California State University, Sacramento s13
California State University, Sacramento
Human Behavior in the Social Environment
SW 125 A
Instructor: Tosca Toussaint, LCSWOffice & Hours: 5:00pm – 6:15pm Tuesday- Office # 2047 Marposa
Class Time & Location: / 6:30PM-9:20 PM, Marposa- Room 1014
Phone Number : (916) 271-3538; (916) 327-0281
Email:
Required Texts
Hutchison, E. D., (2008). Dimensions of human behavior: The changing life course (3rd ed.).
Thousand Oaks, CA: Sage.
Hutchison, E. D., (2008). Dimensions of human behavior: Person and environment (3rd ed.).
Thousand Oaks, CA: Sage.
Perry, B.D. & Szalavitz, M (2006). The boy who was raised as a dog and other stories from a child
psychiatrist's notebook: What traumatized children can teach us about loss, love and healing.
NY: Basic Books
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 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 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, 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 perspective explore 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 their 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.
Course Format
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 occasionally be given via power point slides and these will be made available that day, after the lecture, on SacCT.
Online Component
You can access SacCT for syllabus, handouts, readings material, announcements and messages.
Course Assignments
1. Verbal participation, knowledge of the reading assignments & in class writing assignments (10 points) for each sessions including attendance, total of 120 points.
2. Quiz (50 points) September 16
3. Mid Term Exam (100 points) October 14,
4. Preschool Observation Paper (50 points) Due on November 25, at the beginning of class.
5. Final Exam (100 points) December 16
Written Work: Some Guidelines and Resources
Essay Formats
All written assignments are required to be in APA.
You can find information on the APA format from the APA website at:
· The APA Website (http://www.apa.org/)
· Grading Policy:
Grading is based on the Advisory Standards for Writing in the Undergraduate Program.
A for Excellent – A paper in this category has the following:
· Addresses the assignment thoughtfully and analytically, setting a challenging task and displays awareness of and purpose in communicating to an audience. The papers’ physical presentation is neatly bound and organized. Pages are sequentially numbered and there are no unusual gaps between paragraphs or excessively wide margins, indentations or tops and bottom borders. Papers is legible with no scrawls, cross outs or errors.
· Establishes a clearly focused controlling idea.
· Demonstrates coherent and rhetorically sophisticated organization; makes effective connections between ideas.
· Provides clear generalizations with specific detail, compellingcomplelling support and cogent analysis.
· Cites many relevant sources and evaluates their validity, effectively integrating them into text when appropriate.
· Displays superior, consistent control of grammar, spelling, syntax, sentence variety, word choice, and conventions of Standard English.
B for Strong – A paper in this category reads as :
· Addresses the assignment clearly and analytically, setting a meaningful task.
· Addresses audience needs and expectations.
· Establishes a clearly focused controlling idea
· Demonstrates clear and coherent organization.
· Provides clear generalizations and effective support and analysis.
· Cites relevant sources, effectively integrating them into text when appropriate.
· Displays consistent control of syntax, sentence variety, word choice, and conventions of Standard English.
C for Adequate – Paper in this category reads as :
· Addresses the assignment with some analysis.
· Addresses most audience needs and expectations.
· Establishes a controlling idea.
· Demonstrates adequate organization.
· Provides some support and analysis of generalizations.
· Cites relevant sources, effectively integrating them into text.
· Displays adequate control of syntax, sentence variety, word choice, and conventions of Standard English; occasional errors in spelling, grammar or format do not slow the reader, impede understanding or seriously undermine the authority of writer.
D for Seriouslyseriously Flawed –A paper in this category:
· Addresses the assignment inadequately.
· Shows insufficient student awareness with a preference torely on contentions, opinions and unsubstantiated arguments.
· Strays from the controlling idea, or the idea is unclear. Is rhetorical or oratory vs. being fact-based and referenced.
· Displays formulaic, random, or confusing organization.
· Lacks generalizations, or provides generalizations with inadequate support or analysis.
· Fails to cite sources or cites and /or integrates them inappropriately.
· Shows deficient control of syntax, word choice, and convention of Standard English; errors in spelling, grammar and format are on –going and impede understanding.
F for Fundamentally deficient—A paper in this category:
· Fails to address assignment.
· Demonstrates a lack of student awareness. Paper does not meet the expected length of requirement or answer the questions.
· Lacks a controlling idea and may plagiarize the ideas of others.
· Lacks organization or organizes illogically.
· Displays inability to generalize, analyze, or support ideas.
· Fails to use outside sources and/ or reference citations or misuses the texts of others.
· Shows inadequate control of syntax, word choice, and convention of Standard English.
Grading Range
A / 420-411 / B / 410-401 / C / 400-391 / D / 390-381 / F / 380 and below420 A 410 B 400 C 390 D 380 F
Course Requirements:
1. Attendance: Attendance and participation are important! It is not possible to pass this course if there is only sporadic attendance. If you miss 3 or more courses, you will forfeit the option of receiving an A/A- grade for the course. Special consideration will be considered in extreme circumstances.
2. Consistent Lateness (5 minutes after the start time): Be aware that this course is about professional behavior. Being late should be a rare occurrence. If you are late consistently (i.e., you have a pattern of being late) you will not receive credit for any class session where you show up 5 minutes after the hour. Break will be at 7:45 for 10 to 15 minutes, if you do not return after the break it will be marked absent for the session unless extreme circumstances.
3. Classroom Preparation and Participation: Students need to be prepared to participate in discussions and in oral and written exercises. The instructor will expect classroom participation and discussion regarding readings, case material, integration of field experiences, and other activities as they pertain to classroom feedback and interaction. A student’s participation grade will be decreased if the student is not participating and/or responding to classroom discussion .
PARTICIPATION/ KNOWLEDGE OF READING : I am interested in how you participate in this course. Participating means that you talk in a relevant fashion (about the lectures, discussions, readings, etc.) and that you listen and give feedback to your colleagues. It means that you “attend” to the class discussions and participate in your small group discussions. Laptop use should only be used to aid in the class discussion on a topic.
4. Not Showing Up for Exams: Your course grade is partially based on in-class exams. The make-up for missed exam is to write a 5-page paper on the topics that the exam is testing. This paper is due one week after the exam date. Please contact me prior to the test to notify me that you will not be taking the exam. If you do not contact me prior to the exam to notify me, you will miss the opportunity to negotiate for a make-up paper.
5. Your Writing: Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lowered grades. If you are concerned about the quality of your writing and would like some assistance, please make an appointment with the instructor before an assignment to discuss how to obtain the help you need.
6. Writing Assistance: The Division has a Writing Tutor and the University has a Writing Center to help students. Don’t hesitant to use these services. The best writers are those that ask for help.
7. Plagiarism and Cheating: It is unethical and illegal to plagiarize (i.e., to copy the words and thoughts of others without citing the author as the source). Similarly, it is unethical to copy someone else's answers for a test or paper. Please be aware that I will watch for this and will take appropriate university-sanctioned action if necessary.
8. Ethical Practice: As developing social work professionals, it is expected that students will be familiar with and adhere to the NASW Code of Ethics. This code for professional behavior should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may result in failure of this course, particularly if the instructor has previously advised a student of the violation(s). Classroom dynamics must be safe, appropriate, on the topic, un-dominated, and respectful of diversity, opinion and experience.
9. The University’s Policy on Incomplete Grades: A grade of “incomplete” may be assigned only in cases of illness, accident or other occurrences clearly beyond the student’s control. Incomplete grades are not automatically given. It is the student’s responsibility to fulfill the university’s and/or Division’s policies and procedures for obtaining an incomplete. Students who fail to follow applicable policies will be assigned a grade of “fail” for the course.
10. Students with Special Learning Needs: The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who require assistance, will need to contact the Office of Services to Students with Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD). Please let me know of any special education needs you may have as early as possible.
Open Door Policy: Knowledge of this course material is your lifeline to good, quality social work and I want it to be as fun, understandable and interesting as possible. If you have a question, concern, or suggestion, please do not hesitate to come see me or call me. I am here to help you.
IN CLASS QUIZ & EXAMS: You will bring a scantron (886-E) to each exam and be prepared to spend most of the class period on these exams. They will include: multiple choice questions, short answer questions and essay questions.
The first exam serves as a “warm up” and is less overall points. This exam will give you an idea about the nature of the remaining exams. The exams cover every part of the course: the readings (textbook, articles and any reading given in class), the lectures, the guest lectures, the videos, the class exercises and discussions. The essays will be graded on how well you demonstrate your mastery of the content. I will ask that you make reference to course concepts, and to the underlying social work values. I am available to meet with students prior to every exam if further assistance is needed to understand the class material and the nature of the exam.
PRESCHOOL OBSERVATION AND PAPER: You will visit a preschool and make observations about the preschool environment, and about one child. You will then write a paper wherein you describe your observations and make recommendations for a preschool program. Go to Web CT and click on "Preschool Observation Assignment."
Course Schedule
Week / Topic / Readings / Activity / Due Date /1
9/2 / Introduction review of syllabus, course, & assignments. Aspects of human behavior in the environment. / Chapter I- (pp.5-36) Hutchinson, Person & Environment / Case Study: Sina’s Determination to Survie
Discussion of the reading. / In class
2
9/9 / Multidimensional Approach: A critical look at theory.
Handout: Social Work Theory Grid (download from WebCT) / Chapter 2-(pp.39-75
Hutchinson, Person & Environment / Case study: Intergenerational Stresses in the Clarke Family. Discussion of the reading. Assign Gps / In class
3
9/16 / QUIZ : On the first two weeks of class readings and lectures.
The Multiple Dimensions of Person: Part II
The Biological person. / Chapter 3,
(pp.79-116)
Hutchinson, Person & Environment / Case Studies: 3.1,3.2,3.3,3.4,3.5,3.6
Individual groups discussion / In class
4
9/23 / ReviewLecture of the Psychological Person / Chapter 4,
(pp.117-147)
Hutchinson, Person & Environment / Case study: Sheila’s Difficult Transition to University Life
Group discussion/ / In class
5
9/30 / Review of the psychosocial person. / Chapter 5,
(pp.149-184)
Hutchinson, Person & Environment / Case study: Sheila’s Coping Strategies for College
Group discussion / In class
6
10/7 / Review of the Spiritual Person; the role of the social worker
Review for Mid-Term / Chapter 6
(pp.183-224)
Hutchinson, Person & Environment / Case study: Sean’s Search for Meaning and Connection.
Review of first six weeks / In Class
7
10/14 / Mid – Term Exam
6:30pm-7:45pm/Break ends 8:00pm
Bring Scantron 886-E / Guest Speaker
Marlene Davis,RN,MSW
8:00pm-9:00pm / In Class
8
10/21 / Review of “The Life Course Perspective ”and its use in SW / Chapter 1, (pp.1-38)
Hutchinson, The Changing Life Course / Case studies: 1.1,1.2,1.3
Group discussion/ class discussion / In Class
9
10/28 / Review of Biopsychosocial issues related to conception, pregnancy, & childbirth / Chapter 2,
Hutchinson, The changing Life Course / Case studies: 2.1, 2.2,
2.3, ; discussion on chapter / In Class
10
11/4 / Review of biopsychosocial issues related to infancy, & toddlerhood / Chapter 3, Hutchinson, The Changing Life Course
Szalavitz, The Boy Who Was…
Chapter 1-3 / Case Studies Discussions: 3.1, 3.2, 3.3;
Case examples of the effects on children brain, by Szalawitz. / In Class
11
11/11 / Holiday No Class
Read chapter 4( Hutchinson)
Biopsychosocial issues related to early childhood.
12
11/18 / Review of last week reading and issues related to middle childhood. / Chapter 5,
Hutchinson, The Changing Life Course(pp. 177-225) / Case Studies: 5.1, 5.2, 5.3; discussion / In Class
13
11/25 / Preschool Observation Paper Due
Gust Speaker / Happy Thanksgiving
14
12/2 / Psychosocial issues related to adolescents / Chapter 6, (pp.237-275) Hutchinson, The Changing Life Course / Case studies :6.1, 6.2, 2.3 discussion / In Class
15
12/9 / Completion of life course topics/ Review for final / Question and Answers / In Class
FINALS / December 16 / Bring Scantron 886-E
The descriptions and due dates are subject to change at the discretion of the Instructor.