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Samenvatting Verdieping in de Theoretische Orthopedagogie
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Samenvatting van de cursus en de lessen van het vak VTO
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Hogeschool GentSamenvatting VTO
Verdieping in de theoretische Orthopedagogiek
Tristan Oger
2020-2021
,Contents
Case: opvoeden onderzocht ............................................................................................................................................. 4
Empirisch analytisch kader? (zie 1.1. artikel van Ijzendoorn) ....................................................................................... 4
De empirische cyclus (zie 1.3. artikel van Ijzendoorn = te kennen) .............................................................................. 4
Zin en onzin? ................................................................................................................................................................. 4
Essentie van het empirisch-analytisch Paradigma ? ..................................................................................................... 5
Gedragstherapeutisch kader............................................................................................................................................. 5
Vormen van leren ......................................................................................................................................................... 5
Modeling ....................................................................................................................................................................... 6
Basisprincipes leertheorie............................................................................................................................................. 6
Kijken naar probleemgedrag ......................................................................................................................................... 7
Cognitieve gedragstherapie? ........................................................................................................................................ 7
Kernconcepten: Gedragstherapie ↔ Humanisme....................................................................................................... 8
Reuven Feuerstein ............................................................................................................................................................ 8
Feuerstein-methode ..................................................................................................................................................... 8
Instrueren versus mediëren .......................................................................................................................................... 9
Learning Potential Assessment Device (LPAD) ............................................................................................................. 9
Instrumenteel Verrijkings Programma.......................................................................................................................... 9
De theorie verder verkennen: centrale concepten ...................................................................................................... 9
Theorie van de Structurele Cognitieve Modificatie ...................................................................................................... 9
Vergelijking met theorie van het socioschema : toepassing op ASS .......................................................................... 10
Vergelijking met Biklen – competentie veronderstellen ............................................................................................ 10
De gemedieerde leerervaring ..................................................................................................................................... 10
Gemedieerde leerervaring .......................................................................................................................................... 11
Mediatie en de rol van de mediator ........................................................................................................................... 11
Enkele bouwstenen van denken: Cognitieve functies versus executieve functies??? ............................................... 11
De bachelor in de orthopedagogie als mediator ........................................................................................................ 11
Kenmerken mediatie (zie ook artikel Deprost) ........................................................................................................... 11
Tot slot: te goed willen zijn en de averechtse effecten… ........................................................................................... 12
Besluit.............................................................................................................................................................................. 12
Nieuwe Schoolbeweging: ............................................................................................................................................ 13
Kernconcepten van het existentieel fenomenologisch paradigma: ............................................................................... 14
Psychoanalyse ................................................................................................................................................................. 14
Grondlegger van de psychoanalyse ............................................................................................................................ 14
Freuds visie ................................................................................................................................................................. 14
Europese vertegenwoordigers Psychoanalyse ........................................................................................................... 15
Psychodynamica.............................................................................................................................................................. 15
Psychodynamica? Gebaseerd op de Psychoanalyse maar minder doorgedreven ..................................................... 15
1
, Vertegenwoordigers psychodynamisch kader Vlaanderen ........................................................................................ 16
Artikel Peter Walleghem ................................................................................................................................................. 16
Nicole Vliegen & Patrick Luyten ...................................................................................................................................... 17
Vliegen & Luyten: artikel Van kwetsuur naar litteken ................................................................................................ 17
Impact voor kind op 4 domeinen ............................................................................................................................... 17
Impact voor omgeving van kind .................................................................................................................................. 17
3-sporen-aanbod......................................................................................................................................................... 18
Psychoanalyse versus psychodynamica ...................................................................................................................... 18
Psychoanalytische versus psychodynamische psychotherapie .................................................................................. 18
Verschil met empirisch-analytisch paradigma (gedragstherapie) .............................................................................. 19
Uitgangspunten:.............................................................................................................................................................. 19
Situering en mensvisie .................................................................................................................................................... 20
Situering ...................................................................................................................................................................... 20
Postmodern-kritisch model ........................................................................................................................................ 21
Mensvisie .................................................................................................................................................................... 21
Uitgangspunten & kernconcepten .................................................................................................................................. 21
Mensenrechten ........................................................................................................................................................... 21
‘Othering’ .................................................................................................................................................................... 23
Emancipatie en empowerment .................................................................................................................................. 23
Inclusie ........................................................................................................................................................................ 23
Ondersteuning ............................................................................................................................................................ 23
Self-advocacy .............................................................................................................................................................. 24
Kwaliteit van bestaan .................................................................................................................................................. 24
Toepassingen .................................................................................................................................................................. 24
CASE I Refugee Studies (Cfr. Artikel cursus Grove & Zwi (2006)) ............................................................................... 24
CASE II Disability Studies ............................................................................................................................................. 25
CASE III Personen met psychische kwetsbaarheid / middelenafhankelijkheid .......................................................... 25
Implicaties voor beroepsprofiel orthopedagoog ............................................................................................................ 26
Uitganspunten en kernconcepten: ................................................................................................................................. 26
Integratieve handelingsorthopedagogiek ................................................................................................................... 26
Het begrip (integratief) handelen ............................................................................................................................... 27
Creatieve zoektocht al doende ................................................................................................................................... 27
4 centrale principes voor de orthopedagogie............................................................................................................. 27
Orthopedagogische toepassing van het integratief kader ............................................................................................. 29
Organisatorische vereisten ......................................................................................................................................... 29
Aangepaste handelingsplanning ................................................................................................................................. 29
Specificiteit der methoden.......................................................................................................................................... 29
Geëigende wetenschappelijke methodologie ............................................................................................................ 30
2
, Korte samenvatting ......................................................................................................................................................... 31
Paradigma ................................................................................................................................................................... 31
Paradigma’s → modellen ............................................................................................................................................ 31
3
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