Summary
Uitgebreide SAMENVATTING - Mens en leren 1
- Course
- Institution
VOLLEDIG UITGEBREIDE SAMENVATTING van het vak Mens en leren 1. 1ste jaar 2de semester Toegepaste psychologie.
[Show more]
Seller
Follow
mariamrafihi1
Content preview
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
4
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller mariamrafihi1. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $14.24. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
67096 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now