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Samenvatting Inleiding in de SPP deel E. Desmet
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Handelingsgerichte Diagnostiek
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INLEIDING IN DE SCHOOL- &PEDAGOGISCH PSYCHOLOGISCHE
SECTOR
SAMENVATTING DEEL E. DESMET (2021-2022)
, Inhoud
1. Psychodiagnostiek in de SPP-sector ..................................................................................................... 3
2. Handelingsgerichte diagnostiek ........................................................................................................... 4
A) Introductie ........................................................................................................................................ 4
B) Knelpunten van de psychodiagnostiek............................................................................................. 4
1. Het diagnostisch proces: onvoldoende systematisch en consistent ............................................ 5
2. Diagnostiek leidt vaak tot weinig bruikbare adviezen ................................................................. 5
3. Er wordt teveel nadruk gelegd op problematische kindkenmerken ............................................ 5
4. De cliënt en omgeving worden te weinig betrokken bij diagnostisch proces .............................. 5
C) Ontwikkelingen in diagnostiek ......................................................................................................... 6
D) Uitgangspunten van de HGD ............................................................................................................ 7
1. De werkwijze is doelgericht.......................................................................................................... 7
2. Het referentiekader is transactioneel .......................................................................................... 7
3. De onderwijs- en opvoedingsbehoeften van de leerling staan centraal...................................... 8
4. Leraren en ouders doen ertoe, evenals hun ondersteuningsbehoeften ..................................... 8
5. Het positieve van de leerling, leraar/mentor, groep/klas, en ouders is van groot belang .......... 8
6. Diagnostici werken samen met leerling, school en de ouders ..................................................... 9
7. De werkwijze is systematisch en transparant .............................................................................. 9
E) Praktijkmodel van de handelingsgerichte diagnostiek................................................................... 10
1. De aanmelding............................................................................................................................ 10
F) De fasen van de handelingsgerichte diagnostiek ........................................................................... 10
1. Vooraf ......................................................................................................................................... 10
2. Intakefase (doe-fase) .................................................................................................................. 11
Stap 1: Voorbereiding ..................................................................................................................... 11
Stap 2: Reden van aanmelding, hulpvragen, wensen en verwachtingen ...................................... 11
Stap 3: Problematische en positieve aspecten............................................................................... 11
Stap 4: Voorgeschiedenis, ondernomen activiteiten en effecten .................................................. 12
Stap 5: Attributies........................................................................................................................... 12
Stap 6: Inschatten van de veiligheid ............................................................................................... 12
Stap 7: Afronding van de intakefase .............................................................................................. 12
3. Strategiefase (denk-fase) ........................................................................................................... 13
Stap 1: Wat weten we al (informatie ordenen) ............................................................................. 13
Stap 2: Wat moeten we nog weten ................................................................................................ 14
Stap 3: Afronding van de strategiefase .......................................................................................... 15
4. Onderzoeksfase (doe-fase)......................................................................................................... 15
1
, Stap 1: Expliciteren van begrippen in de onderzoeksvraag ........................................................... 15
Stap 2: Kiezen van onderzoeksmiddelen ........................................................................................ 15
Stap 3: Formuleren van toetsingscriteria ....................................................................................... 15
Stap 4: Informeren van de betrokkenen ........................................................................................ 15
Stap 5: Verzamelen van de onderzoeksgegevens .......................................................................... 15
Stap 6: Interpreteren van de onderzoeksgegevens en beantwoorden van de onderzoeksvragen 15
5. Integratie- & aanbevelingsfase (denk-fase) ............................................................................... 15
Stap 1: Integratief beeld: wat is er aan de hand en hoe komt het? ............................................... 15
Stap 2: Formuleren van doelen: Wat willen we en wat kunnen we veranderen? ......................... 15
Stap 3: Van doelen naar behoeften en één of meer aanbevelingen ............................................. 15
6. Adviesfase................................................................................................................................... 16
Stap 1: Voorbereiden van het adviesgesprek................................................................................. 16
Stap 2: Inleiden van het adviesgesprek en bespreken van het integratieve beeld ........................ 16
Stap 3: Bespreken van doelen en aanbevelingen .......................................................................... 16
Stap 4: Kiezen van de aanbevelingen ............................................................................................. 16
Stap 5: Afronden van adviesfase: afspraken en evaluatie van het diagnostisch proces................ 16
3. Classificeren binnen HGD ................................................................................................................... 17
A) No label? ......................................................................................................................................... 17
B) Kritische kijk.................................................................................................................................... 17
1. Voordelen van classificeren........................................................................................................ 17
2. Nadelen van classificeren ........................................................................................................... 18
C) Stoornis, probleem of moeilijkheid ................................................................................................ 18
D) Overdiagnosticering?...................................................................................................................... 18
E) ICF (International Classification of Functioning and Health) van WHO ......................................... 19
4. Specifieke vormen psychodiagnostiek binnen de SPP ....................................................................... 19
A) Focus verbreden: pedagogisch handelen van de leerkracht en de relatie lln-lkr .......................... 20
1. Pedagogisch handelen van leerkrachten.................................................................................... 20
Aanleren van gedrag....................................................................................................................... 20
Implicaties voor de psychodiagnostiek .......................................................................................... 20
2. Interacties tussen leerkrachten en individuele leerlingen ......................................................... 20
Achtergrond.................................................................................................................................... 20
Implicaties voor de psychodiagnostiek .......................................................................................... 20
Diagnostische middelen ................................................................................................................. 20
Besluit ............................................................................................................................................. 20
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