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Samenvatting Orthopedagogische Methoden & Interventies (OMI) 2e BACH Orthopedagogie HoGent $7.06   Add to cart

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Samenvatting Orthopedagogische Methoden & Interventies (OMI) 2e BACH Orthopedagogie HoGent

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Alle hoofdstukken samengevat a.d.h.v. de Panopto's, de slides en de cursus (met extra artikels). H1: Omgaan met agressie H2: Speelse Methodieken H3: Preventie H4: Timmers Ervaringsordeningen H5: Ontwikkelingsdynamische benadering van Dosen H6: Emotionele ontwikkeling in verbinding H7: ...

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  • December 12, 2022
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AJ 2022 – 2023 | Laura Van Vaerenbergh




2E BACHELOR ORTHOPEDAOGIE - HOGENT

,INHOUD
HOOFDSTUK 1: OMGAAN MET AGRESSIE
1 WAT IS AGRESSIE ........................................................................................................................................................................ 9
1.1 DEFINITIE ........................................................................................................................................................................... 9
1.2 AGRESSIE: EEN SUBJECTIEF EN NORMATIEF BEGRIP ......................................................................................................... 9
1.3 THEORETISCHE KADERS EN HUN KIJK OP AGRESSIE .......................................................................................................... 9
1.3.1 Psychoanalyse ............................................................................................................................................................. 10
1.3.2 Systeemtheorie ........................................................................................................................................................... 10
1.3.3 Contextuele theorie (Nagy) ......................................................................................................................................... 10
1.3.4 Agressie-frustratietheorie ........................................................................................................................................... 10
1.3.5 Nativisme .................................................................................................................................................................... 10
1.3.6 Sociale leertheorie (Bandura) ..................................................................................................................................... 10
1.3.7 Sociale leertheorie (Patterson) ................................................................................................................................... 11
1.4 SOORTEN AGRESSIE EN UITINGSVORMEN ...................................................................................................................... 11
1.4.1 Soorten agressie op basis van oorzaak ....................................................................................................................... 11
1.4.2 Soorten agressie op basis van uitingsvorm ................................................................................................................. 12
1.5 GEDRAGSBEELD VAN KINDEREN EN JONGEREN DIE VAAK AGRESSIE GEDRAG VERTONEN............................................ 12
2 PREVENTIE VAN AGRESSIE ........................................................................................................................................................ 13
2.1 DE BEGELEIDER ................................................................................................................................................................ 13
2.1.1 Zelfkennis .................................................................................................................................................................... 13
2.1.2 Kijk op agressie............................................................................................................................................................ 13
2.1.3 Kijk op de cliënt ........................................................................................................................................................... 14
2.2 RELATIE BEGELEIDER-CLIËNT ........................................................................................................................................... 14
2.3 ALGEMEEN HANDELINGSKADER VOOR DE BEGELEIDER ................................................................................................. 14
2.3.1 De twee pijlers van een constructief (ortho)pedagogisch klimaat ............................................................................. 15
2.3.2 De drie handelingsvormen .......................................................................................................................................... 16
2.4 TOEZICHT HOUDEN EN ANTICIPEREN OP MOGELIJKE FRUSTRATIES EN TRIGGERS ........................................................ 17
3 OMGAAN MET AGRESSIE .......................................................................................................................................................... 17
3.1 ALGEMENE TIPS VOOR HET OMGAAN MET AGRESSIE .................................................................................................... 17
3.2 AANPAK AFGESTEMD OP SOORT AGRESSIE .................................................................................................................... 18
3.2.1 Instrumentele agressie................................................................................................................................................ 18
3.2.2 Frustratie-agressie ...................................................................................................................................................... 19
HOOFDSTUK 2: SPEELSE METHODEN IN DE BEGELEIDING VAN KINDEREN EN JONGEREN
1 NUT VAN HET WERKEN MET SPEELSE METHODIEK .................................................................................................................. 20
2 VOORWAARDEN BIJ HET WERKEN MET SPEELSE METHODIEKEN OVER MOEILIJKE ONDERWERPEN ...................................... 20
3 WERKEN MET METAFOREN ...................................................................................................................................................... 20
4 TEKENINGEN ............................................................................................................................................................................. 21
4.1 VRIJ TEKENEN .................................................................................................................................................................. 21
4.2 TEKENEN ALS OPDRACHT ................................................................................................................................................ 21
5 WERKEN MET POPPEN .............................................................................................................................................................. 21


1|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, 5.1 POPPENHUIS .................................................................................................................................................................... 21
5.2 DUPLOPOPPEN – EEN ‘TAAL ERBIJ’ ................................................................................................................................. 21
5.3 WERKEN MET HANDPOPPEN .......................................................................................................................................... 22
6 WERKEN MET PRENTENBOEKEN ............................................................................................................................................... 22
6.1 MEERWAARDE VAN HET PRENTENBOEK ALS METHODIEK ............................................................................................. 22
6.2 AAN DE SLAG MET HET PRENTENBOEK ........................................................................................................................... 22
7 SPEL ........................................................................................................................................................................................... 23
7.1 VRIJ SPEL .......................................................................................................................................................................... 23
7.2 GEZELSCHAPSSPEL ........................................................................................................................................................... 23
7.3 SPEL VOOR SPECIFIEKE DOELGROEPEN ........................................................................................................................... 23
7.4 COÖPERATIEVE SPELLEN ................................................................................................................................................. 23
7.5 PSYCHO-EDUCATIEVE/THERAPEUTISCHE SPELLEN ......................................................................................................... 24
7.6 SPELLEN OM DE COMMUNICATIE TE BEVORDERENµ ..................................................................................................... 24
8 SPEELS MATERIAAL ................................................................................................................................................................... 24
9 DIGITALE SPEELSE METHODIEKEN ............................................................................................................................................ 24
HOOFDSTUK 3: PREVENTIE
1 ONTSTAANSGESCHIEDENIS ....................................................................................................................................................... 25
2 DEFINITIE ................................................................................................................................................................................... 25
2.1 INITIATIEVEN ................................................................................................................................................................... 25
2.2 SYSTEMATISCH ................................................................................................................................................................ 25
2.3 PROBLEEM ....................................................................................................................................................................... 25
2.4 VOORKOMEN................................................................................................................................................................... 25
2.5 DOELBEWUST .................................................................................................................................................................. 25
3 DE PREVENTIECYCLUS ............................................................................................................................................................... 25
4 PREVENTIEMODELLEN .............................................................................................................................................................. 26
4.1 HET MODEL VAN CAPLAN ................................................................................................................................................ 26
4.2 HET PREVENTIESCHEMA VAN DE CAUTER....................................................................................................................... 27
4.3 HET PREVENTIESCHEMA VAN DEKLERCK ........................................................................................................................ 27
4.4 HET INTERVENTIESPECTRUM VAN MRAZEK EN HAGGERTY ............................................................................................ 28
5 WAT IS GOEDE PREVENTIE? ...................................................................................................................................................... 28
5.1 HOE DOE JE DAT NU? ...................................................................................................................................................... 28
5.2 VIJF DIMENSIES VAN WENSELIJKE ALGEMENE PREVENTIE ............................................................................................. 28
6 PREVENTIEF HANDELEN VAN DE BEGELEIDER .......................................................................................................................... 28
HOOFDSTUK 4: TIMMERS ERVARINGSORDENINGEN
1 INLEIDING.................................................................................................................................................................................. 29
2 DE VIER WIJZEN VAN ERVARINGSORDENINGEN ....................................................................................................................... 29
2.1 DE ORDENINGSWIJZEN: EEN CIRCULAIR SYSTEEM .......................................................................................................... 29
2.2 DE ORDENINGSWIJZEN: DOMINANTIE ............................................................................................................................ 30
2.3 EEN VOORBEELD UIT HET DAGELIJKS LEVEN ................................................................................................................... 30
2.4 DE ORTHOPEDAGOGISCHE RELEVANTIE VAN DE METHODIEK ....................................................................................... 31
3 ERVARINGSORDENINGEN EN TOTALE COMMUNICATIE ........................................................................................................... 31

2|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, 3.1 VOORDELEN VAN HET AANSLUITEN BIJ ERVARINGSORDENINGEN................................................................................. 32
4 DE PROFIELSCHETS .................................................................................................................................................................... 32
HOOFDSTUK 5: DE ONTWIKKELINGSDYNAMISCHE BENADERING VAN DOSEN
1 INLEIDING.................................................................................................................................................................................. 33
2 UITGANGSPRINCIPES ................................................................................................................................................................ 33
2.1 INTEGRATIEVE BENADERING ........................................................................................................................................... 33
2.2 ONTWIKKELINGSDYNAMISCH MODEL............................................................................................................................. 33
2.3 SOCIAAL EMOTIONELE ONTWIKKELING & SENSITIEVE RESPONSIVITEIT ........................................................................ 33
2.4 ONTSTAAN VAN GEESTELIJKE GEZONDHEIDSPROBLEMEN ............................................................................................. 33
2.5 DOELGROEPOVERSCHRIJDEND ........................................................................................................................................ 33
3 FASES VAN DE EMOTIONELE ONTWIKKELING EN PERSOONLIJKHEIDSSTRUCTUREN ............................................................... 34
3.1 FASES VAN EMOTIONELE ONTWIKKELING ...................................................................................................................... 34
3.2 PERSOONLIJKHEIDSONTWIKKELING EN PERSOONLIJKHEIDSSTRUCTUREN .................................................................... 34
4 EMOTIONELE ONTWIKKELINGSFASEN ...................................................................................................................................... 35
4.1 FASE 1: ADAPTATIEFASE .................................................................................................................................................. 35
4.1.1 Begeleidingstips .......................................................................................................................................................... 35
4.1.2 Structuur en grenzen .................................................................................................................................................. 35
4.1.3 Activiteiten .................................................................................................................................................................. 35
4.1.4 Communicatie ............................................................................................................................................................. 35
4.1.5 Probleemgedrag .......................................................................................................................................................... 35
4.2 FASE 2: EERSTE SOCIALISATIEFASE .................................................................................................................................. 36
4.2.1 Begeleidingstips .......................................................................................................................................................... 36
4.2.2 Structuur en grenzen .................................................................................................................................................. 36
4.2.3 Activiteiten .................................................................................................................................................................. 36
4.2.4 Communicatie ............................................................................................................................................................. 36
4.2.5 Probleemgedrag .......................................................................................................................................................... 36
4.3 FASE 3: EERSTE INDIVIDUATIEFASE ................................................................................................................................. 37
4.3.1 Begeleidingstips .......................................................................................................................................................... 37
4.3.2 Structuur en grenzen .................................................................................................................................................. 37
4.3.3 Activiteiten .................................................................................................................................................................. 37
4.3.4 Communicatie ............................................................................................................................................................. 37
4.3.5 Probleemgedrag .......................................................................................................................................................... 37
4.4 FASE 4: IDENTIFICATIEFASE ............................................................................................................................................. 38
4.4.1 Begeleidingstips .......................................................................................................................................................... 38
4.4.2 Structuur en grenzen .................................................................................................................................................. 38
4.4.3 Activiteiten .................................................................................................................................................................. 38
4.4.4 Communicatie ............................................................................................................................................................. 38
4.4.5 Probleemgedrag .......................................................................................................................................................... 38
4.5 FASE 5: REALITEITSBEWUSTWORDINSFASE .................................................................................................................... 39
4.5.1 Begeleidingstips .......................................................................................................................................................... 39
4.5.2 Structuur en grenzen .................................................................................................................................................. 39

3|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, 4.5.3 Activiteiten .................................................................................................................................................................. 39
4.5.4 Communicatie ............................................................................................................................................................. 39
4.5.5 Probleemgedrag .......................................................................................................................................................... 39
5 DE SEO-R² SCHAAL .................................................................................................................................................................... 40
6 BESLUIT BEHANDELING ............................................................................................................................................................. 40
HOOFDSTUK 6: EMOTIONELE ONTWIKKELING IN VERBINDING
1 MENTALISEREN: EERSTE KENNISMAKING ................................................................................................................................. 41
1.1 EMOTIONELE EN RELATIONELE VERBINDING .................................................................................................................. 41
1.2 MENTALISEREN: EMOTIONEEL BEGRIJPEN ..................................................................................................................... 42
1.2.1 Mentaliseren en gehechtheid ..................................................................................................................................... 42
1.3 MENTALISEREN IN DE RELATIE TOT MENSEN MET EEN VERSTANDELIJKE BEPERKING ................................................... 43
1.4 EEN VOORBEELD UIT DE PRAKTIJK: ACTIE-REACTIE OF MENTALISEREN? ....................................................................... 43
1.4.1 Impliciet mentaliseren onder druk.............................................................................................................................. 43
1.4.2 Expliciet mentaliseren ................................................................................................................................................. 43
1.4.3 Relationele afstemming .............................................................................................................................................. 43
2 BASISTHEMA’S (BEHOEFTEN) EMOTIONELE ONTWIKKELING VAN DE CLIËNT ......................................................................... 44
3 VERSCHUIVING IN KIJK OP UITDAGENDE SITUATIES ................................................................................................................. 44
4 MENTALISEREN: INNERLIJKE DIALOOG TUSSEN BUIK EN HOOFD ............................................................................................ 45
4.1 INNERLIJKE DIALOOG? ..................................................................................................................................................... 45
4.2 INNERLIJKE DIALOOG TUSSEN BUIKGEVOEL EN REFLECTEREND HOOFD ........................................................................ 45
4.3 BUIKGEVOEL: IMPLICIET MENTALISEREN ........................................................................................................................ 46
4.3.1 Emotionele arousal ..................................................................................................................................................... 46
4.3.2 Intuïtieve kennis over de cliënt ................................................................................................................................... 47
4.3.3 Intuïtieve kennis over zichzelf (in relatie) ................................................................................................................... 48
4.4 HOOFD: EXPLICIET MENTALISEREN ................................................................................................................................. 48
4.4.1 Onderzoeker: wijsheid en dialoog............................................................................................................................... 48
4.4.2 Reflectie over onze cliënten ........................................................................................................................................ 49
4.4.3 Reflectie over onszelf (in relatie) ................................................................................................................................ 49
5 PROCES OP MAAT VAN BEGELEIDERS EN TEAMS ..................................................................................................................... 49
6 UITDAGENDE SITUATIE EN EERSTE INSCHATTING .................................................................................................................... 50
7 ADEMRUIMTE: REGULEREN VAN STRESS.................................................................................................................................. 50
7.1 ADEMRUIMTE .................................................................................................................................................................. 50
7.1.1 Ademruimte creëren in een team: stap voor stap ...................................................................................................... 50
7.1.2 Helpende beeldvorming .............................................................................................................................................. 50
8 REFLECTEREN EN MENTALISEREN IN PROCES ........................................................................................................................... 51
8.1 WEDERZIJDSE EMOTIONELE VERBINDING ...................................................................................................................... 51
9 EMOTIONELE BESCHIKBAARHEID ............................................................................................................................................. 51
HOOFDSTUK 7: GENTLE TEACHING
1 INLEIDING.................................................................................................................................................................................. 52
1.1 RELATIE CLIËNT BEGELEIDER STAAT CENTRAAL .............................................................................................................. 52
1.2 DE VIER PIJLERS VAN GENTLE TEACHING ........................................................................................................................ 52

4|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, 1.3 KERN EN PERIFERIE .......................................................................................................................................................... 52
2 JOHN MCGEE............................................................................................................................................................................. 52
3 INSPIRATIEBRONNEN VOOR GENTLE TEACHING: PAULO FREIRE, BEVRIJDINGSTHEOLOGIE EN HECHTINGSTHEORIEËN ........ 52
4 GENTLE TEACHING IS EEN METHODIEK… MET METHODISCHE ASPECTEN ............................................................................... 53
5 GENTLE TEACHING IS EEN GRONDHOUDING ............................................................................................................................ 53
6 GENTLE TEACHING IS TEGENGESTELD AAN EEN GEDRAGSMATIGE BENADERING ................................................................... 53
6.1 DE GEDRAGSMATIGE AANPAK: EEN DIEP INGESLETEN GEWOONTE .............................................................................. 53
6.2 SCHEMA 1: GENTLE TEACHING VERSUS BEHAVIORISME ................................................................................................ 54
7 UITGANGSPUNTEN VAN GENTLE TEACHING ............................................................................................................................ 54
7.1 PSYCHOLOGIE VAN DE ONDERLINGE AFHANKELIJKHEID ................................................................................................ 54
7.2 AGRESSIE EN GEDRAGSPROBLEMEN ONTSTAAN UIT ANGST.......................................................................................... 54
7.3 COMPANIONSHIP ............................................................................................................................................................ 55
8 RELATIONELE BOUWSTENEN IN GENTLE TEACHING ................................................................................................................ 55
8.1 ALLE MENSEN ZIJN GELIJKWAARDIG ............................................................................................................................... 55
8.2 ACCEPTATIE ..................................................................................................................................................................... 55
8.3 KWETSUREN AANVAARDEN ............................................................................................................................................ 55
8.4 MENSEN AANVAARDEN IN HUN KERN EN IN HUN PERIFERIE ......................................................................................... 55
8.5 FOCUS OP KERN EN NIET OP DE PERIFERIE ..................................................................................................................... 56
8.6 WEES IN HET HEDEN ÉN HOU REKENING MET DE LEVENSGESCHIEDENIS ...................................................................... 56
8.7 ONVOORWAARDELIJKHEID ............................................................................................................................................. 56
8.8 WAARDEREN ................................................................................................................................................................... 56
8.9 GEWELDLOOSHEID .......................................................................................................................................................... 56
9 DE VIER PIJLERS VAN GENTLE TEACHING .................................................................................................................................. 57
9.1 INLEIDING ........................................................................................................................................................................ 57
9.2 EERSTE PIJLER: SAFE: VEILIGHEID EN VERTROUWEN ...................................................................................................... 57
9.2.1 Samenzijn .................................................................................................................................................................... 57
9.2.2 Reflectieve vragen m.b.t. veiligheid ............................................................................................................................ 57
9.3 TWEEDE PIJLER: LOVED: GRAAG GEZIEN VOELEN ........................................................................................................... 57
9.3.1 Samen doen ................................................................................................................................................................ 57
9.3.2 Reflectieve vragen m.b.t. graag gezien worden .......................................................................................................... 58
9.4 DERDE PIJLER: HET VORMOGEN OM ANDEREN GRAAG TE ZIEN .................................................................................... 58
9.4.1 Voor jou doen ............................................................................................................................................................. 58
9.4.2 Reflectieve vragen m.b.t. het vermogen om anderen graag te zien ........................................................................... 58
9.5 VIERDE PIJLER: ENGAGEMENT......................................................................................................................................... 58
9.5.1 Voor anderen doen ..................................................................................................................................................... 58
9.5.2 Reflectieve vragen m.b.t. engagement en wederkerigheid ........................................................................................ 59
10 RELATIONEEL KREDIET EN RELATIONEEL MANDAAT ........................................................................................................... 59
11 TOOLS IN GENTLE TEACHING ............................................................................................................................................... 59
11.1 DE TOTALE DIALOOG ....................................................................................................................................................... 59
11.1.1 Geweldloosheid ...................................................................................................................................................... 59
11.1.2 Waarderend karakter ............................................................................................................................................. 59
5|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, 11.1.3 Non-verbale communicatie .................................................................................................................................... 60
11.1.4 Verbale communicatie ............................................................................................................................................ 60
11.1.5 Unieke afstemming ................................................................................................................................................. 60
11.2 STRETCHEN VAN DE RELATIE ........................................................................................................................................... 61
11.3 OVERHEERSEND VERSUS ONDERSTEUNENDE INTERVENTIES: GEWOONTEPATRONEN DOORBREKEN .......................... 61
11.4 REFLECTEER OVER JEZELF ................................................................................................................................................ 61
12 AFSLUITENDE REFLECTIEVE VRAGEN ................................................................................................................................... 62
13 INSPIRERENDE DENKKADERS ............................................................................................................................................... 62
HOOFDSTUK 8: LIFE SPACE CRISIS INTERVENTION
1 WAT IS LSCI? ............................................................................................................................................................................. 63
2 DE HISTORIEK VAN LSCI ............................................................................................................................................................ 63
3 DOELGROEP .............................................................................................................................................................................. 63
4 VISIE VAN LSCI OP CONFLICTEN ................................................................................................................................................ 64
5 DOELSTELLINGEN VAN LSCI....................................................................................................................................................... 64
6 EFFECT OP LANGE TERMIJN ...................................................................................................................................................... 64
7 WIE/WANNEER/WAAR ? ........................................................................................................................................................... 64
8 UITGANGSPUNTEN VAN LSCI .................................................................................................................................................... 65
9 DE CONFLICTCYCLUS ................................................................................................................................................................. 65
9.1 CONFLICTCYCLUS DOORBREKEN ..................................................................................................................................... 66
10 CRISIS ................................................................................................................................................................................... 66
11 EMOTIONELE EERSTE HULP ................................................................................................................................................. 66
12 ZES-FASEN MODEL VAN LSCI ............................................................................................................................................... 67
12.1 FASE 1: ONTLADEN VAN DE EMOTIE ............................................................................................................................... 67
12.2 FASE 2: OPBOUWEN VAN DE TIJDLIJN ............................................................................................................................. 67
12.3 FASE 3: SELECTEREN VAN HET CENTRALE THEMA .......................................................................................................... 67
12.4 FASE 4: KOMEN TOT INZICHT .......................................................................................................................................... 68
12.5 FASE 5: VERKENNEN EN AANLEREN VAN NIEUWE VAARDIGHEDEN ............................................................................... 68
12.6 FASE 6: TRANSFER VAN HET GELEERDE ........................................................................................................................... 68
13 PATRONEN VAN ZELFVERNIETIGEND GEDRAG .................................................................................................................... 68
13.1 RED FLAG INTERVENTION ................................................................................................................................................ 68
13.2 REALITY RUB INTERVENTION ........................................................................................................................................... 68
13.3 SYMPTOM ESTRANGEMENT INTERVENTION .................................................................................................................. 69
13.4 MASSAGING NUMB VALUES INTERVENTION .................................................................................................................. 69
13.5 NEW TOOLS INTERVENTION ............................................................................................................................................ 69
13.6 MANIPULATION OF BODY BOUNDARIES INTERVENTION ................................................................................................ 69
14 LSCI VAARDIGHEDEN ........................................................................................................................................................... 69
15 VALKUILEN BIJ LSCI .............................................................................................................................................................. 69
16 VOORBEELD VAN LSCI-GESPREK .......................................................................................................................................... 70
17 LSCI IN OOST-VLAANDEREN ................................................................................................................................................. 70




6|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

,HOOFDSTUK 9: INCLUSIE
1 HOE ERVAAR JIJ ONZE SAMENLEVING? .................................................................................................................................... 71
1.1 NUSSBAUM & SEN ........................................................................................................................................................... 71
1.2 NICOLE VETTENBURG ...................................................................................................................................................... 71
1.3 HARRY KUNNEMAN ......................................................................................................................................................... 71
1.3.1 Dikke-ik gedrag............................................................................................................................................................ 71
1.3.2 Positie van de hulpverlener volgens Kunneman ......................................................................................................... 72
2 COMMUNITY BUILDING ............................................................................................................................................................ 72
2.1 UITGANGSPUNTEN .......................................................................................................................................................... 72
3 METHODIEKEN .......................................................................................................................................................................... 72
3.1 KWARTIERMAKEN ........................................................................................................................................................... 72
3.1.1 Terminologie en ontwikkelaar .................................................................................................................................... 72
3.1.2 Doelgroep.................................................................................................................................................................... 72
3.1.3 Doelstellingen ............................................................................................................................................................. 73
3.1.4 Theoretische kaders .................................................................................................................................................... 73
3.1.5 Toelichting methodiek ................................................................................................................................................ 73
3.2 BUURTVERVLECHTING ..................................................................................................................................................... 74
3.2.1 Terminologie en ontwikkelaar .................................................................................................................................... 74
3.2.2 Doelgroep.................................................................................................................................................................... 74
3.2.3 Doelstellingen ............................................................................................................................................................. 74
3.2.4 Theoretische kaders .................................................................................................................................................... 74
3.2.5 Toelichting methodiek ................................................................................................................................................ 74
4 SLAAGKANSEN .......................................................................................................................................................................... 75
HOOFDSTUK 10: ARBEID EN ARBEIDSZORG
1 RECHT OP ARBEID ..................................................................................................................................................................... 76
2 ARBEID BEVORDERT DE LEVENSKWALITEIT .............................................................................................................................. 76
3 WAT HOUDT ARBEIDSZORG IN? ............................................................................................................................................... 76
4 ARBEIDSZORG EN SOCIALE ECONOMIE .................................................................................................................................... 78
5 DE BASISPRINCIPES VAN ARBEIDSZORG ................................................................................................................................... 78
6 VOOR WIE IS DE ARBEIDSZORG BEDOELD? .............................................................................................................................. 79
7 ARBEIDSZORG IN VERSCHILLENDE SECTOREN .......................................................................................................................... 79
8 VORMEN VAN ARBEIDSZORG ................................................................................................................................................... 79
9 KNELPUNTEN IN DE ARBEIDSZORG ........................................................................................................................................... 82




7|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

,8|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

, HOOFDSTUK 1: OMGAAN MET AGRESSIE

1 WAT IS AGRESSIE

1.1 DEFINITIE
Agressie doorgaans omschreven als:
Iedere vorm van dreigen en/of destructief gedrag dat leidt tot schade (psychisch/fysisch/materieel) aan de ander of zichzelf.

 soms onderscheid tussen agressie en geweld
 geweld gedefinieerd als opzettelijk en doelbewust aanwenden van agressief gedrag


Spectrum van agressief gedrag:

− acceptabel gedrag
− OK, begrijpbaar en geen probleem, maar wat pedagogische bijsturing is noodzakelijk
− op het randje
− niet OK
− zwaar grensoverschrijdend

1.2 AGRESSIE: EEN SUBJECTIEF EN NORMATIEF BEGRIP
− subjectief = gedrag dat door de ene als agressief wordt ervaren, kan voor de andere door de beugel
· persoonlijke interpretatie van gedrag
· geen goed antwoord op wat agressief gedrag is

· referentiekader waaruit we gedrag als agressief bestempelen:
➢ eigen opvoeding
➢ vroegere ervaringen
➢ cultuur

!!! bewust zijn als begeleider hoe je naar agressie kijkt

− normatief = gedrag als agressief bestempelen → geen impliciet aan dat er een ‘norm’ is
· o.b.v. deze norm gedrag al dan niet als agressief bestempelen
· norm aangewezen door context, tijdsgeest en cultuur

!!! voor kinderen & jongeren voldoende consistentie en consequentie zoeken in hoe alle begeleiders met agressief gedrag
omgaan

Bv. pedagogische tik
Een kind slaan doe je niet, ook al is het om het kind te doen verschieten. Terwijl een generatie terug, grootouders, heerste er
een cultuur en tijdsgeest waar een klets op de poep wel ok.

1.3 THEORETISCHE KADERS EN HUN KIJK OP AGRESSIE
Bewust zijn als begeleider uit welk theoretisch kader je het agressief gedrag van de cliënt bekijkt
→ zal weerslag hebben op manier van omgaan met cliënt

Verschillende stromingen:

1. psychoanalyse
2. systeemtheorie
3. contextuele theorie
4. agressie-frustratietheorie
5. nativisme
6. sociale leertheorie van Bandura
7. sociale leertheorie van Patterson



9|O R T H O P E D A G O G I S C H E M E T H O D E N E N I N T E R V E N T I E S

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Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

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Focus on what matters

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