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Samenvatting Klinische orthopedagogiek
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Klinische orthopedagogiekGedrags- en emotionele stoornissen (GES)........................................................................4
Van Aichorn tot de Beweging voor vernieuwing van opvoeding en onderwijs (de nieuwe
schoolbeweging)..............................................................................................................4
Aichhorn....................................................................................................................... 4
Makarenko....................................................................................................................6
Na WOII........................................................................................................................ 8
Winnicot....................................................................................................................... 8
Bettelheim.................................................................................................................... 9
Redl – Wineman........................................................................................................... 9
Kok............................................................................................................................... 10
Ter Horst...................................................................................................................... 10
Beweging van vernieuwing van opvoeding en onderwijs (BVOO)................................11
De ‘nieuwe school’......................................................................................................12
Loczy & Falck................................................................................................................. 15
Emmi Pickler.............................................................................................................. 15
Bowlby, Spitz & Ysendoorn........................................................................................15
Loczy instituut: Pikler Falk.........................................................................................17
Het Loczy instituut......................................................................................................18
Psychopathologie bij jongeren in GI voor bijzondere jeugdzorg.....................................20
Diagnostiek................................................................................................................. 21
Conduct disorder........................................................................................................22
Leerstoornissen (SLD: Specific Learning Disability)...................................................23
Attention deficit/hyperactivity disorder........................................................................23
Middel gerelateerde stoornis......................................................................................24
Angst- en stemmingsstoornis.....................................................................................24
Comorbiditeit.............................................................................................................. 25
Genderverschillen......................................................................................................26
Relatie jeugddelinquentie en geestelijke gezondheid.................................................27
Therapeutische gemeenschappen voor kinderen en adolescenten, Maxwell Jones en
social learning................................................................................................................ 28
‘Northfield Experiments’ Bridger en ‘Democratische’ T.G. Maxwell Jones..................28
De Therapeutische Gemeenschap voor Kinderen en Adolescenten – Pioniers..........29
‘Hiërarchische’ T.G. of concept-based T.C. Charles Dederich....................................29
De anti-psychiatrie en ‘Alternative Asylum’-benadering: Laing, Cooper......................29
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, Therapeutische gemeenschappen voor kinderen en adolescenten............................30
Leven en werk van Maxwell Jones.............................................................................31
Belangrijke concepten TG (essentiële kenmerken – Rapoport)..................................32
Democratische vs. Hiërarchische TG’s.......................................................................34
Het holistisch paradigma van het postmoderne opvoeden.............................................36
1. Existentieel fenomenologisch paradigma............................................................36
2. Empirisch analytisch paradigma..........................................................................37
3. Kritisch dialectisch materialistisch paradigma......................................................38
4. Holistisch paradigma...........................................................................................39
Post-structuralisme in het holisme..............................................................................40
M. Foucault................................................................................................................. 41
G. Bataille................................................................................................................... 43
J. Bruner..................................................................................................................... 43
J. Krishnamurti........................................................................................................... 44
J. Miller....................................................................................................................... 44
Psychotrauma................................................................................................................ 46
Oorsprong.................................................................................................................. 46
Stressreacties............................................................................................................. 47
Diagnostiek................................................................................................................. 49
Internering...................................................................................................................... 57
Hoe kun je omgaan met de spanning tussen zorg en controle?.................................57
Toepassingsgebied: wanneer kun je geïnterneerd worden?.......................................58
Villa Voortman.....................................................................................................13 en 63
Middelenmisbruik (MM)......................................................................................................67
Overzicht van de alcohol- en drughulpverlening.............................................................67
DSM V: Substance use and addictive disorders.........................................................68
Middelengerelateerde problemen...............................................................................68
Ontstaan & organisatie drughulpverlening..................................................................69
Onderscheiden hulpverleningsvormen.......................................................................72
Toenemende aandacht voor herstel...........................................................................75
Eigenschappen en effecten van de verschillende psychoactieve stoffen.......................77
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, Definiëring in context……………………………………………………………………….77
DSM…………………………………………………………………………………………..78
Classificatie…………………………………………………………………………………..78
I. Psycholeptica......................................................................................................80
II. Psychoanaleptica................................................................................................83
III. Psychodysleptica.................................................................................................86
IV. Producten met een meervoudig werkingspatroon...............................................88
Drugbeleid in België.......................................................................................................91
Multidimensionaal.......................................................................................................91
Multi-level = zowel voor aanbodszijde als voor vraagzijde..........................................91
VN.............................................................................................................................. 93
EU.............................................................................................................................. 94
Historiek .................................................................................................................... 95
Ontwikkeling ’21 -> ‘75................................................................................................95
Wergroep Drugs……………………………………………………………………………..96
Uitgangspunten………………………………………………………………………97
Actiepunten…………………………………………………………………………..99
Implementatie ………………………………………………………………………………..100
Drugpreventie................................................................................................................ 105
Effecten en interventies……………………………………………………………………..105
Luc Bocuur……………………………………………………………………………………105
Enge plaatjes…………………………………………………………………………………105
Indeling preventie……………………………………………………………………………106
2002 Programma…………………………………………………………………………….107
De drugvrije Therapeutische Gemeenschappen, Integrated Treatment Systems..........114
1) The third generation of TC:……………………………………………………………114
2) The drug-free TC………………………………………………………………………118
Integrated treatment systems...................................................................................112
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