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Samenvatting - School & Pedagogische Psychologie
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Uitgebreide samenvatting van het vak school -en pedagogische psychologie. Samenvatting bevat alle informatie gegeven in de lessen en eigen notities. In totaal 120 pagina's. Lessen gegeven door docente Madarevic Melinda. Geslaagd in eerste zit

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Document information

  • February 23, 2024
  • 121
  • 2023/2024
  • Summary

Subjects

  • opvoeding en leren
  • opvoedingsondersteuning
  • diversiteit en inclusie
  • casuïstiek en deontologie in gezinscontext
  • het hulpverleningslandschap
  • hulpvragen in schoolse context

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  • Hogeschool PXL (PXL)
  • Bachelor in de Toegepaste Psychologie
  • School & Pedagogische Psychologie
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Docent: Madarevic Melinda

SCHOOL & PEDAGOGISCHE
PSYCHOLOGIE




Luana Campus
Academiejaar 2023-2024

,Inhoudsopgave
MODULE 1: WAT IS SCHOOL- EN PEDAGOGISCHE PSYCHOLOGIE ...................................................................... 4
HOORCOLLEGE 1: WAT IS SCHOOL- EN PEDAGOGISCHE PSYCHOLOGIE? ............................................................................... 4
Wat is schoolpsychologie? ............................................................................................................................. 4
Wat is pedagogische psychologie? ................................................................................................................ 4
Wat is een verschil tussen schoolpsychologie en pedagogische psychologie? ............................................... 6
Wat is een overeenkomst tussen schoolpsychologie en pedagogische psychologie? .................................... 6
Methoden ...................................................................................................................................................... 7
MODULE 2: OPVOEDEN EN LEREN IN EEN SCHOOLSE EN GEZINSCONTEXT ..................................................... 12
HOORCOLLEGE 2: OPVOEDEN EN LEREN DEEL 1 ........................................................................................................... 12
1. Hoe wordt een kind gevormd? ................................................................................................................. 12
Het bio-ecologische model van Bronfenbrenner .......................................................................................................12
Bronfenbrenner op school .........................................................................................................................................13
2. Wat is een gezin? ..................................................................................................................................... 14
Doelstellingen Hoorcollege 2 ....................................................................................................................... 14
HOORCOLLEGE 3: OPVOEDEN EN LEREN DEEL 2 ........................................................................................................... 15
2. Wat is een gezin? ..................................................................................................................................... 15
Het gezin is een historisch perspec<ef ......................................................................................................................15
Diversiteit in gezinsvormen........................................................................................................................................17
Ouderlijk gezag ..........................................................................................................................................................18
Op<male gezinsvorm? ...............................................................................................................................................19
Diversiteit in gezinsvorm ............................................................................................................................................19
3. Wat is opvoeding?.................................................................................................................................... 20
Het opvoedingsprocesmodel van Belsky ...................................................................................................................21
Ontwikkelings vs. – opvoedingsopgaven ...................................................................................................................23
Handelsgerichte opvoedingscomponent ...................................................................................................................24
HOORCOLLEGE 4: OPVOEDEN EN LEREN DEEL 3 ........................................................................................................... 27
Wat is opvoeding ......................................................................................................................................... 27
Handelingsgerichte opvoedingscomponent ..............................................................................................................27
Betekenisgerichte opvoedingscomponent.................................................................................................................31
Kri<sche kijk op opvoeding ........................................................................................................................................32
Doelstellingen Hoorcollege 4 ....................................................................................................................... 34
MODULE 3: OPVOEDINGSONDERSTEUNING .................................................................................................. 35
HOORCOLLEGE 5 - OPVOEDINGSONDERSTEUNING ....................................................................................................... 35
Wat is opvoedingsondersteuning? ............................................................................................................... 35
Opvoedingsvragen vs. Opvoedingsproblemen ............................................................................................. 36
Opvoedingsvragen: ....................................................................................................................................................36
Opvoedingsproblemen: .............................................................................................................................................36
Gedragsproblemen vs. Opvoedingsproblemen ............................................................................................ 37
Opvoedingsproblemen: .............................................................................................................................................37
Gedragsproblemen… .................................................................................................................................................37
Van gewone opvoedingssituaIe naar opvoedingsnood............................................................................... 37
Con<nuüm van gewone opvoedingssitua<e tot opvoedingsnood ............................................................................37
Oorzaken van opvoedingsproblemen: het balansmodel .............................................................................. 39
Casus Kevin .................................................................................................................................................. 40
Bronfenbrenner (HC2): ..............................................................................................................................................40
Belsky (HC3) ...............................................................................................................................................................41
Ontwikkelingsopgaven vs. Opvoedingsopgaven (HC3) ..............................................................................................41
Ontwikkelingsgedragingen, -dimensies, -s<jlen (HC4) ...............................................................................................41
Betekenisgerichte component: affec<ef, cogni<ef en cona<ef (HC4)........................................................................42
Opvoedingsondersteuning (HC5) ...............................................................................................................................42
Doelstellingen Hoorcollege 5 ....................................................................................................................... 43
MODULE 4: OUDERSCHAP & SCHEIDING (GASTLES DR. KIM BASTAITS) .......................................................... 44
HOORCOLLEGE 6: GASTCOLLEGE OUDERSCHAP & SCHEIDING .......................................................................................... 44
Maatschappelijke situering .......................................................................................................................... 44

, TheoreIsch – juridische kaders .................................................................................................................... 46
De ouderrol na scheiding ............................................................................................................................. 48
EHB(H)O(S) ................................................................................................................................................... 52
Kinderen aan het woord............................................................................................................................... 53
Conclusie: handvaten voor de psychologisch consulent ............................................................................... 57
MODULE 5: CASUÏSTIEK EN DEONTOLOGIE IN DE GEZINSCONTEXT ................................................................ 59
HOORCOLLEGE 7: CASUÏSTIEK EN DEONTOLOGIE IN DE GEZINSCONTEXT............................................................................. 59
Casus Sarah (individuele opdracht) .............................................................................................................. 59
Deontologische aspecten van diagnosIek en begeleiding in een gezinscontext.......................................... 62
Deontologie bij kinderen en jongeren .......................................................................................................................62
Deontologische code .................................................................................................................................................62
WeXelijke regels m.b.t. minderjarigen ......................................................................................................................62
Decreet rechtsposi<e (2004) .....................................................................................................................................63
Wet pa<ëntenrechten (2002) ....................................................................................................................................63
Privacywet (2018) ......................................................................................................................................................63
Beroepsgeheim (2013)...............................................................................................................................................63
Ethische dilemma’s ....................................................................................................................................................64
Wat is specifiek voor kinderen/jongeren? .................................................................................................................64
Casus 3 handboek ......................................................................................................................................................65
Casus 4 handboek ......................................................................................................................................................66
Casussen minderjarige cliënten .................................................................................................................................67
Casus Tara’s gezin (groepsopdracht) ............................................................................................................ 69
Doelstellingen Hoorcollege 7 ....................................................................................................................... 69
MODULE 6: HET HULPVERLENGINGSLANDSCHAP .......................................................................................... 70
HOORCOLLEGE 8: HET HULPVERLENINGSLANDSCHAP ..................................................................................................... 70
Integrale jeugdhulp (gezinscontext) ............................................................................................................. 70
1. Rechtstreeks toegankelijke jeugdhulp (RTJ) ....................................................................................................70
2. Jeugdhulp buiten toepassingsgebied IJH.........................................................................................................71
3. Crisisjeugdhulp, con<nuïteit, klachtenlijn .......................................................................................................71
4. Aanmelding bij de intersectorale toegangspoort ............................................................................................72
5. Intersectorale toegangspoort met twee teams ...............................................................................................72
6. Niet-rechtstreeks toegankelijke jeugdhulp ......................................................................................................72
7. Gemandateerde voorzieningen .......................................................................................................................73
8. Gerechtelijke jeugdhulp ..................................................................................................................................73
Leerling- en studiebegeleiding (schoolcontext) ............................................................................................ 73
Het Vlaamse onderwijslandschap in vogelvlucht.......................................................................................................73
Leerlingbegeleiding: het CLB......................................................................................................................................75
Studiebegeleiding in het hoger onderwijs .................................................................................................................76
Doelstellingen Hoorcollege 8 ....................................................................................................................... 76
MODULE 7: THEMA’S IN EEN SCHOOLSE CONTEXT ........................................................................................ 78
HOORCOLLEGE 9: DIVERSITEIT EN INCLUSIE ................................................................................................................. 78
Diversiteit ..................................................................................................................................................... 78
Wat is diversiteit? ......................................................................................................................................................78
Kruispuntdenken ........................................................................................................................................................78
Superdiversiteit ..........................................................................................................................................................78
Vijf maatschappelijke modellen .................................................................................................................................79
Inclusie ......................................................................................................................................................... 79
Wat is inclusie? ..........................................................................................................................................................79
Inclusief onderwijs .....................................................................................................................................................80
Zorgcon<nuüm...........................................................................................................................................................81
ReflecIeopdracht ......................................................................................................................................... 83
Doelstellingen Hoorcollege 9 ....................................................................................................................... 83
HOORCOLLEGE 10: HULPVRAGEN IN DE SCHOOLSE CONTEXT .......................................................................................... 84
Fase 0: Brede basiszorg ................................................................................................................................ 84
Genderdiversiteit.......................................................................................................................................... 84
Denk eens na…...........................................................................................................................................................84
Genderdiversiteit .......................................................................................................................................................84

, Genderdiversiteit op school .......................................................................................................................................85
Talige diversiteit ........................................................................................................................................... 86
Denk eens na…...........................................................................................................................................................86
Talige diversiteit .........................................................................................................................................................86
Talige diversiteit op school.........................................................................................................................................86
Socio-economische diversiteit ...................................................................................................................... 88
Denk eens na…...........................................................................................................................................................88
Socio-economische diversiteit ...................................................................................................................................88
Socio-economische diversiteit op school ...................................................................................................................90
Etnisch-culturele diversiteit .......................................................................................................................... 91
Etnisch-culturele diversiteit op school .......................................................................................................................92
Doelstellingen Hoorcollege 10 ..................................................................................................................... 93
HOORCOLLEGE 11: NEURODIVERSITEIT OP SCHOOL EN IN DE KLAS ................................................................................... 94
AuIsme ........................................................................................................................................................ 94
Wat is au<sme (niet)? ................................................................................................................................................94
Au<sme in het gezin ..................................................................................................................................................95
Onderzoek naar au<sme en opvoeding .....................................................................................................................96
Neurodiversiteit ........................................................................................................................................... 97
Wat is neurodiversiteit? .............................................................................................................................................97
Neurodiversiteit thuis ................................................................................................................................................97
Neurodiversiteit op school.........................................................................................................................................99
Wat neem je mee + vragen ........................................................................................................................ 101
Doelstellingen ............................................................................................................................................ 101
HOORCOLLEGE 12: LEERPROBLEMEN EN LEERSTOORNISSEN (ONLINE) .......................................................................... 102
Leerproblemen ........................................................................................................................................... 102
Algemeen: lezen en spellen .....................................................................................................................................102
Algemeen: rekenen ..................................................................................................................................................102
Problemen bij lezen, spellen en rekenen .................................................................................................................103
Leerstoornissen: dyslexie en dyscalculie..................................................................................................... 103
Wat zijn leerstoornissen?.........................................................................................................................................103
Ontstaan van leerstoornissen ..................................................................................................................................104
Diagnose van leerstoornissen ..................................................................................................................................104
Wat is dyslexie?........................................................................................................................................................106
Begeleiding bij dyslexie ............................................................................................................................................106
Wat is dyscalculie? ...................................................................................................................................................107
Begeleiding bij dyscalculie .......................................................................................................................................108
Doelstellingen Hoorcollege 12 ................................................................................................................... 110
HOORCOLLEGE 13: SOCIALE RELATIES EN WELZIJN OP SCHOOL (HYBRIDE) ..................................................................... 111
Leerkracht-leerlingrelaIes ......................................................................................................................... 111
Verschillende perspec<even ....................................................................................................................................111
Gevolgen ..................................................................................................................................................................112
Het meten van leerkracht-leerlingrela<es ...............................................................................................................113
Begeleiding bij (problemen in) leerkracht-leerlingrela<es.......................................................................................114
PeerrelaIes ................................................................................................................................................ 115
Verschillende perspec<even ....................................................................................................................................115
Gevolgen ..................................................................................................................................................................115
Het meten van peerrela<es .....................................................................................................................................115
Begeleiding bij (problemen in) peerrela<es.............................................................................................................116
Schools welzijn (door Hanne Luts).............................................................................................................. 117
Wat is schools welzijn? ............................................................................................................................................117
Het meten van schools welzijn: PXL Appwel ............................................................................................................117
Doelstellingen Hoorcollege 13 ................................................................................................................... 120
InformaIe over examen ............................................................................................................................. 120

,Module 1: Wat is school- en pedagogische psychologie
Hoorcollege 1: Wat is school- en pedagogische psychologie?

Wat is schoolpsychologie?

“The term school psychology is used in a general form to refer to professionals prepared in
psychology and educa6on and who are recognized as specialists in the provision of
psychological services to children and youth within the contexts of schools, families, and other
se<ngs that impact their growth and development (...)”
(Interna6onal School Psychology Associa6on)
à … schoolpsychologen zijn professionals met kennis van psychologie en onderwijs …
à … die erkend worden als specialisten …
à ... in het aanbieden van psychologische diensten aan kinderen en jongeren (maar
ook aan leerkrachten, schooldirec=es, ouders)...
à ... in een schoolse en gezinscontext maar ook in andere seAngs die een invloed
hebben op hun groei en ontwikkeling”

Ondersteunen van ontwikkeling in vier domeinen:
- Leren en cogni=eve ontwikkeling
- Psychosociale en gedragsma=ge ontwikkeling
- School)loopbaankeuzeprocessen
- Gezondheid, fysieke en seksuele ontwikkeling

Begeleiden/coachen van gezinnen, leerkrachten en scholen om de leerlingontwikkeling
indirect te ondersteunen

Niet enkel focussen op problemen, maar ook versterken wat al goed loopt

Vier kerntaken (Gutkin & Reynolds, in: Spilt et al., 2021): • Preven=e
- Diagnos=ek
- Counseling/coaching
- Behandeling/therapie à psycholoog/ psychologisch consulent

Mogelijke seAngs (Spilt et al., 2021):
- Scholen (leerlingbegeleider, studiebegeleider, zorgcoördinator) •
Gewoon/buitengewoon, kleuter/lager/secundair, hoger onderwijs
- CLB
- Vormingscentrum
- Overheid

Wat is pedagogische psychologie?

- Uit het Grieks: παιδαγωγία (paidagōgia)
o παῖς (país) = kind
o ἄγω (ágō) = ik leid
= Opvoedkunde

, - Herontdekking van het kind:
o 16e eeuw: Michel Montaigne (essay “Over de opvoeding”)
o 18e eeuw: Jean Jacques Rousseau (boek “Emile of over de opvoeding”)

- Pedagogiek <> psychologie
o Sociale werkelijkheid en historische context
o Vanuit ervaringskennis van ouders, opvoeders, leerkrachten naar
wetenschappelijk onderzoek en terug

“De pedagogische wetenschappen bestuderen de opvoeding, het onderwijs en de
hulpverlening aan kinderen en jeugdigen, met het oog op verbetering van de prak:jk” (Van
IJzendoorn & Rosmalen, 2016, p. 9)”

Pedagogen zijn (KU Leuven informa=eclip):
- “Specialisten in het opvoeden, onderwijzen en vormen...
- ... die ouders, opvoeders en leerkrachten bijstaan in jong en oud vormen in al zijn
vormen”

Taken van een pedagoog:
- Preven=e/voorlich=ng
- Diagnos=ek à pedagoog/ klinisch orthopedagoog • Advies geven
- Begeleiding/ondersteuning van kinderen/jongeren/volwassenen/ouderen, ouders,
leerkrachten, betrokken instan=es
- Therapie à pedagoog/ klinisch orthopedagoog

Er is niet één soort pedagoog!

Verschillende contexten
- Gezin
- School
- Werkvloer
- Brede samenleving

Mogelijke seAngs:
- Centra voor Algemeen Welzijn (CAW)
- Huis van het Kind
- Centrum voor Kinderzorg en Gezinsondersteuning (CKG)
- Ondersteuningscentrum Jeugdzorg (OCJ) • Psychologenprak=jk
- School
- Departement Onderwijs & Vorming
- Departement Welzijn, Volksgezondheid en Gezin

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