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Samenvatting Evidence-based kritisch handelen

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  • Course
  • Evidence-based kritisch handelen
  • Institution
  • Vrije Universiteit Brussel (VUB)

Dit is een samenvatting van het vak Evidence-based kritisch handelen uit de 3e bachelor psychologie aan de VUB. De samenvatting is gemaakt aan de hand van de ppt's en notities gemaakt tijdens de hoorcolleges

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  • December 25, 2021
  • 99
  • 2021/2022
  • Summary

Subjects

  • ebkh
  • evidence based kritisch handelen

Written for

  • Vrije Universiteit Brussel (VUB)
  • Bachelor In De Psychologie
  • Evidence-based kritisch handelen
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6  reviews

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By: hugodemets • 1 month ago

Translated by Google

Does not contain more info than the slides; the slides are neatly laid out in text form.

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By: arthurdekelver • 10 months ago

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By: brittster • 2 year ago

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By: lauriwillems • 2 year ago

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Aurélie Weverbergh 3 BA PSYCH 2021-2022
VUB


Evidence-based kritisch handelen
Inhoud
1 Inleiding ............................................................................................................................. 6
1.1 Enkele definities ......................................................................................................... 6
1.2 Diagnostiek (D) en de diagnosticus (dsticus) ............................................................. 6
1.3 Kwaliteit en wetenschappelijkheid............................................................................. 6
1.3.1 Beslis- en oordeelsfouten ..................................................................................... 7
1.3.1.1 Confirmation Bias ......................................................................................... 7
1.3.1.2 Soorten oordeelsfouten ................................................................................. 7
1.3.2 Praktijk-wetenschapper en wetenschappelijke diagnostiek ................................. 8
2 Empirische en regulatieve cyclus ....................................................................................... 9
2.1 Uitgangspunten HGD ................................................................................................. 9
2.1.1 Doelgericht ........................................................................................................... 9
2.1.2 Transactioneel ...................................................................................................... 9
2.1.3 Samenwerken ..................................................................................................... 10
2.1.4 Positieve aspecten .............................................................................................. 10
2.1.5 Systematisch ....................................................................................................... 10
2.2 5 Fasen van HGD ..................................................................................................... 11
2.2.1 Intakefase ........................................................................................................... 11
2.2.1.1 Voorbereiden van intakegesprek? ............................................................... 12
2.2.1.2 Reden van aanmelding, wensen en verwachtingen ..................................... 12
2.2.1.3 Overzicht van problematische en positieve gedragingen ............................ 12
2.2.1.3.1 Aspecten onderwijsleer- opvoedingssituatie .......................................... 13
2.2.1.4 Voorgeschiedenis, ondernomen activiteiten ............................................... 13
2.2.1.5 attributies, doelen en oplossingen ............................................................... 13
2.2.1.6 Inschatten van de veiligheid op school en thuis .......................................... 13
2.2.1.7 Afronding van intakefase: vraagstellingen, werkafspraken en feedback .... 14
2.2.1.8 Conclusie..................................................................................................... 14
2.2.2 Strategiefase ....................................................................................................... 14
2.2.2.1 Stap 1: wat weten we al? ............................................................................. 15
2.2.2.1.1 Beschrijven en clusteren kindkenmerken: overzicht .............................. 15
2.2.2.1.2 Kenmerken van onderwijsleer en opvoedingssituatie: overzicht ........... 15
2.2.2.1.3 Beschrijven en clusteren kindkenmerken: ernst ..................................... 16
2.2.2.2 Stap 2: moeten we meer weten? .................................................................. 17
2.2.2.3 Stap 3: wat moeten we nog weten? ............................................................. 17
2.2.2.3.1 Formuleren hypothesen .......................................................................... 17
1

,Aurélie Weverbergh 3 BA PSYCH 2021-2022
VUB

2.2.3 Onderzoeksfase .................................................................................................. 20
2.2.3.1 Stap 1 .......................................................................................................... 20
2.2.3.2 Stap 2 .......................................................................................................... 20
2.2.3.3 Stap 3 .......................................................................................................... 21
2.2.3.4 Stap 4 .......................................................................................................... 22
2.2.3.5 Stap 5 .......................................................................................................... 22
2.2.3.6 Stap 6 .......................................................................................................... 22
2.2.4 Indiceringsfase ................................................................................................... 23
2.2.4.1 Stap 1: formuleren van integratief beeld ..................................................... 23
2.2.4.2 Stap 2: doelen: wat willen/kunnen we veranderen? .................................... 23
2.2.4.2.1 Type doelen ............................................................................................ 24
2.2.4.3 Stap 3: van doel naar gewenste aanpak ....................................................... 25
2.2.4.3.1 Korte-termijndoelen: behoeften .............................................................. 25
2.2.4.4 Stap 4: argumenten voor en tegen aanpak .................................................. 26
2.2.4.4.1 Van wenselijk naar haalbare hulpverlening............................................ 26
2.2.4.4.2 Voorbeelden indicaties en contra-indicaties ........................................... 27
2.2.4.4.3 5 B’s ........................................................................................................ 27
2.2.4.4.4 Preadvies ................................................................................................. 27
2.2.5 Adviesfase (overleg) .......................................................................................... 28
2.2.5.1 Stap 1 voorbereiding: aanwezigen? ............................................................ 28
2.2.5.2 Stap 2: afstemming verhaal ......................................................................... 28
2.2.5.2.1 Type vraagstelling .................................................................................. 30
2.2.5.3 Stap 3: bespreken van doelen en aanpak ..................................................... 30
2.2.5.4 Stap 4: kiezen aanpak en opstellen van handelings- of verwijzingsplan .... 30
2.2.5.5 Stap 4: inhoud handelings- of verwijzingsplan ........................................... 30
2.2.5.6 Stap 5: afronden .......................................................................................... 30
2.2.5.6.1 Kritische reflectie ................................................................................... 31
2.3 Diagnostisch verslag ................................................................................................ 31
2.3.1 Intakefase ........................................................................................................... 31
2.3.2 Strategiefase ....................................................................................................... 31
2.3.3 Onderzoeksfase .................................................................................................. 31
2.3.4 Indiceringsfase ................................................................................................... 32
2.3.5 Handelingsplan ................................................................................................... 32
2.4 Transdiagnostische factoren in de diagnostiek ......................................................... 32
2.4.1 Transdiagnostische factoren ............................................................................... 32
2.4.1.1 Model van Brown en Barlow 2009 ............................................................. 33
2.4.1.2 Research domain criteria (RDOC) .............................................................. 33

2

, Aurélie Weverbergh 3 BA PSYCH 2021-2022
VUB

3 Gastles: diagnostische instrumenten ................................................................................ 34
3.1 Handelsgerichte diagnostiek .................................................................................... 34
3.1.1 Proces van handelsgerichte diagnostiek ............................................................. 34
3.1.2 HGD is transparant en vraaggestuurd ................................................................ 34
3.1.3 3 typen diagnostische vraagstellingen waarop HGD kan worden toegepast...... 35
3.1.4 Kennen, kiezen en gebruiken ............................................................................. 35
3.2 Diagnostische instrumenten kennen ......................................................................... 35
3.3 Diagnostische instrumenten kiezen .......................................................................... 36
3.3.1 Relevantie ........................................................................................................... 36
3.3.1.1 Psychometrische eigenschappen ................................................................. 36
3.3.1.1.1 Betrouwbaarheid ..................................................................................... 37
3.3.1.1.2 Validiteit ................................................................................................. 38
3.3.1.1.3 Normen ................................................................................................... 38
3.3.1.1.4 Fairness ................................................................................................... 39
3.3.1.1.5 De psychometrische kwaliteit van een instrument ................................. 39
3.3.2 Problematiek....................................................................................................... 40
3.3.3 Beschikbaarheid ................................................................................................. 40
3.3.4 Ouderdom van testmateriaal ............................................................................... 41
3.3.5 Tijdsduur ............................................................................................................ 41
3.3.6 Kiezen ................................................................................................................. 41
3.4 Diagnostische instrumenten gebruiken .................................................................... 41
3.4.1 Meest gebruikte testen in Vlaanderen ................................................................ 42
3.4.1.1 WPPSI-IV-NL............................................................................................. 43
3.4.1.2 WISC-V-NL ................................................................................................ 43
3.4.1.3 SON-R 2-8 .................................................................................................. 44
3.4.1.4 TEA-CH ...................................................................................................... 44
3.4.1.5 MMPI-A ...................................................................................................... 45
3.4.1.6 ASEBA ....................................................................................................... 47
3.4.1.6.1 CBCL ...................................................................................................... 47
3.4.1.6.2 TRF ......................................................................................................... 48
3.4.1.6.3 YSR ........................................................................................................ 49
3.4.2 Tips ..................................................................................................................... 49
4 Evidence-based practices ................................................................................................. 51
4.1 Definitie .................................................................................................................... 51
4.1.1 Hiërarchie van evidentie ..................................................................................... 51
4.2 Wat is effect? ............................................................................................................ 56
4.3 Verschillende soorten effectonderzoek .................................................................... 57

3

, Aurélie Weverbergh 3 BA PSYCH 2021-2022
VUB

4.3.1 Uitkomstonderzoeken ......................................................................................... 57
4.3.2 Procesonderzoek ................................................................................................. 58
4.4 Ordeningen van praktijken in functie van hun evidentie ......................................... 59
4.4.1 Effectlader .......................................................................................................... 59
4.4.2 Andere ordeningen ............................................................................................. 60
4.4.3 Minder strenge ordening .................................................................................... 62
4.4.4 Randopmerkingen ordeningen ........................................................................... 62
4.5 Effectiviteit van psychotherapie ............................................................................... 63
4.5.1 Is psychotherapie effectief? ................................................................................ 63
4.5.2 Is psychotherapie gevaarlijk? ............................................................................. 63
4.6 Vooroordelen tegen evidence-based practices ......................................................... 64
4.6.1 Algemeen werkzame factoren ............................................................................ 65
4.6.1.1 Componenten therapeutische relatie ........................................................... 66
4.6.2 Waarom evidence-based practice? ..................................................................... 67
4.7 Voordelen van evidence based practices .................................................................. 68
4.8 Richtlijnen gebruik evidence-based practices .......................................................... 68
4.8.1 Bewaken programma-integriteit ......................................................................... 69
4.8.2 Bewaken flexibiliteit .......................................................................................... 69
5 Transdiagnostische interventies ....................................................................................... 70
5.1 Transdiagnostische interventies ............................................................................... 70
5.1.1 Van diagnostiek naar therapie ............................................................................ 70
5.1.1.1 DSM en ICD (International Classification of Diseases) ............................. 71
5.1.2 Transdiagnostische factoren ............................................................................... 73
5.1.2.1 HITOP ......................................................................................................... 73
5.1.2.2 Research domain criteria (RDOC) .............................................................. 74
5.1.2.3 Transdiagnostische interventies .................................................................. 76
5.1.2.3.1 Model van Brown en Barlow.................................................................. 76
5.1.2.3.2 Transdiagnostisch framework................................................................. 77
5.1.2.3.3 Transdiagnostische processen................................................................. 78
5.1.2.3.4 Conclusie ................................................................................................ 79
5.2 Derde generatie gedragstherapie / process based therapy ........................................ 82
5.2.1 Third wave CBT and process-based CBT .......................................................... 82
5.2.1.1 Third wave CBT ......................................................................................... 82
5.2.1.2 Process-based CBT (Hayes and Hofmann) ................................................. 82
5.3 Patient Report Outcome measures ........................................................................... 87
5.3.1 PROMS .............................................................................................................. 88
5.3.1.1 Voorbeeld gezondheidszorg ........................................................................ 88

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