PSY287 Konstruktivistické metody v psychologii

Faculty of Social Studies
Spring 2019

The course is not taught in Spring 2019

Extent and Intensity
0/2/0. 3 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
Prerequisites (in Czech)
SEMESTR ( 3 ) || SEMESTR ( 4 ) || SEMESTR ( 5 ) || SEMESTR ( 6 ) || SEMESTR ( 7 ) || SEMESTR ( 8 )
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 25 student(s).
Current registration and enrolment status: enrolled: 0/25, only registered: 0/25
fields of study / plans the course is directly associated with
Course objectives
The goal of the course is to introduce two constructivist methods: the repertory grid technique 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 connect qualitative (interpretive) approach with quantification within one design. The course consists of series of seminars. After an introduction to constructivist methodology, students will present and discuss their own pilot projects with one of the methods. They may utilize this as a preparation for their thesis.
Learning outcomes
Students will be able to use constructivist methods (repertory grid technique, dialogical narrative analyses), 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 or in psychological practice.
Syllabus
  • 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: perceive-element grid. 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 either the repertory grids or dialogical narrative analysis and present it in a concise manner; the presentations will be followed by discussion and a feedback.
Literature
  • 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.
  • 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
  • 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
Assessment methods
presence at seminars active participation concise presentation of own pilot study - criteria will be specified at the beginning of the course
Language of instruction
Czech
Further Comments
Study Materials
  • Permalink: https://is.muni.cz/course/fss/spring2019/PSY287