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2017 | OriginalPaper | Hoofdstuk

15. Handelingsgebieden: leren/werken

Auteurs: PhD Chris Kuiper, Msc Jolien van den Houten

Gepubliceerd in: Grondslagen van de ergotherapie

Uitgeverij: Bohn Stafleu van Loghum

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Samenvatting

Het hoofdstuk begint met een schets van de ingrijpende transities die de afgelopen jaren hebben plaatsgevonden in Nederland op het gebied van zorg en onderwijs voor jongeren en sociale zekerheid. Deze (context)veranderingen hebben gevolgen voor ergotherapeuten: nieuwe samenwerkingspartners, andere werkgebieden en interventies. Leren/werken wordt gezien als resultante van de dynamische interactie tussen de persoon, de leer- en werkactiviteiten en de context waarin dit leren/werken plaatsvindt. Uitgangspunt hierbij is dat dagelijks handelen (in dit geval) leren/werken de gezondheid positief beïnvloedt vanwege de uitdaging, de structuur, het ‘erbij horen en mee kunnen doen’ en de financiële en betekenisvolle opbrengsten. Maar aan leren/werken gerelateerde gezondheidsklachten, de andere kant van dezelfde medaille, kunnen aanleiding vormen tot ergotherapeutische ondersteuning. De transitie van de ene (levens)fase naar de volgende, zoals van basisonderwijs naar vervolgonderwijs, van leerfase naar werkfase en van werkfase naar pensionering, geeft telkens aanleiding tot verandering in en aanpassing van rollen, routines en structuur. Deze veranderingen kunnen handelingsvragen opleveren.

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Metagegevens
Titel
Handelingsgebieden: leren/werken
Auteurs
PhD Chris Kuiper
Msc Jolien van den Houten
Copyright
2017
Uitgeverij
Bohn Stafleu van Loghum
DOI
https://doi.org/10.1007/978-90-368-1704-2_15