SOCY06010 Applied Sociology Assessment Brief 2026 | TUS Ireland

SOCY06010 Assessment Brief

Module Description

This module will build on the student’s understanding of sociological concepts and theories, and relate this knowledge to issues relevant to social care practice, while incorporating the use of a sociological imagination in order to critically analyse and assess the social world. This module has been shaped by the Standard of Proficiencies issued by the Registration Board.

Learning Outcomes

on completion of this module the learner will/should be able to;

1. Demonstrate a sociological understanding of the transformative stages in family structure and family life. (D5:1,7)
2. Apply a sociological perspective of discrimination and oppression in society and adopt a culturally competent and anti-oppressive approach as a social care practitioner. (D1:8,D4:4,D5:2)
3. Identify and apply sociological concepts as appropriate to understanding old age, youth and adolescence and to be able to critically reflect on these life transitions as social care practitioners. (D5:1,4,7)

Indicative Syllabus

Understanding Families

Defining families
Changes in family structure in Ireland
Theoretical perspectives of the family
The future of families

• The student will know, understand and apply the key concepts relevant to the profession by examining sociological theories of the family – Structural Functionalism, Conflict Theory and Symbolic Interactionism. A sociological understanding of the transformative stages in family structure and life in Ireland will be explored which will enable the student to identify the impact of organisational, community and societal structures, systems and culture on the family and in so doing enable them to work and engage effectively with individuals, children and families.
• The student will demonstrate an understanding of the theories of individual and social development across the lifespan and contexts and within different cultures enabling them to develop the knowledge required to work with individuals, children, vulnerable adults and families who may experience trauma. Students learn to link trauma to theories of individual and social development.

Race and ethnicity

Defining concepts
Thompson’s PCS model
Cultural awareness in practice

• Students learn to recognise the importance of practising in a non-discriminatory, culturally sensitive way and acknowledge and respect the differences in beliefs and cultural practices of individuals or groups. Focus placed on exploring the identity of others and acknowledging the particular challenges individuals and communities face due to their migrant and/or ethnic status.
• Understanding of wider political, social and economic concerns. Understanding of the link between migrant/ethnic status and rights and entitlements. Focus on developing a Culturally Competent and Rights Based Approach to race and ethnicity by exploring diversity, oppression, racism, discrimination, exclusion, rights and entitlements. The student will understand and recognise the impact of personal values and life experience on professional practice and be able to manage this impact appropriately. Students will be encouraged by means of case studies and scenarios to reflect on the sociological impact of how their own cultural, socioeconomic, religious and moral background (socialisation) has impacted on their own thoughts and attitudes to migrant and ethnic groups.
• The student learns to understand and apply a human rights based approach to professional practice. Emphasis on how welfare strategies addresses the principles of social justice – access, equality, rights and participation of migrant and ethnic groups in society. Students learn to apply the principles of social justice in critiquing policy thereby becoming aware of the need to challenge negative discrimination and unjust policies and practices. Focus on direction and approach of the state to addressing the needs and rights of ethnic minorities. This will be assessed by an essay and an assignment.

Young People in Modern Society

Understanding adolescence
Sociological theories of youth and adolescence
Ecological perspective of adolescence and substance use

• The student will know, understand and apply the key concepts relevant to the profession by examining sociological theories of youth and youth culture. An understanding of the transitions and challenges and impact of structure and systems on how children and youth experience youth will enable students to respond with insight and compassion to the diverse and changing needs of young adults.
• Students learn the importance of adopting a holistic and interconnected approach that ensures the needs of young people at the centre of care are considered in practice. Focus will be placed on understanding ‘youth’ theories, youth justice, youth diversion project, substance abuse, negative stereotyping; unemployment and policy ambivalence. Explore theories of individual and social development across the lifespan enabling students to develop the knowledge required to work with individuals, children, vulnerable young adults and marginalised groups who may experience trauma. Students learn to link trauma to theories of individual and social development.
• This will be assessed by an essay and an assignment.

Later life

• Prevalence of old age
• Social construction of later life
• Transitions and challenges associated with late life
• Challenging ageism: anti-ageist practice and age-friendly society
• The student will know, understand and apply the key concepts relevant to the profession by examining theoretical perspectives on aging. The sociological theories explored are Activity, Disengagement, Subculture and Continuity theories. An understanding of the transitions and challenges and impact of structure and systems on how older adults experience ageing will enable students to respond with insight and compassion to the diverse and changing needs of older adults.
• The student learns to demonstrate a critical understanding of relevant biological sciences, human development, social and behavioural sciences together with a knowledge of health and wellbeing. Students learn the importance of adopting a holistic and interconnected approach that ensures that all the needs of the older person at the centre of care are considered in practice. Diverse factors impacting on the lived experience of older adults – physiological, social, economic, and psychological challenges will be explored in detail. Explore theories of individual and social development across the lifespan enabling students to develop the knowledge required to work with older adults.
• Students learn to link trauma / lived experience of older adults to theories of individual and social development. Social learning theory; Bronfenbrenner’s ecological systems theory and Erikson’s theory of psychosocial development are examined in detail. This will be assessed by an essay and an assignment.

Teaching and Learning Strategy

Teaching strategies will include lectures, workshops, discussions and use of case studies. Independent reading, self-directed study, discussion with peers and group work will also facilitate student learning.

The teaching and learning strategies for this module aim to ensure a supportive learning environment for all students, with a student-centred approach which supports the development of the whole person. In addition, there will be a focus on active engagement in learning, the utilisation of digital learning and technology, while also applying learning to practice context.

Assessment Strategy

The assessment will comprise two components – a written assignment worth 70% and an interim assignment (presentation) worth 30%. All the standard of proficiencies are attached to both components to ensure that students are provided with the opportunity post formative feedback on the interim assessment (see calendar of assessment) to reflect on this feedback, integrate and consolidate their knowledge in preparation for the second and final component of the assessment.

All assessment components must be attempted in order to pass the module.

Repeat Assessment Strategies

• Students will be afforded the opportunity to repeat the module assessment at the next available sitting. Repeat assessments will be in line with the original assessment and will assess the learning outcomes that were not achieved.
• Students should refer to the module area on Moodle after publication of results in Summer as repeat assessment details will be available there. TUS reserves the right to determine re-assessment method.

Indicative Coursework and Continuous Assessment: 100%

Full Time Average Weekly Workload: 3.00 Hours

Required Reading Book List

• Thompson, N., (2017). Applied Sociology. ISBN 1138629707 ISBN-13 9781138629707
• MacIonis, J., (2024). Sociology. ISBN 0137870361 ISBN-13 9780137870363

Recommended Reading Book List

• Philip, A., (2021). Essential Concepts in Sociology. 1st edn Edition. John Wiley & Sons. ISBN 9781509548101 ISBN-13 1509548106
• Corrigall-Brown, C., (2020). Imagining Society. 1st edn Edition. SAGE Publications, Incorporated. ISBN 1544333420 ISBN-13 9781544333427
• Patel, T., (2023). Race, Ethnicity & Society. 1st edn Edition. SAGE. ISBN 9781529613872 ISBN-13 1529613876
• Giddens, A., Sutton, W., (2021). Sociology. John Wiley & Sons. ISBN 9781509539239 ISBN-13 1509539239
• Kendall, D., (2020). Sociology in Our Times. Cengage Learning. ISBN 0357368630 ISBN-13 9780357368633
• Taylor, M., (2022). The New Sociology of Ageing. 1st edn Edition. Routledge. ISBN 0367465388 ISBN-13 9780367465384
• Johanna, D., (2015). Youth and Generation. 1st edn Edition. SAGE Publications Limited. ISBN 1446259056 ISBN-13 9781446259054
• Julia, A., (2020). Youth Sociology. 1st edn Edition. Red Globe Press. ISBN 9781137490414 ISBN-13 1137490411

Non ISBN Literary Resources

Open Education Resources

• Wyn, J. (2020). A sociology of youth: Defining the field. Journal of Sociology, 0(0). https://doi.org/10.1177/1440783320936739
• Wyn, J. (2015). Thinking About Childhood and Youth. In: Wyn, J., Cahill, H. (eds) Handbook of Children and Youth Studies. Springer, Singapore. https://doi.org/10.1007/978-981-4451-15-4_58
• Franca, Hyacinth & Extension, Kiu Publication. (2023). The sociology of aging: understanding the aging process and its impact on society. 9. 30-34.
• Lobo, A., De la Cámara, C., Gracia-García, P. (2016). Sociology of Aging. In: Chiu, H., Shulman, K. (eds) Mental Health and Illness of the Elderly. Mental Health and Illness Worldwide. Springer, Singapore. https://doi.org/10.1007/978-981-10-0370-7_4-1
• Brunsma, David & Embrick, David & Nanney, Megan. (2015). Toward a Sociology of Race and Ethnicity. Sociology of Race and Ethnicity. 1. 1-9. 10.1177/2332649214562028.
• Naldini, Manuela. (2017). The Sociology of the Families. 10.1017/9781316418376.029.
• Traver, Amy (2022). Sociology of the Family Textbook. City University of New York. Sociology of the Family Textbook (cuny.edu)

Online Resources

• http://www.cso.ie
• http://www.dohc.ie
• https://ebookcentral.proquest.com/lib/aitie/home.action

Other Resources

• Irish Journal of Sociology
• Irish Journal of Applied Social Studies
• British Journal of Sociology

Additional Information

Students will be directed to the Moodle page for access to online educational resources.

Programme Membership

• AL_HSSCP_8 202400 Bachelor of Arts (Honours) in Social Care Practice
• AL_HSSCP_6X 202400 Higher Certificate in Humanities (Social Studies)
• AL_HSSCP_8X7 202400 Bachelor of Arts in Humanities (Social Studies)
• AL_HSSCP_8 202500 Bachelor of Arts (Honours) in Social Care Practice

End of module descriptor.

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