TABLE OF CONTENTS
theoretische modellen .........................................................................................................................4
Biopsychosociaal model ...................................................................................................................4
Belangrijke perspectieven .................................................................................................................4
Neurobiologie en gedrag ...................................................................................................................5
Modellen van gedragsverandering .....................................................................................................5
Klassieke conditionering ...................................................................................................................5
Operante conditionering ...................................................................................................................6
Sociaal leren ....................................................................................................................................6
Gedragsdeterminanten .....................................................................................................................6
Zelfdeterminatietheorie (Ryan & deci) ................................................................................................7
Self-eefficacy theorie (bandura) ........................................................................................................8
Theory of planned behaviour (ajzen) ..................................................................................................9
Sociaal – cognitieve theorie (bandura) ............................................................................................. 10
Habit theory (orbell & verplanken) ................................................................................................... 10
Health belief model ........................................................................................................................ 11
Value-belief model ......................................................................................................................... 11
Positieve psychologie ..................................................................................................................... 12
Positieve psychologie: sterkekantenbenadering (seligman & czikszenmihalyi) ................................ 12
Positieve psychologie: zelfconcordantiemodel (sheldon & elliot) ................................................... 13
Public mental health vs klassieke medische benadering ................................................................... 13
Stoornissen vs problemen .............................................................................................................. 13
Transdiagnostische factoren ........................................................................................................... 14
kop model ......................................................................................................................................... 14
INLEIDING ..................................................................................................................................... 14
3 elementen ................................................................................................................................... 14
Uitwerking p = de ‘balans’ ............................................................................................................... 15
Behandelproces ............................................................................................................................. 16
Stap 1: overzicht, samenhang en diagnose ................................................................................... 16
Stap 2: overzicht en samenhang K=O x P -> belangrijkste stap ....................................................... 16
Stap 3: doelen formuleren ........................................................................................................... 16
Stap 4: gedragsverandering ......................................................................................................... 17
Stap 5: terugvalpreventie ............................................................................................................. 17
psycho-educatie ................................................................................................................................ 17
Wat is het? ..................................................................................................................................... 17
Doelstellingen ................................................................................................................................ 18
, Definitie ......................................................................................................................................... 19
Modelen van psycho-educatie ........................................................................................................ 19
Vaardigheden en aandachtspunten ................................................................................................. 19
Voorbereiidng ................................................................................................................................ 20
Psycho-educatie voorbeelden ......................................................................................................... 20
Diversiteit ...................................................................................................................................... 21
PROP ................................................................................................................................................ 22
Inleiding ......................................................................................................................................... 22
Achtergrond voor het propmodel ..................................................................................................... 22
Assassment ................................................................................................................................... 23
Aan de slag .................................................................................................................................... 23
De 4 functies .................................................................................................................................. 23
Onderdelen stappenplan ................................................................................................................ 24
Fase 1: casusconceptualisatie en doelen ..................................................................................... 24
Fase 2: gedragsverandering ......................................................................................................... 26
Fase 3: terugvalpreventie en afsluiting.......................................................................................... 27
Besluit: overzicht ............................................................................................................................ 27
assertiviteitstraining .......................................................................................................................... 28
Assertiviteit .................................................................................................................................... 28
Doel .............................................................................................................................................. 28
Onderzoek (2018) ........................................................................................................................... 29
Contra-indicaties van assertiviteitstraining ...................................................................................... 29
Rationale ....................................................................................................................................... 29
Setting ........................................................................................................................................... 30
Groepsamenstelling ....................................................................................................................... 30
Structuur van het programma.......................................................................................................... 30
Motivationele COMPONENTEN ....................................................................................................... 30
nieuwe autoriteit ................................................................................................................................ 32
Inleiidng ......................................................................................................................................... 32
Concept autoriteit (haim omer) ....................................................................................................... 32
Kernprincipes van neiuwe autoriteit ................................................................................................. 33
Effectiviteit..................................................................................................................................... 33
Neurobiologie ................................................................................................................................ 34
stress ................................................................................................................................................ 34
slaap ................................................................................................................................................. 43
piekeren ............................................................................................................................................ 46
emoties ............................................................................................................................................. 52
,emotieregulatie en coping .................................................................................................................. 52
act .................................................................................................................................................... 52
context .............................................................................................................................................. 52
Specifieke doelgroepen en interculturele zorg ..................................................................................... 53
Evidence – based groepstraining en ouderprogramma’s ....................................................................... 53
, Gedrag, cognitie en emotie
MODULE 1
THEORETISCHE MODELLEN
BIOPSYCHOSOCIAAL MODEL
Belangrijk model
Hantering in werkveld en in
contact met clienten
Resultaat van interactie
van verschillende factoren
Anatomie: leeftijd,
geslacht, …
Sociaal: gezonde voeding, steun, …
BELANGRIJKE PERSPECTIEVEN
Moderne psychologie is vormgegeven door geschiedenis
Denken was volgens descartes enige manier om aan wetenschap te doen (17de eeuw).
Wundt (19de eeuw): eerste labo, tabel van mendeljev
Watson: tabula rasa, moet gaan over puur wat we zien
Nature vs nurture (ontwikkelingspsychologie)
theoretische modellen .........................................................................................................................4
Biopsychosociaal model ...................................................................................................................4
Belangrijke perspectieven .................................................................................................................4
Neurobiologie en gedrag ...................................................................................................................5
Modellen van gedragsverandering .....................................................................................................5
Klassieke conditionering ...................................................................................................................5
Operante conditionering ...................................................................................................................6
Sociaal leren ....................................................................................................................................6
Gedragsdeterminanten .....................................................................................................................6
Zelfdeterminatietheorie (Ryan & deci) ................................................................................................7
Self-eefficacy theorie (bandura) ........................................................................................................8
Theory of planned behaviour (ajzen) ..................................................................................................9
Sociaal – cognitieve theorie (bandura) ............................................................................................. 10
Habit theory (orbell & verplanken) ................................................................................................... 10
Health belief model ........................................................................................................................ 11
Value-belief model ......................................................................................................................... 11
Positieve psychologie ..................................................................................................................... 12
Positieve psychologie: sterkekantenbenadering (seligman & czikszenmihalyi) ................................ 12
Positieve psychologie: zelfconcordantiemodel (sheldon & elliot) ................................................... 13
Public mental health vs klassieke medische benadering ................................................................... 13
Stoornissen vs problemen .............................................................................................................. 13
Transdiagnostische factoren ........................................................................................................... 14
kop model ......................................................................................................................................... 14
INLEIDING ..................................................................................................................................... 14
3 elementen ................................................................................................................................... 14
Uitwerking p = de ‘balans’ ............................................................................................................... 15
Behandelproces ............................................................................................................................. 16
Stap 1: overzicht, samenhang en diagnose ................................................................................... 16
Stap 2: overzicht en samenhang K=O x P -> belangrijkste stap ....................................................... 16
Stap 3: doelen formuleren ........................................................................................................... 16
Stap 4: gedragsverandering ......................................................................................................... 17
Stap 5: terugvalpreventie ............................................................................................................. 17
psycho-educatie ................................................................................................................................ 17
Wat is het? ..................................................................................................................................... 17
Doelstellingen ................................................................................................................................ 18
, Definitie ......................................................................................................................................... 19
Modelen van psycho-educatie ........................................................................................................ 19
Vaardigheden en aandachtspunten ................................................................................................. 19
Voorbereiidng ................................................................................................................................ 20
Psycho-educatie voorbeelden ......................................................................................................... 20
Diversiteit ...................................................................................................................................... 21
PROP ................................................................................................................................................ 22
Inleiding ......................................................................................................................................... 22
Achtergrond voor het propmodel ..................................................................................................... 22
Assassment ................................................................................................................................... 23
Aan de slag .................................................................................................................................... 23
De 4 functies .................................................................................................................................. 23
Onderdelen stappenplan ................................................................................................................ 24
Fase 1: casusconceptualisatie en doelen ..................................................................................... 24
Fase 2: gedragsverandering ......................................................................................................... 26
Fase 3: terugvalpreventie en afsluiting.......................................................................................... 27
Besluit: overzicht ............................................................................................................................ 27
assertiviteitstraining .......................................................................................................................... 28
Assertiviteit .................................................................................................................................... 28
Doel .............................................................................................................................................. 28
Onderzoek (2018) ........................................................................................................................... 29
Contra-indicaties van assertiviteitstraining ...................................................................................... 29
Rationale ....................................................................................................................................... 29
Setting ........................................................................................................................................... 30
Groepsamenstelling ....................................................................................................................... 30
Structuur van het programma.......................................................................................................... 30
Motivationele COMPONENTEN ....................................................................................................... 30
nieuwe autoriteit ................................................................................................................................ 32
Inleiidng ......................................................................................................................................... 32
Concept autoriteit (haim omer) ....................................................................................................... 32
Kernprincipes van neiuwe autoriteit ................................................................................................. 33
Effectiviteit..................................................................................................................................... 33
Neurobiologie ................................................................................................................................ 34
stress ................................................................................................................................................ 34
slaap ................................................................................................................................................. 43
piekeren ............................................................................................................................................ 46
emoties ............................................................................................................................................. 52
,emotieregulatie en coping .................................................................................................................. 52
act .................................................................................................................................................... 52
context .............................................................................................................................................. 52
Specifieke doelgroepen en interculturele zorg ..................................................................................... 53
Evidence – based groepstraining en ouderprogramma’s ....................................................................... 53
, Gedrag, cognitie en emotie
MODULE 1
THEORETISCHE MODELLEN
BIOPSYCHOSOCIAAL MODEL
Belangrijk model
Hantering in werkveld en in
contact met clienten
Resultaat van interactie
van verschillende factoren
Anatomie: leeftijd,
geslacht, …
Sociaal: gezonde voeding, steun, …
BELANGRIJKE PERSPECTIEVEN
Moderne psychologie is vormgegeven door geschiedenis
Denken was volgens descartes enige manier om aan wetenschap te doen (17de eeuw).
Wundt (19de eeuw): eerste labo, tabel van mendeljev
Watson: tabula rasa, moet gaan over puur wat we zien
Nature vs nurture (ontwikkelingspsychologie)
