,Inhoudsopgave
HOOFDSTUK 1: VERSCHILLENDE ROLLEN EN KWALITEIT LEERKRACHT...............4
1.1 CLASSROOM LEARNING ASSESSMENT SCORING SYSTEM (CLASS)...........................................4
Invloed klasklimaat..................................................................................................... 4
1.2 MY TEACHING PARTNER (MTP)........................................................................................4
Stappenplan................................................................................................................ 5
Resultaten................................................................................................................... 5
1.3 INSTRUCTIEPRAKTIJKEN.................................................................................................... 5
1.4 EFFECTIEVE LEEROMGEVING.............................................................................................6
1.5 SOORTEN FEEDBACK....................................................................................................... 6
1.6 LEIDERSCHAPSSTIJLEN IN DE KLAS.....................................................................................6
HOOFDSTUK 2: EFFECTEN LEERKRACHT-LEERLING RELATIE OP LEERLING
UITKOMSTEN..................................................................................................7
2.1 GEHECHTHEID IN HET ONDERWIJS......................................................................................7
2.2 ZELFDETERMINATIETHEORIE.............................................................................................8
Betrokkenheid............................................................................................................. 8
Motivatie..................................................................................................................... 8
2.3 INTERVENTIES OM RELATIE TE VERBETEREN.........................................................................8
Effectieve elementen.................................................................................................. 8
Oefeningen gericht op nabijheid vergroten.................................................................9
HOOFDSTUK 3: EFFECT LEERLING KENMERKEN OP RELATIE MET LEERKRACHT. 10
3.1 GENDERVERSCHILLEN IN LEERKRACHT-LEERLING RELATIES....................................................10
Onbewuste relatiepercepties van leerkrachten.........................................................10
Gender-match?......................................................................................................... 11
3.2 RELATIEKWALITEIT........................................................................................................ 11
Probleemgedrag........................................................................................................ 11
3.3 BRONFENBRENNERS ECOLOGISCHE SYSTEEMTHEORIE...........................................................12
3.4 LEERLINGEN MET ADHD............................................................................................... 12
3.5 MENTALE REPRESENTATIES VAN LEERKRACHTEN.................................................................12
Self-fulfilling prophecy..............................................................................................12
Drie niveaus van mentale representaties..................................................................12
3.6 INTERVENTIES............................................................................................................. 13
HOOFDSTUK 4: JEUGDZORG, SETTING EN DOELGROEP....................................14
4.1 HET MEERVOUDIG RISICOMODEL....................................................................................14
4.2 RESIDENTIËLE JEUGDHULP.............................................................................................. 14
4.3 GEHECHTHEID EN BEHANDELING.....................................................................................15
4.4 UITHUISPLAATSING....................................................................................................... 15
Impact van residentiële zorg.....................................................................................15
HOOFDSTUK 5: PROFESSIONELE ALLIANTIE....................................................16
5.1 NIVEAUS VAN BEHANDELING........................................................................................... 16
Residentiële behandeling.......................................................................................... 16
5.2 PROFESSIONAL-KIND ALLIANTIE.......................................................................................17
Gehechtheidsperspectief op alliantie........................................................................17
Alliantie opbouwen.................................................................................................... 17
Alliantie afbreken...................................................................................................... 17
Benodigde competenties.......................................................................................... 18
5.3 EFFECTEN VAN THERAPEUTISCHE ALLIANTIE.......................................................................18
Organisatieniveau..................................................................................................... 18
Leefklimaat............................................................................................................... 18
5.4 THERAPEUTISCHE RESIDENTIËLE JEUGDZORG (TRC)...........................................................19
5.5 INTERVENTIES............................................................................................................. 19
HOOFDSTUK 6: ALLIANTIE TUSSEN OUDERS EN PROFESSIONALS IN
RESIDENTIËLE SETTING.................................................................................20
2
, 6.1 FAMILY-CENTRED PRACTICE (FCP)..................................................................................20
Kenmerken................................................................................................................ 20
Effecten.................................................................................................................... 20
6.2 ALLIANTIE IN SYSTEMISCHE BEHANDELING.........................................................................21
SOFTA-model............................................................................................................ 21
Resultaten................................................................................................................. 21
6.3 ALLIANTIE IN SEMI-RESIDENTIËLE PSYCHIATRIE....................................................................22
HOOFDSTUK 7: ALLIANTIE TUSSEN OUDERS EN PROFESSIONALS.....................22
7.1 OUDER-LEERKRACHT RELATIE......................................................................................... 22
7.2 OUDER-SCHOOL RELATIE............................................................................................... 23
Vormen van partnerschap:........................................................................................ 23
Samenwerkingsvormen.............................................................................................23
7.3 INTERPERSOONLIJKE THEORIE.......................................................................................... 24
Complementariteitsprincipe......................................................................................24
Overeenkomst met andere theorieën.......................................................................24
7.4 OUDERLIJKE BETROKKENHEID EN PRESTATIES.....................................................................25
7.5 TOPOI-MODEL............................................................................................................ 25
Onderdelen van het model........................................................................................ 25
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HOOFDSTUK 1: VERSCHILLENDE ROLLEN EN KWALITEIT LEERKRACHT...............4
1.1 CLASSROOM LEARNING ASSESSMENT SCORING SYSTEM (CLASS)...........................................4
Invloed klasklimaat..................................................................................................... 4
1.2 MY TEACHING PARTNER (MTP)........................................................................................4
Stappenplan................................................................................................................ 5
Resultaten................................................................................................................... 5
1.3 INSTRUCTIEPRAKTIJKEN.................................................................................................... 5
1.4 EFFECTIEVE LEEROMGEVING.............................................................................................6
1.5 SOORTEN FEEDBACK....................................................................................................... 6
1.6 LEIDERSCHAPSSTIJLEN IN DE KLAS.....................................................................................6
HOOFDSTUK 2: EFFECTEN LEERKRACHT-LEERLING RELATIE OP LEERLING
UITKOMSTEN..................................................................................................7
2.1 GEHECHTHEID IN HET ONDERWIJS......................................................................................7
2.2 ZELFDETERMINATIETHEORIE.............................................................................................8
Betrokkenheid............................................................................................................. 8
Motivatie..................................................................................................................... 8
2.3 INTERVENTIES OM RELATIE TE VERBETEREN.........................................................................8
Effectieve elementen.................................................................................................. 8
Oefeningen gericht op nabijheid vergroten.................................................................9
HOOFDSTUK 3: EFFECT LEERLING KENMERKEN OP RELATIE MET LEERKRACHT. 10
3.1 GENDERVERSCHILLEN IN LEERKRACHT-LEERLING RELATIES....................................................10
Onbewuste relatiepercepties van leerkrachten.........................................................10
Gender-match?......................................................................................................... 11
3.2 RELATIEKWALITEIT........................................................................................................ 11
Probleemgedrag........................................................................................................ 11
3.3 BRONFENBRENNERS ECOLOGISCHE SYSTEEMTHEORIE...........................................................12
3.4 LEERLINGEN MET ADHD............................................................................................... 12
3.5 MENTALE REPRESENTATIES VAN LEERKRACHTEN.................................................................12
Self-fulfilling prophecy..............................................................................................12
Drie niveaus van mentale representaties..................................................................12
3.6 INTERVENTIES............................................................................................................. 13
HOOFDSTUK 4: JEUGDZORG, SETTING EN DOELGROEP....................................14
4.1 HET MEERVOUDIG RISICOMODEL....................................................................................14
4.2 RESIDENTIËLE JEUGDHULP.............................................................................................. 14
4.3 GEHECHTHEID EN BEHANDELING.....................................................................................15
4.4 UITHUISPLAATSING....................................................................................................... 15
Impact van residentiële zorg.....................................................................................15
HOOFDSTUK 5: PROFESSIONELE ALLIANTIE....................................................16
5.1 NIVEAUS VAN BEHANDELING........................................................................................... 16
Residentiële behandeling.......................................................................................... 16
5.2 PROFESSIONAL-KIND ALLIANTIE.......................................................................................17
Gehechtheidsperspectief op alliantie........................................................................17
Alliantie opbouwen.................................................................................................... 17
Alliantie afbreken...................................................................................................... 17
Benodigde competenties.......................................................................................... 18
5.3 EFFECTEN VAN THERAPEUTISCHE ALLIANTIE.......................................................................18
Organisatieniveau..................................................................................................... 18
Leefklimaat............................................................................................................... 18
5.4 THERAPEUTISCHE RESIDENTIËLE JEUGDZORG (TRC)...........................................................19
5.5 INTERVENTIES............................................................................................................. 19
HOOFDSTUK 6: ALLIANTIE TUSSEN OUDERS EN PROFESSIONALS IN
RESIDENTIËLE SETTING.................................................................................20
2
, 6.1 FAMILY-CENTRED PRACTICE (FCP)..................................................................................20
Kenmerken................................................................................................................ 20
Effecten.................................................................................................................... 20
6.2 ALLIANTIE IN SYSTEMISCHE BEHANDELING.........................................................................21
SOFTA-model............................................................................................................ 21
Resultaten................................................................................................................. 21
6.3 ALLIANTIE IN SEMI-RESIDENTIËLE PSYCHIATRIE....................................................................22
HOOFDSTUK 7: ALLIANTIE TUSSEN OUDERS EN PROFESSIONALS.....................22
7.1 OUDER-LEERKRACHT RELATIE......................................................................................... 22
7.2 OUDER-SCHOOL RELATIE............................................................................................... 23
Vormen van partnerschap:........................................................................................ 23
Samenwerkingsvormen.............................................................................................23
7.3 INTERPERSOONLIJKE THEORIE.......................................................................................... 24
Complementariteitsprincipe......................................................................................24
Overeenkomst met andere theorieën.......................................................................24
7.4 OUDERLIJKE BETROKKENHEID EN PRESTATIES.....................................................................25
7.5 TOPOI-MODEL............................................................................................................ 25
Onderdelen van het model........................................................................................ 25
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