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Theoretical Approaches and Qualitative Interventions in the Social and Behavioral Sciences
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Publisher: Editura Universitară
Author: Ioana-Eva Cădariu, Loredana-Ileana Vîşcu, Dana Rad
Publisher year: 2026
Edition: I
Pages:
ISBN: 978-606-28-2240-8
DOI: https://doi.org/10.5682/9786062822408
Product Code:
9786062822408
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The volume Theoretical Approaches and Qualitative Interventions in the Social and Behavioral Sciences proposes a profound reconceptualization of the way research and intervention are understood in the fields of psychology, education and social work. In a context marked by complexity, uncertainty and accelerated transformations, the work offers an integrative framework that goes beyond traditional approaches and capitalizes on the potential of qualitative research as an epistemological, reflexive and transformative approach. The book explores contemporary paradigms, emerging epistemologies and innovative methodologies, emphasizing meaning, experience, narrativity and processes of signification. At the same time, it integrates essential dimensions such as vulnerability, trauma, digitalization and systemic thinking, offering a coherent framework for understanding and intervening in complex social realities.
Through its progressive structuring – from theoretical foundations to practical applications and transformative interventions – the volume becomes a valuable tool for both researchers and practitioners, facilitating the development of context-sensitive, ethical and social impact-oriented approaches.
The work brings together contributions developed in the activity of two research centers: the Center for Qualitative Research in Counseling and Psychotherapy - "Tibiscus" University of Timișoara and the Center for Research, Development and Innovation in Psychology - "Aurel Vlaicu" University of Arad, reflecting an interdisciplinary collaboration oriented towards academic excellence and applicative relevance.
Through its progressive structuring – from theoretical foundations to practical applications and transformative interventions – the volume becomes a valuable tool for both researchers and practitioners, facilitating the development of context-sensitive, ethical and social impact-oriented approaches.
The work brings together contributions developed in the activity of two research centers: the Center for Qualitative Research in Counseling and Psychotherapy - "Tibiscus" University of Timișoara and the Center for Research, Development and Innovation in Psychology - "Aurel Vlaicu" University of Arad, reflecting an interdisciplinary collaboration oriented towards academic excellence and applicative relevance.
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Theoretical Approaches and Qualitative Interventions in the Social and Behavioral Sciences
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This volume arises from an increasingly evident need in educational sciences, psychology and social work: to reconstruct the way we understand knowledge, experience and intervention in a context characterized by complexity, uncertainty and accelerated transformations. The changes generated by digitalization, social mobility, the diversification of forms of vulnerability and the reconfiguration of interpersonal relationships require overcoming traditional explanatory frameworks and developing approaches capable of capturing the dynamics of contemporary reality.
In this sense, the work proposes an integrative approach, in which qualitative research is not approached only as a method, but as a way of understanding and constructing social reality, in interaction with subjective experience and the context in which it unfolds. The emphasis is placed on meaning, on the processes of signification and on the way in which they configure identity, relationships and action. This orientation reflects a change in perspective, in which knowledge is understood as a situated, relational and reflexive process.
A common thread running through the volume is the integration of the experiential dimension into the research and intervention process. Experience is not treated as a simple object of analysis, but as a legitimate source of knowledge, which must be explored, interpreted and integrated. In this framework, concepts such as reflexivity, narrativity, vulnerability and the reconstruction of meaning become essential for understanding social and educational phenomena.
At the same time, the work is anchored in contemporary realities marked by digitalization, where educational and social processes are deeply influenced by technology. The integration of the concept of digital well-being allows for a nuanced analysis of how digital environments influence human experience, highlighting both the opportunities and risks associated with them (Rad et al., 2024; Rad et al., 2023). This dimension becomes particularly relevant in an educational context, where the use of technology influences learning processes, relationships and well-being.
Another central element is the systemic approach to reality, which allows understanding the interdependence between the individual, relational and institutional levels. Systems thinking provides an adequate conceptual framework for analyzing complex phenomena and for developing integrated interventions, capable of responding to the diversity and dynamism of contemporary contexts (Rad, 2023; Rad et al., 2023).
The volume also proposes an articulation between research and practice, highlighting the role of interventions in transforming social and educational reality. From psychological interventions focused on meaning and trauma, to participatory community practices and reflective and inclusive educational interventions, the work offers a coherent framework for developing strategies adapted to the complexity of human experience.
A particular emphasis is placed on the dimension of vulnerability, understood not as a limitation, but as a starting point for development and transformation. Difficult experiences, including those associated with migration, social inequalities or digital environments, are analyzed in relation to processes of adaptation and reconstruction of meaning (Miheț & Rad, 2024; Răpăcău & Rad, 2024). In this context, concepts such as resilience and antifragility offer relevant perspectives for understanding how individuals and communities respond to challenges (Rad, 2024).
The work is addressed to both researchers and practitioners, offering conceptual and methodological tools for exploration and intervention in fields such as education, psychology and social work. At the same time, it proposes an invitation to reflect on how we produce knowledge and on the responsibility we have in using it.
Beyond its academic dimension, the volume reflects a constant concern for the development of relevant and reality-sensitive practices, capable of supporting processes of change and development. In a context characterized by uncertainty and complexity, this orientation becomes essential for understanding and transforming the world we live in.
Authors
In this sense, the work proposes an integrative approach, in which qualitative research is not approached only as a method, but as a way of understanding and constructing social reality, in interaction with subjective experience and the context in which it unfolds. The emphasis is placed on meaning, on the processes of signification and on the way in which they configure identity, relationships and action. This orientation reflects a change in perspective, in which knowledge is understood as a situated, relational and reflexive process.
A common thread running through the volume is the integration of the experiential dimension into the research and intervention process. Experience is not treated as a simple object of analysis, but as a legitimate source of knowledge, which must be explored, interpreted and integrated. In this framework, concepts such as reflexivity, narrativity, vulnerability and the reconstruction of meaning become essential for understanding social and educational phenomena.
At the same time, the work is anchored in contemporary realities marked by digitalization, where educational and social processes are deeply influenced by technology. The integration of the concept of digital well-being allows for a nuanced analysis of how digital environments influence human experience, highlighting both the opportunities and risks associated with them (Rad et al., 2024; Rad et al., 2023). This dimension becomes particularly relevant in an educational context, where the use of technology influences learning processes, relationships and well-being.
Another central element is the systemic approach to reality, which allows understanding the interdependence between the individual, relational and institutional levels. Systems thinking provides an adequate conceptual framework for analyzing complex phenomena and for developing integrated interventions, capable of responding to the diversity and dynamism of contemporary contexts (Rad, 2023; Rad et al., 2023).
The volume also proposes an articulation between research and practice, highlighting the role of interventions in transforming social and educational reality. From psychological interventions focused on meaning and trauma, to participatory community practices and reflective and inclusive educational interventions, the work offers a coherent framework for developing strategies adapted to the complexity of human experience.
A particular emphasis is placed on the dimension of vulnerability, understood not as a limitation, but as a starting point for development and transformation. Difficult experiences, including those associated with migration, social inequalities or digital environments, are analyzed in relation to processes of adaptation and reconstruction of meaning (Miheț & Rad, 2024; Răpăcău & Rad, 2024). In this context, concepts such as resilience and antifragility offer relevant perspectives for understanding how individuals and communities respond to challenges (Rad, 2024).
The work is addressed to both researchers and practitioners, offering conceptual and methodological tools for exploration and intervention in fields such as education, psychology and social work. At the same time, it proposes an invitation to reflect on how we produce knowledge and on the responsibility we have in using it.
Beyond its academic dimension, the volume reflects a constant concern for the development of relevant and reality-sensitive practices, capable of supporting processes of change and development. In a context characterized by uncertainty and complexity, this orientation becomes essential for understanding and transforming the world we live in.
Authors
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