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Samenvatting Verdieping in de Theoretische Orthopedagogiek (VTO)
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VERDIEPING IN DETHEORETISCHE
ORTHOPEDAGOGIEK
Samenvatting semester 2
Bachelor in de Orthopedagogie
2022-2023
Femke Peeters
,Inhoud
INLEIDING
Orthopedagogiek als handelingswetenschap ......................................................................................... 5
Vier wetenschapsfilosofische kaders / paradigma’s ............................................................................... 5
1. Mens als kennis ............................................................................................................................... 5
2. Mens als verhaal .............................................................................................................................. 6
3. Mens als gerechtigheid ................................................................................................................... 6
4. Mens als totaliteit............................................................................................................................ 6
1. MENS ALS KENNIS: EMPIRISCH-ANALYSTISCH PARADIGMA - EAP
Inleiding ................................................................................................................................................... 7
De emprisch-analytische benadering onder de loep .............................................................................. 7
Case - opvoeden onderzocht ............................................................................................................... 8
Empirisch-analytisch benadering ........................................................................................................ 8
De empirische cyclus – AD De Groot ................................................................................................... 9
Zin en onzin? De knelpunten van evidence-based werken ............................................................... 11
Het gedragstherapeutisch kader ........................................................................................................... 13
Uitgangspunten ................................................................................................................................. 13
Behandelmethoden (strategieën v gedragsverandering) – vormen van leren ................................. 13
Klassieke conditionering – leren door associatie, verbanden leggen ........................................... 13
Operante conditionering – leren door gevolgen ........................................................................... 14
Modeling of modeleren – leren door het observeren van een model ......................................... 15
Behandelmethoden ....................................................................................................................... 15
Basisprincipes leertheorie ................................................................................................................. 16
SGG-schema ...................................................................................................................................... 16
Kijken naar probleemgedrag ............................................................................................................. 17
Cognitieve gedragstherapie / leertheorie? ....................................................................................... 17
Kernconcepten gedragstherapie vs. humanisme .............................................................................. 18
Reuven Feuerstein................................................................................................................................. 18
Methode van Feuerstein ................................................................................................................... 19
Instrueren vs. mediëren ................................................................................................................ 19
Learning Potential Assessment Device – LPAD ............................................................................. 20
Theorie van de Structurele Cognitieve Modificatie – SCM ........................................................... 21
Instrumenteel Verrijkingsprogramma – IVP .................................................................................. 23
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, Vergelijking met theorie van socioschema – toepassing op ASS .................................................. 24
Vergelijking met Biklen – competentie veronderstellen ............................................................... 24
Gemedieerde leerervering .................................................................................................................... 25
Mediatie ............................................................................................................................................ 25
Artikel: ‘Leren denken door de methode van Feuerstein’ .................................................................... 27
Besluit .................................................................................................................................................... 28
Doelstellingen ........................................................................................................................................ 28
2. MENS ALS VERHAAL: EXISTENTIEEL-FENOMENOLOGISCH PARADIGMA - EFP
Inleiding ................................................................................................................................................. 30
Existentieel-fenomenologisch ............................................................................................................... 30
Uitgangspunten ..................................................................................................................................... 30
Nieuwe Schoolbeweging ................................................................................................................... 32
Psychodynamische strekking............................................................................................................. 32
Psychoanalyse ....................................................................................................................................... 33
Freuds visie ........................................................................................................................................ 33
Centrale concepten ....................................................................................................................... 33
Kritieken ........................................................................................................................................ 33
Behandelmethoden ........................................................................................................................... 34
Europese vertegenwoordigers van psychoanalyse ........................................................................... 34
Artikel Peter Van Walleghem ................................................................................................................ 35
Verleden van opvoeders en het particulier verlangen – eigen subjectieve positie .......................... 35
Overdracht en tegenoverdracht........................................................................................................ 36
Psychodynamica .................................................................................................................................... 36
Vertegenwoordiger psychodynamisch kader Vlaanderen ................................................................ 37
Nicole Vliegen ................................................................................................................................ 37
Erik De Belie................................................................................................................................... 37
Artikel Nicole Vliegen ............................................................................................................................ 37
Inleidend ............................................................................................................................................ 37
Impact voor kind op vier domeinen .................................................................................................. 38
Impact voor omgeving van het kind .................................................................................................. 39
Drie-sporen aanbod........................................................................................................................... 39
EO in verbinding - Artikel Erik De Belie ................................................................................................. 39
Psychoanalyse vs. psychodynamica ...................................................................................................... 42
Psychoanalyse vs. gedragstherapie ....................................................................................................... 44
2
, 3. MENS ALS GERECHTIGHEID: KRITISCH-EMANCIPATORISCH PARADIGMA - KEP
Inleiding ................................................................................................................................................. 45
Situering ................................................................................................................................................ 45
Zorgkritische beweging ..................................................................................................................... 45
Mensvisie............................................................................................................................................... 47
Orthopedagogiek................................................................................................................................... 48
Vertegenwoordigers .............................................................................................................................. 48
Uitgangspunten en kernconcepten ....................................................................................................... 49
Mensenrechten ................................................................................................................................. 49
Emancipatie en empowerment ......................................................................................................... 51
Inclusie............................................................................................................................................... 52
Kwaliteit van Leven............................................................................................................................ 52
Ondersteuning ................................................................................................................................... 52
Self-advocacy ..................................................................................................................................... 53
Toepassing in de orthopedagogiek ....................................................................................................... 54
Toepassing 1 – uiting van paradigma: Refugee studies .................................................................... 54
Toepassing 2: Disability Studies ........................................................................................................ 56
Toepassing 3: personen met een psychische kwetsbaarheid / middelenafhankelijkheid ................ 58
Implicaties voor beroepsprofiel van de orthopedagoog ....................................................................... 59
Doelstellingen ........................................................................................................................................ 59
4. MENS ALS TOTALITEIT: HOLISTISCH-INTEGRATIEF PARADIMA - HIP
Inleiding ................................................................................................................................................. 60
Integratieve Handelingsorthopedagogiek ............................................................................................. 62
Integratief handelen .......................................................................................................................... 62
Creatieve zoektocht al doende.......................................................................................................... 63
Vier opvoedingsprincipes .................................................................................................................. 64
Principe van de globaliteit ............................................................................................................. 64
Principe van de beweeglijkheid ..................................................................................................... 65
Principe van het handelen ............................................................................................................. 65
Principe van de integratie ............................................................................................................. 66
Orthopedagogische toepassingen van het integratief kader ................................................................ 67
Organisatorische vereisten................................................................................................................ 67
Aangepaste handelingsplanning ....................................................................................................... 68
Specificiteit der methoden ................................................................................................................ 68
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