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Aantekeningen hoorcolleges PSKA (HC 1t/m 8)

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Course
PSKA

Institution
Universiteit Utrecht (UU)

Aantekeningen hoorcolleges Pedagogische systemen in kindertijd en adolescentie. Met inhoudsopgave Gemaakt voor Pedagogische Wetenschappen aan Universiteit Utrecht Hoorcollege 1: Introductie, Theorieën opvoeding/socialisatie Hoorcollege 2: Gehechtheid: Voorspellers en gevolgen Hoorcollege 3...

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Uploaded on June 1, 2022
Number of pages 46
Written in 2020/2021
Type Class notes
Professor(s) Reitz
Contains All classes

pska
hoorcollege
pedagogische systemen in kindertijd en adolescentie
universiteit utrecht
pedagogische wetenschappen
hc 1 tm 8

Institution
Universiteit Utrecht (UU)
Education
Pedagogische Wetenschappen
Course
PSKA

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1. Class notes - Aantekeningen hoorcolleges pska (hc 1t/m 8)
2. Summary - Samenvatting berns (h1,4,6,7,8,12) - pska
3. Summary - Samenvatting social development (h1,4,5,7,8,9,10,11) - pska
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Hoorcolleges PSKA
Inhoudsopgave
HC1 Introductie, Theorieën opvoeding/socialisatie......................................................................................... 6
Socialisatie............................................................................................................................................................6
Socialisatie: regulatie impulsen............................................................................................................................6
Freud....................................................................................................................................................................6
Zelfregulatie.........................................................................................................................................................6
Effortful control, Rothbart....................................................................................................................................6
Socialisatie door de tijd heen...............................................................................................................................7
Socialisatie............................................................................................................................................................7
Operante conditionering......................................................................................................................................7
Patterson: coercion cycle......................................................................................................................................8
Sociaal cognitieve leertheorie..............................................................................................................................8
Socialisatie: resultaat evolutie.............................................................................................................................8
Theorieën..............................................................................................................................................................8
Opvoeden als democratie.....................................................................................................................................9
Diana Baumrind (1927-2018)...............................................................................................................................9
Opvoedingsdimensies...........................................................................................................................................9
Opvoeding  gedrag kind.......................................................................................................................................9
Gedrag kind  opvoeding.....................................................................................................................................10
Gen-omgevingsinteracties.................................................................................................................................10
Interacties kind en omgeving.............................................................................................................................10
Gedrag kind via opvoeding  ontwikkeling..........................................................................................................11

HC2 Gehechtheid: Voorspellers en gevolgen.................................................................................................11
Gehechtheid meten............................................................................................................................................11
Voospellers van gehechtheid.............................................................................................................................12
Sensitief ouderschap..........................................................................................................................................12
(in)sensitief ouderschap.....................................................................................................................................13
Sensitief ouderschap..........................................................................................................................................13
Verschillen moeders en vaders...........................................................................................................................13
Gehechtheid: gevolgen.......................................................................................................................................13
Gehechtheidsinterventie....................................................................................................................................14

HC3 Gendersocialisatie processen en gevolgen.............................................................................................14
Terminologie......................................................................................................................................................14
Gendersocialisatie: processen............................................................................................................................14
Ouders: modeling...............................................................................................................................................14

, Platenboek..........................................................................................................................................................15
Seksespecifieke opvoeding.................................................................................................................................15
Peers: modeling..................................................................................................................................................15
Peers: gevolgen..................................................................................................................................................15
Peers: bekrachtiging...........................................................................................................................................16
School: modeling................................................................................................................................................16
School: bekrachtiging.........................................................................................................................................16
Media.................................................................................................................................................................16
Het kind zelf........................................................................................................................................................17

HC4 De ontwikkeling van (morele) emoties.................................................................................................. 17
Primaire emoties................................................................................................................................................17
Secundaire emoties (morele emoties)................................................................................................................17
Emotie expressie en imitatie..............................................................................................................................17
Theoretische perspectieven................................................................................................................................18
Begrijpen van emoties........................................................................................................................................18
Ontwikkelingspaden...........................................................................................................................................18
Emotieregulatie..................................................................................................................................................18
Socialisatie van emoties.....................................................................................................................................19
Socialisatie van morele emoties door ouders en leeftijdsgenoten.....................................................................19
Empathie............................................................................................................................................................19
Ontwikkeling van empathie in de kindertijd......................................................................................................20
Empathie in de adolescentie: cognitieve veranderingen...................................................................................20
Moreel gedrag....................................................................................................................................................20
Ontwikkeling van prosociaal gedrag..................................................................................................................20
Stijgt prosociaal gedrag in de adolescentie?.....................................................................................................20
Ontwikkeling van prosociaal gedrag in de adolescentie....................................................................................20
Empathie en moreel gedrag...............................................................................................................................20
Maar… geldt dit ook voor cognitieve en emotionele empathie?.......................................................................21

HC5 Angst en Depressie............................................................................................................................... 21
Angst symptomen: 3 systemen..........................................................................................................................21
Angst..................................................................................................................................................................22
Prevalentie.........................................................................................................................................................22
Verschillende soorten angststoornissen.............................................................................................................22
Rol van de ouders...............................................................................................................................................22
Genetica.............................................................................................................................................................23
3 paden (Rachman)............................................................................................................................................23
Opvoeding-angst: ouders van angstige kinderen..............................................................................................23
Gezinsfunctioneren.............................................................................................................................................24

, Scheidingen........................................................................................................................................................24
Waarom ouders bij de behandeling van angst?................................................................................................24
Effectiviteit CGT-angst (Cognitief Gedrags Therapie)........................................................................................24
Onderzoek bodden et al 2008  Is gezins CGT effectiever dan individuele CGT? .................................................24
Verklaringen: Discussie individueel versus gezin...............................................................................................24
Opzet..................................................................................................................................................................24
Stemmingsstoornissen > episodes.....................................................................................................................24
Depressieve episode...........................................................................................................................................25
Depressieve stoornis criteria..............................................................................................................................25
Disruptieve stemmingsdisregulatiestoornis.......................................................................................................26
Persisterende depressieve stoornis....................................................................................................................26
Prevalentie depressie.........................................................................................................................................26
Rol van de ouders-depressie...............................................................................................................................26
Rol van depressieve ouders – depressie.............................................................................................................27
Waarom ouders bij de behandeling van depressieve jeugd?............................................................................27
Effectiviteit depressie.........................................................................................................................................27
Depressie behandeling ouders...........................................................................................................................27
Effectiviteit behandelingen met ouders.............................................................................................................28
Merckelbach & Muris (1997)  onderzoek naar fobie.........................................................................................28

HC6 Ouder-kind relaties tijdens de adolescentie........................................................................................... 28
Adolescence: Storm and stress?.........................................................................................................................28
Ontwikkeling van adolescent.............................................................................................................................28
Ontwikkeling van de ouders...............................................................................................................................29
Tijdsbesteding van adolescenten in het gezin....................................................................................................29
Theoretische perspectieven................................................................................................................................29
Toenemende gelijkwaardigheid in de ouder-adolescent relatie........................................................................29
Welke ontwikkelingen verwacht je op grond van de theorieën?.......................................................................29
Mentimeter........................................................................................................................................................30
Empirie: verandering of continuïteit in de ouder-adolescentie relatie..............................................................30
Conclusie empirie: ontwikkeling ouder-adolescentie relatie.............................................................................30
Autonomie en verbondenheid............................................................................................................................30
Autonomie en controle.......................................................................................................................................30
Vormen van ouderlijke controle.........................................................................................................................30
Kanttekeningen bij onderzoeksuitkomsten........................................................................................................31
Onthullen/vertellen door adolescenten.............................................................................................................31
Autonomie en conflict........................................................................................................................................31
Waar gaan de conflicten over?..........................................................................................................................31
Conflicten: sociale domeintheorie......................................................................................................................31

, Legitimiteit van ouderlijke controle...................................................................................................................32
Emotionele flexibiliteit tijdens ouder-adolescent conflict interactie..................................................................32
Gezinnen in beweging........................................................................................................................................32
Scheiding en een ouder gezinnen.......................................................................................................................32

HC7 Jeugd en Media..................................................................................................................................... 32
Media en kinderen.............................................................................................................................................32
Twee perspectieven............................................................................................................................................33
Doel van dit college............................................................................................................................................33
Wat maakt media entertainment zo aantrekkelijk?..........................................................................................33
Ontwikkeling is bepalend...................................................................................................................................33
Moderate discrepancy hypothesis (MDH)..........................................................................................................33
Jonge kinderen (+/- 0 t/m 3/4 jaar)....................................................................................................................34
Basisschoolkinderen (+/- 4 t/m 12 jaar).............................................................................................................34
Adolescenten......................................................................................................................................................34
Sociale media.....................................................................................................................................................34
Educatieve media effecten (academische vaardigheden)..................................................................................35
Educatieve media effecten (prosociaal gedrag).................................................................................................35
Educatieve effecten van games..........................................................................................................................35
The capacity model (FISCH)................................................................................................................................35
Digitale apps......................................................................................................................................................36
Mediageweld......................................................................................................................................................36
Desensitisatie theorie.........................................................................................................................................36
Mediageweld en agressie...................................................................................................................................36
Mediageweld en ADHD......................................................................................................................................36
Sociale media en sociale relaties........................................................................................................................36
Cyberpesten........................................................................................................................................................37
Sociale media en het zelfvertrouwen.................................................................................................................37
Twee processen..................................................................................................................................................37
Hyperpersonal theory of communication..........................................................................................................37
The differential susceptibility to media effects model (DSMM).........................................................................38
Invloed van dispositie.........................................................................................................................................38
Invloed van ontwikkelingsniveau.......................................................................................................................38
Invloed van omgeving........................................................................................................................................38
De rol van ouders...............................................................................................................................................38
Invloed van omgeving........................................................................................................................................38
Samenvatting.....................................................................................................................................................39

HC8 Relaties met leeftijdgenoten................................................................................................................. 40
Dit hoorcollege...................................................................................................................................................40

,Waarom focus op peer relaties?........................................................................................................................40
Theorie................................................................................................................................................................40
Functies..............................................................................................................................................................41
Niveaus van sociale complexiteit.......................................................................................................................41
Ontwikkeling......................................................................................................................................................41
Functies..............................................................................................................................................................42
Selectie en socialisatie........................................................................................................................................42
Peer socialisatie: selectie....................................................................................................................................43
Peer socialisatie: geen selectie...........................................................................................................................43
Sociometrische status........................................................................................................................................43
Meten sociometrische status.............................................................................................................................44
Sociogram...........................................................................................................................................................44
Stabiliteit sociometrische status........................................................................................................................44
Meten sociometrische status.............................................................................................................................44
Stabiliteit continue metingen.............................................................................................................................45
Afgewezen status...............................................................................................................................................45
Rol ouders in peer acceptatie.............................................................................................................................45
Vriendschapsvorming.........................................................................................................................................45
Relatie tussen groepen.......................................................................................................................................46
Peer invloed........................................................................................................................................................46
Samenvattend....................................................................................................................................................46

, HC1 Introductie, Theorieën opvoeding/socialisatie
Socialisatie
 Socialisatie is een proces waarbij kinderen kennis, vaardigheden en gedragingen
verkrijgen/aanleren en overtuigingen, waarden en normen eigen maken die eigen zijn aan een
bepaalde cultuur/samenleving, waardoor ze in staat zijn te participeren in de samenleving.
o Unidirectioneel: ouders voeren op en daarmee stimuleer je bepaalde processen en
leren kinderen zich te gedragen (eenrichtingsverkeer)
o Bidirectioneel: proces is geen eenrichtingsverkeer. Beide participanten dragen dingen
bij
o Transactioneel: meerdere bidirectionele interacties over de tijd heen. Ook interacties
tussen bepaalde systemen die weer zorgen voor een bepaalde invloed. Op een groter
geheel bekeken

Socialisatie: regulatie impulsen
 Psychodynamische benadering
 Freud (1856-1939)
 Psychodynamische benadering
o Driften → gedrag = uiting van instinctieve agressieve of seksuele impulsen
o Oorsprong: sterke intrinsieke energie
o In conflict met de omgeving
o Externe controle → interne controle/identificatie (super-ego)

Freud
 Manier om impulsen te reguleren. Een kind wordt geboren met bepaalde driften  bepaald
gedrag (agressief, seksueel impulsen). Impulsief gedrag wordt opgewekt door intrinsieke energie.
Dit is vaak in conflict met de omgeving. Ouders zijn belangrijk om te zorgen dat de driften
worden gecontroleerd  externe controle  interne controle.
 Id: Primitieve driften → genot
 Ego: Reguleert impulsen
 Superego: Geweten, maakt onderscheid tussen goed en niet.
 Taak ouders kind helpen om impulsen te beheersen, om te buigen, of uit te stellen,
zelfregulatie/zelfcontrole

Zelfregulatie
 1970: Block & Block
o Ego-controle
o Ego-resiliency: mate van impulscontrole, dit kan dynamisch zijn. Bij de ene situatie kan
je meer los gedrag laten zien dan in de andere situatie
 1990: Rothbart
o Effortful control

Effortful control, Rothbart
 Aandacht verdelen over verschillende aspecten, focussen
 Inhibitie wanneer dat nodig is
 Waarnemend sensitief (ego-resiliency).
 Wel lagere mate van intensiteit van plezier door de zelfregulatie. Bij minder regulatie heb je geen
echte remming

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