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Division of Social Work
Carolyn Stewart, M.S.W. Spring 2009 – Social Work 125B/04
Wed 6:30 pm-6:20 pm
Office: 5012 Mariposa Hall Office Hours:
Tues: 11:00 a.m. – 1:00 p.m.
Wed: 5:00 p.m. – 6:00 p.m.
Tel: 916-421-5195 (Office) 1st
916-278-4090 (CSUS) 2nd e mail:
Catalog Description – Human Behavior and the Social Environment
Adulthood through Aging. Individual development, adulthood through old age in the context of family, community and society. Implications for service and service systems. Prerequisite Social Work 125A. 3-Units.
Course Description
Using ecological, systems theory and diverse developmental frameworks, this course emphasizes the influence that context has in shaping individual and family dynamics across the life span. This course examines growth and development with special focus on lifespan from adulthood through old age 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.
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/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.
The foundation course is organized to provide students 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 content. The overall orientation expands the student’s understanding and appreciation of the human condition. Students will be expected to think critically and analyze critically the research and theoretical perspectives explored in the course. They are further encouraged to explore personal values and ethical implications of environmental conditions and their impact on development. This course is designed to help students to increase their own awareness and to assess the consequences of oppression on the ability of individuals, families, groups and communities to meet the needs that lead to optimal development. Students are expected to increase self-awareness of how their own development is consistent with or at variance with theoretical models examined in this course.
Course Objectives
Upon completion of this course each student receiving course credit will be able to:
1. Build on and extend the Liberal Arts Perspective in critically analyzing the process of and theories of human development as related to relevant use in social work practice and exercise critical thinking in the evaluation of theories and assessment of their relevance to client situations.
2. Understand that dynamic interactions occur among the biological, psychological, social, cultural, environmental, ecological, economic and political systems, which constitute the social environment in which human life unfolds, as well as interactions within those systems and appreciate human beings as agents of systems, change. Exercise critical thinking in the evaluation of theories and assessment of their relevance to client situations.
3. To understand the concepts of general systems theory, relate general systems theory to social work perspectives in connecting person-in-environment concepts, and reflect on the many implications of systems processes for development, particularly during adulthood through old age. Understand that systems promote as well as deter people in achieving or maintaining optimal health and well being. Further, students will understand that the ecological perspective is essential for multi-level assessment and multi-level interventions of generalist social work practice.
4. To identify and explore the student’s existing ideas about human functioning, the student’s own values, and factors in the student’s own developmental process that are consistent with or at variance with the theoretical developmental models explored during the semester.
5. Understand how environmental conditions (i.e. poverty, unsafe living quarters, inadequate nutrition, lack of health care, deteriorated schools, and other manifestations of oppression or social stratification, material deprivation and inequitable distribution / access to life sustaining resources) impact human development.
6. Understand that negative social attitudes and behaviors, such as racism, sexism, homophobia, social exclusion, social stigma, and acts of violence and abuse impair human development.
7. Reframe deficit-based models of assessment by recognizing the strengths, coping skills and assets which reside in the natural support systems of disenfranchised individuals, families, communities and other vulnerable populations who have survived social oppression, with firm commitment to the use of concepts and skills that support client empowerment.
8. Recognize the level of developmental knowledge and knowledge of systems processes required by social workers who attempt to effectively serve client systems in a manner compatible with values and ethics of the profession.
9. Recognize and critically examine the development of the individual as an integrated physiological, psychological, and social being.
10. Identify the internal and external influences that interact in human development and behavior within the context of the human life span.
11. Critically examine their own individual behavior in relationship to the social environment and the family.
All assignments are designed to demonstrate mastery of course objectives.
Textbooks (Required)
1. Zastrow, Charles. Kirst – Ashman, Karen K., Understanding human behavior and the social environment (8th ed.) 2010. Brooks Cole. (ISBN-10: 0495603740)
Book available for rental – Hornet Bookstore
2. Kirst – Ashman, Karen K. Student manual: Understanding human behavior 2010. Brooks Cole. (ISBN-13: 9780495805908)
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At the first class session, each student will join a reading / discussion group (this will be the same as your presentation group). Each group will develop a system to interact with each other over the course of each week to discuss reading assignments.
Prior to each class session, each group will prepare a brief written summary of a selected reading. Each group will be required to present their summary to the class.
If any group selects the same readings, we will group those for presentation.
This is how we will start each class and will contribute to your participation points.
Questions to guide all readings:
§ What are the main concepts / themes emerging throughout specific readings?
§ How do I relate to content / themes?
§ If appropriate, do I agree or disagree with the content?
§ Does the content challenge or support my values and belief system?
§ Is the content practical?
§ Does the content provide concrete strategies for social work practice or for my particular discipline?
Course Outline / Schedule of Readings / Assignments
01/27/10 / Introductions / Overview of Coursework and Assignments
Formation of Presentation / Reading Groups
Week 2 / Theoretical Perspectives on Human Behavior and the Social Environment
02/03/10 / Chapter 1
Complete Formation of Presentation Groups and Topic Selection
Week 3 / Biological Aspects of Young and Middle Adulthood
02/10/10 / Chapter 10
Week 4 / Psychological Aspects of Young and Middle Adulthood
02/17/10 / Chapter 11
Week 5 / Sociological Aspects of Young and Middle Adulthood
02/24/10 / Chapter 12
Week 6 / Group Preparation Session (Mandatory)
03/03/10 / No in Class Session
Furlough Day – Instructor not available
Week 7 / Biological Aspects of Later Adulthood
03/10/10 / Chapter 14
Mid-term Writing Assignment Due
Week 8 / Psychological Aspects of Later Adulthood
03/17/10 / Chapter 15
Week 9 / Sociological Aspects of Later Adulthood
03/24/10 / Chapter 16
Week 10 / Spring Recess
03/31/10 / No Classes
Week 11 / Ethnocentrism/Racism; Gender/Gender Identity/Gender Expression/Sexism; Sexual Orientation
04/07/10 / Chapters 5, 9, 13
Week 12 / Presentation #1
04/14/10 / Presentation #2
Week 13 / Presentation #3
04/21/10 / Presentation #4
Week 14 / Presentation #5
04/28/09 / Presentation #6
Week 15
05/05/10 / Student Evaluation of Instructor
Attendance/Assignment Grid Due in Class
Exam
Week 16 / Presentation #7
05/12/09 / Presentation #8
Final Paper Due in Class
Week 17 / Finals’ Week
No Class – Happy Summer!
TEACHING METHODS:
Learning activities will include readings, writing, discussion, interactive lectures, speakers, audiovisual resources, and experiential exercises. The class will be organized as a learning laboratory, utilizing the small group context for developmental application of skills in the area of human behavior and the social environment.
Cooperative and collaborative learning are dependent upon student preparation and participation. Students are expected to have read all assigned readings prior to class sessions. Students are expected to participate in cooperative and collaborative learning exercises in class.
COURSE EXPECTATIONS
Ø Students should turn off cell phones during class.
Ø Lap top use in the class is limited to note taking only.
Ø Written work must conform to APA format. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lower grades. Students are encouraged to use the writing lab—or other available writing programs-- if writing problems emerge.
Ø Plagiarism (claiming the work of someone else as your own) will result in a grade of FAIL for the course.
Ø Where appropriate, the following criteria are used to evaluate assignments:
Effective use of knowledge: the integration of concepts, theories, models, and information from readings, lectures, and class discussions is used in a way that demonstrates integration and understanding.
The inclusion of personal points of view along with rationale, logic, and examples. Generalization of ideas, observations, concepts, and experiences are carefully supported with empirical data, conceptual work generated by authors, practitioners, or researchers.
Organization: thesis in introduction, smooth relationship between ideas and between paragraphs, and overall structure, integrative concluding section. Careful planning is evident in the organization.
Clarity: understandability, good style and form. Central ideas are concrete and clear.
Correct syntax, grammar, punctuation, and spelling. Sentences and paragraphs are clear, unified, and coherent.
Ø Students are reminded to retain a duplicate copy of all their written assignments prior to submitting them for grading in the event of accidental loss or destruction.
Ø Students’ interest, time, commitment to the course, as well as personal/professional development is highly valued. There is no substitute or make-up for attendance and participation. Missing more than three (3) scheduled class sessions will result in failing the course
Ø Students are expected to have completed assignments for the course by the scheduled due date. If special circumstances arise, the instructor may grant an extension on the due date. This must be arranged with the instructor prior to the date the assignment is due. If students need help or have questions, they are encouraged to contact the instructor during office hours or by email.
It is expected that developing social workers become familiar with and adhere to the NASW Code of Ethics. This code should guide you both in field and in the classroom.
COURSE REQUIREMENTS:
A. Attendance and Participation
1. You are expected to be in class on time and to remain for the entire class session.
2. Attendance sign-in sheets will be circulated during each class session. It is your responsibility to sign-in.
3. Active and prepared class discussion is expected and required.
- Class participation is assessed by the observation and experience of:
1. Content Mastery: Understanding of the facts, concepts, and theories in the assigned readings.
2. Communication Skills: Ability to inform others in an intelligent manner, communicating ideas clearly and persuasively. Ability to listen to others and understand what they have said.
3. Synthesis and Integration: Ability to articulate connections between various readings and ideas.
4. Value: Ability of identify value content in class readings and discussions, and to articulate your own position in relationship to your own value base and to explain that position on some hierarchy of value.
5. Relevance: When participating in class: Is my question and or comment enhancing my or someone else’s learning? Does my question or comment further the discussion and or illustrate a critical point?
B. Grading
1. / Cumulative Exam / 100 points2. / Mid-term Assignment / 100 points
3. / Oral Classroom Presentation / 150 points
4. / Final Paper / 100 points
5. / Attendance/Assignment Grid / 50 points
6. / Attendance / 150 points (10 points x 15 weeks)
7. / Participation / 150 points (10 points x 15 weeks)
Total possible points / 800 points
Grading Scale
A / = / 800 points / - / 760 points / 95%A- / = / 759 points / - / 720 points / 92%
B+ / = / 719 points / - / 680 points / 85%
B / = / 679 points / - / 656 points / 82%
B- / = / 655 points / - / 640 points / 80%
C+ / = / 639 points / - / 600 points / 75%
C / = / 599 points / - / 560 points / 70%
D / = / 559 points / - / 480 points / 60%
F / = / 479 points / - / - / -
Late papers will lose 10 points for each day after due date. Due dates are identified in the Course Schedule. No late final papers will be accepted.
Electronic submission of assignments is not permitted unless approval has been granted by the instructor.
On days of student presentations, you will have 20 points deducted if you are absent.
An “I” (incomplete) will be given only when the student attends all classes and requests an “I” grade due to a legitimate reason for a delay in completing assignments. All appropriate paperwork must be completed to authorize the incomplete grade.
The instructor reserves the right to change the syllabus, reading assignments and requirements during the semester, if needed. Ample notice of requirements will be given.
Students with special learning needs should discuss their needs with the instructor as soon as possible. Students with documented special learning needs, can obtain accommodations for course materials, testing facilities, and equipment by contacting the Office of Disability Services (916) 278-6955. The instructor should be advised of these accommodations as soon as possible.
Assignments
1. Mid-term Writing Assignment – due week 7 (in class)
2. Cumulative Exam – Week 15
Multiple choice questions
Study Guide will be provided
Ø NO MAKE-UP exams unless approved by instructor prior to test date