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Discursive Perspectives for Psychosocial Research and Intervention

Code: 45425 ECTS Credits: 6
2024/2025
Degree Type Year
4313402 Psychosocial Research and Intervention OT 0

Contact

Name:
Isabel Pellicer Cardona
Email:
isabel.pellicer.cardona@uab.cat

Teachers

Joan Pujol Tarres
Luz Maria Martinez Martinez
Albert Espelt Hernāndez
Enrique Baleriola Escudero

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites.


Objectives and Contextualisation

This subject has the objective of providing knowledge on how to apply the fundamental principles of discursive and narrative perspectives in the psychosocial field. Students will be able to design a research or intervention adapted to a specific field of research or intervention, using discursive methodologies. It introduces the specific techniques of information collection, such as, among others: interviews, focus groups, life stories, or narrative productions. It also introduces some basic principles of analysis.

 


Learning Outcomes

  1. CA08 (Competence) Design a community research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into consideration.
  2. CA09 (Competence) Technically and temporally plan discursive material collection procedures adapted to the characteristics and needs of a specific population.
  3. KA07 (Knowledge) Organise methods, techniques and tools for collecting psychosocial data using discursive techniques.
  4. KA08 (Knowledge) Identify ethical and political debates arising from the application of an discursive perspective to psychosocial research or intervention.
  5. KA09 (Knowledge) Select techniques to analyse empirical material in a justifiable manner from a discursive perspective.
  6. KA10 (Knowledge) Identify techniques to analyse discursive material in a justifiable manner.
  7. SA06 (Skill) Present the methodology of a psychosocial research or diagnosis with a discursive perspective, justifying the procedural proposal bibliographically.
  8. SA07 (Skill) Improve the design of a research project or intervention with a community perspective within a working group.

Content

  • Principles and foundations of qualitative methodologies in the human and social disciplines.
  • Foundations of discursive and narrative perspectives: theoretical, epistemological and methodological aspects.
  • Characteristics and use of qualitative methodologies applied to research and psychosocial intervention.
  • Discursive and narrative data collection techniques: interviews, life stories, narrative productions and drifts.
  • Fundamentals for the analysis of discursive productions through thematic, discursive or narrative analyses.
  • Criteria for the evaluation of qualitative methods.




Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures and Group Discussions 22 0.88 CA08, CA09, KA07, KA08, KA10
Oral presentations 8 0.32 CA08, KA07, KA08, KA09, KA10, SA06
Type: Supervised      
Virtual Debates 30 1.2 CA08, CA09, KA08, KA09, KA10, SA06, SA07
Type: Autonomous      
Develop a Research Project 90 3.6 CA08, CA09, KA07, KA08, KA09, KA10, SA06

Teaching methodology

Directed Activities:

  • Presentation of contents.
  • Presentation and analysis of theoretical readings.
  • Group Discussions.
  • Presentation of research and intervention exercises.
  • Elaboration of contents according to research interests.

Supervised Activities:

  • Tutorials about the definition of the research topic and the empirical procedures.
  • Activities in the virtual campus of:
    • Search for additional bibliographic material.
    • Exemplification of topics in different types of research and interventions.
    • Discussion and articulation of different methodological perspectives.

Autonomous Learning Activities

  • Collection and systematization of bibliographic material.
  • Analysis and reflection on readings.
  • Theoretical and methodological integration.
  • Development of a research or intervention proposal.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1. Research project 50% 0 0 CA08, CA09, KA07, KA08, KA09, KA10, SA06
EV2. Oral presentation 20% 0 0 KA07, KA08, KA10, SA06, SA07
EV3. Integration of learning into TFM 20% 0 0 CA08, CA09, KA08, KA09, KA10, SA06
EV4. Contribution to the Virtual Campus 10% 0 0 KA07, KA08, KA10, SA06, SA07

Learning Outcomes:

  • EV1. Research project. Submission of a research project with a solid methodological and technical justification of discursive methods.
  • EV2. Oral presentation. Group presentation of the application of a discursive technique, valuing its advantages, disadvantages and conditions of application.
  • EV3. Integration of learning into TFM. Follow-up of the final work of the subject with the tutor and achievement of the learning results of the subject. Includes final project planning, draft review and final version review (in all cases as long as they are delivered at least ten days before the delivery date marked in Moodle).
  • EV4. Contributions to the Virtual Campus. Evaluation of the content and the form of contributions to the virtual campus.

If the student opts for the single assessment, the learning outcomes are the same. In the case of Ev4 (contributions to the virtual campus) they can be submitted throughout the course or just before the presentation of the continuous assessment evidences.

Qualification:

  • Subject passed: The subject will be considered passed if the student obtains an average score higher than 5 in all the evaluation tests.
  • Enlisted: The student who has presented pieces of evidence with a weight equal to or greater than 40% of the total of the subject will be considered to be enlisted.
  • Not enlisted: It will be considered not enlisted if, although the student has submitted severallearning outcomes, the total weight in relation to the subject as a whole is less than 40%.
  • Reevaluation: There is no reevaluation.

Evaluation guidelines of the Psychology Faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html


Bibliography

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Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385-405. https://doi.org/10.1177/146879410100100307

Becker, H. S., & Richards, P. (2011). Manual de escritura para científicos sociales: Cómo empezar y terminar una tesis, un libro o un artículo. Siglo Veintiuno Editores Argentina.

Boyatzis, R. E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. Sage Publications.

Bradford, N. J., Rider, G. N., Catalpa, J. M., Morrow, Q. J., Berg, D. R., Spencer, K. G., & McGuire, J. K. (2019). Creating gender: A thematic analysis of genderqueer narratives. International Journal of Transgenderism, 20(2-3), 155-168. https://doi.org/10.1080/15532739.2018.1474516

Braun, V., & Clarke, V. (2021a). Thematic analysis: A practical guide. Sage.

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Frank, A. W. (2012). Practicing dialogical narrative analysis. En Varieties of narrative analysis (pp. 33-52). SAGE Publications, Inc. https://doi.org/10.4135/9781506335117.n3

Hidalgo Tenorio, E. (2011). Critical Discourse Analysis, An overview. Nordic Journal of English Studies, 10(1), 183. https://doi.org/10.35360/njes.247

Holstein, J. A., & Gubrium, J. F. (2012). Varieties of Narrative Analysis. SAGE Publications. http://srmo.sagepub.com/view/varieties-of-narrative-analysis/SAGE.xml

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Martín-i-Gómez, A., & Pujol Tarrés, J. (2013). Desglosando la transformación epistemológica: Una exploración en narrativas constitutivas de disidencia social. Athenea Digital. Revista de pensamiento e investigación social, 13(2), 103-120. https://doi.org/10.5565/rev/athenead/v13n2.1028

Maxwell, J. A. (2019). Diseño de investigación cualitativa (Vol. 241006). Editorial Gedisa. 

McLellan, E., MacQueen, K. M., & Neidig, J. L. (2003). Beyond the Qualitative Interview: Data Preparation and Transcription. Field Methods, 15(1), 63-84. https://doi.org/10.1177/1525822X02239573

Moen, T. (2008). Reflections on the Narrative Research Approach. International Journal of Qualitative Methods, 5(4), 56-69.

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Palacios Díaz, D. (2020). Norman Fairclough y el análisis crítico de discurso: Armas para una lingüística materialista. https://digitum.um.es/digitum/handle/10201/91320

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Teixidó-Compañó, E., Sureda, X., Bosque-Prous, M., Villalbí, J. R., Puigcorbé, S., Colillas-Malet, E., Franco, M., & Espelt, A. (2022). Understanding how alcohol environment influences youth drinking: A concept mapping study among university students. Adicciones 1;35(4):469-482.  doi: 10.20882/adicciones.1705. 

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Software

Article 169 of the UAB statutes states that teaching at the University is developed in a framework of coexistence and solidarity based on the principles and values of an open and democratic society. It is for this reason that, although there is no mandatory software, we recommend using free software.


Language list

Name Group Language Semester Turn
(TEm) Theory (master) 1 Spanish first semester afternoon