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Samenvatting Fysieke revalidatie bij kinderen: Ergotherapie $13.57   Add to cart

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Samenvatting Fysieke revalidatie bij kinderen: Ergotherapie

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Volledige samenvatting van het 2e jaarsvak Fysieke revalidatie deel kinderen binnen de opleiding Ergotherapie. Met deze samenvatting in eerste zit geslaagd voor dit vak.

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  • November 23, 2023
  • 32
  • 2022/2023
  • Summary
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2e jaar bachelor Ergotherapie Fysieke revalidatie bij kinderen
Nina Van Ginneken


Fysieke revalidatie bij kinderen
Inhoudsopgave
Cerebrale parese (cerebral palsy)...........................................................................................................4
Definitie..............................................................................................................................................4
F-words...............................................................................................................................................4
Function/ functie............................................................................................................................5
Family/ gezin...................................................................................................................................5
Fitness/ fitheid................................................................................................................................5
Friends/ vrienden...........................................................................................................................5
Fun/ plezier.....................................................................................................................................6
Future/ toekomst...........................................................................................................................6
Conclusie............................................................................................................................................6
Family centred practice..........................................................................................................................7
Inleiding..............................................................................................................................................7
Definitie..............................................................................................................................................7
FCP binnen ergotherapie....................................................................................................................7
Voordelen FCP....................................................................................................................................8
Early intervention...................................................................................................................................9
Definitie..............................................................................................................................................9
Behandelconcepten en methodes........................................................................................................11
Belangrijke behandelprincipes bij kinderen met CP.....................................................................11
Neuro developmental treatment = NDT...........................................................................................11
Het Bobath concept......................................................................................................................11
NDT = nieuwe naam.....................................................................................................................11
Doel..............................................................................................................................................11
Sleutelpunten...............................................................................................................................11
Behandelingsprincipes..................................................................................................................12
Conductieve pedagogie....................................................................................................................12
Definitie........................................................................................................................................12
Het instituut..................................................................................................................................13
De conductor................................................................................................................................13
Groepsverband.............................................................................................................................13
Ritmische intentie.........................................................................................................................13
Affolter.........................................................................................................................................14


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,2e jaar bachelor Ergotherapie Fysieke revalidatie bij kinderen
Nina Van Ginneken

Forsed use........................................................................................................................................14
Alles op een rijtje tot nu toe.............................................................................................................14
Spiegeltherapie.................................................................................................................................15
Action observation training (AOT)....................................................................................................15
Gebaseerd op...............................................................................................................................15
Besluit...........................................................................................................................................15
Behandeling van de arm en hand functie: verschillende classificaties.................................................16
Geschwind........................................................................................................................................16
Zancolli.............................................................................................................................................16
House................................................................................................................................................16
MACS................................................................................................................................................16
Normale ontwikkeling...................................................................................................................16
Hoe werken we?...........................................................................................................................16
Normale ontwikkelingslijn volgen is niet altijd mogelijk...............................................................17
Toelaten van geassocieerde en compensatoire bewegingen.......................................................17
Motorisch leren....................................................................................................................................18
Expliciet leren...................................................................................................................................18
Impliciet leren...................................................................................................................................18
Interne en externe focus..................................................................................................................18
Waarom kiezen voor impliciet leren?...............................................................................................18
Sensorische integratie(verwerking)......................................................................................................20
Zintuigen (herhaling)....................................................................................................................20
Sensomotorisch................................................................................................................................20
Cruciaal voor prikkelverwerking.......................................................................................................20
Organisatie van het brein.................................................................................................................20
Hiërarchische organisatie van de hersenen..................................................................................21
Sensorisch profiel.............................................................................................................................21
Doel..............................................................................................................................................21
Komen niet in aanmerking............................................................................................................21
Sensorische informatie.....................................................................................................................22
Sensorische informatie verwerking..................................................................................................22
Modulatie.........................................................................................................................................22
Gedrag en emotionele reacties........................................................................................................22
Werking van de hersenen.................................................................................................................23
Toeschouwer/ gebrekkige registratie...........................................................................................24
Zoeker/ prikkelzoekend................................................................................................................24

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,2e jaar bachelor Ergotherapie Fysieke revalidatie bij kinderen
Nina Van Ginneken

Sensor/ gevoeligheid voor prikkels...............................................................................................24
Vermijder/ prikkelvermijdend......................................................................................................24
Voor- en nadelen per sensorisch profiel.......................................................................................25
Doen als ergotherapeut................................................................................................................25
Developmental coordination disorder/ DCD........................................................................................27
Definitie............................................................................................................................................27
Comorbiditeit...................................................................................................................................27
DSM-5: diagnostische criteria...........................................................................................................27
Diagnose...........................................................................................................................................28
Klinisch beeld....................................................................................................................................28
Gevolgen...........................................................................................................................................28
Stress process framework.................................................................................................................29
Onderliggende mechanismen...........................................................................................................29
Effectieve therapievorm...................................................................................................................30
Procesgeoriënteerde behandelvorm............................................................................................30
CO-OP...........................................................................................................................................30
Neuromotor Task Training............................................................................................................31
Actieve video games.........................................................................................................................32




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, 2e jaar bachelor Ergotherapie Fysieke revalidatie bij kinderen
Nina Van Ginneken


Cerebrale parese (cerebral palsy)
Definitie
Wat?
Letsel in de hersenen (centraal zenuwstelsel) die zich uit op motorisch vlak

Type?
Non-progressief, permanent

Bijkomende problemen?
Afwijkingen op vlak van voelen, cognitie, communicatie, perceptie en kans op epilepsie

Wanneer wordt de aandoening veroorzaakt?
Voor, tijdens of na de geboorte (tot 2 jaar)

Wanneer starten we met de behandeling?
Zo jong mogelijk, want dan zijn de hersenen nog plastisch

Waarop ligt de focus van hun behandeling?
Verantwoordelijkheid nemen, zelfredzaam zijn, assertief worden in het sturen van hun leven,
initiatief leren nemen en hulp durven vragen

Waar moeten we op letten als ergo, ouders, andere disciplines, …?
Dat ze de mogelijkheid krijgen om dingen te ontdekken, onafhankelijkheid stimuleren, mobiliteit en
communicatie stimuleren en hun laten exploreren/ dingen laten doen

Link ergotherapie: participatie en zelfstandigheid!



F-words
Waarop leggen Huber en collega’s de nadruk?
Dat gezond niet te maken heeft met niet ziek zijn, maar met in staat zijn je aan te passen en in staat
zijn om sociale, fysieke en emotionele uitdagingen aan te gaan

Link ergotherapie: zelfstandigheid

De zes F-woorden zijn:
Function, Family, Fitness, Friends, Fun en Future

Op wat zijn ze gebaseerd? ICF

Hoe zijn deze woorden tot stand gekomen?
Ze zijn het resultaat van kritische houdingen ten aanzien
van gezondheid

Waarom gebruik maken van de F-woorden?
Toegankelijker voor kinderen, jongeren en het cliëntsysteem

Doel van de zes F-woorden?

- Mee nadenken over de te ondernemen acties
- Betrokkenheid vergroten van cliënt en cliëntsysteem
- Rekening houden met deze zes belangrijke elementen


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