MET DEZE SAMENVATTING BEHAALDE IK 16/20 (afgestudeerd met grootste onderscheiding)
In deze samenvatting vind je alle te kennen leerstof voor het opleidingsonderdeel 'verdieping in de theoretische orthopedagogiek.' Deze samenvatting bevat alle te kennen leerstof uit de lessen en de powerpoints en...
Verdieping in de
theoretische
orthopedagogiek
Bachelor in de orthopedagogie
Thyra Janssens
MT 3 – SEMESTER 2
,1
,Inhoudsopgave
1. Inleiding .................................................................................................................................. 5
1.1 Inleiding...................................................................................................................................... 5
2. Holistisch integratief paradigma- mens als totaliteit .................................................................... 8
2.1 Inleiding............................................................................................................................................ 8
2.1.1 Integratieve handelingsorthopedagogiek ..................................................................................... 9
2.1.1.1 grondlegger ............................................................................................................................ 9
2.2 Uitgangspunten................................................................................................................................ 9
2.2.1 Integratief handelen .......................................................................................................... 9
2.2.2 Creatieve zoektocht al doende .......................................................................................... 9
2.2.3 4 opvoedingsprincipes ..................................................................................................... 11
2.3 Orthopedagogische toepassingen ................................................................................................. 13
2.4 Schema : het integratief-holistisch paradigma ........................................................................ 15
2.5 Doelstellingen ................................................................................................................................ 16
3. Boek : naar een integratieve handelingsorthopedagogiek....................................................... 17
3.1 Hoe omschrijven de auteurs de verschillen tussen het medisch denken en het
sociaal/orthopedagogische denken? ................................................................................................... 17
3.2 vragen doorheen het boek ........................................................................................................ 17
3.2.1 grote tegenstellingen .............................................................................................................. 18
3.2.2 Diverse kennisparadigma geven aanleiding tot uiteenlopende modellen ............................. 19
3.2.3 Paradigma gaan terug op één basis, modellen gaan terug op één theorie ............................ 19
3.2.4 Pleidooi voor integratie .......................................................................................................... 19
3.2.5 Reflecive practitioner (Schon)................................................................................................. 19
3.2.6 Integratie ‘kennen – willen – denken – voelen – handelen’ ................................................... 19
3.2.7 “Idealen (Plato) en Materie (Aristoteles) en Rituelen (Plutonius) afwisselend samengaand bij
beslissingen” (Broekaert) ................................................................................................................. 19
4. Empirisch-analytisch paradigma - Mens als kennis.................................................................. 21
4.1 Inleiding.......................................................................................................................................... 21
4.2 De empirisch-analytische benadering onder de loep .................................................................... 21
4.2 gedragstherapeutisch kader .......................................................................................................... 23
4.2.1 Uitgangspunten....................................................................................................................... 23
4.2.2 Behandelmethoden: strategieën voor gedragsverandering................................................... 24
4.2.3 Kernconcepten gedragstherapie <-> humanisme .................................................................. 25
4.2.4 Reuven Feuerstein .................................................................................................................. 25
4.5 Artikel : ‘Leren denken door de methode van Feuerstein’ ............................................................ 31
4.6 Schema : het empirisch-analytisch paradigma .............................................................................. 33
2
, 4.7 Doelstellingen ................................................................................................................................ 34
5. Het existentieel-fenomenologisch model ............................................................................... 36
5.1 Inleiding.......................................................................................................................................... 36
5.2 Psychoanalyse ................................................................................................................................ 36
5.3 Artikel : Psychoanalyse in de dagdagelijks institutionele praktijk ................................................. 38
Overdracht, liefde en verlangen – Van Wallegem ............................................................................... 38
5.3.1 Eigen subjectieve positie......................................................................................................... 39
5.4 Psychodynamica............................................................................................................................. 40
5.4.1 Terminologieverwarring : psychoanalyse en psychodynamica .............................................. 40
5.4.2 Twee centrale begrippen ....................................................................................................... 41
5.4.3 Centrale begrippen van het psychodynamisch kader ............................................................. 41
5.5 Artikel : Van kwetsuur naar litteken. Een hulpverlenend aanbod voor kinderen en jongeren met
complex trauma – Vliegen ................................................................................................................... 44
5.6 Model van Erik de Belie : uitgangspunten ..................................................................................... 44
5.7 Psychoanalyse VS psychodynamica ............................................................................................... 47
5.8 Schema : het existentieel – fenomenologisch paradigma ............................................................. 49
5.9 Doelstellingen ................................................................................................................................ 50
6. Kritisch emancipatorisch paradigma – mens als gerechtigheid ................................................ 52
7.1 Inleiding.......................................................................................................................................... 52
7.2. Situering ........................................................................................................................................ 52
7.2.3 Mensenvisie ............................................................................................................................ 54
7.2.4 Orthopedagogiek .................................................................................................................... 55
7.3 vertegenwoordigers ....................................................................................................................... 55
7.4 uitgangspunten en kernconcepten ................................................................................................ 56
7.4.1 basisbehoeften........................................................................................................................ 56
7.4.2 Mensenrechten ....................................................................................................................... 57
7.4.3 Emancipatie en empowerment .............................................................................................. 59
7.4.4 Ondersteuning ........................................................................................................................ 60
7.4.5 Inclusie .................................................................................................................................... 61
7.4.6 Self-advocacy .......................................................................................................................... 62
7.4.7 Othering .................................................................................................................................. 63
7.6 toepassingen .................................................................................................................................. 64
7.6.1 Case I refugee studies ............................................................................................................. 64
7.6.2 Case II : disability studies ........................................................................................................ 65
7.6.3 Case III : personen met een psychische kwetsbaarheid/ middelenafhankelijkheid ............... 66
7.7 Implicaties voor beroepsprofiel orthopedagoog ........................................................................... 67
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