100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Previously searched by you
Previously searched by you
logo
Samenvatting theorieën en werkvelden $7.92   Add to cart
Quickly navigate to
Preview
  2.  
  3. Katholieke Universiteit Leuven (KU Leuven)
  4.  
  5. Pedagogische Wetenschappen
  6.  
  7. Orthopedagogiek: Theorieën En Werkvelden (P0U48A)

Summary

Samenvatting theorieën en werkvelden

1 review
 39 views  3 purchases
  • Course
  • Orthopedagogiek: Theorieën En Werkvelden (P0U48A)
  • Institution
  • Katholieke Universiteit Leuven (KU Leuven)

Een samenvatting van het vak theorieën en werkvelden zoals het werd gegeven in academiejaar . Het is een uitgebreide samenvatting met de theorie gegeven in de colleges en aangevuld met notities. Er zitten tevens ook veel voorbeelden en casussen in. Het zelfstudie stukje is ook samengevat.

Preview 4 out of 167  pages

Document information

  • April 11, 2023
  • 167
  • 2022/2023
  • Summary

Subjects

  • theorieën en werkvelden
  • theorieën
  • werkvelden
  • orthopedagogiek
  • karla van leeuwen
  • integrale jeugdhulp
  • kind en gezin
  • vaph
  • ortho
  • orthopedagogiek theorieën en werkvelden
  • pedagogische wetenschappen
  • ku leuven

Written for

  • Katholieke Universiteit Leuven (KU Leuven)
  • Pedagogische Wetenschappen
  • Orthopedagogiek: Theorieën En Werkvelden (P0U48A)
All documents for this subject (2)

1  review

review-writer-avatar

By: floorvanhasselt • 1 year ago

Seller

avatar-seller
Postduifje

Reviews received

Content preview

Inhoudsopgave
1 INDIVIDU-CONTEXT DENKEN ................................................................................................................... 6
1.1 MEDISCH MODEL.......................................................................................................................................... 6
1.2 BURGERSCHAPSMODEL .................................................................................................................................. 6
1.3 HANDICAPCREATIEMODEL (FOUGEYROLLAS) ...................................................................................................... 2
1.4 BIO-PSYCHOSOCIAAL MODEL (ENGEL) ............................................................................................................... 2
1.5 ECOLOGISCH MODEL (BRONFENBRENNER) ......................................................................................................... 3
1.6 INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH: ICF (WHO) ........................................... 3
2 ORTHOPEDAGOGIEK ALS WETENSCHAP .................................................................................................. 4
2.1 OPVOEDING ................................................................................................................................................ 4
2.1.1 POS= ................................................................................................................................................ 5
3 GESPREKSVAARDIGHEDEN ...................................................................................................................... 5

3.1 GRONDHOUDING (CARL ROGERS) .................................................................................................................... 5
3.2 ALGEMENE GESPREKSVAARDIGHEDEN ............................................................................................................... 6
3.3 OBSERVATIEVAARDIGHEDEN ........................................................................................................................... 8
3.3.1 Rapportagemethoden ..................................................................................................................... 8
3.3.2 Aandachtspunten tijdens observatie ............................................................................................... 8
3.3.3 Verslaglegging ................................................................................................................................. 9

4 ALGEMENE THEORETISCHE KADERS ......................................................................................................... 9
4.1 VISIE OP KINDEREN, ONTWIKKELING EN INDIVIDUELE VERSCHILLEN ........................................................................ 10
4.1.1 Ontwikkelingstaken & Opvoedingsopgaven .................................................................................. 10
4.1.2 Individuele verschillen bij kinderen ................................................................................................ 14
4.1.3 Sensitief zijn voor individuele kenmerken van kinderen in de opvoeding ...................................... 17
4.1.4 Individuele kenmerken & aanpak in de klas .................................................................................. 18
4.2 VISIE OP OPVOEDING EN OPVOEDINGSPROBLEMEN ............................................................................................ 18
4.2.1 Principes ........................................................................................................................................ 18
4.2.2 Componenten v opvoeding ............................................................................................................ 19
4.3 HANDELINGSGERICHTE COMPONENT .............................................................................................................. 19
4.3.1 Opvoedingsdimensies .................................................................................................................... 19
4.3.2 Opvoedingsstijlen .......................................................................................................................... 19
4.4 BETEKENISCOMPONENT VAN OPVOEDING (KOK) ............................................................................................... 21
4.5 MODEL BELSKY (1984) ............................................................................................................................... 21
4.6 OPVOEDINGSVRAGEN .................................................................................................................................. 23
4.7 OPVOEDINGSPROBLEMEN ............................................................................................................................ 24
4.8 GEDRAGS- VERSUS OPVOEDINGSPROBLEMEN ................................................................................................... 24
4.9 CONTINUÜM VAN GEWONE OPVOEDINGSSITUATIE NAAR OPVOEDINGSNOOD .......................................................... 24
4.10 OORZAKEN VAN OPVOEDINGSPROBLEMEN ....................................................................................................... 27
4.10.1 Het balansmodel van Bakker, van Dijke, & Terpstra (1998) .......................................................... 27
5 ORTHOPEDAGOGISCH KADER: OUDER-KINDRELATIE ............................................................................. 29
5.1 DOMEINEN V SAMENLEVEN IN HET GEZIN ........................................................................................................ 29
5.2 COMPONENTEN VAN OPVOEDINGSSITUATIES IN HET GEZIN .................................................................................. 29
5.3 PEDAGOGISCHE VRAAG: KINDFACTOREN .......................................................................................................... 30
5.3.1 Pedagogische vraag (Kok) ............................................................................................................. 30
5.4 PEDAGOGISCH AANBOD: OUDERFACTOREN ...................................................................................................... 31
5.4.1 Pedagogische vaardigheden .......................................................................................................... 32

, 5.5 SUBSYSTEEMKENMERKEN (MEER A/H GEZIN DAN ENKEL OUDER-KIND)................................................................... 32
5.5.1 Subsysteem partners ..................................................................................................................... 32
5.5.2 Subsysteem ouders ........................................................................................................................ 32
5.5.3 Subsysteem broers en zussen ........................................................................................................ 33
5.6 GEZINSKENMERKEN (ZIE SYSTEEMTHEORIE) ................................................................................................................. 33
5.7 CONTEXTKENMERKEN .................................................................................................................................. 34
5.8 OPVOEDINGSPROBLEMEN IN ORTHOPEDAGOGISCH KADER .................................................................................. 34
6 ORTHOPEDAGOGISCH KADER: LEERKRACHT-LEERLINGRELATIE.............................................................. 36
6.1 DOMEINEN VAN SAMENLEVEN OP SCHOOL ....................................................................................................... 36
6.2 COMPONENTEN VAN ONDERWIJSLEERSITUATIES OP SCHOOL ................................................................................ 37
6.3 PEDAGOGISCHE VRAAG: KINDFACTOREN .......................................................................................................... 38
6.4 PEDAGOGISCH AANBOD OP SCHOOL ............................................................................................................... 38
6.5 ONDERWIJSLEERSITUATIES EN -PROBLEMEN ..................................................................................................... 38
7 SOCIALE LEERTHEORIE ........................................................................................................................... 39
7.1 LEERTHEORIEËN: HISTORIEK .......................................................................................................................... 39
7.2 HET S-O-R-C MODEL .................................................................................................................................. 39
7.2.1 Functies v gedrag ........................................................................................................................... 40
7.2.2 Functieanalyse ............................................................................................................................... 40
7.2.3 Observatie van gedrag .................................................................................................................. 40
7.2.4 Het ‘Organisme’ ............................................................................................................................. 42
7.2.5 De wetten van effect: hoe leren kinderen gedrag?........................................................................ 44
7.2.6 SLT in ecologisch perspectief ......................................................................................................... 46
7.3 SLT IN OPVOEDING ..................................................................................................................................... 46
7.3.1 Gewenst gedrag versterken ........................................................................................................... 47
7.3.2 opdrachten geven .......................................................................................................................... 50
7.3.3 Afspraken maken en grenzen trekken ........................................................................................... 50
7.3.4 Corrigeren van gedrag ................................................................................................................... 51
7.4 TIME-OUT ................................................................................................................................................. 53
7.4.1 Aandachtspunten time-out als ‘afkoelprocedure’ ......................................................................... 53
7.4.2 KRITISCHE NOOT BIJ TIME-OUT (Solnick, Rincover, & Peterson, 1977).......................................... 53
7.4.3 Kritische noot bij time-out (Prochner & Hwang, 2008) .................................................................. 54
7.5 MONITORING (SUPERVISIE) .......................................................................................................................... 54
7.5.1 KRITISCHE NOOT BIJ ‘MONITORING’ (Stattin & Kerr, 2000) .................................................... 54
7.6 POSITIEVE BETROKKENHEID ‘TRIPLE P’............................................................................................................. 55
7.7 PROBLEMEN OPLOSSEN................................................................................................................................ 56
7.8 TOEPASSING: STRATEGIEËN OM (ONGEWENST) GEDRAG IN DE KLAS TE REGULEREN .................................................. 56
7.9 THE GOOD BEHAVIOR GAME (OOK IN KLAS) - TAAKSPEL ...................................................................................... 57
7.10 WOEDE- OF DRIFTBUIEN BIJ PEUTERS & KLEUTERS ............................................................................................. 59
7.10.1 Definitie: ........................................................................................................................................ 59
7.10.2 Gedrags- of opvoedingsprobleem? ................................................................................................ 59
7.10.3 Prevalentie ..................................................................................................................................... 59
7.10.4 Waarom woedebuien? .................................................................................................................. 60
7.10.5 Ontwikkelingsaspecten .................................................................................................................. 61
7.10.6 Hanteringsgedrag bij woedebuien................................................................................................. 61

8 DE SYSTEEMTHEORIE ............................................................................................................................. 63
8.1 DE SYSTEEMBENADERING: VERKENNING & PLAATSBEPALING ............................................................................... 63
8.1.1 Vergelijking tss traditionele psychologie en systeemtheorie ......................................................... 63

, 8.1.2 Verklaringen van menselijk gedrag ............................................................................................... 64
8.1.3 Algemene kenmerken van de systeemtheorie ............................................................................... 64
8.2 KERNBEGRIPPEN ......................................................................................................................................... 65
8.3 COMMUNICATIETHEORIE.............................................................................................................................. 67
8.3.1 Axioma 1: De onmogelijkheid om niet te communiceren .............................................................. 68
8.3.2 Axioma 2: De gelaagdheid van de communicatie.......................................................................... 68
8.3.3 Axioma 3: De interpunctie van de interactie ................................................................................. 69
8.3.4 Axioma 4: Analoge en digitale communicatie ............................................................................... 70
8.3.5 Axioma 5: Complementaire en symmetrische interactie ............................................................... 72
8.4 GEZINSSYSTEMEN ....................................................................................................................................... 74
8.4.1 Gezinsrollen en -posities ................................................................................................................ 74
8.4.2 Rollen/fenomenen binnen gezinssystemen ................................................................................... 75
9 CONTEXTUELE BENADERING.................................................................................................................. 77
9.1 IVAN BOSZORMENYI-NAGY........................................................................................................................... 77
9.2 BASISPRINCIPES CONTEXTUELE THEORIE .......................................................................................................... 77
9.2.1 Twee uitgangspunten: ................................................................................................................... 77
9.2.2 De relationele context: .................................................................................................................. 77
9.2.3 De vier dimensies van het menselijk relatiepatroon: ..................................................................... 77
9.3 LOYALITEIT ................................................................................................................................................ 78
9.3.1 Soorten loyaliteit ........................................................................................................................... 78
9.3.2 Loyaliteit en autonomie: (link) ....................................................................................................... 79
9.4 LOYALITEIT ONDER DRUK .............................................................................................................................. 80
9.4.1 Loyaliteitsdilemma’s en -conflicten ............................................................................................... 80
9.4.2 Gespleten loyaliteit ........................................................................................................................ 80
9.4.3 Onzichtbare loyaliteit (onderdrukte loyaliteit) .............................................................................. 80
9.4.4 Gevolgen van niet loyaal mogen zijn aan een ouder: .................................................................... 80
9.4.5 Overbelaste verticale loyaliteit ...................................................................................................... 81
9.5 ERKENNING EN ONRECHT ............................................................................................................................. 84
9.5.1 Erkenning in contextuele betekenis ............................................................................................... 84
9.5.2 Onrecht .......................................................................................................................................... 84
9.5.3 Reacties op aangedaan onrecht .................................................................................................... 84
9.6 DE DYNAMISCHE DRIEHOEK .......................................................................................................................... 86
9.7 HET GENOGRAM......................................................................................................................................... 87
9.7.1 Genogram: symbolen .................................................................................................................... 87
9.7.2 Genorgram: relaties....................................................................................................................... 88
9.7.3 Het genogram bij kinderen ............................................................................................................ 88
10 TOEPASSINGEN V/D THEORETISCHE KADERS ..................................................................................... 89
10.1 PESTEN OP SCHOOL ..................................................................................................................................... 89
10.1.1 Invalshoek Systeemtheorie ............................................................................................................ 89
10.1.2 Invalshoek Contextuele theorie à contextuele aanpak pestgedrag ............................................. 91
11 PROBLEMATISCHE OPVOEDINGSSITUATIE ......................................................................................... 93
11.1 OPVOEDING: ALGEMENE VISIE ....................................................................................................................... 93
11.2 OPVOEDINGSMOEILIJKHEDEN: EEN CONTIUÜM .................................................................................................. 93
11.3 ORTHOPEDAGOGISCHE VRAAGSTELLING .......................................................................................................... 94
11.3.1 Analyse van het ontwikkelingsverloop van het kind (Kok) ............................................................. 94
11.3.2 Analyse van het opvoeden ............................................................................................................. 95
11.3.3 Analyse van de beïnvloedende omstandigheden: ‘The bigger picture’ (Kok) ................................ 96

, 11.3.4 Samengevat: opvoedingsproces (Kok) ........................................................................................... 97
11.3.5 Echter, veel verschillende conceptualisaties … .............................................................................. 98
11.3.6 Vraagstellingen (van Heteren et al., 2000) .................................................................................... 99
11.4 PROBLEMATISCHE OPVOEDINGSSITUATIE ....................................................................................................... 100
11.4.1 Intern versus extern gedefinieerde POS ....................................................................................... 100
11.4.2 POS: primair vs secundair ............................................................................................................ 101
11.5 VERONTRUSTING OF VERONTRUSTENDE SITUATIE ............................................................................................ 102
11.6 VOORBEELD EXAMENVRAGEN: .................................................................................................................... 102
11.6.1 Gedrags- en ontwikkelingsproblemen leiden vaak tot opvoedingsproblemen ............................ 103
11.6.2 Primaire of secundaire POS?........................................................................................................ 103
11.6.3 Toepassingen ‘examen’ .............................................................................................................. 104
12 METHODISCHE AANPAK VAN OPVOEDINGSPROBLEMEN: KLINISCHE CYCLUS................................... 106
12.1 VOORWAARDEN VOOR HULPVERLENING ........................................................................................................ 106
12.2 WAAROM METHODISCH HANDELEN ? ........................................................................................................... 107
12.2.1 Methodisch processen ................................................................................................................. 108
12.2.2 Empirische cyclus (De Groot, 1961) ............................................................................................. 108
12.2.3 Regulatieve cyclus (Van Strien, 1986) .......................................................................................... 109
12.2.4 Klinische cyclus ............................................................................................................................ 109
12.3 DIAGNOSTIEK EN CLASSIFICATIE= HET VERSCHIL .............................................................................................. 111
12.4 CLASSIFICATIE .......................................................................................................................................... 111
12.5 DIAGNOSTISCHE CYCLUS (KLASSIEK) .............................................................................................................. 112
12.5.1 Klinische cyclus ............................................................................................................................ 112
12.5.2 De diagnostische cyclus (De Bruyn, p. 37) ................................................................................... 112
12.5.3 Samengevat: Belangrijkste stappen in diagnostisch proces ........................................................ 117
12.6 INDICATIESTELLING EN INTERVENTIE ............................................................................................................. 117
12.6.1 Klinische cyclus ............................................................................................................................ 117
12.6.2 Detailopsplitsing “Interventie” adhv de cyclus van planmatig handelen (Knorth & Smit) ........... 118
12.6.3 Indicatiestelling: 5 aspecten / leidende vragen ........................................................................... 118
12.6.4 Detailopsplitising “interventie” adhv de cyclus van planmatig handelen ; .................................. 121
12.6.5 Handelingsplanning: wat met wie doen? .................................................................................... 122
12.6.6 Vergelijking methodische cycli (Knorth & Smit, 1999) ................................................................. 122
13 DIAGNOSTISCHE CYCLUS: HANDELINGSGERICHT .............................................................................. 124

13.1 HANDELINGSGERICHTE DIAGNOSTIEK (PAMEIJER & VAN BEUKERING, 2004) ........................................................ 124
13.1.1 Intakefase .................................................................................................................................... 124
13.1.2 Strategiefase................................................................................................................................ 125
13.1.3 Onderzoeksfase ........................................................................................................................... 126
13.1.4 Indiceringsfase ............................................................................................................................. 126
13.1.5 Adviesfase .................................................................................................................................... 126

14 EXAMENTOELICHTING ..................................................................................................................... 127
14.1 TYPES VRAGEN ......................................................................................................................................... 127
15 INTEGRALE JEUGDHULP ................................................................................................................... 129
15.1 KADER & PRINCIPES .................................................................................................................................. 129
15.1.1 Sectoren ....................................................................................................................................... 129
ZES BOUWSTEUNEN VAN INTEGRALE JEUGDHULP ...................................................................................... 129

15.2 BOUWSTEEN 1: TIJDIGE TOEGANG ............................................................................................................... 129

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

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

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller Postduifje. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $7.92. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

76799 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
$7.92  3x  sold
  • (1)
  Add to cart