An in-depth examination of a current research area in community psychology, the construct of Empowerment and its social approaches, historical framework, methods for community based researches and interventions. Qualitative methods, research in a situated perspective, Action Research.
This course foresees a Seminar on “Strategic approach for intervention in social contexts” (held by prof. G. Nardone).
COMPULSORY READING:
- Zani, B. (a cura di) (2012). Psicologia di comunità. Prospettive, idee, metodi. Roma: Carocci.
- Mazzara, B.M. (a cura di) (2001). Metodi qualitativi in psicologia sociale: prospettive teoriche e strumenti operativi. Roma: Carocci.
- Scully, M. (2015). The Problem of a Subjective Authenticity and the Articulation of Belonging among the Irish in England. A Psychosocial Approach. Qualitative Research in Psychology, 12(1), 34-44.
- Thomas, E., Pate, S. and Ranson, A. (2015), The Crosstown Initiative: Art, Community, and Placemaking in Memphis. American Journal of Community Psychology, 55: 74–88. doi: 10.1007/s10464-014-9691-x
Further reading (for students not attending seminars or workshops):
- please choose one of the following options (1 book or 2 papers), with a possible lecturer suggestion:
De Piccoli, N. (2014). Salute e qualità della vita nella società del benessere. Roma: Carocci.
Mazzara, B.M. (a cura di) (2010). L'incontro interculturale. Processi, percorsi, contesti. Milano: Unicopli.
Mosso, C., Testoni, I. (2015). Dai gruppi alla comunità. Problemi umani e società inclusiva. Torino: UTET.
Nardone, G. (2010). Il dialogo strategico. Milano: Ponte alle Grazie.
Nardone, G., & Balbi, E. (2012). Solcare il mare all'insaputa del cielo: Lezioni sul cambiamento terapeutico e le logiche non ordinarie. Milano: Ponte alle Grazie.
MacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2016). Process guidelines for establishing Intercoder Reliability in qualitative studies. Qualitative Research, 16(2), 198-212.
Nind, M., & Vinha, H. (2014). Creative interactions with data: using visual and metaphorical devices in repeated focus groups. Qualitative Research, 1468794114557993.
Maxwell, M. L., Abrams, J., Zungu, T., & Mosavel, M. (2015). Conducting community-engaged qualitative research in South Africa: memoirs of intersectional identities abroad. Qualitative Research, 1468794114567495.
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International journal of qualitative methods, 5(1), 80-92.
Harris, K. L. (2016). Reflexive voicing: a communicative approach to intersectional writing. Qualitative Research, 16(1), 111-127.
Suggested papers are available on line free of charge using a computer identifiable as coming from University of Florence (for instance in an university library).
FURTHER reading (for students not attending seminars or workshops):
- please choose one of the following options (1 book or 2 papers), with a possible lecturer suggestion:
Amerio, P. (2013). L’altro necessario. Bologna: Il Mulino.
De Piccoli, N. (2014). Salute e qualità della vita nella società del benessere. Roma: Carocci.
Leone, G. (2011). Vivere l'interculturalità. Ricerche sulla vita quotidiana. Milano: Unicopli.
Mazzara, B.M. (a cura di) (2010). L'incontro interculturale. Processi, percorsi, contesti. Milano: Unicopli.
Mosso, C., Testoni, I. (2015). Dai gruppi alla comunità. Problemi umani e società inclusiva. Torino: UTET.
Foster-Fishman. P.G., Collins, C., Pierce. S.J. (2013). An Investigation of the Dynamic Processes Promoting Citizen Participation. American Journal of Community Psychology, 51(3-4): 492–509.
Pullman M.D. et al (2013). Defining Engagement in Adolescent Substance Abuse Treatment. American Journal of Community Psychology, Vol. 52(3-4): 347–358.
Robinson, O.C. (2014). Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide. Qualitative Research in Psychology, Vol. 11 (1): 25-41.
Sheridan, J., Chamberlain, K., Dupuis, A. (2011). Timelining: visualizing experience. In Qualitative Research, Vol. 11(5): 552-569.
Taylor, S. (2012). ‘One participant said.’. The implication of quotation from biographical talk. Qualitative Research, Vol. 12 (4): 388-401.
Watts, S. (2014). User Skills for Qualitative Analysis: Perspective, Interpretation and the Delivery of Impact. Qualitative Research in Psychology, Vol. 11 (1): 1-14
Suggested papers are available on line free of charge using a computer identifiable as coming from University of Florence (for instance in an university library).
Learning Objectives
LEARNING OUTCOMES
Deepen knowledge and understanding of the key concepts and the theoretical models of empowerment, based on an approach of community psychology, analyzing individual and social dimensions and their effectiveness in acquiring resources and competences.
Obtain applying knowledge and understanding, learning qualitative methods and research approaches. Obtain specialized competences for planning an action research and for using qualitative methods. Analyze and deepen necessary professional competences in order to define and realize community based interventions, aimed to promote empowerment.
Improve reflexivity, critical thinking and capability in making judgements.
Improve capability in communication, particularly as regard their learning.
Improve further learning skills for planning their own research.
Prerequisites
No.
Teaching Methods
TEACHING METHODS
Lectures, workshops and seminars. Meetings with experts working in Public Services and Non Profit Organizations. A participatory approach to learning will be emphasized.
Attending seminars will be optional, nevertheless work carried out during attended seminars will be evaluated during the examination.
One of activities will be related to an experience of Service-Learning that will be developed in a local community.
Further information
ASSESSMENT METHODS
Examinations are graded according to a scale ranging from 0 to 30, with 18 as a pass mark.
Type of Assessment
LEARNING ASSESSMENT
Written and oral examination.
Written examination is composed both of open-ended questions to evaluate the achievement of aims about knowledge and understanding from a theoretical and applied point of view, including also competence about qualitative methods, and of a vignette with questions about a research or an intervention to evaluate students’ making judgments in the topics of the course, their capability in communication and their competences for further planning.
Written text will be discussed with students during oral examination, when course contents and optional reading will be deepened, too. Optional reading may be replaced by attending a seminar and producing a report.
Course program
COURSE CONTENTS
The course will illustrate the main theoretical framework of empowerment, analysis of models for self-empowerment and social empowerment, paying attention to psychological dimensions and intercultural dynamics. Community, cultural identity and membership between global and local processes.
Methods for analyzing local communities and their problems and Action Research.
Qualitative Research methods. Different approaches in qualitative analysis (Grounded Theory, Interpretative Phenomenological Analysis, Discursive Analysis, Case Studies), computer-assisted content analysis.
Examples coming from Researches, Action Researches and Community Interventions will be considered, deepening topics as system change promotion, change strategies, commitment of social actors in interventions, participatory evaluation in community psychology, with a special emphasis on marginalization, migration and intercultural societies, risky behaviors, resilience.