Keywords
Psicología clínica y de la salud, redes sociales, impacto social, blog, YouTube, social networks, social impact, blog, YouTube
Las redes sociales como medio para lograr impacto social en varias asignaturas universitarias
Abstract
El uso de redes sociales cada vez está más generalizado en contextos formales de aprendizaje. Además, la generación de alumnos que llega a las aulas universitarias pertenece a la generación Z, nativa digital, y las redes sociales suponen el principal medio de consulta de información para la mayoría de la población de países desarrollados, según recientes informes (ejemplo: IAB, 2020). Así, las redes sociales pueden implementarse como medio de presentación de trabajos para lograr impacto social relacionado con el contenido de las asignaturas. En esta comunicación explico tres experiencias: en Victimología se creó un blog de divulgación sobre información de utilidad para víctimas puntuado con el 25% del total, que se ha convertido en el primer recurso en español de referencia en este ámbito y fue por ello recomendado por el Observatorio de Violencia de Género. Ha sido consultado desde 68 países diferentes por 18.200 personas diferentes (blog: https://victimologiaweb.wordpress.com/). En Pensamiento y Lenguaje se creó un canal de YouTube sobre entrevistas a pacientes, expertos y familiares de personas con dificultades de lenguaje, puntuado con el 30% del total, que se ha convertido en el primer recurso divulgativo en español sobre esta temática y fue por ello considerado "Canal Destacado" en YouTube. Actualmente contamos con más de 1.200 suscriptores que han producido más de 11.000 horas de visualización, con una ratio de 97.6% de impresiones positivas, procedentes de 20 países diferentes (canal: https://www.youtube.com/channel/UC2Dkec5Yi-y_fogPTpbro3g). Por último, en Psicología Penitenciaria se creó un perfil de Instagram durante una parte del periodo de confinamiento en España para simular una directora de prisión que debía velar por el bienestar de internos (cuatro alumni) solicitando para ello la experiencia de psicólogos (los alumnos). La participación era voluntaria e individual. Participó el 48% de los alumnos matriculados, produciendo 57 comentarios (perfil: https://www.instagram.com/fakeprisonbreak_director/). Uno de los retos que se lanzaron fue redactar cartas para internos en prisión durante el confinamiento. Tras conseguir la participación de tres centros penitenciarios de Madrid (Establecimiento Prisión Militar, Centro penitenciario Madrid III (Valdemoro) y Centro penitenciario Madrid VI (Aranjuez)), la iniciativa tuvo éxito: desde la propuesta se escribieron 14 cartas, y se recibieron 21 cartas de respuesta de 9 internos diferentes. Así, las redes sociales se establecen como un medio exitoso para lograr impacto social en varias asignaturas universitarias.
The use of social networks is becoming more widespread in formal learning contexts. In addition, the generation of students that arrives to the university belongs to generation Z, digital natives, and social networks are the main means of consulting information for the majority of the population of developed countries, according to recent reports (example: IAB , 2020). Thus, social networks can be implemented as a means of presenting work to achieve social impact related to the content of the subjects. In this communication I explain three experiences: in Victimology, a blog was created to disseminate useful information for victims, which has become the first reference resource in Spanish in this area and was therefore recommended by the Observatory on Gender Violence. It has been consulted from 68 different countries by 18,200 different people (blog: https://victimologiaweb.wordpress.com/). In Thought and Language, a YouTube channel was created on interviews with patients, experts and relatives of people with language difficulties, which has become the first informative resource in Spanish on this subject. We currently have more than 1,200 subscribers who have produced more than 11,000 hours of viewing, with a 97.6% positive impression ratio, from 20 different countries (channel: https://www.youtube.com/channel/UC2Dkec5Yi-y_fogPTpbro3g ). Finally, in Penitentiary Psychology, an Instagram profile was created during part of the lockdown period in Spain to simulate a prison director who had to ensure the well-being of inmates (four alumni) requesting the experience of psychologists (the students). . Participation was voluntary and individual. 48% of enrolled students participated, producing 57 comments (profile: https://www.instagram.com/fakeprisonbreak_director/). One of the challenges that was launched was to write letters for real inmates in prison during the lockdown. After obtaining the participation of three prisons in Madrid (Military Prison Establishment, Madrid III Penitentiary Center (Valdemoro) and Madrid VI Penitentiary Center (Aranjuez)), the initiative was successful: from the proposal, 14 letters were written, and 21 letters were received from 9 different internals. Thus, social networks are established as a successful means to achieve social impact in various university subjects.
The use of social networks is becoming more widespread in formal learning contexts. In addition, the generation of students that arrives to the university belongs to generation Z, digital natives, and social networks are the main means of consulting information for the majority of the population of developed countries, according to recent reports (example: IAB , 2020). Thus, social networks can be implemented as a means of presenting work to achieve social impact related to the content of the subjects. In this communication I explain three experiences: in Victimology, a blog was created to disseminate useful information for victims, which has become the first reference resource in Spanish in this area and was therefore recommended by the Observatory on Gender Violence. It has been consulted from 68 different countries by 18,200 different people (blog: https://victimologiaweb.wordpress.com/). In Thought and Language, a YouTube channel was created on interviews with patients, experts and relatives of people with language difficulties, which has become the first informative resource in Spanish on this subject. We currently have more than 1,200 subscribers who have produced more than 11,000 hours of viewing, with a 97.6% positive impression ratio, from 20 different countries (channel: https://www.youtube.com/channel/UC2Dkec5Yi-y_fogPTpbro3g ). Finally, in Penitentiary Psychology, an Instagram profile was created during part of the lockdown period in Spain to simulate a prison director who had to ensure the well-being of inmates (four alumni) requesting the experience of psychologists (the students). . Participation was voluntary and individual. 48% of enrolled students participated, producing 57 comments (profile: https://www.instagram.com/fakeprisonbreak_director/). One of the challenges that was launched was to write letters for real inmates in prison during the lockdown. After obtaining the participation of three prisons in Madrid (Military Prison Establishment, Madrid III Penitentiary Center (Valdemoro) and Madrid VI Penitentiary Center (Aranjuez)), the initiative was successful: from the proposal, 14 letters were written, and 21 letters were received from 9 different internals. Thus, social networks are established as a successful means to achieve social impact in various university subjects.
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