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).
Taught in person.

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 U33

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). 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, 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. Content of the course, students' expectations, clarification of "constructivist teaching". 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. Reflection and self-experience - personal constructs in stories, fairytales, dreams. 3. The repertory grid technique, steps in a "grid interview": specification of the problem, selection of elements, construct elicitation, analysis and interpretation of constructs. 4. 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). 5. Qualitative version of the repertory grid technique: perceiver-element grid; relational construing; sociality. 6. Presentation and discussion of constructivist papers: teams of students will study a constructivist paper (case study, research report, theoretical paper, educational application, etc.) and present it to others. 7. Presentation of pilot projects/studies: temas of participants will conduct a pilot study by using one of the methods; participants may choose a research topic or select from supplied topics.

Literature

• 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
• 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.
• 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.
• Dimaggio, G., Hermans, H.J.M., & Lysaker, P.H. (2010). Health and adaptation in a multiple self. Theory & Psychology, 20, 379-399.
• 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.
• 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

"flipped classroom", presentation of own pilot studies, class discussion, literature review

Assessment methods

presence at seminars submitting of short homework (one homework a week approx.) team presentations of i) constructivist study; ii) own research

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials

Teacher's information

This course does not follow a common pattern from a presentation to an excercise and testing. The course consists of activities where students have an opportunity to construe a given topic and discuss their construing to others. Students should be aware that the teaching will be sometimes loosely structured and that their involvement is essential.

• Enrolment Statistics (Autumn 2021, recent)
  
• Permalink: https://is.muni.cz/course/fss/autumn2021/PSYb2870