Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Current Areas and Perspectives in the Psychosocial Field
Code: 45422Credits: 12
| Degree programme | Type | Course |
|---|---|---|
| Psychosocial Research and Intervention | OB | 1 |
Contact lecturer
- Name :
- Joel Feliu Samuel Lajeunesse
- Email :
- joel.feliu@uab.cat
Teaching staff
- Andrea Calsamiglia Madurga
- Joan Pujol Tarres
- Luz María Martinez Martinez
- Jenny Cubells Serra
- Esther Arozarena Cañamares
- Marisela Montenegro Martinez
- Albert Espelt Hernàndez
- Francisco Javier Tirado Serrano
- Lídia Arroyo Prieto
- Remedios Rubio García
- Cris Zhang Yu
- Marta Padrós Castells
Group languages
You can consult this information at the end of the document.
Prerequisites
As this is a subject at the beginning of the Master's degree and common to all its branches, there are no prerequisites other than those required for access to the Master's degree.
Objectives
The aim of this subject is to provide a common basis that frames professional work in the psychosocial field. To offer an overview of the theoretical approaches and the areas of research and intervention in the psychosocial field, emphasising contemporary debates and offering tools to elaborate states of knowledge.
OBJECTIVES:
- Recognise and distinguish the principles that separate the different theoretical, epistemological and methodological approaches in the approach to psychosocial phenomena and problems.
- Analyse the ontological and epistemological frameworks that contribute to the understanding of a specific object of study and intervention.
- Develop a critical view of the psychosocial fields of research and intervention.
- Elaborate a state of the art of a field of research or social intervention in order to show its different comprehensions
Learning outcomes
- CA01 (Combine different search criteria and different databases that offer a full overview of the state of the art on the phenomenon of interest.) Combine different search criteria and different databases that offer a full overview of the state of the art on the phenomenon of interest.
- CA02 (Create a solid corpus of scientific articles using suitable inclusion and exclusion criteria.) Create a solid corpus of scientific articles using suitable inclusion and exclusion criteria.
- CA03 (Present the different positions or interventions found in a literature review in an explanatory way.) Present the different positions or interventions found in a literature review in an explanatory way.
- KA01 (Identify the discussions present in the field of research or psychosocial intervention based on the available scientific literature.) Identify the discussions present in the field of research or psychosocial intervention based on the available scientific literature.
- KA02 (Critically appraise the assumptions, limitations and biases of the different types of knowledge or positions encountered.) Critically appraise the assumptions, limitations and biases of the different types of knowledge or positions encountered.
- SA01 (Clearly present the phenomenon of interest, locating its limitations and dimensions to be either studied or intervened in.) Clearly present the phenomenon of interest, locating its limitations and dimensions to be either studied or intervened in.
- SA02 (Recognise the quality of the databases and scientific articles to be used that form part of a state of the art.) Recognise the quality of the databases and scientific articles to be used that form part of a state of the art.
- SA03 (Discuss the ethico-political implications of psychosocial theories from a gender and intersectional perspective.) Discuss the ethico-political implications of psychosocial theories from a gender and intersectional perspective.
Contents
- Contemporary theoretical perspectives in the field of psychosocial research and intervention.
- Understanding, defining and transforming social reality from feminist perspectives.
- Epistemological and methodological approaches to the psychosocial analysis of social problems and psychosocial well-being.
- Characterisation of the problems associated with contemporary society.
- Tools for the construction of states of knowledge and psychosocial diagnoses.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Lecture | 48 | 1.92 | KA02, SA03 |
| Preparation of tasks. Reading articles/reports of interest. Personal study | 237 | 9.48 | CA01, CA02, CA03, KA01, KA02, SA01, SA02, SA03 |
| Mentoring | 3 | 0.12 | CA03, KA01, KA02 |
| Collective nentoring | 4 | 0.16 | CA01, CA02, KA01, SA01, SA02 |
| Workshop | 8 | 0.32 | CA01, CA02, SA02 |
As this is a subject with propaedeutic goals, the lessons will be mainly in lecture format, although students will be required to participate. In the classroom, on the one hand by raising doubts or comments, on the other hand, by participating in the debates that the teaching staff will initiate. These debates will continue virtually through the virtual classroom forum, based on the initiative of the teaching staff and the students themselves.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev3. Class attendance | 20% | 0 | 0 | KA01, KA02, SA01, SA02, SA03 |
| Ev2. Group project | 30% | 0 | 0 | CA03, KA01, KA02, SA01, SA03 |
| Ev1. Development of a thematic review (state of the art) | 50% | 0 | 0 | CA01, CA02, CA03, KA01, KA02, SA01, SA02 |
EV1. Preparation of a thematic review: Preparation of a thematic review (state of knowledge or state of the art) of topics related to psychosocial research and intervention. In other words, a paper that shows the debates that have taken place and the current state of discussion around the chosen research or intervention topic. Preferably, and with the help of the tutor, the topic should be as close as possible to the topic of the TFM. This assignment is worth 50% of the final mark for the subject. The feedback will consist of a rubric that will be published on the 22nd week 6 at the latest.
Ev2 Group project: Presentation of a visual information capsule in the form of an infographic, video or other audiovisual format on a theory or area chosen from those included in the syllabus of the subject. In the case of a field, the phenomenon of interest must be clearly presented, identifying its limits and dimensions to be studied or intervened upon. In the case of a theory, the ethical and political implications of the chosen psychosocial theory must be discussed. This assignment is worth 30% of the final mark for the subject. The feedback will consist of a rubric that will be published on the 12th week 6 at the latest.
Ev3 Class attendance: Attendance is mandatory and accounts for 20% of the final course grade (2 points out of 10). Attendance between 90% and 100% of the 60 class hours will allow students to obtain the full 2 points. Attendance below 90% of the teaching hours will reduce this score proportionally. Please note: with attendance of fewer than 22 out of the 60 class hours, it will not be possible to pass the course, as the minimum required score of 4 out of 10 needed to calculate the average with the other assessment components would not be reached.
Assessment:
Passed: The course will be considered passed if the student gets an average grade greater than 5 in all the assessment tests. A minimum overall grade of 5 points must be obtained, as well as a score equal to or higher than 4 out of 10 in each in-person assessment activity that contributes 20% or more to the final grade of this continuous assessment system (this is the case of Ev3: class attendance).
If these requirements are not met, the maximum grade that may be recorded in the academic transcript will be 4.5 points.
Assessable: Students who have presented assessments with a weighting equal to 40% of the total course will be considered Assessable.
Non-assessable: Students who have presented several assessments, where the total weight in relation to the course as a whole is less than 40%, will be considered non-assessable (NA).
Single assessment: All the course contents will be assessed on the submission date of Evidence 1. On that day, the visual informational capsule (Ev2: 30%) will be submitted as a team project together with the other students enrolled in the single-assessment system on one of the course topics. It will be evaluated according to the criteria established for Evidence 2. The written assignment for Evidence 1 will also be submitted through the Moodle classroom (Ev1: 50%).
The class attendance grade (Ev3) will be assessed through a 20-question multiple-choice test covering the content taught in class, based on the bibliography available on Moodle for each topic.
Reassessment: There are no resit assessments.
The use of artificial intelligence (AI) technologies is permitted in this course as an integral part of the work, provided that the final result demonstrates a substantial student contribution in terms of analysis and personal reflection. Students must clearly identify which parts were generated or reviewed using AI technology, specify the tools used, and include a critical reflection on the influence of AI on the process and final result. Failure to disclose the use of AI, failure to verify the accuracy of AI-generated statements, citation of nonexistent bibliographic references, or use of AI-generated data will be considered academic dishonesty. It will result in a severe penalty on the activity grade, which could be the total of the note of the evidence or more severe penalties in serious cases.
Link to the assessment guidelines of the Faculty of Psychology: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
BASIC READINGS
Ibáñez, Tomás (2013). Municiones para disidentes. Realidad-Verdad-Política. Gedisa.
ADDITIONAL LITERATURE
Aráoz Cutipa, Raúl A., & Pinto Tapia, Bismarck (2021). Criterios de validez de una investigación cualitativa: Tres vertientes epistemológicas para un mismo propósito. Summa Psicológica UST, 18(1), 7.
Barudy, Jorge, & Dantagnan, Maryorie (s.d.). Los buenos tratos a la infancia.
Bonilla Campos, Amparo (2010). Psicología, diferencias y desigualdades: límites y posibilidades de la perspectiva de género feminista. Quaderns de Psicologia, 12(2), 65-80. doi:10.5565/rev/qpsicologia.806
Buraschi, Daniel (2017). Herramientas conceptuales para un antirracismo crítico-transformador. TABULA RASA.
Butler, Judith (1990). El género en disputa: El feminismo y la subversión de la identidad (Ma Antonia Muñoz, trad.). Paidós (Edición en castellano, 2007). http://www.equidad.org.mx/images/stories/documentos/genero_en_disputa.pdf
Cabruja , Teresa; Íñiguez, Lupicinio y Vázquez, Félix (2000). Cómo construimos el mundo: relativismo, espacios de relación y narratividad . Anàlisi, 25, 61-94.
Castro-Gómez, Santiago (2005). La Hybris del punto cero: Ciencia, raza e ilustración en la Nueva Granada, 1750-1816. Editorial Pontificia Universidad Javeriana.
Corredor-Aristizábal, Javier (2010). Crítica y empírica: el rol de la psicología en el cambio social. Revista colombiana de psicología, 19 (2): 241-257.
Crenshaw, Kimberlé (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, 1989(Article 8), 139-167.
de la Cuesta Benjumea, Carmen (2003). El Investigador Como Instrumento Flexible de la Indagación. International Journal of Qualitative Methods, 2(4) , 25-38. Disponible en: http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/4506/3786
El Hussein, Mohamed, Jakubec, Sonya, & Osuji, Joseph (2015). Assessing the FACTS: A Mnemonic for Teaching and Learning the Rapid Assessment of Rigor in Qualitative Research Studies. The Qualitative Report, 20(8), 1182-1184. https://doi.org/10.46743/2160-3715/2015.2237
Escobar, Arturo (1995). Encountering development: The making and unmaking of the third world. Princeton University Press.
García-Santesmases, Andrea (2023). El cuerpo deseado: La conversación pendiente entre feminismo y anticapacitismo. Kaótica Libros.
Gil, Adriana. (2006). Psicología social de hechos, de procesos y de proyectos. Objeto y tiempo. Athenea Digital, 9, 78-99. https://doi.org/10.5565/rev/athenead/v1n9.262
Grant, Maria J., & Booth, Andrew (2009). A typology of reviews: An analysis of 14 review types and associated methodologies: A typology of reviews, Maria J. Grant & Andrew Booth. Health Information & Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Grasswick, Heidi. E., & Webb, Mark Owen. (2002). Feminist epistemology as social epistemology. Social Epistemology, 16(3), 185-196. doi:10.1080/0269172022000025570
Haraway, Donna. (1991). Ciencia, cyborgs y mujeres. La reinvención de la naturaleza (1995a ed.). Cátedra.
Haraway, Donna. (2004). Testigo_modesto@ segundo_milenio, HombreHembra©_conoce oncoratón®: feminismo y tecnociencia. Barcelona: UOC. Harding, S. (1996). Ciencia y feminismo. Ediciones Morata.
Hernandez Zapata, Edwin A., Vivares Porras, Diana V., & Jiménez Rodas, Jorge. A. (2023). El análisis del discurso y narrativo en el estudio de la subjetividad (p. 127-158). Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Psicología, Bogotá. https://hdl.handle.net/20.500.12494/58183
Hönig, Kathrin. (2005). Relativism or Anti-Anti-Relativism? Epistemological and Rhetorical Moves in Feminist Epistemology and Philosophy of Science. European Journal of Women's Studies, 12(4), 407-419. doi:10.1177/1350506805057098
Ibáñez, Tomás (1982). Poder y libertad. Estudio sobre la naturaleza, modalidades y los mecanismos de las relaciones de poder. Amentia Editorial. https://zenodo.org/records/7789460
Ibáñez, Tomás (2019). Contra la dominación: En compañía de Castoriadis, Foucault, Rorty y Serres. Gedisa.
Íñiguez, Lupicinio (2003). La psicología social como crítica: continuismo, estabilidad y efervescencias tres décadas después de la \"crisis\". Interamerican Journal of Psychology, 37 (2): 221-238.
Íñiguez-Rueda, Lupicinio (2003). La Psicología Social como Crítica: Continuismo, Estabilidad y Efervescencias Tres Décadas después de la “Crisis”. Revista Interamericana de Psicologia/Interamerican Journal of Psycholog, 37(2), 221-238.
Jansen, Sue. C. (1990). Is Science a Man? New Feminist Epistemologies and Reconstructions of Knowledge. Theory and Society, 19(2), 235-246.
Kakoliris, Gerasimos (2025). Judith Butler on Gender Performativity. Dianoesis, 17(1), Article 1. https://doi.org/10.12681/dia.41735
Klein, Alejandro (2024). Los desafíos, aún pendientes, de la sociedad de envejecimiento. Forum. Revista Departamento de Ciencia Política, 25, 225-240. https://doi.org/10.15446/frdcp.n25.113453
León Cedeño, Alejandra. (2012). Psicología comunitaria de lo cotidiano.Editorial Académica Española.
Lurbe, Katia, & Santamaría, Enrique (2007). Entre (nos)otros… o la necesidad de re-pensar la construcción de las alteridades en contextos migratorios. Papers. Revista de Sociologia, 85, 57-69. https://doi.org/10.5565/rev/papers.2011
Minuchin, Salvador (2004). Familias y terapia familiar. Gedisa.
Montenegro, Marisela; Montenegro, Karla e Íñiguez, Lupicinio (2006). Acción comunitaria desde la psicología social. En Xavier Úcar y Asun Llena (coords.). Miradas y diálogos en torno a la acción comunitaria. Pp. 57-88. Graó.
Montero, Maritza (2004). Relaciones Entre Psicología Social Comunitaria, Psicología Crítica y Psicología de la Liberación: Una Respuesta Latinoamericana. Psykhe (Santiago), 13(2), 17-28. https://doi.org/10.4067/S0718-22282004000200002
Nayak, Surya., Montenegro, Marisela, & Pujol, Joan (2018). Conclusion: Contextual intersectionality: A conversation. En S. Nayak & R. Robbins (Ed.), Intersectionality in Social Work: Activism and Practice in Context (p. 230-250). Routledge.
Paltridge, Brian (2021). Discourse analysis: An introduction (Third edition). Bloomsbury Academic.
Parker, Ian (2007). Critical Psychology: What It Is and What It Is Not. Social and Personality Psychology Compass 1 (1): 1-15.
Pérez Sedeño, Eulalia (2008). Mitos, creencias, valores: cómo hacer más «científica» la ciencia; cómo hacer la «realidad» más real. Isegoría, 0(38), 77-100. doi:10.3989/isegoria.2008.i38.404
Pujal i Llombart, Margot (2024). Gènere, Poder i Ciència: Una narrativa crítica feta des de la Psicologia Feminista. Quaderns de psicologia, 26. https://doi.org/10.5565/rev/qpsicologia.2178
Sanmiquel-Molinero, Laura (2020). Los Estudios de la Dis/capacidad: Una propuesta no individualizante para interrogar críticamente la producción del cuerpo-sujeto discapacitado. Papeles de Identidad. Contar la investigación de frontera, 231-231. https://doi.org/10.1387/pceic.20974
Shotter, John (1993). Realidades conversacionales. La construcción de la vida a través del lenguaje. Amorrortu, 2001.
Sledge, Piper, & Rice, Collin. (2025). Reimagining the Potential of Feminist Epistemologies in Science: Epistemic Achievements, Social Structure, and Diversity. Feminist Philosophy Quarterly, 11(2), Article 2. https://ojs.lib.uwo.ca/index.php/fpq/article/view/18855
Universitat Autònoma de Barcelona. (s.d.). Tria on publicar. UAB Barcelona. Recuperat 16 juliol 2025, de https://www.uab.cat/ca/biblioteques/ccr/tria-on-publicar
Winance, Myriam. (2016). Rethinking disability: Lessons from the past, questions for the future. Contributions and limits of the social model, the sociology of science and technology, and the ethics of care. Alter, 10(2), 99-110. https://doi.org/10.1016/j.alter.2016.02.005
Software
We encourage the use of free and open source software for ethical and political reasons. We encourage students to use free operating systems (e.g. Linux distributions), to produce their work in free software (e.g. LibreOffice and similar) and to submit their work in open formats (e.g. .odt, .odp.ods).
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 |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | first semester | afternoon |