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Samenvatting PsychologieInhoudsopgave
Hoofdstuk 1, psychologie: een pallet vol theorieën..........................................6
Wat is psychologie?........................................................................................................ 6
Een poging tot definiëring:............................................................................................. 7
Typeren van een wetenschap a.d.h.v. 3 factoren:...........................................................7
Theorieën:...................................................................................................................... 7
Functies van theorieën:.................................................................................................. 8
Kenmerken van psychologische stromingen:..................................................................8
Geschiedenis van theoretische stromingen:...................................................................8
Evidence based:.............................................................................................................. 8
Een mensbeeld:.............................................................................................................. 8
2 aspecten van een mensbeeld:.....................................................................................8
Mensbeelden in 3 niveaus:............................................................................................. 9
Mechanistisch mensbeeld; de mens als een machine.....................................................9
Organistisch mensbeeld; de mens als levend organisme...............................................9
Personalistisch mensbeeld; de mens als organiserend en scheppend wezen.................9
Hoe gebruik je mensbeelden en theorieën?..................................................................10
Algemene systeemtheorie (AST)...................................................................................10
5 uitgangspunten van AST............................................................................................ 10
AST kenmerkt zich door dynamisch denken.................................................................10
Werken met AST........................................................................................................... 11
BPS-model (George L Engel)......................................................................................... 11
BPS-model: uitganspunten (Den Boer)..........................................................................11
BPS-model: zenuwstelsel als afzonderlijk niveau (Den Boer)........................................12
Aanvulling:.................................................................................................................... 12
Medische vs klinische psychodiagnostiek.....................................................................12
Hoofdstuk 2, psychoanalyse.........................................................................12
Waarom is psychoanalyse belangrijk voor SW?............................................................12
Sigmund Freud............................................................................................................. 13
Jacques Lacan............................................................................................................... 13
Kliniek van de hysterie; van hypnose naar vrije associatie...........................................13
Kliniek onder overdracht: analytische kuur...................................................................14
Het symptoom.............................................................................................................. 14
De grondregel van de vrije associatie...........................................................................14
Vrije associatie wordt het aangrijpingspunt voor de weerstand....................................15
Afweermechanisme (lezen)........................................................................................... 16
, Gespreksvoering binnen SW......................................................................................... 16
De overdracht als drijvende klacht van de kuur en als middel van de weerstand
(weerstandsfenomenen in de overdracht)....................................................................17
Overdracht vs tegenoverdracht....................................................................................17
Lacan: “Gardez-vous de comprendre” (Begrijp niet al te vlug)....................................18
Gespreksvoering binnen SW: begrijp niet al te vlug!....................................................19
Psychoanalytische therapie..........................................................................................19
Hoofdstuk 3, Behaviorisme...........................................................................21
Uitgangspunten Behaviorisme......................................................................................21
Geschiedenis Behaviorisme.......................................................................................... 21
Tabula rasa:.................................................................................................................. 21
De basis – geschiedenis (Watson).................................................................................22
Neobehaviorisme.......................................................................................................... 22
De invloed neemt af:.................................................................................................... 22
Nu:................................................................................................................................ 22
Mensbeeld Behaviorisme.............................................................................................. 23
Indeling BPS.................................................................................................................. 23
Leerprocessen – verschillen in complexiteit..................................................................23
Leerprocessen:............................................................................................................. 24
Habituatie en sensitisatie.............................................................................................24
Klassiek conditioneren.................................................................................................. 24
Leerwetten klassieke conditionering.............................................................................24
Operante conditionering............................................................................................... 25
Operante conditionering – de wet van het effect (E. Thorndike)...................................25
Operante conditionering (Skinner)................................................................................25
Operante conditionering – indeling consequenties.......................................................25
Operante conditionering - leerwetten: Frequentie en directheid...................................26
Operante conditionering - leerwetten: De effecten van straf........................................26
Operante conditionering - leerwetten: Ritssluitingeffect...............................................26
Operante conditionering - Leerwetten: Generalisatie en discriminatie.........................27
Operante conditionering – Shaping...............................................................................27
Model-leren................................................................................................................... 27
Nieuwe ontwikkelingen in leerpsychologie....................................................................27
De cognitieve interpretatie – gevolgen.........................................................................27
Vermijdingsleren........................................................................................................... 27
Aangeleerde hulploosheid.............................................................................................27
Toepassingen in hulpverlening en opvoeding...............................................................27
Gedragsanalyse............................................................................................................ 28
Gedragsanalyse – richtlijnen......................................................................................... 28
Registratieopdrachten.................................................................................................. 28
2
, Exposure-techniek........................................................................................................ 28
Welke techniek kiezen?................................................................................................ 29
Beloningssystemen....................................................................................................... 29
Socialevaardigheidstraining..........................................................................................29
Kanttekeningen............................................................................................................. 29
Hoofdstuk 4, humanistische psychologie.......................................................30
Uitgangspunten humanistische psychologie.................................................................30
Geschiedenis humanistische psychologie.....................................................................30
Motivatietheorie van Maslow........................................................................................31
Een frisse wind bij de humanistische psychologie.........................................................32
Carl Rogers................................................................................................................... 32
Periode 1:-directieve periode........................................................................................32
Periode 2: Client-centered............................................................................................32
Periode 3: person-centered...........................................................................................32
Carl Rogers: jaren 60 en daarna...................................................................................33
Culturele en maatschappelijke omstandigheden bij de theorievorming humanistische
psychologie................................................................................................................... 33
Schoolvorming humanistische psychologie...................................................................33
Schoolvorming – illustratie visie....................................................................................33
Mensbeeld in de humanistische psychologie................................................................34
Illustratie Rogers: het slechte in de mens.....................................................................34
Mensbeeld - discussie bij de volgelingen van Rogers....................................................34
Indeling van de humanistische psychologie..................................................................35
Rogers: persoonlijkheidstheorie....................................................................................35
Rogers: 3 grondhoudingen............................................................................................ 36
Echtheid........................................................................................................................ 36
Wat is echtheid niet?.................................................................................................... 37
Wat is echtheid wél?..................................................................................................... 37
Onvoorwaardelijke positieve gezindheid.......................................................................37
Empathie (inleven)........................................................................................................ 37
De benadering van Gendlin..........................................................................................37
Positieve psychologie.................................................................................................... 38
Psychische stoornissen................................................................................................. 39
Toepassingen in de hulpverlening en opvoeding...........................................................39
Gordonmethode............................................................................................................ 39
Gentle teaching............................................................................................................ 40
Validation-methode....................................................................................................... 40
Motiverende gespreksvoering.......................................................................................40
kanttekeningen............................................................................................................. 41
3 vormen van empathie................................................................................................41
3
, Hoofdstuk 5, cognitieve psychologie.............................................................41
Uitgangspunten cognitieve psychologie.......................................................................41
Cognitieve psychologie vs behavoirisme......................................................................41
Geschiendenis cognitieve psychologie..........................................................................42
Maatschappelijke ontwikkeling (geschiedenis).............................................................42
Maatschappelijke ontwikkelingen invloed WO2............................................................43
Maatschappelijke ontwikkelingen -linguïstiek...............................................................43
Maatschappelijke ontwikkeling – fases..........................................................................43
Schoolvorming (geschiedenis)......................................................................................44
Mensbeeld cognitieve psychologie...............................................................................44
inleiding van de cognitieve psychologie.......................................................................44
Cognitief functioneren: theorieën over cognitie............................................................45
Omschrijving cognitie:..................................................................................................45
Waarneming en cognitieve schema’s...........................................................................45
Schematisch model van geheugenprocessen...............................................................47
Geheugen: recentie inzichten.......................................................................................47
Cognitieve ontwikkelingstheorie van Piaget.................................................................48
Cognitieve ontwikkelingstheorie van Piaget: ontwikkeling cognitieve schema’s:..........48
Persoonlijkheid.............................................................................................................. 48
persoonlijkheid – attributiestijlen..................................................................................48
Aandacht voor je eigen positie als hulpverlener:..........................................................49
Nieuwe ontwikkelingen................................................................................................. 50
Sociaal constructivisme................................................................................................50
Mindfulness................................................................................................................... 50
Mindfulness – aspecten achtwekenprogramma............................................................50
Verklaringen van psychische stoornissen.....................................................................51
Praktische toepassingen van de cognitieve psychologie in de hulpverlening en
opvoeding..................................................................................................................... 51
Geven van voorlichting: psycho-educatie.....................................................................51
Cognitieve psychotherapie...........................................................................................51
Cognitieve psychotherapie: RET...................................................................................52
Cognitieve prothesen.................................................................................................... 52
Kanttekeningen............................................................................................................. 53
Kanttekeningen – het lichamelijk aspect.......................................................................53
Hoofdstuk 6, systeemtheorie........................................................................53
Basisuitgangspunten systeemtheorie...........................................................................53
Geschiedenis van de systeemtheorie...........................................................................54
Invloed gestaltpsychologie (geschiedenis)....................................................................55
Von Bertalanffy en de cybernetica (geschiedenis)........................................................55
Geschiedenis van de systeemtheorie...........................................................................55
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