Universitat Internacional de Catalunya
Sociology II: Family Sociology
Other languages of instruction: Catalan
Teaching staff
Remember that teachers are available for tutoring, attending queries, suggestions, etc. But we stayed with them previously quoted you by e-mail:
Catalan group:
jaumecamps@uic.cat
English group:
mgraug@uic.cat
Introduction
The human person is essentially a "human family". Reflective practice on the family is necessary and essential for education professionals.
Social complexity that surrounds us and the dynamics of change that is increasingly present in our environment requires new responses to questions that are often faced with the challenges and decisions that the family claims the new social scene.
The educational community needs and deficiencies are detected towards the knowledge of familiar contexts. Teachers are asked to educate and train students; this task if optimized acquire skills appropriate to recognize the real situation in each of its students family.
Competences/Learning outcomes of the degree programme
- CEM-28 - To create and maintain communication ties with families in order to have an effective impact on the educational process.
- CEM-29 - To be familiar with, and know how to carry out, tutorial and counselling functions in relation to family education.
- CEM-30 - To promote and collaborate on actions inside and outside the school, organized by families, local councils and other institutions, which foment good citizenship.
- CEM-31 - To analyse and incorporate in a critical manner the most relevant questions affecting school and family education in todays society: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
- CEM-32 - To be aware of the historical evolution of the family, different kinds of families, lifestyles and education in the family context.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
- Identifies and classifies the different systems of kinship and family forms and variations throughout history
- Define and contrast the different concepts of marriage and family today
- Meet and assesses the impact of the labor of parents in family life.
- Discusses the relationship between work and family in the passing of the family as the unit of production and consumption unit family
- Discover and assesses the impact of certain family policies in school results
- Arguments and values the relationship (positive or negative) between these two elements: the media and education
- Manages and uses the contents of the media as teaching resources in different materials and educational situations
- Discover, understand and apply the tools of critical analysis to unravel the messages of the media
- Meet and classifies the reality of the use of media in homes and family values and argues the limits of such use of the media with a view to improving the students' family, school and society
- Defines and frames the concept of mentoring and family development and assesses their role in the outcome of the educational task
- Understands the relationship between parental abilities and skills of the teacher in the classroom.
- Knows, understands, classifies and tested different techniques tutorial possible with both parents and students.
- Identify the key features that should govern the coordination of the tutorial at a school in order to promote greater personal attention of students and parents.
Syllabus
1 T. Marriage and Family. Systemic approach to the family. family sustainable
2 T. Work and family: Balancing work and family life
3 T. education, and family law
4 T. The sociology of the family. Family policies and family education policies.
5 T. education, communication and media: information and entertainment.
6 T. The media and transversal education: family and school
7.8 T. The use of media in schools: a critical analysis activities of the media
9 T. The family leisure and media
T. 10 media Mediation and family
11 T. Addictions media
12 T. Orientation and mentoring
13 T. parenting skills and styles: authoritarian, authorized, permissive, neglectful
14 T. techniques and instruments tutorial
15/16 T Organizing tutorial: Planning and scheduling
17 T. Knowledge of educational practices and family mentoring
Teaching and learning activities
In person
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-28 CEM-29 CEM-30 CEM-31 CEM-32 CET-1 CET-2 CET-3 CET-4 CET-6 CG-02 CG-07 CG-08 | Problem-based learning Project-based learning Case studies Presenting method / lecture | Practical classes Theory classes Individual / independent study and work External practicums |
Evaluation systems and criteria
In person
Catalan Group
ASSESSMENT PERCENTAGES:
1st exam (unit 1): 10%
2nd exam (units 1, 2 & 3): 20%
3rd exam (final) (all course subject): 40%
Coursework: 20%
Other activities and class participation: 10%
The evaluation will be done:
> With three tests, which include all the course material given at that time. The 3rd test will take place during the exam week.
> A cursework.
> Other activities.
Students’ attitudes (appropriate behaviour, class participation, etc.) are taken for granted. in the event that a student exhibits negative attitudes (talking in class, lack of coherence between what is said and what is done, plagiarism at work, copying in tests, breach of commitments, etc.), these can make the teacher subtracts up to 5 points from the final grade (you try more work) depending on the severity. It goes without saying that plagiarism in work or copying in tests is a very serious fault.
-Students will have to submit a sociology-based project towards the end of their semester. Should a student misbehave (speaking in class, inconsistency between word and deed, plagiarism, cheating, breaking deadlines, etc.), the teacher is entitled to deduct points off his/her final mark depending on the severity of the misconduct. Plagiarism and cheating in exams are two very serious offences.
Students who fail the subject in the 1st call, will talk to the teacher so that he can personalize the conditions of the 2nd call and guide them and specify the aspects that they have not passed and must present; if this is not specified in a conversation with the teacher, you will have to be examined on all the course activities and contents. Students Not Presented, must try to present the work and activities, and take the exam that will include all the course contents.
English Group
ASSESSMENT PERCENTAGES:
- Continued evaluation 50%
- Participation 20%
- Activities 20%
- Individual paper 10%
- Porfolio 10%
- Exam 40%
- Parcial exam 15%
- Final exam 25%
- (Mínimo 4/10)
Subject with Honors
In order to pass this subject with Honors (Matrícula d’Honor), students must:
-Get a final mark of 9 or above
-Meet the requirements that the university sets, since there is a limit in the number of MH which can be assigned. In those cases, the final mark of the subject and the project mark will be taken into account.
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Any plagiarism or cheating incident during the assessment will be considered an offence against the dignity of the human person and the teaching profession. If there are no attenuating circumstances, such as strong involuntariness, plagiarism is in itself sufficient reason to fail the subject.
Bibliography and resources
- Aller Floreancig, T. (2010). Hacia el buen trato a la infancia: Parentalidad positiva, competencia parental y prevención del maltrato infantil. Papeles salmantinos de educación.
- Álvarez Blanco, L. (2019). Modelos teóricos de la implicación familiar: responsabilidades compartidas entre centros educativos, familias y comunidad. Aula abierta.
- Bernal Martínez de Soria, A., (2016). La identidad de la familia: un reto educativo. Perspectiva Educacional, Formación de Profesores, 55(1), 114-128.
- Bringué, X. y Sádaba, Ch.(coords.)(2009). Nacidos digitales: una generación frente a las pantallas. Rialp.
- Cadahia, J. Los derechos de la familia en la sociedad. Palabra.
- Cardus i Ros, S. (2000). El desconcert de l'educació : les claus per entendre el paper de la família, l'escola, els adolescents, els valors, la televisió i la incertesa del futur La Campana.
- Ceballos López, N., & Saiz Linares, Á. (2019). La acción tutorial como escenario de colaboración familia-escuela. REOP. 30(2), 28 – 45.
- Ceriotti Migliarese, M. (2019). La familia imperfecta: Cómo convertir los problemas en retos. Ediciones Rialp, S.A.
- Ignasi De-Bofarull, Anna Carballo-Marquez, Maria Rosa Buxarrais (2018). Early Childhood Neglect, Toxic Stress, and Neurodevelopment. Educationis Momentum. 4(1), 79-104. https://doi.org/10.36901/em.v4i1.185
- D’Agostino, F.. (1999). Una filosofia della famiglia. Giuffrè
- Donati, P. (2003). Manual de sociología de la familia. Eunsa.
- Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. (n.p.): Taylor & Francis.
- Fernández, F. X. A., Rodicio, C. I. F., & Domínguez, M. D. C. P. (2015). La familia y la intervención preventiva socioeducativa: hacia la identificación del maltrato infantil. Hekademos: revista educativa digital, (17), 31-41.
- Giró, J., & Andrés, S. (2016). Las actitudes del profesorado hacia la participación de las familias en la escuela. M. Gaio, M.; L. Lima; B. Dionisio y Abrantes, P.(Eds.) A Educaçao na Europa do Sul.
- Grau Grau, M., las Heras Maestro, M., & Riley Bowles, H. (2022). Engaged fatherhood for men, families and gender equality: healthcare, social policy, and work perspectives (p. 325). Springer Nature.
- Lesthaeghe, R. (2014). The second demographic transition: A concise overview of its development. Proceedings of the National Academy of Sciences, 111(51), 18112-18115
- Luri, G. (2017). Elogio de las familias sensatamente imperfectas. Ariel. Hi ha exemplars en paper a biblioteca. També accessible en format digital a: https://uic.odilotk.es/
- Martin López, E. (2000). Familia y sociedad. Una introducción a la sociologia de la familia. Rialp.
- Martín López, E. (1993). Textos de sociología de la familia. Una relectura de los clásicos (Linton, Tönnies, Weber y Simmel). Rialp.
- Martínez Alcalde, L. (2021). La otra conciliación: cuidar a los hijos y cuidar a los amigos. Aceprensa.
- Sarramona López, J., & Rodríguez Neira, T. (2010). Participación y calidad de la educación. Aula abierta.
- Vila, R., Greco, A. M., Loinaz, I., & Pereda, N. (2019). El profesorado español ante el maltrato infantil. Estudio piloto sobre variables que influyen en la detección de menores en riesgo. Revista Española de Investigación Criminológica, 17, 1-25.
- Waldinger, R., & Schulz, M. (2023). The Good Life: Lessons from the World's Longest Scientific Study of Happiness. Simon and Schuster.