Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 1 |
It is recommended to have previously studied the subjects: "The social dimension of the person" and "Social influence and groups". It is also very helpful for learning purposes to simultaneously study the annual subject "Educational and Psychosocial Intervention Placement".
Until this point, the student will have related to Social Psychology from a general point of view, knowing its most common theoretical and methodological perspectives in the analysis of psychosocial processes, as well as the approaches and working tools of social and educational intervention.
The training objective of this subject is to acquire professional skills to understand and generate social changes to the reality that surrounds us.
1. Dynamics of analysis and intervention of contemporary social phenomena
1.1 Conceptions of social and socio-educational problems
1.2 Epistemological and methodological principles to address social problems
2. Perspectives for research and psychosocial analysis
2.1. Applied research methods
2.2. Discursive perspectives of analysis
2.3. Ethnographic perspectives of analysis
3. Perspectives for psychosocial intervention
3.1 Fundamentals of the intervention
3.2 Design of interventions. Awareness, interactions, networks, and communities
3.3 Evaluation tools and analysis of results
4. Analysis and intervention for social transformation
4.1 Critical reflection of psychosocial analysis and intervention
4.2 Controversies in the field of social and socio-educational intervention
The guided activities of the subject are taught in 12 sessions of theoretical content and 6 sessions of practical work, always in 2-hour sessions. Its development combines the following teaching resources:
The supervised group and individual activities will deal specifically with issues associated with the design and implementation of group and individual work.
The autonomous activities will consist of individual and group reviews of bibliographic and documentary material, which will lead to the creation of diagrams, concept maps, and summaries, which will be used later in individual and group work.
Moodle will be used as a fundamental communication tool.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on-site or online, as instructed by the Faculty.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Conferences | 24 | 0.96 | 11, 13, 20, 12, 17, 15, 18, 23, 6 |
Practical sessions / workshops | 12 | 0.48 | 2, 3, 4, 7, 10, 20, 19, 23 |
Type: Supervised | |||
Online supervision and debate | 10 | 0.4 | 3, 4, 17, 6 |
Type: Autonomous | |||
Elaboration of reading sheets | 10 | 0.4 | 2, 8, 17, 18, 19, 23, 6 |
Literature review | 10 | 0.4 | 12, 18, 9 |
Readings | 30 | 1.2 | 2, 17, 15 |
Study | 30 | 1.2 | 2, 20, 18, 23 |
Teamwork | 24 | 0.96 | 2, 3, 4, 7, 8, 10, 13, 21, 20, 16, 19, 23, 9, 6 |
EV1 - Group presentation (30%): Oral presentation of different theoretical and methodological tools for psychosocial analysis and intervention. In this presentation, the students must generate creative dynamics for the class group debate on the contents of each topic. There will be one presentation per topic, so each student must present this evidence on the date corresponding to the topic to be presented (between weeks 5 and 14).
Ev2 - Individual technical sheets (30%): Individually, the students must do at least, and within the established deadlines (between weeks 5 and 14), 3 reading sheets of the recommended bibliography for the different sessions (the one corresponding to the topic of the oral presentation will not be counted). The mark of this activity will be the result of the arithmetic mean of the 3 best contributions of each student.
EV3 - Group intervention report (40%): The group report will contain the processes of diagnosis, implementation, and evaluation of the awareness campaign carried out by the group (week 15). Group exposure to the results of this intervention will also be evaluated (week 14).
Subject approved: To PASS the subject through continuous assessment, you must have obtained a total of at least 5 points in the continuous evaluation, with a minimumof 5 points or more (on a scale of 0-10) in each one of the evidences. If you do not reach these requirements, the maximum grade that can be obtained is 4,5 points.
Evaluable: The student who has presented learning evidence with a weight equal to or greater than 40% of the total of the subject will be considered evaluable.
Not evaluable: The fact that although the student has presented several tests the total weight in relation to the whole of the subject is less than 40%.
Resit examination: Students can choose to recover if throughout the continuous assessment they have presented evidence with a weight equal to or greater than 2/3 of the total grade and have obtained less than 5 points as the average grade.
The student can present again either the reading sheets necessary to reach the minimum of the three (3) required or the oral presentation of theoretical and methodological tools for analysis and psychosocial intervention, which may be delivered individually or in a group. They can also resubmit the report of the intervention performed, provided that the required intervention activities have been carried out.
No unique final synthesis test for students who enroll for the second time or more is anticipated.
The evaluation system for this subject has been developed in a subordinate way to the requirements set forth in the Evaluation Guidelines for the degrees of the Faculty of Psychology, which can be found at: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1 – Group presentation | 30% | 0 | 0 | 2, 1, 4, 8, 21, 12, 17, 18, 23, 9, 5 |
Ev2 – Individual reading sheets | 30% | 0 | 0 | 2, 8, 11, 20, 17, 15, 18, 14, 19, 23, 9, 5 |
Ev3 – Intervention group report | 40% | 0 | 0 | 1, 3, 4, 7, 8, 10, 13, 20, 16, 14, 22, 23, 5, 6 |
Basic
Gordo, Angel y Serrano, Araceli (Coords.) (2008). Estrategias y prácticas cualitativas de investigación social. Madrid: Editorial Pearson
Montenegro, Marisela (Coord.) (2011). Intervenció Social. Controvèrsies teòriques i metodològiques. Barcelona: EDIUOC.
Rodríguez, Israel (Coord.)(2011). Psicología comunitaria y problemas sociales. Barcelona: EDIUOC.
Complementary
Carvajal, Zaira; Chinchilla, Hellen; Penabad, María Amalia y Ulate, Carmen E. (Editoras) (2014). Guía para acompañar procesos de sensibilización sobre inclusión social y equidad desde la perspectiva interseccional. Segunda edición. Heredia, Costa Rica: Medidas para la Inclusión Social y Equidad en Instituciones de Educación Superior en América Latina (MISEAL-Costa Rica).
Cassián, Nizaiá (Coord.) (2017). Evaluación e intervención psicosocial. Barcelona: EDIUOC.
Galaz, Caterine & Montenegro, Marisela (2015). Gubernamentalidad y relaciones de inclusión/exclusión: los dispositivos de intervención social dirigidos a mujeres inmigradas en España. Universitas Psychologica, 14(5), 1667-1680. https://doi.org/10.11144/Javeriana.up14-5.grie
Goetz, Judith P. y LeCompte, Margaret D. (1988): Etnografía y diseño cualitativo en investigación cualitativa. Madrid: Morata.
Guasch, Óscar (1997). Observación participante. Madrid: CIS.
Gutiérrez-Rodríguez, Encarnación (2016). Percibiendo el despojo: Estudios sobre mujeres y género entre el racismo institucional y las políticas de control migratorio en la universidad neoliberal. Foro Internacional de Estudios sobre la Mujer, 54, 167-177. https://doi.org/10.1016/j.wsif.2015.06.013
Hammersley, Martyn y Atkinson, Paul (1994). Etnografía. Métodos de investigación. Barcelona: Paidós.
Ibáñez, Tomás (1990). Aproximaciones a la Psicología social. Barcelona: Senday.
Íñiguez, Lupicinio (2003). Análisis del discurso. Barcelona: EDIUOC.
Lander, Edgardo (2000). La colonialidad del saber: eurocentrismo y ciencias sociales latinoamericanas. Caracas: Ediciones Faces UCV / UNESCO.
Moreno, Manuel y Molina, Nelson (2018). La Intervención Social como objeto de estudio: discursos, prácticas, problematizaciones y propuestas. Athenea Digital, 18(3), e2055. https://doi.org/10.5565/rev/athenea.2055
Prado, Luís (2008). Los horizontes de la intervención en lo social. Reflexión Política, 10(20), 58-69. Retrieved from http://www.redalyc.org/articulo.oa?id=11002006
Rocu, Patricia (Coord.). (2019). Estrategias para incorporar la perspectiva étnica en la universidad. Las historias cuentan, cuéntanos la tuya: la voz del alumnado universitario afrodescendiente. Madrid: Unidad de Diversidad. Universidad Complutense de Madrid.
Sáenz, José D. (2007). Temas de reflexión en la intervención social. Revista CS, (1), 189- 215. https://doi.org/10.18046/recs.i1.406
The use of free software tools will be encouraged whenever possible.