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Opvoeding en ontvankelijkheid

Upbringing and susceptibility

  • Published:
Kind & Adolescent

Samenvatting

Veel pedagogisch en ontwikkelingspsychologisch onderzoek heeft zich tot nu toe gericht op dysfunctioneel opvoedgedrag van ouders en probleemgedrag van kinderen en jongeren. Door de dominante focus op de vraag welke kinderen meer te lijden hebben van stress, zagen we over het hoofd dat diezelfde – kwetsbare – kinderen misschien ook meer profiteren van verrijkte gezinssituaties. Sommige kinderen zijn dus mogelijk ontvankelijker voor hun omgeving, zowel in negatief als positief opzicht. Deze differential susceptibility hypothese staat in dit artikel centraal. Met name gaan we in op de vraag of ontvankelijkheid voor opvoeding mogelijk genetisch bepaald is en hoe we zo’n genetisch bepaalde ontvankelijkheid kunnen verklaren. Ten slotte onderzoeken we de link met de praktijk: (hoe) zullen onze onderzoeksresultaten over genetisch gebaseerde ontvankelijkheid in de toekomst interventies op het vlak van opvoedingsondersteuning informeren?

Abstract

Until recently, most developmental scientists focused on dysfunctional parenting and problem behaviour in children and adolescents. Because of this dominant focus on the question of which children suffer more from stressful conditions, we have not accounted for the possibility that these same – vulnerable – children may also reap more benefit from enriching environmental family experiences. That is, some children may be more susceptible, both for better and for worse. This differential susceptibility hypothesis is the central tenet of this article. More specifically, we review whether such a susceptibility may have a genetic basis and how a possible genetically-based susceptibility may produce specific developmental outcomes. Finally, we review the link with practice: whether and how our findings on genetically-based differential susceptibility will inform our parenting interventions, such as with parent management training courses?

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Overbeek, G. Opvoeding en ontvankelijkheid. Kind Adolesc 36, 162–172 (2015). https://doi.org/10.1007/s12453-015-0091-2

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  • DOI: https://doi.org/10.1007/s12453-015-0091-2

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