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Samenvatting Fundamentele begrippen Diagnostiek en Behandeling
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Samenvatting van de cursus en de lessen omtrent Fundamentele begrippen Diagnostiek en Behandeling
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Hogeschool GentFundamentele
begrippen
Diagnostiek en behandeling
2021 – 2022
,Inhoud
Biopsychosociaal denken .................................................................................................................................................. 6
Van biomedisch denken… ............................................................................................................................................. 6
… tot biopsychosociaal denken ..................................................................................................................................... 6
De ICF ............................................................................................................................................................................ 6
Toepassingen ............................................................................................................................................................ 7
Opbouw..................................................................................................................................................................... 7
Terminologie ............................................................................................................................................................. 7
Codering .................................................................................................................................................................... 8
Typeringen of qualifiers ............................................................................................................................................ 8
Therapeutische benaderingen ........................................................................................................................................ 10
Therapeutische invalshoeken ..................................................................................................................................... 10
Vertrekpunt: BPS denken ............................................................................................................................................ 10
De zorgvrager .......................................................................................................................................................... 10
De zorgverstrekker .................................................................................................................................................. 10
De setting ................................................................................................................................................................ 10
Therapievormen in vogelvlucht .................................................................................................................................. 10
Individuele vs. duo- of groepstherapie ................................................................................................................... 10
Directe vs. indirecte therapie.................................................................................................................................. 10
Solo- vs. co-therapie ............................................................................................................................................... 11
Zorgvraag .................................................................................................................................................................... 11
Wat is een zorgvraag? ............................................................................................................................................. 11
Hoe zorgvraag achterhalen? ................................................................................................................................... 12
Wat als de zorgvraag niet overeenkomt met de mening van het team / de therapeut? ....................................... 12
Wat als er geen hulpvraag is? ................................................................................................................................. 12
Participatieladder van Arnstein .............................................................................................................................. 12
Handelingsplan................................................................................................................................................................ 13
Wat is een handelingsplan .......................................................................................................................................... 13
Handelingsplan gekaderd binnen de klinische cyclus ................................................................................................. 13
Klinische cyclus........................................................................................................................................................ 13
Modellen ..................................................................................................................................................................... 14
GLOOT ..................................................................................................................................................................... 14
SORKC ...................................................................................................................................................................... 14
BIMOE ..................................................................................................................................................................... 15
Handelingsplan toegepast binnen de opleiding ......................................................................................................... 15
Algemene didactiek: definities en begrippen ................................................................................................................. 16
Inleiding....................................................................................................................................................................... 16
Definities ..................................................................................................................................................................... 16
1
, Leren en onderwijzen ............................................................................................................................................. 16
Onderwijsleerprocessen ......................................................................................................................................... 16
Onderwijskunde ...................................................................................................................................................... 16
Cultuur, cultuurgoed, cultuurwezen ....................................................................................................................... 17
Een definitie uitgelicht ................................................................................................................................................ 17
Didactische modellen 1 ................................................................................................................................................... 17
Inleiding....................................................................................................................................................................... 17
Didactische driehoek................................................................................................................................................... 18
Taxonomie van De Block ............................................................................................................................................. 18
Eerste dimensie: fasen in het leerproces ................................................................................................................ 19
Tweede dimensie: soorten leerinhouden ............................................................................................................... 20
Derde dimensie: transferniveau ............................................................................................................................. 22
Didactische modellen 2 ................................................................................................................................................... 23
Model van Van Gelder ................................................................................................................................................ 23
Beginsituatie ............................................................................................................................................................... 23
Doelstellingen en doelen ............................................................................................................................................ 24
Soorten doelen........................................................................................................................................................ 24
Indeling volgens de persoonlijkheidsdomeinen ..................................................................................................... 24
Indeling volgens de gedragsniveaus (indeling Bloom, indeling van De Block-Heene) ............................................ 25
Van doelstellingen naar doel ...................................................................................................................................... 25
Doelen ≠ doelstellingen.......................................................................................................................................... 25
AMORE .................................................................................................................................................................... 25
MAGIE ..................................................................................................................................................................... 26
SMART ..................................................................................................................................................................... 26
Tips en valkuilen bij het opstellen van SMART-doelen ............................................................................................... 26
Onderwijsleerprocessen ............................................................................................................................................. 26
Evaluatie...................................................................................................................................................................... 27
Besluit.......................................................................................................................................................................... 27
Didactische principes ...................................................................................................................................................... 27
Krachtige leeromgeving .............................................................................................................................................. 27
1. Aanschouwelijkheidsprincipe ............................................................................................................................. 28
2. Activiteitsprincipe ............................................................................................................................................... 28
3. Variatieprincipe ................................................................................................................................................... 28
4. Interesseprincipe ................................................................................................................................................ 28
5. Afstemmingsprincipe .......................................................................................................................................... 28
6. Geleidelijkheidsprincipe ...................................................................................................................................... 28
7. Integratieprincipe................................................................................................................................................ 29
8. Differentiatie- of individualisatieprincipe ........................................................................................................... 29
2
, 9. Herhalingsprincipe .............................................................................................................................................. 29
Media .............................................................................................................................................................................. 29
Definitie en indeling .................................................................................................................................................... 29
Documenten ............................................................................................................................................................... 30
Tekstdragers................................................................................................................................................................ 30
Beelddragers ............................................................................................................................................................... 30
Realia ........................................................................................................................................................................... 30
Geluidsdragers ............................................................................................................................................................ 31
Film- en geluidsmateriaal............................................................................................................................................ 31
Computer .................................................................................................................................................................... 31
Educatieve software ................................................................................................................................................... 31
Didactische werkvormen ................................................................................................................................................ 32
Definities ..................................................................................................................................................................... 32
Soorten werkvormen .................................................................................................................................................. 32
Aanbiedende werkvormen ..................................................................................................................................... 32
Interactievormen .................................................................................................................................................... 32
Opdrachtvormen ..................................................................................................................................................... 32
Samenwerkingsvormen .......................................................................................................................................... 33
Spelvormen ............................................................................................................................................................. 33
Beïnvloedende factoren bij het kiezen van een werkvorm ........................................................................................ 33
Factoren die te maken hebben met de therapie .................................................................................................... 33
Factoren die te maken hebben met de therapeut ................................................................................................. 33
Factoren die te maken hebben met de zorgvrager ................................................................................................ 33
Verschillende werkvormen van naderij bekeken........................................................................................................ 33
Digitale didactiek............................................................................................................................................................. 34
Inleiding en definitie ................................................................................................................................................... 34
Computer als medium................................................................................................................................................. 34
Computer als communicatiemedium ..................................................................................................................... 34
Computer als informatiebron ................................................................................................................................. 34
Computer als schrijfinstrument .............................................................................................................................. 34
Computer als oefeninstrument ............................................................................................................................... 34
Diagnostiek...................................................................................................................................................................... 35
Inleiding....................................................................................................................................................................... 35
Klinische diagnostiek als onderdeel van het methodisch werken .............................................................................. 35
Methodisch werken ................................................................................................................................................ 35
Klinische diagnostiek ............................................................................................................................................... 36
De diagnostische cyclus gebaseerd op het hypothesetoetsend model...................................................................... 37
Het hypothesetoetsend model ............................................................................................................................... 37
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