California State University: Sacramento – Division of Social Work Syllabus: Social Work 125A Fall 2008 Instructor: Elizabeth Contreras MSW Office Hours: Thursdays 5:45-6:20 Mariposa Hall 5012 (also, by appointment) Phone: 875-2045 (leave private message 24hours a day) Email: [email protected] cc: [email protected]

Human Behavior in the Social Environment SWK 125A 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 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

1 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 Objectives

This course builds upon and extends the Liberal Arts Perspective. EPAS As Evidenced By… Upon completion of this course, the student will be able to:

1. Describe human behavior and functioning from a social systems 4.3  Midterm Exam theory perspective and describe the usefulness of this approach to social  Final Exam work practice with individuals, families, groups, organizations and communities.

2. Describe the following social systems as separate entities and in 4.3, 4.4  Midterm exam dynamic interaction with each other: the individual, family, small  Final Exam group, community, organization and community.

3. Identify and describe the major theoretical approaches to human 4.1, 4.2,  Paper behavioral in the social environment. Critically analyze these 4.3, 4.6 approaches by listing their strengths and limitations.

4. In the life course of birth through adolescence, describe significant 4.1, 4.2,  Paper biological, psychological, social and cultural conditions. 4.3,  Midterm exam  Final exam

5. Explore and identify one's personal values and ideas about human  Class responses functioning and social conditions. Be aware of how one's own  Midterm exam 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.

6. Describe how negative environmental conditions (i.e., poverty, 4.1, 4.2,  Class Responses unsafe neighborhoods, and deteriorated schools) and social attitudes  Midterm Exam and behaviors (i.e., racism, sexism, homophobia, social exclusion,  Final Exam social stigma, and violence/abuse) impair human development.

2 7. Reframe deficit-based models of assessment with a 4.0, 4.1,  Paper strengths/empowerment perspective. 4.2,  Midterm exam  Final exam

8. Apply social work values and ethics to human behavior in the social 4.0  Class responses environment theory and information.  Midterm exam  Final Exam

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. Quest lectures will be invited. Audio-visual materials will supplement lectures.

Course Requirements 1 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 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. 3 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. 4 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. Missing the final exam will result in a 15 page paper. The paper is due December 22, 2008.

3 5 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 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. The College of Health and Human Services Writing Center, located in Solano Hall 500, is a program designed to assist students with all stages of writing from pre-writing through editing a test utilizing a peer-tutoring environment. The Center is staffed by graduate students from the English Department. Hours will be posted at the beginning of the Fall 2008 semester. If you have questions about the center please call: (916) 278-7255. 7 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 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, undominated, and respectful of diversity, opinion and experience. 9 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 universities 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 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. 11 11. 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. 12 13

4 14 15 12. Grading Range: 94.5-100 A 89.5-94.4 A- 86.5-89.4 B+ 83.5-86.4 B 79.5-83.4 B- 76.5-79.4 C+ 73.5-76.4 C 69.5-73.4 C- 66.5-69.4 D+ 63.5-66.4 D 59.5-63.4 D- Below 59.5 F

Required Books 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 Assignments Activity Points Due Dates Participation, Knowledge of Reading, Attendance, In-class 10 Ongoing assignments. 10 9/25 Quiz 20 10/19 Mid Term Exam 35 11/19 Preschool Observation Paper 75 12/18/08 Final Exam 150 Total points

PARTICIPATION/ KNOWLEDGE OF READING: I am interested in how you participate in this course. Participating means you discuss issues 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. You will be graded for each time you come to class and participate. Being late, leaving early, and snoring or dazing through class will reduce your daily participation grade!

TECHNICAL EQUIPMENT – ABSOLUTELY NO I-PODS, text-messaging, answering phone calls, earphones, blue tooth in class. You can take notes on your laptop if I find you are Internet Surfing, chatting on line, purchasing EBAY etc…I will BAN you from using the laptop in class for the rest of the semester. Participation points will be deducted.

5

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.

Calendar of Events Subject to Change at the Instructor’s Discretion or as Academic Requirements Demand.

Week 1: 9/4/08 Welcome to this class! Course overview & review of syllabus and assignments. What is HBSE (human behavior in the social environment)? Why do social workers study human behavior and the social environment? The Multidimensional Approach: person, environment and time. Social work’s focus on diversity and the pursuit of social justice. Case study: Sina’s Determination to Survive.

Reading  Hutchinson, Person and Environment (PAE): Chapter 1, Aspects of Human Behavior (3-36)

Week 2: 9/11/08 The field of social work uses many different theories (systems, conflict, rational choice, social constructionist, psychodynamic, developmental, social behavioral and humanistic) within the Multidimensional Approach. A critical look at theory: when it works and when it doesn’t. Case study: Intergenerational Stresses in the Clarke Family.

Reading  Hutchinson (PAE): Chapter 2, Theoretical Perspectives on Human Behavior (37-80)

6  Handout: Social Work Theory Grid (download from Web CT homepage)

Week 3: 9/18/08 Review of the biological person. The six main biological systems: nervous, endocrine, immune, cardiovascular, musculoskeletal and reproductive). Case studies: Cheryl’s Brain Injury, A Diabetes Diagnosis for Bess, Melissa’s HIV Diagnosis, Lifestyle Changes for Thomas, Max’s Postpolio Syndrome and Juan and Belinda’s Reproductive Health.

Reading  Hutchinson (PAE): Chapter 3, The Biological Person (79-116).

Week 4: 9/25/08 Quiz: (Bring Scantron 886-E) The quiz will cover the first 3 weeks of class. Review of the psychological person and theories of cognition and emotion: cognitive theory, information processing theory, social learning theory, and multiple intelligence theory. Case study: Sheila's Difficult Transition to University Life

Reading  Hutchinson (PAE): Chapter 4, The Psychological Person (117-147) Week 5: 10/2/08 Review of the psychosocial person and theories involving relationships: attachment theory, afrocentric relational theory and social identity theory. The concept of stress, coping and social support. Case study: Sheila's Coping Strategies for College

Reading  Hutchinson (PAE): Chapter 5, The Psychosocial Person (149-184) Week 6: 10/9/08 Review of the spiritual person and transpersonal theories; the role of spirituality in social work; a spiritual assessment. Case study: Sean's Search for Meaning and Connection Reading  Hutchinson (PAE): Chapter 6, The Spiritual Person (183-224)

Week 7: 10/16/08 Mid-Term Exam: Friday 10/16 (Bring Scantron 886-E) Review of the multidimensional approach (person, environment and time). Review of the all concepts studies so far regarding the biological, psychological, psychosocial and spiritual person. The midterm will cover the first six weeks of readings, lecture, film and class discussions.

7 Reading NONE

Week 8: 10/23/08 The "Life-Course Perspective" and its use in social work. A review of basic life-course concepts: cohort, life event and turning point. Case studies: David Sanchez's Search for Connections, Mahdi Mahdi's Shared Journey, & The Suarez Family After September 11, 2001.

Return and review of mid-term.

Reading  Hutchinson, The Changing Life Course (CLC): Chapter 1, A Life Course Perspective (1-38)

Week 9: 10/30/08 The biopsychosocial issues related to conception, pregnancy and childbirth. Case studies: A change of Plans for Nicole Evans, The Thompsons' Premature Birth, & The Gerekes' Late-Life Pregnancy

Reading  Hutchinson (CLC): Chapter 2, Conception, Pregnancy and Childbirth (39-93)

Week 10: 11/6/08 The biopsychosocial issues related to infancy and toddlerhood (0-3). Attachment and bonding concerns and the newest research on brain development. Case studies: Holly's Early Arrival, Sarah's Teen Dad & OverProtecting Henry

Reading  Hutchinson (CLC): Chapter 3, Infancy and Toddlerhood

Week 11: 11/13/08 The biopsychosocial issues related to early childhood (3-5). Preschoolers, the importance of play, and parenting styles. Exposure to poverty and community violence as risk factors to young children. Case studies: Terri's Terrible Temper, Jack's Name Change & A New Role for Ron and Rosiland's Grandmother

Reading  Hutchinson (CLC): Chapter 4, Early Childhood (139-172)

Week 12: 11/20/08 Due: Preschool Observation Paper NO CLASS! 11/27/08 Happy Thanksgiving!

8 The biopsychosocial issues in David Pelzer's early childhood. Abuse as an "invalidating environment" and its influence on development. The use of spirituality as a way to cope to extreme stress/abuse. Reading  Perry & Szalavitz book: 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.

Week 13: 12/4/08 Biopsychosocial issues related to middle childhood (6-12). A focus on schooling, friendships and gender identity. Case studies: Anthony Bryandt's Impending Assessment, Brianna Shaw's New Self-Image & Manuel Vega's Difficult Transition

Reading  Hutchinson (CLC): Chapter 5, Middle Childhood (177-225)

Week 14: 12/11/08 The biopsychosocial issues related to adolescents. Issues of identity and diversity. Warning signs of violence that is directed towards the self (i.e., cutting and suicide) and violence that is directed outward (gang violence, date violence). Completion of life course topics. Review for exam.

Reading - Hutchinson (CLC): Chapter 6, Adolescents (227-284)

FINAL EXAM SCHEDULE December, 18, 2008 Bring Scantron 886-E

9