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.
Group and Community Perspectives for Psychosocial Research and Intervention
Code: 45427Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Psychosocial Research and Intervention | OP | 1 |
Contact lecturer
- Name :
- Blanca Callen Moreu
- Email :
- blanca.callen@uab.cat
Teaching staff
- Blanca Callen Moreu
- Andrea Calsamiglia Madurga
- Cris Zhang Yu
- Alejandra Araiza Diaz
- Crista Weise
- Joan Moya Kohler
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites for this course.
Objectives
The general objective of this subject is to offer the conceptual, methodological and applied bases to design, plan and argue research proposals and/or psychosocial diagnosis from a community, critical and participatory perspective. This objective is materialized in the following specific objectives:
- Know the theoretical, epistemological and methodological bases of participatory, group and community perspectives in psychosocial research and intervention.
- Critically analyse the ethical and political debates inherent in the application of an inclusive participatory and community perspective.
- Integrate the gender perspective and intersectionality as transversal axes in the analysis of diagnostic proposals or community research.
- Apply and justify the techniques of collection and analysis of empirical material from a participatory and community approach.
- Organize and plan technically and temporarily an inclusive participatory process, adapting it to the needs and possibilities of a specific community.
- Understand and apply specific techniques for group dynamization and collaborative work of a participatory nature.
- Design a participatory group and/or community psychosocial research or diagnosis proposal.
Learning outcomes
- CA12 (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.
- CA13 (Technically and temporally plan community material collection procedures adapted to the characteristics and needs of a specific population.) Technically and temporally plan community material collection procedures adapted to the characteristics and needs of a specific population.
- KA15 (Organise methods, techniques and tools for collecting psychosocial data using group and community techniques.) Organise methods, techniques and tools for collecting psychosocial data using group and community techniques.
- KA16 (Identify ethical and political debates arising from the application of an community perspective to psychosocial research or intervention.) Identify ethical and political debates arising from the application of an community perspective to psychosocial research or intervention.
- KA17 (Select techniques to analyse empirical material in a justifiable manner from a community perspective.) Select techniques to analyse empirical material in a justifiable manner from a community perspective.
- KA18 (Identify techniques to analyse empirical material in a justifiable manner.) Identify techniques to analyse empirical material in a justifiable manner.
- SA10 (Present the methodology of a psychosocial research or diagnosis with a community perspective, justifying the procedural proposal bibliographically.) Present the methodology of a psychosocial research or diagnosis with a community perspective, justifying the procedural proposal bibliographically.
- SA11 (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
The course considers participatory and group work methodologies, understood as a conceptual, epistemological and ethical approach that places people and communities as active agents of their change. The subject will address social demands in a collaborative, horizontal, inclusive and relevant for the social context. For the application of these methodologies, the subject will consider specific techniques for the collection of information and dynamization. Among others, the group dynamics to facilitate communication and cohesion, the deployment of inclusive processes in participation, and participatory design as a tool for the co-creation of research and intervention projects.
The contents of the subject include:
- Theoretical, epistemological, methodological and ethical foundations of the participatory perspectives of research and social intervention.
- Tools for the interpretation and “negotiation” of social demands: collection and interpretation of information for research and intervention.
- Participatory design for research and intervention.
- Group and participatory techniques:
- Participatory techniques for generating and collecting information.
- Dynamics of participatory groups and collaborative work.
- Inclusive processes in participation.
At the end of the course, students will be able to design a psychosocial research or intervention proposal based on these perspectives and adapted to a specific context.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Seminars and lectures, presentation of projects, elaboration and development of exercises | 30 | 1.2 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
| Individual and group tutoring | 7.5 | 0.3 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
| Preparation and development of exercises, reading of articles and/or reports of interest and personal study. | 112.5 | 4.5 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
The teaching methodologies will combine the following forms of work: seminars and lectures, individual and group tutorships, preparation and development of exercises, presentation of projects, reading articles and/or reports of interest and personal study.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev2. Collective exercise: INTERVENTION DESIGN | 30% | 0 | 0 | CA13, KA15, KA16, KA17, SA11 |
| Ev3. Attendance and active, significant participation | 20% | 0 | 0 | CA12, CA13, KA15, KA16, KA17, KA18, SA10, SA11 |
| Ev1: Final individual project: RESEARCH AND METHODOLOGY OF FM THESIS | 50% | 0 | 0 | CA12, CA13, KA15, KA17, SA10 |
CONTINUOUS ASSESSMENT:
This subject is assessed on the basis of three evidences:
EV1. (50% of the mark) Individual final project where the DESIGN and METHODOLOGY OF THE FINAL MASTER'S THESIS will be developed. In the case of the psychosocial intervention itinerary, this research will 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 A3b: Ethnographic Perspectives for Psychosocial Research and Intervention) for which the student has enrolled. In other words, the same work will be assessed from two subjects on the basis of each of the corresponding rubrics and will therefore have two marks: one for each subject from which it is assessed.
EV2. (30% of the mark) Group exercise in which an INTERVENTION DESIGN will be proposed, based on a context and diagnosis of needs previously provided by the teacher. This exercise will take the form of a public presentation in class, on the date indicated in advance by the teacher.
EV3. (20% of the mark) Attendance and active, meaningful participation in classes: 10% will be assessed based on the percentage of class attendance (via QR check-in), and the other 10% will be assessed based on the degree and quality of active, meaningful participation in all sessions, especially at those activities that require feedback and P2P assessment.
| Num. Evidence | Authorship | Weight | Format | Type of submission | Submission date | Feedback |
| EV1-Design and method of FM Thesis | Individual | 50% | Written | Virtual | 11/12/2026: Draft + 22/01/2027: Final | Draft: classroom (17/12/2026) + Final: Rubric (Week 22) |
| EV2-Intervention design | Group | 30% | Both | Both | 26/11/2026 | Classroom (26/11/2026) + Rubric (Week 22) |
| EV3-Attendance and active, significant participation | Individual | 20% | Both | Both | From 15/10/2026 to 17/12/2026 | Rubric (Week 22) |
SINGLE ASSESSMENT:
The single assessment will be submitted on the same day as the final individual assignment of the subject (EV1).
The contents will be assessed under similar conditions of format and authorship (individual or collective), through the delivery and/or presentation of the evidences EV1 and EV2. For the EV3, a reflective report on the content and materials reviewed in class must be submitted, along with a personal reflection on the process of autonomous learning.
GRADING:
Subject passed: The subject will be considered passed if the student obtains an average mark of over 5 in the evaluation evidences as a whole and a mark of 4.0 points or higher in each of the face-to-face assessment activities that account for 20% or more of the mark for this continuous assessment; that is to say, in EV2 and EV3. If these requirements are not met, the maximum mark to be recorded on the academic record will be 4.5 points.
Assessable: It will be considered assessable if the student has presented evidence of learning with a weight equal to or greater than 40% of the total of the course.
Non-assessable: It will be considered non-assessable if the weight of the evidence presented is less than 40% of the total of the subject.
Re-evaluation: There is no re-evaluation of this subject.
Feedback: (See table). Written and/or numerical feedback will be provided on the three assessment activities. Evidence 1 will receive collective feedback in class based on the previously submitted drafts, apart from the written comments based on the final work. Evidence 2, as an in-class exercise, will also receive oral feedback on the spot from peers and the lecturer. Evidence 3 will be assessed based on class attendance records and the lecturer's assessment of the extent and quality of individual participation.
Weeks in which feedback is given through rubrics: Ev1 (22); Ev2 (in the week the oral presentation takes place and in week 22 for the written assessment); Ev3 (22).
Use of Artificial Intelligence
In this subject that you will use Artificial Intelligence(AI) tools as part of your learning process and in the preparation of assignments. We live in a world in constant transformation, and AI is a technology that is already redefining many areas of our society, including the professional and academic. It is essential that, as future professionals, you learn to interact with these technologies effectively and ethically. Your university education is an ideal time to familiarize yourself with AI, explore its capabilities and understand its limitations. The goal is not for AI to replace your critical thinking or your reflection, but for it to become a tool that enhances your analytical capacity and your productivity. However, it is crucial that the use of AI is done with transparency and responsibility. In addition, you should include a critical reflection on how AI has influenced your process and theoutcome of the activity. Your personal contribution in theanalysis and reflection should always be significant. The use of AI in this subject is an opportunity to prepare youfor a future where digital competence, including the use of AI, will be a key skill. Take advantage of this space to experiment, learn and integrate these technologies responsibly into your training.
Evaluation guidelines of the Faculty of Psychology: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
Bibliography
Ahedo, I.; Ormazabal, A.; Villasante, T. R. & Greenwood, D. (2023). Participación, Investigación Acción y Desarrollo Comunitario. Retos, oportunidades y esperanzas. Prisma Social: revista de investigación social, Nº. 43, 2023 (Ejemplar dedicado a: Participación, Investigación Acción y Desarrollo Comunitario: retos, oportunidades y esperanzas), págs. 1-9
Arnanz, L.; García Montes, N. & Villasante, Tomás R. (2023). La investigación y acción participativa y transformadora basada en los grupos motores. Prisma Social: revista de investigación social, Nº. 43, 2023 (Ejemplar dedicado a: Participación, Investigación Acción y Desarrollo Comunitario: retos, oportunidades y esperanzas), págs. 1-9
Ávila, D.; Balasch, M.; Callén, B.; Cassián, N.; García, S.; Montenegro, M. & Pérez, M. (2017). Evaluación e intervención psicosocial. UOC.
Caballero, J.; Martín Gutiérrez, P. & Villasante, T. R. (2019). Debatiendo las metodologías participativas: un proceso en ocho saltos. Empiria: Revista de metodología de ciencias sociales, Nº 44, 2019 (Ejemplar dedicado a: Metodología de Investigación Acción), págs. 21-45
Cantera, L.; Herrero, J.; Montenegro, M.; Musitu, G.; Montero, M. & Serrano, I. (2014). Psicología comunitària y benestar social. UOC.
CIMAS (2009). Metodologías participativas. Manual. CIMAS (Observatorio Internacional de Ciudadanía y Medio Ambiente Sostenible)
León Cedeño, A. (2007) El trueque constructivo: buscando formas respetuosas de trabajo con prácticas contrahegemónicas. Fermentum. Revista Venezolana de Sociología y Antropología, 17(50), 626-645. Universidad de los Andes, Mérida, Venezuela. https://www.redalyc.org/pdf/705/70505010.pdf
López Sánchez, P.; Alberich, T.; Aviñó, D.; Francés, F.J.; Ruiz Azarola, A.; Villasante, T.R. (2018). Herramientas y métodos participativos para la acción comunitaria. Informe SESPAS 2018. Gaceta sanitaria: Órgano oficial de la Sociedad Española de Salud Pública y Administración Sanitaria, Vol. 32, Nº. Extra 1, 2018 (Ejemplar dedicado a: Salud comunitaria y administración local), págs. 32-40
Maya, I; García, M. y Santoyana, F.J. (2007) Estrategias de la intervención psicosocial. Madrid: Pirámide
Montenegro, M. (2001). Conocimientos, agentes y articulaciones: una mirada situada a la Intervención Social. Barcelona: Universitat Autònoma de Barcelona
Montenegro, M., Rodríguez, A. & Pujol, J. (2014). La Psicología Social Comunitaria ante los cambios en la sociedad contemporánea: De la reificación de lo común a la articulación de las diferencias. Psicoperspectivas, 13(2), 32-43. https://doi.org//:10.5027/PSICOPERSPECTIVAS-VOL13-ISSUE2-FULLTEXT-433
Moreno, M.A. & Molina, N. (2018). La Intervención Social como Objeto de Estudio: Discursos, prácticas, problematizaciones y propuestas. Athenea Digital, 18(3), e2055. https://doi.org/10.5565/rev/athenea.2055
Moscoso, M.F. (2024). Hostal España. El gesto hospedante, la etnografía hospedante. Menoslobos Taller
Nirenberg, O.; Brawerman, J. & Ruiz, V. (2005). Evaluar para la transformación. Innovaciones en la evaluación de programes y proyectos sociales. Paidós.
Serpa, B. O. (2023). Investigación militante en diseño: Una propuesta para politizar el conocimiento de diseño. Diseña, (22), Article.4. https://doi.org/10.7764/disena.22.Article.4
Tommasino, N. (2021). La producción de lo común: Claves para una reconfiguración de la psicología social comunitaria. Revista puertorriqueña de Psicología, 31(2), 222-236. https://www.repsasppr.net/index.php/reps/article/view/630
VIC (Vivero de Iniciativas Ciudadanas) (2017). Cómo hacer un mapeo colectivo. La Aventura de Aprender: https://laaventuradeaprender.intef.es/proyectos_colab/como-hacer-un-mapeo-colectivo/
Viñar, M. E. (2020) Participación, posición comunitaria y relaciones con el estado en colectivos que construyen autonomía en la periferia urbana de Montevideo, Uruguay. Revista Puertorriqueña de Psicología. 31(2), 284-296. https://www.repsasppr.net/index.php/reps/article/view/638
Software
This module encourages the use of free software for ethical and political reasons. We recommend that students use free tools.
In the different sessions, tools and free software appropriate to each task will be recommended.
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 | Catalan/Spanish | first semester | afternoon |