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Discursive Perspectives for Psychosocial Research and Intervention

Code: 45425
Credits: 6
2026/2027
Degree programme Type Course
Psychosocial Research and Intervention OP 1

Contact lecturer

Name :
Isabel Pellicer Cardona
Email :
isabel.pellicer.cardona@uab.cat

Teaching staff

Luz María Martinez Martinez
Albert Espelt Hernàndez
Enrique Baleriola Escudero
Joan Pujol Tarres

Group languages

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

Prerequisites

There are no prerequisites.

Objectives

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 (Design a community research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into consideration.) Design a community research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into consideration.
  • CA09 (Technically and temporally plan discursive material collection procedures adapted to the characteristics and needs of a specific population.) Technically and temporally plan discursive material collection procedures adapted to the characteristics and needs of a specific population.
  • KA07 (Organise methods, techniques and tools for collecting psychosocial data using discursive techniques.) Organise methods, techniques and tools for collecting psychosocial data using discursive techniques.
  • KA08 (Identify ethical and political debates arising from the application of an discursive perspective to psychosocial research or intervention.) Identify ethical and political debates arising from the application of an discursive perspective to psychosocial research or intervention.
  • KA09 (Select techniques to analyse empirical material in a justifiable manner from a discursive perspective.) Select techniques to analyse empirical material in a justifiable manner from a discursive perspective.
  • KA10 (Identify techniques to analyse discursive material in a justifiable manner.) Identify techniques to analyse discursive material in a justifiable manner.
  • SA06 (Present the methodology of a psychosocial research or diagnosis with a discursive perspective, justifying the procedural proposal bibliographically.) Present the methodology of a psychosocial research or diagnosis with a discursive perspective, justifying the procedural proposal bibliographically.
  • SA07 (Improve the design of a research project or intervention with a community perspective within a working group.) Improve the design of a research project or intervention with a community perspective within a working group.

Contents

  • Principles and foundations of discursive perspectives in the human and social sciences.
  • Foundations of discursive and narrative perspectives: theoretical, epistemological, and methodological aspects.
  • Characteristics and applications of discursive methodologies in psychosocial research and intervention.
  • Techniques for collecting discursive and narrative data: Concept Mapping, interviews, life histories, and narrative productions.
  • Foundations of the analysis of discursive productions using thematic, discourse, and narrative analyses.
  • Quality criteria for the evaluation of qualitative research and intervention based on discursive productions.


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.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Develop a Research Project 90 3.6 CA08, CA09, KA08, KA09, KA10, SA06
Oral presentations 8 0.32 KA07, SA06, SA07
Lectures and Group Discussions 22 0.88 KA07, KA08, KA09, KA10
Online quizzes and virtual discussions 30 1.2 KA07, KA08, KA09, KA10

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.
  • Completion of learning integration quizzes.

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

Continuous assessment activities

Title Weight 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. Learning Integration Quizzes 20% 0 0 CA08, CA09, KA08, KA09, KA10, SA06, SA07

Assessment Tasks:

  • EV1. Research Project (50%). Submission of a written research project assessing the methodological justification and technical implementation of discursive methodologies through the virtual learning environment (Moodle). This individual assignment accounts for 50% of the final course grade.
  • EV2. Oral Presentation (30%). Group presentation in class on the application of a discursive technique, assessing its strengths and limitations. This assignment accounts for 30% of the final course grade.
  • EV3. Learning Integration Quizzes (20%). At the end of each presentation on discursive techniques, students will complete a short quiz through Moodle. The grade for this assessment will be the average score obtained across all quizzes and will account for 20% of the final course grade.


Assessment:

  • Subject passed: In accordance with the assessment regulations of the Faculty of Psychology, a student will pass the course under continuous assessment by obtaining, on a 0–10 grading scale, a final grade of 5.0 or higher and a grade of 4.0 or higher in each on-campus assessment activity that accounts for 20% or more of the continuous assessment grade. If these requirements, or any additional requirements established for the course, are not met, the highest final grade that may be recorded on the student's academic transcript will be 4.5.
  • Assessable: Students who submit assessment activities accounting for at least 40% of the final course grade will be considered assessable.
  • Not assessable: Students who submit assessment activities representing less than 40% of the final course grade will be recorded as Not Assessable.
  • Reevaluation: There is no reevaluation.


Single assessment:

The single assessment option must be requested online through the University's designated e-form during the established application period. For further information, please consult the Faculty of Psychology website.

Students opting for the single assessment will be assessed on all course contents on the date established for the submission of EV1.

  • EV1. Research Project (50%): identical to the continuous assessment.
  • EV2. Oral Presentation (30%): replaced by an individual presentation on a theory or application of a discursive technique included in the course syllabus, to be agreed upon with the teaching staff at the beginning of the course.
  • EV3. Written Test (20%): an individual quiz equivalent to the quizzes completed during the course, aimed at assessing the integration of the contents covered in the different presentations and their application to the design of qualitative research.

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) through Moodle.
Ev2 Oral feedback in class and/or written feedback via Moodle.
Ev3 Automatic feedback through Moodle, with a joint review of the results in class.


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

Supplementary Bibliography

Attride-Stirling, Jennifer. (2001). Thematic networks: An analytic tool for qualitative research. Qualitative Research, 1(3), 385-405. https://doi.org/10.1177/146879410100100307

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.

Fairclough, Norman. (2012). Critical discourse analysis. International Advances in Engineering and Technology (IAET), Vol.7 July 2012 , 452-487.

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

Maxwell, Joseph A. (2019). Diseño de investigación cualitativa (Vol. 241006). Editorial Gedisa.

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

Southern, Donna M.; Batterham, Roy W.; Appleby, Natalie J.; Young, Doris; Dunt, David, & Guibert, Robin. (1999). The concept mapping method. An alternative to focus group inquiry in general practice. Australian Family Physician, 28 Suppl 1, S35-40.

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

Van-Dijk, Teun A. (2017). Análisis crítico del discurso. Revista Austral de Ciencias Sociales, (30), 203-222.

Vargas-Jiménez, Ileana. (2012). La entrevista en la investigación cualitativa: nuevas tendencias y retos. The Interview in the qualitative research: Trends and Challengers. Revista Electrónica Calidad en la Educación Superior, 3(1), 119-139. https://doi.org/10.22458/caes.v3i1.436

Wetherell, Margaret, & Potter, Jonathan. (1996). El análisis del discurso y la identificación de los repertorios interpretativos. Psicologías, discursos y poder, 63-78.

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.

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