University of Texas at Arlington School of Social Work Human Behavior and The Social Environment II: Section 002 Fall 2011

Instructor Information:

Instructor Name: LaToya Smith-Jones, PhD. Candidate Course Name: Human Behavior and The Social Environment II, Section 002 Location: SWCA 217 Time & Date: Wednesdays 6:00 pm-8:50pm Office Hours: 5:45-6:00 before class and 8:50-9:05 after class and by appointment E-Mail: [email protected] (please when communicating with me, use this e-mail) Phone Number: 817-272-3181

Required Textbooks

Hutchison, E.D. & Contributors. (2011). Dimensions of human behavior: The changing life course (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.

Robbins, .P., Chatterjee, P., & Canda, E.R. (2006). Contemporary human behavior theory: A critical perspective for social work. Boston: Allyn and Bacon.

NASW Code of Ethics (Print Out and Bring to Class)

Recommended Material

APA Manual 6th edition

Blackboard: This course will utilize the Blackboard Platform. Students will be able to access their grades and participate in the online class lessons which will occur through Blackboard. It is the student’s responsibility to access Blackboard and complete assignments for the online class. If you need assistance contact [email protected] .

Guest Speakers: The course will also utilize guest speakers who are experts in their field. Please play close attention to the information shared by guest speakers. The information will be relevant to the course and therefore on tests/quizzes. I. CSWE, EPAS Content Policy: Human Behavior and the Social Environment

Social work education programs provide content on the reciprocal relationships between human behavior and social environments. Content includes empirically based theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. It includes theories and knowledge of biological, sociological, cultural, psychological, and spiritual development across the life span; the range of social systems in which people live (individual, family, group, organizational, and community); and the ways social systems promote or deter people in maintaining or achieving health and well-being.

II. Course Description Undergraduate Catalog: One of three required human behavior courses that explores, within the context of a strengths and empowerment perspective, knowledge of the bio-psycho-social development of persons and families from birth through death. Expanded: The Council on Social Work Education (CSWE) requires that social work students attain knowledge in the Human Behavior and the Social Environment (HBSE) foundation courses on the bio-psycho-social development of individuals and the range of social systems in which individuals live. It is the intent of this course to provide some of this knowledge. This course, Human Behavior and the Social Environment II (HBSE SOCW 3302) is one of three required human behavior (HBSE) courses in the BSW Program. The other courses are Human Behavior and the Social Environment I (HBSE SOCW 3301) and Human Behavior and Diverse Populations (SOCW 3317). This course explores the behavioral and social science knowledge related to the development of individuals and families through the life course (e.g., biological and social research evidence and the theories of Freud, Erikson, Piaget, and others). In addition, theoretical perspectives that facilitate understanding of human behavior (e.g., Cognitive Theory, Feminist Theory, Social Learning Theory, Dynamic Systems Theory, the Ecosystems Perspective, and others) will be explored. Students will explore (a) the role that culture and cultural identity play in human development and norms of behavior; (b) relevant concepts of genetics and neurobiology to facilitate understanding of human functioning at the biological level; and (c) the diversity of views which facilitate the professional social worker's understanding of class, culture, diversity, ethnic identification, oppression, populations-at-risk, race, sexual orientation, social and economic justice. Liberal Arts Perspective. This perspective is demonstrated in the concentrated focus on the person-environment context and diverse groups of persons, the requirement of understanding one's cultural heritage and that of persons from other cultures, and the advancement in one's methods of thinking about and critiquing systems of inquiry about human behavior. Vertical and horizontal links to curriculum. Vertically, this course lays a key piece of the foundation for advanced courses in the curriculum. We will look at the interaction of persons, social policies, community development, research, and practice. Horizontally, the course intersects with every course taught at UTA. There is no subject that does not address individuals and the systems in which they operate.

III. UTA-School of Social Work: Definition of Evidence-Informed Practice:

Evidence-informed practice (EIP) is a guiding principal for the UTA-SSW. This approach is guided by the philosophy espoused by Gambrill (2006) and others who discuss evidence-based practice (EBP). Though many definitions of EIP/EBP saturate the literature, we offer two definitions that most closely define our understanding of the concept and serve to explicate our vision of EIP for the UTA-SSW:

The use of the best available scientific knowledge derived from randomized, controlled outcome studies, and meta-analyses of existing outcome studies, as one basis for guiding professional interventions and effective therapies, combined with professional ethical standards, clinical judgment, and practice wisdom (Barker, 2003, p. 149).

…..the integration of the best research evidence with our clinical expertise and our patient’s unique values and circumstances (Strauss, et al. (2005).

The UTA SSW vision statement states that the “School’s vision is to promote social and economic justice in a diverse environment.” Empowerment connects with the vision statement because, as Rees (1991) has pointed out, the very objective of empowerment is social justice. Empowerment is a seminal vehicle by which social justice can be realized. It could well be argued that true social justice cannot be realized without empowerment. Empowerment, anchored with a generalist base, directs social workers to address root causes at all levels and in all contexts, not simply “symptoms”. This is not a static process but an ongoing, dynamic process, a process leading to a greater degree of social justice and equality.

UTA-School of Social Work: Accepts the Definition of Empowerment as defined by Barker (2003:142) as follows:

In social work practice, the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances.

Competency-based Performance Outcomes: By the end of the semester, students should be able to demonstrate the following practice behaviors, comprised of knowledge, values, and skills

1. Apply critical thinking skills within the context of professional social work practice. 2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly. 3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation. 4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice. 7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.

Graduates will engage in life-long learning and activities to update and improve professional knowledge and skills.

This course relates to and advances the program objectives by providing HBSE course content in the knowledge base and theories on human development of persons and families across the life span and across diverse environmental contexts.

A. Apply bio-psycho-social development of individuals across the life course and as they live in families, groups, organizations, social institutions, and communities. B. Apply evidence and theoretical frameworks for understanding human development and the interactions among various systems and between individuals and social systems. C. Analyze the effect of social systems on human behavior as well as the impact of human behavior on various social systems. D. Recognize ways social systems promote or block the achievement and maintenance of optimal health and well-being. Strength's based and empowerment-based approaches will be emphasized for the promotion of these goals. E. Synthesize ways of evaluating theories, and their application to client situations. This will include identification of traditional and alternative assessment approaches and application of course content to practice, including clinical, community, and social welfare policy and services. F. Recognize content on the promotion of social and economic justice (understanding the dynamics and consequences of human oppression and discrimination across the life span). G. Recognize populations-at-risk (patterns and dynamics of discrimination, economic deprivation, and oppression on groups distinguished by age, ethnicity, class, sexual orientation, religion, and physical or mental ability and the impact of discrimination, economic deprivation, and oppression upon bio-psycho-social development in members of these groups). H. Apply content on diversity, including the differences and similarities in experiences, needs, and beliefs in groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin. I. Apply values and ethics regarding bio-psycho-social theories and developmental evidence. Students are to develop awareness of their personal values and clarify conflicting values and ethical dilemmas about course content.

VII. Performance Measures.

By the end of the semester, the student will have achieved the following:

A. Articulate in writing assignments, class discussions, and examination experiences knowledge of selected theories of the bio-psycho-social development of individuals B. Articulate in writing assignments, class discussions, and examination experiences knowledge and understanding of the range of social systems, interactions among them, and interactions among individuals and social systems. Demonstrate the capacity to apply social systems and ecological theoretical approaches to case situations. C. Articulate in class discussion, writing assignments, and examination experiences knowledge of strengths based and empowerment based approaches and their implications for achievement and maintenance of optimal health and well- being. D. Articulate in class discussions and written assignments the capacity to assess practice situations from the perspective of diversity, and the similarities and differences in experiences, needs, and beliefs among diverse groups. E. Demonstrate, through written work, the capacity to assess practice situations in terms of social and economic oppression, and discrimination in populations-at-risk. F. Articulate in class discussions, and in written work, potential sources of conflict in values and ethics regarding the course content. Demonstrate self-awareness in identifying personal conflicts regarding persons from diverse populations and willingness to rethink biased or otherwise negative views in respect to professional contacts and experiences, and rethink discriminatory behaviors. Commit to appreciation of human diversity.

Course Outlines, Topics & Readings

August 31 Introduction to the Course Syllabus Discussion /Class Expectations Why study human behavior?

September 7 Chapter 1: A Life Course Perspective (Hutchinson) Chapter 1: The Nature of Theories (Robbins) What is theory? Why is it important to understand theories?

September 14 Continue Chapter 1: A Life Course Perspective (Hutchinson) Chapter 2: Conception, Pregnancy & Childbirth (Hutchinson) ** Assigned Robbins chapter

September 21 Chapter 2: Conception, Pregnancy & Childbirth (Hutchinson) Chapter 3: Infancy and Toddlerhood (Hutchinson) ** Assigned Robbins chapter Diversity Paper Due

September 28 Chapter 3: Infancy and Toddlerhood (Hutchinson) Chapter 4: Early Childhood (Hutchinson) ** Assigned Robbins chapter October 5 Chapter 4: Early Childhood (Hutchinson) Chapter 5: Middle Childhood (Hutchinson) ** Assigned Robbins chapter

Remember to Remember to Study for your Mid-Term Study for your Mid-Term October 12

Mid-Term Exam

October 19 Chapter 6: Adolescence (Hutchinson) Chapter 7: Young Adulthood

October 26 View the movie “Precious” Online Class

November 2 Chapter 7: Young Adulthood (Hutchinson) Chapter 8: Middle Adulthood (Hutchinson) ** Assigned Robbins chapter

November 9 Online Class (Chapters 5-8)

November 16 Review of Online Discussion Chapter 9: Late Adulthood(Hutchinson) Please view “Grumpy Old Men” before coming to class

November 23 Case Study Due Chapter 9: Late Adulthood(Hutchinson) Chapter 10: Very Late Adulthood ** Assigned Robbins chapter

November 30 Chapter 10: Very Late Adulthood Extra Time to Cover Material Not Covered December 7 Final Exam Responsibility Paper filled out in class

**Please note that there will be assigned readings from the Robbins textbooks. Instructor will tell you what chapter and theories to review before coming to class. The Instructor reserves this right because many of the theories apply to many areas of the life course and in many instances, the In-Class applications will involve application of theories.

Grading: The following assignments will be utilized in order to determine the final grade for the course.

Mid-Term- 100 points Final Exam-100 points Diversity, Ethics & Values Paper- 40 points Case Study-100 points 3 Quizzes-10 points each -30 points total Class Responsibility Sheet/Participation- 30 points Online Class (es)- 40 points * 440 points total

Grading Scale: The following scale will be used in determining the letter grade for the course.

A= 396 points and above B= 352 – 395.9 points C=308 – 351.9 points D= 264-307.9 points F= 263.9 points and below

Assignments: The following is an explanation of the assignments for the course.

Working with Diverse Groups and SW Values and Ethics - 60 points. This assignment assesses course outcomes #7 and 8. Discuss your experiences of working with two persons different from yourself in terms of race, ethnicity, gender, sexual orientation or physical/mental ability. Include specific entries in the NASW Code of Ethics that relate to human diversity with regard to the worth and dignity of all persons. Cite at least two academic journal articles that relate to your experiences in working with persons different than yourself. Must be written in APA style with a reference page. 4-5 pages.

Case Study. This assignment assesses outcomes # 1-7. Each student is expected to complete a case study focusing on infant/child, adolescent, or midlife adult (8-10 pages). (1) Choose 3 theories and 5 concepts from the chapters in the text on your targeted life stage. Include pertinent material from the text, class lectures, and assigned articles; (2) Discuss the theories and concepts in detail and give examples of how the client demonstrates each theory, concept, and race, ethnicity, national origin, social class, religion, physical and mental ability, and sexual orientation. (3) Describe and illustrate ways in which social systems promote or block the achievement and maintenance of health and well-being for the target person(s). Citations from the texts, required articles, and class lectures MUST be integrated throughout the paper. A reference page in APA style of referencing and a cover page must be included. The cover page and reference sheet do not count in the page count. I will not accept papers via email or fax. I must receive hard copies of all papers.

Assess the physical and psychological changes an individual is likely to experience. Discuss how sociocultural factors influence these physical and psychological changes. Specific concepts to include when discussing each life stage are:

CHILDHOOD (100 points) 3 Theories (30 points) (psychodynamic, attachment, psychosocial, cognitive) [10 points each] 5 concepts (25 points-) (Abuse/Neglect, trauma, childcare/employment of mother, physical development, physical punishment, school) [5 points each] Sociocultural Influences (20 points) (gender, social class, ethnicity, mental/physical ability/challenges/disability) [5 points each] Application of theories and concepts to case (10 points) Promotion of health and well-being (5 points) Clarity (10 points)

ADOLESCENCE (100 points) 3 theories (30 points) (psychodynamic, psychosocial, moral, identity, spiritual (Fowler or Wilber) [10 points each] 5 concepts (25 points) (risk taking behaviors, body image, multicultural identity, physical changes, suicide, rape, dating violence) [5 points each] Sociocultural Influences (20 points) (gender, social class, ethnicity, sexual orientation, mental/physical)ability/challenges/disability, religion) [5 points each] Application of theories and concepts to case (10 points) Promotion of health and well-being (5 points) Clarity (10 points)

MIDDLE ADULTHOOD (100 points) 3 Theories (30 points) (psychosocial, moral, Levinson, spiritual (Wilber or Fowler) 5 concepts (25 points) (relationships, rape, domestic violence, physical changes, job loss, role changes, divorce) [5 points each] Sociocultural Influences (20 points) (gender, ethnicity, family relationships, sexual orientation, religion/spirituality) [5 points each] Application of theories and concepts to case (10 points) Promotion of health and well-being (5 points) Clarity (10 points)

Online Class: Online classes will utilize discussions, viewings and perhaps in some instances quizzes. The online classes will take place through the Blackboard platform. Please access the class in advance to insure that you have access. The helpdesk is available if you need help using the platform.

Late Assignments: Please read the following rules as they apply to late assignments. 1) If you miss a quiz due to being late or being absent, you can not make it up. The only way that quizzes are made up is that a doctor’s note is written and verified. 2) All papers are due at the beginning of class. 3) Papers are not accepted after 5 days being late. Late papers will result in a 4 point deduction per day that it is late. If your paper is submitted on a Saturday or Sunday, it must be submitted by e-mail to the instructor in order to stop the point deduction. 4) Online classes may not be made up. If you do not participate and complete the assignments for the online class, you will be counted absent and lose credit. 5) Please note that no incomplete grades will be given for the course.

Extra Credit. Students may receive up to 10 points of extra credit by doing a short class presentation on a related to the class. Presentations must be made on day that the course content is covered. See presentation topic sheet. Students should base their report on at least 2 scholarly articles related to the topic. This is not material from the internet that is not academic material. Students will have a maximum of 10 minutes for their presentation. The presentation will be made on the class day that the topic is covered on the syllabus. A handout referencing the 2 articles should be submitted. Students are encouraged to work from an outline/powerpoint and not read their report. A maximum of two extra credit presentations is allowed.

Absence/Late Policy: Regular attendance for entire class periods is expected. Students should arrive to class on time and stay until the end of class. Arriving late and departing early is disruptive to the class. In the event that a student is unable to attend a session due to illness, emergency or special circumstance, he or she is expected to notify the instructor. If at all possible, notification should occur prior to the particular class session the student will be missing. It is the student’s responsibility, whether present or absent, to keep abreast of assignments. Any student missing more than 3 classes will be asked to drop the course or could receive a failing grade for the course. Class responsibility entails regular class attendance, class preparedness and active class participation with consideration for others. When students participate actively in class discussions, learning is enhanced. To be able to participate actively and with relevance to the course subject matter, it is important that you complete reading assignments prior to each class session. Students are encouraged to discuss readings with peers, classmates, and the instructor. Students are encouraged to consult additional readings in bibliography when time allows. Student will assess their own level of class responsibility. Honest self-evaluation is a critical component to social work practice. You will use the class responsibility form attached to this syllabus to complete the assessment at the end of the course—in class. The instructor will consider students’ self-assessment for class responsibility in assigning points/grade to this course requirement.

Librarian to Contact: John Dillard in our Social Work Electronic Library, room A-111. Web Page: http://libraries.uta.edu/dillard/ Ph: 817-272-7518; E-mail: [email protected]

E-Culture Policy: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly. I will communicate with you through email.

Dropping the Class: If you choose to drop this course at any point during the semester, please be attentive to specific University calendar dates established for completing this process. It is the student’s responsibility to complete the necessary paperwork according to the University’s schedule. Not doing so will result in a failing grade.

Student Support Services: The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

Academic Dishonesty: Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at the University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22).

**The instructor reserves the right to give the grade of “F” for the course as a whole to any student found guilty of plagiarism of any assignment by the Office of Student Conduct.

Americans with Disabilities Act (ADA). If you are a student who requires accommodations in compliance wit the ADA, please consult with the instructor at the beginning of the semester. Faculty members are required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. The student’s responsibility is to inform the instructor of the disability at the beginning of the semester and provide documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) that is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

Bomb threats. If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats. Unannounced alternate sites will be available for these classes. Your instructor will make you aware of alternate class sites in the event that your classroom is not available.

Grade Grievance Policy. See University Catalogue. Class Responsibility.

Class responsibility allows students to complete a self-evaluation relative to their class attendance, preparation, and participation. This will be completed in class on the last day of class . Please do not complete prior to this time. Please respond honestly when evaluating yourself.

1. Attendance: It is expected that students attend each class session. In the event that a student is unable to attend a session due to illness, emergency or special circumstances, he or she is expected to notify the instructor. If at all possible, notification should occur prior to the particular class session the student will be missing. Students should arrive to class on time. Arriving and departing early is disruptive to the class. Arriving or departing in excess of one/half hour is considered attendance for one half of the class.

1) How much session have you been absent? ______a) In how many of these sessions did you notify the instructor prior to the session in which you were absent? ______2) How many sessions did you arrive late for class? ______3) How many sessions did you depart early from class? ______

2. Preparation: It is expected that students will complete reading assignments and be sufficiently prepared to discuss readings in class. Students are encouraged to discuss readings with peers, classmates, and instructor. Students are encouraged to consult additional readings and read recommended articles when time allows.

4) I completed all of the assigned readings prior to each session approximately (check one): _____100% of time _____99-90% of time _____89-80% of time _____79-70% of time _____less than 70% of time

5) I felt adequately prepared to discuss the readings at each session (check one) _____all of the time _____most of the time _____some of the time _____rarely _____never

6) In order to prepare for class sessions, I typically (check all that apply): _____Reread required materials more than once _____Read recommended materials Identify materials:______Read supplemental materials other than recommended ones Identify materials:______Read notes from prior class sessions _____Made written note of any questions I had 7) Consulted with instructor: _____about every week _____about 5-10 times _____about 3-4 times _____2-3 times _____never 8) Approached consultation with instructor in a prepared manner. I prepared an outline or made notes in advance of questions and possible resolutions to questions. _____all of the time _____most of the time _____some of the time _____rarely _____never _____not applicable

3. Participation: It is expected that students will contribute to the maintenance of a healthy learning environment. It expected that all course participants (students and instructor) would respect the dignity of one another. It is expected that students actively participate in class discussions and exercises.

9) I actively participated in classroom discussions (check one): _____all of the time _____most of the time _____some of the time _____rarely _____never Briefly describe your classroom discussion participatory efforts: ______10) I was respectful and supportive of the rights of participation of my student peers in the class (check one): ______always ______almost always ______occasionally ______rarely

11) I was respectful and supportive of the rights of participation of the instructor in the class (check one): ______always ______almost always ______occasionally ______rarely

12) I feel I contributed to a healthy classroom learning environment (check one): _____yes _____no Briefly provide some key examples that support your response: ______13) On at least one occasion, I detracted from a healthy classroom learning environment (check one): _____yes _____no

If yes, briefly describe how you detracted (on at least one occasion) from a healthy classroom learning environment: ______

SUMMARY:

1. Attendance: Based upon your responses to items (1) through (3), enter a number between 0 and 10 as your score for attendance:______Briefly justify this score:______

2. Preparation: Based upon your responses to items (4) through (8), enter a number between 0 and 10 as your score for preparation:______Briefly justify this score: ______

3. Participation: Based upon your responses to items (9) through (13), enter a number between 0 and 10 as your score for participation:______Briefly justify this score:______

4. Enter your total score (add the 3 scores above)______

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