The development of the Korean wave in Asia, especially in Indonesia becomes a phenomenon that is widely discussed not only among adolescents but also lively discussed among early adults. The love of music or drama originating in Korea gave birth to a term of fangirl or female fans. Starting from a sense of awe, then the worship behavior is formed or often referred as celebrity worship. This study used qualitative method, case studies of 3 Fangirls aged 20-30 years. The data was reached by doing an observation and an interview then being analyzed by thematic analysis. The results showed that the three subjects liked their idol because their idol's talents and abilities and their idols could motivate and inspire their lives. They were active in finding news through any media regarding the existence of idols, fashion, love life, and the schedule of their idol activities. They also were willing to do voting activities so that their idols get prestigious music awards and are willing to profit from buying official albums, t-shirts, and items that are identical to their idols.

Young children need a fun exercise for their gross motoric skills. The type and nature of activities conducted should be attractive. It is expected that the overall developmental aspects are increased through the exercise. One of them is through dance. Learning the art of dance performed by teachers should pay attention to the basic elements of dance, both in intra and extra learning to optimize learning objectives. For children who have delay on gross motoric skills with the ability can be increased through this activities. Thus the findings obtained can be used as the control or supervision of the child to exercise gross motoric can be done for all children. This exercise improves basic motion ability of the children in order to improve the quality of life.

BACKGROUND: Fruit and vegetable consumption among preschool children in Indonesia is lower than recommendations, which may be due to types of food availability at home and unhealthy feeding practices such as restriction and parent pressure. Providing nutrition education through booklets and counseling on healthy food (fruit and vegetable) consumption can help to provide information to parent’s thus resulting healthy behavior, compared to merely providing booklets without counseling. AIM: The aim of this study is to determine the effect of nutrition education using booklets with counseling versus without counseling on home food availability and parent feeding practices in preschool children. METHODS: A quasi-experimental study utilized a pre-test and post-test design with a control group. Sampling methods included both purposive sampling and simple random sampling. Purposive sampling was used to select Danurejan district as the sub-district with the highest obesity percentage in Yogyakarta Municipality. Meanwhile, simple random sampling was applied to select children and schools (Early Childhood Education Program Pendidikan Anak Usia Dini [PAUD] or kindergartens Taman Kanak-kanak [TK]). There were 56 people (28 intervention and 28 controls) taken from 4 PAUD/TK. The intervention group received nutrition education using booklets as well as one 30–60 min counseling session carried out at the participant’s home. The control group was provided with booklets, but did not receive counseling. The pre-test was carried out before nutrition education was given, and the post-test was conducted 30 days after the nutrition education. Fruit and vegetable availability at home were assessed using questionnaire, and parent feeding practices were assessed using the Comprehensive Food Feeding Questionnaire. The statistical tests used to assess outcomes between groups included pair t-test, Wilcoxon, Mann–Whitney, and independent t-test. RESULTS: There were increase in healthy eating guidance and monitoring before and after nutrition education was provided in the intervention group (p = 0.00; p < 0.05), but no differences were found in restriction, child control, and parent pressure (p = 0.11, p = 0.48, p = 0.28; p ≥ 0.05). There was a decrease in child control behavior before and after nutrition education in the control group (p = 0.00; p < 0.05), but there were no differences in healthy eating guidance, monitoring, restriction, and parent pressure (p = 0.17, p = 0.18, p = 0.53, 0.62; p ≥ 0.05). CONCLUSIONS: Results demonstrate that using counseling in addition to nutrition education booklets can increase mother’s implementation use of healthy eating guidance and monitoring, with the potential to promote healthy weight within families.

Psychological distress is a stress which gives a negative impact on mental and physical health. It also caused anxiety, worries, depression and psychiatric disorder. Psychological distress has several causal, such as individual behaviour, there are several behavioural traits such as neuroticism. Individual who has neuroticism behaviour are prone to stress, anxiety and insecurities. This research are aimed at understanding the effects of neuroticism towards psychological distress in college student. The research method used quantitative with 70 college students as sample. Big Five Personality (BFI) and The Kessler Psychological Distress Scalae (K10) are used as scaled for measurement. The data is analysed through simple linier regression with SPSS 23 for Windows. The result showed that neuroticism gives impact on psychological distress in college students in 17, 5% and has positive relationship which means, the higher neuroticism the higher psychological distress in college students.

Subjek seorang laki-laki berusia 20 tahun dengan keluhan sering merasa sedih hingga menangis, saat ada masalah dengan teman dekat. Asesmen yang digunakan pada Subjek adalah wawancara, observasi, tes grafis (DAP, BAUM, HTP) dan tes SSCT. Hasil asesmen, Subjek memiliki pemikiran irasional terkait dengan hubungan sosial, Subjek berpikiran bahwa dirinya tidak sepemahaman dengan teman-temanya, dan Subjek hanya memiliki satu teman dekat dan sering merasa iri dan cemburu saat teman dekatnya tersebut dekat dengan orang lain. Intervensi yang diberikan adalah rational emotive therapy yang disusun sebanyak 6 sesi. Tujuan intervensi yaitu untuk mengubah pemikiran irasional (Subjek berpikiran bahwa teman-teman tidak satu pemahaman dengan dirinya, berpikir bahwa hanya bisa berteman dengan satu orang, Subjek berpikir saat mencoba bergabung dengan teman pasti akan terjadi perkelehaian, dan saat memiliki teman dekat takut kehilangan) menjadi rasional sehingga Subjek dapat menjalin hubungan sosial yang lebih baik. Hasil intervensi, Subjek dapat mengembangkan dan memunculkan pemikiran irasional/positif untuk menggantikan pemikiran dan keyakinan irasional agar Subjek tidak lagi mengalami masalah emosional, Subjek saat ini membuka diri dengan sosialnya dan fokus menyelesaikan tugas-tugas perkuliahan.