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.
Analysis and Presentation of Results in Psychosocial Research
Code: 45429Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Psychosocial Research and Intervention | OP | 1 |
Contact lecturer
- Name :
- Luz María Martinez Martinez
- Email :
- luzmaria.martinez@uab.cat
Teaching staff
- Joan Pujol Tarres
- Beatriz San Roman Sobrino
- Enrique Baleriola Escudero
- Jesus Rojas Arredondo
Group languages
You can consult this information at the end of the document.
Prerequisites
It is recommended to have studied the previous subjects of the itinerary.
Objectives
The overall objectives of the subject are the following:
.- Develop a psychosocial analysis, theoretically oriented, based on the results obtained in the research itself.
.- Prepare conclusions and recommendations as a result of the research carried out.
.- Assess the ethical and political implications of the dissemination of the knowledge generated.
Learning outcomes
- CA26 (Present the results and findings of psychosocial research by adapting it to different audiences and formats.) Present the results and findings of psychosocial research by adapting it to different audiences and formats.
- KA25 (Theoretically and argumentatively define appropriate analytical techniques for the empirical material in a psychosocial research project.) Theoretically and argumentatively define appropriate analytical techniques for the empirical material in a psychosocial research project.
- SA18 (Define theoretically grounded perspectives of understanding and action based on the results of a concrete research project.) Define theoretically grounded perspectives of understanding and action based on the results of a concrete research project.
- SA19 (Develop ethically responsible behaviour towards the people, groups and organisations with whom one comes into contact during social intervention.) Develop ethically responsible behaviour towards the people, groups and organisations with whom one comes into contact during social intervention.
- SA20 (Analyse the empirical material from a psychosocial research project using rigorous epistemological and methodological principles.) Analyse the empirical material from a psychosocial research project using rigorous epistemological and methodological principles.
- SA21 (Organise the results of an intervention into a coherent and accurate report, appropriate to the psychosocial field.) Organise the results of an intervention into a coherent and accurate report, appropriate to the psychosocial field.
- SA22 (Actively participate with other working groups and contribute to the conceptual and analytical improvement of data collection and analysis procedures.) Actively participate with other working groups and contribute to the conceptual and analytical improvement of data collection and analysis procedures.
Contents
In this subject, mandatory for the research specialty in Social Psychology, students analyze the results of the study carried out, discuss them and derive conclusions and recommendations from all of this. In this process, problems that people taking the subject may have regarding the analysis of previously collected data are identified, in order to guide the research activity of the students based on common problems.
Contents:
● Analysis and discussion of research results based on different qualitative methodologies: discourse and narrative analysis, analysis of ethnographic data and analysis of action research processes.
● Identification of problems associated with the qualitative data analysis process according to the students' own projects.
● Definition of the synthesis processes and preparation of conclusions based on the qualitative material collected in the projects themselves.
● Procedures for the systematization of recommendations for professional practice that derive from the research work carried out.
● Implications of publishing “sensitive” qualitative data for ethical or political reasons.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Oral presentations | 15 | 0.6 | |
| Master classes and group discussions | 30 | 1.2 | |
| Preparation and development of assignements | 83 | 3.32 | |
| Analysis of empirical material | 15 | 0.6 | |
| Reading and understanding articles and reports | 10 | 0.4 | |
| Personal and group study and work | 50 | 2 | |
| Session preparation | 20 | 0.8 |
Teaching methodologies may combine the following forms of work: seminars, individual and collective tutoring, preparation and development of work, analysis of empirical materials, reading of articles and/or reports of interest and personal study.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev1. Presentation of the analysis of the material collected in the research in a written work | 50% | 0 | 0 | CA26, KA25, SA18, SA19, SA20, SA21 |
| Ev3. Attendance and participation | 20% | 0 | 0 | SA20, SA21 |
| Ev2. Classroom learning activities | 30% | 2 | 0.08 | KA25, SA18, SA20, SA22 |
Assessment
a) Assessment conditions
To pass the subject, all learning outcomes linked to the acquisition of the different competencies, knowledge and skills of the subject will be assessed. More specifically, it is essential that the student carries out:
1. Ev1: Supervised learning activities (outside the classroom) (50%): presentation of the analysis and results of the empirical material collected in the research, in a written work that includes method, procedure, in addition to the analysis and preliminary results (individual activity presented in writing).
2. Ev2: Face-to-face training activities (in the classroom) (30%): carrying out activities linked to a specific perspective and methodology of analysis and/or to the students' own research (joint activity in the classroom). Produce, test, evaluate and refine analytical devices directly on real or simulated psychosocial research data. Complete and submit at the end of the course a critical analysis of common errors, lessons learned and the role of methodological supervision.
3. Ev3: Registration of participation and attendance through a verifiable product generated in the classroom (20%): complete and submit at the end of each session a brief written form that records the results of the proposed activity and serves as proof of attendance and active participation.
The final grade will be the sum of the weighted results of evidence 1, 2 and 3 if a grade of 4.0 or higher in each on-campus assessment activity that accounts for 20% or more of the continuous assessment grade is obtained. If these requirement are not met, the highest final grade that may be recorded on the student's academic transcript will be 4.5.
A student who has submitted evidence of learning (one or more) with a weight equal to or greater than 4 points (40%) may not be recorded in the minutes as "not assessed".
b) Submission/production of evidence:
Consult the Master's calendar.
c) Return:
Ev1: Before June 18, 2027, by means of a note accompanied by a comment and/or rubric, through the virtual classroom.
Ev2: Before June 18, 2027, by means of a note accompanied by a comment and/or rubric, through the virtual classroom.
Ev3: Oral return with the coordinator and/or teaching staff of the subject.
d) Single assessment
When the student chooses the single assessment, the procedure will be as follows: All the contents of the subject will be assessed on the date of delivery of Evidence 1. On that day, the visual information capsule (Ev2: 30%) will be delivered in teams with the rest of the people accepted for the single assessment on one of the subjects of the subject, which will be evaluated with the criteria established for evidence 2, and the written work of evidence 1 will be delivered in the virtual campus classroom (Ev1: 50%). The class attendance mark (Ev3) will be evaluated through a multiple-choice exam of 20 questions on the contents given in class based on the bibliography of each subject available on the virtual campus.
d) Remedial assessment
Remedial assessments are not carried out.
e) In this subject, 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 of the student in the analysis and personal reflection. The student must clearly identify which parts have been generated or reviewed 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, the failure to verify the certainty of the statements offered by the AI, the citation of non-existent bibliographical references or the use of data generated by the AI will be considered a lack of academic honesty and will lead to a penalty in the grade of the activity, or greater sanctions in serious cases.
Faculty of Psychology Assessment Guidelines:
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
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Bassi, Javier (2008): El buen camino. Una historia de vida que ilustra los efectos de la (in)disciplina en la producción de conocimiento [tesis de doctorado, UAB].
Braun, Virginia, & Clarke, Victoria (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa.
Billig, Michael (1987): Arguing and Thinking: A Rhetorical approach to social psychology. Cambridge: CUP.
Billig,Michael; Condor, Susan; Edwards, Derek; Gane, Mike J.; Middleton, David; Radley, Alan(1988): Ideological Dilemmas: A social psychology of everyday thinking, London: Sage.
Billig,Michael (1991): Ideo/ogy and Opinions. London: Saqe.
Burman,Erika; Parker,Ian (Eds,)(1993): Discourse analytic research. Repertoires and readings of texts in action. London: Routledge.
Geertz, Clifford (1992). La interpretación de las culturas (Vol. 1). Barcelona: Gedisa.
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Frank, Arthur W. (2012). Practicing dialogical narrative analysis. Varieties of narrative analysis, 33-52.
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Harding, Sandra (1987). ¿Existe un método feminista? Feminismo y metodología. Universidad de Indiana. Disponible en: https://urbanasmad.files.wordpress.com/2016/08/existe-un-mc3a9todo-feminista_s-harding.pdf
Harding, Sandra (2010). “¿Una filosofía de la ciencia socialmente relevante? Argumentos en torno a la controversia sobre el Punto de vista feminista”. En Blázquez, N.; Flores, F. y M. Ríos (coords.). Investigación feminista. Epistemología, metodología y representaciones sociales. México: Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, unam, pp. 39-66.
Iñiguez, Lupicinio; Antaki, Charles (1994): El análisis del discurso en Psicología Social. Boletín de Psicología, No. 44, 59-66.
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Linder, Stephen H. (2006). Cashing-in on Risk Claims: On the For-profit Inversion of Signifiers for´┐¢ Global Warming. Social Semiotics, 16(1), 103.
Maingueneau, Dominique (1991): L'analyse du Discours. Introduction aux lectures de /'archive. Paris: Hachette.
Martínez-Guzmán, Antar & Íñiguez-Rueda, Lupicinio (2010). La fabricacióndel Trastorno de Identidad Sexual. Discurso & Sociedad, Vol 4(1) 2010, 30-51.
McNaught, Carmel; Lam, Paul (2010) Using Wordle as a Supplementary Research Tool. The Qualitative Report, Volume 15 Number 3, May 2010, 630-643. Disponible en: http://www.nova.edu/ssss/QR/QR15-3/mcnaught.pdf
Molina, José Luis (2004). La ciencia de las redes. Apuntes de Ciencia Y Tecnología, (11), 36-42.
O'Halloran, Kay (Ed.). (2004). Multimodal discourse analysis: Systemic functional perspectives. A&C Black.
Parker, Ian (1988): Deconstructing accounts. En Charles Antaki (ed.):Analysing Ordinary Explanation: A casebook of methods London: Sage.
Parker, Ian (1992): Discourse Analysis. Critical Analysis for Social and Individual Psycho-logy. London: Routledge.
Potter, Jonathan; Wetherell, Margaret (1987): Discourse and Social Psychology: Beyond attitudes and benevtour. London:Saqe.
Riessman, Catherine Kohler (2003) Narrative Analysis. in Michael S. Lewis-Beck, Alan Bryman and Tim Futing Liao, eds(2003), The Sage Encyclopedia of Social Science Research Methods, 3 Vol. boxed set, Sage. Reprinted by permission of Sage Publications.
Riessman, Catherine Kohler. (2003)\"Performing identities in illness narrative: Masculinity and multiple sclerosis\", Qualitative Research, 3(1).
Riessman, Catherine Kohler (2007). Narrative Methods for the Human Sciences. SAGE Publications.
Saldaña, Johnny (2009). The coding manual. London: SAGE.
Scott, John (2000). Social network analysis. A handbook. London: Sage.
Silva, Carlos (2011) La teoría delActor-red tal como yo la imagino. Breve ensayo sobre el cosmos semafórico.Athenea Digital - 11(1): 203-215 (marzo 2011).
Silva, Carlos; Iñiguez, Lupicinio (2011) Tiempo y relaciones sostenibles en el espacio urbano. Papeles del CEIC, vol. 2011/2, nº 75, CEIC (Centro de Estudios sobre la Identidad Colectiva), Universidad del País Vasco,
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Stubbs, Michael (1983): Discourse Analysis: The sociolinguistic analysis of natural language, Oxford: Basil Blackweu.
Van Dijk, Teun (1999): Análisis crítico deldiscurso. Anthropos, 186, 23-36.
Van Dijk,Teun (2002). El análisis crítico del discurso y el pensamiento social. Atenea Digital, 1, 18-24. Disponible en http://blues.uab.es/athenea/num1/vandijk.pdf
Van Dijk,Teun (2003). La multidisciplinaridad del análisis crítico del discurso: un alegato en favor de la diversidad. En R.Wodak y M.Meyer Métodos de análisis crítico del discurso, 143-177. Barcelona:Gedisa.
Wetherell, Margaret; Potter, Jonathan (1992): Mapping the language of racismo. London: Harverster.
Williams, Gareth (1984) \"The genesis of chronic illness: Narrative reconstruction\", Sociology of Health & Illness, 6(2): 175-200.
Wodak, Ruth; Meyer, Michael (comps.) (2003): Métodos de análisis crítico del discurso. Barcelona: Gedisa.
La bibliografia específica per a cada contingut de l'assignatura es proporcionarà a través del campus virtual.
Software
This subject promotes the use of free software for ethical and political reasons. We recommend students to use free operating systems (e.g., Linux distributions), to create their work using open-source software (e.g., LibreOffice and similar), and to submit assignments 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 | Catalan/Spanish | second semester | afternoon |