University of Arkansas at Little Rock s2

University of Arkansas at Little Rock School of Social Work Graduate or Undergraduate Social Work Program Course Outline Summer (2013) Rev. 3/18/13

SOWK/GERO 8210/8191 Social and Emotional Implications of Illness & Disability Semester Credits: 3 credits (2 credits + 1 credits) Online class: 990 Prerequisite: Graduate Admission Instructor: Dr. Rosalie V. Otters Contact: [email protected]

I. DESCRIPTION OF COURSE .

The social work profession has long played a prominent role in health care as this was one of its earliest specialties. Health care has become increasingly complex in the early 21st century. Those with a variety of developmental as well as acquired impairments and disabilities challenge the ability of society to mainstream a large minority of our citizens. An aging population with more chronic rather than acute health care needs is also a central concern. In the age of AIDS and other life threatening diseases, professional expertise in the psychological and social implications of illness and disability is a necessary skill. Employment opportunities continue to become more diversified as social workers find careers in clinical practice, case management, administration, nursing facilities, and retirement communities as well as hospitals and social agencies. Social workers also have an increased responsibility to better understand the ethical as well as the bio-psycho-social- spiritual aspects of illness and disability in the individual, the family and the wider community.

This course is broken into the following five units:

 Historical and Current Perspective on Illness and Disability  The Personal Impact of Illness and Disability  Family Issues in Illness and Disability  Interventions and Resources  New Directions: Issues and Perspectives

II. OBJECTIVES OF COURSE

Upon completion of this course the student will be able to understand that aging is a life long process, starting from birth and culminating at death, with variable affects determined by both social and personal resources and perspectives. 2

By the end of this course the student will be able to: .  Describe and assess the bio-psycho-social-spiritual aspects of illness and disability (Practice Behaviors 7.4-7.6 for Competency 7.  Understand theories of illness/disability (Practice Behavior 2.2 for Competency 2).  Identify the values, tasks and role of the social worker in a health care setting (Practice Behaviors 1.1 for Competency 1).  Understand the significance of race/ethnicity, gender, sexual orientation, age and religion on personal health (Practice Behavior 1.2 for Competency 1).  Evaluate the inter-relationships of the mind and body on individual health and healing (Practice Behavior 2.3 for Competency 2).  Discuss the bioethical implications social workers confront in a health setting and evaluate the impact of these issues on clients and their families, service providers and policy decisions (Practice Behaviors 1.4, 1.6 for Competency 1).  Understand the historical, contemporary and cutting edge issues of illness/disability (Practice Behavior 2.1 for Competency 2; Practice Behavior 6.2 for Competency 6).  Develop the knowledge of interventions and resources (Practice Behavior 3.1, 3.4 for Competency 3).  Distinguish between disability and ability, emphasizing the strengths perspective for all clients (Practice Behavior 1.5 for Competency 1).  Develop an ethical awareness of illness and disability issues which furthers both client self-determination and safety (Practice Behavior 1.6 for Competency 1).

III. UNITS, CONTENT, AND REQUIRED READING ASSIGNMENTS

UNITS/WEEKS 1-2 Historical Perspectives on Illness and Disability (Practice Behaviors 1.1, 1.2, 1.4, 1.5 for Competency 1; Practice Behavior 2.2 for Competency 2)

Readings Sociology of Health and Illness, see PowerPoints in Blackboard (no reading)

Part 1, Marini & Stebnicki, pp. 1 - 91, PowerPoints

Who is Jean Vanier?

Weeks 1- 2: -- See Specific Due Dates Below. -- Points are listed on page 9.

1. Quiz 1 in Blackboard. See Study Guide (due Monday June 3).

2. Unit Discussion Questions: Answer any 3 questions, p. 85. Write question, then detailed response integrating reading and how your own perspective is supported/not supported by the reading (maybe there are other, better references which would support your perspective?). Double space, font 12, about 3-4 pages. Good writing counts (see "APA Style Manual"). Due Wed. June 5. OR Personal Perspective Exercise, Read pp.85-91. Answer any 3 questions p.91. Write question, then detailed response integrating reading/your perspective as supported or not supported by the reading. Are there better references which would support your perspective? Double space, font 12, about 3-4 pages. Good writing counts (see "APA Style Manual"). Due Wed. June 5.

3. Discuss Movie (directions in Blackboard). Pick ONE of the following: "A Beautiful Mind," "Hands Across the Table" (1935, Carole Lombard), OR "One Flew Over the Cuckoo's Nest." Discuss with others choosing the same movie. See Discussion in Blackboard. Begin discussion early or you will lose points! (due Friday June 8 )

UNITS/WEEKS 3-4 The Personal Impact of Disability (Practice Behavior 1.5, 1.6 for Competency 1; Practice Behavior 7.4, 7.5, 7.6 for Competency 7). Readings Part 2; Marini & Stebnicki, pp. 95-203, PowerPoints

Katz ADL List

Lawton-Brody IADL List.

"Hearing Acuity as Predictor of Walking Difficulty with Old Women"

Weeks 3 -4: -- See Specific Due Dates Below. -- Points are listed on page 9.

1. Quiz 2 in Blackboard. See Study Guide (due June 17).

2. Unit Discussion Questions: Answer any 3 questions, p. 193. Write question, then detailed response using reading and your own perspective. Double space, font 12, about 3-4 pages. Good writing counts, integrating reading and your own perspective (supported/not supported 4

by the reading). Follow APA Style Manual. Due June 19. OR Personal Perspective Exercise, Read pp.194-202. Answer any 3 questions p. 203. Write question, then detailed response. Double space, font 12, about 3-4 pages. Good writing counts integrating reading/ your own perspective and how this is supported/not supported by the reading. Use APA Style Manual. Due June 19.

3. Discuss Movie (directions in Blackboard). Pick ONE of the following: "FDR, The American Experience"; "The Diving Bell and the Butterfly," OR "Tuesdays with Morrie." Discuss with others choosing the same movie. See Discussion in Blackboard (due June 22).

UNITS/WEEKS 5-6 Family Issues in Illness and Disability (Practice Behavior 2.3 for Competency 2; Practice Behavior 2.1 for Competency 2)

Readings Part 3, Marini & Stebnicki, pp. 205-286, PowerPoints

"Aging with Disabilities: Aging and More"

"Stigma of Hearing Loss"

"Enhancing the Socialization of Older People"

Weeks 5-6:

-- See Specific Due Dates Below. -- Points are listed on page 9.

1. Quiz 3 in Blackboard. See Study Guide (due July 1).

2. Unit Discussion Questions: Answer 3 questions, p. 279. Write question, then detailed response. Double space, font 12, about 3-4 pages. Good writing counts, integrating reading, your perspective, how your perspective is supported/not supported by reading. Follow "APA Style Manual." Due July 3. OR Personal Perspective Exercise, Read pp.280-286. Write question, then a short one paragraph summary of essay. Then explain in detail what you liked/ disliked about her disability perspective. Write question, then a detailed response. Double space, font 12, about 3-4 pages. Good writing counts, integrating reading and your own perspective, how perspective is supported/not supported by reading. Follow "APA Style 5

Manual." Due July 3.

3. Discuss Movie (directions in Blackboard). Pick ONE of the following: "The Other Sister," "My Left Foot," "The Miracle Worker." Discuss with others choosing the same movie. See Discussion in Blackboard (due July 6).

UNITS/WEEKS 7-8 Interventions and Resources (Practice Behaviors 2.1, 2.2 for Competency 2; Practice Behaviors 3.1, 3.4 for Competency 3) Readings Part 4, Marini & Stebnicki, pp. 287-371, PowerPoints

"Genie the Feral Child"

"Risk Factors for Depression among Older Adults"

" Harriet Johnson, Disability Activist" (obituary)

Cochlear Implants article

Weeks 7-8:

-- See Specific Due Dates Below. -- Points are listed on page 9.

1. Quiz 4 in Blackboard. See Study Guide (due July 15).

2. Unit Discussion Questions: Answer 3 questions, p. 363-364. Write question, then detailed response. Double space, font 12, about 3-4 pages. Good writing counts, integrating reading and "APA Style Manual." How is your perspective supported/not supported by reading? Due July 17. OR Personal Perspective Exercise, Read pp.364-371. Write question, then a short one paragraph summary of essay. Next explain in detail what you liked/disliked about this disability perspective. Double space, font 12, about 3-4 pages. Good writing counts, integrating the reading and "APA Style Manual." How is your perspective supported/not supported by the reading? Due July 17.

3. Discuss Movie (directions in Blackboard). Pick ONE of the following: "Ordinary People," "The Savages," "Children of a Lesser God." Discuss with others choosing the same movie. See Discussion in Blackboard (due July 20). 6

UNITS/WEEKS 9-10 New Directions: Issues and Perspectives (Practice Behaviors 2.1, 2.3 for Competency 2; Practice Behavior 6.2 for Competency 6) Readings: Part 5, Marini & Stebnicki, pp. 374-501, PowerPoints

"Illness as a Metaphor"; "AIDS as a Metaphor" (about Susan Sontag and her essays)

Weeks 9-10

-- See Specific Due Dates Below. -- Points are listed on page 9. 1. Quiz 5 in Blackboard (due July 29).

2. Final Perspective Essays Pick 3 essays pp. 507-532; Respond to any 2-3 questions after each essay. First write the question, then your detailed response. Make sure you incorporate both your reading and how your personal perspective is supported or not supported by the reading. Double space, font 12, about 8 pages. Good writing counts, integrating everything you have learned in this course and using the "APA Style Manual." Due July 31.

3. Bibliotherapy Paper (due August 3).

IV. TECHNIQUES OF INSTRUCTION

All students are required to have access to a personal computer. If you do not own a computer, computers are available for your use throughout the UALR campus (Cyber Café, Donaghey Student Union, Student Lounge, School of Social Work, Computing Services Lab, Ottenheimer Library).

We will use Blackboard for all communication. Plan to check Blackboard daily for postings, including grades. There will be a variety of teaching methods that will be utilized including online discussions, weekly reflective essays on unit topics, multiple choice online quizzes, and a final essay on an overall understanding of the course.

There is a voluntary in-class meeting, time and date to be arranged. Here we will review Blackboard, the computer service that we will use for this online class. We will also see a required movie and discuss it for class credit. If you come, you will not have to discuss the movie online. 7

There is also a second voluntary in-class meeting at a second time to be arranged. We will have some required work that can be done together in class rather than online. We will also summarize what we have done and progress toward completion of the class requirements.

V. REQUIRED TEXTBOOKS

Marini, I. & Stebnicki, M.A. (eds.) (2012). The psychological and social impact of illness and disability. N.Y.: Springer Publishing Company. This is the 6th edition which has been largely revised. The 5th edition will NOT work for this class.

All articles are in Blackboard. See Home Page.

Recommended

Cockerham, William C. (2004). Medical sociology. Upper Saddle River, N.J.: Pearson/Prentice Hall (5th Ed.). (Book is not required. You will get PowerPoints for this reading)

Kemp, B.J. & Moisqueda, L.(2004). Aging with a disability: What the clinician needs to know.: Baltimore, Md.: The Johns Hopkins University Press. (Not required).

VI. WRITTEN ASSIGNMENTS:

Grade = Content (80%) + Writing (20%)

Content = 80% (follow outline directions, good and complete responses) Writing = 20% (good grammar, spelling sentence construction, APA Style followed) Total = 100 points (100%)

You will need good spelling, grammar, sentence construction. If you quote or use another's thoughts you must cite your source. Use quote marks if quoting! (See APA Manual,6th ed. or apa.org)

A. Perspective Exercises OR Unit Discussion Quesitions Write each question out and then answer it (end of each section) -- Write clearly in full sentences -- Explain each point using text and experience as asked for. -- Good spelling, grammar, sentence construction, APA Style as needed. Include the reading, citing/references as needed. Also include your perspective and if other references would support your perspective. B. Final Perspective Essays: Do the same as A.

Bibliotherapy Paper: 8

Use a book or movie as a bibliotherapy intervention.

Possible choices: "I Am Sam," " King of Hearts," "Girl, Interrupted," "Of Mice and Men," "Mask," "Lorenzo's Oil," "Midnight Cowboy," "Rain Man," "Born on the Fourth of July," "Coming Home," "The Best Years of Our Lives," "What's Eating Gilbert Grape?," "A Beautiful Mind," "Iris," "The Elephant Man, " “My Sister’s Keeper.” You can also use a movie that was among the choices for the weekly discussion.

No choice may have been previously used in class for another assignment.

Other possible choices must be approved by professor.

Include this outline; clearly label each section and then respond.

1. Watch movie or read book (or do both)

Outline: (Include all subheadings) 2. Introduction to paper (1 paragraph). 3. Summarize briefly (up to a half page) using your own words. 4. Explain a) Main character(s) and presenting problems b) Individual and Family life stage for main character; their family (Erikson's Eight Stages; Family Life Cycle) c) Social model or theory which exemplify the presenting problem (see textbook; find a psychosocial type model. Avoid a biological model unless you combine it with another model that is more psychosocial). d) Main sociodemographic variables for the main character(race/ethnicity, class, gender, age, sexuality, religion/spirituality, education, etc.). e) How do these sociodemographic variables interact with the individual and family in their environment? f) Individual and family strengths? g) Chronic illness and disability issues -- for person -- for family or others h) Hope; death and dying issues (as applicable) -- for main character -- for others 3. Relate this book/movie to your work as a helping professional. 4. Relate to your personal development toward this profession. 5. Your reactions, positive and negative. Be specific! 6. What is a bibliotherapy? (find information on internet) 7. Ways bibliotherapy could be used in your profession using this resource -- Define intervention -- Outline specifically the intervention you would use (include all steps needed). 9

8. Conclusion 9. References (including the move/book)

Consider citing some of the articles you have read this semester as well as the text and medical sociology PowerPoints. How does this book/movie offer an application to your future clients (patients) in light of your readings?

You must cite the reference in your paper if you quote or use another person's information.

All citations must be listed in the reference list. All works in reference list must be cited in the body of the paper.

 Double space, about 10 pages, font 12, standard 1 to 1 l/2 inch margins.  Use a word processor. Write in complete sentences, good grammar and spelling.  Clearly label answers using outline above for easy marking.  Submit through SafeAssign in Blackboard  APA Style Manual must be used, especially for citations and references.

VII. METHOD OF EVALUATION

Students are accountable for all assigned readings. Please submit through Blackboard.

All work is based on the readings and other class assignments. Do not plan on trying to do the work for this course at the end of the course. You must submit your work, as per the due dates for full credit. In extraordinary circumstances it is up to the discretion of the instructor to allow other arrangements for assignments. Work must be completed on time. No credit will be given more than one day after the due date unless you have gotten a previous extension due to such extraordinary circumstances that are documented.

20% of all written work is a global writing grade which includes: spelling, grammar, sentence construction, formatting, following APA Style.

80% of all written work is a content grade which includes: organization, following directions, conceptual/theoretical understanding, complete answers, descriptions and examples as needed. Larger assignments may be further divided, with each question getting a separate content grade.

At the top of the grading page will also be a summary of strengths and weaknesses of the written assignment.

VIII. GRADING SCALE

Grading is done on a point system:

Points % of grade 10

SOWK 8210: Personal Exercise Perspectives 200 33% OR Unit Discussion Questions 50 x 4 Final Perspective Essay 100 17% Quizzes 40 x 5 200 33% Movie Discussions 25 x 4 100 17% ______600 = 100%

SOWK 8191: Bibliotherapy 100 = 100%

The grading scale for the Graduate Program is as follows:

FINAL GRADING SCALE BASED ON POINTS AND PERCENTAGES

Points Percentages 600 - 552 100 - 92 = A 551 - 492 91 - 82 = B 491 - 432 81 - 72 = C 431 and < 71 and < = F

Points needed for each grade: (out of 600 points = 100%).

NOTE: You need the points to get the grade.

IX. CLASS ATTENDANCE POLICY

Learning in a professional program is based in large part on the interaction that occurs between the instructor and students in the classroom. Regular use of Blackboard is expected of all students. Plan to access your online course at least 5 times each week the course is in session. The instructor is able to access your online effort. Since this is a faster paced course than those given during the year it is easy to fall behind. There is no credit for missed work unless there are extraordinary circumstances and documentation of the emergency. Missing more than 20% of online effort (defined as accessing course contents, messaging, discussing assignments, taking quizzes) may be grounds for dismissal from this online course.

X. HONOR CODE

All students registered for courses in the School of Social Work are expected to adhere to the rights, responsibilities, and behavior as articulated in both the UALR Student Handbook and the NASW (National Association of Social Workers) Code of Ethics or Gerontology codes of ethics. An essential feature of these codes is a commitment to 11 maintaining intellectual integrity and academic honesty. This commitment insures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity.

XI. DISABILITY SUPPORT SERVICES

Students with Disabilities: Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or need to have a disability documented), and need an accommodation, please contact me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the DRC, at 501-569-3143 (V/TTY) or 501-683- 7629 (VP). For more information, please visit the DRC website.

Major Due Dates for online class: SOWK 8191/8210 Summer 1 2013

Week Date Activity

1 -2 May 28 Week 1 begins: * Start reading for Unit 1 * Watch movie and start online discussion June 3 Quiz 1 June 5 Personal Perspective Essay (Or Unit Discussion Questions) June 8 Movie Discussion ends (begin early)

3 - 4 June 11 Week 3 begins: * Start reading for Unit 2 * Watch movie and start online discussion June 17 Quiz 2 June 19 Personal Perspective Essay (OR Unit Discussion Questions) June 22 Movie Discussion ends (begin early) 12

5 - 6 June 25 Week 5 begins: * Start reading for Unit 3 * Watch movie and start online discussion July 1 Quiz 3 July 3 Personal Perspective Essay (OR Unit Discussion Questions) July 4 HOLIDAY July 6 Movie Discussion ends (begin early)

7 - 8 July 9 Week 7 begins: * Start reading for Unit 4 * Watch movie and start online discussion July 15 Quiz 4 July 17 Personal Perspective Essay (OR Unit Discussion Questions July 20 Movie Discussion ends (begin early)

9 - 10 July 23 Week 9 begins: * Start reading for Unit 5 July 29 Quiz 5 July 31 Final Perspective Essays August 3 Bibliotherapy Paper

NO Late Papers!

Social & Emotional Implications of Illness and Disability Summer 2013

Instructor: Dr. Rosalie V. Otters Ph.D., M.S.W., D.Min. (LCSW)

Name______(alternate name?)______

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Major______13

Experience in helping professions:

Courses you have taken at UALR to date:

Concentration Interest: MSW, Advanced Clinical Practice MSW, Management Gerontology

What you hope to learn in this online class:

What you can offer this online class:

Please read carefully, type your name/date and e-mail back to me.

Signature Date