Group and Community Perspectives for Psychosocial Research and Intervention
Code: 45427 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4313402 Psychosocial Research and Intervention | OT | 0 |
Contact
- Name:
- Blanca Callen Moreu
- Email:
- blanca.callen@uab.cat
Teachers
- José Luis Lalueza Sazatornil
- Joan Pujol Tarres
- Marisela Montenegro Martinez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites for this course.
Objectives and Contextualisation
The GENERAL objective of the course is to know and apply the fundamental principles of group and community perspectives in the psychosocial field.
The SPECIFIC objectives are:
- To know the theoretical, epistemological and methodological bases of participatory and community perspectives in social research and intervention.
- To carry out a participatory research design applied to a field of research or intervention.
- To be equipped with tools for communication and group dynamisation and collaborative work techniques within participatory or community research and interventions.
- Identify, interpret and adequately negotiate demands and social agents in a participatory or community research process.
Learning Outcomes
- CA12 (Competence) Design a community research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into consideration.
- CA13 (Competence) Technically and temporally plan community material collection procedures adapted to the characteristics and needs of a specific population.
- KA15 (Knowledge) Organise methods, techniques and tools for collecting psychosocial data using group and community techniques.
- KA16 (Knowledge) Identify ethical and political debates arising from the application of an community perspective to psychosocial research or intervention.
- KA17 (Knowledge) Select techniques to analyse empirical material in a justifiable manner from a community perspective.
- KA18 (Knowledge) Identify techniques to analyse empirical material in a justifiable manner.
- SA10 (Skill) Present the methodology of a psychosocial research or diagnosis with a community perspective, justifying the procedural proposal bibliographically.
- SA11 (Skill) Improve the design of a research project or intervention with a community perspective within a working group.
Content
The aim of this optional subject is to know and apply the fundamental principles of group and community perspectives in the psychosocial field. From this work, they will be able to carry out a research design adapted to a specific field of research or intervention using group and participatory techniques. Specific information-gathering techniques such as participatory design, the study of social networks, or community dynamisation are studied.
The contents of the course include:
- Theoretical, epistemological and methodological foundations of participatory perspectives on research and social intervention.
- Tools for the interpretation and "negotiation" of social demands: collection and interpretation of information for research and intervention.
- Participatory design for research and intervention.
- Communicative processes with groups and collectives, study of social networks.
- Tools for the dynamisation of the participation of groups and communities.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminars and lectures, presentation of projects, elaboration and development of exercises | 30 | 1.2 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
| Type: Supervised | |||
| Individual and group tutoring | 7.5 | 0.3 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
| Type: Autonomous | |||
| Preparation and development of exercises, reading of articles and/or reports of interest and personal study. | 112.5 | 4.5 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
The teaching methodologies will combine the following forms of work: seminars and lectures, individual and group tutorships, preparation and development of exercises, presentation of projects, reading articles and/or reports of interest and personal study.
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: Final individual project: RESEARCH AND METHODOLOGY OF FM THESIS | 50% | 0 | 0 | CA12, CA13, KA15, KA16, KA17, KA18, SA10 |
| Ev2. Collective exercise: INTERVENTION DESIGN | 30% | 0 | 0 | KA15, KA16, KA18, SA11 |
| Ev3. Follow-up of the final project with the tutor | 20% | 0 | 0 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
CONTINUOUS ASSESSMENT:
This subject is assessed on the basis of three evidences:
EV1. (50% of the mark) Individual final project where the DESIGN and METHODOLOGY OF THE FINAL MASTER'S THESIS will be developed. In the case of the psychosocial intervention itinerary, this research will be aimed at intervention, either in the form of diagnosis or needs analysis, or PAR (Participatory Action Research).
This final project will be the same as that submitted in any of the other two optional subjects (A3a: Discursive Perspectives for Psychosocial Research and Intervention, or A3b: Ethnographic Perspectives for Psychosocial Research and Intervention) for which the student has enrolled. In other words, the same work will be assessed from two subjects on the basis of each of the corresponding rubrics and will therefore have two marks: one for each subject from which it is assessed.
EV2. (30% of the mark) Group exercise in which an INTERVENTION DESIGN will be proposed, based on a context and diagnosis of needs previously provided by the teacher. This exercise will take the form of a public presentation in class, on the date indicated in advance by the teacher.
EV3. (20% of the mark) Monitoring of the final work of the subject with the tutor and achievement of the learning outcomes of the subject. It includes the planning of the final work, the revision of the draft and the revision of the final version (in all cases as long as it is delivered at least ten days before the delivery date marked in Moodle).
SINGLE ASSESSMENT:
The single assessment will be submitted on the same day as the final individual assignment of the subject (EV1).
The contents will be assessed under similar conditions of format and authorship (individual or collective), through the delivery and/or presentation of the evidences EV1 and EV2.
GRADING:
Subject passed: The subject will be considered passed if the studentobtains an average mark of over 5 in the evaluation evidences as a whole.
Assessable: It will be considered assessable if the student has presented evidence of learning with a weight equal to or greater than 40% of the total of the course.
Non-assessable: It will be considered non-assessable if the weight of the evidence presented is less than 40% of the total of the subject.
Re-evaluation: There is no re-evaluation of this subject.
Assessment guidelines of the Faculty of Psychology: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
Bibliography
Ahedo, I.; Ormazabal, A.; Villasante, T. R. & Greenwood, D. (2023). Participación, Investigación Acción y Desarrollo Comunitario. Retos, oportunidades y esperanzas. Prisma Social: revista de investigación social, Nº. 43, 2023 (Ejemplar dedicado a: Participación, Investigación Acción y Desarrollo Comunitario: retos, oportunidades y esperanzas), págs. 1-9
Arnanz, L.; García Montes, N. & Villasante, Tomás R. (2023). La investigación y acción participativa y transformadora basada en los grupos motores. Prisma Social: revista de investigación social, Nº. 43, 2023 (Ejemplar dedicado a: Participación, Investigación Acción y Desarrollo Comunitario: retos, oportunidades y esperanzas), págs. 1-9
Ávila, D.; Balasch, M.; Callén, B.; Cassián, N.; García, S.; Montenegro, M. & Pérez, M. (2017). Evaluación e intervención psicosocial. UOC.
Caballero, J.; Martín Gutiérrez, P. & Villasante, T. R. (2019). Debatiendo las metodologías participativas: un proceso en ocho saltos. Empiria: Revista de metodología de ciencias sociales, Nº 44, 2019 (Ejemplar dedicado a: Metodología de Investigación Acción), págs. 21-45
Cantera, L.; Herrero, J.; Montenegro, M.; Musitu, G.; Montero, M. & Serrano, I. (2014). Psicología comunitària y benestar social. UOC.
CIMAS (2009). Metodologías participativas. Manual. CIMAS (Observatorio Internacional de Ciudadanía y Medio Ambiente Sostenible)
León Cedeño, A. (2007) El trueque constructivo: buscando formas respetuosas de trabajo con prácticas contrahegemónicas. Fermentum. Revista Venezolana de Sociología y Antropología, 17(50), 626-645. Universidad de los Andes, Mérida, Venezuela. https://www.redalyc.org/pdf/705/70505010.pdf
López Sánchez, P.; Alberich, T.; Aviñó, D.; Francés, F.J.; Ruiz Azarola, A.; Villasante, T.R. (2018). Herramientas y métodos participativos para la acción comunitaria. Informe SESPAS 2018. Gaceta sanitaria: Órgano oficial de la Sociedad Española de Salud Pública y Administración Sanitaria, Vol. 32, Nº. Extra 1, 2018 (Ejemplar dedicado a: Salud comunitaria y administración local), págs. 32-40
Maya, I; García, M. y Santoyana, F.J. (2007) Estrategias de la intervención psicosocial. Madrid: Pirámide
Montenegro, M. (2001). Conocimientos, agentes y articulaciones: una mirada situada a la Intervención Social. Barcelona: Universitat Autònoma de Barcelona
Montenegro, M., Rodríguez, A. & Pujol, J. (2014). La Psicología Social Comunitaria ante los cambios en la sociedad contemporánea: De la reificación de lo común a la articulación de las diferencias. Psicoperspectivas, 13(2), 32-43. https://doi.org//:10.5027/PSICOPERSPECTIVAS-VOL13-ISSUE2-FULLTEXT-433
Moreno, M.A. & Molina, N. (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
Nirenberg, O.; Brawerman, J. & Ruiz, V. (2005). Evaluar para la transformación. Innovaciones en la evaluación de programes y proyectos sociales. Paidós.
Serpa, B. O. (2023). Investigación militante en diseño: Una propuesta para politizar el conocimiento de diseño. Diseña, (22), Article.4. https://doi.org/10.7764/disena.22.Article.4
Tommasino, N. (2021). La producción de lo común: Claves para una reconfiguración de la psicología social comunitaria. Revista puertorriqueña de Psicología, 31(2), 222-236. https://www.repsasppr.net/index.php/reps/article/view/630
VIC (Vivero de Iniciativas Ciudadanas) (2017). Cómo hacer un mapeo colectivo. La Aventura de Aprender: https://laaventuradeaprender.intef.es/proyectos_colab/como-hacer-un-mapeo-colectivo/
Viñar, M. E. (2020) Participación, posición comunitaria y relaciones con el estado en colectivos que construyen autonomía en la periferia urbana de Montevideo, Uruguay. Revista Puertorriqueña de Psicología. 31(2), 284-296. https://www.repsasppr.net/index.php/reps/article/view/638
Software
This module encourages the use of free software for ethical and political reasons. We recommend that students use free tools.
In the different sessions, tools and free software appropriate to each task will be recommended.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | first semester | afternoon |