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Zwak ontwikkelde neurocognitieve functies belemmeren sociale leerprocessen bij gedragsstoornissen

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Kind & Adolescent

SAMENVATTING

Neurobiologisch onderzoek van gedragsstoornissen laat zien dat de koppeling tussen gedrag en positieve dan wel negatieve gevolgen minder goed wordt gemaakt. Hierdoor wordt het aanleren van adequaat sociaal gedrag en het afleren van inadequaat sociaal gedrag belemmerd. Ook verloopt de probleemoplossing niet optimaal door stoornissen in de aandacht, de inhibitie, de cognitieve flexibiliteit en de besluitvorming. Als gevolg hiervan leren kinderen en adolescenten met gedragsstoornissen minder gebruik te maken van de cognitieve aan- en bijsturing van hun gedrag, wanneer zij zich aan een steeds wisselende omgeving moeten aanpassen. Deze zwak ontwikkelde neurocognitieve functies werden echter op groepsniveau onderzocht en kunnen individueel verschillen. Het is dan ook nodig om in hetklinisch onderzoek de neurocognitieve functies betrokken bij de sociale leerprocessen te meten of te beoordelen. Psychologische behandelmethoden zoals de oudertraining in opvoedingsvaardigheden en de cognitieve gedragstherapie kunnen dan meer individueel afgestemd worden op zwak en sterk ontwikkelde functies en aan effectiviteit winnen.

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Authors and Affiliations

  1. Departement Pedagogiek, Faculteit Sociale Wetenschappen, Universiteit Utrecht, Utrecht, Netherlands

    Walter Matthys

  2. Afdeling Kinder- en jeugdpsychiatrie, UMC Utrecht, 80140, 3508, Utrecht, Netherlands

    Walter Matthys

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  1. Walter Matthys
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Dit overzichtsartikel is een bewerking van de afscheidsrede uitgesproken door prof. dr. W. Matthys op 13 december 2011 naar aanleiding van zijn emeritaat als bijzonder hoogleraar in de studie naar psychologische en biologische determinanten van agressief gedrag bij kinderen.

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Matthys, W. Zwak ontwikkelde neurocognitieve functies belemmeren sociale leerprocessen bij gedragsstoornissen. KIND ADOLESC. 33, 120–129 (2012). https://doi.org/10.1007/s12453-012-0016-2

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