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Samenvatting - pedagogisch handelen in justitiële en forensische contexten (H002207A)
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Een volledige samenvatting (2024) voor het examen pedagogisch handelen in justitiële en forensische contexten (H002207A)!
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Pedagogisch handelen in justitiële enforensische contexten
Inhoudsopgave
Praktisch ______________________________________________________________________________________ 6
Inleiding _______________________________________________________________________________________ 6
Forensische orthopedagogiek ____________________________________________________________________ 6
Terminologie _______________________________________________________________________________ 6
Multidisciplinair _____________________________________________________________________________ 7
Bijzonderheden _____________________________________________________________________________ 7
Strafbare feiten _______________________________________________________________________________ 7
Jeugdelinquentierecht ________________________________________________________________________ 8
Forensische contexten __________________________________________________________________________ 8
Vrijheidsberovend ___________________________________________________________________________ 8
Niet-vrijheidsberovend _______________________________________________________________________ 9
Bijzonderheden _____________________________________________________________________________ 9
Misdrijven: cijfers ______________________________________________________________________________ 9
Hoe meten? ________________________________________________________________________________ 9
Theorieën ___________________________________________________________________________________ 10
Praktijk _____________________________________________________________________________________ 11
Werken in een gedwongen kader ______________________________________________________________ 11
De gemeenschapsinstellingen ____________________________________________________________________ 12
Situering: Gemeenschapsinstellingen binnen agentschap Opgroeien ____________________________________ 12
2 decreten ________________________________________________________________________________ 12
Missie/visie _______________________________________________________________________________ 12
3 gemeenschapsinstellingen en 1 Vlaams detentiecentrum _________________________________________ 13
6 modules: __________________________________________________________________________________ 13
Oriëntatie _________________________________________________________________________________ 14
Begeleidingen (3-6-9) _______________________________________________________________________ 14
Begeleidingen (2-5-7) _______________________________________________________________________ 15
Kortverblijf !!!!!! ___________________________________________________________________________ 15
Time out __________________________________________________________________________________ 16
Decreet rechtspositie minderjarigen ______________________________________________________________ 16
Onderwijs binnen de GI ________________________________________________________________________ 17
Personeel binnen de GI ________________________________________________________________________ 18
Partners van de GI ____________________________________________________________________________ 19
Jongere in de GI: traject van de jongere ___________________________________________________________ 19
1
, Leefgroepswerking _________________________________________________________________________ 20
Toezicht, inspectie, klachten _____________________________________________ Error! Bookmark not defined.
Enkele bijzonderheden van de gemeenschapsinstelling ________________________ Error! Bookmark not defined.
Kenmerken van minderjarige daders _______________________________________________________________ 23
Individuele kenmerken _________________________________________________________________________ 23
Crimineel Verleden _________________________________________________________________________ 23
Onderwijs: Internationaal ____________________________________________________________________ 23
Onderwijs: GI ______________________________________________________________________________ 23
Psychische Problemen: Waarom? ______________________________________________________________ 24
Psychische Problemen: Hoe __________________________________________________________________ 24
Psychische Problemen: cijfers _________________________________________________________________ 24
Persoonlijkheid: Psychopathie ________________________________________________________________ 26
Crimineel recidive (vóór jeugddelinquentierecht decreet) __________________________________________ 27
Veerkracht ________________________________________________________________________________ 27
Omgevings-kenmerken ________________________________________________________________________ 28
Familie ___________________________________________________________________________________ 29
Buurt en sociaal netwerk_____________________________________________________________________ 29
Interventies _________________________________________________________________________________ 30
Kenmerken van volwassen daders en impact van detentie en andere vormen van straftoemeting ____________ 31
Kenmerken van gedetineerde en geïnterneerde personen _____________________________________________ 31
Inleiding __________________________________________________________________________________ 31
Kenmerken van mensen in detentie ____________________________________________________________ 32
Kenmerken van mensen onder een interneringsmaatregel__________________________________________ 35
Beleving van straffen __________________________________________________________________________ 37
Pains of imprisonment ______________________________________________________________________ 37
Pains of electronic monitoring ________________________________________________________________ 38
Pains of probation __________________________________________________________________________ 38
Ter afsluiting_______________________________________________________________________________ 39
Culturele diversiteit ____________________________________________________________________________ 40
Inleiding ____________________________________________________________________________________ 40
Populatie ___________________________________________________________________________________ 40
Aandachtspunten in forensische ggz______________________________________________________________ 41
Naar gelijkwaardige zorgtrajecten – internationale evidentie en richtlijnen ______________________________ 42
Kritische reflectie _____________________________________________________________________________ 44
Internering van volwassenen, daders met een licht verstandelijke beperking, en spanningsveld welzijn-justitie _ 45
Situering van de zorg voor geïnterneerde personen binnen het algemene welzijnswerk _____________________ 45
Justitieel-maatschappelijke context van internering _________________________________________________ 46
Maatschappelijke context ____________________________________________________________________ 46
DE INTERNERINGSWET ________________________________________________________________________ 46
2
, DIFFERENTIATIE MET GEDWONGEN OPNAME ______________________________________________________ 47
HET MASTERPLAN INTERNERING ________________________________________________________________ 48
Justitiële context _____________________________________________________________________________ 48
VOORWAARDEN TOT INTERNERING ____________________________________________________________ 48
INTERNERINGS-PROCEDURE __________________________________________________________________ 49
HET PSYCHIATRISCH DESKUNDIGEN-ONDERZOEK _________________________________________________ 50
OPVOLGING DOOR DE KBM __________________________________________________________________ 50
Internering in de klinisch-agogische praktijk _______________________________________________________ 51
Schets van de doelgroep naar risicoprofiel_______________________________________________________ 51
BEHANDEL- EN RISICOMANAGEMENT __________________________________________________________ 52
HET FORENSISCH WERKVELD _________________________________________________________________ 53
PROFIEL VAN EEN FORENSISCH WERKER ________________________________________________________ 58
Risk-Need-Responsitivity Model __________________________________________________________________ 58
Nothing works → What Works __________________________________________________________________ 58
Risk Need Responsivity (RNR) ___________________________________________________________________ 59
Psychology of Criminal Conduct (PCC) ____________________________________________________________ 59
General Personality and Cognitive Social Learning (GPCSL) ____________________________________________ 59
Personal, Interpersonal and Community-Reinforcement (PIC-R) ________________________________________ 59
Principes (Andrews & Bonta, 2017, overgenomen uit Ziv, 2016) ________________________________________ 60
Principe 1: Respect for the person and the normative context _______________________________________ 62
Principe 2: Psychological theory _______________________________________________________________ 62
Principe 3: General enhancement of crime prevention services ______________________________________ 62
Principe 4: Introduce human service ___________________________________________________________ 63
Principe 5: Risk_____________________________________________________________________________ 63
Principe 6: Need ___________________________________________________________________________ 63
Principe 7: General responsivity _______________________________________________________________ 64
Principe 8: Specific Responsivity _______________________________________________________________ 64
Principe 9: Breadth (or Multimodal) ____________________________________________________________ 65
Principe 10: Strength ________________________________________________________________________ 65
Principe 11: Structured assessment ____________________________________________________________ 65
Principe 12: Professional discretion ____________________________________________________________ 65
Principe 13: Community-based ________________________________________________________________ 65
Principe 14: GPCSL-based staff practices ________________________________________________________ 65
Principe 15: Management ____________________________________________________________________ 65
Oefening ____________________________________________________________________________________ 65
Good lives model ______________________________________________________________________________ 66
Theoretische achtergronden GLM ________________________________________________________________ 66
RNR______________________________________________________________________________________ 66
Good Lives Model __________________________________________________________________________ 66
Algemene achtergronden (Purvis et al., 2011) ____________________________________________________ 67
Primary goods (geciteerd uit Ward et al., 2011,p.95, vertaling naar Pomp, 2009) ________________________ 67
Secondary goods (geciteerd uit Ward et al., 2011, p. 96) ___________________________________________ 68
3
, Etiologisch model (Purvis et al., 2011) __________________________________________________________ 68
Direct traject (Purvis et al., 2011) ______________________________________________________________ 68
Indirect traject (Purvis et al., 2011) ____________________________________________________________ 69
4 problemen rond ‘levensstijl’ en ‘levensplan’ ____________________________________________________ 69
Etiologisch model __________________________________________________________________________ 70
Praktische implicaties _______________________________________________________________________ 70
Behandelprogramma (Pomp, 2009; Ward et al., 2007, p.97; Ward & Fortune, 2013, p. 39-40) _____________ 70
Conclusies rond praktische implicaties (Willis et al., 2013) __________________________________________ 70
Empirische onderbouwing ___________________________________________________________________ 70
het Good Lives Model in de praktijk ______________________________________________________________ 71
Levensbehoeften & obstakels _________________________________________________________________ 71
Implementatie van het GLM __________________________________________________________________ 72
Good Practices _____________________________________________________________________________ 73
De weg naar een goed leven __________________________________________________________________ 74
Onderwijs in de gevangenis ______________________________________________________________________ 75
Strafdifferentiatie? Abolitionisme? _______________________________________________________________ 76
Een “paar” struikelblokken _____________________________________________________________________ 76
Tweedekansonderwijs _________________________________________________________________________ 77
Startsituatie doelpubliek _______________________________________________________________________ 77
Veilig leefklimaat _______________________________________________________________________________ 79
Hoe kwaliteitsvolle zorg organiseren? ____________________________________________________________ 79
Een open, veilig, positief… leefklimaat? ___________________________________________________________ 80
Struggles in de praktijk ______________________________________________________________________ 81
Organogram V.O.T. ____________________________________________________________________________ 81
Voorstelling HDO _____________________________________________________________________________ 81
Ondertussen in de praktijk… ____________________________________________________________________ 82
Aan de slag in de praktijk ____________________________________________________________________ 82
Je thuis mogen voelen _________________________________________________________________________ 83
Ouders/context als partner ___________________________________________________________________ 83
Regels en afspraken _________________________________________________________________________ 83
Het verband tussen leefklimaat en werkklimaat ____________________________________________________ 84
Groepsdynamiek _____________________________________________________________________________ 84
Van leefklimaat naar burgerschapsklimaat… _______________________________________________________ 84
Instrumenten ______________________________________________________________________________ 85
Belang van de leerbijeenkomst… _________________________________________________________________ 85
Wat begrijpen organisaties onder de pedagogiek van het gewone? _____________________________________ 86
Spanningen _________________________________________________________________________________ 87
Welk soort professionaliteit is nodig? _____________________________________________________________ 87
Onderzoeksopzet ___________________________________________________________________________ 87
Wat ervaren begeleiders als pedagogisch zinvol? _________________________________________________ 87
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