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Samenvatting Lessen Gedrags- en Opvoedingsproblemen
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Dit is een samenvatting van alle lessen en gastcolleges voor het vak "Thema's uit de orthopedagogiek: gedrags- en opvoedingsproblemen".
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GEDRAGS- ENOPVOEDINGSPROBLEMEN
Melissa Amandels
AJ 2021-2022
,Inhoudsopgave
1 + 2: Introductie opleidingsonderdeel + antistigma-interventies (theorie) (17/02) ......................................... 6
Praktische info .................................................................................................................................................... 6
Antistigma-interventies ...................................................................................................................................... 6
Het probleem ................................................................................................................................................. 6
Gevolgen van stigma ...................................................................................................................................... 7
Vormen van stigma ........................................................................................................................................ 7
Stigma bestaat uit … ...................................................................................................................................... 7
Illustratie: Stigma in de pers (structureel stigma)............................................................................................... 7
Structureel stigma.......................................................................................................................................... 7
Selectie van artikels ....................................................................................................................................... 7
Coderen van artikels ...................................................................................................................................... 8
Resultaten: algemene vergelijking ................................................................................................................. 8
Resultaten: vergelijking op domeinniveau .................................................................................................... 8
Discussie ........................................................................................................................................................ 8
Hoe met stigma omgaan? .................................................................................................................................. 8
Handicapcreatietheorie (Fougeyrollas, 1995)................................................................................................ 9
Vergroten van coping skills ............................................................................................................................ 9
Kennis vergroten (óstereotypen en discriminatie) ...................................................................................... 9
Ervaring vergroten (óvooringenomenheid en discriminatie) ...................................................................... 9
Illustratie: Inleefmomenten .............................................................................................................................. 10
Antistigma-interventies ............................................................................................................................... 10
Methode: Design ......................................................................................................................................... 10
Methode: Deelnemers ................................................................................................................................. 11
Results – rANOVA (time x condition x gender x cur.type) ........................................................................... 11
Conclusie ...................................................................................................................................................... 11
Afsluitende opmerkingen omtrent stigma ........................................................................................................ 12
3: Verstoorde hechting (16/02) ..................................................................................................................... 13
Historische situering ......................................................................................................................................... 13
Jaren 1950-1960 .......................................................................................................................................... 13
Jaren 1970.................................................................................................................................................... 13
Jaren 1980-1990 .......................................................................................................................................... 13
Jaren 1990 tot heden ................................................................................................................................... 13
Hechting ........................................................................................................................................................... 14
Kant van het kind ......................................................................................................................................... 14
Kant van de volwassene............................................................................................................................... 14
Koppeling tussen beide ................................................................................................................................ 14
Verstoorde hechting ......................................................................................................................................... 15
Invloed op alle ontwikkelingsdomeinen ...................................................................................................... 15
Enkele misvattingen in het werken met deze kinderen............................................................................... 16
Centrale moeilijkheden in het werken met deze kinderen.......................................................................... 16
Diagnostiek van verstoorde hechting ............................................................................................................... 17
Stappenplan ................................................................................................................................................. 17
Hechtings- bevorderend werken (in de praktijk)............................................................................................... 19
Centrale moeilijkheden bij therapeutisch handelen.................................................................................... 19
Aanknopingspunten voor preventie en interventie..................................................................................... 19
Kern van het handelen ................................................................................................................................. 19
Signalen van positieve vooruitgang ............................................................................................................. 20
1
,4: Als spanning en stress in het gezin de overhand neemt (23/02) ................................................................ 21
Situering............................................................................................................................................................ 21
Spanning en stress in gezinnen .................................................................................................................... 21
Spanning en stress in gezinnen .................................................................................................................... 23
Werking van het brein ...................................................................................................................................... 23
Window of tolerance ................................................................................................................................... 24
Polyvagaaltheorie ........................................................................................................................................ 25
Belang van kalm brein ...................................................................................................................................... 27
Downregulatie ............................................................................................................................................. 28
Inspelen op werking hersenen ..................................................................................................................... 28
Belang van co-regulatie ............................................................................................................................... 28
Omgaan met spanning en stress (in een residentiële context) ......................................................................... 29
Vorming en opleiding................................................................................................................................... 29
Veiligheidsbevorderende cultuur en interventies ....................................................................................... 29
Agressiebeleid .............................................................................................................................................. 29
Basishouding en -structuur ter preventie .................................................................................................... 29
Crisisontwikkelingsmodel ............................................................................................................................ 30
Vrijheidsbeperkende maatregelen .............................................................................................................. 31
Algemene principes (Hoge Gezondheidsraad 2016) .................................................................................... 32
5: ADHD en geassocieerde problemen: diagnostische procedures en behandeling (1/03) ............................. 33
DSM-5 criteria ADHD ........................................................................................................................................ 38
1: Probleemcluster: aandachtsproblemen .................................................................................................. 38
1: Probleemcluster: hyperactiviteit/impulsiviteit ........................................................................................ 38
Probleemclusters en andere criteria ........................................................................................................... 38
Conceptualisatie – ADHD-beelden .................................................................................................................... 39
2: Aanvang vóór 12 jaar? ............................................................................................................................. 40
3: Multi-informant assessment .................................................................................................................... 40
4: Lijdensdruk............................................................................................................................................... 40
5: Breedspectrumanalyse ............................................................................................................................ 41
Onderkennende diagnostiek van ADHD............................................................................................................ 42
Persisterende ADHD? ........................................................................................................................................ 43
Diagnostische richtlijnen ADHD ........................................................................................................................ 43
Kleuters ........................................................................................................................................................ 43
Volwassenen ................................................................................................................................................ 44
ADHD-zorgtrajecten.......................................................................................................................................... 44
Zorgpad ADHD ............................................................................................................................................. 45
ADHD zorgpad: wat werkt (voorlopig) niet? ................................................................................................ 46
ADHD: Neuropsychologische onderzoek? ......................................................................................................... 46
ADHD: Neuropsychologische onderzoek – BADS-C ..................................................................................... 47
Oorzaken van ADHD: neuropsychologisch perspectief ..................................................................................... 48
Delay-aversion hypothese ........................................................................................................................... 48
Oorzaken van ADHD: heterogeniteit ................................................................................................................ 49
ADHD: Neuropsychologische onderzoek – andere ...................................................................................... 49
Behandeling ADHD in de klas ........................................................................................................................... 50
6: Misbruik binnen pleegzorg (2/03 – Weblecture) ....................................................................................... 51
7.1: Leerkracht-leerling interactiestrategieën als motor voor de ontwikkeling van kinderen (8/03) .............. 52
Zowel tijdens leerproces als tijdens het inoefenen van specifieke EF. .............................................................. 52
2
, Kern EF ......................................................................................................................................................... 52
Hogere orde EF ............................................................................................................................................ 52
Conceptualisatie EF ...................................................................................................................................... 52
Impact .......................................................................................................................................................... 53
7.2: Groeien in executieve functies (gastcollege) .......................................................................................... 53
EF en zelfsturing................................................................................................................................................ 54
Wat is een EF-focus? ......................................................................................................................................... 54
Groeien in EF. Hoe? ..................................................................................................................................... 54
Aan de slag ................................................................................................................................................... 55
Groeien in EF. Hoe? ZO! ............................................................................................................................... 55
EF-focus 1: Sta stil bij en verwoord jouw denken en gedrag............................................................................. 55
EF-focus 2: maak onbewust gedrag bewust ..................................................................................................... 56
Feedback: inhoud en EF ............................................................................................................................... 56
Reflectie: leerlingen over zichzelf bewust laten nadenken ......................................................................... 57
Reflectie ....................................................................................................................................................... 58
Basis ............................................................................................................................................................. 59
EF-focus 3: leer de leerlingen stilstaan bij hun denken en gedrag .................................................................... 60
Video-experiment ........................................................................................................................................ 60
Stop-denk-doe ............................................................................................................................................. 60
Denktijd........................................................................................................................................................ 60
Activeren ...................................................................................................................................................... 60
EF-groeiactiviteiten binnen de EF-focussen ................................................................................................. 60
Ervaren: reactiespelen ................................................................................................................................. 61
Ingrediënten reactiespel? ............................................................................................................................ 61
Reactiespel: Hoe kan je het makkelijker of moeilijker maken? ................................................................... 61
Reactiespelen............................................................................................................................................... 61
Tip bij de EF-activiteiten .............................................................................................................................. 62
Keuze uit drie EF-focussen ................................................................................................................................ 62
Gezelschapsspelen en smartgames ............................................................................................................. 62
Hoe zou jij spel begeleiden? ........................................................................................................................ 62
Samen afronden ............................................................................................................................................... 63
Eye-opener................................................................................................................................................... 63
8: Traumatisering bij kinderen (9/03) ........................................................................................................... 64
Het begrip trauma ............................................................................................................................................ 64
Soorten ........................................................................................................................................................ 64
Twee types traumatische gebeurtenissen ................................................................................................... 65
Traumagerelateerde stoornissen................................................................................................................. 65
Traumasymptomen .......................................................................................................................................... 66
Kernsymptomen van trauma (PTSS) ............................................................................................................ 66
Hoe uit zich dit? ........................................................................................................................................... 66
Mogelijke reacties bij baby’s/peuters/kleuters die getraumatiseerd zijn ................................................... 66
Mogelijke reacties bij lagereschoolkinderen ............................................................................................... 67
Mogelijke reacties bij pubers/adolescenten ................................................................................................ 67
Aandachtspunten bij diagnostiek ..................................................................................................................... 67
Diagnostische instrumenten ........................................................................................................................ 67
Complexiteit diagnostiek ............................................................................................................................. 67
Veerkracht ........................................................................................................................................................ 68
Resilience of veerkracht............................................................................................................................... 69
Enkele componenten ................................................................................................................................... 69
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