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2023/2024

Psychology, Health and the Gender System

Code: 105819 ECTS Credits: 6
Degree Type Year Semester
2500000 Sociocultural Gender Studies OB 2 1

Contact

Name:
Margarita Pujal Llombart
Email:
margot.pujal@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Prerequisites

This course has no prerequisites.


Objectives and Contextualisation

1. To understand the intersectional gender perspective as a primary analytical category of biases in the knowledge of the hegemonic Psi and Health Sciences
										
											2. Reflect on how the heteronormative and binary gender system operates in the construction of knowledge of Psi Sciences and health
										
											3. To understand the symbolic-material, relational, power and historical dimensions of the processes (singular and collective) of gender regulating and identity subjectivation and their impact on well-being and discomfort in everyday life
										
											4. Identify the gendered psychosocial determinants of health/disease from an intersectional gender perspective
										
											5. Analyze the theoretical and practical implications of the application of the intersectional gender perspective in the field of Health and Psychology
										
											6. Provide psychosocial knowledge and tools for the promotion of feminist biopsychosocial health and well-being, inside and outside the health field and social services.

Competences

  • Contribute to the prevention of gender biases in health centres and psychological care services from the sociocultural knowledge of gender issues.
  • Emit judgments on relevant aspects related to gender as a function of significant data on the psychological configuration of the human being, as well as those come from the physical and social environment. 
  • Incorporate the non-androcentric perspective in the work carried out.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Work cooperatively and energize multidisciplinary and diverse teams, assuming and respecting the role and diversity of those who make them up.

Learning Outcomes

  1. Compare in a basic way the different current scientific models of health and disease and their relationship with the sex / gender system.
  2. Distinguish the effects of the sex and gender variables in the empirical analyzes.
  3. Document psychosocial processes by looking for examples in everyday life.
  4. Identify, in the field of health, the importance of gender identity, roles and sociocultural beliefs.
  5. Interpret action plans aimed at equality in health matters, as a result of applying the integrated gender perspective in health.
  6. Know the public policies that affect equality in health and the principles of gender for its application to plans and reports related to the field of health.
  7. Put into practice skills to work in a team: commitment to the team, habit of collaboration, ability to promote problem solving.
  8. Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  9. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.

Content

1. -The role of gender in the construction of the health/disease binomial through the history of science
										
											2. -Psi and Bio power device: approach to sexual difference and gender in Health Sciences
										
											3. -Gender inequalities in physical and mental health
										
											4. -Women's health in patriarchal history: a feminist analysis
										
											5. -The construction of binary gender ideals: femininity-masculinity in Health Sciences
										
											6. -Feminist epistemological critique in heteropatriarchal science: situated, partial and transdisciplinary knowledge
										
											7. -Historical models of binary gender in force as contemporary contexts that make them vulnerable
										
											8. -Heteropatriarchal theories on Health and contributions from feminist Theories to Health
										
											9. -Health from a queer feminist perspective
										
											10. -Human Rights and contemporary controversies in mental health care 
11. -Binary gender subjectivation: the emotions of heteropatriarchal oppression in women 
12. -LGBTBIQ+ Health: therapeutic accompaniment and Trans health 
13. -Intersectionality, gender and health care 
14. -Dimensions and tools for the feminist promotion of feminist health inside and outside the health system and social services

Methodology

The course contents will be developed through directed / supervised sessions, autonomous work and tutorials.

The face-to-face theory sessions will be devoted to the presentation of the course contents by the teaching staff  and invited professionals, with the active participation of the group of students in their analysis and discussion.

The face-to-face sessions of practices sessions will be dedicated to seminars for the supervised resolution of three practical cases to deepen and apply the exposed theory. These seminars of three practical cases will include, on the one hand, of supervigroup work sed analysis of the practical cases, carried out in teams of 5 people in class, with the active participation of the whole class; and on the other,  includes autonomous work activities such as reading and comprehensive and analytical study of texts, comprehensive and analytical viewing of audiovisual materials, information recession among others, related to practical cases. Individual and autonomous work, which will be prior to the supervised case seminars, with the aim of preparing the analysis and resolution of practical cases on group work in class.

The practical cases will deal with the analysis, reflection and definition of psychosocial strategies for the promotion of health and well-being from a feminist and fair perspective, both within the health and social services field, as well as outside it at the community, associative, activist or social daily live.

The autonomous work will also include information search and writing, among others.

Note: "15 minutes of a class will be set aside, within the calendar established by the center/degree, for students to complete the evaluation surveys of the teachers' performance and the evaluation of the subject"

 

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      
Lectures 35 1.4
Type: Supervised      
Tutorials 5 0.2
Workshops 35 1.4
Type: Autonomous      
Critical reading 30 1.2
Documentation research 15 0.6
Work production 30 1.2

Assessment

ASSESSMENT:

1.-This subject is designed to follow the CONTINUOUS evaluation whose objective is that the student can know his academic progress throughout the training process, to allow him to improve it.

The continuous evaluation will consist of 4 ACTIVITIES or learning evidence of TWO DIFFERENT TYPOLOGIES: case studies and test on conceptual aspects and theoretical reflection.

At the time of carrying out each evaluation activity, the teacher will inform the students (Moodle) of the procedure and the date of revision of the qualifications.

2.-However, students may request a single evaluation/assessment, only in the PERIOD from September 18 to October 6 (which can no longer be changed afterwards).

Given that the skills to be acquired are the same in both continuous assessment and in the single assessment, the evidence of learning that will be requested in the single assessment will be the SAME 4 ACTIVITIES as in the continuous assessment.

The single evaluation will be carried out on the same day and place as the test of the fourth evaluation period of the subject, indicated in the subject program accessible from the virtual campus (moodle). And all the contents of the subject will be evaluated in a maximum of two hours. There will be 1:15 a.m. for the multiple choice exam, and the rest of the case analysis activities will be delivered on that date and after the multiple choice exam.

3.- In order TO PASS THE SUBJECT it is necessary to obtain an overall mark equal to or greater than 5, as a result of the proportional calculation of the number of learning evidences presented (the is 4). Students obtaining a global average grade of less than 5 will be deemed to have failed the subject.

The grade of "Not evaluable" (“not assessable”) shall be given to students who submit fewer than 2 learning evidences; in all other cases, the final grade will be the weighted average of all learning evidences. 

4.- In order TO OPT FOR RE-ASSESSMENT, students must have obtained a final overall grade of between 3.5 and 4.9 in this phase and students must have been previously evaluated in a set of activities whose weight is equivalent to a minimum of 2/3 of the total grade (CONTINUOUS ASSESSMENT) or submit all the planned learned evidences (SINGLE ASSESSMENT). In the re-assessment phase, students may have those evidences re-assessed that have previously been assessed as insufficient; these will be analogous to those submitted during the continuous-assessment process. The maximum grade that can be obtained from this re-assessment is 5. Those activities that the teacher considers to be non-recoverable can be excluded from the recovery process (with the approval of the study coordination and the center). For example: oral presentations, group work, tasks related to daily teaching activity. Here we will find the adaptation to the new evaluation regulations regarding the recovery approved by the Permanent Board on April 12, 2018.

For the unique evaluation, the same re-assessment system will be applied as for the continuous evaluation.

5.- In the event of a student performs any IRREGULARITY  that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

 


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
GROUP ANALYSIS CASE STUDI 2 25 0 0 1, 2, 3, 5, 7, 8, 9
GROUP ANALYSIS CASE STUDY 1 25 0 0 6, 4, 5, 7, 9
GROUP ANALYSIS CASE STUDY 3 25 0 0 1, 2, 3, 4, 7, 9
INDIVIDUAL WRITTEN TEST 25 0 0 1, 2, 4

Bibliography

Bibliografía bàsica

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Balaña, Sabrina; Finielli, Agostina; Giuliano, Carla; Paz, Andrea y Ramírez, Carlota (Eds.) (2019), Salud Feminista. Soberanía de los cuerpos, poder y organización. Fundación Soberanía Sanitaria. Buenos Aires: Tinta Limón. https://www.tintalimon.com.ar/public/p9bohsqtgi5hdtcig4cssqrk9ivt/pdf_978-987-3687-58-7.pdf

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Climent Clemente, Mª Teresa y Carmona Osorio, Marta (2018). Transpsiquiatría. Abordajes Queer en salud mental. Madrid: Asociación Española de Neuropsiquiatría. http://www.tienda-aen.es/wp-content/uploads/2018/05/AEN-Digital-5-Transpsiquiatri%CC%81a.pdf

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García Calvente, Mª del Mar; Lozano, Mª del Río y Marcos Marcos, Jorge (2015) Guía de indicadores para medir las desigualdades de género en salud y sus determinantes. Granada: Escuela Andaluza de Salud Pública. Consejería de Igualdad Salud y Políticas Sociales. http://www.codajic.org/sites/www.codajic.org/files/Gu%C3%ADa%20de%20Indicadores%20para%20medir%20la%20Desigualdad%20en%20Salud%20y%20sus%20Determinantes..pdf

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García Dauder, Dau y Guzmán Martínez, Grecia (2019). Locura y feminismo: viajes de sujeción y resistencia. Revista Átopos 57-82. https://www.academia.edu/39519933/Locura_y_feminismo_viajes_de_sujeci%C3%B3n_y_resistencia

García Dauder, Dau (2018). Pedagogías de la diversidad en salud. Diálogos entre activismos trans e Intersex y disciplinas Psi. (2018) En Maria Teresa Climent Clemente y Marta Carmona Osorio (2018): Transpsiquiatría. Abordajes queer en salud mental. Cap. 6. 100-143. Madrid: AEN. Libro Digital. http://www.tienda-aen.es/wp-content/uploads/2018/05/AEN-Digital-5-Transpsiquiatri%CC%81a.pdf

Guzmán Martínez Grecia; Pujal i Llombart Margot; Mora Malo Enrico; García-Dauder, Dau: (2021) Antecedentes feministas de los grupos de apoyo mutuo en el movimiento loco: un análisis histórico-crítico. Salud Colectiva. 2021;17: e3274. doi: 10.18294/sc.2021.3274 https://www.researchgate.net/publication/351170663_Antecedentes_feministas_de_los_grupos_de_apoyo_mutuo_en_el_movimiento_loco_un_analisis_historico-critico

Loredo Narciandi, José Carlos (2019), La psicología como técnica de subjetivación. Papeles del Psicólogo / Psychologist Papers, 2019. Vol. 40(1), pp. 31-38 https://doi.org/10.23923/pap.psicol2019.2887

Muruaga López de Guereñu, Soledad y Pascual Pastor, Pilar (2013). La Salud mental de las mujeres: la Psicoterapia de equidad feminista. Madrid: AMS. Asociación de Mujeres para la Salud.

Nogueiras García, Belén (2020): Monográfico “La salud en la teoría y las vindicaciones feministas”. Atlánticas. Revista Internacional de Estudios Feministas, 4(1) https://doi.org/10.17979/arief.2019.4.1.5868

Nogueiras García, Belén (2021): “La necesaria incorporación del paradigma feminista en las teorías, los discursos y las prácticas sociosanitarias”, en Ruiz-Jarabo, Consue; Andrés, Paloma; Millán, Raquel y Nogueiras, Belén (coords): La violencia contra las mujeres. Prevención y detección, Madrid, Díaz de Santos, 59-78.

Novoa, R. (1908). La indigencia espiritual del sexo femenino. Las pruebas anatómicas, fisiológicas y psicológicas de la pobreza mental de la mujer. Valencia: F. Sempere y compañía editores. http://bibliotecaparticular.casafernandopessoa.pt/1-113/2/1-113_master/1-113_PDF/1-113_0000_1-210_t24-C-R0150.pdf

Obra colectiva (2021) Descolonizar la enfermedad. Ed. El Descubrimiento de Europa. http://eldescubrimientodeeuropa.org/wp-content/uploads/2021/06/PDFdigital_links-EDDE_deslaenfermedad.pdf

Martínez, Jaume; Pujal i Llombart, Margot i Mora, Enrico (2021) Ética del cuidado y Atención pública en salud mental: un estudio de caso en Barcelona. Salud Colectiva.17: e2966. doi: 10.18294/sc.2021.2966. https://www.researchgate.net/publication/350295279_Etica_del_cuidado_y_atencion_publica_en_salud_mental_un_estudio_de_caso_en_Barcelona

Perkins Gilman, Charlotte (1892). The yellow wall-paper. A Story. The new England Magazine. https://loa-shared.s3.amazonaws.com/static/pdf/Gilman_Yellow_Wallpaper.pdf

Pérez Sedeño, Eulalia y Ortega Arjonilla, Esther (Eds.) (2014), Cartografías del Cuerpo. Biopolíticas de la ciencia y la tecnología. Universidad de Valencia: Cátedra. Colección Feminismos.

Pino-Morán, Juan Andrés; Rodríguez-Garrido, Pia; Zango-Martín, Inmaculada y Mora-Malo, Enrico (2021). Subvertir la vulneración médica: itinerarios corporales disidentes de la discapacidad en Chile. Salud Colectiva. 2021;17:e3021. doi: 10.18294/sc.2021.3021. file:///C:/Users/Usuari/Desktop/Subvertirlavulneracionmedica-itinerarioscorporalesdisidentesdeladiscapacidadenChile.pdf

Pechin, Juan et al (2015) Atención de la salud integral de personas trans. Guía para Equipos de Salud. Programa Nacional de Salud Sexual y Procreación Responsable. PNSSyPR.Buenos Aires. file:///C:/Users/Usuari/Downloads/Atencion_de_la_salud_integral_de_persona.pdf

Pujal Llombart, Margot i Amigot, Patricia (2010) El binarismo de género como dispositivo de poder social, corporal y subjetivo. En Pujal i Llombart, Margot i García Dauder, Dau (Eds.) Monográfico Estudios de género. Desigualdades de género en tiempos de “igualdad”. Quaderns de Psicologia. Vol 12, Num 1, p.131-148. https://doi.org/10.5565/rev/qpsicologia.770

Pujal i Llombart, Margot & Mora, Enrico (2013) Trabajo, dolor y su diagnóstico psicosocial de género. Un ejemplo. Universitas Psychologica, 12(4), 1181-1193. Doi: 10.11144/Javeriana.UPSY12-4.dtyd. https://www.researchgate.net/publication/261872547_Dolor_trabajo_y_su_diagnostico_psicosocial_de_genero_Un_ejemplo

Pujal i Llombart, Margot. (2018) Apuntes para una salud mental inclusiva: duelo a la identidad de género y reconocimiento de la heterogeneidad de la experiencia. En Mª Teresa Climent Clemente y Marta Carmona Osorio (Coords). Hacia una transpsiquiatría. Abordaje queer de la salud mental y las relaciones de poder. AEN Digital. 5. 159-207. http://www.tienda-aen.es/wp-content/uploads/2018/05/AEN-Digital-5-Transpsiquiatri%CC%81a.pdf

Pujal i Llombart, Margot, Calatayud, Marina y Amigot Leache, Patricia (2020). Subjetividad, desigualdad social y malestares de género: una relectura del DSM V. Revista de Investigaciones Sociológicas.78(2), e155. https://doi.org/10.3989/ris.2020.78.2.18.113

Sánchez López, Pilar (2013). La salud de las mujeres. Análisis desde la perspectiva de género. Madrid. Editorial Síntesis.

Shibley Hyde, janet, et al. (2019). The Future of Sex and Gender in Psychology: Five Challenges to the Gender Binary. American Psychologist. Vol. 74, No. 2, 171–193. http://dx.doi.org/10.1037/amp0000307

Távora, Rivero, Ana María (2020) "Trabajo terapéutico desde el feminismo. Experiencias del hacer". Revista de Terapia Gestalt "Voces invisibles", 40, 60-73. https://vocesinvisibles.home.blog/revista/

Tubert, Silvia (2001), Psicoanálisis, feminismo y postmodernismo. En Deseo y Representación. Convergencias de psicoanálisis y teoría feminista. Cap 2. 33-88. Editorial Síntesis. http://www.psi.uba.ar/academica/carrerasdegrado/psicologia/sitios_catedras/electivas/105_estudios_genero/material/archivos/psicoanalisis.pdf

Valls-Llobet, Carme (2009). Mujeres, Salud y Poder. Madrid: Cátedra.

Velasco Arias, Sara. (2009). Género y salud.: Teoría y métodos para la práctica clínica y programas de salud. Madrid: Ediciones Minerva.

Vega Sandín, Sore (2021). Atención psicoterapéutica a mujeres trans desde una perspectiva transpositiva. FELGTB. https://www.academia.edu/45119168/Atencion_psicoterap%C3%A9utica_a_las_mujeres_trans_desde_una_perspectiva_transpositiva

  • Tesis doctorales sobre Salud feminista i transfeminista (disponibles on line):

Fernández Garrido, Sam (2021). La clínica intersexual como zona de contacto. Binarismo sexual, saberes expertos y otras Artesanías Biológicas en la clínica española contemporánea. IUIEMyG y Facultad de Medicina. Universidad de Granada.

Gabaldón Fraile, Sabel (2020). Infancia y adolescencia Trans. Reflexiones éticas sobre su abordaje. Facultad de Filosofía. Universidad de Barcelona.

Gregori Flor, Núria (2015). Encuentros y des-encuentros en torno a las intersexualidades/dsd: narrativas, procesos y emergencias. Institut Universitari d’Estudis de la Dona. Universitat de Valencia.

Parra Abaúnza, Noemi. (2021). Experiencias y desafíos de la adolescencia trans*. Una interpretación biográfica narrativa de la construcción social del género y la edad. Departament de Comunicació. Universitat de Vic-Universitat Central de Catalunya.

Platero Méndez, Lucas (2013). La interseccionalidad en las políticas públicas sobre ciudadnía íntima: los discursos y la agenda política española (1995-2012). Universidad Complutense de Madrid.

Suess Schwend, Amets (2015). “Transitar por los géneros es un derecho”. Recorridos por la perspectiva de la despatologización. Universidad de Granada.

Zapata Hidalgo, Maria. (2019). La depresión y su recuperación. Una etnografía feminista y corporal. Facultad de Educación, Filosofía y Antropología. Departamento de Filosofía de los Valores y Antropología Social. Universidad del País Vasco.

Bibliografia complementaria

Amnistia Internacional (2018). Ya es hora de que me creas. Un sistema que cuestiona y desprotege a las víctimas. Madrid: Amnistía Internacional.

Avellaneda, Aldo y Vega, Guillemo (2012). Governamentality Estudies, Liberalismo y control. Entrevista a Nikolas Rose. Nuevo Itinerario. Revista Digital de Filosofía. Vol. 7, Número VII. 1-14.

Babi Rourera, Pilar (2020). Mujeres, conocimiento médico y práctica clínica. Monográfico No todo es clínica. AMF. 6(5):244-249

Barberà, Ester y Bnlloch Martínez, Isabel (Coord.) (2004). Manual Psicología y Género. Madrid: Pearson Education.

Basaglia, Franca (1983). Mujer, Locura y Sociedad. México: Universidad Autónoma de Puebla.

Biglia, Barbara y Jiménez, Edurne (Coord.) (2015) Jóvenes, género y violencias: hagamos nuestra la prevención: Guía de apoyo para la formación de profesionales. Tarragona: Universitat Rovira i Virgili.

Blackman, Lisa et al. (2008). Creating Subjectivities. Subjectivity, 22, 1-27 doi:10.1057/sub.2008.8.

Colomer, Concha y Sánchez López, Pilar (2017), La aplicación del enfoque de género al estudio de la salud: El Programa de Formación de Formadores/as en Perspectiva de Género en Salud. http://www.msssi.gob.es/organizacion/sns/planCalidadSNS/pdf/equidad/02modulo_01.pdf

Derechos personas Intersex-regulación estatal. https://m.eldiario.es/andalucia/enabierto/Derechos-personas-intersex-regulacion-estatal_6_1039106116.html

Ferguson, Ann (2003). Psicoanálisis y feminism. Anuario de Psicología. vol. 34, no 2, 163-176

Férnandez, Ana María (Comp.) Las mujeres en la imaginación colectiva. Una historia de discriminación y resistencias. Buenos Aire: Paidós.

Fraser, Nancy (1997). Iustia Interrupta. Reflexiones críticas desde la posición “postsocialista”. Universidad de los Andes.

Jonasdottir, Anna G. (2011). ¿Qué clase de poder es “el poder del amor”? Sociológica, año 26, número 74, pp. 247-273.

Jónasdóttir Anna G. y ferguson Ann (eds.) (2014) Love: A Question for Feminism in the Twenty-First Century. Londres and Nueva York: Routledge Advances in Feminist Studies and Intersectionality.

Miqueo, Consuelo et al (2001). Perspectivas de género en salud. Fundamentos científicos y socioprofesionales de diferencias sexuales no previstas. Madrid: Minerva Ediciones.

Nogueiras García, Belén (2018). La teoría feminista aplicada al ámbito de la salud de las mujeres: discursos y prácticas (España 1975-2013). Universidad Complutense de Madrid. Tesis Doctoral. Directora Luisa Posada Kubissa.

Parker, Ian. (2010) La Psicología como ideología. Contra la disciplina. Madrid: Los libros de la Catarata.

Parker, Ian. (2020) La psicología crítica como psicología histórica cultural: Las dimensiones políticas y las limitaciones del conocimiento psicológico. Tesis Psicológica. | Vol. 15(2)

Pérez Sedeño, Eulalia y Ibáñez Martín, Rebeca (Eds.) (2012), Cuerpos y Diferencias. Madrid: Ed. Plaza y Valdés

Red por la Despatologización de las Identidades Trans del Estado espanyol (Editor) (2012) Guía de buenas prácticas para la atención sanitaria a personas trans en el marco del sistema nacional de salud.

Rodriguez López, Roberto (Ed.) (2016). Contrapsicología. De las luchas antipsiquiatrícas a la psicologización de la cultura. Madrid: Ediciones Dado. Colección disonancias 2.

Segato, Rita Laura (2000). Género y colonialidad: en busca de claves de lectura y de un vocabulario estratégico decolonial. En Young, Iris Marion. Inclusion and democracy. NY: Oxford University Press.

Távora, Rivero, Ana (2005), Pensando sobre los conflictos y la salud mental de las mujeres. Comunicación no publicada.

Velasco Arias, Sara (2008) Determinantes de género sobre la salud. En Recomendaciones para la práctica del enfoque de género en programas de salud. Madrid: Observatorio de Salud de la Mujer.

 


Software

The programs that will be used will be the usual one:
• The moodle classroom, for replacement of subject materials, for delivery of work / learning evidence, and for course information and discussion forums among students;
• Microsoft office as software in general, although the delivery of works will be in WORD and not in PDF, or other programs if they are audiovisual products and not written (as long as they are compatible). And the EV4, which will be a multiple choice test, will be face-to-face or online (to be decided)
• Teams for non-contact classes if there are any, or others to be agreed for non-contact meetings / tutorials.
• The use of free software is also encouraged, as long as it is compatible.