Uitgebreide samenvatting van het vak Klinische Psychologie 3: De klinische praktijk (Open Universiteit). De samenvatting bevat alle verplichte artikelen, hoofdstukken (Handboek voor gz-psychologen) en opdrachten. Tevens bevat de samenvatting overzichtelijke schema's waarin de samengevatte stof over...
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Klinische Psychologie 3: De Klinische Praktijk
1
, Inhoudsopgave
Klinische Psychologie 3: De Klinische Praktijk .................................................................................................................... 1
Thema 1 – Organisatie van de zorg ................................................................................................................................... 5
Studietaak 1.1 – Wat is een Generalist?............................................................................................................................. 6
Hoofdstuk 15 Generalistisch handelen.......................................................................................................................... 6
15.1 Optelmodel van professionaliseren ................................................................................................................................. 6
15.2 Complementair model van professionalisering............................................................................................................... 7
15.3 Taken en rollen van de psycholoog-generalist ............................................................................................................. 10
15.4 Tot slot ............................................................................................................................................................................ 13
Opdrachten ............................................................................................................................................................................. 14
Studietaak 1.2 – Beroepsvorming van Generalisten ......................................................................................................... 16
Hoofdstuk 1 De Gezondheidszorgpsycholoog – Een Beroep in Ontwikkeling............................................................. 16
1.1 Psychologen en pedagogen in de gezondheidszorg tot 1998 ...................................................................................... 16
1.2 Beroepsvorming en professionalisering .......................................................................................................................... 16
1.3 De Wet BIG en de introductie van de gz-psycholoog .................................................................................................... 18
1.4 Van papieren beroep tot bloeiende professie: de gz-psycholoog van 1998 tot 2020 ................................................. 19
1.5 Tot slot .............................................................................................................................................................................. 21
Opdrachten ............................................................................................................................................................................. 22
Studietaak 1.3 – Competenties van een Generalist .......................................................................................................... 25
Hoofdstuk 2 De Gezondheidszorgpsycholoog – Een Beroep in Ontwikkeling............................................................. 25
2.1 Maatschappelijke en actuele ontwikkelingen.................................................................................................................. 25
2.2 Het CanMEDS-model als basis van het competentieprofiel .......................................................................................... 26
2.3 Competenties van de gz-psycholoog .............................................................................................................................. 28
2.4 Competenties en competentiegericht opleiden ............................................................................................................. 34
Tot slot..................................................................................................................................................................................... 37
Opdrachten ............................................................................................................................................................................. 38
Studietaak 1.4 – Organisatie van de Zorg ........................................................................................................................ 40
Organisatie van de GGZ in Nederland – Andrea Grauvogl & Ellin Simon .................................................................... 40
Opdrachten ............................................................................................................................................................................. 42
Studietaak 2.1 – Samenwerken tijdens Psychodiagnostiek............................................................................................... 45
Hoofdstuk 5 Diagnostiek ............................................................................................................................................ 45
5.1 Begrippen en definities .................................................................................................................................................... 45
5.3 Hoe betrouwbaar is het klinisch onderdeel ................................................................................................................. 46
5.4 Multimethodische en multiconceptuele psychodiagnostiek .......................................................................................... 48
5.5 Vormen van psychodiagnostisch onderzoek................................................................................................................ 49
5.6 Praktijk van het psychodiagnostisch onderzoek ............................................................................................................. 52
Opdrachten ............................................................................................................................................................................. 56
Studietaak 2.2 – Indicatiestelling, een besluitvormingsproces ......................................................................................... 58
Hoofdstuk 6 Indicatiestelling ...................................................................................................................................... 58
6.1 Indicatiestelling als besluitvormingsproces ..................................................................................................................... 58
6.2 Voorspellers van behandelresultaat ................................................................................................................................. 60
6.3 Cliëntkenmerken ............................................................................................................................................................... 61
6.4 Therapeutkenmerken ....................................................................................................................................................... 63
6.5 Context van de behandeling ............................................................................................................................................ 63
6.6 Indiceren en contra-indicaties .......................................................................................................................................... 64
6.7 Gepersonaliseerde zorg ................................................................................................................................................... 65
Opdrachten ............................................................................................................................................................................. 65
Studietaak 2.3 – Behandelen. Alles volgens plan?............................................................................................................ 68
2
, Hoofdstuk 7 Behandelen ............................................................................................................................................ 68
7.1 Aard van de evidence-based behandeling ...................................................................................................................... 68
7.2 Complexiteit van de problematiek .................................................................................................................................. 70
7.4 Behandelplan .................................................................................................................................................................... 72
7.5 Meten van voortgang ....................................................................................................................................................... 75
7.6 Evalueren van de voortgang ............................................................................................................................................ 76
7.7 Strategiewijzigingen ......................................................................................................................................................... 81
7.8 Tot slot .............................................................................................................................................................................. 82
Opdrachten ............................................................................................................................................................................. 83
Studietaak 2.4 – Casusconceptualisatie. Terug naar de tekentafel ................................................................................... 85
Van Dorsten, M., Ten Broeke, E., & Korrelboom, K. (2014). Protocollaire behandeling op maat: een
casusbeschrijving. Gedragstherapie, 47(2):118-136. ................................................................................................... 85
Samenvatting .......................................................................................................................................................................... 85
Inleiding ................................................................................................................................................................................... 85
Verklarende diagnostiek: functie-en betekenisanalyses ....................................................................................................... 87
Conclusies en behandelplan op basis van de functie- en betekenisanalyses ...................................................................... 92
Een nieuw behandelplan ........................................................................................................................................................ 92
Overweging en besluit ........................................................................................................................................................... 92
Van der Heiden, C., & ten Broeke, E. (2018). Hoofdstuk 9: Angststoornissen. In: E. Simon, E. de Hullu, G. Smeets, &
H. van der Molen (Red.), Klinische psychologie: Diagnostiek en behandeling (189-192). Groningen/Utrecht: Noordhoff
Uitgevers. ................................................................................................................................................................... 93
9.2.2 Psychologische Behandeling: Cognitieve Gedragstherapie ....................................................................................... 93
Van Hulsbergen, M., Bohlmeijer, E., & Berking, M. (2014). Hoofdstuk 6: Emotieregulatie. In B. van Heycop ten Ham,
M. Hulsbergen, & E. Bohlmeijer (Red.), Transdiagnostische factoren (pp. 159 - 177). Amsterdam, Nederland: Boom.
................................................................................................................................................................................. 100
6.1 Definitie ........................................................................................................................................................................... 100
6.2 Theoretische opvattingen .............................................................................................................................................. 100
6.3 Emotieregulatie als transdiagnostische factor .............................................................................................................. 103
6.4 Kernfactoren in emotieregulatie .................................................................................................................................... 104
6.5 Emotieregulatietraining (Training Emotionaler Kompetenzen) .................................................................................... 107
Korrelboom, E. (2014). Hoofdstuk 9: Zelfbeeld. In B. van Heycop ten Ham, M. Hulsbergen, & E. Bohlmeijer (Red.),
Transdiagnostische factoren (pp. 241- 258). Amsterdam, Nederland: Boom. ............................................................ 113
9.1 Zelfbeeld, zelfcompassie en operationalisaties van zelfbeeld...................................................................................... 113
9.2 Klinische relevantie ......................................................................................................................................................... 114
9.3 Behandeling .................................................................................................................................................................... 117
Melanie Fennells traditionele benadering ........................................................................................................................... 117
De EMDR-rechtsom-method ................................................................................................................................................ 118
Nick Tarriers gedragsbenadering ........................................................................................................................................ 118
Competitive Memory Training (COMET) als een cognitief-experiëntiële benadering ..................................................... 119
9.4 Conclusie ......................................................................................................................................................................... 121
Opdrachten ........................................................................................................................................................................... 121
Hoofdstuk 8 Preventie .............................................................................................................................................. 124
8.1 Vormen van preventie .................................................................................................................................................... 125
8.2 Competenties van de gz-psycholoog en preventie ...................................................................................................... 125
8.3 Behandeling en terugvalpreventie ................................................................................................................................. 126
Opdrachten ........................................................................................................................................................................... 127
Thema 3 – Wetenschappelijk en maatschappelijk verantwoord handelen ...................................................................... 129
Studietaak 3.1 – Omgaan met verschillende perspectieven en achtergronden .............................................................. 130
Hoofdstuk 9 Cliënten-en naastenperspectief: wat zij van de gz-psycholoog verwachten .......................................... 130
9.1 Positieve gezondheid en herstelgedachte: de basis..................................................................................................... 130
9.2 Bouwstenen van kwaliteit ............................................................................................................................................... 131
9.3 Belangrijke thema’s bij communicatie en samenwerking ............................................................................................. 131
9.4 Keuzes maken begint bij informatievoorziening ........................................................................................................... 133
3
, 9.5 Samenwerken in de triade: cliënt, naaste en hulpverlener ........................................................................................... 133
9.6 Zelfmanagement stimuleren .......................................................................................................................................... 135
10.1 Omvang van culturele diversiteit ................................................................................................................................. 136
10.2 Terminologie ................................................................................................................................................................. 136
10.3 Verklaringsmodellen van gezondheid en ziekte ......................................................................................................... 137
10.4 Betekenis van diversiteit voor diagnostiek .................................................................................................................. 138
10.5 Consequenties van diversiteit voor behandeling: culturele sensitiviteit .................................................................... 140
Opdrachten ........................................................................................................................................................................... 142
Studietaak 3.2 Het ontstaan van de regiebehandelaar .................................................................................................. 146
Hoofdstuk 11 Regiebehandelaarschap ...................................................................................................................... 146
11.1 Van hoofdbehandelaar naar regiebehandelaar........................................................................................................... 146
11.2 Regiebehandelaar ......................................................................................................................................................... 147
11.3 Basisattitude van de regiebehandelaar ....................................................................................................................... 150
11.4 Vaardigheden van de regiebehandelaar ..................................................................................................................... 152
Rapport Meurs. Hoofdbehandelaarschap GGZ als noodgreep (Commissie Hoofdbehandelaarschap, 2015): pp. 11-12
(over de hoofdbehandelaar) en pp. 23-24 (over de regiebehandelaar) ..................................................................... 154
2 Hoofdbehandelaarschap ........................................................................................................................................ 154
2.2 Waar komt het begrip hoofdbehandelaar vandaan? .................................................................................................... 154
2.3 Ontwikkeling: van inhoudelijk naar meer procedureel hoofdbehandelaarschap ........................................................ 154
5 Een nieuwe benadering ......................................................................................................................................... 155
5.1 Inleiding ........................................................................................................................................................................... 155
5.2 Hoofdbehandelaar is regiebehandelaar ........................................................................................................................ 155
Opdrachten ........................................................................................................................................................................... 157
Studietaak 3.3 – Evidence based practice ...................................................................................................................... 160
Hoofdstuk 12 Evidence-Based werken ...................................................................................................................... 160
12.1 Was is evidence-based werken? .................................................................................................................................. 160
12.2 Evidence-based werken: hoe doet de gz-psycholoog dat? ....................................................................................... 161
12.3 Contextualiseren en decontextualiseren ..................................................................................................................... 164
Opdrachten ........................................................................................................................................................................... 164
Hoofdstuk 14 Ethiek, beroepscodes en juridische aspecten in de dagelijkse praktijk van de gz-psycholoog ............ 166
14.1 Wat is ethiek? ................................................................................................................................................................ 166
14.2 Wet op de beroepen in de individuele gezondheidszorg (Wet BIG) ........................................................................ 167
14.3 Wet op de geneeskundige behandelingsovereenkomst (WGBO) ............................................................................. 169
14.4 Wet kwaliteit, klachten en geschillen zorg (Wkkgz) .................................................................................................... 171
14.5 Wet verplichte geestelijke gezondheidszorg (Wvggz) en de Wet zorg en dwang (Wzd) ........................................ 173
14.6 Beroepscode voor (gezondheidszorg)psychologen ................................................................................................... 173
14.7 Tot slot .......................................................................................................................................................................... 174
Opdrachten ........................................................................................................................................................................... 175
Studietaak 3.5 Bevorderen van kennis ........................................................................................................................... 178
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