Interventies
Periode 1 – 2025
Hoorcollege en
Literatuursamenvatting
Voorderhake, E. (Eline)
[BEDRIJFSNAAM]
,Inhoudsopgave
COLLEGE 1 – HOORCOLLEGE INTRODUCTIE..........................................................5
INTERVENTIES......................................................................................................................... 5
DOEL CURSUS:....................................................................................................................... 5
WAT IS PSYCHOTHERAPIE?......................................................................................................... 5
COLLEGE 2 – HOORCOLLEGE JEUGDZORG & INTERVENTIES...................................7
ACHTERGROND JEUGDZORG....................................................................................................... 7
Zorgtype......................................................................................................................... 7
Demografie..................................................................................................................... 7
Prevalentie..................................................................................................................... 7
Verwijzingen................................................................................................................... 7
Belang vroege interventies............................................................................................. 8
Behandeling; Interventie................................................................................................8
Geschiedenis; Grondleggers psychotherapie..................................................................8
Hoe goed is onze klinische zorg?....................................................................................8
INTERVENTIES BIJ JONGEREN...................................................................................................... 9
INTERVENTIE CRITERIA.............................................................................................................. 9
Doelen stellen (wat?)...................................................................................................... 9
Doelgroep (wie?).......................................................................................................... 10
Programma beschrijven (hoe?).....................................................................................10
Ideale situatie............................................................................................................... 10
Realiteit........................................................................................................................ 10
COLLEGE 3 – HOORCOLLEGE EVIDENCE-BASED INTERVENTIES............................11
LEERDOELEN........................................................................................................................ 11
WAT IS “EVIDENCE-BASED”?................................................................................................... 11
Theorie vs. empirie....................................................................................................... 12
TYPE EFFECTONDERZOEK........................................................................................................ 13
COLLEGE 4 – HOE VIND JE EVIDENCE-BASED INTERVENTIES?..............................15
LEERDOELEN........................................................................................................................ 15
INTERVENTIES: DE NEDERLANDSE SITUATIE.................................................................................15
ZOEKEN BINNEN NJI-DATABANK................................................................................................ 16
Wat is “effectief” volgens NJI?......................................................................................17
Interventies voor specifieke groepen bij NJI..................................................................18
ZOEKOPTIES BUITEN NJI.......................................................................................................... 19
(ONDERZOEK NAAR) INTERVENTIES KRITISCH BEOORDELEN............................................................19
RCT de gouden standaard?........................................................................................... 19
COLLEGE 5 – HOORCOLLEGE OUDERBEGELEIDING/ PARENT MANAGEMENT
TRAINING (PMT)..............................................................................................21
LEERDOELEN........................................................................................................................ 21
ACHTERGROND PARENT MANAGEMENT TRAINING.........................................................................21
Rol van opvoeding in psychopathologie.......................................................................21
Theoretisch kader: sociaal interactioneel leermodel.....................................................22
PMT: basisidee.............................................................................................................. 22
PMT coersive theorie (Patterson, 1970)........................................................................22
PMT coersive processen............................................................................................... 22
PMT – BASIS....................................................................................................................... 23
Stappen........................................................................................................................ 23
PMT – EVIDENTIE................................................................................................................. 23
WAT ALS PMT NIET GENOEG IS?.............................................................................................. 24
Therapeutische pleegzorg: wat is dat?.........................................................................24
Pleegzorg interventie.................................................................................................... 24
Therapeutische pleegzorg: TFCO..................................................................................25
Therapeutische pleegzorg: evidentie............................................................................25
Pleegouder support...................................................................................................... 25
Werken met familie...................................................................................................... 25
1
, VAN INTERVENTIE NAAR PREVENTIE........................................................................................... 26
Mogelijke oplossing: triple-p programma’s...................................................................26
Triple-P: principes positieve opvoeding & concrete strategieën....................................27
Triple P: diverse ontwikkelingsperioden........................................................................28
Triple P: breed profijt.................................................................................................... 28
SAMENVATTING..................................................................................................................... 28
COLLEGE 6 – HOORCOLLEGE PSYCHODYNAMISCHE INTERVENTIES......................29
LEERDOELEN........................................................................................................................ 29
HET ONTSTAAN VAN PSYCHODYNAMISCHE THERAPIE......................................................................29
PSYCHOANALYSE; WAAR DENK JE AAN?.......................................................................................29
DEFINITIES........................................................................................................................... 30
BEHANDELINGEN GEBASEERD OP PSYCHODYNAMISCHE PRINCIPES....................................................30
Elementen in behandelingen........................................................................................30
EVIDENTIE BEHANDELINGEN GERICHT OP VOLWASSENEN................................................................30
Meta-analyses.............................................................................................................. 30
Effectstudies................................................................................................................. 31
PSYCHODYNAMISCHE BEHANDELINGEN GERICHT OP KINDEREN: SPEL.................................................31
Spel kan zijn….............................................................................................................. 31
Ontwikkelingsgerichte functies van spel.......................................................................31
Basale klinische vooronderstellingen............................................................................32
SPELTHERAPIE....................................................................................................................... 32
Speltherapie: theoretische basis...................................................................................32
Speltherapie: object relations theory............................................................................32
Speltherapie: wat en hoe?............................................................................................ 32
Speltherapie: evidentie................................................................................................. 33
BEHANDELINGEN GERICHT OP HECHTING (ATTACHTMENT-BASED).....................................................34
Hechtingstheorie.......................................................................................................... 34
Voorbeeld: Video-feedback Intervention to Promote Positive Parenting and................34
Sensitive Discipline (VIPP-SD).......................................................................................34
Evidentie...................................................................................................................... 34
COLLEGE 7 – HOORCOLLEGE CGT......................................................................35
LEERDOELEN........................................................................................................................ 35
WAAROM CGT?.................................................................................................................... 35
HISTORISCHE ACHTERGROND VAN CGT......................................................................................35
Twee theorieën............................................................................................................. 35
Cognitieve gedragstherapie.......................................................................................... 36
EVIDENTIE VOOR CGT............................................................................................................ 37
CENTRALE ELEMENTEN VAN CGT..............................................................................................37
CGT-SESSIE STRUCTUUR......................................................................................................... 38
KRITISCHE KANTTEKENINGEN.................................................................................................... 38
COLLEGE 8 – HOORCOLLEGE SYSTEEMTHERAPIE................................................39
LEERDOELEN........................................................................................................................ 39
SYSTEEMTHEORIE.................................................................................................................. 39
GEZINSSYSTEMEN.................................................................................................................. 40
Gezinssystemen…........................................................................................................ 40
Kenmerken van de gezinsstructuur…...........................................................................40
Structurele kenmerken van goed functionerende gezinnen.........................................40
Gezinssystemen: grenzen en cohesie...........................................................................40
Gezinssystemen: grenzen............................................................................................. 42
Gezinssystemen: hiërarchie.......................................................................................... 42
Gezin in levensfasen..................................................................................................... 42
SYSTEEMTHERAPIE................................................................................................................. 42
Systeemtherapie; basiselementen...............................................................................42
Systeemtherapie; basisstructuur..................................................................................43
Systeemtherapie; veel verschillende benaderingen…..................................................43
Casus Stefan (voorbeeld waarbij gedacht kan worden aan systeemtherapie)..............43
MULTISYSTEEM THERAPIE......................................................................................................... 44
Hoe werkt MST?............................................................................................................ 45
2
, OEFENVRAGEN...................................................................................................................... 45
COLLEGE 9 – HOORCOLLEGE NIET-SPECIFIEKE FACTOREN...................................48
TERUGBLIK........................................................................................................................... 48
LEERDOELEN:....................................................................................................................... 48
VAN SPECIFIEKE TECHNIEKEN NAAR NIET-SPECIFIEKE FACTOREN…....................................................48
Waar komt dit idee vandaan?.......................................................................................48
NIET SPECIFIEKE FACTOR: THERAPEUTISCHE ALLIANTIE..................................................................49
Wat zou therapeut als eerste moeten doen?................................................................49
Therapeutische alliantie; Unieke ontwikkelings ‘considerations’..................................50
Therapeutische alliantie; andere overwegingen...........................................................50
Therapeutische alliantie; moderator.............................................................................50
Therapeutische alliantie: timing...................................................................................51
Therapeutische alliantie: wetenschappelijk bewijs.......................................................51
Therapeutische alliantie: overwegingen.......................................................................51
Therapie relatie constructen......................................................................................... 51
NIET-SPECIFIEKE FACTOR: VERWACHTINGEN.................................................................................52
Verwachtingen: wat is dat?........................................................................................... 52
Verwachtingen: causaal effect?....................................................................................53
Twee van onze eigen studies….....................................................................................53
Readiness for change: fasen......................................................................................... 54
NIET-SPECIFIEKE FACTOR: EXTRA-THERAPEUTISCHE FACTOREN.........................................................54
Extra-therapeutische factoren......................................................................................54
Extra-therapeutische factoren: belangrijke aspecten...................................................55
CONCLUSIE NIET-SPECIFIEKE FACTOREN......................................................................................55
COLLEGE 10 – HOORCOLLEGE NIEUWE GENERATIE INTERVENTIES.......................56
LEERDOELEN....................................................................................................................... 56
HUIDIGE/ MEEST GANGBARE EN ONDERZOCHTE INTERVENTIES........................................................56
NIEUWE GENERATIE INTERVENTIES.............................................................................................56
MINDFULNESS INTERVENTIES.................................................................................................... 56
Mindfulness; Theorie..................................................................................................... 56
Mindfulness: basale principes.......................................................................................57
Opkomst onderzoek naar mindfulness..........................................................................57
Mindfulness; Neurale mechanismen.............................................................................57
Mindfulness-based therapie:Proposed Benefits (aanwijzingen)....................................57
Mindfulness Interventies voor volwassenen: evidentie.................................................58
Mindfulness interventies voor kinderen: evidentie.......................................................58
ACCEPTANCE AND COMMITMENT THERAPIE (ACT)........................................................................58
Acceptance and commitment therapie: evidentie (bij volwassenen)............................59
Acceptance and commitment therapie: evidentie (bij kinderen)..................................59
ATTENTION BIAS MODIFICATION (ABM)......................................................................................59
Attention bias............................................................................................................... 60
Attention bias: hoe meet je dit?....................................................................................60
Attention bias modification (ABM): evidentie................................................................60
EYE MOVEMENT DESENSITIZATION AND REPROCESSING (EMDR).....................................................61
EMDR: evidentie (bij volwassenen)...............................................................................61
EMDR: evidentie (bij kinderen).....................................................................................61
EMDR: conclusies.......................................................................................................... 61
ONLINE INTERVENTIES............................................................................................................ 61
Mindfulness apps.......................................................................................................... 61
Online CBT.................................................................................................................... 62
Andere online interventies en preventie.......................................................................62
COLLEGE 11 – HOORCOLLEGE MEDIATIE & MODERATIE.......................................63
LEERDOELEN........................................................................................................................ 63
CONCEPTUELE UITLEG............................................................................................................ 63
Waar of niet waar?........................................................................................................ 63
Mediatie........................................................................................................................ 63
Moderator..................................................................................................................... 64
VOORBEELDEN...................................................................................................................... 64
3
Periode 1 – 2025
Hoorcollege en
Literatuursamenvatting
Voorderhake, E. (Eline)
[BEDRIJFSNAAM]
,Inhoudsopgave
COLLEGE 1 – HOORCOLLEGE INTRODUCTIE..........................................................5
INTERVENTIES......................................................................................................................... 5
DOEL CURSUS:....................................................................................................................... 5
WAT IS PSYCHOTHERAPIE?......................................................................................................... 5
COLLEGE 2 – HOORCOLLEGE JEUGDZORG & INTERVENTIES...................................7
ACHTERGROND JEUGDZORG....................................................................................................... 7
Zorgtype......................................................................................................................... 7
Demografie..................................................................................................................... 7
Prevalentie..................................................................................................................... 7
Verwijzingen................................................................................................................... 7
Belang vroege interventies............................................................................................. 8
Behandeling; Interventie................................................................................................8
Geschiedenis; Grondleggers psychotherapie..................................................................8
Hoe goed is onze klinische zorg?....................................................................................8
INTERVENTIES BIJ JONGEREN...................................................................................................... 9
INTERVENTIE CRITERIA.............................................................................................................. 9
Doelen stellen (wat?)...................................................................................................... 9
Doelgroep (wie?).......................................................................................................... 10
Programma beschrijven (hoe?).....................................................................................10
Ideale situatie............................................................................................................... 10
Realiteit........................................................................................................................ 10
COLLEGE 3 – HOORCOLLEGE EVIDENCE-BASED INTERVENTIES............................11
LEERDOELEN........................................................................................................................ 11
WAT IS “EVIDENCE-BASED”?................................................................................................... 11
Theorie vs. empirie....................................................................................................... 12
TYPE EFFECTONDERZOEK........................................................................................................ 13
COLLEGE 4 – HOE VIND JE EVIDENCE-BASED INTERVENTIES?..............................15
LEERDOELEN........................................................................................................................ 15
INTERVENTIES: DE NEDERLANDSE SITUATIE.................................................................................15
ZOEKEN BINNEN NJI-DATABANK................................................................................................ 16
Wat is “effectief” volgens NJI?......................................................................................17
Interventies voor specifieke groepen bij NJI..................................................................18
ZOEKOPTIES BUITEN NJI.......................................................................................................... 19
(ONDERZOEK NAAR) INTERVENTIES KRITISCH BEOORDELEN............................................................19
RCT de gouden standaard?........................................................................................... 19
COLLEGE 5 – HOORCOLLEGE OUDERBEGELEIDING/ PARENT MANAGEMENT
TRAINING (PMT)..............................................................................................21
LEERDOELEN........................................................................................................................ 21
ACHTERGROND PARENT MANAGEMENT TRAINING.........................................................................21
Rol van opvoeding in psychopathologie.......................................................................21
Theoretisch kader: sociaal interactioneel leermodel.....................................................22
PMT: basisidee.............................................................................................................. 22
PMT coersive theorie (Patterson, 1970)........................................................................22
PMT coersive processen............................................................................................... 22
PMT – BASIS....................................................................................................................... 23
Stappen........................................................................................................................ 23
PMT – EVIDENTIE................................................................................................................. 23
WAT ALS PMT NIET GENOEG IS?.............................................................................................. 24
Therapeutische pleegzorg: wat is dat?.........................................................................24
Pleegzorg interventie.................................................................................................... 24
Therapeutische pleegzorg: TFCO..................................................................................25
Therapeutische pleegzorg: evidentie............................................................................25
Pleegouder support...................................................................................................... 25
Werken met familie...................................................................................................... 25
1
, VAN INTERVENTIE NAAR PREVENTIE........................................................................................... 26
Mogelijke oplossing: triple-p programma’s...................................................................26
Triple-P: principes positieve opvoeding & concrete strategieën....................................27
Triple P: diverse ontwikkelingsperioden........................................................................28
Triple P: breed profijt.................................................................................................... 28
SAMENVATTING..................................................................................................................... 28
COLLEGE 6 – HOORCOLLEGE PSYCHODYNAMISCHE INTERVENTIES......................29
LEERDOELEN........................................................................................................................ 29
HET ONTSTAAN VAN PSYCHODYNAMISCHE THERAPIE......................................................................29
PSYCHOANALYSE; WAAR DENK JE AAN?.......................................................................................29
DEFINITIES........................................................................................................................... 30
BEHANDELINGEN GEBASEERD OP PSYCHODYNAMISCHE PRINCIPES....................................................30
Elementen in behandelingen........................................................................................30
EVIDENTIE BEHANDELINGEN GERICHT OP VOLWASSENEN................................................................30
Meta-analyses.............................................................................................................. 30
Effectstudies................................................................................................................. 31
PSYCHODYNAMISCHE BEHANDELINGEN GERICHT OP KINDEREN: SPEL.................................................31
Spel kan zijn….............................................................................................................. 31
Ontwikkelingsgerichte functies van spel.......................................................................31
Basale klinische vooronderstellingen............................................................................32
SPELTHERAPIE....................................................................................................................... 32
Speltherapie: theoretische basis...................................................................................32
Speltherapie: object relations theory............................................................................32
Speltherapie: wat en hoe?............................................................................................ 32
Speltherapie: evidentie................................................................................................. 33
BEHANDELINGEN GERICHT OP HECHTING (ATTACHTMENT-BASED).....................................................34
Hechtingstheorie.......................................................................................................... 34
Voorbeeld: Video-feedback Intervention to Promote Positive Parenting and................34
Sensitive Discipline (VIPP-SD).......................................................................................34
Evidentie...................................................................................................................... 34
COLLEGE 7 – HOORCOLLEGE CGT......................................................................35
LEERDOELEN........................................................................................................................ 35
WAAROM CGT?.................................................................................................................... 35
HISTORISCHE ACHTERGROND VAN CGT......................................................................................35
Twee theorieën............................................................................................................. 35
Cognitieve gedragstherapie.......................................................................................... 36
EVIDENTIE VOOR CGT............................................................................................................ 37
CENTRALE ELEMENTEN VAN CGT..............................................................................................37
CGT-SESSIE STRUCTUUR......................................................................................................... 38
KRITISCHE KANTTEKENINGEN.................................................................................................... 38
COLLEGE 8 – HOORCOLLEGE SYSTEEMTHERAPIE................................................39
LEERDOELEN........................................................................................................................ 39
SYSTEEMTHEORIE.................................................................................................................. 39
GEZINSSYSTEMEN.................................................................................................................. 40
Gezinssystemen…........................................................................................................ 40
Kenmerken van de gezinsstructuur…...........................................................................40
Structurele kenmerken van goed functionerende gezinnen.........................................40
Gezinssystemen: grenzen en cohesie...........................................................................40
Gezinssystemen: grenzen............................................................................................. 42
Gezinssystemen: hiërarchie.......................................................................................... 42
Gezin in levensfasen..................................................................................................... 42
SYSTEEMTHERAPIE................................................................................................................. 42
Systeemtherapie; basiselementen...............................................................................42
Systeemtherapie; basisstructuur..................................................................................43
Systeemtherapie; veel verschillende benaderingen…..................................................43
Casus Stefan (voorbeeld waarbij gedacht kan worden aan systeemtherapie)..............43
MULTISYSTEEM THERAPIE......................................................................................................... 44
Hoe werkt MST?............................................................................................................ 45
2
, OEFENVRAGEN...................................................................................................................... 45
COLLEGE 9 – HOORCOLLEGE NIET-SPECIFIEKE FACTOREN...................................48
TERUGBLIK........................................................................................................................... 48
LEERDOELEN:....................................................................................................................... 48
VAN SPECIFIEKE TECHNIEKEN NAAR NIET-SPECIFIEKE FACTOREN…....................................................48
Waar komt dit idee vandaan?.......................................................................................48
NIET SPECIFIEKE FACTOR: THERAPEUTISCHE ALLIANTIE..................................................................49
Wat zou therapeut als eerste moeten doen?................................................................49
Therapeutische alliantie; Unieke ontwikkelings ‘considerations’..................................50
Therapeutische alliantie; andere overwegingen...........................................................50
Therapeutische alliantie; moderator.............................................................................50
Therapeutische alliantie: timing...................................................................................51
Therapeutische alliantie: wetenschappelijk bewijs.......................................................51
Therapeutische alliantie: overwegingen.......................................................................51
Therapie relatie constructen......................................................................................... 51
NIET-SPECIFIEKE FACTOR: VERWACHTINGEN.................................................................................52
Verwachtingen: wat is dat?........................................................................................... 52
Verwachtingen: causaal effect?....................................................................................53
Twee van onze eigen studies….....................................................................................53
Readiness for change: fasen......................................................................................... 54
NIET-SPECIFIEKE FACTOR: EXTRA-THERAPEUTISCHE FACTOREN.........................................................54
Extra-therapeutische factoren......................................................................................54
Extra-therapeutische factoren: belangrijke aspecten...................................................55
CONCLUSIE NIET-SPECIFIEKE FACTOREN......................................................................................55
COLLEGE 10 – HOORCOLLEGE NIEUWE GENERATIE INTERVENTIES.......................56
LEERDOELEN....................................................................................................................... 56
HUIDIGE/ MEEST GANGBARE EN ONDERZOCHTE INTERVENTIES........................................................56
NIEUWE GENERATIE INTERVENTIES.............................................................................................56
MINDFULNESS INTERVENTIES.................................................................................................... 56
Mindfulness; Theorie..................................................................................................... 56
Mindfulness: basale principes.......................................................................................57
Opkomst onderzoek naar mindfulness..........................................................................57
Mindfulness; Neurale mechanismen.............................................................................57
Mindfulness-based therapie:Proposed Benefits (aanwijzingen)....................................57
Mindfulness Interventies voor volwassenen: evidentie.................................................58
Mindfulness interventies voor kinderen: evidentie.......................................................58
ACCEPTANCE AND COMMITMENT THERAPIE (ACT)........................................................................58
Acceptance and commitment therapie: evidentie (bij volwassenen)............................59
Acceptance and commitment therapie: evidentie (bij kinderen)..................................59
ATTENTION BIAS MODIFICATION (ABM)......................................................................................59
Attention bias............................................................................................................... 60
Attention bias: hoe meet je dit?....................................................................................60
Attention bias modification (ABM): evidentie................................................................60
EYE MOVEMENT DESENSITIZATION AND REPROCESSING (EMDR).....................................................61
EMDR: evidentie (bij volwassenen)...............................................................................61
EMDR: evidentie (bij kinderen).....................................................................................61
EMDR: conclusies.......................................................................................................... 61
ONLINE INTERVENTIES............................................................................................................ 61
Mindfulness apps.......................................................................................................... 61
Online CBT.................................................................................................................... 62
Andere online interventies en preventie.......................................................................62
COLLEGE 11 – HOORCOLLEGE MEDIATIE & MODERATIE.......................................63
LEERDOELEN........................................................................................................................ 63
CONCEPTUELE UITLEG............................................................................................................ 63
Waar of niet waar?........................................................................................................ 63
Mediatie........................................................................................................................ 63
Moderator..................................................................................................................... 64
VOORBEELDEN...................................................................................................................... 64
3
