Samenvatting Clinical clila ana aaeleecen e uaieec cences ec leeriee ana clallengee
Heefae uk 1: In reauctien
- Health is a state of complete physical, mental and social well-being and not merely the
absence of disease or infrmity (HO, 1946).
Consensus strategies:
1. Direct involvement in defning what is a proper interventon or what is a desired behaviour
bijv. eigen kracht conferente).
2. Legislaton combined with a noton of what are common measures of health optmizaton in
their community as indicator of consensus in this current community bijv. jonge kinderen
niet alleen thuis laten).
3. Using scientfc community as a referent bijv. DSM of SDQ).
Cultural-historical approach in actiitt theort (Vtgotskt, luria & Leont’ei):
- Society is not capable of willing to invest in ways to equip functonally impaired persons with
the tools needed for conquering or compensatng for the functonal impairment.
- Children or adults who are incapable of understanding and regulatng a functonal
impairment and its consequences, cannot be held responsible for it.
Iatrogenic efects: negatve consequences of pedagogical, clinicial actng
1. Reactve pathogenic efect: negatve efects that are due to reactons by others parentss,
classmates, teachers and others) to a clinical treatment or diagnoses and labels that are the
consequence.
2. Facilitatve pathogenic efects: when diagnostcs are invalid or incorrect with a likely result of
the prescripton of an unsuitable interventon, a delay of the start of support or an adequate
interventon.
3. Contagion efects: interpersonal transmitance of partcular characteristcs.
4. Restricton of learning opportunites: when children either on instgaton or with the approval
of a prof-ed are restrained form partaking in actvites that are important for childrenss
development and well-being.
Group 1: students who have a well-planned, analysed and formulated
developmental perspectve and a plan as to how the perspectve will be achieved.
Group 2: students for whom no developmental perspectve has been formulated
and no plans have be designed.
Group 3: students who have a perspectve and a plan certfed by the commitee,
but for whom the realizaton of the plan has to be postponed tme and again,
because they are waitng for or actually take part in an interventon.
- Protocols are systems of rules that explain the correct conduct and procedures to be
followed in partcular situatons. rotocols have at least three functons:
1. rotocols are a resource or guidance for professionals when the have to take decisions.
2. rotocols specify what quality criteria have to be met and what professional eforts are
warranted in specifed educatonally challenging situatons.
3. rotocols specify how professionals are supposed to act in order to avoid liability claims
against either the professional or the insttuton represented.
- Antcipaton of approial (Hof stee): force and obligaton are justfed as long as, in the long
run, they beneft the person and community involved. Eventually the person is assumed to
be able to communicate that being engaged was a justfed and good decision.
Heefae uk 1: In reauctien
- Health is a state of complete physical, mental and social well-being and not merely the
absence of disease or infrmity (HO, 1946).
Consensus strategies:
1. Direct involvement in defning what is a proper interventon or what is a desired behaviour
bijv. eigen kracht conferente).
2. Legislaton combined with a noton of what are common measures of health optmizaton in
their community as indicator of consensus in this current community bijv. jonge kinderen
niet alleen thuis laten).
3. Using scientfc community as a referent bijv. DSM of SDQ).
Cultural-historical approach in actiitt theort (Vtgotskt, luria & Leont’ei):
- Society is not capable of willing to invest in ways to equip functonally impaired persons with
the tools needed for conquering or compensatng for the functonal impairment.
- Children or adults who are incapable of understanding and regulatng a functonal
impairment and its consequences, cannot be held responsible for it.
Iatrogenic efects: negatve consequences of pedagogical, clinicial actng
1. Reactve pathogenic efect: negatve efects that are due to reactons by others parentss,
classmates, teachers and others) to a clinical treatment or diagnoses and labels that are the
consequence.
2. Facilitatve pathogenic efects: when diagnostcs are invalid or incorrect with a likely result of
the prescripton of an unsuitable interventon, a delay of the start of support or an adequate
interventon.
3. Contagion efects: interpersonal transmitance of partcular characteristcs.
4. Restricton of learning opportunites: when children either on instgaton or with the approval
of a prof-ed are restrained form partaking in actvites that are important for childrenss
development and well-being.
Group 1: students who have a well-planned, analysed and formulated
developmental perspectve and a plan as to how the perspectve will be achieved.
Group 2: students for whom no developmental perspectve has been formulated
and no plans have be designed.
Group 3: students who have a perspectve and a plan certfed by the commitee,
but for whom the realizaton of the plan has to be postponed tme and again,
because they are waitng for or actually take part in an interventon.
- Protocols are systems of rules that explain the correct conduct and procedures to be
followed in partcular situatons. rotocols have at least three functons:
1. rotocols are a resource or guidance for professionals when the have to take decisions.
2. rotocols specify what quality criteria have to be met and what professional eforts are
warranted in specifed educatonally challenging situatons.
3. rotocols specify how professionals are supposed to act in order to avoid liability claims
against either the professional or the insttuton represented.
- Antcipaton of approial (Hof stee): force and obligaton are justfed as long as, in the long
run, they beneft the person and community involved. Eventually the person is assumed to
be able to communicate that being engaged was a justfed and good decision.
