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SPAN30330

Academic Year 2026/2027

Mental Health & Culture in Latin America (SPAN30330)

Subject:
Spanish
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Dr Rodrigo López Martínez
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

How have literature and visual culture shaped notions of mental health over history? How do cultural representations of mental illness contribute to the social administration of behaviours and emotions? Through the study of literary and visual texts from the 20th and 21st centuries, this module explores how cultural narratives have disseminated portrayals of the mentally “sane” and “ill” that either reinforced or challenged social norms in Latin America. By examining fictional depictions of mental health in relation to key events in Latin American history, students will develop an understanding of mental health as a culturally and historically evolving concept that adapts and responds to subsequent social dilemmas.

About this Module

Learning Outcomes:

Upon successful completion of this module, students will be able to:
1. Understand how notions of mental health and illness have been reshaped between the 20th and 21st centuries.
2. Identify the links between cultural views on mental health and key events in Latin American history.
3. Analyze and interpret depictions of mental health in literary and visual texts.
4. Relate critical theories of mental health to past and present social dilemmas in Latin America.
5. Compare and argue about approaches to mental health in different cultural contexts.

Indicative Module Content:

The module is divided into three sections, covering a selection of novels and films set in both the past and present of Latin America. Original and translated/subtitled versions of each will be provided.
Block I: “Prisons & Social Order”
El beso de la mujer araña (Manuel Puig, 1976)
Belén (Dolores Fonzi, 2025)
Block II: “Psychiatry & Psychotherapy”
Hombre mirando al sudeste (Eliseo Subiela, 1986)
El infarto del alma (Diamela Eltit and Paz Errázuriz, 1994)
Block III: “Schools & Universities”
Radical (Christopher Zalla, 2023)
Las teorías salvajes (Pola Oloixarac, 2008)

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Reduce inequality within and among countries 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Specified Learning Activities

34
Autonomous Student Learning

52
Total

110

Approaches to Teaching and Learning:
The module consists of weekly interactive classes that combine brief lectures with small-group activities. Group discussions will encourage students to connect historical and theoretical perspectives on mental health with the analysis of specific passages from literary and visual texts. In this way, through consistent practice and feedback, students will be supported in developing the critical skills needed to complete both in-class and independent assessment tasks. The assessment methods will include individual tasks in literary and visual analysis, along with a final group project involving a podcast recording.
Lecture slides and instructions to prepare for in-class activities will be available on Brightspace.
Consultation hours with the module coordinator will be offered both face-to-face and online.

Please note that the use of generative AI is not permitted for the completion of assessments in this module. This corresponds to "No AI" on the AI Assessment Scale.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Literary analysis Week 5 Standard conversion grade scale 40% No
20
 No
Assignment(Including Essay): Visual analysis Week 9 Standard conversion grade scale 40% No
30
 No
Group Work Assignment: Final group project Week 15 Standard conversion grade scale 40% No
50
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 09:00 - 09:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 09:50
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