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University of Arkansas at Little Rock Graduate School of Social Work

Human Behavior and the Social Environment

Course Number: 7330 Section 1 Credit: 3 Prerequisite: Acceptance to MSW Program

Instructor: E. Christopher Lloyd, LCSW

Office Telephone: 569-8464

Office Hours: 12-2PM Monday, 10-12PM Wednesday

E-mail: (This is the best and quickest way to reach me!)

I. DESCRIPTION OF THE COURSE

This course exposes students to human behavior theories supporting social work practice with individuals, families, groups, organizations and communities. Exploring theories requires thinking critically, and questioning the limits of one’s own ignorance. The course will involve inquiry into the selection and application of theories and perspectives that guide social work practice.

Micro- through macro-level theoretical applications of the person-in-environment and their impact on human development across the lifespan will be studied. The impacts of theories on members of at-risk, non-mainstream groups (e.g., racial/ethnic minorities and children) will be addressed. Cross-disciplinary concepts and theories in psychology, ecology, power, conflict, sociology, social justice and economics will be explored as they apply to social work. Students will gain knowledge of, and an appreciation for, the professional values and ethical standards that support social and economic justice and how to apply standards of ethical practice to populations-at-risk and members of diverse populations.

II. OBJECTIVES OF THE COURSE

1.  Students will develop working knowledge of biological, psychological, social and community theories as well as spiritual and cultural systems that seek to explain human behavior in the social environment throughout the life cycle.

2.  Students will apply concepts of critical thinking and questioning to the theories used in social work practice and develop the capacity to apply these theories cross the developmental lifespan through class discussion, examinations, small group and individual papers, and a presentation.

3.  Students will demonstrate an ability to understand, evaluate and integrate traditional and emerging explanatory theories used in social work as evidenced by class discussion, examinations, small group and individual papers, and a presentation.

4.  Students will learn to integrate theory, theoretical models and concepts with the goals, structure and development of individuals, families, groups, organizations and communities.

5.  Students will be able to identify cultural and sociological factors that support and hinder the development of women, members of ethnic and racial communities, gay and lesbian persons, people with disabilities, the impoverished and members of other populations who have historically been oppressed.

6.  Students will analyze and understand how the use of power impacts human and social growth and development.

7.  Students will demonstrate an ability to apply research supported knowledge and evolving theory about human behavior and the social environment.

8.  Students will demonstrate an understanding of values and ethics that inform responsible social policies and programs.

9.  Students will learn to acknowledge and take ownership of own biases and beliefs rather than attribute them to groups of people or oppressed members of society. In other words, rather than attribute negative characteristics to a social group or to a member of that group, students begin with, “This is how I have been taught to believe,” or “I don’t like to admit it, but I do have the belief that…”.


III. METHODS OF INSTRUCTION


Learning methods used in this course include full-class and small-group discussion, in-class learning activities, videos, lecture, and individual and team presentations. Audio-visual materials and guest lecturers may be used. Class discussions and written assignments will follow the guidelines of non-biased and non-sexist language.

The classroom is a social system. For the system to function properly and to fulfill its educational objectives, input from both students and the instructor is necessary. I will strive to foster an educational experience that is rigorous, open to questioning and inquiry, and fosters the honest expression of beliefs, critical thinking, and respect for differing opinions and values. At the same time, I expect every student will thoroughly prepare for each class, listen and participate actively in class discussions, and complete assignments on time in pursuit of excellence during this part of their journey towards becoming a social worker.

The social worker uses the self as a tool in the helping process and must constantly examine the self to identify barriers to effectiveness. As part of becoming a professional social worker, students will be encouraged to explore their individual selves, expand their self-awareness and question their (possibly long-standing) biases and beliefs. The learning process involves risk and students will be supported as they take risks to challenge their own biases.

This process can sometimes create stress and personal challenges, and there will likely be moments that this process occurs during class session. To promote the classroom as an enclave of respect for this type of personal growth, professional development and for diverse opinions and beliefs, all student contributions to class discussions should be considered confidential, and should not be revealed outside the confines of the classroom. No student will be required to disclose information beyond what is considered by the student to be comfortable and appropriate.

TEXTS:

Rogers, A. T., (2006). Human Behavior in the Social Environment. Boston: McGraw-Hill.

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D. C.: American Psychological Association.

Supplemental materials:

1. Strom-Gottfried, K (2006). Ethics in Human Behavior in the Social Environment: A Primer,

2. Lieberman, A. & Smith, R Practicing Social Work CD-Rom,

3. HBSE articles and selections for The Social Work Library (www.mhhe.com/rogers1)

Other articles and papers may be assigned, and I will make them available to you.

POLICY ON CLASS ATTENDANCE

Learning in a graduate professional program is based, in large part, on the interaction that occurs between persons in the classroom. Regular attendance is required. Absences of greater than 20% (3 class sessions) of the total class time can constitute grounds for course failure. A sign-in sheet will be made available at the beginning of each class session; it is each student’s responsibility to sign-in at the beginning of class.

Comment on attendance, participation, and keeping up with the course:

The graduate class experience will be richer if all students turn in assignments on time and attend class ready to work and participate in the discussion. By completing the assigned readings prior to each class, you will be prepared to share your original thoughts and reactions to the readings with the class and generate lively discussion. As a general guide for time management, the standard educational expectation is that students spend 2-3 hours outside of class time “studying” for every hour spent in class.

I understand that personal illness and family emergencies do occur. It is your responsibility to communicate with me by phone or email if you will miss class. Even if you must miss a class, you are still expected to complete the readings and to submit any assignments that are due that class session on time. If there are extenuating circumstances (i.e., the situation is beyond your control) that will prevent you from completing assignments on time, contact me as soon as possible to make discuss your options and develop a plan to remedy the situation.

DISABILITY SUPPORT SERVICES

Disability Support Services: It is the policy of UALR to accommodate students with disabilities, pursuant to federal law and state law. Any student with a disability who needs accommodation, for example in arrangements for seating, examinations, note-taking should inform the instructor at the beginning of the course. It is also the policy and practice of UALR to make web-based information accessible to students with disabilities. If you, as a student with a disability, have difficulty accessing any part of the online course materials for this class, please notify the instructor immediately. The chair of the department offering this course is also available to assist with accommodations. Students with disabilities are encouraged to contact Disability Support Services, telephone 501-569-3143 (v/tty), and on the Web at http://www.ualr.edu/dssdept/.


ACADEMIC INTEGRITY

Social work (SW) students are encouraged to become members of the National Association of Social Workers (NASW), since all SW students are expected to adhere to the NASW Code of Ethics (available at http://www.ualr.edu/swdept/msw/CodeofEthics.mht). The instructor expects all students to be familiar with this Code of Ethics, as well as University policies on academic integrity (available online at http://www.ualr.edu/swdept/msw/handbook.html under the heading Scholarship and Professional Standards). An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty both in the student’s work and in assistance to others. In accordance with these policies, all assignments should be prepared specifically for this course, and should not have been (or be) used in any other course.

Any incidents, complaints or allegations of individual cheating, plagiarism, collusion (asking others to cheat) or duplicity will be taken seriously. Failure to follow principles of the academic integrity or the NASW Code of Ethics will result in negative consequences such as a failing grade for the course and dismissal from the graduate school.

Paraphrasing, summarizing or quoting of others’ work should be properly referenced according to APA style. Truly original ideas come about infrequently. Misrepresenting the work of others as one’s own idea or failure to apply the rules related to the concept of common knowledge are the most prevalent pitfalls. Students will avoid most problems by following the general rule: Whenever in doubt, cite your source. If you have questions after reading the policies, please ask. Allegations, complaints or questions about academic dishonesty, (plagiarism, cheating, etc.) will be resolved in accordance with established University procedure.

IV. UNITS, CONTENT, READINGS & ASSIGNMENTS

Session

UNIT I THEORETICAL FOUNDATIONS OF SOCIAL WORK

1. Human Behavior and the Social Environment that Sustains and Shapes It

  1. Welcome!
  2. Introduction to the Course: syllabus, text, schedule, assignments, grading
  3. Creation of teams.
  4. Introduction to theory and its use in social work: What is it anyway and why do we need to know it?
  5. What does critical thinking and questioning have to do with this course?
  6. Heuristics & Bias discussion: What are they are? Where did they come from?
  7. Evaluating theory: How do we do this? Why do we do this?
  8. Discussion of writing expectations, including acceptable sources, and an introduction to your APA manual
  9. Social Constructionism: what it means to our understanding of what we do
  10. Evidence Based Practice (EBP). What constitutes evidence? What does it mean to social workers?

Assignment for next session:

1.  Readings: Rogers, Chapters 1 & 2.

2.  Bring APA Manual to next class

3.  Submit questions online to class listserve.

4.  Choose a theory, life stage and discussion of first paper; begin brainstorming ideas for diagram and outline for first paper.

5.  Get into the supplemental CD to become comfortable with the tools and to begin to know the family.

2. The Three Legged Stool of Social Work Practice: What Social Workers Bring to the Table

A.  The Founding Mothers: A Brief History of Social Work

o  Friendly Visitors

o  Activists

o  “Unfaithful Angels”?

B.  Two approaches to social work practice:

o  micro-mezzo-macro and

o  biopsychosocial

C.  Two theoretical foundations of social work:

o  Psychoanalysis

o  Systems and Ecological theories

Readings:

  1. Imre, (1984). “The nature of knowledge in social work.”
  2. Minuchin, S. (1985). “Families and individual development: Provocations for the field of family therapy.”
  3. Saltman & Greene (1993). “Social workers’ perceived knowledge and use of human behavior theory.”
  4. Snowden, L.R. (2003). “Bias in Mental Health Assessment and Intervention: Theory and Evidence.”

Assignment for next session:

1. Readings; be prepared to discuss.

2. Team questioning exercise

3. Diagram and annotated outline draft due for team discussion

3. The Third Leg of Social Work’s Three Legged Stool: The Strengths Perspective

A.  Continuation of Systems and Ecological Theories (as needed); view documentary film “Banking on Heaven”

B.  Strengths: Pollyanna or workable tool? Know the difference

C.  Ethical Decision Making in Social Work

Readings:

  1. Rogers, Chapter 3
  2. Weick, Rapp, Sullivan, & Kisthardt, 1989. “A strengths perspective for social work practice”
  3. Strom-Gottfried, K., 2006. Ethics in human behavior in the social environment: A primer, Boston: McGraw-Hill. Read pages 1-23.
  4. Ungar, M. (2002) “A Deeper, More Social Ecological Social Work Practice.”

Assignment for next session:

1. Readings; be prepared to discuss

2. Revise and turn in diagram, outline and first references for first paper

3. Team discussion of questions and papers

4. Back to the Biopsychosocial Approach and Developmental Theories

A.  Empirical Knowledge of the Brain’s Development

B.  Cognitive Development Theory

C.  Psychodynamic Theory

D.  Psychosocial Theory

E.  Behavioral Theory

F.  Learning Theory

G.  Humanistic Theory

H.  Existential Theory

Readings:

i.  Rogers, Chapter 3

ii.  Piaget, J. (1972). “Intellectual evolution from adolescence to adulthood”

iii.  Bandura, A. (1965). “Influence of models’ reinforcement contingencies in the acquisition of imitative responses”

iv.  Cicchetti, D. & Toth, S. (1998). “The Development of Depression in Children and Adolescents”

Assignment for next session:

1. Readings; be prepared to discuss.

2. Team Questioning exercise and submit online

3. Team discussion of paper and draft.

5. Socio-cultural theories

A.  Conflict Theory

B.  Functionalist Theory

C.  Symbolic Interactionism Theory

D.  Feminist Theory

E.  Cultural Perspectives

Readings:

  1. Rogers, Chapter 4

ii.  Fellin, 2000. “Revisiting multiculturalism in social work”

  1. Black, C. (2003). “Creating curative communities: feminist group work with women with eating issues”

Assignment for next session:

1. Readings; be prepared to discuss

2. Bibliography and rough draft for Multi-dimensional analysis paper due.

3. Submit questions from team, cull questions for master list and begin selection for midterm questions.

6. Theories of Macro Practice

  1. Racism, Discrimination, and Oppression
  2. Social and Economic Justice
  3. Community Organization

Readings: