Universitat Internacional de Catalunya

Sociology II: Family Sociology

Sociology II: Family Sociology
6
10601
2
First semester
FB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dr. CAMPS BANSELL, Jaime - jaumecamps@uic.es

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.ca

Introduction

The human person is essentially a "being familiar". Reflective practice on the family is necessary and essential for education professionals. The social complexity that surrounds us and the dynamics of change that is increasingly present in our environment, requires giving news to the questions that often appear and make decisions to the challenges the family claims the new social scenario responses.
The educational community needs and gaps are identified in relation to knowledge of family contexts. Teachers are asked to educate and train students; this task will be optimized if they acquire the right to recognize in each situation the familiar reality of their students skills

Competences/Learning outcomes of the degree programme

  • CEM-20 - To show social skills in understanding families and being understood by them.
  • CEM-21 - To be familiar with, and know how to perform, the functions of tutor and counsellor in relation to family education in the 6-12 age period.
  • CEM-22 - To relate education to the surroundings, and cooperate with families and the community.
  • CEM-23 - To analyze and incorporate in a critical way the most important issues in current affairs affecting family and school education: 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-24 - To be familiar with the historical evolution of the family, the 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

17. Identifies and classifies kinship systems and the different variations and forms of family throughout history.

18. Define and contrast the different concepts of marriage and family today.

19. Discover and assesses the impact of certain policies on school performance family.

20. He argues and values (positive or negative) relationship between these two elements, media and education.

21. Handles and uses the contents of the media as teaching resources in different materials and educational situations.

22. See, know and apply the tools of critical analysis to unravel the messages of the media.

23. Meet and classifies the reality of the use of media in families and values and argues the limits of use of the media to ensure optimal development of family, school and social students.

24. Defines and frames the concept of mentoring and family counseling and values their role in the results of educational work.

25. Understand the relationship between parenting skills and abilities of the teacher in the classroom.

26. Know, understand, classify and tested different possible techniques tutorial with both parents and students.

27. Identify the fundamental features that should govern the coordination of the tutorial at a school in order to promote greater personal attention from students and parents

Syllabus

  1. Kinship, marriage and family 

  2. Work and family 

  3. The sociology of the family and family education policies 

  4. Education, communication and media 

  5. The media as a central focus of education 

  6. The use of media in school 

  7. Activities critical analysis of media 

  8. The family entertainment and media: possibilities and limits 

  9. Family mediation and media 

  10. Addictions in the media 

  11. Coaching and mentoring 

  12. Styles and parenting skills 

  13. Techniques and instruments for the tutorial 

  14. Organization tutorial 

  15. Planning and programming tutorial

Teaching and learning activities

In person



COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-23 CEM-24 CET-2 CET-3 CET-5 CET-7 CG-02 CG-07 CG-08 Presentation methods / lecture
Theory classes
Seminar-workshops
CEM-20 CEM-21 CEM-22 CEM-23 CET-1 CET-2 CET-4 CET-6 CET-7 CG-04 CG-07 Case studies
Problem-solving exercises
Seminar-workshops
CEM-22 CEM-23 CET-1 CET-2 CET-7 CG-04 CG-07 Problem-based learning
Practical classes
CEM-21 CET-2 CET-3 CET-5 CET-7 CG-02 CG-07 Project-based learning
Tutorials
CEM-23 CET-3 CET-4 CET-5 CET-6 CG-02 CG-08 Cooperative learning
Individual / independent study and work
Tutorials
CEM-23 CEM-24 CET-3 CET-5 CET-7 CG-02 CG-04 CG-08 Project-based learning
Individual / independent study and work

Evaluation systems and criteria

In person



Catalan Group

ASSESSMENT PERCENTAGES:

1st exam:                                               10%
2nd exam (includes previous subject):       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; In any case, they will have to be examined on all the course 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

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.

 --

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.

Teaching and learning material



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