FSS:PSYb2870 Constructivistic methods in ps - Course Information

PSYb2870 Constructivistic methods in psychology

Extent and Intensity

0/2/0. 4 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Miroslav Filip, Ph.D. (lecturer)

Guaranteed by

Mgr. Miroslav Filip, Ph.D.
Department of Psychology – Faculty of Social Studies
Supplier department: Department of Psychology – Faculty of Social Studies

Timetable

Fri 8:00–9:40 U34

Prerequisites (in Czech)

!PSY287 && ( PSY102 Personality Psychology || PSYb1020 Personality Psychology )

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30

fields of study / plans the course is directly associated with

there are 18 fields of study the course is directly associated with, display

Course objectives

The goal of the course is to introduce two constructivist methods: the repertory grid technique, perceiver-element grid ("qualitative" rep-test), and dialogical narrative analysis. Constructivist methods are alternative to more common methods (e.g. self-report scales or tests). They are sensitive to participants' individuality, but their results can be generalized and empirically examined; moreover, they integrate qualitative (interpretive) approach with quantification within one design. The course consists of series of seminars. After an introduction to constructivist theries, students will present and discuss their own pilot projects with one of the methods. They may utilize the course as a preparation for their thesis.

Learning outcomes

Students will be able to use constructivist methods (repertory grid technique, dialogical narrative analyses, qualitative grids), including a creation of specific design of the method, data collection and interpretation of results. They will be able to use these skills in their own research.

Syllabus

• 0. Software settings for distance communication; discussion and agreement on the course through the semester. 1. Personal construct theory: the concept of "construct" and "construing", construct alternativism, personal construct, construct system, validation and invalidation of a construction system; assessment of construct system by the repertory grid technique. 2. The repertory grid technique, steps in a "grid interview": specification of the problem, selection of elements, construct elicitation, analysis and interpretation of constructs. 3. Analysis of repertory grid data by the OpenGridPackage for R: installation, data format and data import, data analysis (construct distances, dimensional and hierarchical models of construct system, indexes of cognitive complexity and their interpretation). 4. Qualitative version of the repertory grid technique: perceiver-element grid; relational construing; sociality. 5. Dialogical self theory: the notion of "dialogue", dialogical relationship and I position (self position), mutual connection of external and internal dialogue; adaptive and disrupted dialogue (monologue, cacophony and impoverished dialogue). 6. Narrative analysis based on the dialogical self theory: problem specification, elicitation of text data (interview, etc.), narrative analysis - identification of I-positions, analysis of relationships between I-positions, assessment of the structure of the dialogue. 7. Presentation of pilot projects/studies: every participant will conduct a pilot study by using one of the methods; participants may choose a research topic on their own or they work in teams, choosing their own topic or adopt a supplied topic "construing of covid pandemic and sociality."

Literature

• Sarangi, S., Canter, D., Youngs, D. (2013). Themes of radicalisation revealed through the personal constructs of Jihadi terrorists. Personal Construct Theory & Practice, 10, 40- 60.
• Filip, M., Lukavská, K., & Poláčková Šolcová, I. (2019). Dialogical and integrated self in late adulthood: Examining two adaptive ways of growing old. International Journal of Aging and Human Development, 1-26.
• Hermans, H. J. M. (2006). The self as a theater of voices: Disorganization and reorganization of a position repertoire. Journal of Constructivist Psychology, 19, 147-169
• Dimaggio, G., Hermans, H.J.M., & Lysaker, P.H. (2010). Health and adaptation in a multiple self. Theory & Psychology, 20, 379-399.
• Strobachová, B., & Filip, M. (2016). School is our common world - A constructivist-phenomenological study of the construing of the Roma pupils ... In D. Winter, N. Reed (Eds.),The Wiley handbook of personal construct psychology, pp. 388-396.
• Lysaker, P. H., & Lysaker, J. T. (2004). Schizophrenia as dialogue at the ends of its tether: The relationship of disruptions in identity with positive and negative symptoms. Journal of Constructivist Psychology, 17, 105-119.

Teaching methods

distance seminars via Zoom, "flipped classroom", presentation of own pilot studies, class discussion, literature review (at least 2 papers from the list)

Assessment methods

presence at seminars submitting of short homework (one homework a week approx.) concise presentation of i) research project; ii) research - criteria will be specified at the beginning of the course

Language of instruction

Czech

• Enrolment Statistics (Autumn 2020, recent)
  
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