Current Approaches and Debates in the Psychosocial Field
Code: 42596 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313402 Psychosocial Research and Intervention | OB | 0 | 1 |
Contact
- Name:
- Joel Feliu Samuel Lajeunesse
- Email:
- joel.feliu@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
Other comments on languages
Sessions are held in Spanish, however some materials can be occasionally offered in Catalan or English, and teachers may respond in Catalan to questions or comments made in Catalan by the students.Teachers
- Joan Pujol Tarres
- Marisela Montenegro Montenegro Martinez
- Lidia Arroyo Prieto
Prerequisites
As this is an initial module of the Master's degree and it is common to all its branches, there are no prerequisites beyond those of access to the Master's Degree.
Objectives and Contextualisation
This module is mandatory for everybody pursuing the Master's degree and therefore seeks to give a common basis that frames the work of the professional in the psychological-social field. It offers an overview of theoretical, epistemological and methodological approaches within the psychological-social field, emphasising contemporary debates. The student must be able to describe such frameworks and analyse their suitability for specific fields of study.
Objectives:
- Recognize and distinguish the principles that separate the different theoretical, epistemological and methodological approaches in approaching psychosocial phenomena and problems
- Analyse the adequacy of an ontological and epistemological framework for understanding specific objects of study and action.
- Produce a bibliographic review of a field of research or social intervention and show different understandings within it.
- Develop a critical view of psychological-social phenomena
Competences
- Consider the institutional, ethical and political context of psychosocial practice, assessing and responding to the implications of performing responsible professional relationships with institutions, groups and populations.
- Continue the learning process, to a large extent autonomously.
- Selecting and applying necessary for collection, analysis and presentation of empirical material qualitative techniques.
- Teamwork, creating synergies in working environments that involve different people working in a coordinated and collaborative.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Using information technology and communication in the collection, processing and transmission of knowledge.
- Using theoretical, methodological and epistemological resources development and reflective approach to professional practice in relation to understanding and improving the psychosocial well.
Learning Outcomes
- Analyze the theoretical and methodological frameworks psychosocial field and assess their practical implications in a specific psychosocial problems
- Continue the learning process, to a large extent autonomously.
- Describe different approaches to psychosocial field from a critical and reflective view.
- Identify appropriate tools for understanding a particular social problem
- Teamwork, creating synergies in working environments that involve different people working in a coordinated and collaborative.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Using information technology and communication in the collection, processing and transmission of knowledge.
Content
1. Current basic concepts and debates that define the psychological-social field.
2. Critical research and intervention
2.1. Introduction to critical research and intervention
2.2. Introduction to the gender perspective
2.3. Gender perspective in research and social intervention
2.4. Collective action and social transformation
3. Theoretical perspectives in the fields of research and psychological-social interventions (epistemological and methodological approaches for the psychosocial analysis of social problems)
3.1. Importance of discourse in research and psychosocial intervention
3.2. Feminist epistemologies
3.3. Performativity and positioning in research and psychosocial intervention
4. Consultation of research and intervention journals
5. Building a state of knowledge in research and psychological-social intervention
Methodology
Each topic in the module is covered over two sessions. The first session is usually held by teachers, the second session by students participating in the planning and development of the session (see assessment table).
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Collaborative tutoring | 4 | 0.16 | 1, 4, 2, 5 |
| Lecture | 21 | 0.84 | 3, 6, 7 |
| Participated class | 20 | 0.8 | 3, 2, 5, 7 |
| Type: Supervised | |||
| Tutorials | 15 | 0.6 | 1, 4, 2 |
| Type: Autonomous | |||
| Preparation of work. Reading articles/reports of interest. Personal study | 90 | 3.6 | 1, 4, 2, 6, 7 |
Assessment
Evidence 1. Individual exercise: Development of a thematic review (state of knowledge) on a topic related to psychological-social research and intervention. That is, a paper showing the discussions that have been undertaken around the topic of research or intervention chosen and the point at which the discussion is.
Evidence 2. Classroom activity: exercise carried out in the classroom in relation to a content subject. It will consist of, in groups of 3 or 4 people, working around a couple of texts that will be in relation to one of the sessions of the module. The teacher of the session shall indicate when the moment arrives, what texts are involved and what work is to be done (i.e. extracting the perspectives presented in the text, explaining the main concepts, summarising content, proposing an exercise to the group, proposing a debate or questions about it, etc.). In any case this work has to be performed before the assigned session and will be presented in the class on the corresponding day. It is a team task, the result of which is assessed in the classroom on the day of presentation by the teacher responsible for the subject.
Evidence 3. Module Learning Report for Master’s degree Final project (TFM). A report on the application of this module to the TFM process, corrected by the student's tutor following the guidelines of the person coordinating the module.
Rating:
Passed: The module will be considered passed if the student gets an average grade greater than 5 in all the assessment tests.
Assessable: Students who have presented assessments with a weighting equal to 40% of the total module will be considered Assessable.
Non-assessable: Students who have presented several assessments, where the total weight in relation to the module as a whole is less than 40%, will be considered non-assessable (NA).
Reassessment: There are no resit assessments.
Link to the guidelines of assessment of the Faculty of Psychology 2019-20 (approved inPermanent Board of 06.05.2019): https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EV2. Classroom activity | 30% | 15 | 0.6 | 3, 5, 7 |
| Ev1. Development of a thematic review (state of knowledge) | 50% | 60 | 2.4 | 1, 3, 4, 2, 6, 7 |
| Ev3. . Module Learning Report for Master's degree Final project (TFM) | 20% | 0 | 0 | 1, 4, 2, 6 |
Bibliography
BASIC READINGS
Ibáñez, Tomás (2001). Municiones para disidentes. Realidad-Verdad-Política. Barcelona: Gedisa
ADDITIONAL LITERATURE
Araiza Díaz, A. (2007). Tres ensayos de epistemología. Hacia una propuesta Feminista de investigación situada. Presentación. Athenea Digital. Revista de Pensamiento e Investigación Social (11). Disponible a http://www.redalyc.org/resumen.oa?id=53701121
Blaxter, Loraine;Hughes, Christina y Tight, Malcolm (1996). Reflexionar sobre los métodos. En L.Blaxter, Ch.Hughes y M.Tight. Cómo se hace una investigación . Barcelona: Gedisa, 2002, 83-128. Disponible en: http://www.terras.edu.ar/aula/cursos/10/biblio/10BLAXTER-Loraine-HUGHES-Christina-y-TIGHT-Malcom-Cap-3-Reflexionar-sobre-los-metodos.pdf
Bonilla Campos, A. (2010). Psicología, diferencias y desigualdades: límites y posibilidades de la perspectiva de género feminista. Quaderns de Psicologia, 12(2), 65-80. doi:10.5565/rev/qpsicologia.806
Cabruja , Teresa; Íñiguez, Lupicinio y Vázquez, Félix (2000). Cómo construimos el mundo: relativismo, espacios de relación y narratividad . Anàlisi, 25, 61-94.
Corredor-Aristizábal, Javier (2010). Crítica y empírica: el rol de la psicología en el cambio social. Revista colombiana de psicología, 19 (2): 241-257.
Cortès, Ferrán y Llobet, María (2006). La acción comunitaria desde el trabajo social. En Xavier Úcar y Asun Llena (coords.). Miradas y diálogos en torno a la acción comunitaria. Pp. 131-156. Barcelona, Graó.
de la Cuesta Benjumea, Carmen (2003). El Investigador Como Instrumento Flexible de la Indagación. International Journal of Qualitative Methods, 2(4) , 25-38. Disponible en: http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/4506/3786
García Herrero, Gustavo y Ramírez Navarro, José Manuel (2006). Manual prácticopara elaborar proyectos sociales. Madrid: Consejo General de Colegios de Diplomados de Trabajos sociales / Siglo XXI.
Gil, Adriana. (2006). Psicología social de hechos, de procesos y de proyectos. Objeto y tiempo. Athenea Digital, 9, 78-99.
Grasswick, H. E., & Webb, M. O. (2002). Feminist epistemology as social epistemology. Social Epistemology, 16(3), 185-196. doi:10.1080/0269172022000025570
Haraway, D. (1991). Ciencia, cyborgs y mujeres. La reinvención de la naturaleza (1995a ed.). Madrid: Cátedra.
Haraway, D. (1999). Las promesas de los monstruos: Una política regeneradora para otros inapropiados/bles. Política y Sociedad, (30), 121-163.
Haraway, D. (2004). Testigo_modesto@ segundo_milenio, HombreHembra©_conoce oncoratón®: feminismo y tecnociencia. Barcelona: UOC.
Harding, S. (1996). Ciencia y feminismo. Ediciones Morata.
Hönig, K. (2005). Relativism or Anti-Anti-Relativism? Epistemological and Rhetorical Moves in Feminist Epistemology and Philosophy of Science. European Journal of Women’s Studies, 12(4), 407-419. doi:10.1177/1350506805057098
Íñiguez, Lupicinio (2003). La psicología social como crítica: continuismo, estabilidad y efervescencias tres décadas después de la "crisis". Interamerican Journal of Psychology, 37 (2): 221-238.
Ibáñez, Tomás (2005). Contra la dominación. Variaciones sobre la salvaje exigencia de libertad que brota del relativismo y de las consonancias entre Castoriadis, Foucault, Rorty y Serres. Barcelona: Gedisa.
Jansen, S. C. (1990). Is Science a Man? New Feminist Epistemologiesand Reconstructions of Knowledge. Theory and Society, 19(2), 235-246.
León Cedeño, A. (2012). Psicología comunitaria de lo cotidiano. Berlín: Editorial Académica Española.
Montenegro, Marisela; Montenegro, Karla e Íñiguez, Lupicinio (2006). Acción comunitaria desde la psicología social. En Xavier Úcar y Asun Llena (coords.). Miradas y diálogos en torno a la acción comunitaria. Pp. 57-88. Barcelona, Graó.
Montero, Maritza (2004). Relaciones entre psicología social comunitaria, psicología crítica y psicología de la liberación: una respuesta latinoamericana. Revista Psykhe, 13 (2): 17-28.
Parker, Ian (2007). Critical Psychology: What It Is and What It Is Not. Social and Personality Psychology Compass 1 (1): 1–15.
Pérez Sedeño, E. (2008). Mitos, creencias, valores: cómo hacer más «científica» la ciencia; cómo hacer la «realidad» más real. Isegoría, 0(38), 77-100. doi:10.3989/isegoria.2008.i38.404
Rorty, Richard (2002). El descenso de la verdad redentora y el surgimiento de la cultura literaria . Ciencias de Gobierno, 6(11), 103-123 . Disponible en: http://arteymedios.files.wordpress.com/2008/02/rorty-2002-el-descenso-de-la-verdad-redentora-y-el-surgimiento-de-la-cultura-literaria.pdf
Sedeño Pérez, E., Alcalá, P., González, M. I., De Villota, P., & Santesmases, M. J. (2006). Ciencia, tecnología y género en Iberoamérica. Editorial CSIC - CSIC Press.
Shotter, John (1993). Realidades conversacionales. La construcción de la vida a través del lenguaje. Buenos Aires: Amorrortu, 2001.
Spink, Peter (2007). Procesos de Organización y Acción Pública, las posibilidades de autonomía del lugar. Trabajo preparado para el Simposio Procesos de Organización, Comunidades y Prácticas Sociales. XIV Encuentro Nacional ABRAPSO. Universidad Estadual de Río de Janeiro – UERJ (31 octubre – 3 de noviembre, 2007)
Visweswaran, K. (1997). Histories of Feminist Ethnography. Annual Review of Anthropology, 26, 591-621.
Software
We encourage the use of free and open source software for ethical and political reasons. We recommend students to use free operating systems (e.g. Linux distributions...), to produce their work in free software (e.g. LibreOffice and similars) and to deliver it in open formats (e.g. .pdf, .odt, .odp., ods...).