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1ste master psychologie Gedragstherapie
2023-2024
Anke De Kock
[COMPANY NAME]
, 1
INHOUDSTABEL
Het gedragstherapeutisch proces .......................................................................................... 7
Stellingen over gedragstherapie ........................................................................................ 7
Drie pretenties ................................................................................................................ 8
Facetten van GT-werken die uit empirische cyclus volgen ............................................11
Stadium 1: Het eerste contact ..............................................................................................14
Eerste gesprek..................................................................................................................15
Stadium 2: informatieverzameling ........................................................................................15
Illustratie (Lieven) .............................................................................................................16
Bevraging per domein .......................................................................................................17
Einde gesprek ...................................................................................................................17
Gespreksvaardigheden tijdens de intake ..........................................................................18
Volgen en sturen ...........................................................................................................18
Stadium 2: opbouwen van de (werk)relatie ...........................................................................19
Voorlopige probleemsamenhang en holistische theorie ........................................................20
Grote therapiedebat: wat is het belangrijkste in therapie (de therapeutische realtie of
specifieke interventies)? .......................................................................................................22
Stadium 3: van voorlopige probleemsamenhang tot holistische theorie ................................22
Casus Pieter .....................................................................................................................23
Type 1: historisch perspectief ...........................................................................................23
Type 2: holistische theorie ................................................................................................23
Oefening: casus ............................................................................................................24
Kenmerken van probleemanalyse in de gedragstherapie ..................................................25
HT’en kunnen/zullen wijzigen doorheen het GT proces ....................................................25
Van voorlopige probleemsamenhang naar holistische theorie ..........................................25
Casus Karel...................................................................................................................26
Holistische theorie .........................................................................................................27
Casus Anna...................................................................................................................28
Stadium 4: probleemkeuze en basislijnmeting ..................................................................30
Probleemselectie ..............................................................................................................30
Beginnen met het staartprobleem? ...................................................................................31
Eerste metingen................................................................................................................32
Zelf registreren ..............................................................................................................32
Stadium 5: Functieanalyse ...................................................................................................33
Gedrag..............................................................................................................................33
Fasen in de functieanalyse ...............................................................................................33
1) Zicht krijgen op gedrag in context..........................................................................33
2) Wat zijn klassen van antecedenten en consequenten, gedrag ..............................37
, 2
3) Onderlinge relaties ................................................................................................37
Klassieke zijde van de functieanalyse ...............................................................................38
Operante zijde van de functieanalyse ...............................................................................39
Taxonomie van de R Sr contingenties.......................................................................39
R Sr contingenties toename gedrag ..........................................................................39
R Sr contingenties afname gedrag ............................................................................40
Stadium 6: behandeldoelen en -plan ....................................................................................40
stadium 7: therapeutische methoden ....................................................................................40
Best practice .....................................................................................................................40
Best practice/evidence based ........................................................................................41
Stadium 8: evaluatie .............................................................................................................41
Voortgang in kaart brengen...............................................................................................41
Therapie afronden ............................................................................................................42
Werken met kinderen vs volwassenen .................................................................................44
Kinderen en jongeren........................................................................................................44
Waarom ouders/leerkrachten trainen? ..............................................................................45
Focus: mediatie therapie (ouders/leerkracht) ....................................................................45
Stadium 5: Functieanalyse ...................................................................................................46
Even terughalen: leerprocessen........................................................................................46
Operant .........................................................................................................................46
Klassiek .........................................................................................................................46
Sociaal leren .................................................................................................................46
Gedrag staat nooit op zichzelf .......................................................................................47
Wat is ongewenst gedrag? ............................................................................................48
Taxonomie van de R-SR contingenties (aansluiting operanten) ....................................49
Functieanalyse: inventariseren voorspellers/resultaat van gewenst en ongewenst gedrag
......................................................................................................................................50
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................51
Meerdere manieren om functieanalyse te doen .............................................................51
Typische categorieën van functies ongewenst gedrag kind ...........................................52
Voorbeeldje ...................................................................................................................53
Je hebt verschillende functieanalyses (op basis van je info ABC/topografische analyse
etc) gedaan, wat nu? .....................................................................................................53
Gedrag staat nooit op zichzelf .......................................................................................53
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................54
Stimulus controle/antecedente interventies ...................................................................54
Consequente interventies ..............................................................................................55
Welke kan je dan gebruiken? ........................................................................................55
Hoe bekrachtigen? ........................................................................................................56
Wat als het kind het gedrag nog niet helemaal kan? .....................................................57
, 3
Klinische voorbeelden ...................................................................................................58
Samengevat .....................................................................................................................58
Gedrag staat nooit op zichzelf ..............................................................................................59
Plaats van functieanalyses in het gedragstherapeutisch proces ...........................................59
Meerdere manieren om functieanalyses te doen...............................................................59
Voorbeeld topografische analyse ..................................................................................60
Kernidee van antecedente interventies? ...............................................................................60
Antecedente interventies ..................................................................................................61
Antecedente interventies specifiek ................................................................................61
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................62
Setting events ...................................................................................................................62
Setting interventies ........................................................................................................62
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................63
Antecedente interventies voorbeeld...............................................................................63
Antecedente interventies afstemmen op vaardigheden kind ..........................................63
Antecedente interventies afstemmen op vaardigheden deficieten .................................64
Combi antecedente en consequente interventies e.g. .......................................................64
Time-out Doel °S+ ....................................................................................................64
Time-out doel °S+/-S+ ..............................................................................................65
Welke kies je nu? .................................................................................................................68
Antecedente interventies voorbeeld ..................................................................................69
Consequente interventies voorbeeld .................................................................................69
Combi technieken.................................................................................................................69
Zelfde methodiek voor volgende filmpjes ..........................................................................69
Antecedente interventie voorbeelden ............................................................................70
Samengevat .........................................................................................................................70
ADHD-heterogeniteit ............................................................................................................71
Last/impairment ....................................................................................................................71
ADHD als dimensie ..............................................................................................................71
ADHD impairment and treatment in lifespan perspective ..................................................72
Doelen van behandeling ADHD ........................................................................................72
Mythes over ADHD/stigma ................................................................................................73
Neurodiversiteit vs “stoornis” denken ................................................................................73
Verklarende mechanismen ADHD theorie ............................................................................73
Heterogeniteit ...................................................................................................................74
Welke behandelingen voor ADHD? ......................................................................................74
6 – 12 jaar .........................................................................................................................75
Gedragstherapie-ADHD-kinderen? ................................................................................75
Waarom de G bij ADHD? ..............................................................................................79
1ste master psychologie Gedragstherapie
2023-2024
Anke De Kock
[COMPANY NAME]
, 1
INHOUDSTABEL
Het gedragstherapeutisch proces .......................................................................................... 7
Stellingen over gedragstherapie ........................................................................................ 7
Drie pretenties ................................................................................................................ 8
Facetten van GT-werken die uit empirische cyclus volgen ............................................11
Stadium 1: Het eerste contact ..............................................................................................14
Eerste gesprek..................................................................................................................15
Stadium 2: informatieverzameling ........................................................................................15
Illustratie (Lieven) .............................................................................................................16
Bevraging per domein .......................................................................................................17
Einde gesprek ...................................................................................................................17
Gespreksvaardigheden tijdens de intake ..........................................................................18
Volgen en sturen ...........................................................................................................18
Stadium 2: opbouwen van de (werk)relatie ...........................................................................19
Voorlopige probleemsamenhang en holistische theorie ........................................................20
Grote therapiedebat: wat is het belangrijkste in therapie (de therapeutische realtie of
specifieke interventies)? .......................................................................................................22
Stadium 3: van voorlopige probleemsamenhang tot holistische theorie ................................22
Casus Pieter .....................................................................................................................23
Type 1: historisch perspectief ...........................................................................................23
Type 2: holistische theorie ................................................................................................23
Oefening: casus ............................................................................................................24
Kenmerken van probleemanalyse in de gedragstherapie ..................................................25
HT’en kunnen/zullen wijzigen doorheen het GT proces ....................................................25
Van voorlopige probleemsamenhang naar holistische theorie ..........................................25
Casus Karel...................................................................................................................26
Holistische theorie .........................................................................................................27
Casus Anna...................................................................................................................28
Stadium 4: probleemkeuze en basislijnmeting ..................................................................30
Probleemselectie ..............................................................................................................30
Beginnen met het staartprobleem? ...................................................................................31
Eerste metingen................................................................................................................32
Zelf registreren ..............................................................................................................32
Stadium 5: Functieanalyse ...................................................................................................33
Gedrag..............................................................................................................................33
Fasen in de functieanalyse ...............................................................................................33
1) Zicht krijgen op gedrag in context..........................................................................33
2) Wat zijn klassen van antecedenten en consequenten, gedrag ..............................37
, 2
3) Onderlinge relaties ................................................................................................37
Klassieke zijde van de functieanalyse ...............................................................................38
Operante zijde van de functieanalyse ...............................................................................39
Taxonomie van de R Sr contingenties.......................................................................39
R Sr contingenties toename gedrag ..........................................................................39
R Sr contingenties afname gedrag ............................................................................40
Stadium 6: behandeldoelen en -plan ....................................................................................40
stadium 7: therapeutische methoden ....................................................................................40
Best practice .....................................................................................................................40
Best practice/evidence based ........................................................................................41
Stadium 8: evaluatie .............................................................................................................41
Voortgang in kaart brengen...............................................................................................41
Therapie afronden ............................................................................................................42
Werken met kinderen vs volwassenen .................................................................................44
Kinderen en jongeren........................................................................................................44
Waarom ouders/leerkrachten trainen? ..............................................................................45
Focus: mediatie therapie (ouders/leerkracht) ....................................................................45
Stadium 5: Functieanalyse ...................................................................................................46
Even terughalen: leerprocessen........................................................................................46
Operant .........................................................................................................................46
Klassiek .........................................................................................................................46
Sociaal leren .................................................................................................................46
Gedrag staat nooit op zichzelf .......................................................................................47
Wat is ongewenst gedrag? ............................................................................................48
Taxonomie van de R-SR contingenties (aansluiting operanten) ....................................49
Functieanalyse: inventariseren voorspellers/resultaat van gewenst en ongewenst gedrag
......................................................................................................................................50
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................51
Meerdere manieren om functieanalyse te doen .............................................................51
Typische categorieën van functies ongewenst gedrag kind ...........................................52
Voorbeeldje ...................................................................................................................53
Je hebt verschillende functieanalyses (op basis van je info ABC/topografische analyse
etc) gedaan, wat nu? .....................................................................................................53
Gedrag staat nooit op zichzelf .......................................................................................53
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................54
Stimulus controle/antecedente interventies ...................................................................54
Consequente interventies ..............................................................................................55
Welke kan je dan gebruiken? ........................................................................................55
Hoe bekrachtigen? ........................................................................................................56
Wat als het kind het gedrag nog niet helemaal kan? .....................................................57
, 3
Klinische voorbeelden ...................................................................................................58
Samengevat .....................................................................................................................58
Gedrag staat nooit op zichzelf ..............................................................................................59
Plaats van functieanalyses in het gedragstherapeutisch proces ...........................................59
Meerdere manieren om functieanalyses te doen...............................................................59
Voorbeeld topografische analyse ..................................................................................60
Kernidee van antecedente interventies? ...............................................................................60
Antecedente interventies ..................................................................................................61
Antecedente interventies specifiek ................................................................................61
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................62
Setting events ...................................................................................................................62
Setting interventies ........................................................................................................62
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................63
Antecedente interventies voorbeeld...............................................................................63
Antecedente interventies afstemmen op vaardigheden kind ..........................................63
Antecedente interventies afstemmen op vaardigheden deficieten .................................64
Combi antecedente en consequente interventies e.g. .......................................................64
Time-out Doel °S+ ....................................................................................................64
Time-out doel °S+/-S+ ..............................................................................................65
Welke kies je nu? .................................................................................................................68
Antecedente interventies voorbeeld ..................................................................................69
Consequente interventies voorbeeld .................................................................................69
Combi technieken.................................................................................................................69
Zelfde methodiek voor volgende filmpjes ..........................................................................69
Antecedente interventie voorbeelden ............................................................................70
Samengevat .........................................................................................................................70
ADHD-heterogeniteit ............................................................................................................71
Last/impairment ....................................................................................................................71
ADHD als dimensie ..............................................................................................................71
ADHD impairment and treatment in lifespan perspective ..................................................72
Doelen van behandeling ADHD ........................................................................................72
Mythes over ADHD/stigma ................................................................................................73
Neurodiversiteit vs “stoornis” denken ................................................................................73
Verklarende mechanismen ADHD theorie ............................................................................73
Heterogeniteit ...................................................................................................................74
Welke behandelingen voor ADHD? ......................................................................................74
6 – 12 jaar .........................................................................................................................75
Gedragstherapie-ADHD-kinderen? ................................................................................75
Waarom de G bij ADHD? ..............................................................................................79
