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Samenvatting psychodiagnostiek 1

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Volledige samenvatting van psychodiagnostiek. Alle notities van alle lessen, de volledige inhoud van de extra teksten, alle info van de dia's en extra voorbeelden. Enkel het laatste hoofdstuk betrouwbaarheid is onvolledig. De lessen werden gegeven door dr. Marlies Tierens op Thomas More

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  • June 13, 2020
  • 74
  • 2019/2020
  • Summary

2  reviews

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By: jitskebovendaerde • 2 year ago

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By: oceanswimming • 3 year ago

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Psychodiagnostiek
Examen
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Inhoudsopgave
Inleiding tot psychodiagnostiek ....................................................................................................................................1
Omschrijving & belang van psychodiagnostiek .......................................................................................................................1
Alledaags impliciet diagnosticeren ...................................................................................................................................... 1
Probleem van impliciete diagnostiek ............................................................................................................................ 1
Impliciet diagnosticeren in psychodiagnostiek .............................................................................................................. 2
Mogelijke foutenbronnen ................................................................................................................................................... 2
Expliciet diagnosticeren ............................................................................................................................................................ 3
Basis van het PSD procesmodel ....................................................................................................................................... 3
Wat betekent expliciete psychodiagnostiek in de praktijk .................................................................................. 3

Geschiedenis van de psychodiagnostiek ....................................................................................................................4
Van focus op tests .................................................................................................................................................................................4
Context .............................................................................................................................................................................................. 4
Historische voorlopers ........................................................................................................................................................ 4
Maatschappelijke context ................................................................................................................................................... 4
Einde 19de eeuw: Bijdrage uit verwante disciplines ..................................................................................................... 5
Bijdrage psychiatrie .............................................................................................................................................................. 5
Bijdrage experimentele psychologie ............................................................................................................................. 6
Bijdrage genetica .................................................................................................................................................................... 6
Samenvatting: bijdragen uit verwante disciplines .................................................................................................. 7
Emigratie vanuit Europa: Geschiedenis testontwikkeling......................................................................................... 7
Binet (1857 – 1911) .............................................................................................................................................................. 7
Goddard ...................................................................................................................................................................................... 8
Geschiedenis testontwikkeling: Begin WOI tot WOII ............................................................................................. 8
Geschiedenis testontwikkeling: na WO II tot heden ............................................................................................... 9
Naar het psychodiagnostisch procesmodel ............................................................................................................................ 10
Belang van geschiedenis ................................................................................................................................................................ 10

Psychodiagnostiek van intelligentie ......................................................................................................................... 11
Intelligentie in de theorie & praktijk ......................................................................................................................................... 11
Inleiding ......................................................................................................................................................................................... 11
Psychometrisch intelligentiemodel of CHC – model................................................................................................... 11
Voorouders ............................................................................................................................................................................. 11
CHC- model ............................................................................................................................................................................. 11
Implicaties voor de praktijk ............................................................................................................................................ 13
Cognitieve procesmodellen & model van Gardner...................................................................................................... 15
Sternbergs triarchische intelligentiemodel (1999) .............................................................................................. 15
PASS- theorie van intelligentie ....................................................................................................................................... 15
Gardners model van multiple intelligentie ............................................................................................................... 15
Intelligentie als zorgvraag: hoogbegaafdheid ...................................................................................................................... 16
Inleiding ......................................................................................................................................................................................... 16
Hoogbegaafdheid: uit het leven gegrepen ... ............................................................................................................ 16
Verdeling intelligentie ........................................................................................................................................................ 16
Theorieën van hoogbegaafdheid ......................................................................................................................................... 17



a

, Multifactorenmodel van Mönks (1985) ..................................................................................................................... 17
Differentiatiemodel van gagné (2000, 2003) .......................................................................................................... 18
Tripartite model (Pfeiffer, 2013) .................................................................................................................................. 18
Diagnostiek van hoogbegaafdheid ..................................................................................................................................... 19
Screening.................................................................................................................................................................................. 19
Signaleren ................................................................................................................................................................................ 19
Diagnosticeren....................................................................................................................................................................... 20

psychodiagnostisch procesmodel .............................................................................................................................. 23
Aanmelding ......................................................................................................................................................................................... 23
Doelstellingen .............................................................................................................................................................................. 23
Handelen ........................................................................................................................................................................................ 24
Voorwaarden voor professioneel handelen ............................................................................................................. 24
Informatie inwinnen ........................................................................................................................................................... 24
Informatie geven .................................................................................................................................................................. 25
Denken ............................................................................................................................................................................................ 25
Vraag van de cliënt inhoudelijk analyseren ............................................................................................................. 25
Toetsen aan de deontologische en wettelijke criteria ......................................................................................... 26
Afronding ....................................................................................................................................................................................... 27
Aanmelding binnen A&O werkveld ............................................................................................................................................ 28
Wie is cliënt................................................................................................................................................................................... 28
Extra aandachtspunten voor psychodiagnosticus ............................................................................................................... 28
Intake/ vooronderzoek ................................................................................................................................................................... 30
Doelstellingen .............................................................................................................................................................................. 30
Handelen ........................................................................................................................................................................................ 30
Verschillende methoden ................................................................................................................................................... 30
Verschillende informanten .............................................................................................................................................. 32
Appendix gespreksvaardigheden in PSD ................................................................................................................... 32
Denken ............................................................................................................................................................................................ 33
Exploreren en toetsen ........................................................................................................................................................ 33
Voorlopig integratief beeld opstellen.......................................................................................................................... 34
Afronding ....................................................................................................................................................................................... 41
Aanvullend onderzoek..................................................................................................................................................................... 43
Doelstellingen .............................................................................................................................................................................. 43
Handelen ........................................................................................................................................................................................ 43
Verschillende onderzoeksmethoden/ -middelen .................................................................................................. 43
Denken ............................................................................................................................................................................................ 44
Onderzoekstraject bepalen .............................................................................................................................................. 44
Onderzoekstraject uitvoeren .......................................................................................................................................... 46
Hypothese bevestigen, weerleggen of bijstellen .................................................................................................... 46
Afronding ....................................................................................................................................................................................... 47
Advies en rapportering ................................................................................................................................................................... 50
Doelstelling ................................................................................................................................................................................... 50
Handelen ........................................................................................................................................................................................ 50
Adviesgesprek ....................................................................................................................................................................... 50
Schriftelijke en/of mondelinge rapportering .......................................................................................................... 52
Denken ............................................................................................................................................................................................ 53
Stap 1: integratief beeld opstellen ................................................................................................................................ 53
Stap 2: Interventies oplijsten en toetsen (= indicatieanalyse) ......................................................................... 54
Stap 3: Aanbevelingen kiezen ......................................................................................................................................... 55
Afronden ........................................................................................................................................................................................ 55
Interventie en evaluatie.................................................................................................................................................................. 56
Doelstellingen .............................................................................................................................................................................. 56
Handelen ........................................................................................................................................................................................ 56
Hoe evalueren & bijsturen? ............................................................................................................................................. 56
Evaluatievragen .................................................................................................................................................................... 56


b

,Kunst van testdiagnostiek ............................................................................................................................................ 58
Interpretatie van testresultaten ................................................................................................................................................. 58
Ruwe score .............................................................................................................................................................................. 59
Soorten normgroepen ........................................................................................................................................................ 59
Concepten uit de statistiek ............................................................................................................................................... 61
Transformaties van ruwe scores ................................................................................................................................... 62
Betrouwbaarheid .............................................................................................................................................................................. 68
Inleiding ......................................................................................................................................................................................... 68
Theoretische achtergrond ...................................................................................................................................................... 68
Klassieke testtheorie (KTT) ............................................................................................................................................. 68
Bronnen van meetfouten .................................................................................................................................................. 69
Betrouwbaarheidsintervallen .............................................................................................................................................. 70
Standaardmeetfout S(e) .................................................................................................................................................... 70
Betrouwbaarheidsintervallen (BI) ............................................................................................................................... 70
Interpretatie van testresultaten .......................................................................................................................................... 71




c

, Inleiding tot psychodiagnostiek
• De PC analyseert, in nauw overleg met de cliënt, een psychosociale vraagstelling
vanuit een wetenschappelijk onderbouwd bio-psycho-sociaal referentiekader. Hij
verzamelt zelfstandig relevante informatie en herformuleert de vraagstelling in
toetsbare hypothesen.

• De PC kiest in functie van de vraagstelling en vanuit zijn psychodiagnostische
expertise de meest geschikte methode(n) en past die op correcte wijze toe om de
vooropgestelde hypothesen te toetsen.

• De PC ordent en interpreteert de verkregen diagnostische gegevens om zo tot
een onderbouwde en coherente synthese te komen en een psychologisch advies
en rapport te formuleren.

Omschrijving & belang van psychodiagnostiek
Experiment:
2 soorten mensen vallen. Een man in een pak en een man die er dakloos uit ziet. De man in
pak werd 9 v.d 10 keer recht geholpen en de dakloze man werd 2 v.d 10 keer geholpen.
Hier gebeurt:
De mensen proberen inschatten wat er gebeurd is. Door de inschatting die je maakt ga je
daarop proberen reageren.

Alledaags impliciet diagnosticeren
= toekennen van oorzaken aan verschijnselen of gedragingen (attributietheorie)
• Bepaald oordeel vellen obv dat oordeel, ga je jouw gedrag aanpassen
• Iedereen doet het elke dag vooral als er een afwijking is van een verwacht patroon

Probleem van impliciete diagnostiek
Het ‘ongewapende oordeel’ of impliciet diagnosticeren
→ Foutenbronnen = tekorten en vertekeningen
• Onderzoek naar foutenbronnen
o Hoe gaan mensen om met kansen en waarschijnlijkheden?
o Wat is de oorzaak?
o Wat is de impact op de kwaliteit van de psychodiagnostiek

a) Hoe gaan mensen om met kansen en waarschijnlijkheden?
a. Voorbeeld 1: Welk type woorden zijn het meest frequent in het Engels?
i. woorden die beginnen met een 'r'
ii. woorden die 'r' als derde letter hebben?

b. Voorbeeld 2: "Mijn vriend is professor. Hij schrijft graag gedichten, is nogal
verlegen en klein van gestalte. Op welk terrein is hij werkzaam: Chinese
literatuur of psychologie?“

→ mensen zijn slecht in het schatten, afwegen en herzien van kansen




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