Dit is een samenvatting (met inhoudstafel !) van de ppt's + eigen notities van het vak 'gedrag- en opvoedingsproblemen' in de eerste master orthopedagogiek - pedagogische wetenschappen. Ik behaalde met deze samenvatting in eerste zit 15/20.
GEDRAGS- EN OPVOEDINGSPROBLEMEN
PROF. DIETER BAEYENS, LIESL GERAERT
INHOUDSOPGAVE
Les 2 + 3: Antistigma-interventies .................................................................................................................... 7
1. Het probleem................................................................................................................................................... 7
1.1 Stigma in de klas ........................................................................................................................................ 7
1.2 Omvang van het probleem........................................................................................................................ 8
1.3 Gevolgen van Stigma ................................................................................................................................. 8
1.4 Vormen van stigma ................................................................................................................................... 9
1.5 Stigma bestaat uit…................................................................................................................................... 9
2. Illustratie: stigma in de pers (structureel stigma) ........................................................................................... 9
2.1 Structureel stigma ..................................................................................................................................... 9
2.2 Selectie van artikels ................................................................................................................................... 9
2.3 Coderen van artikels ............................................................................................................................... 10
2. Hechting ........................................................................................................................................................ 19
2.1 Hechting .................................................................................................................................................. 19
2.2 Kant van het kind .................................................................................................................................... 20
2.3 Kant van de volwassene .......................................................................................................................... 21
2.4 Koppeling tussen beide ........................................................................................................................... 21
, 3.6 Ik-sterkte en zelfbeeld ............................................................................................................................. 24
3.7 Enkele misvattingen in het werken met deze kinderen .................................................................... 24
3.8 Centrale moeilijkheden in het werken met deze kinderen ............................................................... 24
4. Diagnostiek van verstoorde hechting ............................................................................................................ 25
5. Hechtingsbevorderend werken ..................................................................................................................... 28
5.1 Centrale moeilijkheden bij therapeutisch handelen ............................................................................... 28
5.2 Aanknopingspunten voor preventie en interventie ................................................................................ 28
5.3 Kern van het handelen ............................................................................................................................ 29
5.4 Signalen van positieve vooruitgang ........................................................................................................ 30
Les 4: Als spanning en stress de overhand neemt ........................................................................................... 31
1. Situering ........................................................................................................................................................ 31
1.1 Spanning en stress in gezinnen ............................................................................................................... 31
1.2 Ouderlijke stress (Nosi, 1992) ................................................................................................................. 31
Life Events (Holmes en Rahe, 1962) .............................................................................................................. 32
Spanning en stress in gezinnen ..................................................................................................................... 33
2. Werking van het brein ................................................................................................................................... 33
Window of tolerance .................................................................................................................................... 34
3. Belang van het kalm brein............................................................................................................................. 38
Downregulatie ............................................................................................................................................... 38
Inspelen op werking hersenen ...................................................................................................................... 39
Belang van co-regulatie ................................................................................................................................. 40
4. Omgaan met spanning en stress – in een residentiële context ..................................................................... 40
Veiligheidsbevorderende cultuur en interventies ........................................................................................ 40
Agressiebeleid ............................................................................................................................................... 40
Basishouding en -structuur ter preventie ..................................................................................................... 41
Crisiswerkingsmodel ..................................................................................................................................... 43
Vrijheidsbeperkende maatregelen................................................................................................................ 44
Algemene principes (Hoge Gezondheidsraad 2016) ..................................................................................... 44
Les 5: ADHD en geassocieerde stoornissen: diagnostiek en behandeling ....................................................... 45
Probleemclusters en andere criteria ................................................................................................................. 46
Oorzaken van ADHD: neyropsychologisch perspectief ...................................................................................... 64
Oorzaken van ADHD: heterogeniteit ................................................................................................................. 66
ADHD: Neurologsiche onderzoek – andere ....................................................................................................... 66
Behandeling ADHD in de klas ............................................................................................................................ 66
Les 6: LLI & EF ................................................................................................................................................. 67
Les 8: Traumatisering bij kinderen ................................................................................................................. 71
Veerkracht ......................................................................................................................................................... 77
Resilience ...................................................................................................................................................... 78
Enkele componenten .................................................................................................................................... 78
Kinderen uit risicogroepen (armoede, huiselijk geweld, seks, misbruik) ...................................................... 78
Traumaverwerking ............................................................................................................................................ 79
Het ‘verwerken’ van een trauma .................................................................................................................. 79
Charlotte T. 3
, Fundamenten voor goede traumatherapie .................................................................................................. 79
Vier dimensies in dit therapeutisch werk...................................................................................................... 79
Therapeutische methoden ............................................................................................................................ 80
EMDR, oogbewegingstherapie ...................................................................................................................... 80
Les 9: vorming omgaan met suïcidaliteit ........................................................................................................ 81
1. Verkenning (definities en cijfers, suïcidaal proces, verklarend model) .......................................................... 81
1.1 Definities en cijfers .................................................................................................................................. 81
1.2 Verklarend model .................................................................................................................................... 86
1.3 Suïcidaal proces ....................................................................................................................................... 86
Les 10: Complex en het NMT-model ............................................................................................................. 114
Situering .......................................................................................................................................................... 114
Wat als… ...................................................................................................................................................... 114
Gevolgen van chronisch trauma ...................................................................................................................... 115
Zeer negatief impact op het brein .............................................................................................................. 115
Gevolgen voor de ontwikkeling................................................................................................................... 116
Ernstige gevolgen op alle ontwikkelingsgebieden ...................................................................................... 117
Behandeling van complex trauma................................................................................................................... 118
Erkenning en hoop ...................................................................................................................................... 118
Traumaverwerking ...................................................................................................................................... 118
Eerst stabiliseren ......................................................................................................................................... 118
Eerst stabiliseren en dan… .......................................................................................................................... 122
NMT Neuro-Senquentiel model of Therapeutics ............................................................................................. 122
Basisprincipes NMT ..................................................................................................................................... 122
Ontwikkeling als leidraad voor ons handelen ............................................................................................. 126
Aanzet tot ‘traumasensitief opvoeden’ ...................................................................................................... 127
Les 11: Persoons- en omgevingsinterventies voor ADHD in de schoolcontext .............................................. 129
Specifieke interventies..................................................................................................................................... 139
3.1 Klasmanagement ................................................................................................................................... 139
3.2 Interventies voor leerlingen met ADHD ................................................................................................ 140
3.2. Kenmerken van het programma .......................................................................................................... 140
3.2 Sessies: volledig gescript, icl. ppt .......................................................................................................... 141
3.2 Opbouw (gericht op volwassene).......................................................................................................... 141
Charlotte T. 4
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