2. Kinderen met gedrags- en emotionele stoornissen – Franky D’Oosterlinck ............................................. 9
Theorie, mensvisie als basis voor behandelingsprogramma’s............................................................................ 9
2.1. Circle of Courage .................................................................................................................................. 9
2.1.1. Waar loopt het mis in onze maatschappij? ..................................................................................... 9
2.1.2. Consilience: A unifying theme ....................................................................................................... 13
2.1.3. Diagnose: de audit......................................................................................................................... 14
2.1.4. Verschillende stappen ................................................................................................................... 14
2.2. De ecologische visie op GES................................................................................................................ 14
2.2.1. Gedragsstoornis?........................................................................................................................... 15
2.2.2. Ecologie ......................................................................................................................................... 15
2.2.3. Basisprincipes voor Re-ED ............................................................................................................. 15
2.2.4. Re-ED, psychologische en pedagogische principes: Nicholas Hobbs ............................................ 16
2.2.5. Implicaties voor onderwijs en behandeling van kinderen met GES .............................................. 16
2.3. Interne relaties .............................................................................................................................. 19
2.3.1. Dimensies van een relatie ............................................................................................................. 19
2.3.2. Definiëring van interne relatie ...................................................................................................... 19
2.3.3. Belang van interne relaties ............................................................................................................ 20
2.3.4. Interne relatie als steun bij een uitdaging ..................................................................................... 20
2.3.5. Problemen met het aangaan van interne relaties......................................................................... 20
2.3.6. Methodieken met interne relatie als basis ................................................................................... 21
2.3.7. Besluit ............................................................................................................................................ 21
8. Forensische orthopedagogiek ............................................................................................................... 73
8.1. Delinquentie ....................................................................................................................................... 73
8.2. Prevalentie ......................................................................................................................................... 73
8.3. Ontwikkelingspaden van delinquent gedrag...................................................................................... 74
8.4. Risico- en protectieve factoren ........................................................................................................... 74
8.5. Diagnostiek ........................................................................................................................................ 75
8.6. Behandling/rehabilitatie: verschillende perspectieven ...................................................................... 75
8.6.1. Risk – need – responsivity (RNR) ................................................................................................... 76
8.6.2. Good lives model (GLM) ................................................................................................................ 81
8.6.2.1. Ontstaan .............................................................................................................................. 81
8.6.2.2. Centrale theoretische concepten ........................................................................................ 82
Primary Goods.................................................................................................................................... 83
Secundary Goods ............................................................................................................................... 83
Capacity .............................................................................................................................................. 83
Means ................................................................................................................................................ 84
Scope .................................................................................................................................................. 84
Coherence .......................................................................................................................................... 84
Pathways ............................................................................................................................................ 85
8.6.2.3. GLM in de praktijk ................................................................................................................ 86
RNR en GLM: combineerbaar of niet? ......................................................................................................... 88
Rol van trauma: een belangrijke link tussen RNR en GLM .......................................................................... 91
Naar integratie van RNR en GLM – Trauma ................................................................................................. 92
9. Leefwereldgericht werken, toegang tot zorg en continuïteit ................................................................. 94
9.1. Inleiding.............................................................................................................................................. 94
9.2. Leefwereldgericht werken? Van toegang tot zorg naar concrete actie in de leefwereld van jongeren
94
9.3. Wat weten we over toegang en continuïteit van zorg? ..................................................................... 95
9.4. De stem van jongeren over continuïteit ............................................................................................. 96
9.4.1. Existentiële chaos .......................................................................................................................... 99
9.4.2. Zoektocht naar steun .................................................................................................................... 99
3
, 9.4.3. Helpende interventies of…? .......................................................................................................... 99
9.5. Enkele conclusies voor praktijk en beleid ........................................................................................... 99
10. Gedrags- en gezinsinterventies ....................................................................................................... 103
10.1. Werkzame methodieken voor agressie binnen Vlaamse jeugdhulpverelening ................................ 103
10.1.1. Algemeen werkzame factoren................................................................................................ 104
10.1.2. Specifiek werkzame factoren (in GES interventies) ................................................................ 106
10.2. Een greep uit het aanbod ................................................................................................................. 108
10.2.1. Gedragsinterventies (jongere) ................................................................................................ 108
10.2.1.1. ART ..................................................................................................................................... 108
10.2.1.2. STOP 4-7............................................................................................................................. 110
10.2.2. Gezinsinterventies .................................................................................................................. 110
10.2.2.1. Klassiek: STOP 4-7, Incredible Years, Triple P .................................................................... 111
STOP 4-7: opvoedingsproces ................................................................................................................ 111
The incredible years .............................................................................................................................. 113
Triple P: positive parenting program .................................................................................................... 113
10.2.2.2. Alternatieve, theory-based gezinsinterventies .................................................................. 115
11. Effectiviteit van interventies........................................................................................................... 119
11.1. Effectief werken met interventies in de jeugdzorg ........................................................................... 119
Mens als machine ........................................................................................................................................... 123
Mens als verhaal ............................................................................................................................................ 123
Mens als gerechtigheid .................................................................................................................................. 123
11.2. Verschillende vormen van kennis ..................................................................................................... 123
11.2.1. Illustratie: Client-based .......................................................................................................... 124
11.3. Ingrediënten van goede zorg ........................................................................................................... 124
11.4. Andere belangrijke elementen ......................................................................................................... 125
11.5. Effectiviteit en onderzoek ................................................................................................................. 125
12. Multi-familietherapie en familieondersteunende groepen ............................................................. 127
12.1. Multi-familie therapie ...................................................................................................................... 127
12.1.1. Geschiedenis........................................................................................................................... 127
12.1.2. Doel ........................................................................................................................................ 127
12.1.3. Sessies..................................................................................................................................... 127
12.1.4. Belangrijk omdat .................................................................................................................... 128
12.1.5. Doelgroep ............................................................................................................................... 128
12.1.6. MFT bij eetstoornissen ........................................................................................................... 128
12.2. FOG voor familie van personen die geïnterneerd zijn (geweest) ..................................................... 128
12.2.1. Situering van de studie ........................................................................................................... 128
12.2.2. Studie ...................................................................................................................................... 129
12.2.3. Focus op perspectieven van familie ....................................................................................... 129
12.3. Onderzoeksvragen ........................................................................................................................... 129
12.4. Methodologie en resultaten ............................................................................................................. 130
12.4.1. Familieondersteunende Groepen – Methodologie ................................................................ 130
12.4.2. Familieondersteunende Groepen – Protocol ......................................................................... 130
12.4.3. Familieondersteundende Groepen – Resultaten ................................................................... 130
12.4.4. Conclusies ............................................................................................................................... 132
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