Division of Social Work/College of Health and Human Services

Human Behavior in the Social Environment, SWRK 125A-Sect. 05
Fall 2011 Syllabus

Part 1: Course Information

Instructor Information

Professor:

Dr. David G. Demetral, Ph.D. (Psych. & Social Work), & LCSW Office: 4009 Mariposa Hall

Classroom: Library 1522 Class Time/day: 6:00-8:50 Wed.
Office Hours: Wednesday 3:30-5:00 & by appointment
Office Telephone: 278-7168
E-mail:

Course Description

Using ecological, system theory and diverse developmental frameworks, this course emphasizes the influence that context has in shaping individual and family dynamics across the lifespan. This course examines growth and development with special focus on lifespan from birth through adolescence in the context of family, community, complex organizations, and society in a world in which technological, economic, political and ecological systems are rapidly changing, thereby altering the world as an environment for human life. This course is built upon a foundation of the liberal arts perspective that students receive in GE courses and extends that perspective by integrating content about human behavior from such disciplines as human biology, philosophy, history, communication, ethnic and women’s studies, sociology, economics, psychology, the humanities, and anthropology.

Multi-level systems theory, a central feature of the course’s conceptual framework, examines the networks and social circles of relationships that link the individual with the context in which he or she functions. Diverse groups including ethnic and racial “minorities” (specifically, African American, American Indians, Asian Americans, Chicanos and Latinos), diverse genders, people with disabilities, gays and lesbians, and people experiencing poverty will be an important focus in this course. The impact of discrimination, social and political oppression will be explored as they impact human development. Identification of potential strategies to optimize well-being, to enhance social justice in the environment and to prevent harm to diverse individuals, families, groups, or communities will be explored. Empowerment and the strengths perspective will be emphasized.

This foundation course will provide you with the core theoretical content and knowledge needed to critically analyze current research on development, dynamics and growth of individuals and families within their ecological context. The course will expand your understanding and appreciation of the human condition. You will be expected to think critically and analyze the research and theoretical perspectives explored in this course. You will be further encouraged to explore personal values and ethical implications of environmental conditions and their impact on development. This course is designed to help you increase your own awareness and to assess the consequences of oppression on individuals, families, groups and communities to meet the needs that lead to optimal development. You are expected to increase your self-awareness as to whether your own development is consistent with or at variance with the theoretical models examined in this course.

Fulfills requirement of an Upper Division GE Course for students other than Social Work majors

Textbook & Course Materials

Required Text: All available at Hornet Bookstore.

  • Ashford, Jose` B., and LeCroy, Craig Winston (2010). Human Behavior in the Social environment: A Multi-Dimensional Perspective. (4th ed.). Brooks/Cole: Cengage Learning.

ISBN#: Student Copy: 978-0-495-60169-2 Rent: $78.05 Amazon Used: $56.00

Course Structure

This course is conducted on a lecture-discussion group basis. Both small group discussions and classroom discussions are regular features of class sessions. Audio-visual materials will supplement lectures. Lectures will sometimes be given via Power Point slides which will be made available after class.

Part 2: Course Objectives

This course builds upon and extends the Liberal Arts Perspective. Upon completion of this course, you will be able to:

  1. Describe human behavior and functioning from a social systems theory perspective and describe the usefulness of this approach to social work practice with individuals, families, groups, organizations and communities.
  1. Describe the following social systems as separate entities and in dynamic interaction with each other: the individual, family, small group, community, organization and community.
  1. Identify and describe the major theoretical approaches to human behavior in the social environment. Critically analyze these approaches by listing their strengths and limitations.
  1. In the life course of birth through adolescence, describe significant biological, psychological, social and cultural conditions.
  1. Explore and identify one’s personal values and ideas about human functioning and social conditions. Be aware of how one’s own upbringing and experiences filter how one understands the course material. Become aware of how one’s personal development follows or strays from the theoretical perspectives and concepts taught in the course.
  1. Describe how negative environmental conditions (i.e., poverty, unsafe neighborhood, and deteriorated schools) and social attitudes and behaviors (i.e., racism, sexism, homophobia, social exclusion, social stigma, and violence/abuse) impair human development.
  1. Reframe deficit-based models of assessment with a strengths/empowerment perspective.
  1. Apply social work values and ethics to human behavior in the social environment theory and information.

Course Policies

Prepare for Class

Students are expected read all assigned readings prior to class and be prepared for class discussion, small group exercises or assignments. Students are expected to arrive for class on time. As a guideline for organizing your workload, note that a standard educational expectation is that students spend 2-3 hours outside of class time studying for each hour spent in class.

Attend Class

Students are expected to attend all class sessions as listed on the course calendar. It is your responsibility to sign in for every class session you attend. If you miss two (2) classes your grade will automatically be lowered one full letter grade. If you miss three (3) classes you will be dropped from the course.

Participate in Class

  • Students are expected to turn cell phones off for the duration of class. If you must wear your cell phone for work or in emergency situations, please turn it to vibrate. Students are not allowed to have cell phones out during exams.
  • Computers must be closed until break or at the conclusion of class, unless being used in an exercise.
  • Students are expected to comply with guidelines for ethical behavior, including showing respect for other students at all times. Students are expected to read the Division of Social Work Student Standards of Performance, located on the Division website under the Forms link.
  • Students participation in class will be graded according the following guidelines

Outstanding Contributor: Contributions in class reflect exceptional preparation. Ideas offered are always substantive, providing one or more major insights as well as direction for the class. Challenges are well substantiated and persuasively presented. If this person were not a member of the class, the quality of discussion would be diminished markedly.

Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes suggest direction for the class. Challenges are well substantiated and often persuasive. If this person were not a member of the class, the quality of discussion would be diminished.

Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. If this person were not a member of the class, the quality of discussion would be diminished somewhat.

Non-Participant: This person says little or nothing in class. Hence, there is not an adequate basis for evaluation. This person may also appear to “zone out” often in class. If this person were not a member of the class, the quality of discussion would not be changed.

Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive and provide few, if any, insights or a constructive direction for the class. Integrative comments and effective challenges are absent. If this person were not a member of the class, valuable air-time would be saved.

Build Rapport

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let me know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing me when difficulties arise during the semester so that we can work together toward a solution.

Complete Assignments

All assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the due date except under extreme circumstances.

Understand When You May Drop This Course

It is the student’s responsibility to understand when they need to consider un-enrolling from a course. Refer to the Sac State Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course. Serious and compelling reasons includes: (1) documented and significant change in work hours, leaving student unable to attend class, or (2) documented and severe physical/mental illness/injury to the student or student’s family.

Incomplete Policy

Incomplete grades are not automatically given. An incomplete may only be assigned in cases of severe illness, accidents or other occurrences clearly beyond your control. It is the student’s responsibility to fulfill the University’s and/or Division’s policies and procedures for obtaining an incomplete. If you fail to follow applicable policies, you will be assigned a grade of “F” for the course.

Inform Your Instructor of Any Accommodations Needed

If you have a documented disability and verification from the Office of Services to Students with Disabilities (SSWD), and wish to discuss academic accommodations, please contact me as soon as possible. It is your responsibility to provide documentation of disability to SSWD and meet with a SSWD counselor to request special accommodation before classes start.

SSWD is located in Lassen Hall 1008 and can be contacted by phone at (916) 278-6955 (Voice) (916) 278-7239 (TDD only) or via email at .

Commit to Integrity

As a student in this course (and at this university) you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom.

Sac State's Academic Honesty Policy & Procedures

“The principles of truth and honesty are recognized as fundamental to a community of scholars and teachers. California State University, Sacramento expects that both faculty and students will honor these principles, and in so doing, will protect the integrity of academic work and student grades.”

Read more about Sac State's Academic Honesty Policy & Procedures

Definitions

At Sac State, “cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means.”

“Plagiarism is a form of cheating. At Sac State, “plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution.”

Source: Sacramento State University Library

Important Note: Any form of academic dishonesty, including cheating and plagiarism, may be reported to the office of student affairs.
Course policies are subject to change. Changes to the syllabus, including readings, assignments and due dates may occur at any time at my discretion. It is your responsibility to make sure you keep track of all assignments and due dates throughout the semester.

Grading Policy

Graded Course Activities

Percent of Final Grade / Description
10% / Attendance, Participation, in-class activities
25% / Exam One
25% / Exam Two
30% / Final Exam
10% / Weekly Exercise(s)

Exams

There will be two exams and a comprehensive final exam in this course. Although it may feel like a lot, this allows for covering smaller amounts of material on each exam. It also makes each exam worth a little less of your overall grade. The exams will cover materials from readings, lectures, class discussion and activities. The exams may incorporate multiple choices, true/false, matching and a substantial number of short answer questions. If you have an emergency situation and will not be able to take the exam at the appointed time, you must contact me by phone prior to the start of the exam.

Writing

Weekly exercise(s). You will notice on the course outline, and in the attachment, that many sessions have “exercises” that you are expected to complete, print, and be ready to hand in at the class they are assigned. NO LATE EXERCISES WILL BE ACCEPTED. These exercises are used in the class in your small group discussions.

Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lowered grades on exams or homework. The university has a writing center to aid students needing extra help with the writing process. For current Writing Center hours and more information, visit the web site at

Letter Grade Assignment

Final grades assigned for this course will be based on the percentages noted above and are assigned as follows:

Letter Grade / Percentage / Performance
A / 93-100% / Excellent Work
A- / 90-92% / Nearly Excellent Work
B+ / 87-89% / Very Good Work
B / 83-86% / Good Work
B- / 80-82% / Mostly Good Work
C+ / 77-79% / Above Average Work
C / 73-76% / Average Work
C- / 70-72% / Mostly Average Work
D+ / 67-69% / Below Average Work
D / 60-66% / Poor Work
F / 0-59% / Failing Work

Important note: For more information about grading at Sac State, visit the academic policies and grading section of the university catalog.

Human Behavior in the Social EnvironmentFall 2011

Syllabus

Human Behavior in the Social Environment, SWRK 125A-Sect. 05
Fall 2011 Syllabus

Topic Outline/Schedule

Course Session / Reading
Week One
Wednesday, 8/31
  • Introduction to each other and the course
  • “Safety Circle”

Week Two
Wednesday, 9/7
  • The Multi-Dimensional Framework for Assessing Social functioning
  • Exercise(s)
  • “Homeless in Paradise” Video & Discussion
/ ASHFORD (TEXT) Chap. 1
Week Three
Wednesday, 9/14
  • The Biophysical Dimension
  • Understanding the role of the nervous, endocrine, immune, cardiovascular, Musculoskeletal and reproductive systems in the body
  • Exercise(s)
/ ASHFORD (TEXT) Chap. 2
Web-Reading(s)
Week Four
Wednesday, 9/21
  • The Psychological Dimension of behavior
  • Theories of cognition and emotion
  • Exercise(s)
  • SWRK Theories Video
/ ASHFORD (TEXT) Chap. 3
Week Five
Wednesday, 9/28
  • The Social Dimension of behavior
  • Theories of self in relationships
  • The concept of stress
  • The “impact” of Poverty
  • Exercise(s)
/ ASHFORD (TEXT) Chap. 4
Week Six
Wednesday, 10/5
  • Pregnancy, Birth, & the Newborn
  • Social support
  • Social functioning
  • The “ethics of prenatal diagnosis”
  • Exercise(s)
“Drug and Alcohol Use” and Fetal Development
Teratogens
“Drug Babies” Video / ASHFORD (TEXT) Chap. 5
Web-Readings
Week Seven EXAM I is Due
Wednesday, 10/12
  • Infancy
  • Developmental Disability Presentation & Video
  • Exercise(s)
/ (ASHFORD (TEXT) Chap. 6
Web-Readings
Week Eight
Wednesday, 10/19
  • Early Childhood
  • Attachment & Reactive Attachment “Disorder”
  • Exercise(s) & Video
/ ASHFORD (TEXT) Chap. 7
Web-Readings
Week Nine
Wednesday, 10/26
  • Early Childhood (cont.)
  • Trauma & TFCBT
  • The Neuro-Biology of Childhood Trauma-Video
  • Exercise(s)
/ ASHFORD (TEXT) Chap. 7
Web-Readings
Week Ten
Wednesday, 11/2
  • Middle Childhood
  • Learning Disability & Emotional Intelligence
  • Exercise(s) & Video
/ ASHFORD (TEXT) Chap. 8
Web-Readings
Week Eleven
Wednesday, 11/9
  • Middle Childhood (cont.)
  • ADHD & Other “Mental Health Issues”
  • Exercise(s) & Video
/ ASHFORD (TEXT) Chap. 8
Web-Readings
Week Twelve EXAM II is Due
Wednesday, 11/16
  • Adolescence
  • Self Esteem, Gay, Lesbian, Transgender, Bisexual Identity, Eating “Disorders”
  • Choice Theory
  • Exercise(s) & Video
/ ASHFORD (TEXT) Chap. 9
Web-Readings
Week Thirteen
Wednesday, 11/23 Thanksgiving Break-No Class
Week Fourteen
Wednesday, 11/30
  • Adolescence (cont.)
  • Suicide and Self-Harm
  • Exercise(s)
/ ASHFORD (TEXT) Chap. 9
Web-Readings
Week Fifteen
Wednesday, 12/7
  • “Pulling it all together”
  • FINAL EXAMINATION HANDED OUT

FINALS WEEK
Final exam is due by Wednesday, Dec. 14 @12:00

California State University, SacramentoPage 1