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Social and Community Intervention 

Code: 102565
Credits: 6
2026/2027
Degree programme Type Course
Psychology OP 4

Contact lecturer

Name :
Leonor Maria Cantera Espinosa
Email :
leonor.cantera@uab.cat

Group languages

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

Prerequisites

There are no official prerequisites and/or necessary knowledge to follow the subject correctly. It is recommended to have studied the subject of "Applied Social Psychology" (1st semester / 4th year-optional).

Objectives

  • To articulate the theoretical and practical dimensions of social and community intervention.
  • To provide a general and interdisciplinary view of the theoretical and methodological developments of social and community intervention.
  • To capacity in the use of the toolbox of technical intervention and evaluation in the social and community field.
  • To relate interventions, programs, and projects with the sociocultural and historical context in which they are developed.
  • To promote a space for awareness and reflection on person, community and social intervention.
  • To introduce the incorporation and analysis of the gender perspective in the definition and resolution proposal of social problems.

Learning outcomes

  1. Recognise methodologies for negotiating the demand and detection of needs in the field of psychosocial intervention.
  2. Evaluate techniques to identify needs and demands in different social contexts.
  3. Compare information from different techniques for collecting information on demands and social needs.
  4. Recognise the principles and participatory methodologies of psychosocial intervention.
  5. Evaluate the different uses of theoretical tools and methodological perspectives in participatory planning for psychosocial intervention.
  6. Analyse specific cases of application of participatory methodologies psychosocial intervention.
  7. Apply theoretical knowledge to specific demands and needs diagnoses, taking into account the target.
  8. Critically analyse the approaches to the development of intervention plans in the field of psychosocial intervention.
  9. Distinguish different approaches to the development of intervention plans in the field of psychosocial intervention.
  10. Develop possible strategies and techniques of involvement of those targeted social intervention processes.
  11. Recognise potential difficulties in incorporating people targeted for psychosocial interventions.
  12. Be aware of the centrality of the targeted people in all processes of social intervention.
  13. Assess the results of an evaluation process.
  14. Select and organize the substantive results of an assessment process.
  15. Synthesize suggestions for improvement from an evaluation.
  16. Contrast different ways of preparing technical reports for evaluation in the field of psychosocial intervention.
  17. Prepare technical reports on evaluation processes in different contexts, from case studies.
  18. Use different ICTs for different purposes.
  19. Work in a team.
  20. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  21. Criticise the effects of personal practice on people, taking into account the complexity of human diversity.
  22. Recognise and appreciate external assessment of personal actions.
  23. Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
  24. Identify the social, economic and/or environmental implications of academic and professional activities in the area of your knowledge.
  25. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  26. 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.
  27. 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.
  28. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  29. Propose projects and actions that incorporate the gender perspective.
  30. Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
  31. Identify situations in which a change or improvement is needed.
  32. Analyse a situation and identify its points for improvement.
  33. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
  34. Propose new ways of measuring the viability, success or failure of the implementation of innovative proposals or ideas.
  35. Propose viable projects and actions to boost social, economic and/or environmental benefits.
  36. Propose ways to evaluate projects and actions for improving sustainability.

Contents


  • Block I: Perspectives and methodologies of social and community intervention.


  • Fundamental concepts of social and community intervention

  • Directive and participatory intervention perspectives

  • Gender perspective in the intervention


  • Block II: Analysis of the demand and methods of diagnosis.


  • Institutional and social demands and demand negotiation processes

  • Fundamental concepts and techniques of psychosocial diagnosis

  • Gender perspective during the analysis and assessment.

  • Block III: Objectives and priorities of the intervention.


  • Community processes in the definition and prioritization of the problems to intervene

  • Definition and drafting of intervention objectives

  • Gender mainstreaming

  • Block IV: Plans for intervention.


  • Action plans. Expected results. Design of activities

  • Schedule and budgets in the intervention plans

  • Gender mainstreaming


  • Block V: Evaluation.


  • Fundamental principles of psychosocial evaluation

  • Construction of indicators and gender perspective

  • Evaluation of results and community processes


Learning activities and methodology

Title Hours ECTS Learning outcomes
A4. Research of intervention examples 15 0.6
D3. Face to face tutorial 2 0.08
A1. Elaboration of individual report 17 0.68
S1. Selection and adequacy of material for group work 22 0.88
A2. Elaboration of group work 45 1.8
D1. Theoretical sessions 24 0.96
D2. Group work sessions 10 0.4
A3. Preparation of group exhibitions 15 0.6

The subject is taught in whole-class groups and in small groups. This will be specified in the following types of teaching and activities:

Whole group sessions:

  • Lectures taught by the teacher, for the development of theoretical elements of the subject (sessions of 2 hours).
  • Exhibitions by groups of students (sessions of 2 hours).

Half group sessions:

  • Development of an intervention project based on the definition of a relevant social problem (6 sessions of 2 hours).

 

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.

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
AV2. Group work. Intervention project written report (week 17) 35 0 0 1, 3, 6, 7, 10, 11, 13, 15, 18, 21, 22, 24, 26, 27, 28, 31, 32, 33, 36
AV3. Individual work Portfolio (week 19) 40 0 0 2, 5, 9, 10, 12, 14, 19, 20, 23, 26, 29, 30, 34, 35
AV1. Group work.. Exhibition (weeks 5, 9, 11 and 14) 25 0 0 4, 7, 8, 10, 16, 17, 25, 28, 31, 36

Evaluation

Oral Presentations (Ev1):

Group exhibition, using the support of a power point or other oral presentation tool (video, games, drama, etc.), of one of the topics of the course: demand analysis and diagnostic methods; objectives, and priorities for intervention; intervention planning, or assessment methodologies. This presentation should contain theoretical elements, exemplified by an ongoing intervention project. In order to achieve this, the group will have to explain an example of social work done in a real context, through an interview with a professional. The exhibition will also have to contain the design and development of a Group Dynamics exercise appropriate for the topic discussed.

Evidence

  • Oral presentation of one of the topics of the course.
  • Delivery to the moodle of the topic of the presentation made in class, the material about the experience of intervention presented and the report of the Group Dynamics done.

Group work (Av2)

  • Research of examples of socialand community intervention based on different themes such as Coexistence, Gender Relations, Information and Communication Technologies, and Housing Deficiencies.
  • Preparation of an intervention project with its different phases.

Evidence

  • Oral presentation of social and community intervention projects found.
  • A written report of the project designed with the identification of all the parts of social intervention.
  • Oral presentation of the designed projects and delivery in moodle of the presentation made.


Individual work: (Av3)

Elaboration of a portfolio with the systematization of each of the whole group sessions, including: the most relevant theoretical elements of each block through a conceptual map (BlockI: Perspectives and methodologies of social and community intervention, Block II: Analysis of the demand and methods of diagnosis, Block III: Objectives and priorities of the intervention, Block IV: Plan of intervention; and BlockV:Evaluation), the description and analysis of both the exposed example and Group Dynamics done in the exhibition of each of student's group.

That is why it is mandatory to attend at least 80% of the classes. Failure to comply with the required attendance will result in a partial penalty on the final grade for the course.


Evidence

  • Presentation of the individual work that integrates the theoretical and practical elements of the subject.


Evaluation criteria

The assessment criteria will respond to the objectives that the proposed activity or test wishes to fulfill, the competence or competences that must have been achieved and the degree of relevance (percentage of the final grade) that has the requested work. The argumentative correctness, the use of bibliographical references and the expository clarity will always be valued.

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


Use of Artificial Intelligence (AI): Restricted


This course allows the use of artificial intelligence (AI) technologies exclusively for support tasks, such as bibliographic or information searches, proofreading, or translations of evidence. Under no circumstances may AI be used for the partial and/or total completion of evidence. Students who use AI must clearly identify the parts of the work that have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI in assessable activities will be considered a lack of transparency and academic honesty and may result in a partial or total penalty in the activity grade, or greater penalties in serious cases.


Rules of the evaluation system:


Subject approved: In accordance with the Faculty’s assessment guidelines, the definition of a course passed in the continuous assessment—on a 0–10 scale—must include obtaining a minimum grade of 5.0 points and a score of 4.0 points or higher on each of the in-person assessments that account for 20% or more of the continuous assessment grade. If these requirements—and any others that may be established for the course—are not met, the maximum grade to be recorded on the academic transcript will be 4.5 points.


Evaluable: The student who presents learning evidence with a weight equal or superior 40% of the total of the subject will be considered evaluable. For Ev1 and Ev2 to be computed, it is necessary to have done both of them. Students who do not complete one of the two evidences will not have passed evidences 1 and 2.


Recovery: It will be an option for those students that during the continuous assessment deliver pieces of evidence with a weight equal to or greater than 2/3 of the total qualification and that obtained an average grade inferior to 5 points. The student may present again either the intervention project written report or the oral presentation, both of which can be delivered individually or in a group. They can also re-submit the individual portfolio.


Procedure testreview: The revision and subsequent numerical evaluation of the activities and tests proposed and requested in class will be done by the teachers responsible for the subject.


Result of the evidence

The qualitative and quantitative results of each assignment, barring unforeseen circumstances, will be posted on the digital platform Moodle approximately one week after submission.


Treatment of individual cases: In case the student has any discrepancy between the assessment received and their expectations; the responsible teacher will have to speak, review and argue on the basis of the evaluation obtained. In cases that have to do with reasons of weight that justify the absence, delay or non-delivery of some of the evaluable works proposed or if some anomaly presented during the conduct of the tests, the responsible teacher will use the criteria established by the regulations.

Guidelines Faculty of Psychology Assessment: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Not contemplated: This subject does not consider single assessment.

Bibliography

Required Reading:

  • Cantera, Leonor M. (2004) Ética, valores y roles en la intervención comunitaria. En L. Cantera, J. Herrero, M. Montenegro y G. Musitu. Introducción a la psicología comunitaria. Barcelona: EdiUOC. Pp. 249-252.
  • Dickson-Swift, Virginia, Lyn James, Erica, & Liamputtong, Pranee (2008). Undertaking sensitive research in the health and social sciences: Managing boundaries, emotions and risks. Cambridge University Press.
  • Faraldo Rivas, Rosa (2007). Claves de la intervención social desde el enfoque de género. Fondo Social Europeo, 3(10), 1-23. https://repositori.uji.es/xmlui/handle/10234/85651
  • Guzzetti, Lorena (2014). La intervención social, mirada desde la perspectiva de género. Tandil, 7(11), 76-88
  • Musitu Ochoa Gonzalo, Herrero Olaizola Juan, Cantera Espinosa Leonor M. & Montenegro Martínez Marisela. Introducción a la Psicología Comunitaria. Ed. UCO. 2004. Barcelona. España
  • Pérez-Tarres, A., Cantera Espinosa, L. M., Andrade Santos, K. D., & Pereira da Silva, J. (2019). Consideraciones metodológicas sobre investigaciones sensibles en metodología cualitativa. Psicología: Ciência e Profissão, 39(2), 112-124: doi.org/10.1590/1982-3703003225746
  • Rebollo Izquierdo, Óscar, Morales Morales, Ernesto, González Motos, Sheila, & Institut de Govern i Polítiques Públiques (IGOP)-Universitat Autònoma de Barcelona (UAB). (2016). Guía operativa de evaluación de la acción comunitaria. Barcelona, España: IGOP-UAB
  • Zúñiga Ricardo. (2006). La evaluación en la acción social. Autonomías y solidaridades. Montreal, Canadá: Escuela de Trabajo Social-Universidad de Montreal.

Recommended reading:

  • Alfaro Inzunza, Jaime, Olivares Espinoza, Bárbara, Monreal Álvarez, Ma. Verónica, Gamonal Corbalán, Paris, & Jeannerett Birth, Francisco. (Eds.). (2020). Diálogos contemporáneos en psicología comunitaria. Escenarios, problemas y aprendizajes. Santiago de Chile, Chile: Astrolabio ediciones.
  • Barrero Cuellar, E. (2015). Del discurso encantador a la praxis liberadora. Psicología de la liberación. Aportes para la construcción de una psicología desde el Sur. (Edición di). Ediciones cátedra libre. http://www.alfepsi.org/wp-content/uploads/2015/07/PSICOLOGIA_DE_LA_LIBERACION.pdf
  • Cantera, Leonor M., & Cantera, Frances M. (2014). El auto-cuidado activo y su importancia para la Psicología Comunitaria. Psicoperspectivas. Individuo y Sociedad, 13(2), 88–97. https://doi.org/10.5027/psicoperspectivas-Vol13-Issue2-fulltext-406.
  • Carrión Rosende, Iñigo. (2010). Guía para la elaboración de proyectos. País Vasco, España: Instituto vasco de cualificaciones y formación profesional.
  • Espadas-Alcázar, M. Ángeles, Amezcua-Aguilar, Teresa. (2024). Participación Comunitaria en barrios desfavorecidos; una investigación participativa mediante photovoice. Alternativas. Cuadernos de trabajo Social, 31(2), 409-441: https://doi.org/10.14198/ALTERN.26406
  • Fantova, Fernando (2007). Repensando la Intervención Social. Documentación Social # 147: 183-198.
  • Maya Jariego, I. (2016). 7 usos del análisis de redes en la intervención comunitaria. https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991010386457806709
  • Montenegro, Marisela, Balasch, Marcel, & Callén, Blanca (s.f.) La intervenció social des de les perspectives tradicionals. Barcelona, España: UOC
  • Montero, Maritza (2006). Hacer para transformar. El método en la psicología comunitaria. Buenos Aires: Paidós.
  • Rodríguez Moreno, M. del P. (2023). Agentes del proceso comunitario. SSCB0109. (1st ed.). Bookwire GmbH. https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991010846592506709
  • Rozas Ossandón, German, & Sánchez Gatica, Javier (Comp.). (2022). Dossier del 2º Congreso nacional de psicología comunitaria. Chile: Sociedad chilena de psicología comunitaria.
  • Sarrión Romero, C. (2023). Metodología de la dinamización comunitaria. SSCB0109. (1st ed.). Bookwire GmbH. https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991010846593306709
  • Zúñiga, Ricardo. (2000). La evaluación comunitaria: contextos éticos y políticos. Cuadernos de trabajo social, 13, 211-229. https://core.ac.uk/download/pdf/38812925.pdf


Software

N/A

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 Spanish second semester morning-mixed
(SEM) Seminars 111 Spanish second semester morning-mixed
(SEM) Seminars 112 Spanish second semester morning-mixed