated into the level three (3)? According to O'Connor and Chamberlain (in Reker and Chamberlain, 2000), depth is an important dimension of personal meaning for menggamarkan someone, but O'Connor and Chamberlain declared that it was necessary depth of meaning the concept better. Therefore, in this study depth of meaning will not be explored given the still debate the concept of depth of meaning, in order to avoid errors or mistakes in mengintepretasi and analyzing data.

The process of living out a meaningless life becomes more meaningful or discovery of Personal Meaning

Bastaman (1996) look at the meaning of one's life in a process that is a sequence of experiences of living out a meaningless life becomes more meaningful, or by definition Reker called the discovery process personal meaning.

Luke (1986), saw two large sections of the individual who has found personal meaning and individuals who are still searching for personal meaning. Individuals who have yet to find personal meaning can be distinguished form the two sections, namely individuals who are stopped and trapped (stuck) in their search (people in doubt), and individuals who are still actively searching for its personal meaning. While individuals who have found personal meaning is also divided into two, namely the individual who has a pyramidal system of values ​​(people in despair) and individuals who have a parallel system of values.

Kratochvil (in Luke, 1986) revealed that individuals who have a pyramidal system of values ​​is the individual who only has a great value in their lives on the values ​​of another life. While individuals who have a parallel system of values ​​is the individual who has some values ​​that are equally strong in his life, all its value as meaningful.

Kratochvil (in Luke, 1986) also confirms that individuals who have a parallel system of values, are generally healthier and more stable than the individual who has a pyramidal system of values. There are two underlying reasons for thinking this Kratochvil, namely;

1. Individuals who have a parallel value system is easier to replace (replace) the value of his loss. For example, a mother who quit a career, still has another achievement in social activities and busy in her household. While the individual with the pyramidal system, the whole concept of life easily confused (Shambles).
2. Generally, an individual who only holds a supreme value, tend to be fanatical or can not tolerate a situation in life. For example, a mother who lives only for her child, it is difficult to understand the behavior of other mothers who may entrust their children to go to work.