Discursive Perspectives for Psychosocial Research and Intervention
Code: 45425 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Psychosocial Research and Intervention | OP | 1 |
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
- CA08 (Competence) Design a community research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into consideration.
- CA09 (Competence) Technically and temporally plan discursive material collection procedures adapted to the characteristics and needs of a specific population.
- KA07 (Knowledge) Organise methods, techniques and tools for collecting psychosocial data using discursive techniques.
- KA08 (Knowledge) Identify ethical and political debates arising from the application of an discursive perspective to psychosocial research or intervention.
- KA09 (Knowledge) Select techniques to analyse empirical material in a justifiable manner from a discursive perspective.
- KA10 (Knowledge) Identify techniques to analyse discursive material in a justifiable manner.
- SA06 (Skill) Present the methodology of a psychosocial research or diagnosis with a discursive perspective, justifying the procedural proposal bibliographically.
- 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.
A detailed schedule outlining the content of each session will be presented on the first day of the course and will be available on the course’s Virtual Campus, where students will find all teaching materials and necessary information for effective course monitoring. Should the teaching modality change for reasons of force majeure according to the competent authorities, the teaching staff will inform students of any modifications to the course schedule and teaching methodologies.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures and Group Discussions | 22 | 0.88 | |
| Oral presentations | 8 | 0.32 | |
| Type: Supervised | |||
| Virtual Debates | 30 | 1.2 | |
| Type: Autonomous | |||
| Develop a Research Project | 90 | 3.6 |
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 (design and methodology) | 50% | 0 | 0 | CA08, CA09, KA07, KA08, KA09, KA10, SA06 |
| EV2. Oral presentation (group work) | 30% | 0 | 0 | KA08, KA10, SA06, SA07 |
| EV3. Integration of learning into TFM | 20% | 0 | 0 | CA08, CA09, KA08, KA09, KA10, SA06, SA07 |
Learning Outcomes:
- EV1. Research project. Submit a research project via Moodle, providing a solid methodological and technical justification of discursive methods. This individual work has a weight of 50% of the final grade of the subject.
- EV2. Oral presentation. Group presentation, in the classroom, of the application of a discursive technique, evaluating the strengths and weaknesses of the technique used. This work has a weight of 30% of the final grade of the subject.
- EV3. Integration of learning into TFM. Follow up on the final work for the subject with the tutor, and achieve the learning outcomes for the subject. This includes planning the final work, revising the draft and revising the final version (provided they are submitted at least ten days before the deadline on Moodle). The tutor will assess this follow-up work, which will count for 20% of the final mark.
Grade:
- 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 several learning outcomes, the total weight in relation to the subject as a whole is less than 40%.
- Reevaluation: There is no reevaluation.
Single assessment:
In the event that the student opts for the single assessment, all the contents of the module will be evaluated on the date of delivery of evidence 1. The evidence that will be required is:
- EV1. Research project(design and methodology) (50%) and EV3. Integration of learning in the TFM (20%) will be the same and will have the same weight as for continuous assessment.
- EV2, oral presentation (group work) will be replaced by a presentation activity on a theory or application of discursive technique, of which they are part of the syllabus of the subject, to be carried out individually and that must be agreed with the teaching staff at the beginning of the course.
The same recovery system will be applied as for continuous evaluation.
The same criterion of non-evaluable as for continuous assessment will be applied.
Feedback:
According to current regulations, feedback on the submitted evidence will be provided three weeks after the delivery date, following the modality indicated in the table below:
| Type of feedback | Modality |
|---|---|
| Ev1 | Written feedback (rubric and general comment) via the virtual classroom (Moodle) |
| Ev2 | Oral feedback in class and/or written via Moodle |
| Ev3 | Oral feedback with the tutor |
Use of Artificial Intelligence (AI)
In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of assignment development, provided that the final outcome demonstrates a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify any content generated using AI, specify the tools employed, and include a critical reflection on how these technologies have influenced both the process and the final result of the assignment. Failure to disclose the use of AI in this assessed activity will be considered a breach of academic integrity and may result in a partial or total penalty to the assignment grade, or more serious sanctions in severe cases.
Evaluation guidelines of the Psychology Faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
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Boyatzis, Richard E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. Sage Publications.
Bradford, Nova J; Rider, G. Nic; Catalpa, Jory M.; Morrow, Q. J., Berg, Diane R.; Spencer, Katherine G. & McGuire, Jenifer 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, Virginia & Clarke, Victoria. (2020). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37-47. https://doi.org/10.1002/capr.12360
Braun, Virginia & Clarke, Victoria. (2021). Thematic analysis: A practical guide. Sage.
Calquín Donoso, Claudia; Arrau, Rodrigo G.; Escobar Villalobos, Katherine; & Martínez Riquelme, Javier. (2020). Repertorios interpretativos de un manual de intervención en la infancia temprana en Chile. Política y Sociedad, 57(1).
Cubells Serra, Jenny, & Calsamiglia Madurga, Andrea. (2015). El repertorio del amor romántico y las condiciones de posibilidad para la violencia machista. Universitas psychologica, 14(SPE5), 1681-1694.
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Gandarias Goikoetxea, Itziar. (2014). Tensiones y distensiones en torno a las relaciones de poder en investigaciones feministas con Producciones Narrativas. Quaderns de psicologia, 16(1), 127-140.
García Fernández, Nagore., & Montenegro Martínez, Marisela. (2014). Re/pensar las Producciones Narrativas como propuesta metodológica feminista: experiencias de investigación en torno al amor romántico. Athenea Digital. Revista De Pensamiento E Investigación Social, 14(4), 63–88. https://doi.org/10.5565/rev/athenea.1361
Godoy Echiburú, Gerardo; Badillo Vargas, Carolina & Letelier, Giselle. (2019). Análisis Crítico del Discurso: posicionamiento valorativo y discurso de odio en la discusión parlamentaria sobre la Ley de identidad de género. Revista Latinoamericana de Estudios del Discurso, 19(2), 71-92.
Levitt, Heidi M., Motulsky, Stacy L., Wertz, Frederick J., Morrow, Susan L. & Ponterotto, Joseph G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4(1), 2-22. https://doi.org/10.1037/qup0000082
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McLellan, Eleanor; MacQueen, Kathleen M & Neidig, Judith L. (2003). Beyond the Qualitative Interview: Data Preparation and Transcription. Field Methods, 15(1), 63-84. https://doi.org/10.1177/1525822X02239573
Peña Ochoa, Mónica; Rojas Navarro, Patricio & Rojas Navarro, Sebastián. (2015). ¿Cómo diagnosticar a un niño? Diagnóstico del Trastorno de Déficit Atencional con Hiperactividad desde una perspectiva discursiva crítica. Athenea Digital. Revista De Pensamiento E Investigación Social, 15(1), 91–110. https://doi.org/10.5565/rev/athenea.1304
Potter, Jonathan, & Wetherell, Margaret. (1987). Discourse and social psychology: Beyond attitudes and behaviour. Sage Publications, Inc.
Pujol-Tarrés, Joan. (2023). The methodological and epistemic narrative of narrative productions. Qualitative Research in Psychology, 1–14. https://doi.org/10.1080/14780887.2023.2183914
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Teixidó-Compañó, Ester; Sureda, Xisca; Bosque-Prous, Marina; Villalbí, Joan R.; Puigcorbé, Susanna; Colillas-Malet, Ester; Franco, Manuel; & Espelt, Albert. (2022). Understanding how alcohol environment influences youth drinking: A concept mapping study among university students. Adicciones 1;35(4):469-482. https://doi.org/10.20882/adicciones.1705
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rpretativos. Psicologías, discursos y poder, 63-78.
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.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | first semester | afternoon |