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Samenvatting Thema's uit de orthopedagogiek: gedrags- en opvoedingsproblemen
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Thema's uit de orthopedagogiek:gedrags- en opvoedingsproblemen
2022-2023
EMMA GRISART
,1 INHOUDSOPGAVE
2 Antistigma-interventies ............................................................................................................................ 5
2.1 Het probleem ........................................................................................................................................... 5
2.1.1 Stigma in de klas .............................................................................................................................. 5
2.1.2 Vormen stigma ................................................................................................................................ 6
2.1.3 Gevolgen stigma .............................................................................................................................. 7
2.1.4 Componenten stigma ...................................................................................................................... 7
2.2 Illustratie (structureel) stigma in de pers ................................................................................................ 8
2.2.1 Onderzoeksvragen .......................................................................................................................... 8
2.2.2 Resultaten ....................................................................................................................................... 9
2.2.3 Discussie .......................................................................................................................................... 9
2.3 Hoe met stigma omgaan? ..................................................................................................................... 10
2.3.1 Handicapcreatietheorie ................................................................................................................. 10
2.4 Illustratie inleefmomenten .................................................................................................................... 13
2.4.1 Methode: design ........................................................................................................................... 14
2.4.2 Methode: deelnemers ................................................................................................................... 14
2.4.3 Resultaten lln-data: rANOVA (time x condition x gender x cur.type) ............................................ 15
2.4.4 Resultaten lkr-data: rANOVA (time x condition)............................................................................ 16
2.4.5 Conclusie ....................................................................................................................................... 16
2.5 Afsluitende opmerkingen ...................................................................................................................... 17
2.5.1 Dubbelop ....................................................................................................................................... 17
2.5.2 Perspectief .................................................................................................................................... 17
2.5.3 Kind en het badwater .................................................................................................................... 17
3 Intrafamiliale kindermishandeling: Omschrijving, prevalentie, ontstaan en impact ............................... 18
3.1 Inleiding ................................................................................................................................................. 19
3.2 Mythen over kindermishandeling .......................................................................................................... 19
3.3 Definities kindermishandeling ............................................................................................................... 19
3.4 Vormen kindermishandeling ................................................................................................................. 20
3.5 Prevalentie ............................................................................................................................................ 21
3.6 Hoe is kindermishandeling (fysiek, emotioneel, verwaarlozing) te verklaren? ..................................... 21
3.6.1 Antecedenten kindermishandeling ............................................................................................... 22
3.6.2 Pedagogisch model ....................................................................................................................... 23
3.6.3 Kern: een (groeiend) tekort aan pedagogisch besef ..................................................................... 23
3.7 Impact van kindermishandeling ............................................................................................................ 24
4 Seksueel misbruik van kinderen en jeugdigen . ...................................................................................... 27
4.1 Omschrijving en epidemiologische gegevens ........................................................................................ 27
4.1.1 Cijfers............................................................................................................................................. 27
4.1.2 Wat bepaalt mee beleving van de ernst?...................................................................................... 27
4.2 Historische schets wetenschappelijk onderzoek over seksueel misbruik ............................................... 28
4.3 Mythen over seksueel misbruik ............................................................................................................. 28
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, 4.4 Hoe is seksueel misbruik te verklaren? .................................................................................................. 29
4.4.1 Het ‘grooming’ proces ................................................................................................................... 29
4.5 De impact van seksueel misbruik .......................................................................................................... 30
4.5.1 Seksuele probleemgedragingen .................................................................................................... 32
4.5.2 Impact ook bij hele jonge kinderen? ............................................................................................. 33
4.6 De ‘disclosure’ thematiek ...................................................................................................................... 33
4.6.1 Vormen van disclosure .................................................................................................................. 34
4.7 Valse beschuldigingen en hervonden herinneringen ............................................................................. 35
4.7.1 Hervonden herinneringen: een controversieel onderwerp .......................................................... 35
5 Seksueel misbruik van kinderen en jeugdigen: Hulpverlening en preventie............................................ 36
5.1 Gesprek met kind in opvolging van melding ......................................................................................... 36
5.2 Hulpverlening bij seksueel misbruik ...................................................................................................... 37
5.3 Voorbeeld van interventie voor kind en niet-misbruikende ouder: de Horizonmethodiek (Lamers-
Winkelman, 2001) ............................................................................................................................................. 37
5.4 Herstel en groei ..................................................................................................................................... 38
6 ADHD en geassocieerde stoornissen: diagnostiek en behandeling ......................................................... 39
6.1 Casus Jef ................................................................................................................................................ 39
6.2 DSM-5 .................................................................................................................................................... 40
6.2.1 Onoplettendheid EN/OF hyperactiviteit/impulsiviteit .................................................................. 40
6.2.2 < 12 jaar ......................................................................................................................................... 42
6.2.3 Pervasiviteit ................................................................................................................................... 43
6.2.4 Functioneren in kaart brengen ...................................................................................................... 43
6.2.5 Niet beter te verklaren door andere problematiek....................................................................... 44
6.2.6 Onderkennende diagnostiek ADHD .............................................................................................. 46
6.3 Persistentie ADHD ................................................................................................................................. 47
6.3.1 Diagnostische richtlijnen ADHD: kleuters...................................................................................... 48
6.3.2 Diagnostische richtlijnen ADHD: volwassenen .............................................................................. 49
6.4 Zorgtrajecten: Medicamenteuze en niet-medicamenteuze aanpak ADHD ........................................... 51
6.4.1 Zorgpad ADHD ............................................................................................................................... 52
6.4.2 Zorgtraject 6-12 jaar ...................................................................................................................... 53
6.4.3 Zorgtraject 13-18 jaar .................................................................................................................... 53
6.4.4 Zorgtraject kleuters ....................................................................................................................... 54
6.4.5 Zorgtraject volwassenen ............................................................................................................... 55
6.4.6 Zorgpad: wat werkt (voorlopig) niet?............................................................................................ 55
6.5 Neurologisch onderzoek ........................................................................................................................ 55
6.5.1 BADS-C: Behavioural Assessment of the Dysexecutive Syndrome for Children ........................... 56
6.5.2 Oorzaken ADHD: neurologisch perspectief ................................................................................... 57
6.5.3 Oorzaken ADHD: heterogeniteit ................................................................................................... 58
6.5.4 Andere ........................................................................................................................................... 59
6.6 In de media ............................................................................................................................................ 60
6.7 Behandeling ADHD in de klas ................................................................................................................ 60
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, 7 Persoons- en omgevingsinterventies voor ADHD in de schoolcontext .................................................... 61
7.1 Grondslagen domein school .................................................................................................................. 61
7.1.1 Handicapcreatietheorie ................................................................................................................. 61
7.1.2 Stapsgewijze zorg (piramide) ........................................................................................................ 62
7.1.3 Universal Design for Learning (niveau 1)....................................................................................... 62
7.1.4 Redelijke aanpassingen (niveau 2) ................................................................................................ 63
7.2 Redelijke aanpassingen ......................................................................................................................... 64
7.2.1 Methodologisch perspectief ......................................................................................................... 64
7.2.2 Beïnvloedende factoren ................................................................................................................ 65
7.2.3 Caveat ............................................................................................................................................ 68
7.2.4 Effectiviteit .................................................................................................................................... 69
7.2.5 Conclusie ....................................................................................................................................... 73
7.3 Specifieke interventies ........................................................................................................................... 73
7.3.1 Klasmanagement ........................................................................................................................... 73
7.3.2 Interventies voor leerlingen met ADHD ........................................................................................ 74
8 Executieve functies en Leerkracht-leerling interacties ............................................................................ 76
8.1 Conceptualisatie EF ............................................................................................................................... 76
8.1.1 Kern EF .......................................................................................................................................... 76
8.1.2 Hogere orde EF .............................................................................................................................. 77
8.1.3 Koud en warm ............................................................................................................................... 77
8.1.4 Definitie EF .................................................................................................................................... 77
8.1.5 Belang van EF ................................................................................................................................ 78
8.1.6 Grenzen van EF: Informatieverwerkingsketen .............................................................................. 79
8.1.7 Grenzen van EF: paden naar ADHD-symptomen .......................................................................... 79
8.1.8 Grenzen van EF: de kip of het ei .................................................................................................... 79
8.2 EF & ontwikkeling .................................................................................................................................. 80
8.3 EF & leerkracht-leerlinginteractie ......................................................................................................... 81
8.3.1 Emotionele steun .......................................................................................................................... 81
8.3.2 organisationele steun .................................................................................................................... 82
8.3.3 Instructionele steun ...................................................................................................................... 83
8.3.4 Teaching through interactions framework ➔ Centraal concept LLI/TSI ....................................... 84
8.3.5 Leerkracht-leerlinginteractiestrategieën (LLI) ............................................................................... 84
8.3.6 ADHD klasmanagement: ............................................................................................................... 84
8.3.7 Ontwikkeling van EF ...................................................................................................................... 85
8.3.8 Interventie: Zet je EF-bril op! ........................................................................................................ 86
8.3.9 Resulataten BRIEF ......................................................................................................................... 86
8.4 Conclusie ............................................................................................................................................... 87
9 Geweld tegen kinderen en jeugdigen in pleegzorg: Een historisch narratief ........................................... 88
9.1 inleiding en Terminologie ...................................................................................................................... 88
9.1.1 Wat is ‘historic abuse’ ................................................................................................................... 88
9.1.2 Wat is pleegzorg? .......................................................................................................................... 88
9.1.3 Wat is geweld? .............................................................................................................................. 88
9.2 et ‘inquiry-fenomeen ............................................................................................................................. 88
9.3 De Commissie-Samson en de Commissie-de Winter (Nederland) ........................................................ 89
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