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Samenvatting psychodiagnostiek 3 spp
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Alle lessen Grondige uitwerking
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PSYCHODIAGNOSTIEK SPPPsychodiagnostiek SPP..............................................................................................................................................1
Diagnostiek binnen SPP.............................................................................................................................................7
Diagnostiek binnen SPP.........................................................................................................................................7
(Kind)diagnostiek ter discussie..............................................................................................................................7
Uitgangspunten van het psychodiagnostisch procesmodel.................................................................................8
De intake binnen SPP: analyse van kind en context: de opvoedingssituatie en de onderwijsleersituatie...............9
Praktijk ervaringen intake?...................................................................................................................................9
Analyse van kind en context................................................................................................................................11
Aspecten van de onderwijsleersituatie (ols) & opvoedingssituatie (os).............................................................11
De opvoedingssituatie (OS).................................................................................................................................11
Aspecten van de Onderwijsleersituatie..............................................................................................................13
Opstellen voorlopig integratief beeld: casusoefening............................................................................................13
1.Nagaan of de verzamelde informatie volledig is..............................................................................................14
2.Ordenen en clusteren van de verkregen informatie........................................................................................14
2. Informatie ordenen en clusteren m.b.v. het KOP-model................................................................................15
2.Informatie ordenen en clusteren volgens het ICF -model...............................................................................15
Casusoefening Stan.............................................................................................................................................16
Van kop naar vib......................................................................................................................................................16
3.Verbanden leggen tussen de verzamelde informatie......................................................................................16
Soorten relaties...................................................................................................................................................17
Hoe verbanden leggen?......................................................................................................................................17
Werkwijze opstelling VIB.....................................................................................................................................17
Afspraken............................................................................................................................................................18
Opmerkingen.......................................................................................................................................................18
Hypothesestelling: van vib naar hypothesen..........................................................................................................19
4.Hypothesen......................................................................................................................................................19
Hypothesen bevatten informatie over….............................................................................................................19
Van vib naar hypothesestelling?.........................................................................................................................20
Voorwaarden/selectiecriteria hypothesen.........................................................................................................20
Kwaliteitscriteria formulering hypothesen.........................................................................................................20
VIB/lijst van hypothesen volledig?......................................................................................................................20
Oefening a.d.h.v. casus Stan...............................................................................................................................21
Toepassing hypothesestelling casus Stan...........................................................................................................21
Hypothesen betrouwbaar getoetst?...................................................................................................................21
Inhoud les 2.........................................................................................................................................................22
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,Opdracht casus Lucia...........................................................................................................................................22
Uitwerking KOP-model........................................................................................................................................22
Illustratie uitwerking KOP-modellen (Lucia, ouders, school)..............................................................................22
Illustratie KOP modellen casus Lucia...................................................................................................................23
VIB casus Lucia....................................................................................................................................................23
Illustratie van één mogelijk VIB bij Lucia.............................................................................................................23
Voorwaarden/selectiecriteria hypothesen.........................................................................................................24
Kwaliteitscriteria formulering hypothesen.........................................................................................................25
Enkele voorbeelden.............................................................................................................................................25
Onderkennende hypothesen casus Lucia: groepsconsensus?............................................................................25
Verklarende hypothesen casus Lucia: groepsconsensus?..................................................................................26
Terugblik..............................................................................................................................................................26
Belang achtergrondkennis bij opstelling KOP-VIB-hypothesen..........................................................................26
Etiologie...........................................................................................................................................................26
Etiologie ADHD............................................................................................................................................27
Etiologie depressie (kind)............................................................................................................................27
Etiologie gedragsstoornis............................................................................................................................28
Etiologie opvoedingsprobleem...................................................................................................................28
Differentiaaldiagnostiek..................................................................................................................................29
VB differentiaaldiagnostiek casus Lucia......................................................................................................29
Casus Lucia..........................................................................................................................................................30
Differentiaaldiagnostiek ADHD...................................................................................................................31
Differentiaaldiagnostiek depressie bij een kind..........................................................................................31
Differentiaaldiagnostiek gedragsstoornis...................................................................................................32
Comorbiditeit..................................................................................................................................................32
VB comorbiditeit casus Lucia......................................................................................................................32
Comorbiditeit ADHD....................................................................................................................................33
Comorbiditeit depressie (kind)....................................................................................................................33
Comorbiditeit gedragsstoornissen..............................................................................................................33
Wat met dubbeldiagnoses?............................................................................................................................33
Straks aan jullie in de praktijk!........................................................................................................................34
Les 3: observeren binnen SPP.............................................................................................................................34
Observeren......................................................................................................................................................34
Waarom observatie in de dagdagelijkse situatie?..........................................................................................35
Individuele denkoefening casus Lucia.............................................................................................................35
Klasobservatie.....................................................................................................................................................35
Belang klasobservatie?....................................................................................................................................36
2
, Rol van de leerkracht bij klasobservatie.........................................................................................................36
Voorbereiding klasobservatie.........................................................................................................................37
Stap 1: Waarom wil ik observeren? Waarom een klasobservatie?............................................................37
Stap 2: Wie en wat wil ik observeren?........................................................................................................37
Stap 3: Hoe ga ik observeren?.....................................................................................................................38
Stap 4: Wanneer en waar ga ik observeren?..............................................................................................38
Stap 5: cognitief-emotionele bias en praktische uitdagingen inschatten...................................................38
Stap 6: Hoe selecteer ik gedrag? Hoe selecteer ik personen?....................................................................39
Stap 7: Hoe gedrag organiseren?................................................................................................................39
Stap 8: Hoe kan ik gedrag meten en registreren?.......................................................................................40
Stap 9: Hoe kan ik observaties ordenen, interpreteren en rapporteren?..................................................40
Mogelijk observatieschema (Raets)................................................................................................................40
Observatiemethode....................................................................................................................................40
1.Presentatie kind.......................................................................................................................................41
2.Kind in leersituatie – algemeen................................................................................................................41
3.Kind in leersituatie – specifiek..................................................................................................................42
4.Kind in relatie met leerkracht...................................................................................................................42
5.Kind in relatie met andere kinderen........................................................................................................43
6.Didactische + inhoudelijke kenmerken leerkracht...................................................................................43
Mogelijke uitdagingen tijdens klasobservatie?...............................................................................................44
(Participerende) thuisobservatie.........................................................................................................................44
Voorbereiding (participerende) thuisobservatie............................................................................................44
Omschrijving participerende thuisobservatie.................................................................................................44
Doelstellingen..................................................................................................................................................45
Zicht krijgen op gezinsklimaat en opvoedingskenmerken..............................................................................45
Zicht krijgen op specifieke waarden, normen en gewoonten........................................................................46
Zicht krijgen op plaats van kind in gezin en typische interacties....................................................................46
Plaats van kind binnen het gezin en typische interacties...............................................................................46
Belang thuisobservatie....................................................................................................................................46
Belang..............................................................................................................................................................47
Voorbereiding motivatie.................................................................................................................................47
Voorbereiding methode en timing..................................................................................................................47
Observatieschema (Raets)..............................................................................................................................47
1.Presentatie van de betrokkenen..............................................................................................................48
2.Kind in de thuissituatie – algemeen.........................................................................................................48
3.Kind in de thuissituatie – specifiek...........................................................................................................48
4.Kind in relatie met ouder/opvoeder........................................................................................................48
3
, 5.Kind in relatie met andere kinderen........................................................................................................49
6. Ruimtelijke en materiële omgeving........................................................................................................49
7.Risicofactoren...........................................................................................................................................49
8.Protectieve factoren.................................................................................................................................49
Mogelijke problemen bij thuisobservatie?.....................................................................................................49
Pedagogische spelobservatie..............................................................................................................................50
Voorbereiding pedagogische spelobservatie..................................................................................................50
Spel als diagnostisch middel............................................................................................................................50
Pedagogische spelobservatie..........................................................................................................................50
Doelstellingen?................................................................................................................................................50
Voorwaarden...................................................................................................................................................51
Mogelijk spelverloop.......................................................................................................................................51
Leuvens analytisch schema voor pedagogische spelobservatie.....................................................................52
In relatie treden met spelleider..................................................................................................................53
In relatie treden met spelwereld................................................................................................................54
Presentatie van het kind.................................................................................................................................55
Gebruik schema...........................................................................................................................................56
Les 4: aanvullend onderzoek...............................................................................................................................57
Feedback hypothesestelling les 2....................................................................................................................57
Psychodiagnostisch procesmodel vs HGD: aanvullend onderzoek.....................................................................57
Vergelijking procesmodel met HGD................................................................................................................57
Psychodiagnostisch procesmodel: aanvullend onderzoek – denken.........................................................58
Psychodiagnostisch procesmodel: aanvullend onderzoek – handelen......................................................58
6 stappen onderzoeksfase: procesmodel vs HGD...........................................................................................58
1.Psychodiagnostisch procesmodel: van hypothese naar onderzoekshypothese.....................................59
1.HGD: expliciteren van begrippen in onderzoeksvraag (Pract 3!).........................................................59
2.Selectie van onderzoeksmiddelen (onderkennende hypothesen)..........................................................60
2.Selectie van onderzoeksmiddelen (verklarende hypothesen).................................................................60
2.Selecteren van onderzoeksmethoden.....................................................................................................61
3.Formuleren van toetsingscriteria.............................................................................................................63
4.Voorstelling onderzoekstraject aan cliënt...............................................................................................66
5.Uitvoeren onderzoekstraject...................................................................................................................66
6.Na het onderzoek.....................................................................................................................................66
7.Het onderzoeksverslag.............................................................................................................................66
Les 6: het integratief beeld.................................................................................................................................69
Advies en rapportering....................................................................................................................................69
Opstelling integratief beeld (IB)..................................................................................................................69
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