Lecture 1: Intro school & clinical psychology Flashcards
regulier onderwijs
- primary schools/basisschool
- secondary education/voortgezet onderwijs = general education (VMBO t, HAVO, VWO) and pre-vocational secondary education (voorbereidend beroepsonderwijs, VMBO-bb/kb/gl)
speciaal basisonderwijs SBO/special needs primary schools
- leerproblemen
- lichte gedragsproblemen
- extra support
special needs schools (speciaal onderwijs SO)
- meer complex, dsm diagnosen nodig
- primair en secundaire scholen
- 4 target groepen in 4 clusters: 1) visuele handicap, 2) auditory and communication, ook ASS met taalproblemen, 3) fysieke en mentale handicappen, 4) serieuze gedragsproblemen
school psycholoog training/taken
Postmaster training (2 years)
- Work in schoolsettings or at the intersection between youthcare and education
- Focus on functioning in school-context
- School: essential system, both for education as for well-being
- Prevention: training groups in school e.g. cognitive behavior therapy, give policy advice school directors
- Psychological training: Reducing Impact of Individual psychopathology, training teachers, remedial teachers, parents
- Knowledge: normal development, deviant development, psychopathology and intervention techniques, (Youth)care system
school psychology: systems approach figuur
kijken naar schrift
social development
social/emotional development
cognitive development
social/emotional conditions for learning
behaviour in class
teacher demands
learning level
cognitive conditions for learning
social environment
dus verschil special needs primary schools and special needs schools
special needs school: meer specifiek, en getarget (en gaat door van basisschool naar voortgezet onderwijs). bij special needs primary schools meer broad.
Youth health Care Psychology (GGZ)
- postmaster (2 yr)
- focus on children and youth, or adults and elderly (maar gedeelte dan ook de andere)
- work in youth care setting
- indicatiestelling, psychological treatment and psychological training
- knowledge: normal development, deviant development, psychopathology, and intervention techniques, (youth) care system, school system
problems in each part of development
Baby:
- Difficult to calm down
- Difficulties sleeping, eating, day-and-
night rhythm
- Attachment (separation issues)
Early childhood:
- Stubborn / negative
- Aggressive
- Shy
School age:
- Social problems
- Learning problems
Adolescence:
- Social problems (fear of not belonging)
- Identity
- Turning against parents
- Sexuality
4D’s
deviance from the norm
distress
dysfunctional
dangerous
(duration)
bio-ecological model
- Child is innermost circle (biology: genetics, temperament)
- Micro-system: child’s immediate environment (family, school, peers)
- Meso-system: interaction between two microsystems (e.g. family/home and school, or brother/sister and parents)
- Exosystem: social and economic context (poverty, divorce, job of parents, schoolconcept on behaviour of teachers)
- Macro-system: cultural context, beliefs, laws, language (perception of illness effect on parents)
- Chrono-system: child’s cumulative experience
-> Although each of these systems is crucial to development in and of itself, more important are the interactions among systems
Bronfenbrenner ecological systems theory
child
microsystem: family, health services, religious organizations, daycare facilities, neighbourhood playground, peers, school
mesosystem: interactions between microsystems
exosystem: extended family and neighbours, school board, parents economic situation, mass media, social services and health care, government agencies
macrosystem: attitudes and ideologies of the culture
chronosystem: environmental changes that occur over the life course
exosystem gek ding
the child would be contained by the exosystem; but exosystems are, by definition, systems of which the child is not a member (e.g., parental workplace)
transactional model=
the ongoing and interactive nature of developmental changes between the child and their environment.
the child development is the product of the continuous dynamic interactions of the child and the experience provided by his or her social settings (bidirectional interdependent effects)
Handelingsgerichte diagnostiek (HGD) =
A decision process in which developmental and learning problems are distinguished, analyzed, explanations for problems are sought and solutions are advised
wat onthouoden over transactional models zoals HGD
- The aim is not diagnose but to give useful advice!
- Systematic procedures: diagnostic cycle
- Interactionist: adjusting needs and approach across contexts (see also Bio-ecological model)
- Parents and schools are involved
Equifinality=
several possible pathways may produce the same outcome => differential diagnosis needed
Multifinality:
similar risks may produce different outcomes depending on individual differences
dsm as a categorical system
- Clear-cut categories used and needed in Health Service!
- Pathology is rarely 1 or 0
- ADHD, Eating Disorders, Dyslexia, Anxiety, Addiction, Autism: far on a continuum of normal development
- Pathology may change with time
- Comorbidity: what is the prime cause?
- Individual differences: Multifinality but also severity
diathesis stress model
predisposition + environmental stress -> negative outcome
diathesis + stress -> outcome
(individual differences!)
risk factors: 4 types and examples
- bio-organic: genotype, biochemical disturbances in brain, neurological defects, malnutrition
- intra-personal: difficult temperament, low intelligence, insecure attachment
- interpersonal: stressful experiences (loss, maltreatment), family conflicts
- broader environment: poverty, bad friends, bad neighbourhood
can range from dynamic (changeable) to static (not changeable)
fixed vs malleable persons
fixed: no matter the circumstances, these persons will not develop psychopathology. they will still show adaptive behaviour
malleable: the circumstances decide what the outcome is.
Protective factors:
- Protects against influences of risk factors
- Can be a buffer when it decreases negative vicious circles / chain reactions
- Often the opposite of risk factors
differential susceptibility model
dandelion and orchid
dandelion: people who perform well in either bad or good environments
orchids: are strongly affected by their surroundings. they need a specific environment and attentive care to thrive
