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Social Psychology for Analysis and Intervention

Code: 102534
Credits: 6
2026/2027
Degree programme Type Course
Psychology OP 4

Contact lecturer

Name :
Marta Padrós Castells
Email :
marta.padros@uab.cat

Teaching staff

Andrea Calsamiglia Madurga
Marta Padrós Castells

Group languages

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

Prerequisites

It is recommended to have previously studied the subjects: "The social dimension of the person" and "Social influence and groups". It is also very helpful for learning purposes to simultaneously study the annual subject "Educational and Psychosocial Intervention Placement".

Objectives

Until this point, the student will have related to Social Psychology from a general point of view, knowing its most common theoretical and methodological perspectives in the analysis of psychosocial processes, as well as the approaches and working tools of social and educational intervention.

The training objective of this subject is to acquire professional skills to understand and generate social changes to the reality that surrounds us.

Learning outcomes

  1. Describe the processes involved in social interaction.
  2. Relate current psychosocial concepts to contemporary social phenomena.
  3. Identify theoretical concepts that have greater explanatory power for specific social phenomena.
  4. Explore forms of analysis of human behaviour that recognises the plurality of social norms.
  5. Identify social norms that differentiate between normal and abnormal behaviour.
  6. Outline power relations that normalize or pathologies certain groups of people.
  7. Communicate with rigor and documentary support.
  8. Critically review specific cases of research and intervention in the field of collective action.
  9. Appreciate the difficulties in implementing population management programs.
  10. Identify the critical dimensions of the profession in the field of collective action.
  11. Identify the epistemological principles of contemporary psychosocial theories.
  12. Outline research proposals arising from the major theoretical perspectives in analysis and social intervention.
  13. Assess the limitations of the theoretical perspectives in the analysis of contemporary social phenomena.
  14. Argue the relevance of decisions under the issues studied.
  15. Frame and draw conclusions about the epistemology involved in the choice of each method.
  16. Assess the relevance of the links between theory and method.
  17. Analyse scientific texts written in English.
  18. Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
  19. Criticise the effects of personal practice on people, taking into account the complexity of human diversity.
  20. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
  21. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  22. Identify situations in which a change or improvement is needed.
  23. Analyse a situation and identify its points for improvement.

Contents

1. Dynamics of analysis and intervention of contemporary social phenomena
1.1 Conceptions of social and socio-educational problems
1.2 Epistemological and methodological principles to address social problems 
2. Perspectives for research and psychosocial analysis
2.1. Applied research methods
2.2. Discursive perspectives of analysis
2.3. Ethnographic perspectives of analysis
3. Perspectives for psychosocial intervention
3.1 Fundamentals of the intervention
3.2 Design of interventions. Awareness, interactions, networks, and communities
3.3 Evaluation tools and analysis of results
4. Analysis and intervention for social transformation
4.1 Critical reflection of psychosocial analysis and intervention
4.2 Controversies in the field of social and socio-educational intervention

Learning activities and methodology

Title Hours ECTS Learning outcomes
Readings 30 1.2
Conferences 24 0.96
Practical sessions / workshops 12 0.48
Study 30 1.2
Teamwork 24 0.96
Literature review 10 0.4
Online supervision and debate 10 0.4
Preparation of summaries and analysis of readings 10 0.4

The guided activities of the subject are taught in 12 sessions of theoretical content and 6 sessions of practical work, always in 2-hour sessions. Its development combines the following teaching resources:

  • The 12 theoretical sessions will have either a lecture or a students-group presentation and a participatory debate. These sessions will contain theoretical, methodological, and technical aspects for analysis and social and psychoeducational intervention.
  • The 6 practical sessions will consist of workshops to develop all the phases for the diagnosis, design, implementation, and evaluation of an awareness campaign in an educational or social context.

The supervised group and individual activities will deal specifically with issues associated with the design and implementation of group and individual work.

The autonomous activities will consist of individual and group reviews of bibliographic and documentary material, which will lead to the creation of diagrams, concept maps, and summaries, which will be used later in individual and group work.

Moodle will be used as a fundamental communication tool. 

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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Ev2 – Participation in debates in the classroom 30% 0 0 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 18, 19
Ev3 – Intervention group report 40% 0 0 12, 14, 15, 16, 19, 20, 21, 22, 23
Ev1 – Group presentation 30% 0 0 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, 16, 17

EV1 - Group presentation (30%): Oral presentation of different theoretical and methodological tools for psychosocial analysis and intervention. In this presentation, the students must generate creative dynamics for the class group debate on the contents of each topic. There will be one presentation per topic, so each student must present this evidence on the date corresponding to the topic to be presented (between weeks 5 and 14).

Ev2 - Participation in debates in the classroom (30%): Individually, students will have to actively participate in the debate of 2 topics other than those of their exhibition, on the date corresponding to the chosen topics (between weeks 5 and 14). To prepare for this participation, students must read and summarize the readings assigned to the topics and prepare different issues to debate. The mark of this evidence will be the result of the arithmetic mean of the 2 participations of each student.

EV3 - Group intervention report (40%): The group report will contain the processes of diagnosis, implementation, and evaluation of the awareness campaign carried out by the group (week 15). Group exposure to the results of this intervention will also be evaluated (week 14).

Type of feedback Assessment Week
Oral Ev1. Group presentation Every week of presentation. Numeric assessment. Week 15.
Oral Ev2. Debate Every week of debates. Numeric assessment. Week 15.
Written Ev3. Group report Week 16.

Single assessment: The single assessment will take place in the second assessment period of the subject. All the contents of the subject will be evaluated. There will be a group o individual presentation of one of the theoretical topics of the subject previously chosen (Ev1); an individual written exam of 2 hours to evaluate the contents of the 10 theoretical topics (EV2), and the group (or individual) report of practices that must contain the process of diagnosis, implementation, and evaluation of a campaign to raise awareness of a psychosocial or educational problem (Ev3) will be delivered. The single assessment is requested thematically (E-form) in the specific period (more information on the Faculty's website).

Table of activities of the single assessment
Name and description of the evidence Weight Duration in hours (of the face-to-face act) Date/delivery of work
Ev1 (group or individual work, oral presentation) 30% Ev1, 30 minutes Second assessment period
Ev2 (individual written exam of the theoretical topics) 30% Ev2, 2 hours
Ev3 (group or individual report: diagnosis, realization, and evaluation of an awareness campaign) 40%

In this subject, the use of generative artificial intelligence tools is allowed to support the learning process, provided that they are used transparently, responsibly and critically. In all assessable activities, students must indicate whether or not they have used AI tools. If they have used them, they must specify which tools were used, for what purpose and in which phase of the work, and include a brief reflection on their contributions and limitations. AI cannot replace analysis, theoretical foundation, diagnosis, intervention design or one's own critical reflection. Undeclared, uncritical use or use that compromises the authorship of the work may result in a penalty in the qualification of the activity.

The final mark for the subject will be obtained as described for the continuous assessment. The same resit process as the continuous assessment will be applied.

Subject approved: To PASS the subject through continuous assessment, you must have obtained a total of at least 5 points in the continuous evaluation, with a minimum of 5 points or more (on a scale of 0-10) in each one of the pieces of evidence. If you do not reach these requirements, the maximum grade that can be obtained is 4,5 points.

Evaluable: The student who has presented learning evidence with a weight equal to or greater than 40% of the total of the subject will be considered evaluable.

Not evaluable: The fact that although the student has presented several tests, the total weight in relation to the whole of the subject is less than 40%.

Resit examination: Students can choose to recover if, throughout the continuous assessment, they have presented evidence with a weight equal to or greater than 2/3 of the total grade and have obtained less than 5 points as the average grade.

The student can present again either the summaries and questions related to 2 subjects other than the presentation or the oral presentation of theoretical and methodological tools for analysis and psychosocial intervention, which may be delivered individually or in a group. They can also resubmit the report of the intervention performed, provided that the required intervention activities have been carried out.

The student who takes the single assessment may re-take the written examination, and the oral presentation (individually or in a group) and may also re-submit (in a group or individually) the report of the intervention carried out, on the condition that the required intervention activities have been carried out.

No unique final synthesis test for students who enrol for the second time or more is anticipated.

The evaluation system for this subject has been developed in a subordinate way to the requirements set forth in the Evaluation Guidelines for the degrees of the Faculty of Psychology, which can be found at: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm

Bibliography

Basic

Gordo, Angel y Serrano, Araceli (Coords.) (2008). Estrategias y prácticas cualitativas de investigación social. Madrid: Editorial Pearson

Montenegro, Marisela (Coord.) (2011). Intervenció Social. Controvèrsies teòriques i metodològiques. Barcelona: EDIUOC.

Rodríguez, Israel (Coord.) (2011). Psicología comunitaria y problemas sociales. Barcelona: EDIUOC.

 

Complementary

Carvajal, Zaira; Chinchilla, Hellen; Penabad, María Amalia y Ulate, Carmen E. (Editoras) (2014). Guía para acompañar procesos de sensibilización sobre inclusión social y equidad desde la perspectiva interseccional. Segunda edición. Heredia, Costa Rica: Medidas para la Inclusión Social y Equidad en Instituciones de Educación Superior en América Latina (MISEAL-Costa Rica).

Cassián, Nizaiá (Coord.) (2017). Evaluación e intervención psicosocial. Barcelona: EDIUOC.

Galaz, Caterine & Montenegro, Marisela (2015). Gubernamentalidad y relaciones de inclusión/exclusión: los dispositivos de intervención social dirigidos a mujeres inmigradas en España. Universitas Psychologica, 14(5), 1667-1680. https://doi.org/10.11144/Javeriana.up14-5.grie

Goetz, Judith P. y LeCompte, Margaret D. (1988): Etnografía y diseño cualitativo en investigación cualitativa. Madrid: Morata.

Guasch, Óscar (1997). Observación participante. Madrid: CIS.

Gutiérrez-Rodríguez, Encarnación (2016). Percibiendo el despojo: Estudios sobre mujeres y género entre el racismo institucional y las políticas de control migratorio en la universidad neoliberal. Foro Internacional de Estudios sobre la Mujer, 54, 167-177. https://doi.org/10.1016/j.wsif.2015.06.013

Hammersley, Martyn y Atkinson, Paul (1994). Etnografía. Métodos de investigación. Barcelona: Paidós.

Ibáñez, Tomás (1990). Aproximaciones a la Psicología social. Barcelona: Senday.

Íñiguez, Lupicinio (2003). Análisis del discurso. Barcelona: EDIUOC.

Lander, Edgardo (2000). La colonialidad del saber: eurocentrismo y ciencias sociales latinoamericanas. Caracas: Ediciones Faces UCV / UNESCO.

Moreno, Manuel y Molina, Nelson (2018). La Intervención Social como objeto de estudio: discursos, prácticas, problematizaciones y propuestas. AtheneaDigital, 18(3), e2055. https://doi.org/10.5565/rev/athenea.2055

Prado, Luís (2008). Los horizontes de la intervención en lo social. Reflexión Política, 10(20), 58-69. Retrieved from http://www.redalyc.org/articulo.oa?id=11002006

Rocu, Patricia (Coord.). (2019). Estrategias para incorporar la perspectiva étnica en la universidad. Las historias cuentan, cuéntanos la tuya: la voz del alumnado universitario afrodescendiente. Madrid: Unidad de Diversidad. Universidad Complutense de Madrid.

Sáenz, José D. (2007). Temas de reflexión en la intervención social. Revista CS, (1), 189- 215. https://doi.org/10.18046/recs.i1.406

Software

The use of free software tools will be encouraged whenever possible.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan first semester morning-mixed
(PAUL) Classroom practices 11 Catalan first semester morning-mixed