Dit is een volledige samenvatting van het vak thema's uit de orthopedagogiek: gedrags- en opvoedingsproblemen gedoceerd door professor Baeyens en professor Geeraert.
Het is een open boek examen, daardoor zijn alle notities van de proffen zelf die bv onder de powerpoint staan ook opgenomen in de...
Thema’s uit de orthopedagogiek:
gedrags- en opvoedingsproblemen
P0W90a – AJ 2021-2022
Inhoudsopgave
1 Antistigma-interventies ........................................................................................................................... 6
1.1 Het probleem ......................................................................................................................................... 6
1.1.1 Stigma in de klas ................................................................................................................................ 6
1.1.2 Gevolgen van stigma ......................................................................................................................... 7
1.1.3 Vormen van stigma ........................................................................................................................... 7
1.1.4 Stigma bestaat uit … .......................................................................................................................... 7
1.2 Illustratie – stigma in de pers (structureel stigma) ................................................................................ 8
1.2.1 Structureel stigma ............................................................................................................................. 8
1.2.2 Selectie van artikels ........................................................................................................................... 8
1.2.3 Coderen van artikels.......................................................................................................................... 8
1.2.4 Resultaten: algemene vergelijking .................................................................................................... 8
1.2.5 Resultaten: vergelijking op domeinniveau ........................................................................................ 9
1.2.6 Discussie ............................................................................................................................................ 9
1.3 Hoe met stigma omgaan? ..................................................................................................................... 9
1.3.1 Handicapcreatietheorie (Fougeyrollas, 1995) ................................................................................. 10
1.3.2 Vergroten van coping skills ............................................................................................................. 10
1.3.3 Kennis vergroten (stereotypen en discriminatie) ....................................................................... 11
1.3.4 Ervaring vergroten (vooringenomenheid en discriminatie) ........................................................ 11
1.4 Illustratie inleefmomenten .................................................................................................................. 12
1.4.1 Antistigma-interventies ................................................................................................................... 12
1.4.2 Antistigma-interventies ................................................................................................................... 12
1.4.3 Methode: Design ............................................................................................................................. 13
1.4.4 Methode: Deelnemers .................................................................................................................... 13
1.4.5 Results – ranova (time x condition x gender x cur.type) ................................................................. 13
1.4.6 Results: ranova (time x condition) .................................................................................................. 14
1.4.7 Conclusie ......................................................................................................................................... 14
1.5 Afsluitende opmerkingen ..................................................................................................................... 14
2 Verstoorde hechting .............................................................................................................................. 16
2.1 Historische situering ............................................................................................................................ 16
2.1.1 Jaren 1950-1960 .............................................................................................................................. 16
2.1.2 Jaren 1970 ....................................................................................................................................... 17
2.1.3 Jaren 1980-1990 .............................................................................................................................. 18
2.1.4 Jaren 1990 tot heden ...................................................................................................................... 18
2.2 Hechting: wat betekent dit? ................................................................................................................ 18
2.2.1 Kant van het kind ............................................................................................................................ 19
2.2.2 Kant van de volwassene .................................................................................................................. 19
1
,Eline Bunnik
2.2.3 Koppeling tussen beiden kanten ..................................................................................................... 19
2.3 Verstoorde hechting ............................................................................................................................ 20
2.3.1 Invloed op alle ontwikkelingsdomeinen .......................................................................................... 20
2.3.2 Enkele misvattingen in het werken met deze kinderen .................................................................. 21
2.3.3 Centrale moeilijkheden in het werken met deze kinderen ............................................................. 21
2.4 Diagnostiek van verstoorde hechting .................................................................................................. 22
2.4.1 Stappenplan .................................................................................................................................... 22
2.5 Hechtings- bevorderend werken .......................................................................................................... 24
2.5.1 Centrale moeilijkheden bij therapeutisch handelen ....................................................................... 24
2.5.2 Aanknopingspunten voor preventie en interventie ........................................................................ 24
2.5.3 Kern van het handelen .................................................................................................................... 24
2.5.4 Signalen van positieve vooruitgang................................................................................................. 26
3 Als spanning en stress de overhand neemt ............................................................................................ 27
3.1 Situering ............................................................................................................................................... 27
3.1.1 Spanning en stress in gezinnen ....................................................................................................... 27
3.1.2 Ouderlijke stress (NOSI, 1992) ........................................................................................................ 27
3.1.3 Life events (Holmes en Rahe, 1962) ................................................................................................ 28
3.2 Werking van het brein ......................................................................................................................... 29
3.2.1 Window of tolerance ....................................................................................................................... 30
3.2.2 Polyvagaaltheorie – Stephen Porges ............................................................................................... 31
3.3 Belang van kalm brein ......................................................................................................................... 32
3.3.1 Downregulatie = terug in rust gaan zodat je van geel/rood weer naar groen gaat ........................ 33
3.4 Omgaan met spanning en stress in een residentiële context .............................................................. 33
3.4.1 Vorming en opleiding = cruciaal ...................................................................................................... 33
3.4.2 Veiligheidsbevorderende cultuur en interventies ........................................................................... 34
3.4.3 Agressiebeleid ................................................................................................................................. 34
3.4.4 Basishouding en -structuur ter preventie ....................................................................................... 34
3.4.5 Crisisontwikkelingsmodel ................................................................................................................ 35
3.4.6 Vrijheidsbeperkende maatregelen .................................................................................................. 36
3.4.7 Algemene principes (Hoge Gezondheidsraad 2016) ....................................................................... 37
5 Leerkracht-leerlingInteractiestrategieën als motor voor de (cognitieve) ontwikkeling van kinderen ..... 60
5.1 Conceptualisatie EF.............................................................................................................................. 60
5.1.1 Kern EF ............................................................................................................................................ 60
5.1.2 Hogere orde EF ................................................................................................................................ 60
5.1.3 Cool versus hot – tweede indeling .................................................................................................. 61
5.1.4 Impact ............................................................................................................................................. 61
6 Groeien in executieve functies ............................................................................................................... 63
6.1 EF en zelfsturing ................................................................................................................................... 63
6.2 Wat is een EF-focus? ............................................................................................................................ 63
6.2.1 Groeien in EF. Hoe? ......................................................................................................................... 63
6.3 Aan de slag .......................................................................................................................................... 64
6.3.1 EF-focus 1: Sta stil bij en verwoord jouw denken en gedrag .......................................................... 65
6.3.2 EF-focus 2: maak onbewust gedrag bewust .................................................................................... 65
6.3.3 EF-focus 3: leer de leerlingen stilstaan bij hun denken en gedrag .................................................. 69
6.3.4 EF-groeiactiviteiten binnen de EF-focussen .................................................................................... 70
6.3.5 Tip bij de EF-activiteiten .................................................................................................................. 71
6.4 Keuze uit drie EF-focussen ................................................................................................................... 71
6.4.1 Hoe zou jij spel begeleiden? ............................................................................................................ 71
6.4.2 Eye-opener ...................................................................................................................................... 72
7 Traumatisering bij kinderen ................................................................................................................... 73
7.1 Het begrip trauma ............................................................................................................................... 73
7.1.1 Twee types traumatische gebeurtenissen ...................................................................................... 74
7.1.2 Traumagerelateerde stoornissen .................................................................................................... 75
7.2 Traumasymptomen ............................................................................................................................. 75
7.2.1 Kernsymptomen van trauma (PTSS) ................................................................................................ 75
7.2.2 Mogelijke reacties bij baby’s/peuters/kleuters............................................................................... 76
7.2.3 Mogelijke reacties bij lagere schoolkinderen .................................................................................. 77
7.2.4 Mogelijke reacties bij pubers/adolescenten ................................................................................... 77
7.3 Aandachtspunten bij diagnostiek ........................................................................................................ 77
7.3.1 Diagnostische instrumenten ........................................................................................................... 77
7.3.2 Complexiteit diagnostiek ................................................................................................................. 77
3
, Eline Bunnik
7.4 Veerkracht ........................................................................................................................................... 78
7.4.1 Enkele componenten van veerkracht ............................................................................................. 79
7.4.2 Kinderen uit risicogroepen (armoede, huiselijk geweld, seks, misbruik) – onderzoek ................... 79
7.5 Traumaverwerking .............................................................................................................................. 79
7.5.1 Het verwerken van trauma ............................................................................................................. 79
7.5.2 Fundamenten voor goede traumatherapie ..................................................................................... 80
7.5.3 Vier dimensies/fasen in dit therapeutisch werk ............................................................................. 80
7.5.4 Therapeutische methoden .............................................................................................................. 80
9 Complex trauma en het NMT-model ...................................................................................................... 97
9.1 Situering ............................................................................................................................................... 97
9.2 Gevolgen van chronisch trauma in de kindertijd ................................................................................. 98
9.2.1 Zeer negatieve impact op het brein ................................................................................................ 98
9.2.2 Gevolgen op de ontwikkelingsdomeinen ...................................................................................... 100
9.2.3 Ernstige gevolgen op alle ontwikkelingsgebieden ........................................................................ 100
9.3 Behandelmogelijkheden bij complex trauma .................................................................................... 102
9.3.1 Erkenning en hoop ........................................................................................................................ 102
9.3.2 Traumaverwerking ........................................................................................................................ 102
9.3.3 NMT – Bruce Perry ........................................................................................................................ 105
10 Persoons- en omgevingsinterventies voor ADHD in de schoolcontext ............................................. 108
10.1 Herhaling: Grondslagen: Domein School ........................................................................................... 108
10.1.1 Handicapcreatietheorie (Fougeyrollas, 1995) ........................................................................... 108
10.1.2 Stapsgewijze zorg ...................................................................................................................... 108
10.1.3 Universal Design for Learning (UDL) – niveau 1 ........................................................................ 108
10.1.4 Redelijke aanpassingen – niveau 2 ........................................................................................... 108
10.2 Redelijke aanpassingen: verdieping................................................................................................... 109
10.2.1 Methodologisch perspectief ..................................................................................................... 109
10.2.2 RA: beïnvloedende factoren ..................................................................................................... 110
10.2.3 RA: Caveat ................................................................................................................................. 112
4
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller elinebunnik. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $12.87. You're not tied to anything after your purchase.
