Online Afspraak Maken

Bijscholing

Aanbod

Er zijn op dit moment 3 verschillende trainingen. In de Anti Pieker bijscholing leer je om grip te krijgen op de gedachten, het gevoel en het gedrag van jouw cliënt. Bij communicatiestijlen (DISC) leer je wat het effect van jouw stijl is. En je herkent sneller welke communicatie behoefte je cliënt heeft. De sessies over eetproblemen gaan in op de zin en onzin van diëten. Eetgewoonten zijn sterk gerelateerd aan de stemming van de cliënt.

Actieve online sessies: via praktijkvoorbeelden, adequate werkvormen, theorie en nieuwste wetenschappelijke inzichten, maar vooral door zelf oefenen en ervaren.

Snel navigeren naar:
  1. Anti Pieker Bijscholing
  2. Communicatiestijlen bij behandeling van cliënten
  3. Eetproblemen; over eten en diëten
  4. Veelgestelde vragen
Je kunt de online bijscholingen interactief volgen via Zoom, of op het moment dat het jou uitkomt, op jouw plek en in jouw tempo via de videobijscholing waarbij je na het doen van het online examen gelijk je certificaat ontvangt.

Anti Pieker Bijscholing

Piekeren is een vorm van zinloos en doelloos denken. Het is zelfreflectie in een negatieve stemming die het zelfvertrouwen ondermijnt. Piekeraars hebben doemscenario’s bij zaken die ze niét kunnen voorspellen. Piekeren heeft nadelige gevolgen: je maakt jezelf op deze manier alleen maar banger en angstiger. Faalangst en uitstelgedrag is een vorm van piekeren. Weinig zelfvertrouwen, onderpresteren, psychische problematiek, zijn vaak gevolgen van piekeren.

Een derde van de Nederlanders gaat dagelijks ernstig gebukt onder chronisch piekergedrag. Zo erg dat het hun functioneren belemmert. Volgens het DSM classificatiesysteem van psychische stoornissen is piekeren een kernsymptoom van angststoornissen.

Piekeren en onbewuste stress gaan vaak samen, dit heeft gevolgen voor de gezondheid (recent onderzoek van Verkuil toon dit aan).

Denk hierbij aan de onrustgevoelens die vaak samengaan met lichamelijke stress (pijn in de schouders, rommelende darmen, wazig zien) en psychologische klachten (slechte concentratie, piekeren, angst, somber, onrust, vermoeidheid en slapeloosheid). Goed om bij stil te staan: Er wordt veel gepiekerd bij relatieproblemen, werk gerelateerde problemen, levensfasen-overgangen, maar ook kinderen en ouderen piekeren.

Piekeren is een maatschappelijk probleem met vergaande gevolgen. Nolen-Hoeksema (1991) toonde een interactie tussen piekeren en negatieve gedachten aan. Piekeren is gerelateerd aan burn-out, depressie, angststoornissen, eetstoornissen, verslavingen en automutilatie (Nolen-Hoeksema, Wisco & Lyubomirsky, 2008). Bovenstaande factoren maken dat piekeren veel leed veroorzaakt en maatschappelijk voor problemen en bijbehorende kosten zorgt.

Beoordelingen

Gemiddelde totaalwaardering: 8,0

  • Leerzaam. Veel info maar door het boek kunnen we alles gestructureerd weer terug lezen.
  • Marleen is erg kundig in het onderwerp, maar weet het alsnog luchtig en laagdrempelig te brengen. Ook wordt er goed rekening gehouden met wat de deelnemers zelf uit de training willen halen.
  • Mooie afwisseling tussen theorie en praktijk. Voldoende diepgang, maar ook fijne praktische oefeningen. Direct in te zetten in de praktijk. Marleen is een hele fijne docent/spreker. Rustig en deskundig.
Leerdoelen
  • Specifieke kennis over piekeren en piekergedrag
  • Inzicht in het ontstaan van piekergedrag
  • Effectieve coping-strategieën
  • Praktische vaardigheden stress- reductie
  • In standhoudende factoren herkennen
  • De rol van faalangst en HSP
  • Terugvalpreventie
Anti Pieker Bijscholing
Niveau Studie belasting Video Zoom Class
HBO / WO 2 dagen €198 (incl BTW) €419 (incl BTW)
Incl.: lesmateriaal Aantal pe punten NFG: 8 ABvC: 12
RESERVEER
Praktisch
  • Terugvalpreventie Innerlijke criticus herkennen en ontmaskeren
  • Afrekenen met uitstelgedrag
  • Omgaan met faalangst
  • HSP leren omgaan met symptomen
  • Verminderen van burnout-klachten
  • Afleren van niet helpende (slechte) gewoonten
  • Omgaan met stemmingsklachten
Docent Drs. Marleen Derks
Cursusdagen Locatie
Zelfstandig te volgen Op jouw moment Online Video Class
vr 18 apr. vr 25 apr. Online Zoom Class
vr 10 okt. vr 17 okt. Online Zoom Class

Lesmateriaal

Drs. Marleen Derks deed wetenschappelijk onderzoek naar piekergedrag en schreef vervolgens haar boek: ‘Nooit meer piekeren’. Deelnemers van de anti pieker-bijscholing nemen voorafgaand aan de eerste bijscholingsdag het boek: Nooit meer piekeren door.

De handouts en werkbladen, worden digitaal aangeleverd. Al het lesmateriaal, de gratis online anti piekercursus en mindfulness bestanden online beschikbaar. Je kunt gelijk in je praktijk aan de slag met de cliënt.

Communicatiestijlen bij behandeling van cliënten

Op welke manier communiceer je? Hoe wordt je door anderen gezien? Wat motiveert jou? En, welke invloed heeft jouw gedrag op je cliënt? In deze bijscholing krijg je inzichten in de 4 communicatiestijlen (DISC), met een differentiatie naar behandeling van cliënten.

We kennen ze allemaal: doordrammers, lolbroeken, lieverdjes en twijfelaars. Afhankelijk van je eigen ervaringen kwalificeer je een ander. Waarmee je iemand vaak tekort doet. Omdat je reageert op de manier waarop iemand communiceert. Dit zegt niets over de persoon zelf, goed of slecht, slim of dom, en ga maar door.

Deze training gaat over je vaardigheden om een ander te begrijpen, aansluiten bij de communicatie behoefte en het tot stand brengen van verbinding. Daarbij vinden problemen van jouw cliënten vaak hun oorsprong in het contact met een ander. Na deze training kun je er eerder de vinger op leggen waar conflicten ontstaan. Met psycho-educatie kan een therapeut inzichten aanreiken. Je cliënten leren de ’taal van hun tegenspeler’ te doorzien, zodat er begrip ontstaat, waardoor een conflict gepasseerd kan worden.

Kennisoverdracht

Via een interactieve online bijscholing gaan we aan de slag met de sociale vingerafdrukken (de 4 kleuren). De denkers vs gevoelsmensen en introvert of extravert. Middels voorbeelden en zelf oefenen verwerf je jouw inzichten.

Leerdoelen
  • Je eigen stijl
  • Valkuilen van een stijl
  • Kwaliteiten in communicatie
  • Bewust van zien en gezien worden
  • Gemotiveerd of afhaken, omgaan met weerstand
  • Persoonlijkheidstype
  • Effectieve strategieën om snel in contact/verbinding te zijn met de cliënt
  • Met behulp van de literatuur, praktijkvoorbeelden en oefenen herkennen van communicatiestijlen
Communicatiestijlen
Niveau Studie belasting Video Zoom Class
HBO / WO 2 dagen €198 (incl BTW) €419 (incl BTW)
Incl.: lesmateriaal Aantal pe punten NFG: 8 ABvC: ntb
RESERVEER
Toepassing
  • Extravert of Introvert
  • Denken of Voelen
  • Rood, Geel, Groen of Blauw
  • Beweegredenen
  • Informatiebehoeften
  • Je onzichtbare stijl (beslisser)Het probleem in kleinere ‘porties’ opdelen en aanpakken wat op dat moment (emotioneel en fysiek) mogelijk is.
Docent Drs. Marleen Derks
Cursusdagen Locatie
Zelfstandig te volgen Op jouw moment Online Video Class
vr 21 maa. vr 28 maa. Online Zoom Class
vr 19 sep. vr 26 sep. Online Zoom Class

Lesmateriaal

Deelnemers van de bijscholing ontvangen hand-outs die gelijk bruikbaar zijn tijdens de sessies met de cliënt.

Eetproblemen; over eten en diëten

Psycholoog Marleen Derks schreef hier het boek: ´Eten zonder bodem´ over. Vaak wordt de focus bij te veel eten, drinken, snacken, of te weinig eten (dieet) bij het eten zelf gelegd. In plaats van te kijken naar de symptomen (over- of ondergewicht, eetgedrag en diëten) is het belangrijk de oorzaak en onderliggende patronen van het eetgedrag te achterhalen.

Met onze eetgewoonten spelen ook onbewuste overtuigingen mee zoals, gewoonten, cultuur en versluierde prikkels (sociaal, reclame, eettentjes, logo’s zoals Mc Donalds) om maar vooral te eten.

Aan te veel eten, drinken en snacken zitten veel kanten. Allereerst de psychische kant, die is het meest ingewikkeld, bij de psychische kant hoort namelijk het emotie-eten, waar deze bijscholing zich vooral op richt. Dan is er een ook een belangrijke fysieke kant; Het gewicht, en alle ongezonde methodes die er gebruikt worden om gewicht kwijt te raken.

Eetbuien los je niet op door er ’zomaar’ mee te stoppen. Dat maakt het vaak alleen maar erger. Het gewicht is na verloop van tijd na een dieet meestal hoger dan het gewicht voordat er met een dieet werd begonnen.

Leerdoelen:

Specifieke kennis over coping, emotiemanagement en zelfmanagement

Inzicht in het ontstaan, de kenmerken van eetproblematiek, symptomen (sociaal, functioneren en fysiek)

Effectieve coping-strategieën om obsessieve gedachten voor te zijn, of te leren doorzien

Praktische vaardigheden bij moeilijke momenten

Met behulp van de literatuur en praktijkvoorbeelden herkennen van eetproblemen en eetstoornissen. Wie kun je wel helpen, en wanneer verwijs je iemand door.

Inzicht in ontstaan en in standhoudende factoren herkennen.

Terugvalpreventie

Behandeling van de oorzaken van de eetproblematiek:
  • Sociale situaties, relaties, en je aanpassen
  • Verveling en doelloosheid
  • Schuld en schaamte
  • Gevoeligheid en kwetsbaarheid
  • Liefde en zachtheid
  • Onrust: Hoe gevoelens je helpen aandacht te hebben wat er niet goed gaat in je leven. En hoe ontspan je daarbij. Hoe verander je en kom je in actie?
Eetproblemen
Niveau Studie belasting Video Zoom Class
HBO / WO 2 dagen €198 (incl BTW) €419 (incl BTW)
Incl.: lesmateriaal Aantal pe punten NFG: 8 ABvC: ntb
RESERVEER
Handvatten aanbieden en zelf keuze laten maken:
  • Meer vertrouwen in jezelf
  • Niet hoeven presteren en al perfect genoeg zijn zoals je bent
  • Veiligheid
  • Vertrouwen
  • Er mogen zijn en goed genoeg zijn
Docent Drs. Marleen Derks
Cursusdagen Locatie
Zelfstandig te volgen Op jouw moment Online Video Class
vr 23 mei vr 30 mei Online Zoom Class
vr 21 nov. vr 28 nov. Online Zoom Class

Lesmateriaal

Deelnemers van de bijscholing ontvangen hand-outs die gelijk bruikbaar zijn tijdens de sessies met de cliënt. De training bestaat uit verschillende modules volgens de BALANS methode. BALANS: Bewustzijn, Aandacht, Loslaten, Anker, Nee zeggen, Stimuleren en evalueren

Veelgestelde vragen

Hoeveel dagen duurt de bijscholing?

De bijscholing duurt 2 dagen. Verdeeld over 4 sessies van 3 uur.

Hoe laat begint de bijscholing en wat is de eindtijd?

Start: 9:30 uur. Pauze: 12:30-13:30. Eindtijd: 16:30 uur. De online Video Class kun je volgen op een moment van jouw keuze en in jouw tempo.

Hoe annuleer ik een de bijscholing?

Je kunt je deelname tot drie weken voor de de eerste bijscholingsdag afzeggen vanuit de email waarin de afspraakbevestiging staat.

Is de bijscholing online?

Ja, we hebben ervoor gekozen om de bijscholing online, via Zoom, aan te bieden.

Wat is de locatie?

Online bijscholingen kun je overal volgen, mits je een goede internet verbinding hebt.

Wat zijn de toelatingseisen?

Je bent werkzaam als psycholoog, therapeut, counselor of coach. De bijscholing is bedoeld voor actieve behandelaren.

Op welke literatuur is de anti pieker bijscholing gebaseerd?

Brosschot, J. F., Gerin, W., & Thayer, J. F. (2006). The perseverative cognition hypothesis: A review of worry, prolonged stress-related physiological activation, and health. Journal of psychosomatic research, 60(2), 113-124.

Brown, B. (2012). The Wholehearted Parenting Manifesto. Retrieved, 5(19), 2015; Meyer, C., Taranis, L., Goodwin, H., & Haycraft, E. (2011).

Carver, C.S., & Scheier, M.F. (1998). On the self-regulation of behavior. Cambridge, UK: Cambridge University Press.

Crane, C., Barnhofer, T., Hargus, E., Amarasinghe, M., & Winder, R. (2010). The relationship between dis-positional mindfulness and conditional goal setting in depressed patients.

Finklestein, M., Pagorek-Eshel, S., & Laufer, A. (2022). Adolescents’ individual resilience and its association with security threats, anxiety and family resilience. Journal of Family Studies, 28(3), 1023-1039.

Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513.

Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour research and therapy, 44(1), 1-25.

Karataş, Z., & Tagay, Ö. (2021). The relationships between resilience of the adults affected by the covid pandemic in Turkey and Covid-19 fear, meaning in life, life satisfaction, intolerance of uncertainty and hope. Personality and Individual Differences, 172, 110592.

Maslach, C., & Leiter, M. P. (2006). Reversing Burnout. Stanford social innovation review, 43-49.

Mongrain, M., & Anselmo-Matthews, T. (2012). Do positive psychology exercises work? A replication of Seligman et al.(). Journal of clinical psychology, 68(4).

Morales-Rodríguez, F. M. (2021). Fear, stress, resilience and coping strategies during COVID-19 in Spanish university students. Sustainability, 13(11), 5824.

Naik, G. S., Gaur, G. S., & Pal, G. K. (2018). Effect of modified slow breathing exercise on perceived stress and basal cardiovascular parameters. International journal of yoga, 11(1), 53.

Niessen, C., Volmer, J. (2010). Adaptation to increased work autonomy: The role of task reflection. European journal of word and organizational psychology, 19, 442-460.

Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking Rumination. Association for Psychological Science, 5, 400-424.

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In Flow and the foundations of positive psychology (pp. 279-298). Springer, Dordrecht.

Seligman, M. E. (2004). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Simon and Schuster.

Stone, H., & Stone, S. (2011). Embracing ourselves: The voice dialogue manual. New World Library.

Toros, K., Kozmenko, O., & Falch-Eriksen, A. (2024). ‘I just want to go home, is what I need’–Voices of Ukrainian refugee children living in Estonia after fleeing the war. Children and Youth Services Review, 158, 107461.

Touloupis, T. (2021). Parental involvement in homework of children with learning disabilities during distance learning: Relations with fear of COVID‐19 and resilience. Psychology in the Schools, 58(12), 2345-2360.

Trapnell, P.D. & Campbell, J.D. (1999). Private self-consciousness and the Five-Factor Model of Personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304.

Vagnoli, L., Bettini, A., Amore, E., De Masi, S., & Messeri, A. (2019). Relaxation-guided imagery reduces perioperative anxiety and pain in children: a randomized study. European journal of pediatrics, 178(6), 913-921.

Verkuil, B., & Brosschot, J. F. (2016). Piekeren en rumineren en fysieke gezondheid: Een meta-analyse. Directieve Therapie, 36, 2.

Von Dawans, B., Fischbacher, U., Kirschbaum, C., Fehr, E., & Heinrichs, M. (2012). The social dimension of stress reactivity: acute stress increases prosocial behavior in humans. Psychological science, 23(6), 651-660.

Op welke literatuur is de communicatiestijlen bijscholing gebaseerd?

Goldberg, L. R. (1993). The structure of phenotypic personality traits. American psychologist, 48(1), 26.

Heldeweg, B. (2019). Individuele verschillen in communicatiestijlen. Gedrag & Organisatie, 27(4).

Leary, T. (2004). Interpersonal diagnosis of personality: A functional theory and methodology for personality evaluation. Wipf and Stock Publishers.

Merrill, D. W., & Reid, R. H. (1981). Personal styles & effective performance. CRC Press.

Rosenberg, M., & Silvert, D. (2012). Taking flight!: Master the DISC styles to transform your career, your relationships… your life. FT Press.

Schaufeli, W. B., & Bakker, A. B. (2006). De psychologie van arbeid en gezondheid. Houten: Springer.

Schaufeli, W. B., & Taris, T. W. (2013). Het Job Demands-Resources model: overzicht en kritische beschouwing. Gedrag & Organisatie, 182-204.

Schaufeli, W. B. (2015). Engaging leadership in the job demands-resources model. Career Development International, 446-463.

De Vries, R. E., Bakker-Pieper, A., Konings, F., & Schouten, B. (2013). The Communication Styles Inventory (CSI): A six-dimensional behavioral model of communication styles and its relation with personality. Communication Research, 506-532.

De Vries, R. E., Bakker-Pieper, A., & Oostenveld, W. (2009). Leadership = Communication? The relations of leaders’ communication styles with leadership styles, knowledge sharing and leadership outcomes. Springer, 367-380.

De Vries, R. E., Bakker-Pieper, A., Siberg, R., Gameren, K., & Vlug, M. (2009). The content and dimensionality of communication styles. Communication Research, 178-206.

Op welke literatuur is de eetproblemen (Eten zonder bodem) bijscholing gebaseerd?

Literatuur per stap van de BALANSmethode

Hoofdstuk 1 Waarom rommelen zoveel mensen met eten? Bennett, D., Sharpe, M., Freeman, C., & Carson, A. (2004). Anorexia nervosa among female secondary school students in Ghana. The British Journal of Psychiatry, 185(4), 312-317. Contreras-Rodriguez, O., Reales-Moreno, M., Fernández-Bar rès, S., Cimpean, A., Arnoriaga-Rodríguez, M., Puig, J., Bi arnés, C., Motger-Albertí, A., Cano M., & Fernández-Real, J. M. (2023). Consumption of ultra-processed foods is as sociated with depression, mesocorticolimbic volume, and inflammation. Journal of Affective Disorders, 335, 340-348. Crone, E. A., & Konijn, E. A. (2018). Media use and brain develop ment during adolescence. Nature Communications, 9(1), 588. Currie, J., DellaVigna, S., Moretti, E., & Pathania, V. (2009). The effect of fast food restaurants on obesity and weight gain: Na tional Bureau of Economic Research. Derks, M. (2015). Nooit meer piekeren. Uitgeverij Lucht. Drewnowski, A., & Darmon, N. (2005). The economics of obe sity: dietary energy density and energy cost. The American Journal of Clinical Nutrition, 82(1), 265S-273S. Hansen, M. M., Jones, R., & Tocchini, K. (2017). Shinrin-yo ku (forest bathing) and nature therapy: A state-of-the-art review. International Journal of Environmental Research and Public Health, 14(8), 851. Janssen, I., Katzmarzyk, P., Boyce, W., Vereecken, C., Mulvihill, C., Roberts, C., Currie, C., Pickett, W. (2005). Comparison of overweight and obesity prevalence in school aged youth from 34 countries and their relationships with physical ac tivity and dietary patterns. Obesity Reviews, 6(2), 123-132. Keel, P. K., & Klump, K. L. (2003). Are eating disorders cul ture-bound syndromes? Implications for conceptualizing their etiology. Psychological Bulletin, 129(5), 747. Kolar, D. R., Rodriguez, D. L. M., Chams, M. M., & Hoek, H. W. (2016). Epidemiology of eating disorders in Latin America: a systematic review and meta-analysis. Current Opinion in Psychiatry, 29(6), 363-371. Pike, K. M., Hoek, H. W., & Dunne, P. E. (2014). Cultural trends and eating disorders. Current Opinion in Psychiatry, 27(6), 436-442. Polivy, J., & Herman, C. P. (2020). Overeating in restrained and unrestrained eaters. Frontiers in Nutrition, 7, 30. RIVM, Trimbos-instituut en Amsterdam UMC, Mentale gezond heid van jongeren: enkele cijfers en ervaringen, 24 mei 2019. Thewissen, V., Wouters, S., Duif, M., Lechner, L., Jacobs, N., Tummino, M. B. M., & Widmann, M. (2015). Snackimpuls: a smartphone application to study snacking behavior in daily life. In 14th European Congress of Psychology. Twenge, J. M. (2000). The age of anxiety? The birth cohort change in anxiety and neuroticism, 1952-1993. Journal of Personality and Social Psychology, 79(6), 1007. Wadden, T. A., Brownell, K. D., & Foster, G. D. (2002). Obesity: responding to the global epidemic. Journal of Consulting and Clinical Psychology, 70(3), 510. Wouters, S., Jacobs, N., Duif, M., Lechner, L., & Thewissen, V. (2018). Negative affective stress reactivity: The dampening effect of snacking. Stress and Health, 34(2), 286-295.

Hoofdstuk 2 De BALANS-methode Burgess, E., Hassmén, P., & Pumpa, K. L. (2017). Determinants of adherence to lifestyle intervention in adults with obesity: a systematic review. Clinical Obesity, 7(3), 123-135. Konttinen, H., Van Strien, T., Männistö, S., Jousilahti, P., & Haukkala, A. (2019). Depression, emotional eating and long-term weight changes: a population-based prospective study. International Journal of Behavioral Nutrition and Phy sical Activity, 16(1), 1-11. Lane, M. M., Lotfaliany, M., Hodge, A. M., O’Neil, A., Travica, N., Jacka, F. N., Rocks T., Machado P., Forbes M., Ashtree D. N., & Marx, W. (2023). High ultra-processed food consump tion is associated with elevated psychological distress as an indicator of depression in adults from the Melbourne Col laborative Cohort Study. Journal of Affective Disorders, 335, 57-66. Langeveld, M., & DeVries, J. H. (2015). The long term effect of energy restricted diets for treating obesity. Obesity, 23(8), 1529-1538. Macht, M. (2008). How emotions affect eating: A five-way mo del. Appetite, 50(1), 1-11. O’Loghlen, E., Grant, S., & Galligan, R. (2022). Shame and bin ge eating pathology: A systematic review. Clinical Psycho logy & Psychotherapy, 29(1), 147-163. Ouwens, M. A., Van Strien, T., & Van Leeuwe, J. F. J. (2009). Pos sible pathways between depression, emotional and external eating. A structural equation model. Appetite, 53(2), 245-248. Polivy, J., & Herman, C. P. (2020). Overeating in restrained and unrestrained eaters. Frontiers in Nutrition, 7, 30. Polivy, J., Herman, C. P., & Coelho, J. S. (2008). Caloric restric tion in the presence of attractive food cues: external cues, eating, and weight. Physiology & Behavior, 94(5), 729-733. Snoek, H. M., Van Strien, T., Janssens, J. M., & Engels, R. C. (2007). Emotional, external, restrained eating and over weight in Dutch adolescents. Scandinavian Journal of Psy chology, 48(1), 23-32. Van Strien, T., Frijters, J. E., Bergers, G. P., & Defares, P. B. (1986). The Dutch Eating Behavior Questionnaire (DEBQ) for assess ment of restrained, emotional, and external eating behavior. International Journal of Eating Disorders, 5(2), 295-315. Van Strien, T. (2005). Nederlandse Vragenlijst voor Eetgedrag (NVE). Handleiding. Amsterdam: Boom test uitgevers. Van Strien, T., & Bazelier, F. G. (2007). Perceived parental control of food intake is related to external, restrained and emotional eating in 7-12-year-old boys and girls. Appetite, 49(3), 618-625. Van Strien, T., Herman, C. P., & Verheijden, M. W. (2009). Ea ting style, overeating, and overweight in a representative Dutch sample. Does external eating play a role? Appeti te, 52(2), 380-387. Van Strien, T., Cebolla, A., Etchemendy, E., Gutierrez-Maldo nado, J., Ferrer-Garcia, M., Botella, C., & Baños, R. (2013). Emotional eating and food intake after sadness and joy. Ap petite, 66, 20-25. Van Strien, T. (2018). Causes of emotional eating and matched treatment of obesity. Current Diabetes Reports, 18(6), 1-8.

Hoofdstuk 3 Bewustzijn Bar-On, D., Eland, J., Kleber, R. J., Krell, R., Moore, Y., Sagi, A., Suedfeld, P., Van der Velden, P. G., & Van IJzendoorn, M. H. (1998). Multigenerational perspectives on coping with the Holocaust experience: An attachment perspective for un derstanding the developmental sequelae of trauma across generations. International Journal of Behavioral Development, 22(2), 315-338. Bradshaw, J. (2013). Homecoming: Reclaiming and healing your inner child. Bantam. Brown, B. (2022). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Simon and Schuster. Buckner, R. L., & Krienen, F. M. (2013). The evolution of distri buted association networks in the human brain. Trends in Cognitive Sciences, 17(12), 648-665. Claes, L., Soenens, B., Vansteenkiste, M., & Vandereycken, W. (2012). The scars of the inner critic: Perfectionism and nonsuicidal self injury in eating disorders. European Eating Disorders Review, 20(3), 196-202. 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Hoofdstuk 8 Stimuleren Wilson, K. G., & Dufrene, T. (2009), Valued Living Questionnai re; de VLQ2. Nederlandse door Kleen, M. (2011)

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