ArticlePDF Available


Recent advancements in the social impact assessment of science have shown the diverse methodologies being developed to monitor and evaluate the improvements for society as a result of research. These assessment methods include indicators to gather both quantitative and qualitative evidence of the social impact of science achieved in the short, medium, and long terms. In psychology, the impact of research has been mainly analyzed in relation to scientific publications in journals, but less is known about the methods for the social impact assessment of psychological research. Impact assessment in the domains of educational psychology and organizational psychology presents synergies with bottom-up approaches that include the voices of citizens and stakeholders in their analyses. Along these lines, the communicative methodology (CM) emerges as a methodology useful for the communicative evaluation of the social impact of research. Although the CM has widely demonstrated social impact in the social sciences, less is known about how it has been used and the impact achieved in psychological research. This article unpacks how to achieve social impact in psychology through the CM. In particular, it focuses on the theoretical underpinnings of the CM, the postulates linked to psychological research and some key actions for the implementation of the CM in relation to the design of Advisory Committees, working groups, and plenary meetings in research. Furthermore, it shows how the CM has been implemented in illustrative cases in psychological research. The article finishes with a conclusion and recommendations to further explore the ways in which the CM enables the social impact of research in psychology.
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 1
published: 03 March 2020
doi: 10.3389/fpsyg.2020.00286
Edited by:
Sara Cadavid,
Del Rosario University, Colombia
Reviewed by:
Dirk Van Rooy,
Australian National University,
Liz Todd,
Newcastle University, United Kingdom
Manuel Jacinto Roblizo
University of Castilla–La Mancha,
Gisela Redondo-Sama
Specialty section:
This article was submitted to
Educational Psychology,
a section of the journal
Frontiers in Psychology
Received: 23 September 2019
Accepted: 06 February 2020
Published: 03 March 2020
Redondo-Sama G,
Díez-Palomar J, Campdepadrós R
and Morlà-Folch T (2020)
Communicative Methodology:
Contributions to Social
Impact Assessment in Psychological
Research. Front. Psychol. 11:286.
doi: 10.3389/fpsyg.2020.00286
Communicative Methodology:
Contributions to Social Impact
Assessment in Psychological
Gisela Redondo-Sama1*, Javier Díez-Palomar2, Roger Campdepadrós3and
Teresa Morlà-Folch4
1Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain, 2Department of Linguistic and Literary
Education, and Teaching and Learning of Experimental Sciences and Mathematics University of Barcelona, Barcelona,
Spain, 3Department of Business Studies, University of Girona, Girona, Spain, 4Department of Business Management,
Universitat Rovira i Virgili, Tarragona, Spain
Recent advancements in the social impact assessment of science have shown the
diverse methodologies being developed to monitor and evaluate the improvements for
society as a result of research. These assessment methods include indicators to gather
both quantitative and qualitative evidence of the social impact of science achieved
in the short, medium, and long terms. In psychology, the impact of research has
been mainly analyzed in relation to scientific publications in journals, but less is known
about the methods for the social impact assessment of psychological research. Impact
assessment in the domains of educational psychology and organizational psychology
presents synergies with bottom-up approaches that include the voices of citizens and
stakeholders in their analyses. Along these lines, the communicative methodology (CM)
emerges as a methodology useful for the communicative evaluation of the social impact
of research. Although the CM has widely demonstrated social impact in the social
sciences, less is known about how it has been used and the impact achieved in
psychological research. This article unpacks how to achieve social impact in psychology
through the CM. In particular, it focuses on the theoretical underpinnings of the CM, the
postulates linked to psychological research and some key actions for the implementation
of the CM in relation to the design of Advisory Committees, working groups, and plenary
meetings in research. Furthermore, it shows how the CM has been implemented in
illustrative cases in psychological research. The article finishes with a conclusion and
recommendations to further explore the ways in which the CM enables the social impact
of research in psychology.
Keywords: impact assessment, communicative methodology, psychological research, social impact, methods
The social impact assessment of science is becoming crucial in the debates over research evaluation,
influencing the way in which scientists conceptualize and develop their studies (Reale et al.,
2017). The growing concern among researchers, funding agencies, universities, policy makers,
stakeholders, and the general public regarding how science can result in concrete improvements
for society, contributes to establishing research impact agendas in all scientific disciplines. The field
of psychology has not been indifferent to this newly international trend. The Strategic Plan of the
Frontiers in Psychology | 1March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 2
Redondo-Sama et al. Impact Assessment and Communicative Methodology
American Psychological Association, adopted in February 2019,
has the mission “To promote the advancement, communication,
and application of psychological science and knowledge to benefit
society and improve lives” (APA, n.d., p. 5). In this context, there
is a need to advance knowledge about the research methodologies
that enable social impacts and the concrete ways to develop them.
The communicative methodology (CM) has been
demonstrated to achieve social impacts in different fields of
knowledge since it was conceptualized with the aim of being
useful to society, contributing to improving individuals and
collectivities under study and the society as a whole (Gómez
et al., 2011). The CM addresses social demands for dialogue
in research, including reflections and the providing of critical
views of the social contexts (Gómez et al., 2006). The CM
has the recognition of the European Commission (European
Commission, 2010;Flecha and Soler, 2014) because of relevant
research in the framework programs based on this methodology.
It is important to consider that, in science, power claims and
research dynamics can cause researchers to prioritize their status
or benefits over improving people’s lives even if scientists are
concerned with the improvement of lives. This approach can lead
to cultural, gender, age or class biases and to exclusionary science
and output. The CM contributes to transforming this concern
in science, engaging the subjects in an intersubjective dialogue
with researchers by means of which (with such engagement)
it is possible “to develop new knowledge that can transform
local conditions, as they shift from diagnosing social exclusion
to identifying the approaches that work best to reduce it”
(Flecha, 2014).
The improvement of lives and societies underscores the
definition of social impact, which differs regarding the concepts
of scientific and political impact. In an accurate review of the
literature on the evaluation of impacts of research in the social
sciences and humanities, Reale et al. (2017) related scientific
impact to the capacity to found new schools of thought and
influence future research, and they related political impact to
the use of scientific knowledge by decision makers and/or
social actors as the basis for policies and/or action (p. 300).
Impact is also connected to broader societal goals, aiming at
the improvement of the living conditions of individuals. Flecha
defined social impact as the improvement of society and citizens
in relation to their own goals, democratically settled as in the
United Nations Sustainable Development Goals, for instance
(European Commission, 2018).
On the basis of an extensive literature review and lessons
learned from practices worldwide, Flecha articulated a set
of quantitative and qualitative indicators, data sources and
methodologies to measure social impact achievement in the
short, medium, and long terms, drawing on the following
key impact pathways: achieving R&I missions, addressing
global challenges and engaging EU citizens. Flecha (2000)
claimed that “social impact measurement will benefit from
databases and repositories that collect evidence of social
impact, which will play a similar role as the databases of
scientific impact” (p. 56). Repositories and databases displaying
evidence of social impact have emerged in recent years,
including the Social Impact Open Repository (SIOR), the
first one worldwide to store evidence of social impacts in
all scientific fields on a free basis (Flecha et al., 2015).
That SIOR is currently linked to Wikipedia and ORCID, two
major international databases incorporating (and disseminating)
scientific knowledge, is an indication of the growing importance
that social impact has worldwide. SIOR (with Wikipedia and
ORCID) includes a set of indicators to calculate the social
impact of research projects. The definition of indicators is
related to advancements in the development of methodologies
to measure the impact of research and the assessment of
the relevance of research priorities and topics for citizenship
(European Commission, 2017).
The methodologies addressed to measure the impact of
research activity have increased worldwide, but evaluation
prevails in terms of scientific impact (Ravenscroft et al.,
2017). However, the methods for assessing social impact are
a major concern across scientific societies, funding research
agencies, universities, etc. Most of the efforts to advance
knowledge in this field, particularly in the social sciences
and humanities, can be found in Europe (e.g., Framework
Programme of the European Commission, Research Excellence
Framework in the United Kingdom), North America (e.g.,
National Science Foundation), and the BRICS countries (e.g.,
Financer of Studies and Projects in Brazil, Department of
Science and Technology in India). In the European context,
it is important to emphasize the contributions led by the
European Commission through the appointment in 2016
of the Expert Group on evaluation methodologies for the
interim and ex-post evaluations of Horizon 2020, chaired
by Flecha, and the subsequent publication of the report
entitled “Applying relevance-assessing methodologies to Horizon
2020” (European Commission, 2017), which developed four
methodologies to assess the relevance of European funding
in framework programs: expert exploratory approaches using
computer-based content analysis; expert exploratory approaches
using human content analysis; text mining approaches, and social
media approaches (top-down and bottom-up). This approach to
measuring the social impact of research relies on the involvement
of citizenship within the process of creating the criteria to define
social impact. Flecha and his team (European Commission,
2017) drew on communicative methodology to create inclusive
dialogic spaces for discussion, which is a remarkable contribution
to the field of research assessment in the social sciences and
humanities (including psychology). The guiding questions for
the development of the four aforementioned methodologies were
based on the institutional perspective, the citizen’s perspective,
and the scientific and technological perspectives. With regard to
the citizen’s perspective the question underlying the analysis was
whether Horizon 2020 was in line with the needs of EU citizens.
The citizen’s perspective sets peoples’ needs and voices at
the core of the dialogue between science and society. In
psychology, similar to other fields in the social sciences and
humanities, we can find similar trends in engaging target
populations within the process of research [design, interpretation
of the results, and/or validation and reliability (Radstake et al.,
2009;Davies et al., 2008)]. These studies look forward advancing
toward a more responsible interaction of psychology with society,
Frontiers in Psychology | 2March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 3
Redondo-Sama et al. Impact Assessment and Communicative Methodology
including dialogue with vulnerable populations, for instance,
indigenous people (Davidson et al., 2000), or patients with acute
decompensation of psychiatric pathology (Moreno-Poyato et al.,
2019). Furthermore, Bromme and Goldman (2014) explored
the public understanding of science, analyzing the way in
which people make decisions linked to psychology without
a deep comprehension of research. In a similar vein, the
research program Science with and for Society (Swafs) of the
European Commission includes projects attempting to bridge
the gap between the scientific community and society at large,
with the presence of psychological research in case studies
selected in the Ex-post Evaluation of Science in Society in FP7
(European Commission, 2015).
This international trend of including people’s voices
(demands, needs, etc.) within the process of research assessment
(and the design of new research framework programs) tends
to be built from top-down approaches and therefore from the
researcher’s point of view, instead of citizens’ views (bottom-up)
(Rau et al., 2018). Complementary to the use of top-down
approaches, the methodologies linked to bottom-up could
contribute to articulating a comprehensive understanding of the
social impact of research in psychology. For instance, the use of
methodologies to assess social impact in social media capture
citizens’ opinions about the improvement of daily lives after the
implementation of research (Cabré-Olivé et al., 2017;Pulido
et al., 2018). In the light of this relationship, the CM becomes
very useful as a methodological approach that include people’s
voices from a bottom-up approach (Gómez, 2015).
In this article, we discuss how using the communicative
methodological approach to research conducted in the field
of psychology could reach remarkable levels of social impact.
We aim to unpack how to achieve a social impact in
psychological research through the CM. Communicative impact
assessment of the research is used as a method to discuss the
aforementioned goal. We first present the advancements in the
social impact assessment of psychological research, including the
methodologies used to evaluate programs, research projects, and
evidence-based interventions in psychology research that have
achieved impact. Then, we explain the theoretical underpinnings
of the CM and the postulates linked to psychological research to
clarify how can we use the CM approach as a methodological
instrument to conduct the discussion. Then, we analyze
communicative research in psychology in order to address the
aims stated above. Finally, we present the article’s conclusion and
limitations to further explore the methodologies linked to the
social impact of research in psychology.
The CM is widely recognized as a useful methodology to
achieve social impact through research since it allows for
study not only of the exclusionary elements that reproduce
inequalities but also of those elements contributing to overcome
them (European Commission, 2011;Gómez et al., 2011;
Gómez, 2017;Díez-Palomar et al., 2018). It is implemented in
diverse disciplines in the social sciences, including sociology
(Flecha and Soler, 2014), gender studies (Puigvert, 2014), and
physical education (Castanedo and Capllonch, 2018), among
others. This methodology “implies a continuous and egalitarian
dialogue among researchers and the people involved in the
communities and realities being studied” (Gómez et al., 2011).
The role of the researchers is to bring scientific knowledge
to the discussion, while the subjects contribute with their
knowledge from their lifeworlds [in Schütz’s (1967) terms].
On the basis of this dialogical process, it is common for
new understandings of social realities to flourish, informing
potential answers to social problems. The dialogue and inclusion
of people’s voices throughout the research process create
transformative synergies in the field of psychology, as reported by
Racionero and Padrós (2010).
The CM draws on the ontological assumption that “reality” is
somehow “communicative.” That is, it is a human construction
in which the meanings associated with “things” are built in
a communicative manner through the interactions between
individuals. In epistemological terms, the CM is dialogical in
nature since the scientific statements employed in the discussion
of the evidence are the result of a dialogue based on the
intersubjectivity (Stolorow et al., 1994;Gómez et al., 2006) of the
participants in the research. The social orientation of the CM is
to transform the social context through communicative action
(Habermas, 1984;Soler and Flecha, 2010), applying quantitative
and qualitative techniques. The CM draws on seven postulates
(Gómez et al., 2006, 2019):
Universality of language and action;
Individuals as transformative social agents;
Communicative rationality;
Common sense;
Disappearance of the premise of an interpretative
Equal epistemological levels; and
Dialogic knowledge.
In this article, we use illustrative cases in psychological
research to discuss how they have used communicative research
methods to assess social impact. Table 1 summarizes the
underlying postulates to discuss the advancements in the impact
assessment methods among the illustrative cases chosen. As far
as we know, the CM in psychological research was used in these
cases. Codes are aligned with the seven postulates of the CM, as
explained above.
The CM includes in the research organization key procedures
for the design, implementation, and analysis of data. The
Frontiers in Psychology | 3March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 4
Redondo-Sama et al. Impact Assessment and Communicative Methodology
TABLE 1 | Coding scheme drawing on the seven postulates of the communicative methodology.
Postulate Definition Code Use in psychological research
Universality of language
and action
Language and action are inherent capacities of all human
beings (Habermas, 1984;Chomsky, 1996). There is no
hierarchy between cultures, ages or genders to develop
cognitive and communicative capacities that allow them to
interpret the world.
ULA This postulate implies that professionals in psychology,
patients, therapists, counselors, caregivers, families of
patients, patients’ associations, and other members
linked to psychology have the capacity to interact with
others to express their views, including the evaluation of
an intervention or program.
Individuals as
transformative social
Individuals have the capacity to interpret the world and
undertake actions addressed to its transformation and
ITA Vygotsky (1978) argued that language is the symbolic
tool that aids cognitive development, allowing
individuals to interact toward change. In this vein,
Bruner (2012) posited that transformation addresses
human nature, instead of biological adaptation.
According to Habermas (1984): “the concept of
communicative rationality has to be analyzed in connection
with achieving understanding in language. The concept of
reaching an understanding suggests a rationally motivated
agreement among participants that is measured against
criticizable validity claims” (p. 75).
CR The postulate of communicative rationality in
psychology suggests that researchers or other
members enter into a scaffolding dialogue to improve
the assessment processes and methods. The ultimate
aim is to benefit the whole impact evaluation
Common sense Individuals acquire diversity of knowledge and beliefs that
influence their comprehension of the world and common
sense (Schütz, 1967). This background influences the
interpretation of reality, and the cultural contexts provide
meaning to thoughts and actions (Rogoff, 2003).
CS The link between the CM and social impact evaluation
on the basis of the postulate of common sense
includes open channels of dialogue and interactions
that embrace different views and background
knowledge of very diverse agents, from practitioners to
researchers or patients.
Disappearance of the
premise of an
interpretative hierarchy
Beck addresses how the desmonopolization of experts’
knowledge occurs in the context of a risk society, paying
special attention to the role of reflexivity (Beck et al., 1994).
In the analysis by Lash of Beck’s conception of reflexivity,
the author states that “reflexivity and modernity entail a
growing freedom from and critique of expert-systems.
Structural reflexivity thus involves freedom from the
expert-systems of dominant science. Self-reflexivity involves
a freedom from and critique of various psychotherapies.
Reflexivity is based not in trust but in distrust of
expert-systems” (Beck et al., 1994, p. 116).
DIH The interpretations of academic and non-academic
audiences have the same value. Therefore, in the
evaluation of social impact framed by the CM, the best
arguments from users or scientists can improve the
assessment processes.
Equal epistemological
Participants and researchers are at an equal
epistemological level to understand the social reality and
participate in a research process. The contributions that
researchers and non-academic make to research are
different since the knowledge that they have is also diverse.
The knowledge coming from the individuals is experience
and daily life learning, while researchers provide scientific
EEL The equal epistemological level of the CM implies a
more precise analysis and understanding of
psychological and social problems. In the field of social
impact assessment in relation to this postulate, the
evaluative arguments from non-academic audiences
are equally valid and useful for developing and
improving them.
Dialogic knowledge The CM of research includes the objectivity and subjectivity
perspectives to advance toward a dual perspective of the
world that recognizes at the same level the structures
(systems) and the life world. The intersubjective perspective
underlines the interpretation of reality and generation of new
knowledge, which are influenced by the people’s
environments and meanings of reality (Flecha, 2000;
Mercer, 2000). The construction of evaluation knowledge is
grounded in dialogue since individuals accumulate
knowledge using dialogue (Howe and Abedin, 2013).
DK Impact assessment methods linked to the CM can
achieve more accurate results in the evaluation
processes since dialogue includes diverse views,
reflections, voices, needs, and perspectives from
different agents.
communicative organization of research is a concrete
methodological dimension that allows for social impact
assessment on short-, medium-, and long-term bases. There
are three actions related to the communicative organization
of research that are particularly relevant in terms of social
impact assessment: the creation of the Advisory Committee;
the definition of working groups; and the planning of plenary
meetings. These actions are foreseen since the beginning of a
research project, and they play the common role of following
up the social impact of research results and guiding potential
corrections during the research process. It is important to
emphasize that egalitarian dialogue underpins the three actions
and works as a cross-feature. The research team has the
responsibility of ensuring that the functioning procedures
and protocols of the Advisory Committee, working groups,
and plenary meetings are transparent. Furthermore, there
Frontiers in Psychology | 4March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 5
Redondo-Sama et al. Impact Assessment and Communicative Methodology
are mechanisms to ensure that they can be improved during
the research project, taking advantage of the contributions
of the users’ views. Diversity is crucial to developing these
actions successfully.
Designing the Creation of the Advisory
The Advisory Committee of a research project implies the
creation of a group of individuals who represent the communities
studied. For instance, if a study focuses on the psychological
effects of consuming alcohol during adolescence, the Advisory
Committee should include young people with this problem
to better approach the reality and to attain understanding
and potential solutions. These committees usually have two
representatives of the study group who interact with researchers
on the basis of an equalitarian dialogue, accomplishing the
postulates of the CM. The representatives bring their knowledge
to the research process, and they can review the research guides
and reports, questionnaires for the fieldwork, and other materials.
It is important to emphasize that they actively contribute to
transforming and improving the initial situation of the vulnerable
group. The role of the Advisory Committee in the evaluation
process is crucial to achieving a social impact since it is composed
of representatives of the study groups, and it can play a role in ex
ante,in itinere, or ex post stages of research. The methodologies
for collecting their views about social impact evaluation can be
quantitative and qualitative.
Defining Working Groups
Science requires a research background from several fields to
advance knowledge. Interdisciplinarity has grown worldwide,
and it is common to collaborate between disciplines at the
international, national, or regional level. In the case of the
CM, research can include operational subgroups o focus on
particular topics or tasks. For example, in a research project
approaching the psychological impact of the use of technologies
in adulthood, the working groups could include the fields of
psychology, communication, sociology, and/or adult education.
Each of the subgroups works fluently and can have diverse
responsibilities during the research process. Volunteers who
are experts in specific domains can participate in them. The
Advisory Committee and coordination research team discuss the
advancements and/or proposals of the working groups. The role
of the working groups in the social impact assessment is mainly
in itinere since they are operative mainly during the research
process. The communication flow with the Advisory Committee
is one of the most important aspects for reviewing and mitigating
potential problems that can reduce social impact of research. As
in the case of the Advisory Committee, the methods to capture
insights regarding social impact evaluation can be quantitative
and qualitative.
Planning Plenary Meetings
The plenary meetings include all research members in a forum
that can be addressed in ways to achieve social impact, evaluate
the utility of research methods or design dissemination strategies,
among other issues. The Advisory Committee receives the results
of the plenary meetings to assess them and evaluate whether they
require further improvements. Furthermore, at the end of the
project the research team organizes a final conference addressed
to stakeholders and end users. The aim is to engage all of the
agents in a dialogue that includes the social impact assessment of
the research results. In the case of psychological research, the final
conference can have patients as speakers, presenting the benefits
of a study together with researchers. Sometimes, these speakers
are members of the Advisory Committee, and as occurs in the
case of the working groups, the flow between the members of the
plenary meetings and the Advisory Committee is a very relevant
dimension of the communicative organization of research. The
timing, planning, and flexibility of the organization of the plenary
meetings depend on the identification of emerging needs during
the research process.
There are three moments at which social impact assessment
occurs (ex ante,in itinere, and ex post), and the actions of
the CM can play different roles in each of them. Ex ante
evaluation of social impact is when potential (not real) social
impact is evaluated, and it is the most challenging one. During
the implementation of research, that is, in itinere, it is possible
to identify possible mistakes with regard to social impact and
to mitigate them. Once the research finishes, social impact
evaluation can also be undertaken on an ex post basis. In this
section, we illustrate through two selected cases (Denzin and
Lincoln, 2011) how CM reaches remarkable levels of social
impact in psychological research. These cases provide relevant
details to inspire other researchers develop studies applying MC
to achieve social impact in psychological research.
Illustrative Case 1: The CHIPE Project
The EU-funded research project “Children’s Personal
Epistemologies: Capitalizing Children’s and Families’ Knowledge
in Schools Towards Effective Teaching and Learning” (García-
Carrión, 2013-2015) provided relevant results for improving
children’s cognitive and social development, and the use of the
CM was particularly important to evaluating the social impact
in itinere. The project part of actions help citizens to succeed
in education for subsequent access to the labor market and full
participation in society. On the one hand, it focuses on a better
understanding of the role of personal epistemology in schools
that contributes to developing and consolidating innovative
educational practices in education systems. On the other hand,
the enhancement of effective teaching and learning in dialogic
learning environments lays the foundation for providing people
with more and better skills and competencies.
The researchers planned and designed the interventions in
dialogue with the teachers, students, and family members from
the beginning to the end of the project (codes ULA and EEL,
Table 1). Furthermore, they were involved in regular meetings
Frontiers in Psychology | 5March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 6
Redondo-Sama et al. Impact Assessment and Communicative Methodology
conducted at the university, as well as in their homes and
communities. Sharing these dialogues enabled the researchers to
“find ways of producing meaningful, accessible, and evocative
research to understand people’s experience intersubjectively”
(García-Carrión, 2015, p. 918). That illustrated the impact of
CM drawing on the DIH postulate, in order to generate dialogic
knowledge (Table 1). Ultimately, children engaged in higher
order interactions (Hargreaves and García-Carrión, 2016) and
developed solidarity-based relationships in classrooms where
they felt valued and included (Villardón-Gallego et al., 2018). The
implementation of the CM allowed for assessing the social impact
during the whole research process, enabling improvements to
expand it. This is also a remarkable example of how CM enables
individuals to show their nature as transformative social agents
(code ITA,Table 1).
The CM was used with different techniques, for instance,
participant observations in the classrooms that evaluated
successful educational performances, as well as interviews with
students, families, teachers, and other community members.
The use of those techniques are aligned with the CM
assumptions summarized in Table 1 (in particular, CR,CS,
DIH, and DK). The research team participated actively in
classroom activities. At the end of each session, the researcher
discussed the observations with the teacher and the volunteers –
whenever it was possible – to also include their perspectives
and impressions; that is, the participants played an active
part in the entire research process. The results of their
participation and of being involved in the transformation and
educational impact that the execution of Successful Educational
Actions had for the students are evidenced through the
project, families, and volunteers becoming active members
of the school and taking responsibility for the children’s
education; for example, one of them played an active role as a
governor as a direct result of participating in interactive groups
after the research.
According to the European Commission summary publication
of results, the “CHIPE outcomes included improved academic
achievement, especially in economically deprived areas,” and
“The project team concluded that a pupil-focused dialogic
environment improves academic achievement, produces
complex linguistic constructs and encourages students to draw
upon their knowledge. Furthermore, the technique was seen to
produce discussion about moral, taboo and/or difficult topics,
and yielded positive social relationships.”
Illustrative Case 2: MEMO4LOVE Project
The incorporation of participants’ voices throughout the process,
which is characteristic of the CM, is innovative in psychological
studies of memory since, in studies related to memory quality,
it is common for participants to write their memories but
exceptional that the participants themselves create a dialogue of
their written memories. The written record of dialogue provides
a finer interpretation of the interpretation itself. On the one
hand, it allows the researcher to better understand the quality
of memory, which means more details. On the other hand, the
participant is more aware of the meaning and impact of the
intervention in question.
The CM starts from the premise that participants in research
are transforming agents since, through reflection, we produce
our own practices, and we are able to intervene and transform
social structures (Table 1). In this sense, MEMO4LOVE involved
families, teachers, and students from the beginning of the
research, providing contact with researchers through informative
sessions, at which they could ask questions of the researchers.
Similarly, following the CM, an advisory council was created
with expert researchers who were not part of the research team,
distinguished people at the international level of NGOs, and
people from the administration and education fields, all of whom
had participated since the beginning of the investigation.
In the project, questionnaires were designed that were
validated by the adolescents themselves. That is, the principle
of equal dialogue is present in all phases of the project. The
project details that the relevance of the inclusion of the voices had
two causes: first, because this interpretive approach is scarce in
the area when assessing the impact of prevention programs; and
second, because existing scales measuring gender-based violence
victimization and gender violence attitudes do not contemplate
the most common types of first sexual-affective relationships
among adolescents, which are sporadic, and in which much
violence occurs (Puigvert et al., 2019).
The project has been consolidated with the participants,
results have been jointly developed, and proposals for
interventions have been modeled. Similarly, the issue of
consent in sex-affective relationships was incorporated into the
project – a topic that was in the public debate – and due to the
agents’ concerns, it was decided to add this concept to the study.
That is, the principles of the CM in allowing the addressing of
social problems and detailing the transforming factors caused the
topics addressed in the research to have very much in mind the
social context of the moment, and together with the participants,
they adapted to the new realities, as the MEMO4LOVE project
also did. From active participation in the research, agents knew
the actions and could disseminate them in their contexts. That is,
there was greater dialogue and greater interpretation, creating a
greater sense and meaning of research in their lives.
One of the results of this line of research was the contribution
entitled “Reconstruction of Autobiographical Memories of
Violent Sexual-Affective Relationships through Scientific
Reading on Love. A Psycho-Educational Intervention to Prevent
Gender Violence” (Racionero-Plaza et al., 2018). With regard to
the CM, it is explained that, before participants were involved
in the study, the researchers informed them about the research,
and they completed written informed consent forms. Research
participants had time to read the consent form and to ask
questions of the researchers. Explanations were provided by
the researchers when necessary. The information provided
on the consent form explained the objective of the study, the
voluntary nature of participation, the possibility of withdrawing
from the study at any time, the procedure to collect the data,
the materials and measures to be used, and the anonymity and
privacy statements. Since the article describes the methodological
perspective of the research, it allows for adapting the focus to
the needs of the participants, as well as bringing research closer
to social reality.
Frontiers in Psychology | 6March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 7
Redondo-Sama et al. Impact Assessment and Communicative Methodology
The reading of the book generated such an impact among
the participants that, once they read the book and engaged in
dialogic relationships with the researchers, they asked to hold a
meeting to deepen their understanding of the topic. Following
the principle of the CM of responding to the social needs that
arose, a focus group was conducted at the same time, and to
adapt the research to the needs of the participants, the ethical
codes of the research are very present. The same article reflects
how the participants reflected on the relationship with or without
violence, and as a result of this dialogue, a participant decided to
end a current relationship.
The aim of this article has been to provide an overview of the
impact assessment methods in psychological research and the
relevance that the CM has in this field.
The analysis demonstrates that, although scientific impact
has played a key role in the impact assessment of psychological
research, the concerns and contributions regarding how to
measure social impact have increased over the years. To this end,
the following points are crucial. First, it is important to consider
the diversity of voices that can participate in impact evaluation
processes, in an effort to advance toward the co-creation or co-
production of psychological knowledge. Second, CM emerges as
a useful methodology to contribute to social impact assessments
in psychological research. Third, the underlying postulates and
the concrete strategies of the CM create a research environment
that facilitates the serving of society. The illustrative cases in
psychological research provide evidence of the implementation
of the CM in this field. Psychological research plays a crucial
role in the improvement of societies, and the use of the CM
has the potential to increase the social impact of psychology.
In doing so, not only can the gap between science and society
can be reduced, but it also is possible to open new horizons to
achieve more and better psychological research that continues to
improve people’s lives.
The datasets generated for this study are available on request to
the corresponding author.
GR-S, JD-P, RC, and TM-F made substantial contributions to
the conception of the work or the acquisition, analysis, or
interpretation of the data for the work, drafted the work or
revised it critically for important intellectual content, provided
approval for publication of the content, and agreed to be
accountable for all of the aspects of the work in ensuring that
questions related to the accuracy or integrity of any part of the
work are appropriately investigated and resolved.
APA, (n.d.). Impact. APA and APA Services, Inc. Strategic Plan. Available
online at:
plan.pdf (accessed June 1, 2019).
Beck, U., Giddens, A., and Lash, S. (1994). Reflexive Modernization. Politics,
Tradition and Aesthetics in the Modern Social Order. Cambridge, MA: Polity
Bromme, R., and Goldman, S. R. (2014). The public’s bounded understanding of
science. Educ. Psychol. 49, 59–69. doi: 10.1080/00461520.2014.921572
Bruner, J. (2012). What psychology should study. Int. J. Educ. Psychol. 1, 5–13.
doi: 10.17583/ijep.2012.179
Cabré-Olivé, J., Flecha, R., Ionescu, V., Pulido, C., and Sordé-Martí, T. (2017).
Identifying the relevance of research goals through collecting citizens’. Voices
on Social Media. Int. Multidiscip. J. Soc. Sci. 6, 70–102. doi: 10.17583/rimcis.
Castanedo, J. M., and Capllonch, M. (2018). Participación de familias en Educación
Física. Qual. Res. Educ. 7, 304–334. doi: 10.17583/qre.2018.3603
Chomsky, N. (1996). Power and Prospects. London: Pluto Press.
Davidson, G., Sanson, A., and Gridley, H. (2000). Australian psychology and
Australia’s indigenous people: existing and emerging narratives. Aust. Psychol.
35, 92–99. doi: 10.1080/00050060008260330
Davies, S., McCallie, E., Simonsson, E., Lehr, J. L., and Duensing, S. (2008).
Discussing dialogue: perspectives on the value of science dialogue events
that do not inform policy. Public Underst Sci 18, 338–353. doi: 10.1177/
Denzin, N., and Lincoln, Y. (2011). The Sage Handbook of Qualitative Research.
Newbury Park: Sage.
Díez-Palomar, J., Sanmamed, A. F. F., García-Carrión, R., and Molina-Roldán, S.
(2018). Pathways to Equitable and Sustainable Education through the Inclusion
of Roma Students in Learning Mathematics. Sustainability 10, 2191. doi: 10.
European Commission, (2010). Conclusions: ‘Science Against Poverty’. Paper
presented at the Segovia Conference, La Granja, 8-9 April 2010. Available
Conferencia_Ciencia_contra_la_pobreza.pdf (accessed January 2, 2020).
European Commission, (2011). . Added Value of Research, Innovation and Science.
MEMO/11/520,19 July. Luxembourg: Publications Office of the European
European Commission, (2015). Ex-post Evaluation of Science in Society in FP7.
Luxembourg: Publications Office of the European Union.
European Commission, (2017). Applying Relevance-Assessing Methodologies to
Horizon 2020. Final Report. Luxembourg: Publications Office of the European
European Commission, (2018). Monitoring the Impact of EU Framework
Programmes. Exper Report. Luxembourg: Publications Office of the European
Flecha, R. (2000). Sharing Words. Lanham, MD: Rowman & Littlefield.
Flecha, R. (2014). Using mixed methods from a communicative orientation:
researching with grassroots roma. J. Mix Methods Res. 8, 245–254. doi: 10.1177/
Flecha, R., and Soler, M. (2014). Communicative methodology: successful
actions and dialogic democracy. Curr. Sociol. 62, 232–242. doi: 10.1177/
Flecha, R., Soler-Gallart, M., and Sordé-Martí, T. (2015). Social impact:
europe must fund social sciences. Nature 528, 193. doi: 10.1038/528
García-Carrión, R. (2013-2015). Children’s Personal Epistemologies: Capitalizing
Children’s and families’ Knowledge in Schools Towards Effective Teaching and
Learning (Marie Curie Actions, FP7). Brussels: European Commission. doi:
García-Carrión, R. (2015). What the dialogic literary gatherings did for me: The
personal narrative of an 11-Year-old boy in a rural community in England.
Qual. Inq. 21, 913–919. doi: 10.1177/1077800415614305
Frontiers in Psychology | 7March 2020 | Volume 11 | Article 286
fpsyg-11-00286 March 2, 2020 Time: 14:42 # 8
Redondo-Sama et al. Impact Assessment and Communicative Methodology
Gómez, A. (2015). “Communicative methodology of research and evaluation. a
success story,” in Education as Social Construction: Contributions to Theory,
Research and Practice, eds T. Dragonas, K. J. Gergen, S. McNamee, and E.
Tseliou, (Chagrin Falls, OH: Taos Institute Publications/WorldShare Books),
Gómez, A. (2017). “Communicative methodology and social impact,” in
Qualitative Inquiry in Neoliberal Times, eds N. K. Denzin, and M. D. Giardina,
(New York: Routledge), 166–178. doi: 10.4324/9781315397788-12
Gómez, A., Padrós, M., Ríos, O., Mara, L., and Pukepuke, T. (2019). Reaching social
impact through communicative methodology. Researching with rather than on
vulnerable populations: the Roma case. Front. Educ. 4:9. doi: 10.3389/feduc.
Gómez, A., Puigvert, L., and Flecha, R. (2011). Critical communicative
methodology: informing real social transformation through research. Qual. Inq.
17, 235–245. doi: 10.1177/1077800410397802
Gómez, J., Latorre, A., Sánchez, M., and Flecha, R. (2006). Metodología
Comunicativa Crítica. Barcelona: Hipatia.
Habermas, J. (1984). The Theory of Communicative Action. Reason and the
Rationalization of Society. Boston, MA: Beacon Press.
Hargreaves, L., and García-Carrión, R. (2016). Toppling teacher domination of
primary classroom talk through dialogic literary gatherings in England. FORUM
58, 15–25. doi: 10.15730/forum.2016.58.1.15
Howe, C., and Abedin, M. (2013). Classroom dialogue: a systematic review across
four decades of research. Camb. J. Educ. 43, 325–356. doi: 10.1080/0305764X.
Mercer, N. (2000). Words and Minds: How we Use Language to Think Together.
London: Routledge.
Moreno-Poyato, A. R., Delgado-Hito, P., Leyva-Moral, J. M., Casanova-Garrigós,
G., and Montesó-Curto, P. (2019). Implementing evidence based practices on
the therapeutic relationship in inpatient psychiatric care: a participatory action
research. J. Clin. Nurs. 28, 1614–1622. doi: 10.1111/jocn.14759
Puigvert, L. (2014). Preventive socialization of gender violence moving forward
using the communicative methodology of research. Qual. Inq. 20, 839–843.
doi: 10.1177/1077800414537221
Puigvert, L., Flecha, R., Racionero-Plaza, S., and Sordé-Martí, T. (2019).
Socioneuroscience and its contributions to conscious versus unconscious
volition and control. The case of gender violence prevention. AIMS Neurosci.
6, 204–218. doi: 10.3934/Neuroscience.2019.3.204
Pulido, C., Redondo-Sama, G., Sordé-Martí, T., and Flecha, R. (2018). Social impact
in social media: a new method to evaluate the social impact of research. PLoS
One 13:e0203117. doi: 10.1371/journal.pone.0203117
Racionero, S., and Padrós, M. (2010). The dialogic turn in educational psychology.
Rev. Psicodidáctica 15, 143–162. doi: 10.1387/RevPsicodidact.808
Racionero-Plaza, S., Ugalde-Lujambio, L., Puigvert, L., and Aiello, E. (2018).
Reconstruction of autobiographical memories of violent sexual-affective
relationships through scientific reading on love: a psycho-educational
intervention to prevent gender violence. Front. Psychol. 9:1996. doi: 10.3389/
Radstake, M., van den Heuvel-Vromans, E., Jeucken, N., Dortmans, K., and Nelis,
A. (2009). Societal dialogue needs more than public engagement. Science &
society series on convergence research. EMBO Rep. 10, 313–317. doi: 10.1038/
Rau, H., Goggins, G., and Fahy, F. (2018). From invisibility to impact:
recognising the scientrific and societal relevance of interdisciplinary
sustainability research. Res. Policy 47, 266–276. doi: 10.1016/j.respol.2017.
Ravenscroft, J., Liakata, M., Clare, A., and Duma, D. (2017). Measuring scientific
impact beyond academia: an assessment of existing impact metrics and
proposed improvements. PLoS One 12:e0173152. doi: 10.1371/journal.pone.
Reale, E., Avramov, D., Canhial, K., Donovan, C., Flecha, R., Holm, P., et al.
(2017). A review of literature on evaluating the scientific, social and political
impact of social sciences and humanities research. Res. Evaluat. 27, 298–308.
doi: 10.1093/reseval/rvx025
Rogoff, B. (2003). The Cultural Nature of Human Development. New York: Oxford
University Press.
Schütz, A. (1967). The Phenomenology of the Social World. Evanston, IL:
Northwestern University Press.
Soler, M., and Flecha, R. (2010). From Austin’s speech acts to communicative
acts. Perspectives from Searle, Habermas and CREA. Signos 43, 363–375. doi:
Stolorow, R. D., Atwood, G. E., and Branchaft, B. (eds) (1994). The Intersubjective
Perspective. Lanham, MD: Rowan & Littlefield.
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., and Estévez, A.
(2018). Impact of the interactive learning environments in children’s prosocial
behavior. Sustainability 10, 2138. doi: 10.3390/su10072138
Vygotsky, L. (1978). Mind in Society. The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press.
Conflict of Interest: The authors declare that the research was conducted in the
absence of any commercial or financial relationships that could be construed as a
potential conflict of interest.
Copyright © 2020 Redondo-Sama, Díez-Palomar, Campdepadrós and Morlà-Folch.
This is an open-access article distributed under the terms of the Creative Commons
Attribution License (CC BY). The use, distribution or reproduction in other forums
is permitted, provided the original author(s) and the copyright owner(s) are credited
and that the original publication in this journal is cited, in accordance with accepted
academic practice. No use, distribution or reproduction is permitted which does not
comply with these terms.
Frontiers in Psychology | 8March 2020 | Volume 11 | Article 286
... This methodology seeks to address this problem. Previous analysis on research's social impact identifies three key moments for assessing the social impact of a research project: ex-ante, in-itinere and ex-post (Flecha, 2018;Kvam, 2018;Redondo-Sama et al., 2020). Additionally, several authors have proposed a number of indicators for this evaluation (Smith, 2001;Cunha et al., 2012;McCombes, Vanclay and Evers, 2015;Van den Besselaar, Flecha and Radauer, 2018;Corsi et al., 2019;Chams et al., 2020). ...
... The framing method, interviews and analysis of documentary material can be used to identify productive interactions (Esko and Tuunainen, 2019;Esko and Miettinen, 2019). Another evaluation tool is the communicative methodology, used by Redondo-Sama et al. (2020) to evaluate the in-itinere social impact of psychological projects (Tellado, Lepori and Morla-Folch, 2020). This methodology incorporates arguments from social actors and developing actions that promote positive social policies (Gómez, Elboj and Capllonch, 2013). ...
This article aims to advance the methodology for assessing the social impact of tourism research. An evaluation framework was designed to measure social impact in three stages—ex-ante, in-itinere and ex-post—and the ex-post evaluation was applied to a tourism research project, the POLITUR project, to test its validity. The collected information originated from interviews and documentary material. The analysis was structured according to six main areas—communication and promotion, policies and regulation, economic benefit, new technological resources, environment and social improvements—and four dimensions—temporal, applied, geographical and sustainability. The results are followed by a discussion of the domains and dimensions of the social impact assessment of tourism research. The need for further improvement in methods for measuring the social impact of tourism research and the importance of research that generates social impact are highlighted.
... Tal y como indican las investigaciones en este espacio se pone en contraste la literatura científica previa con sus experiencias de la vida . De este modo, la interpretación de la realidad y la creación del nuevo conocimiento vienen influenciadas por el significado que las personas les dan a sus vidas (Redondo-Sama et al., 2020). Por tanto, a las personas participantes del estudio no solo se las ha escuchado, sino que se las ha involucrado en la interpretación de sus propios contextos (Soler & Gómez, 2020). ...
Full-text available
Existen abundantes investigaciones sobre la participación comunitaria y acerca del debate sobre su promoción desde el poder institucional (top-down) o desde la propia ciudadanía (bottom-up). Sin embargo, hay un vacío en la literatura científica sobre los elementos claves que logran impacto social de la participación comunitaria promovida desde abajo (bottom-up). Este artículo presenta un estudio de caso de la Escuela de Personas Adultas la Verneda-Sant Martí, que lleva 44 años de existencia. Basándose en la metodología comunicativa, se han realizado entrevistas en profundidad a personas que han participado en el proyecto de la escuela. El principal hallazgo es que el liderazgo dialógico ha sido un elemento clave para el impacto social de esta escuela.
... This article was conducted following the communicative methodology (CM) framework (Gómez-González, 2021;Redondo-Sama et al., 2020;Soler-Gallart & Flecha, 2022). The CM has two main characteristics, co-creation and social impact, which are today two requirements for any research project funded by the European Commission (Gómez et al., 2019;Soler & Gómez, 2020). ...
Full-text available
There is scientific and rich literature about sexual-affective relationships in the nightlife. Some of the contributions analyze the freedom or the harassments in those relationships. Less has been researched about to what extent the origin and evolution of the promotion and extension of the participation of young people in the nightlife was motivated by their demand for freedom or by the nightlife business. This article presents results of the research about this matter within the framework of the Horizon 2020 Allinteract project. In addition to desk research and a literature review, the research includes interviews to participants in the young nightlife from 1960 until 2022. Besides the diversity of ages and genders of interviewees, the results show three coincidences among all of them: a) they and their friends paid more for less on drinks than in any other consumption they made; b) the motivation for this payment was the will to feel attractive for others; c) disdainful hookups were normalized among those who do not feel attractive enough.
... In this regard, the case study was conducted following the communicative methodology, which entails researchers and participants engage in an egalitarian dialogue where the researcher provides academic knowledge about the topic of the research while participants contribute their daily life vision (Garcia Yeste et al., 2018). This methodology has been identified as being especially appropriate to conduct research with vulnerable groups and to create knowledge that fosters social transformation Redondo-Sama et al., 2020a) because of the social and political impact that this methodology allows . ...
... To this end, the current research has been designed under the communicative methodology approach (A. Gómez et al., 2019;Melgar Alcantud et al., 2021), which has repeatedly shown its validity not only in describing social realities accurately, but in promoting and achieving social impact (Redondo-Sama et al., 2020). Under this methodology, researchers and participants work together through an egalitarian dialogue in which the former brings scientific evidence and the latter his or her relevant experience on the topic. ...
Full-text available
Research has found that the coercive dominant discourse (CDD) can have a negative impact on girls’ sexual pleasure. In this vein, a previous study found that girls who described relationships under the CDD as exciting also recognized a lack of sexual pleasure in these. One of the elements underlying this apparent contradiction was an identified mismatch between what the participants had experienced in such relationships, characterized for being disdainful, and what they had told their friends. Nonetheless, more research is needed in order to better understand how girls’ narratives about their sexual-affective relationships differ from the ways in which they experienced them. The current study aims at identifying and analysing the presence of fake narratives in the interactions girls have with their peers regarding sexual-affective relationships. To this end, 10 communicative interviews were conducted with girls between 18 and 21 years of age. Results show that while participants recognize feeling a lack of pleasure in those disdainful relationships, they portrayed these as exciting when telling their peers about them, suppressing the negative feelings around them. These findings corroborate the presence of fake narratives in relation to disdainful relationships and bring new insights into the aspects these fabricated stories are built around.
... Moreover, the studies that directly included the voice of the individuals that suffered from religion-based discrimination were very limited. This is a key limitation that opens possibilities for further research by including the voices of the vulnerable groups (Redondo-Sama et al. 2020;Soler and Gómez 2020). Previous research has been developed successfully including vulnerable groups, and specifically women from cultural minorities (Bryant 2016;Gómez et al. 2019;Puigvert et al. 2012;Sánchez et al. 2013). ...
Full-text available
The current secular models are putting strain on religious diversity in the context of the workplace. With religious diversity growing in European societies and the visible expression of religious beliefs and behaviors, tensions have arisen linked to the rise of xenophobia. The scientific literature shows that religious minorities are discriminated in the workplace, especially Muslim women that wear Islamic veils. Nonetheless, the people pertaining to these religious minorities have agency, and they can overcome this discrimination. This paper presents the results of a systematic literature review of scientific articles published in SCOPUS and Web of Science using the preferred reporting items for systematic reviews and meta-analyses (PRISMA). The review focuses on the management of religious diversity in labor contexts, especially regarding Muslim women wearing Islamic veils. The results identify some successfully implemented actions that contribute to more inclusive workplaces for religious minorities, especially for Muslim women wearing Islamic veils. Some of these actions are implemented from the employee perspective and include networking and mentoring, while others are implemented from a company perspective and are related to the creation of management styles that place people in the center. The crucial role that politics plays is also briefly discussed.
... The research technique used to carry out the fieldwork was the interview for which a communicative approach was used. Consistent with the communicative methodology, to generate new scientific knowledge, this approach requires the creation of spaces in which equal dialogue is guaranteed regarding the experience and knowledge provided by the person participating in the study and the research provided by the researcher (Gómez, 2017;Gómez et al., 2019;Redondo-Sama et al., 2020). ...
Full-text available
The magnitude of the COVID-19 crisis is unprecedented; it has impacted millions of students around the world. Among these impacted students are participants in adult education. Adult education centres have engaged in a series of online activities that have enabled adults who had never used ICT resources before, to interact with other participants. In response to this challenge, this research provides scientific insight regarding the impact of the actions by one adult education centre in Spain, the participants' association Ágora, whose scope of responsibility is to service the entire neighbourhood of La Verneda (Barcelona). Its objective is to enable adults to acquire abilities and to develop initiative through participation in a broad and high-quality educational programme. Ágora offers the entire neighbourhood a range of cultural and educational activities. This article provides knowledge about how to help people minimize the negative consequences of confinement, and uses a communicative methodology to provide a dialogical recreation of knowledge which enables researchers to contribute to dismantling myths and false assumptions in identifying the benefits adult education can provide to participants. The field work was carried out online through semi-structured interviews with a number of adult participants between the ages of 30 and 90 who were engaged in adult education activities. The research revealed that participation improved the individuals' situation by enabling them to overcome loneliness or isolation.
Full-text available
Há décadas, a pedagogia crítica tem apontado a importância da profissão docente para contribuir com a superação das desigualdades, principalmente quando concebida de forma crítica, científica e libertadora. No entanto, as dinâmicas burocrática e bancária que prevalecem em nossos sistemas educacionais contribuem para o desencanto, a apatia e a progressiva perda de sentido dos professores em relação à profissão, o que compromete o impacto da educação na transformação das realidades sociais. As tertúlias pedagógicas dialógicas que consistem em espaços de formação baseados na aprendizagem dialógica onde os professores acessam as evidências científicas do impacto social das ações educativas permitem contrariar esta situação. Pesquisas anteriores estudaram o impacto dessa ação educativa na Espanha, mas até agora sua eficácia em contextos como a América Latina não foi investigada. Assim, este artigo contribui para preencher essa lacuna ao analisar sua transferência para professores de escolas na região rural de Huauchinango, na Serra Norte do México. Por meio de entrevistas semiestruturadas com abordagem comunicativa aos professores da região, este estudo investiga como as tertúlias pedagógicas dialógicas têm contribuído para que os professores de Huauchinango recuperem o sentido transformador da educação e se reencantem na profissão docente que repercute positivamente na sua prática educacional, nas escolas onde atua e seu bem-estar pessoal.
Full-text available
Todo el alumnado se enfrenta a estresores que pueden influir negativamente en su rendimiento académico; sin embargo, los estudiantes inmigrantes se enfrentan a algunos propios, derivados de su estatus, que influyen negativamente en su rendimiento académico y en su salud mental. A pesar de ello, las escuelas cuentan con pocos medios para ayudarles a superar estas situaciones. Presentamos un estudio descriptivo de la “Social Support Pilot Initiative”, un proyecto piloto de intervención psicosocial, con alumnos migrantes, que muestra que, proveer a esta población de apoyo socioemocional en sus centros educativos, mejora los resultados académicos.
Most of the qualitative research aimed at diagnosing the educational performance of children of immigrant families in disadvantaged contexts does not address how such research can contribute to social impact. However, some research oriented to social impact has collected evidence of achieving improvement in schools implementing actions to promote educational success. This study is a qualitative meta-analysis of a line of research aimed at social impact to contribute to enhancing the educational success of children of immigrant families. Within the framework of this research line, the analysis focuses on three research projects, from the Spanish Research, Development and Innovation plans. These three research projects have analysed 23 case studies of schools in different disadvantaged contexts of Spain from 2009 to 2017. The main findings show that these research focused on social impact and included in their methodologies a category related to the improvement of educational achievement. Including the category of improvement of educational achievement allows qualitative research to obtain evidence of whether the educational actions implemented in those schools contribute to the educational success of children of immigrant families.
Full-text available
Research in neuroscience is being very fruitful in providing evidence about the influence of social experience in the architecture and functioning of the brain. In so doing, neuroscience is posing new and fascinating research questions to examine in depth the social processes that produce those neural changes. To undertake the task of tackling such research questions, evidence from the social sciences are necessary to better understand how different types of social experiences produce different types of synaptic changes and even modify subcortical brain structures differently. It will be the dialogue between neuroscience, other natural sciences and the social sciences which will advance the scientific understanding of plastic changes in the brain which result from complex social experiences that have been traditionally studied by the social sciences. Socioneuroscience constitutes the arena for such interdisciplinary dialogue and research that can both advance the scientific understanding of the human brain and provide evidence-based solutions to most urgent social problems. Socioneuroscience studies the relations between the human brain and social interactions taking into account knowledge from all social sciences and the natural sciences. Processes of conscious versus unconscious social volition and control is one central area of inquiry in socioneuroscience. In this article, we discuss thedominant coercive discourse in society -which presents males with aggressive attitudes and behaviors as more attractive- as an example of social control of human volition which imprisons many individuals’ sexual freedom. However, due to brain plasticity, certain experiences that question such dominant discourse and empty violence from attractiveness open up the possibility for the individual and the society to break free from the neural wiring imposed by the dominant coercive discourse and, in the words of Santiago Ramón y Cajal, be ourselves “the architects of our brain”, contributing to overcome violence against women.
Full-text available
Recently, the need to contribute to the evaluation of the scientific, social, and political impact of Social Sciences and Humanities (SSH) research has become a demand of policy makers and society. The international scientific community has made significant advances that have transformed the impact of evaluation landscape. This article reviews the existing scientific knowledge on evaluation tools and techniques that are applied to assess the scientific impact of SSH research; the changing structure of social and political impacts of SSH research is investigated based on an overarching research question: To what extent do scholars attempt to apply methods, instruments, and approaches that take into account the distinctive features of SSH? The review also includes examples of European Union (EU) projects that demonstrate these impacts. This article culminates in a discussion of the development of the assessment of different impacts and identifies limitations, and areas and topics to explore in the future.
Full-text available
Communicative methodology has been acknowledged as having an impact at all levels: social, political, and scientific. The social impact is achieved with communicative methodology by involving the people or communities we intend to study from the beginning to the end of the research. There are positive benefits to those involved, which increases the impact. Therefore, communicative methodology enhances the potential of stakeholders (including those traditionally excluded) for social transformation through the use of egalitarian dialogue. Additionally, those stakeholders co-lead the research and promote change in their own social environments because of their inclusion in all stages of the research process. The theoretical basis of communicative methodology led to the assumption of postulates that enable social transformation. Researchers, taking into account the theoretical principles and postulates, interpret reality through dialogic knowledge while researching with vulnerable populations. This article illustrates how it is possible to attain social impact using communicative methodology in diverse contexts and points out how the communicative organization of research and the communicative analysis of data can be decisive in attaining social impact. Such change contributes to the social and educational transformation of reality and to improving the lives of vulnerable populations.
Full-text available
La Comunidad Científica Internacional identifica la participación de las familias en la escuela como una Actuación Educativa de Éxito, conduciendo su implementación rigurosa a mejoras en los resultados académicos y convivenciales en el contexto educativo. El objetivo de esta investigación, bajo el enfoque de la metodología comunicativa crítica, es evidenciar cómo la participación educativa y evaluativa de familiares en el área de Educación Física dentro del marco del modelo pedagógico “Retos Individuales con Responsabilidad Compartida” produce mejoras en todo el alumnado y su entorno. Los resultados demuestran la mejora curricular y convivencial del alumnado, incluido aquel con mayores dificultades. Se destaca, así mismo, la transferencia de los aprendizajes a otros contextos y la transformación de la relación escuela-familia. También se evidencian contribuciones positivas para las familias participantes. Este estudio abre nuevas líneas de investigación para superar las limitaciones detectadas y para mejorar los contextos educativo, familiar e incluso comunitario.
Full-text available
Violence in sexual-affective relationships among teens and young people is recognized as a social, educational, and health problem that has increased worldwide in recent years. Educational institutions, as central developmental contexts in adolescence, are key in preventing and responding to gender violence through implementing successful actions. In order to scientifically support that task, the research reported in this article presents and discusses a psycho-educational intervention focused on autobiographical memory reconstruction that proved to be successful in raising young women’s critical consciousness about the force of the coercive dominant discourse upon sexual-affective experiences and memories. We examined among a sample of young women (n = 32, age range 17-30) whether reading a scientific text about love, the Radical Love book, modified autobiographical memories of violent sexual-affective relationships in line with preventing future victimization. This group was compared with a control group (n = 31, age range 17-30). Memory reports were collected before and after the reading and coded to analyze their content, both quantitatively and qualitatively. Memory quality features were assessed with the Memory Quality Questionnaire. A focus group was also conducted to examine the personal impact of the intervention on participants. Compared with controls, the experimental group had stronger critical memories (of episodes involving violence), an average decrease in positive emotions induced by recall, and an average increase in negative emotions. The results show the effectiveness of the reading intervention designed in relation to gender violence prevention, as they indicate the ability of the psycho-educational action to debilitate the force of the coercive dominant discourse in young women’s memories. The findings both advance knowledge on the reconstructive nature of autobiographical memories of violent sexual-affective relationships in female youth and indicate the potential of memory-based interventions as an instrument to prevent and reduce gender violence in school contexts. Teachers and teaching staff, and educational psychologists, among others, can benefit from these results by expanding the tools they have to address gender violence among female adolescents and youth.
Full-text available
The social impact of research has usually been analysed through the scientific outcomes produced under the auspices of the research. The growth of scholarly content in social media and the use of altmetrics by researchers to track their work facilitate the advancement in evaluating the impact of research. However, there is a gap in the identification of evidence of the social impact in terms of what citizens are sharing on their social media platforms. This article applies a social impact in social media methodology (SISM) to identify quantitative and qualitative evidence of the potential or real social impact of research shared on social media, specifically on Twitter and Facebook. We define the social impact coverage ratio (SICOR) to identify the percentage of tweets and Facebook posts providing information about potential or actual social impact in relation to the total amount of social media data found related to specific research projects. We selected 10 projects in different fields of knowledge to calculate the SICOR, and the results indicate that 0.43% of the tweets and Facebook posts collected provide linkages with information about social impact. However, our analysis indicates that some projects have a high percentage (4.98%) and others have no evidence of social impact shared in social media. Examples of quantitative and qualitative evidence of social impact are provided to illustrate these results. A general finding is that novel evidences of social impact of research can be found in social media, becoming relevant platforms for scientists to spread quantitative and qualitative evidence of social impact in social media to capture the interest of citizens. Thus, social media users are showed to be intermediaries making visible and assessing evidence of social impact.
Full-text available
Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students’ success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people.
Full-text available
Prosocial behavior consists of a set of behaviors that are beneficial to others in the form of sharing and helping. It includes aspects such as solidarity and friendship, and it fosters development and positive psychological functioning; it also improves classroom and school climate. Interactive learning environments may play a crucial role in creating affordances for students to develop prosocial behavior. This study analyzes the impact of two educational interventions based on egalitarian dialogue (Dialogic Literary Gathering and Interactive Groups) on prosocial behavior among fourth grade elementary students. A quasi-experimental design has been carried out, in which measurements have been taken before and after the intervention. Results show that students involved in the Dialogic Literary Gatherings increased significantly their level of prosocial behavior more than those in the control groups. However, no significant differences have been found between students in the experimental and control condition, when considering Interactive Groups. These results have important educational implications for creating conducive learning environments for the development of prosocial behavior.
Aims and objectives To produce changes in the therapeutic relationship between clinical practice nurses and patients in psychiatric units by implementing evidence‐based practices through participatory action research. Background The therapeutic relationship is the cornerstone of nursing care in psychiatric units. The literature suggests that theoretical knowledge alone is insufficient to establish the therapeutic relationship in practice. Therefore, strategies are needed to adequately establish the therapeutic relationship in psychiatric units. Design Participatory action research. Methods Participants consisted of nurses from 2 psychiatric units of a university hospital. Data were collected through focus groups and reflective diaries, which were analysed using the content analysis method. The COREQ guidelines were followed to ensure rigour. Results Nurses conceptualised the therapeutic relationship in their practice, identifying facilitating elements and limitations. They were able to compare their clinical practice with the recommendations of scientific evidence and constructed 3 evidence‐based proposals to improve the therapeutic relationship: i) a customised nurse intervention space, ii) knowledge updating, and iii) reflective groups, which they subsequently implemented and evaluated. Conclusions This study shows that nurses in psychiatric units can generate changes and improvements in the therapeutic relationship. The process of implementing evidence‐based practice enhanced participants’ awareness of their clinical practice and allowed them to make changes and improvements. Relevance to clinical practice The process confirmed that the implementation of evidence‐based practice through participatory methods, such as participatory action research, is valid and produces lasting changes. This study also reveals the need to rethink nurses’ functions and competencies in current psychiatric units. This article is protected by copyright. All rights reserved.