LESSEN IN DE
PSYCHOLOGIE VOOR DE
SAMENLEVING
Samenvatting
Rosanne De Waele
,Inhoud
1 Drug overdosis en tolerantie ..................................................................................................................................... 5
1.1 Overdosis .......................................................................................................................................................... 5
1.1.1 4 Raadsels ................................................................................................................................................. 5
1.1.2 Homeostase ............................................................................................................................................... 6
Opponente-proces theorie ..................................................................................................................................... 6
1.2 Klassieke conditionering: tolerantie en overdosis............................................................................................. 6
1.2.1 Tolerantie .................................................................................................................................................. 6
Klassieke conditionering van drugrespons............................................................................................................ 7
CCRs ..................................................................................................................................................................... 7
Cues and CCRs ..................................................................................................................................................... 8
1.2.2 Overdosis .................................................................................................................................................. 9
Verandering van gebruiksomgeving ..................................................................................................................... 9
Het gevaar van externe inhibitie ........................................................................................................................... 9
1.2.3 Klassieke conditionering en herval ......................................................................................................... 10
1.2.4 Four-loko effect....................................................................................................................................... 10
1.2.5 De 4 raadsels: antwoorden ...................................................................................................................... 10
2 Hoog sensitiviteit .................................................................................................................................................... 11
2.1 Inleiding .......................................................................................................................................................... 11
2.2 Bredere situering ............................................................................................................................................. 11
2.2.1 wat kenmerkt ‘sensitieve’ individuen?.................................................................................................... 12
Marker op verschillende niveaus ........................................................................................................................ 12
2.3 Concept en meting .......................................................................................................................................... 13
2.4 Alles of niets fenomeen? ................................................................................................................................. 13
2.5 Etiologie .......................................................................................................................................................... 14
2.5.1 Genetica .................................................................................................................................................. 14
2.5.2 (vroege) omgeving .................................................................................................................................. 14
2.6 Relatie tot welbevinden en (dis)functioneren ................................................................................................. 15
2.6.1 samenvatting van verschillende studies .................................................................................................. 15
2.6.2 Kanttekeningen over studies ................................................................................................................... 15
2.7 Relatie tot klassieke persoonlijkheidsconcepten ............................................................................................. 16
2.7.1 Verschillende benaderingen .................................................................................................................... 16
1. associaties tussen SPS-vragenlijst en persoonlijkheid op facetniveau ............................................................ 16
2. zelfrapportering over persoonlijkheid bij hoogsensitieve individuen ............................................................. 16
3 en 4. expertvisie op prototypische persoonlijkheidskenmerken van hoogsensitieve individuen ..................... 16
Uitkomsten van deze benaderingen .................................................................................................................... 17
A. Neuroticisme: .......................................................................................................................................... 17
B. Openheid................................................................................................................................................. 17
C. Extraversie, altruïsme en consciëntieusheid .......................................................................................... 17
2.8 Gelijkenissen en verschillen met wat je zelf dacht?........................................................................................ 18
1
, 2.9 In een notendop ............................................................................................................................................... 19
3 Gedeeld leiderschap: Een sleutel tot betere prestaties in sportteams én organisaties? ........................................... 19
3.1 What are the benefits of having good athlete leaders? .................................................................................... 19
3.1.1 Experimental study 1 .............................................................................................................................. 19
3.1.2 Experimental study 2 .............................................................................................................................. 20
3.2 Leaders within the team are important, but … who are they? ........................................................................ 20
3.2.1 Towards a structure of shared leadership ................................................................................................ 21
3.3 What then is withholding in the coaches......................................................................................................... 21
3.4 The road to efficient leadership ...................................................................................................................... 21
3.4.1 STEP 1: Identification of leaders ............................................................................................................ 21
3.4.2 STEP 2: Appointing leaders .................................................................................................................... 22
3.4.3 STEP 3: Developing leadership .............................................................................................................. 22
Shared Leadership Program: 5Rs program ......................................................................................................... 22
3.5 Leading the way together ................................................................................................................................ 23
3.6 Take home messages....................................................................................................................................... 23
4 #FOOD: Hoe (sociale) media onze voedingsvoorkeuren mee vormen................................................................... 24
4.1 Inleiding, reclame en de fysieke voedselomgeving ........................................................................................ 24
4.2 Reclameverwerking ........................................................................................................................................ 25
4.2.1 Thinking fast and slow ............................................................................................................................ 25
4.2.2 Persuasion Knowledge Model................................................................................................................. 25
Cognitive & attitudinal persuasion knowledge .................................................................................................. 26
Cognitive & attitudinal persuasion knowledge.................................................................................................. 26
Hoe ontwikkeld het tijdens de jeugd? ................................................................................................................. 26
4.2.3 Wat voor effect heeft reclame ................................................................................................................. 27
Studie 1: meta-analyse ........................................................................................................................................ 27
Study 2 ................................................................................................................................................................ 27
4.3 Sociale media en voeding ............................................................................................................................... 27
4.3.1 Study 1: What do adolescents see on social media? ............................................................................... 28
4.3.2 Study 2: Food for teens: how social media is associated with adolescent eating outcomes ................... 29
4.3.3 Work in progress: indicatie dat het ook causaal is… .............................................................................. 29
4.4 Wrap up ........................................................................................................................................................... 30
5 Employability/ inzetbaarheid .................................................................................................................................. 30
5.1 Waarom? ......................................................................................................................................................... 30
5.1.1 Uitdagingen ............................................................................................................................................. 30
5.1.2 Oplossingen: transitionele arbeidsmarkt ................................................................................................. 31
5.2 Wat? ................................................................................................................................................................ 31
5.2.1 Employability-model .............................................................................................................................. 31
5.3 Hoe? Employability-enhancement ................................................................................................................ 32
5.4 Wie? Voor iedereen?....................................................................................................................................... 33
5.4.1 Werk: individueel vs relationeel ............................................................................................................. 33
2
, 5.4.2 Pensionering exit ..................................................................................................................................... 34
5.4.3 Opleiding................................................................................................................................................. 35
5.4.4 Huishouden & zorg ................................................................................................................................. 35
5.4.5 Werkloosheid & beroepsinactiviteit........................................................................................................ 35
5.5 Over de tijd heen? ........................................................................................................................................... 36
5.6 Dus? ................................................................................................................................................................ 37
6 Een rechtspsychologische dissectie van onterechte veroordelingen ....................................................................... 37
6.1 Onterechte Veroordeling ................................................................................................................................. 38
6.1.1 Hoe vaak?................................................................................................................................................ 38
6.1.2 Hoe kan dat?............................................................................................................................................ 38
Risico factoren .................................................................................................................................................... 38
A. Verkeerde identificaties door ooggetuigen ............................................................................................ 38
B. Fouten bij forensisch expertise ............................................................................................................... 39
C. Valse bekentenis ..................................................................................................................................... 39
Fouten opsporen .................................................................................................................................................. 40
Moeizame procedure ........................................................................................................................................... 41
6.2 Aanpak Onterechte Veroordelingen................................................................................................................ 41
7 Verband tussen gezondheidsklachten en lichamelijk functioneren ......................................................................... 41
7.1 Symptomen en het lichaam: een losse relatie ................................................................................................. 41
7.1.1 Disease model ......................................................................................................................................... 41
7.1.2 Functional somatic syndromes ................................................................................................................ 42
7.1.3 En klachten van goed begrepen ziekten? ................................................................................................ 42
7.1.4 Wat is negatief affect?............................................................................................................................. 43
7.2 Aangeleerde symptomen in het lab: een nocebo paradigma ........................................................................... 44
7.3 Een spelletje “hide and seek” met symptomen: Affect als een kritische cue .................................................. 46
7.3.1 Body–symptom correspondence ............................................................................................................. 46
7.4 Ontmanteling van het proces: Negatief affect als enige trigger van symptomen ............................................ 47
7.4.1 Wat is een symptoom? ............................................................................................................................ 48
7.5 Symptomen: perceptie of constructie? ............................................................................................................ 48
7.6 Nociceptieve priors in de hersenen ................................................................................................................. 49
7.7 Enkele overwegingen ...................................................................................................................................... 51
7.8 Take home ....................................................................................................................................................... 52
8 Buitengewoon intelligent! Over het ontwikkelen van cognitief talent bij jongeren ............................................... 52
8.1 Populaire ideeën rond hoogbegaafdheid ......................................................................................................... 52
8.1.1 Definitie .................................................................................................................................................. 53
8.2 Zijn begaafde kinderen en jongeren kwetsbaarder voor psychische problemen? ........................................... 53
8.3 Hoe vergaat het begaafde kinderen en jongeren op school? ........................................................................... 54
8.4 Hoe kunnen we cognitief begaafde leerlingen zo goed mogelijk helpen? ...................................................... 56
9 Hoe emoties ons verbinden met onze cultuur en wat dat betekent voor de multiculturele samenleving ................ 56
9.1 Hoe creëren we de emoties die in onze cultuur belangrijk zijn? ..................................................................... 57
3
PSYCHOLOGIE VOOR DE
SAMENLEVING
Samenvatting
Rosanne De Waele
,Inhoud
1 Drug overdosis en tolerantie ..................................................................................................................................... 5
1.1 Overdosis .......................................................................................................................................................... 5
1.1.1 4 Raadsels ................................................................................................................................................. 5
1.1.2 Homeostase ............................................................................................................................................... 6
Opponente-proces theorie ..................................................................................................................................... 6
1.2 Klassieke conditionering: tolerantie en overdosis............................................................................................. 6
1.2.1 Tolerantie .................................................................................................................................................. 6
Klassieke conditionering van drugrespons............................................................................................................ 7
CCRs ..................................................................................................................................................................... 7
Cues and CCRs ..................................................................................................................................................... 8
1.2.2 Overdosis .................................................................................................................................................. 9
Verandering van gebruiksomgeving ..................................................................................................................... 9
Het gevaar van externe inhibitie ........................................................................................................................... 9
1.2.3 Klassieke conditionering en herval ......................................................................................................... 10
1.2.4 Four-loko effect....................................................................................................................................... 10
1.2.5 De 4 raadsels: antwoorden ...................................................................................................................... 10
2 Hoog sensitiviteit .................................................................................................................................................... 11
2.1 Inleiding .......................................................................................................................................................... 11
2.2 Bredere situering ............................................................................................................................................. 11
2.2.1 wat kenmerkt ‘sensitieve’ individuen?.................................................................................................... 12
Marker op verschillende niveaus ........................................................................................................................ 12
2.3 Concept en meting .......................................................................................................................................... 13
2.4 Alles of niets fenomeen? ................................................................................................................................. 13
2.5 Etiologie .......................................................................................................................................................... 14
2.5.1 Genetica .................................................................................................................................................. 14
2.5.2 (vroege) omgeving .................................................................................................................................. 14
2.6 Relatie tot welbevinden en (dis)functioneren ................................................................................................. 15
2.6.1 samenvatting van verschillende studies .................................................................................................. 15
2.6.2 Kanttekeningen over studies ................................................................................................................... 15
2.7 Relatie tot klassieke persoonlijkheidsconcepten ............................................................................................. 16
2.7.1 Verschillende benaderingen .................................................................................................................... 16
1. associaties tussen SPS-vragenlijst en persoonlijkheid op facetniveau ............................................................ 16
2. zelfrapportering over persoonlijkheid bij hoogsensitieve individuen ............................................................. 16
3 en 4. expertvisie op prototypische persoonlijkheidskenmerken van hoogsensitieve individuen ..................... 16
Uitkomsten van deze benaderingen .................................................................................................................... 17
A. Neuroticisme: .......................................................................................................................................... 17
B. Openheid................................................................................................................................................. 17
C. Extraversie, altruïsme en consciëntieusheid .......................................................................................... 17
2.8 Gelijkenissen en verschillen met wat je zelf dacht?........................................................................................ 18
1
, 2.9 In een notendop ............................................................................................................................................... 19
3 Gedeeld leiderschap: Een sleutel tot betere prestaties in sportteams én organisaties? ........................................... 19
3.1 What are the benefits of having good athlete leaders? .................................................................................... 19
3.1.1 Experimental study 1 .............................................................................................................................. 19
3.1.2 Experimental study 2 .............................................................................................................................. 20
3.2 Leaders within the team are important, but … who are they? ........................................................................ 20
3.2.1 Towards a structure of shared leadership ................................................................................................ 21
3.3 What then is withholding in the coaches......................................................................................................... 21
3.4 The road to efficient leadership ...................................................................................................................... 21
3.4.1 STEP 1: Identification of leaders ............................................................................................................ 21
3.4.2 STEP 2: Appointing leaders .................................................................................................................... 22
3.4.3 STEP 3: Developing leadership .............................................................................................................. 22
Shared Leadership Program: 5Rs program ......................................................................................................... 22
3.5 Leading the way together ................................................................................................................................ 23
3.6 Take home messages....................................................................................................................................... 23
4 #FOOD: Hoe (sociale) media onze voedingsvoorkeuren mee vormen................................................................... 24
4.1 Inleiding, reclame en de fysieke voedselomgeving ........................................................................................ 24
4.2 Reclameverwerking ........................................................................................................................................ 25
4.2.1 Thinking fast and slow ............................................................................................................................ 25
4.2.2 Persuasion Knowledge Model................................................................................................................. 25
Cognitive & attitudinal persuasion knowledge .................................................................................................. 26
Cognitive & attitudinal persuasion knowledge.................................................................................................. 26
Hoe ontwikkeld het tijdens de jeugd? ................................................................................................................. 26
4.2.3 Wat voor effect heeft reclame ................................................................................................................. 27
Studie 1: meta-analyse ........................................................................................................................................ 27
Study 2 ................................................................................................................................................................ 27
4.3 Sociale media en voeding ............................................................................................................................... 27
4.3.1 Study 1: What do adolescents see on social media? ............................................................................... 28
4.3.2 Study 2: Food for teens: how social media is associated with adolescent eating outcomes ................... 29
4.3.3 Work in progress: indicatie dat het ook causaal is… .............................................................................. 29
4.4 Wrap up ........................................................................................................................................................... 30
5 Employability/ inzetbaarheid .................................................................................................................................. 30
5.1 Waarom? ......................................................................................................................................................... 30
5.1.1 Uitdagingen ............................................................................................................................................. 30
5.1.2 Oplossingen: transitionele arbeidsmarkt ................................................................................................. 31
5.2 Wat? ................................................................................................................................................................ 31
5.2.1 Employability-model .............................................................................................................................. 31
5.3 Hoe? Employability-enhancement ................................................................................................................ 32
5.4 Wie? Voor iedereen?....................................................................................................................................... 33
5.4.1 Werk: individueel vs relationeel ............................................................................................................. 33
2
, 5.4.2 Pensionering exit ..................................................................................................................................... 34
5.4.3 Opleiding................................................................................................................................................. 35
5.4.4 Huishouden & zorg ................................................................................................................................. 35
5.4.5 Werkloosheid & beroepsinactiviteit........................................................................................................ 35
5.5 Over de tijd heen? ........................................................................................................................................... 36
5.6 Dus? ................................................................................................................................................................ 37
6 Een rechtspsychologische dissectie van onterechte veroordelingen ....................................................................... 37
6.1 Onterechte Veroordeling ................................................................................................................................. 38
6.1.1 Hoe vaak?................................................................................................................................................ 38
6.1.2 Hoe kan dat?............................................................................................................................................ 38
Risico factoren .................................................................................................................................................... 38
A. Verkeerde identificaties door ooggetuigen ............................................................................................ 38
B. Fouten bij forensisch expertise ............................................................................................................... 39
C. Valse bekentenis ..................................................................................................................................... 39
Fouten opsporen .................................................................................................................................................. 40
Moeizame procedure ........................................................................................................................................... 41
6.2 Aanpak Onterechte Veroordelingen................................................................................................................ 41
7 Verband tussen gezondheidsklachten en lichamelijk functioneren ......................................................................... 41
7.1 Symptomen en het lichaam: een losse relatie ................................................................................................. 41
7.1.1 Disease model ......................................................................................................................................... 41
7.1.2 Functional somatic syndromes ................................................................................................................ 42
7.1.3 En klachten van goed begrepen ziekten? ................................................................................................ 42
7.1.4 Wat is negatief affect?............................................................................................................................. 43
7.2 Aangeleerde symptomen in het lab: een nocebo paradigma ........................................................................... 44
7.3 Een spelletje “hide and seek” met symptomen: Affect als een kritische cue .................................................. 46
7.3.1 Body–symptom correspondence ............................................................................................................. 46
7.4 Ontmanteling van het proces: Negatief affect als enige trigger van symptomen ............................................ 47
7.4.1 Wat is een symptoom? ............................................................................................................................ 48
7.5 Symptomen: perceptie of constructie? ............................................................................................................ 48
7.6 Nociceptieve priors in de hersenen ................................................................................................................. 49
7.7 Enkele overwegingen ...................................................................................................................................... 51
7.8 Take home ....................................................................................................................................................... 52
8 Buitengewoon intelligent! Over het ontwikkelen van cognitief talent bij jongeren ............................................... 52
8.1 Populaire ideeën rond hoogbegaafdheid ......................................................................................................... 52
8.1.1 Definitie .................................................................................................................................................. 53
8.2 Zijn begaafde kinderen en jongeren kwetsbaarder voor psychische problemen? ........................................... 53
8.3 Hoe vergaat het begaafde kinderen en jongeren op school? ........................................................................... 54
8.4 Hoe kunnen we cognitief begaafde leerlingen zo goed mogelijk helpen? ...................................................... 56
9 Hoe emoties ons verbinden met onze cultuur en wat dat betekent voor de multiculturele samenleving ................ 56
9.1 Hoe creëren we de emoties die in onze cultuur belangrijk zijn? ..................................................................... 57
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