Chapter 1 – Introduction
important competences and theoretical notions
Balancing acts: balancing your and your clients’ notions about who or what is the client or the
client system. Who or what needs help? As well as balancing your urge to jump to conclusions.
Health (WHO / World Health Organization): Health is a state of complete physical, mental and
social well-being. Not merely the absence of disease or infirmity.
Culture: has an influence on tradition. Tradition is is a maintained behavior. As long as tradition
does not damage health, prof-eds will accept it, as they might get rejected or refused from
interventions in the future otherwise.
Consensus: refers to more modern rules on what we consider health.
3 consensus strategies:
1. Eigen kracht conferenties. The social network of a client is invited to meet and talk about what to
do to optimize the education of the client to achieve better social adjustment or healthier behavior.
2. The use of legislation in combination with a notion of what the common measures are for health
optimization in a community we refer. Example: hitting your child is stopped by law (child abuse).
3. Uses the scientific community as a referent.
prof-ed: professional in education (clinicians, trainers etc. May directly or indirectly interact with
the client.
A cultural-historical approach to educational challenges (blz 14):
Vygotsky suggested that the challenges met by prof-eds should always be defined and approached
from the perspective that society is not capable or willing to invest in finding ways to equip
functionally impaired persons with the tools needed for conquering or compensation for the
functional impairment.
People who are incapable of understanding and regulating a functional impairment and its
consequences cannot be held responsible for it. Prof-ed’s should try their best to help.
Iatrogeen: negatieve effecten door medische of psychische hulp.
Reactive pathogenic effects: negative effects that are due to reactions by others (parents,
classmates, teachers and others) to a clinical treatment or diagnoses and labels.
Facilitative pathogenic effects: Directly related to diagnostics and treatments that are flawed,
invalid or ineffective. Especially if the label gets a value of its own it might get dangerous.
Contagion effects: The interpersonal transmittance of particular characteristics. Can both be
positive and negative, but mostly negative (lower moral reasoning in prison, or person with
depression taking over aggression from other child).
Restriction of learning opportunities: restrained in partaking in activities that are important for
children’s development and well-being.
Prof-eds at work; opportunities, restraints and responsibilities (blz 21):
Jantzen (2009): prof-eds prefer to play safe and take less responsibility when the request for help
becomes more complicated.
Protocols: Made for reassurance, guidance and efficiency. However it restricts flexibility and
creativity.
, Part 1: Theories
Chapter 2 – Classical theories
Psychodynamic theories:
Freud: The most famous psychodynamic psychologist. Used sexual drives as the most common
reference point in most of his attempts to develop a theory of human development. The
development was in stages.
Oral stage: the main domain of pleasure for the baby. Proven by the fact it likes to suck on
pacifiers.
ID: The collection of innate drives or needs.
EGO: When it comes to drive control, monitoring, planning and regulation of behavior. It derives
resources from the SUPEREGO.
SUPEREGO: A collection of social norms, rules and customs. Acquired and personalized into a
person’s conscience.
Anal stage: The child likes to play with poop. Once the child learns to control the bowel functions
it moves to the phallic stage.
Phallic stage: These are 3-5 years old and love to touch their genitals. This is where they get the:
Oedipus complex: boys see their father as a competitor versus the mother, which they want to have
a relationship with.
Elektra complex: same, but for girls who compete with their mother for their father.
Latent stage: relative tranquility. There’s a divide of sexes (boys are friends with boys, girls with
girls).
Genital stage: culminates into normal adult sexuality.
Psychodynamic theories are theories that testify developmental processes as the outcome of a fusion
of biological needs and social processes. This particular theory is more based on indicative,
suggestive or imaginative material. Not factual.
In short: make sure your sex life is healthy and moderate.
Findings:
Fixation: getting stuck in a particular stage (or regression) which results in effects in adult life.
Since been disproved.
Relevance:
No direct relevance anymore. Indirectly sparked a lot of researchers to develop tests and ways of
therapy. For example TAT(thematic apperception test) where the client has to tell what an image is
showing, what happened and what is going to happen. This shows the underlying mindset of the
client.
Behaviorism:
Behavior: influenced by the environment. Behavior in turn influences thoughts and feelings.
Classical conditioning:
US: Unconditioned stimulus, which produces and UR
UR: Unlearned reflex.
Example: the smell and taste of meat (US) leads to salivation (UR).
CS: Conditioned stimulus
CR: Conditioned response
Operant conditioning: operants are manipulations of the environment. These are reinforced by
food or social rewards and will increase in frequency. Those that are not reinforced will decrease.
Watson: Believes everyone was a blank slate at birth, which due to nurture you can shape into
anything.
important competences and theoretical notions
Balancing acts: balancing your and your clients’ notions about who or what is the client or the
client system. Who or what needs help? As well as balancing your urge to jump to conclusions.
Health (WHO / World Health Organization): Health is a state of complete physical, mental and
social well-being. Not merely the absence of disease or infirmity.
Culture: has an influence on tradition. Tradition is is a maintained behavior. As long as tradition
does not damage health, prof-eds will accept it, as they might get rejected or refused from
interventions in the future otherwise.
Consensus: refers to more modern rules on what we consider health.
3 consensus strategies:
1. Eigen kracht conferenties. The social network of a client is invited to meet and talk about what to
do to optimize the education of the client to achieve better social adjustment or healthier behavior.
2. The use of legislation in combination with a notion of what the common measures are for health
optimization in a community we refer. Example: hitting your child is stopped by law (child abuse).
3. Uses the scientific community as a referent.
prof-ed: professional in education (clinicians, trainers etc. May directly or indirectly interact with
the client.
A cultural-historical approach to educational challenges (blz 14):
Vygotsky suggested that the challenges met by prof-eds should always be defined and approached
from the perspective that society is not capable or willing to invest in finding ways to equip
functionally impaired persons with the tools needed for conquering or compensation for the
functional impairment.
People who are incapable of understanding and regulating a functional impairment and its
consequences cannot be held responsible for it. Prof-ed’s should try their best to help.
Iatrogeen: negatieve effecten door medische of psychische hulp.
Reactive pathogenic effects: negative effects that are due to reactions by others (parents,
classmates, teachers and others) to a clinical treatment or diagnoses and labels.
Facilitative pathogenic effects: Directly related to diagnostics and treatments that are flawed,
invalid or ineffective. Especially if the label gets a value of its own it might get dangerous.
Contagion effects: The interpersonal transmittance of particular characteristics. Can both be
positive and negative, but mostly negative (lower moral reasoning in prison, or person with
depression taking over aggression from other child).
Restriction of learning opportunities: restrained in partaking in activities that are important for
children’s development and well-being.
Prof-eds at work; opportunities, restraints and responsibilities (blz 21):
Jantzen (2009): prof-eds prefer to play safe and take less responsibility when the request for help
becomes more complicated.
Protocols: Made for reassurance, guidance and efficiency. However it restricts flexibility and
creativity.
, Part 1: Theories
Chapter 2 – Classical theories
Psychodynamic theories:
Freud: The most famous psychodynamic psychologist. Used sexual drives as the most common
reference point in most of his attempts to develop a theory of human development. The
development was in stages.
Oral stage: the main domain of pleasure for the baby. Proven by the fact it likes to suck on
pacifiers.
ID: The collection of innate drives or needs.
EGO: When it comes to drive control, monitoring, planning and regulation of behavior. It derives
resources from the SUPEREGO.
SUPEREGO: A collection of social norms, rules and customs. Acquired and personalized into a
person’s conscience.
Anal stage: The child likes to play with poop. Once the child learns to control the bowel functions
it moves to the phallic stage.
Phallic stage: These are 3-5 years old and love to touch their genitals. This is where they get the:
Oedipus complex: boys see their father as a competitor versus the mother, which they want to have
a relationship with.
Elektra complex: same, but for girls who compete with their mother for their father.
Latent stage: relative tranquility. There’s a divide of sexes (boys are friends with boys, girls with
girls).
Genital stage: culminates into normal adult sexuality.
Psychodynamic theories are theories that testify developmental processes as the outcome of a fusion
of biological needs and social processes. This particular theory is more based on indicative,
suggestive or imaginative material. Not factual.
In short: make sure your sex life is healthy and moderate.
Findings:
Fixation: getting stuck in a particular stage (or regression) which results in effects in adult life.
Since been disproved.
Relevance:
No direct relevance anymore. Indirectly sparked a lot of researchers to develop tests and ways of
therapy. For example TAT(thematic apperception test) where the client has to tell what an image is
showing, what happened and what is going to happen. This shows the underlying mindset of the
client.
Behaviorism:
Behavior: influenced by the environment. Behavior in turn influences thoughts and feelings.
Classical conditioning:
US: Unconditioned stimulus, which produces and UR
UR: Unlearned reflex.
Example: the smell and taste of meat (US) leads to salivation (UR).
CS: Conditioned stimulus
CR: Conditioned response
Operant conditioning: operants are manipulations of the environment. These are reinforced by
food or social rewards and will increase in frequency. Those that are not reinforced will decrease.
Watson: Believes everyone was a blank slate at birth, which due to nurture you can shape into
anything.
