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Samenvatting - Orthopedagogische handelingsplanning
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ORTHOPEDAGOGISCHE HANDELINGSPLANNENInhoud
1 Methodisch handelen..........................................................................................................................4
2 visies die methodisch handelen...........................................................................................................4
3 Werken met doelen.............................................................................................................................5
4 De cyclus van het orthopedagogisch handelen...................................................................................5
4.1 Verschillende soorten plannen.....................................................................................................5
5 Handelingsplannen binnen het hulpverleningsproces.........................................................................5
5.1 Handelingspanning: naamgeving..................................................................................................5
5.2 Definitie van Rink..........................................................................................................................5
6 Hele HULPVERLENINGSproces.............................................................................................................6
6.1 Cyclisch proces..............................................................................................................................6
6.2 Verschillende fasen van de regulatieve cyclus van strien.............................................................6
6.3 Beeldvorming................................................................................................................................6
6.3.1 Mogelijke richtschema beeldvorming....................................................................................7
6.3.2 Enkele aandachtspunten.......................................................................................................7
6.3.3 Formulering beeldvorming....................................................................................................7
6.4 Plannen: het formuleren van doelstellingen en opmaken actieplannen......................................8
6.4.1 aandachtspunten...................................................................................................................8
6.4.2 Het ACTIEPLAN.......................................................................................................................8
6.5 Uitvoeren/ handelen....................................................................................................................9
6.6 Evalueren (en bijsturen)...............................................................................................................9
7 Paradigma-omslag...............................................................................................................................9
7.1 Cliënt- en netwerkbetrokkenheid.................................................................................................9
7.2 Sociaal netwerk............................................................................................................................9
8 Wat is belangrijk in het leven mensen met een beperking................................................................10
9 Kwaliteit van het bestaan..................................................................................................................10
9.1 Model van kwaliteit van bestaan................................................................................................11
9.2 QOL volgens schalock en verdugo..............................................................................................11
10 Kwaliteit van bestaan vs kwaliteit van zorg.....................................................................................12
10.1 QOL stijgt als.............................................................................................................................12
11 Kwaliteit van bestaan en het VN-verdrag........................................................................................12
11.1 Centrale waarden.....................................................................................................................12
11.2 De relatie tussen QOL en het VN-verdrag.................................................................................13
12 Een persoonsgerichte ondersteuningsmethodiek...........................................................................13
,13 kwaliteit van bestaan in kaart brengen...........................................................................................14
14 Wat is SIS.........................................................................................................................................16
14.1 Bepalen van de ondersteuningsbehoefte.................................................................................16
14.1.1 Ontwikkelingen..................................................................................................................16
15 Trend 1: verandering in verwachtingen...........................................................................................16
15.1 Trend 2: functionele beschrijving van de beperking.................................................................17
15.2 Trend 3: leeftijdsgebonden activiteiten...................................................................................17
15.3 Trend 4: vraag gestuurde ondersteuning..................................................................................17
15.4 Ondersteuningsnetwerken.......................................................................................................18
15.5 Individuele ondersteuningsmethodiek Jim Thompson.............................................................20
16 Samen aan de slag...........................................................................................................................21
16.1 Fase 1: vraagverduidelijking......................................................................................................21
17 Verkennen terminologie..................................................................................................................22
18 Opvoedingsprogramma(kinderen)/ ondersteuningsprogramma(volwassenen)..............................23
18.1 Persoonsbeeld= beeldvorming.................................................................................................24
18.2 Perspectief, hoofddoel en werkdoel= plannen.........................................................................24
18.3 GAS= evalueren........................................................................................................................25
19 Casemanagement............................................................................................................................25
19.1 Wat is casemanagement...........................................................................................................25
19.2 Verschillende varianten van casemanagement........................................................................25
19.3 Ontstaan en achtergrond..........................................................................................................26
19.4 Voorwaarden om aan casemanagement te doen.....................................................................26
19.5 Profiel van de casemanager......................................................................................................26
19.6 Basisfuncties van casemanagement.........................................................................................26
19.6.1 Assessment........................................................................................................................27
19.6.2 Planning.............................................................................................................................28
19.6.3 interventies........................................................................................................................28
19.6.4 Monitoring.........................................................................................................................29
19.6.5 Evalueren...........................................................................................................................30
19.7 Basisprincipes casemanagement..............................................................................................30
19.8 Modellen van casemanagement...............................................................................................30
19.8.1 Makelaarsmodel................................................................................................................30
19.8.2 Strenghts based model......................................................................................................30
19.8.3 Assertive community treatment- intensief CM..................................................................31
19.8.4 Klinisch model....................................................................................................................31
20 Historiek..........................................................................................................................................32
,21 voor wie of waar?............................................................................................................................32
21.1 Onderzoek slot & spanjaard.....................................................................................................33
21.2 Wat is competentie(competent)...............................................................................................33
21.3 Balansmodel.............................................................................................................................33
22 Het balansmodel: de 5 componenten.............................................................................................34
22.1 Stoornissen(psychopathologie)................................................................................................34
22.2 Stressoren.................................................................................................................................34
22.3 Protectieve factoren(beschermende factoren..........................................................................34
22.4 Balansmodel: in evenwicht.......................................................................................................35
23 Het competentiemodel: de methodiek...........................................................................................35
23.1 Competentie- analyse...............................................................................................................35
23.2 Strategieën...............................................................................................................................35
23.2.1 Voorbeeld Dagtrainingsprogramma..................................................................................35
23.3 Uitgangspunten bij de meeste technieken binnen competentiemodel....................................36
23.3.1 Onderdelen die bij alle technieken terugkomen................................................................36
23.4 Interventies gericht op versteken of aanleren van vaardigheden.............................................36
24 handelingsgericht werken binnen de onderwijscontext..................................................................37
24.1 wat is handelingsgericht werken?............................................................................................37
24.2 7 uitgangspunten......................................................................................................................37
24.2.1 HGW is doelgericht............................................................................................................37
24.2.2 HGW gaat over wisselwerking en afstemming...................................................................37
24.2.3 Onderwijs- opvoedingsbehoeften staan centraal..............................................................38
24.2.4 Leerkrachten maken het verschil, ouders doen er evenzeer toe.......................................38
24.2.5 Positieve aspecten van leerlingen, leerkrachten en ouders van groot belang...................38
24.2.6 De betrokkenen werken constructief samen.....................................................................38
24.2.7 De werkwijze is systematisch en transparant....................................................................38
24.3 Handelingsgerichte diagnostiek................................................................................................38
24.3.1 Intakefase..........................................................................................................................39
24.3.2 Strategiefase......................................................................................................................39
24.3.3 Onderzoeksfase.................................................................................................................40
24.3.4 Integratie/aanbevelingsfase..............................................................................................40
24.3.5 Adviesfase..........................................................................................................................40
24.4 ICF-CY internationale classificatie van het menselijk functioneren voor kinderen en jongeren
..........................................................................................................................................................40
24.4.1 ICF-CY.................................................................................................................................42
, HOOFDSTUK 1: Inleiding Methodisch handelen
Handelingsplanning in het HV-proces
1 Methodisch handelen
• doelgericht: gericht op ontwikkeling/handhaving
• bewust: niet louter intuïtief
• systematisch: stap voor stap
• procesmatig: volgens plan
2 visies die methodisch handelen
• Ter Horst: POS vraag om actie
• Kok: vraagstellingstype vraagt om actie
• Broekaert: orthopedagogiek als handelingswetenschap
We vertrekken steeds van ons handelen met de cliënt (SAMEN handelen) en moeten daar ook steeds
naar terugkeren.
Er is een voortdurende wisselwerking tussen theorie
en handelen.
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