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Uitgebreide SAMENVATTING - Mens en leren 1
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VOLLEDIG UITGEBREIDE SAMENVATTING van het vak Mens en leren 1. 1ste jaar 2de semester Toegepaste psychologie.
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InhoudsopgaveRecht op privacy en geheimhouding ................................................................................................................ 7
Wat zijn de principes van GDPR? ........................................................................................................................ 7
Wat is disrectieplicht? ......................................................................................................................................... 8
Wat is beroepsgeheim? ...................................................................................................................................... 8
Soorten diagnostiek ......................................................................................................................................... 9
Diagnostische classificatiesystemen ................................................................................................................. 10
Wat zijn de gelijkenissen tussen DSM-5 en ICD-11: ...................................................................................... 10
Verschillen tussen DSM-5 en ICD-11: ............................................................................................................ 10
Voor en nadelen van classificeren: ............................................................................................................... 11
Waarvoor staat ICF/ICF-CY? .............................................................................................................................. 11
HGW & HGD ................................................................................................................................................... 13
Wat zijn de 7 uitgangspunten van Handelingsgericht werken? ........................................................................ 13
Handelingsgerichte diagnostiek: Intakefase ................................................................................................. 13
Handelingsgericht diagnostiek: Stategiefase ................................................................................................ 14
Handelingsgerichte diagnostiek: onderzoeksfase ......................................................................................... 16
...................................................................................................................................................................... 16
Handelingsgerichte diagnostiek: integratie en aanbevelingsfase ................................................................. 17
Handelingsgerichte diagnostiek: adviesfase ................................................................................................. 18
Wat na adviesfase? ....................................................................................................................................... 20
Psycho-educatie ................................................................................................................................................ 21
Wat is opvoeden? .......................................................................................................................................... 22
Wat zijn de drie dimensies in opvoeden? ......................................................................................................... 22
Het opvoedingssysteem ................................................................................................................................. 22
Opvoedingsmodellen ..................................................................................................................................... 23
Ouderlijke taken ................................................................................................................................................ 26
Wanneer spreken we over armoede .............................................................................................................. 26
Schade door opgroeien in armoede .................................................................................................................. 27
Soorten armoede .............................................................................................................................................. 28
Hulpverlening .................................................................................................................................................... 28
Kenmerken KOPP/KOAP................................................................................................................................. 29
Drie belangrijke risicofactoren zijn: .................................................................................................................. 29
Window of Tolerance: ....................................................................................................................................... 30
Hyperarousal: .................................................................................................................................................... 31
Hypoarousal: ..................................................................................................................................................... 31
Wat is het link met prefrontale cortex in stress-situaties? ............................................................................... 31
1
, ACE – adverse childhood experiences: ......................................................................................................... 31
Prognose ........................................................................................................................................................ 33
Risicofactoren en beschermende factoren ....................................................................................................... 34
Aan de slag .................................................................................................................................................... 35
Zelfzorg .......................................................................................................................................................... 37
VOS/POS ........................................................................................................................................................ 38
Leg uit: Loyaliteitsconflict? ............................................................................................................................ 38
Leg uit: Meervoudige partijdigheid? ............................................................................................................. 38
Continuüm van opvoeden (VOS/POS) ............................................................................................................... 38
Verstandelijke beperking ............................................................................................................................... 39
DSM-criteria: ..................................................................................................................................................... 40
Verstandelijke ontwikkelingsstoornis ............................................................................................................... 40
Primaire gedragskenmerken ......................................................................................................................... 40
Secundaire gedragskenmerken: .................................................................................................................... 41
Seksuele ontwikkeling ................................................................................................................................... 42
Prevanlentie: ................................................................................................................................................. 43
Diagnostiek.................................................................................................................................................... 44
Buitengewoon onderwijs of inclusie? ............................................................................................................... 46
Hoogbegaafdheid ........................................................................................................................................... 49
Normaalverdeling intelligentie.......................................................................................................................... 49
Driehoeksmodel van Renzulli en Mönks ....................................................................................................... 49
Het meervoudige intelligentiemodel van Gardner ....................................................................................... 49
Het Multifactorenmodel van Heller .............................................................................................................. 50
Kindfactoren ...................................................................................................................................................... 51
Omgevingsfactoren ....................................................................................................................................... 51
De primaire kenmerken: ............................................................................................................................... 51
Secundaire kenmerken: ................................................................................................................................ 53
Differentiaaldiagnoses: ‘OF’ .......................................................................................................................... 55
Comorbiditeit: ‘EN’ ........................................................................................................................................ 55
Diagnostiek.................................................................................................................................................... 55
Aangaan ouder-kindrelatie............................................................................................................................. 59
Algemeen .......................................................................................................................................................... 59
Acceptatie: .................................................................................................................................................... 59
Tweezijdige communicatie ............................................................................................................................ 59
Sensitiviteit – responsiviteit .......................................................................................................................... 59
Mentaliseren ................................................................................................................................................. 60
Liefdevolle, affectieve relatie ........................................................................................................................ 60
Hechting ........................................................................................................................................................ 60
2
, Hechtingstheorie ........................................................................................................................................... 62
Veiligheid en geborgenheid .......................................................................................................................... 62
Loyaliteit ........................................................................................................................................................ 63
Adoptie en Pleegzorg ..................................................................................................................................... 63
Wat is Adoptie? ................................................................................................................................................. 63
Er zijn verschillende vormen van adoptie: ........................................................................................................ 63
Aandachtspunten .............................................................................................................................................. 64
Opvoeden door adoptieouders ......................................................................................................................... 66
Conclusie adoptie? ............................................................................................................................................ 66
Wat is pleegzorg? .............................................................................................................................................. 67
Pleegzorg is een passende oplossing voor: ................................................................................................... 67
Soorten pleegzorg: ........................................................................................................................................ 68
Wie biedt pleegzorg? .................................................................................................................................... 69
Gevolgen voor pleegkinderen: ...................................................................................................................... 69
Aandachtspunten .......................................................................................................................................... 69
Welke gelijkenissen en verschillen zijn er? ................................................................................................... 69
Methode: de draad (Vignero) ........................................................................................................................... 70
Opvoedingsstijl .............................................................................................................................................. 71
Er worden vier opvoedingsstijlen onderscheiden door Diana Baumrind: ........................................................ 71
Kenmerken ‘autoritatieve’ opvoedingsstijl ................................................................................................... 71
De adviezen van kinderpsychiater Peter Adriaenssens: ............................................................................... 72
Tendensen in opvoeding ................................................................................................................................... 73
Helikopterouders: ......................................................................................................................................... 73
Curlingouders = grasmaaierouders (Hougaard) ............................................................................................ 73
Achterbankgeneratie (Derksen) .................................................................................................................... 74
Neuroparenting ............................................................................................................................................. 74
Attachment parenting ................................................................................................................................... 75
Opvoeden in andere culturen ......................................................................................................................... 75
Vorm geven van opvoedingsprogramma ........................................................................................................ 76
Structurering in de opvoeding .......................................................................................................................... 76
Toegankelijkheid in de opvoeding .................................................................................................................... 76
Ontwikkelingsstimulering in de opvoeding ....................................................................................................... 76
Gelijkenissen en verschillen in games en sociale media ................................................................................. 77
Sociale domeintheorie ...................................................................................................................................... 77
Effecten media algemeen ................................................................................................................................. 78
Media-opvoedstijlen ......................................................................................................................................... 79
Radicalisering? .................................................................................................................................................. 79
Vorming van opvoedingscontext .................................................................................................................... 79
3
, De vorming van de opvoedingscontext als opvoedingstaak ............................................................................. 79
Er zijn verschillende soorten kinderopvang in Vlaanderen: .............................................................................. 80
Kinderopvang: goed of slecht idee? .................................................................................................................. 80
De kwaliteit van kinderopvang ...................................................................................................................... 81
Kernvaardigheden pedagogisch medewerker .................................................................................................. 81
De gevolgen van kinderopvang zijn afhankelijk van verschillende factoren: .................................................... 81
De geschiedenis van grootouderschap laat zien hoe het imago van grootouders door de jaren heen is
veranderd: ..................................................................................................................................................... 81
Demografische en sociaal-maatschappelijke veranderingen hebben invloed gehad op het grootouderschap:
.......................................................................................................................................................................... 82
Grootouders kunnen invloed hebben op: ......................................................................................................... 82
Invloed op de opvoeding:.............................................................................................................................. 82
In ongunstige omstandigheden..................................................................................................................... 82
Invloed op grootouders zelf: ......................................................................................................................... 83
Conclusie: .......................................................................................................................................................... 83
Bewaken kwaliteit opvoederschap................................................................................................................. 83
Opvoedingsambivalentie .................................................................................................................................. 84
Als psychologisch consulent speel je een belangrijke rol ................................................................................ 84
Opvoedingsondersteuning en ouderbegeleiding verschillen in focus en doelstellingen: ................................. 84
Onderwijs in Vlaanderen vroeger en nu ......................................................................................................... 85
Onderwijs in Vlaanderen vandaag .................................................................................................................... 85
Gesubsidieerd onderwijs: .............................................................................................................................. 85
Niet-gesubsidieerd onderwijs: ...................................................................................................................... 85
Methodescholen ............................................................................................................................................... 85
Gewoon onderwijs ............................................................................................................................................ 86
Taak van psychologische consulent? .............................................................................................................. 88
Belangrijkste decreten: ..................................................................................................................................... 88
Het zorgcontinuum: .......................................................................................................................................... 90
Fase 0 – Brede basiszorg ............................................................................................................................... 90
Fase 1 – Verhoogde zorg ............................................................................................................................... 93
Fase 2 – Uitbreiding van zorg ........................................................................................................................ 96
Fase 3 – IAC / OV4-verslag .......................................................................................................................... 100
Functie van een psychologisch consulent: ...................................................................................................... 102
Onderwijsregelgeving: rechten en plichten .................................................................................................... 103
Internationale invloeden ................................................................................................................................. 103
Diversiteit en onderwijs ............................................................................................................................... 105
Groepsvorming................................................................................................................................................ 105
Overzicht fasen – groepsvorming (Tuckman).................................................................................................. 105
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