Samenvatting Gezins- en contextbegeleiding - Hogent
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Course
Gezins- En Contextbegeleiding
Institution
Hogeschool Gent (HoGent)
Samenvatting van de hoorcollege's, syllabus en het gastcollege. Ik kreeg les van Schepens Nathalie en Schoofs Nicole aan de HoGent 22-23.
Ik was door mijn eerste zit met een 14/20.
GEZINS – EN
CONTEXTBEGELEIDING
Inhoudsopgave
hoofdstuk 1 een eerste situering.................................................................................................................... 5
het GEZIN: een poging tot definitie......................................................................................................................5
de geschiedenis van het gezin..............................................................................................................................5
family centered model..........................................................................................................................................9
parallelproces in de begeleiding...........................................................................................................................9
hulpverleningsprincipes vanuit family-centered model......................................................................................10
de hulp richt zich op de behoeften en vragen van het hele gezin..................................................................10
de hulp sluit aan bij de sterke kanten van het gezin en maakt het sterker...................................................10
De hulp is gericht op het uitbouwen en verstevigen van het netwerk..........................................................10
een goede relatie tussen gezin en hulpverlener is belangrijk........................................................................11
recente EVOLUTIE: 1 gezin 1 plan.......................................................................................................................11
1 gezin 1 PLAN: methodisch programma........................................................................................................11
1 gezin 1 plan: vlaanderen..............................................................................................................................11
hoofdstuk 1 de algemene systeemtheorie (AST)...........................................................................................12
geschiedenis van de algemene systeemtheorie.................................................................................................12
het begrip systeem..............................................................................................................................................12
definitie van systeem......................................................................................................................................12
grenzen rond het systeem..............................................................................................................................12
systemen op verschillende niveaus................................................................................................................13
het tijdselement van systemen.......................................................................................................................13
belangrijkste uitgangspunten van de systeemtheorie........................................................................................13
belangrijk begrippen binnen de AST...................................................................................................................14
informatie.......................................................................................................................................................14
feedback..........................................................................................................................................................14
circulaire causalitieit.......................................................................................................................................14
interpunctie.....................................................................................................................................................14
, equifinialiteit...................................................................................................................................................14
betekenis van het symptoom.........................................................................................................................14
systemisch vragen en relationeel luisteren.........................................................................................................15
ruimte creëren voor verandering........................................................................................................................16
besluit: AST als inhoudloos.................................................................................................................................16
hoofdstuk 2: de structuurgerichte benadering.............................................................................................. 16
het ontstaan van de benadering.........................................................................................................................16
drie sleutelbegrippen..........................................................................................................................................17
de gezinsstructuur en pathologie.......................................................................................................................18
kenmerken van een functioneel systeem............................................................................................................18
kluwen en los zand gezinnen..........................................................................................................................18
problemen in subsysteemdifferentiatie.........................................................................................................18
Voorbeelden dysfunctionele structuur...........................................................................................................19
levenscyclus van het gezin..................................................................................................................................19
fasen en fase-overgangen...............................................................................................................................20
werken met gezinnen volgens de structuurgerichte benadering.......................................................................21
gezinskaarten (NIET in de cursus)...................................................................................................................24
Fase 2 wenstekeningen en nieuwe doelen.....................................................................................................25
gezinnen in enkele orthopedagogische sectoren................................................................................................25
integrale jeugdhulp: evolutie van ouderparticipatie......................................................................................25
geestelijke gezondheidszorg kopp/kov kinderen...........................................................................................25
hoofdstuk 3 de contextuele theorie.............................................................................................................. 26
inleiding..............................................................................................................................................................26
contextuele hulpverlening..............................................................................................................................26
doel van de contextuele hulpverlening..........................................................................................................26
verwachtingen................................................................................................................................................26
grondlegger: Ivan boszorgmenyi-Nagy...........................................................................................................26
aandacht voor de individuele en relationele werkelijkheid: 4 dimensies...........................................................27
Dimensie 1......................................................................................................................................................27
Dimensie 2......................................................................................................................................................27
Dimensie 3......................................................................................................................................................27
Dimensie 4......................................................................................................................................................27
nagy de relationele ethiek nader bekeken: dimensie 4......................................................................................28
contextuele begrippen........................................................................................................................................28
loyaliteit..........................................................................................................................................................28
balans van geven en ontvangen.....................................................................................................................29
balans in beweging.........................................................................................................................................30
balans van geven en ontvangen niet in evenwicht.............................................................................................30
onrecht............................................................................................................................................................30
destructief recht.............................................................................................................................................31
constructief recht............................................................................................................................................31
de roulerende rekening..................................................................................................................................32
een basishouding vanuit de contextuele hulpverlening.....................................................................................32
inleiding...........................................................................................................................................................32
vijf aspecten van de contextuele basishouding..............................................................................................33
werken met genogrammen................................................................................................................................37
gebruik............................................................................................................................................................37
wat is een genogram.......................................................................................................................................37
doel van een genogram..................................................................................................................................37
mogelijke vragen.............................................................................................................................................37
specifieke doelen............................................................................................................................................37
het ecogram....................................................................................................................................................38
doel van het ecogram.....................................................................................................................................38
kinderen/ ouders en echtscheidingen.................................................................................................................38
cijfers...............................................................................................................................................................38
echtscheiden is een.........................................................................................................................................38
twee soorten scheidingen...............................................................................................................................38
relationeel gebeuren......................................................................................................................................38
impact op de ouders.......................................................................................................................................38
impact op de kinderen....................................................................................................................................39
bekenen vanuit de contextuele theorie.........................................................................................................39
wat brengt het teweeg?..................................................................................................................................39
scheidingsmelding...........................................................................................................................................40
als ouders ervoor kiezen om te blijven samenwerken als ouders..................................................................40
wat merken we op lange termijn....................................................................................................................41
wat moet een kind dan op termijn.................................................................................................................42
begeleiding......................................................................................................................................................43
tools................................................................................................................................................................43
documentaire: geweld en seksueel misbruik................................................................................................43
balans geven en ontvangen................................................................................................................................43
oefencasus debbie (vanuit de 4de dimensie).................................................................................................. 44
hoofdstuk 4 de narratieve theorie................................................................................................................ 45
achterliggende filosofie: postmodernisme en sociaal constructivisme..............................................................45
postmodernisme.............................................................................................................................................45
sociaal constructivisme...................................................................................................................................45
‘geven vorm, zijn gevomd en worden gevormd’............................................................................................45
familieverhalen en maatschappelijk discour..................................................................................................46
kern van het gedachtengoed..............................................................................................................................46
in de praktijk: rijke verhalen samen creëren.......................................................................................................47
, positie van de therapeut.................................................................................................................................47
soorten gesprekken........................................................................................................................................47
HOOFDSTUK 1: ouder worden van een kind met een beperking....................................................................48
aanvaarden dat je kind een beperking heeft......................................................................................................48
het moment van diagnose..............................................................................................................................48
na de diagnose….............................................................................................................................................48
model van marvin en pianta...........................................................................................................................49
aanvullingen door denise M. orme; continuum of resolution.......................................................................49
gezinsveerkracht.............................................................................................................................................50
hoofdstuk 2: family quality of life................................................................................................................. 51
kwaliteit van leven..............................................................................................................................................51
theoretisch model van FQOL...............................................................................................................................51
de negen FQOL domeinen van brown............................................................................................................52
de drie fqol dimensies.....................................................................................................................................52
brussen (van kinderen met een beperking)........................................................................................................53
sibling quality of life............................................................................................................................................54
hoe is het om brus te zijn? brussenonderzoek...............................................................................................54
het concept, kwaliteit van leven voor brussen...............................................................................................55
tot slot.................................................................................................................................................................55
ouderspunt..........................................................................................................................................................55
ouders die lid zijn en in het raad van bestuur binnen ouderspunt................................................................56
vragen van studenten.........................................................................................................................................58
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