In dit document vindt u de samenvatting terug van het vak Psychodiagnostiek SPP3, gegeven door Leen Lietaert aan de Thomas More Hogeschool in Antwerpen. Het vak behoord tot fase 3 van de opleiding Toegepaste Psychologie. Meer specifiek met de afstudeerrichting SPP.
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psychodiagnostiek school en pedagogische psychologie 3
psd school en pedagogische psychologie
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Thomas More Hogeschool (tmhs)
Bachelor In De Toegepaste Psychologie
Psychodiagnostiek 3 SPP
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Hoorcollege 1....................................................................................................................................6
Psychodiagnostiek binnen spp............................................................................................................6
(kind)diagnostiek ter discussie............................................................................................................6
Uitganspunten van het psychodiagnostisch procesmodel..................................................................6
De intake binnen spp: Analyse van kind en context: OS en OLS.........................................................7
Praktijk ervaringen intake...............................................................................................................7
Analyse van kind en context...........................................................................................................8
Aspecten van de OLS & OS..............................................................................................................9
De opvoedingssituatie (OS).............................................................................................................9
Aspecten van de OLS....................................................................................................................10
Voorlopig integratief beeld opstellen...............................................................................................11
1. Nagaan of de verzamelde informatie volledig is.......................................................................11
2. Ordenen en clusteren van de verkregen informatie.................................................................11
Opfrissing van KOP naar VIB.............................................................................................................12
3. Verbanden leggen tussen de geclusterde informatie (VIB).......................................................12
WERKWIJZE opstelling VIB............................................................................................................13
Afspraken opstelling VIB...............................................................................................................13
OPMERKINGEN.............................................................................................................................14
Hypothesestelling: van VIB naar hypothesen...................................................................................14
4. Onderkennende en verklarende hypothesen afleiden.............................................................14
Hoorcollege 2..................................................................................................................................18
Terugkoppeleing casusoefening.......................................................................................................18
KOP-model....................................................................................................................................18
Opstellen van een VIB...................................................................................................................18
Hypothesestelling.........................................................................................................................18
Rekening houdend met de 4 selectiecriteria en met de kwaliteitscriteria voor formulering........18
Aandacht voor mutueel-exclusieve hypothesen!.........................................................................18
Verklarende hypothesen: Causale verbanden moeilijk te toetsen ⇒ ‘houdt in stand’, ‘hangt
samen met’, ‘geeft aanleiding tot’, ‘versterkt’... En niet 'veroorzaakt'.........................................19
Wetenschappelijk onderbouwing psychodiagnostiek (o.a. hypothesestelling)................................19
Etiologie: etiologische factoren....................................................................................................19
Differentiaaldiagnostiek................................................................................................................20
, Comborbiditeit.............................................................................................................................23
Hoorcollege 3: aanvullend onderzoek..............................................................................................25
Psychodiagnostisch Procesmodel vs HGD.........................................................................................25
Psychodiagnostisch procesmodel: Aanvullend onderzoek – denken............................................25
PSYCHODIAGNOSTISCH PROCESMODEL: Aanvullend onderzoek – handelen...............................25
6 Stappen Onderzoeksfase: Procesmodel vs HGD........................................................................26
STAP 1: Psychodiagnostisch procesmodel: Van hypothese naar onderzoekshypothese..............26
STAP 1: HGD: Expliciteren van begrippen in onderzoeksvraag (pract 3!).....................................26
Onderzoeksplan opstellen................................................................................................................28
stap 2: SELECTIE van onderzoeksmiddelen (onderkennende en indicerende hypothesen)...........28
STAP 2: selectie van onderzoeksmiddelen (verklarende hypothesen)..........................................29
Observatie/registratie...................................................................................................................29
Chronologie bevragen..................................................................................................................30
Experiment - kleine interventie....................................................................................................30
stap 2: Selecteren van onderzoeksmethoden...............................................................................30
Toetsingscriteria opstellen: eenvoudig of toch niet?........................................................................33
STAP 3: FORMULEREN VAN TOETSINGSCRITERIA.........................................................................33
Uitdagingen bij toetsingscriteria...................................................................................................34
Toetsingscriteria bij G-schema......................................................................................................36
Toetsingscriteria bij ABC -schema.................................................................................................36
Toetsingscriteria voor experimenten (ABA)..................................................................................37
STAP 4: Voorstelling onderzoekstraject aan cliënt........................................................................37
STAP 5: Uitvoeren onderzoekstraject...........................................................................................37
STAP 6: Na het onderzoek............................................................................................................37
Het psychodiagnostisch verslag.......................................................................................................38
STAP 7: Het onderzoeksverslag.....................................................................................................38
Structuur onderzoeksverslag Practicum 3 spp..............................................................................38
Illustratie verslag practicum 3 spp (zie kennisclip op Canvas).......................................................38
Hoe observaties rapporteren?......................................................................................................39
Hoe gesprekken rapporteren?......................................................................................................39
Hoorcollege 4: OBSERVEREN BINNEN SPP.......................................................................................39
1. klasobservatie...............................................................................................................................40
1.1 Belang klasobservatie.............................................................................................................40
1.2 Rol van de leerkracht..............................................................................................................41
, 1.3 observatiemethode................................................................................................................42
1.4 MOGELIJK Observatieschema (RAETS)....................................................................................45
1.5 MOGELIJKE PROBLEMEN BIJ KLASOBSERVATIE?.....................................................................48
Extra info voor toekomstige leerkrachten of coaches van leerkrachten onder jullie….................48
2. (Participerende) thuisobservatie..................................................................................................49
2.1 Omschrijving participerende thuisobservatie.........................................................................49
2.2 doelstellingen.........................................................................................................................49
2.6 Belang THUISOBSERVATIE.......................................................................................................50
2.7 Voorbereiding motivatie.........................................................................................................50
2.8 Voorbereiding methode en timing..........................................................................................51
2.9 Observatieschema (Raets)......................................................................................................51
2.10 Mogelijke problemen bij thuisobservatie?...........................................................................53
3. Pedagogische spelobservatie........................................................................................................53
3.1 Spel als diagnostisch middel...................................................................................................53
3.2 Doelstellingen.........................................................................................................................53
3.3 Voorwaarden..........................................................................................................................53
3.4 Mogelijk spelverloop..............................................................................................................54
3.5 Leuvens analytisch schema voor pedagogische spelobservatie..............................................55
3.8 Gebruik schema......................................................................................................................58
Hoorcollege 6: HET INTEGRATIEF BEELD..........................................................................................59
1. OPSTELLING INTEGRATIEF BEELD (IB)...........................................................................................59
2. Uitwerking INTEGRATIEF BEELD casus Lucia.................................................................................60
2.A. Per hypothese alle info samenbrengen.................................................................................61
2.B. OPSTELLEN INTEGRATIEF BEELD CASUS LUCIA......................................................................70
Hoorcollege 7: ADVIES EN RAPPORTEREN: INTEGREREN EN INDICEREN..........................................71
Stap 1: Opstellen integratief beeld...................................................................................................71
Stap 2a: Oplijsten van interventie.....................................................................................................72
Enkele keuzemogelijkheden uit strategieën en technieken en settings….....................................73
Stap 2b: Toetsen van interventies....................................................................................................73
Kenmerken van het geselecteerde item.......................................................................................74
Effectiviteit van de interventie(s)..................................................................................................75
Bronnen?......................................................................................................................................75
Praktische overwegingen..............................................................................................................76
(persoonlijkheids)profiel van de cliënt(en)...................................................................................77
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