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.
Ethnographic Perspectives for Psychosocial Research and Intervention
Code: 45426Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Psychosocial Research and Intervention | OP | 1 |
Contact lecturer
- Name :
- Beatriz San Roman Sobrino
- Email :
- beatriz.sanroman@uab.cat
Teaching staff
- Joan Pujol Tarres
- Joel Feliu Samuel Lajeunesse
- Isabel Pellicer Cardona
- Cris Zhang Yu
- Andrea Calsamiglia Madurga
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites for this course.
Objectives
This course aims to ensure that students who take it understand and delve into ethnographic practice in the field of psychosocial research and intervention.
Specific objectives are as following:
- Understand the foundations of ethnographic practice within the field of research and psychosocial intervention.
- Design research or interventions adapted to specific fields using ethnographic methodologies.
- Know and apply specific techniques for gathering information inherent to ethnography, including autoethnography, drifts, virtual ethnography, and performative ethnography.
- Develop ethnographic writing skills to effectively document and communicate fieldwork findings.
Learning outcomes
- CA10 (Design an ethnographic research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into account.) Design an ethnographic research proposal or psychosocial diagnosis that takes a gender and intersectional perspective into account.
- CA11 (Technically and temporally plan ethnographic material collection procedures adapted to the characteristics and needs of a specific population.) Technically and temporally plan ethnographic material collection procedures adapted to the characteristics and needs of a specific population.
- KA11 (Organise methods, techniques and tools for collecting psychosocial data using ethnographic techniques.) Organise methods, techniques and tools for collecting psychosocial data using ethnographic techniques.
- KA12 (Identify ethical and political debates arising from the application of an ethnographic perspective to psychosocial research or intervention.) Identify ethical and political debates arising from the application of an ethnographic perspective to psychosocial research or intervention.
- KA13 (Select techniques to analyse empirical material in a justifiable manner from an ethnographic perspective.) Select techniques to analyse empirical material in a justifiable manner from an ethnographic perspective.
- KA14 (Identify techniques to analyse ethnografic material in a justifiable manner.) Identify techniques to analyse ethnografic material in a justifiable manner.
- SA08 (Present the methodology of a psychosocial research or diagnosis with an ethnographic perspective, justifying the procedural proposal bibliographically.) Present the methodology of a psychosocial research or diagnosis with an ethnographic perspective, justifying the procedural proposal bibliographically.
- SA09 (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
- Review of the main perspectives of ethnographic study.
- Social processes analyzed from the ethnographic perspective.
- Critical perspectives in ethnographic research.
- The field diary: principles, uses, and examples.
- Techniques for collecting ethnographic data: observation, participant observation, and participation in the field of study.
- Ethnographic writing.
- Ethnography, autoethnography, virtual ethnography, and drifts.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutoring sessions | 7 | 0.28 | |
| Preparation of tasks. Reading articles/reports of interest. Personal study. | 113 | 4.52 | |
| Presentatios | 6 | 0.24 | |
| Lectures and group discussions | 24 | 0.96 |
The teaching methodologies may combine the following forms of work: seminars and lectures, individual and group tutorials, elaboration and development of exercises, project presentations, reading of articles and/or relevant reports, and personal study.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev3: Participation | 20% | 0 | 0 | KA12, KA13, KA14, SA09 |
| Ev2: Group assignment | 30% | 0 | 0 | KA12, KA13, SA08, SA09 |
| Ev1: Final individual project (design and methodology) | 50% | 0 | 0 | CA10, CA11, KA11, KA12, KA13, KA14, SA08 |
This course is assessed based on three pieces of evidence:
Ev1. Final Project (50% of the grade): Individual final project where the design of a research project will be proposed. In the case of the psychosocial intervention itinerary, this research may be aimed at intervention, either in the form of diagnosis or needs analysis, or PAR (Participatory Action Research).This final project will be the same as that submitted in any of the other two optional subjects (A3a: “Discursive Perspectives for Psychosocial Research and Intervention” or A3c: “Group and Community Perspectives for Psychosocial Research and Intervention”). That is, the same work will be assessed from two coursess based on each of the corresponding rubrics and will, therefore, have two grades: one for each subject from which it is assessed.
Ev2. Group assignment (30% of the grade): Group exercise on the application of the techniques worked on in the subject. This exercise will take the form of a public presentation in class, on the date previously indicated by the teacher.
Ev3. Participation (20% of the grade): Participation in the activities proposed throughout the course, both in the virtual environment and in the face-to-face sessions.
SINGLE ASSESSMENT
The single assessment will be presented on the same day as the individual final project of the course. The contents will be assessed under similar conditions of format and authorship (individual or collective), through the submission and/or presentation of evidence Ev1 and Ev2.
GRADING
Passed subject: It will be considered passed if the student obtains an average grade of 5 or higher in all assessment tests, and a minimum of 4/10 in Ev2 and Ev3.
Assessable: It will be considered assessable if the student has submitted learning evidence with a weight equal to or greater than 40% of the total course.
Not assessable: It will be considered not assessable if the weight of the evidence submitted is less than 40% of the total course.
Reassessment: There is no reassessment for this course.
Faculty of Psychology Assessment Guidelines: https://www.uab.cat/doc/DOC_PautesAvaluacio_2026.
FEEDBACK
In accordance with current regulations, the feedback of the evidences will be made within 3 weeks of the delivery date with the modality indicated in the following table.
| Return Type | |
| Ev1 | Written |
| Ev2 | In the classroom/ Written |
| Ev3 | In the classroom/ Written |
USE OF ARTIFICIAL INTELLIGENCE
In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of the work, provided that the final result reflects a significant contribution from the student interms of analysis and personal reflection. The student must clearly identify which parts have been generated or reviewed using AI technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and final outcome of the activity. Lack of transparency in the use of AI, failure to verify the accuracy of AI-generated content, citation of non-existent bibliographic references, or the use of AI-generated data will be considered academic dishonesty and will result in a grade penalty or more serious sanctions in severe cases.
Bibliography
Adams, Tony E., & Herrmann, Andrew F. (2023). Good Autoethnography. Journal of Autoethnography, 4(1), 1-9.
Agar, Michael (1996). The professional stranger: an informal introduction to ethnography (2nd ed). San Diego: Academic Press.
Alexander, Bryant Keith (2013). Etnografía performativa: La representación y la incitación de la cultura. En Las estrategias de investigación cualitativa: Manual de investigación cualitativa Vol. III (pp. 94-153). Barcelona: Gedisa.
Apud Peláez, Ismael Eduardo (2013). Repensar el método etnográfico: hacia una etnografía multitécnica, reflexiva y abierta al diálogo interdisciplinario. ANTÍPODA. Revista de Antropología y Arqueología, (16), 213-235.
Ardèvol, Elisenda; Bertrán, Marta; Callén, Blanca & Pérez, Carmen María (2003). Etnografía virtualizada: la observación participante y la entrevista semiestructurada en línea. Athenea Digital, 1(3), 72–92.
Denzin, Norman K. & Lincoln, Yvonna S. (coords.). (1994/2013). Manual de investigación cualitativa. Barcelona: Gedisa.
Destrooper, Tine & Verclyte, Sofie (2022). Artistic Practices as a Site of Human Rights: How Performative Ethnography Can Facilitate a Deeper Contextual Understanding. Journal of Human Rights Practice, 13(3), 565–584.
Di Masso, Andrés; Santoro Lamelas, Valeria; Vivas i Elias, Pep; Pradillo-Caimari, Cristina; Aleu-Barnadas, Laia; Berroeta, Héctor, & Solano-Molina, Raúl (2025). What is so good about walking interviews? Expanding the geo-indexical virtues of making meaning on the move. Qualitative Research in Psychology, 1–20.
Ellis, Carolyn; Adams, Tony E. & Bochner, Arthur P. (2015). Autoetnografía: un panorama. Astrolabio, (14), 249-273.
Emerson, Robert M.; Fretz, Rachel I. & Shaw, Linda L. (1995). Writing Ethnographic Fieldnotes. Chicago: The University of Chicago Press.
Goodall, H. Lloyd (2001). Writing the New Ethnography. Qualitative Research, 1(1), 111-114.
Hammersley, Martyn & Atkinson, Paul (2009). Etnografía: Métodos de investigación. Barcelona: Paidós Ibérica.
Hine, Christine (2004). Etnografía virtual. Barcelona: UOC.
Østern, Tone; Jusslin, Sofia; Nødtvedt Knudsen, Kristian; Maapalo, Pauliina & Bjørkøy, Ingrid. (2023). A performative paradigm for post-qualitative inquiry. Qualitative Research, 23(2), 272–289.
Papachristophorou, Marilena (2024). Beyond the Method, the Method, Again. In Marilena Papachristophorou (Ed.), Performing Self in Ethnographic Fieldwork (pp. 87–107). Springer Nature Switzerland.
Pellicer, Isabel; Rojas, Jesús & Vivas, Pep (2012). La deriva: una técnica de investigación psicosocial acorde con la ciudad contemporánea. Boletín de Antropología Universidad de Antioquia, 27(44), 144-163.
Pellicer, Isabel; Vivas-Elias, Pep & Rojas, Jesús. (2013). La observación participante y la deriva: dos técnicas móviles para el análisis de la ciudad contemporánea. El caso de Barcelona. EURE (Santiago), 39(116), 119-139.
Pink, Sarah; Horst, Heather; Postill, John; Hjorth, Larissa; Lewis, Tania & Tacchi, Jo (2016). Digital Ethnography: Principles and Practice. SAGE.
Ropert, María Teresa; Pinto de Carvalho, Laís & Pellicer, Isabel (2022). Micropolíticas del movimiento: aportes metodológicos desde la investigación cualitativa crítica. Anuario de Psicología/The UB Journal of Psychology, 52(1).
San Román, Beatriz (2013). De los "hijos del corazón" a los "niños abandonados": construcción de "los orígenes" en la adopción en España. Papeles del psicólogo, 34(1), 2-10.
Van Maanen, John (2011). Tales of the field: on writing ethnography (2nd ed). Chicago: University of Chicago Press. Wolcott, Harry F. (2008). Ethnography: a way of seeing (2nd ed). Lanham: Altamira Press.
Software
This course promotes the use of free software for ethical and political reasons. We recommend that students use free tools.
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 |