SOWK 333 Human Behavior in the Social Environment I

OGLALA LAKOTA COLLGE Department of Social Work SOWK 333 Human Behavior in the Social Environment IMASTER SYLLABUSCredit Hours: 3 Course Location and Time: Rapid City Tuesday-5-8 Pine Ridge Wednesday 5-8Instructor and Contact Information: Devona Lone Wolf [email protected] and [email protected] Phone: Home 605-685-1347 Cell-441-8111Office Hours: Before and after class or by appointment; students are encouraged to contact the instructor with any unforeseen problems, or any issues that may interfere with the successful completion of this course.Course Description: This first course in a two course sequence covers theories and knowledge of human bio-psycho-social development through the OLC Generalist Model (OLCGM), with a focus on individuals and families. The Human Behavior and the Social Environment sequence provides content about theories and knowledge of human bio-psycho-social development and the range of social systems in which individuals live (families, groups, organizations, communities, and institutions). Particular focus is given to the Lakota worldview and its understanding of human development and social systems.The sequence teaches students to evaluate theory and examine its application to client situations by identifying what we, as humans, all have in common. Bio-psycho-social theories are critically examined using social work values and ethics as examined through foundational relationships. Students consider interactions between and among human biological, social, psychological, economic and cultural systems as they affect and are affected by human behavior and the ways in which systems promote or deter people in maintaining or achieving optimal health and well-being by experiencing his or her vision of Wo’Lakota (balance, peace and harmony). The sequence addresses different people’s experiences, needs and beliefs, particularly as they relate to race, ethnicity, culture, class, gender, sexual orientation, religion, physical and mental ability, age and national origin.This first course in a two course sequence covers theories and knowledge of human bio-psychosocial development through the OLC Generalist Model (OLCGM), with a focus on individuals and families. The Human Behavior and the Social Environment sequence provides content about theories and knowledge of human bio-psycho-social development and the range of social systems in which individuals live (families, groups, organizations, communities, and 1 2 institutions). Particular focus is given to the Lakota worldview and its understanding of human development and social systems. Pre-requisites: SOWK 203, OLC Core, 3 creditsCompetences: Upon completion of HBSE I students will:1) Students will be able to take into consideration the bio-psycho-social developmental stages, culture variations in individual development and behavior and family interactions, and family life cycles in assessing individual and family needs.2.1.3, 2.1.7, 2.1.102) Students will be able to address the many different influences that may affect their clients with the knowledge of the theories of human interactions in the micro-social environment including: individual and family social interactions as understood within the OLCGM as well as biological/psychological and social theories of individual development, and theories regarding the impact of social and environmental circumstances.2.1.4, 2.1.5, 2.1.7, 2.1.9, 2.1.103) Enhancement of Critical Thinking Skills will enable students to address issues that involve the social justice perspectives, analyzing behavioral interactions between and among individuals, families and the larger social environment, analyzing ethical dilemmas relevant to individuals and families, and for evaluating research. 2.1.2, 2.1.3,2.1.54) Development of the skills for generalist practice students will be able to communicate orally and in writing efficiently. They can utilize the computer effetely, and use research skills when required. 2.1.3, 2.1.45) Integration of Social Work Values and Ethics including: working to promote the values of the profession within micro-systems levels, and applying ethical standards to analysis of individuals and families. 2.1.1, 2.1.2, 6) Students will be able to work more affectedly with Native Americans with the knowledge of the circumstances of the Native Americans, that include social and environmental influences leading to development of risk factors faced by individuals, tiwahe & tiyospaye, and the impact of social and economic injustice on human interactions. 2.1.4, 2.1.5, 2.1.7, 2.1.9, 7) Students will be able to practice a non-judgmental attitude with the development of personal characteristics necessary for professionalism with social work, including self- awareness, understanding of own belief systems, and willingness to engage in growth opportunities.2.1.1, 2.1.2, 2.1.4Required Text: 2 Zastrow & Kirst-Ashman, (2010). Understanding human behavior and the social environment. 9th ed. Belmont, CA: Brooks- Cole PublishersRecommended: Jose L. Galvan (2007). Writing Literature Reviews. 4th ed. CA: Pyrczak PublishingApplicable Policies: Policies apply as per Student Handbook 2009-2010, including those covering tardiness, absenteeism, grievances, and more. Students are encouraged to refer to their copy of the Student Handbook for reference.Non-discrimination statement:A campus environment characterized by diversity, free inquiry, free expression and balanced by interpersonal civility has always been, and continues to be a top priority of the Oglala Lakota College. Civil discourse is an essential aspect of the search for and transmission of knowledge. Words and actions that promote and encourage self-worth, respect and dignity are consistent with the College’s mission. Conversely, words or actions that reflect prejudice, stereotypes and discrimination are antithetical to the mission of the College and cannot be countenanced. Specifically, racist and other discriminatory or harassing conduct based on gender, color, disability, sexual orientation, religious preference, national origin, ancestry or age impair and disrupt legitimate College functions. Every effort, within the context and protection of First Amendment rights, will be expended to eliminate such conduct from the campus community.Teaching our students to live productively in a multicultural/multiethnic society is a process that must take place within a constructive and harmonious multicultural/ethnic environment here at OLC. It is the obligation of the faculty, staff, students and the administration at OLC to provide this environment.The Department’s educational programs, activities, and services offered to students are administered on a nondiscriminatory basis subject to the provisions of all civil rights laws and statutes. It is the policy of the Social Work Department to accommodate students with disabilities, pursuant to federal and state law. Any student who needs accommodation because of a disability should inform the instructor at the beginning of the course. Students with disabilities are also encouraged to contact Student Services (Ruth Cedarface, Director of Student Affairs, 605-455-6040). Guidelines and expectations for student behavior:1. Students are expected to attend each class for the full class period (3 academic hours per week). If an absence is unavoidable, the student must contact the instructor prior to class whenever possible or as soon after class as possible. 2. Take notes during class as appropriate.3 43. Complete all assigned readings before class. 4. Writing assignments must be turned in on time. 5. Participate in all in-class activities. Academic HonestyQuestions about academic responsibility, plagiarism, cheating, etc. will be resolved in accordance with established College policy (see below). Cases in which there is evidence of cheating or plagiarism will result in a score of zero on the exam, paper, or assignment, and may result in a grade of failing for the course and/or referral for College disciplinary action. Academic dishonesty is taken very seriously and will not be tolerated in any fashion.Plagiarism: Plagiarism is the “act of appropriating the scientific or literary writings of another person and presenting it as one’s own work” (The Social Work Dictionary). “Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author …, you need to credit the source in the text… The key element of this principle is that authors do not present the work of another as if it were their own work. This can extend to ideas as well as written words.” (Publication Manual of the American Psychological Association, 6th ed.)OLC Policy 76-300 - ACADEMIC DISHONESTY (POLICY):Academic dishonesty is the taking of an examination or the preparation of papers for credit wherein the student knowingly represents the work of another as his/her own; and/or knowingly breaks stated examination rules.A student may be expelled and barred from further classes upon proof in a hearing set up by the Vice President for Instruction.Participation:Students may receive up to 10 points for participation in each class. If a student is in attendance for less than 2 of the 3 class hours, s/he will not be eligible for any points and will be considered as absent for that class period. If a student arrives late, leaves early, and/or leaves for a portion of the class (but is in attendance for at least 2 hours), the maximum number of attendance/participation points for the class will be reduced to 8 points. Students who are absent will not be eligible for any participation points.Attendance:Students who are absent from class will be expected to complete a make-up assignment. The make-up assignment will be due one week from the date of the class missed. If the make-up assignment is satisfactory, the absence in the College attendance will be changed to a “present.” If the make-up assignment is unsatisfactory or is not submitted within the one-week time period, 4 the absence will remain in the College attendance. In any case, the student will not receive any participation points for that class period. If the student has missed three or more consecutive classes, s/he may be dropped from the course. If a student has five absences over the course of the semester, s/he will automatically be dropped from the course by the College; this cannot be changed or appealed.Assessment Methods: The descriptions below are intended for overall grading for each course. They lay out general expectations for each grade level. Individual courses may have specific criteria as specified by the instructor.A =100- 90%Performance is excellent. Work is submitted on time, well-written, with content that demonstrates high quality critical thinking. The student attends all classes for their full length. The student fully participates in class discussion and demonstrates leadership. All paperwork is handed in on time. Writing follows APA format, and has no grammatical, spelling, punctuation, or usage errors. The student demonstrates beginning ability to write within a theoretical framework. The student makes use of the opportunity to rewrite papers for a higher grade. B =89 – 80 %Performance at this level is competent. Work is handed in on time. The student attends all classes for their full length. The student participates and shows leadership in class. Paperwork is submitted on time. Writing follows APA format, and has few grammatical, spelling, or usage errors and is well-organized. Writing also demonstrates a beginning ability to apply theory to practice and engage in critical thinking . The student makes use of the opportunity to rewrite papers for a higher grade.Performance is fairly competent. Work is usually handed in on time and shows some evidence critical thinking. The student attends most classes for their full length. The student participates in classroom discussions and is beginning to lead discussion. Writing follows APA format, and has a number of grammatical, spelling or usage errors. The student demonstrates a beginning ability to relate theory to practice. The student makes use of the opportunity to rewrite papers for a higher grade.C – 79 – 70%Performance is adequate. Work is often handed in late and critical thinking needs to be a focus of development. The student attends most classes for their full length. The student demonstrates limited participation in class. Writing mostly follows APA format, and shows a pattern of grammatical, spelling or usage errors. Writing addresses the paper’s objectives but does not have sufficient depth or content. 5 6D= 69 – 60% Performance is less than acceptable. Assignments are usually late. Work does not demonstrate critical thinking. The student has spotty attendance and often arrives late and/or leaves early. Papers include one or two elements of APA formatting. Writing demonstrates beginning understanding of the subject, but not in a comprehensive manner, and shows patterns of grammatical, spelling, and usage errors. F = below 60%Performance unsatisfactory. Work is almost always late. The student is not often involved in class discussion or activities. Attendance is poor and the student often arrives late and/or leaves early. Papers avoid addressing the requirements of the assignment and are characterized by unsubstantiated and general statements. Grammar, spelling, and punctuation make the narrative difficult to read.Basic Paper Grading CriteriaAll papers will be graded on a number of dimensions. The first is sentence construction. (10%) A paper with no sentence construction problems will earn full points. The second is paragraph construction. (10%) Every paragraph should have a topic sentence that the rest of the paragraph supports, defends, argues for or elaborates on. Each paragraph should develop no more than one main topic/idea. The third dimension is overall organization. (20%) Does the paper follow the paper use APA format, in headings, citations, and references? Does it follow the suggested format below? Does it progress in a logical manner? A major point to remember as you write is that you cannot assume the reader knows anything about what you write. Pretend you are writing to someone who knows nothing about prevention, social work, macro practice, or social science. This means that in each paper you should use headings, and explain what you are going to do in the section following the heading. You cannot be too simple, too clear, or too concise!The fourth dimension is content. (60%) How well do you demonstrate in each of these papers that you understand the material you are writing about? Paper Format1. In an introductory paragraph “set up” the paper, telling the reader the topic/purpose. 2. In the body of the paper do what you said you were going to do in your introduction.3. In a conclusion, summarize what you said in the body of the paper. This should be very close to what you said in the introduction. 6 Submission of Work:Readings for each week are expected to be completed by the class indicated.Students are expected to turn in assignments when due. If for some reason this is not possible, the student must explain the situation to the professor BEFORE the due date. Only dire circumstances will be considered as justifiable reasons for late work. Extensions for the submission of assignments will be negotiated between the student and the professor. If an extension is not granted or an agreement with regard to an extension deadline is not adhered to, the assignment will be deducted late submission points as below. No extensions will be granted after the due date.Assignments will be deducted 10% of the total available points for late submission 1 day to 13 days late; at 2 weeks (14 days) late, 25% of the total available points will be deducted; at 4 weeks late, 50% of the total available points will be deducted. (Late submission point deductions will be made after the paper has been graded.)Homework assignments, including outlines, are due at the beginning of the class assigned. Homework assignments and outlines may be submitted late for feedback, but will not be eligible for points if submitted late. Incomplete Grades: Incomplete grades (I) may be granted under extraordinary circumstances, as determined by the professor. No incomplete will be granted unless the student has satisfactorily (a grade of C or better) completed at least 80% of all assignments.Disputed Grades: Students may dispute a grade by following the policy as set out in the Student Handbook.Coursework resubmission: Students may submit drafts of assignments BEFORE the due date to receive feedback and guidance on the assignment. Only completed assignments will be accepted on or after the due date.Grading:Participation in class Activities (10 points x 15 weeks)………………… 150 points Homework: Outline of Chapters 20 x 8…………………………………. 160 points Homework: Questions assigned weekly 13 X 10……………………….. 130points (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Chapter quizzes 20 x 8…………………………………………………. 160points Mid-Term Exam………………………………………………………… 100 points Pre-Lit Review Paper #1 Draft – 4th Class……………………………… 50points7 8Pre-Lit Review Paper #2 Draft – 7th Class……………………………… 50points Pre-Lit Review Paper #1 Final – 11th Class…………………………….. 100points Final exam (short essay questions) ……………………………………… 100points Total Points 1110 pointsA=992 - 1110 B=882-991 C=772-881 D=666-771 A Pre-Literature Review PaperThe Pre-literature review paper ask you to identify (1) A problem experienced by infants, children or adolescents that interests you, or (2) An aspect of human development you wish to research and know about more deeply. Each paper should include (1) A literature search including a minimum of five peer-reviewed articles that outlines the seriousness of the problem or focuses on an aspect of human development, (2) Use of the theory part of the OLCGM to understand the etiology of the problem or aspect you are researching, (3) At least one suggestion based in the strengths/empowerment perspective and/or the literature on how to intervene or prevent the problem, or to use the knowledge you have gained to prevent some social problem. You should submit a topic to research in the second week. Basic Paper Grading CriteriaThe research paper will be graded on a number of dimensions. The first is sentence construction. (10%) A paper with no sentence construction problems will earn full points. The second is paragraph construction. (10%) Every paragraph should have a topic sentence that the rest of the paragraph supports, defends, argues for or elaborates on. Each paragraph should develop no more than one main topic/idea. The third dimension is overall organization. (10%) Does the paper follow the paper use APA format, in headings, citations, and references? Does it follow the suggested format below? A major point to remember as you write is that you cannot assume the reader knows anything about what you write. Pretend you are writing to someone who knows nothing about prevention, social work, macro practice, or social science. This means that in each paper you should use headings, and explain what you are going to do in the section following the heading. You cannot be too simple, too clear, or too concise! The fourth dimension is content. (60%) How well do you demonstrate in each of these papers that you understand the material you are writing about? The fifth dimension is turning the paper in on time. (10%) You will earn total points for the paper for turning in the paper by midnight of the day it is due. Please submit your papers as 8 an attachment by e-mail.Paper Format1. In an introductory paragraph tells the reader (summarize) the major points you’re going to talk about in the body of the paper. If in the body of the paper you make five major points, you should list them here. The last thing you say in the introduction is that you are going to summarize what you’ve said in the conclusion. 2. In the body of the paper do what you said you were going to do in your introduction.3. In a conclusion, summarize what you said in the body of the paper. This should be very close to what you said in the introduction. Incomplete Grades: Incomplete grades (I) may be granted under extraordinary circumstances. Disputed Grades: Students may dispute a grade by following the policy as set out in the Student Handbook.Make-up exams: Make-up exams must be arranged BEFORE the exam date, and can be taken only once.9 10WEEK BY WEEK CALENDAR FOR TOPICAL CONTENTNote: Classes are held for 15 weeks. If you must miss a class, it is your responsibility to make up the work by obtaining notes from other students, and additional assignments/handouts from the instructor. Week 1 Topics: Introduction to the course and textbookKnowledge and Skills:1. Understand course requirements and the EPAS competencies and learning objectives 2. Better understand the OLCGM and what part of it HBSE is deepening. Activities:1. Introductions 2. Ground Rules 3. Review syllabus 4. Discuss the organization of this book, which follows a life-span approach and emphasizes common life events, normal developmental milestones, and bio-psycho-social assessments. 5. Review and discuss the learning objectives of the course and competencies as listed by the EPAS. 6. Review the OLCGMHomework for week 2: 1) Zastrow & Kirst-Ashman, (2007). Read 1st part of Chapter 1 “Theoretical Perspectives on Human Behavioral and the Social Environment” Pages 1-24 up to “Understanding Key Concepts in Systems Theories” 2) Outline of the 1st part of Chapter 1 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay QuestionsThese first five questions are for every to formulate a personal answer for discussion. These do not have to be turned in but write out your answers so you will be prepared to discuss them. 1. Why do people behave the way they do?2. Are Behavior and personality caused mainly by a person’s genetic makeup and given nature?10 3. Or are they due to the environment and a person’s treatment in that environment?4. What is the nature/nurture controversy??? 5. Ethical Question 1.1 – Was it ethical for Dr. Itard and the others to remove Victor from the wild against his will? The following questions will be assigned and you are required to have them typed and ready to hand in at the beginning of class. 1. Describe assessment and explain why it is important in social work. ( Everyone) EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10 a. Assessment encompasses all aspects of a client’s situation – what does this mean? b. What would an “empowerment assessment” look like??? c. Do you think that people always have a reason for doing what they do?2. There are three major thrusts of social work – what are they? Do you agree with this view of social work???3. What does the statement “social workers today are generalists”?4. Where in the OLCGM is the “generalist” part most obvious?5. Explain the 5 steps that are usually involved in social work practice.6. Cite the 4 phases of the lifespan that is covered in this text, as well as the three areas of development and theories. EPAS: 2.1.7, 2.1.7a, 2.1.7b7. What is meant by “normal developmental milestones?8. What are the important Concepts for Understanding Human behavior?9. How do we define diversity? a. How does this definition fit into the OLCGM? 10. How do we define discrimination? Oppression? Lateral oppression?11. What do you think of the collective term “People of Color?11 1212. What did you bring away from the section on privilege, power and acclaim? 13. Cultural competency – highlight 1.3. How does the OLCGM frame cultural competency? Where in the model do you find its roots??? 14. How would you go about preparing yourself to be a culturally-competent social worker? (Everyone) EPAS: 2.1.3, 2.1.4, 2.1.7, 2.1.7a, 2.1.7b15. Group membership and values – what’s the point here??? a. How does being sensitive to group differences help you enable a person to feel visible?16. Societal perspective – prejudgments and stereotypes – examples??? 17. The text gives some definitions of empowerment. How does the OLCGM promote empowerment??? Name places in the model where this happens. 18. How does our “practice theory” deal with what is said in this paragraph about empowerment?19. What relation does the strengths perspective have to empowerment? 20. Organizational and community empowerment. What does this mean. Give examples of your definitions? 21. Describe the two dimensions of resiliency, and give an example of resiliency on the individual level and on the organizational level. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10e22. List the six basic ethical principles in the NASW Code of Ethics. EPAS: 2.1.2b, 2.1.7, 2.1.7a, 2.1.7b23. Define the following terms: (a) human rights, and (b) social justice, and explain why these are global issues. 2.1.2b, 2.1.5b, 2.1.7, 2.1.7a, 2.1.7b24. Compare and contrast systems theory and the ecological perspective. (Everyone) EPAS: 2.1.7, 2.1.7a, 2.1.7b25. You are an administrator for Batter-Out, an agency for the prevention of domestic violence. Your Board of Directors has requested data to determine if your agency’s resources are being adequately invested. Draft a plan clearly delineating your expected output and your outcomes. EPAS: 2.1.7, 2.1.7a, 2.1.7bWeek 2 12 Topics: Introduction to Human Behavior and the Social Environment 1st partKnowledge and Skills: (Learning Objectives)1. Explain the importance of foundation knowledge for social work with an emphasis on assessment. 2. Introduce important concepts for understanding human behavior that are stressed throughout the book, including human diversity, cultural competency, oppression, populations-at-risk, empowerment, the strengths perspective, resiliency, human rights, and critical thinking about ethical issues. 3. Propose a theoretical approach to understanding human behavior—ecosystems theory— that incorporates concepts from systems theories and the ecological perspective. 4. Emphasize the importance of people’s involvement with multiple systems in the social environment, including macro systems (communities and organizations), and discuss these systems’ significance. 5. Describe a range of social worker roles used by practitioners in the macro social environment. 6. Explain the importance of foundation knowledge for social work with an emphasis on assessment. 7. Understand the strengths, empowerment and resiliency perspectives and their relation to the OLCGM. 8. Clarify “what is critical thinking. 9. Begin to learn what systems theory and the ecological perspective are and how they fit into the OLCGM. Activities:1. Students present their answers to the discussion questions. 2. Discuss what is foundation knowledge for social work – general discussion a. How does the text’s definition parallel or differ from the OLCGM? 3. Discuss empowerment, the strengths perspective & resiliency a. Where in the OLCGM are these concepts found? 4. Discuss, “what is critical thinking and how does it apply to ethical decision-making?” a. Where in the OLCGM are these concepts found? 5. Discuss key concepts in systems theory and ecological perspective. a. Where do these concepts fit into the OLCGM? 6. Research some cultural practices and the influence they have on human behavior.Homework for week 3: 1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 1 “Theoretical Perspectives on Human Behavioral and the Social Environment” Pages 24-54 2) Outline of the 2st part of Chapter 1 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for13 14 word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1. Identify and explain the first 5 key concepts in Systems Theories (15 concepts)2. Identify and explain the second 5 key concepts in Systems Theories (15 concepts)3. Identify and explain the third 5 key concepts in Systems Theories (15 concepts)4. When child maltreatment is suspected, should children be allowed to remain in their own home? How much risk of child maltreatment is too much risk? What effect does it have on children to be removed from their home? Explain the applications of Systems Concepts to the Case Example of Child Abuse EPAS: 2.1.2, 2.1.2a, 2.1.2b, 2.1.2c, 2.1.2d, 2.1.7, 2.1.7a, 2.1.7b5. Identify and explain The Ecological Perspective and the 7 important concepts.EPAS: 2.1.7, 2.1.7a, 2.1.7b6. Identify and describe three theoretical perspectives on communities. What do you see as the advantages and the shortcomings of each theory? (Everyone) EPAS: 2.1.7, 2.1.7a, 2.1.7b7. Explain the work of La Raza Unida, and also the Comunidad de Bienestar. EPAS: 2.1.4, 2.1.4b, 2.1.7, 2.1.7a, 2.1.7b8. Describe Saul Alinsky’s approach to social action. Do you think this approach would work today? Why or why not? EPAS: 2.1.2d, 2.1.3, 2.1.3b, 2.1.7, 2.1.7a, 2.1.7b9. List and define the contemporary conceptual frameworks of community change. Do you think these are better or worse than the traditional models? Explain your reasons. EPAS: 2.1.3, 2.1.3b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a10. Identify and describe the first three social work roles. With which of these roles would you have the most difficulty as a social worker? Why? EPAS: 2.1.1b, 2.1.1c, 2.1.2a, 2.1.3, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10k11. Identify and describe second three social work roles. With which of these roles would you have the most difficulty as a social worker? Why? EPAS: 2.1.1b, 2.1.1c, 2.1.2a, 2.1.3, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10k14 12. Identify and describe the next three social work roles. With which of these roles would you have the most difficulty as a social worker? Why? EPAS: 2.1.1b, 2.1.1c, 2.1.2a, 2.1.3, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10k13. Identify and describe the last 2 social work roles. With which of these roles would you have the most difficulty as a social worker? Why? EPAS: 2.1.1b, 2.1.1c, 2.1.2a, 2.1.3, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10kWeek 3 Topics: Introduction to Human Behavior and the Social Environment 2nd partKnowledge and Skills: (Learning Objectives)1. Explain the importance of foundation knowledge for social work with an emphasis on assessment. 2. Introduce important concepts for understanding human behavior that are stressed throughout the book, including human diversity, cultural competency, oppression, populations-at-risk, empowerment, the strengths perspective, resiliency, human rights, and critical thinking about ethical issues. 3. Propose a theoretical approach to understanding human behavior—ecosystems theory— that incorporates concepts from systems theories and the ecological perspective. 4. Emphasize the importance of people’s involvement with multiple systems in the social environment, including macro systems (communities and organizations), and discuss these systems’ significance. 5. Describe a range of social worker roles used by practitioners in the macro social environment. 6. Explain the importance of foundation knowledge for social work with an emphasis on assessment. 7. Understand the strengths, empowerment and resiliency perspectives and their relation to the OLCGM. 8. Clarify “what is critical thinking. 9. Begin to learn what systems theory and the ecological perspective are and how they fit into the OLCGM. 10. Where in the OLCGM does the content on systems belong? Discuss…Activities:1. Students present their answers to the discussion questions. 2. Discuss biological, psychological and social development perspectives 3. Answer the questions, “How do values and ethics relate to bio-psycho-social assessments?” 4. Discuss diversity, oppression and populations at risk. a. Books’ view b. OLCGM view 5. Discuss what organizations are and how they function.15 166. Discuss what communities are, and how to understand them – theoretical perspectives on community 7. Discuss social worker roles and what they can do to address discrimination, oppression, and economic deprivation, and to promote social and economic justice and advocacy for nondiscriminatory social and economic systems. Homework for week 4: 1) Zastrow & Kirst-Ashman, (2007). 1st part of Chapter 2: Biological development in infancy and childhood. 55-77 up to “Abortion Controversy: Impacts of Social and Economic Forces” 2) Outline of the 1st part of Chapter 2 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 4) First Draft of Pre-Literature Review Paper is due.Assigned Questions:1. Discuss the prenatal factors that can influence the health and development of the fetus. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10i2. Explain the influences of nutrition on prenatal development. Explain the influences of drugs, medication, alcohol and smoking on prenatal development. Explain how age and other factors influence prenatal development.3. Should a pregnant woman who consumes illegal drugs that damage her child be punished as a criminal? Should her child be taken from her? If so, with whom should the child be placed? EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10i4. List the advantages and disadvantages of each of the following prenatal tests: (a) ultrasound, (b) amniocentesis, (c) chorionic villi sampling. EPAS: 2.1.7, 2.1.7a, 2.1.7b5. Describe how social work practitioners can help low income women overcome the obstacles in the macro environment for greater access to prenatal care. EPAS: 2.1.5b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10k6. How does the United States compare to other nations in regard to low-birth-weight infants? What are the reasons? EPAS: 2.1.5a, 2.1.7, 2.1.7a, 2.1.7b7. Explain the Nature-Nurture controversy in human development. (Everyone) EPAS: 2.1.7, 2.1.7a, 2.1.7b8. Why is knowledge of human development and developmental milestones relevant to social work? EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10e16 9. Describe the major normal developmental milestones attained by a 4-month old child. EPAS: 2.1.7, 2.1.7a, 2.1.7b10. Cite the major normal developmental milestones attained by a 1-year-old child. EPAS: 2.1.7, 2.1.7a, 2.1.7b11. Explain the major normal developmental milestones attained by a 5-year-old child. EPAS: 2.1.7, 2.1.7a, 2.1.7b12. Explain the major normal developmental attained by a 6-8 year old child. EPAS: 2.1.7, 2.1.7a, 2.1.7b13. Explain the major development milestones attained by a 9-11 year old child. EPAS: 2.1.7, 2.1.7a, 2.1.7bWeek 4 Topics: Biological Development in Infancy and Childhood 1st partKnowledge and Skills: (Learning Objectives)1. Describe the dynamics of human reproduction, including conception, diagnosis of pregnancy, fetal development, prenatal influences and assessment, problem pregnancies, and the birth process. 2. Explain normal developmental milestones as children progress through infancy and childhood. 3. Understand the processes of prenatal and infant development 4. Be able to say how developmental theory can be understood from within the OLCGM. 5. Understand one version of Lakota childhood development Activities:1. Students present their answers to the discussion questions. 2. Describe the dynamics of human reproduction, including conception, diagnosis of pregnancy, fetal development, prenatal influences and assessment, problem pregnancies, and the birth process. 3. Explain normal developmental milestones as children progress through infancy and childhood.Homework for week 5:1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 2: Biological development in infancy and childhood. 77-103 2) Outline of the 2st part of Chapter 1 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 17 18Assigned Essay Questions:1. Summarize and discuss the arguments for pro-choice and for anti-abortion. Where do you stand on this issue? (Everyone) EPAS: 2.1.2, 2.1.2a, 2.1.2c, 2.1.7, 2.1.7a, 2.1.7b2. Describe the positive developments and the concerns regarding stem cell research. What is your opinion about using embryonic stem cells for research? (Everyone) EPAS: 2.1.1e, 2.1.2, 2.1.7, 2.1.7a, 2.1.7b3. Identify and describe the roles social workers can assume when helping women with unwanted pregnancies. EPAS: 2.1.1c, 2.1.2a, 2.1.2b, 2.1.2c, 2.1.2d, 2.1.7, 2.1.7a, 2.1.7b4. Consider the following situation:A 32-year-old woman with a severe cognitive disability becomes pregnant. She is unable to take care of herself independently. However, she has been easy prey to men as she seeks attention and has a history of numerous sexual encounters. Her genetic background indicates that she would probably have a child with a cognitive disability. It is clear that she would be unable to care for any child herself.How would you apply the hierarchy of ethical principles described in the text to determine what might be done in this situation? EPAS: 2.1.1e, 2.1.2, 2.1.2a, 2.1.2b, 2.1.2c, 2.1.2d, 2.1.7, 2.1.7a, 2.1.7b5. Discuss and assess the pros and cons of the options available to infertile couples today. EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10gWeek 5 Topics: Biological Development in Infancy and Childhood 2nd part Knowledge and Skills:1. Explore abortion and infertility, two critical situations and life events that concern the decision to have children. 2. Understand some of the social and cultural dimensions to abortion and infertility. 3. Understand the role of emotion in complex and important decision-making 4. Understand a feminist perspective and your perspective in regards to it. 5. Gain an understanding of traditional Native understandings of early human development.Activities:1. Students present their answers to the discussion questions. 2. Discuss abortion and infertility and the decision to have children 18 a. Abortion – the seven aspects of abortion listed in the text b. Infertility 3. Discuss ethical questions 2.2 and 2.3 – “What are your personal views about abortion and What is your opinion about using stem cells for research?” 4. Discuss ethical dilemmas in practices 5. What is the difference between belief, opinion and judgment in the OLCGM? 6. What is a feminist perspective on infertility counseling and empowerment 7. What is a traditional Lakota perspective on abortion and infertility? 8. Discuss traditional Native ways birth, infancy and childhood is understood. Homework for week 6:1) Zastrow & Kirst-Ashman, (2007). 1st part of Chapter 3 “Psychological Development in Infancy and Childhood” 105-132 up to “Emotional Development” 2) Outline of the 1st part of Chapter 3 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Questions:1. Name and describe the five stages of psychosexual development as identified by Freud. Discuss the impact of each stage on human development. Compare and contrast the theory’s perspectives on females and males. EPAS: 2.1.7, 2.1.7a, 2.1.7b2. Describe and discuss the various defense mechanisms involved in psychoanalytic theory. EPAS: 2.1.7, 2.1.7a, 2.1.7b (Everyone)3. What are your views about the various approaches to feminism? EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b4. Explain the four approaches provided in the text for evaluating theory. EPAS: 2.1.2b, 2.1.3, 2.1.3a, 2.1.3b, 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a5. Define worldview, spirituality, and the strengths perspective. Why are these important when examining psychological theories? EPAS: 2.1.1b, 2.1.1e, 2.1.4, 2.1.4a, 2.1.5c, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10e6. Explain and discuss the various concepts involved in Piaget’s theory of cognitive development. Explain the criticisms that have been made about this theory. EPAS: 2.1.3b, 2.1.7, 2.1.7a, 2.1.7b7. List and describe Piaget’s four major stages of cognitive development, including the ages and accomplishments during each stage. EPAS: 2.1.7, 2.1.7a, 2.1.7b8. Define the zone of proximal development, scaffolding, and private speech.19 20EPAS: 2.1.7, 2.1.7a, 2.1.7bWeek 6 Topics: Psychological Development in Infancy and Childhood 1st partKnowledge and Skills: (Learning Objectives)1. Summarize prominent psychological conceptual frameworks concerning personality development, including psychodynamic, neo-Freudian psychoanalytic, behavioral, phenomenological, and feminist theories. 2. Develop a understanding of the difference between the theories of personality development 3. Suggest a procedure for evaluating theory and discuss some concepts useful in enhancing sensitivity to human diversity when doing so. 4. Understand how evaluating theory is a kind of critical thinking. 5. Examine Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory of cognitive development. 6. Use critical thinking skills to contrast and compare Native and non-Native ways of understanding how personality develops. 7. Be able to articulate where in the OLCGM theory Piaget’s work fits. Activities:1. Students present their answers to the discussion questions. 2. Review and discuss Highlight 3.1 “Defense Mechanisms” 3. Discuss the different psychological theories concerning personality development laid out in the test; psychodynamic, neo-Freudian psychoanalytic, behavioral, phenomenological, and feminist. a. Explore the different kinds of feminism. 4. Discuss the relation between critical thinking and evaluating theory. a. Highlight 3.2 5. Discuss the text’s view on diversity and theories of personality development a. Spotlight on diversity 3.2 6. Discuss Piaget’s theory of cognitive development 7. Compare and contrast Piaget’s perspective with those of Native Americans 8. Discuss Vygotsky’s Sociocultural Cognitive DevelopmentHomework for week 7:1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 3 “Psychological Development in Infancy and Childhood” Pages 132 - 164 2) Outline of the 2st part of Chapter 3 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for20 word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 4) Second draft of Pre-literature review due.Assigned Essay Questions:1. What are the three basic phases of smiling? At what ages do these phases begin? When does laughing usually begin?2. Infant temperament can be divided into at least three dimensions. The text cited that activity refers to the pace and energy with which an infant undertakes action. Define the other two that were cited in the text.3. Define attachment and explain the stages of attachment.4. Explain the qualities of attachment and the patterns of attachment.5. What differences in expectations and temperament were found in the cross-cultural study of Canadian and Chinese 2-year-olds? EPAS: 2.1.4, 2.1.7, 2.1.7a, 2.1.7b6. How do you define self-esteem? Self-concept? How are they different? EPAS: 2.1.4, 2.1.7, 2.1.7a, 2.1.7b7. Compare and contrast fluid intelligence and crystallized intelligence. EPAS: 2.1.7, 2.1.7a, 2.1.7b8. Explain Sternberg’s Triarchic Theory of Intelligence.9. Should children be informed of their IQ? Should parents be told of their child’s results? What are the reasons for your answers? (Everyone) EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b10. How would you strive to make IQ tests “culture-fair”? EPAS: 2.1.4a, 2.1.7, 2.1.7a, 2.1.7b11. The text cited one definition for giftedness that included five dimensions, explain them.12. List the categories of intellectual disabilities described by the DSM-IV-TR, and describe the types of support people may need in each category. EPAS: 2.1.4a, 2.1.7, 2.1.7a, 2.1.7b13. Discuss the rationales in favor of the deinstitutionalization of people with intellectual disabilities. EPAS: 2.1.7, 2.1.7a, 2.1.7b14. Describe the provisions outlined in the Americans with Disabilities Act. Compare the intentions of this Act with the actual accomplishments. EPAS: 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7, 2.1.7a, 2.1.7b21 2215. Should people with intellectual disabilities be mainstreamed or be provided separate special education to meet their special needs? What are the pros and cons of each approach? EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b16. Explain the consumer-directed approach to working with people with disabilities. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10c, 2.1.10e17. Define learning disabilities. EPAS: 2.1.7, 2.1.7a, 2.1.7bWeek 7 Topics: Psychological Development in Infancy and Childhood 2nd partKnowledge and Skills: (Learning Objectives)1. Understand the role of crying, smiling and laughing for infants, and their role in emotional expression. a. How does the OLCGM understand these behaviors? 2. Describe the concept of emotion and investigate the development of temperament and attachment. 3. Discuss self-concept and self-esteem and empowerment. 4. Examine the concepts of intelligence and intelligence testing, emphasizing the potential cultural and other biases involved. 5. Explore intellectual disabilities (mental retardation), learning disabilities, and attention deficit hyperactivity disorder, their effects on children, and current macro-system response. 6. Be able to apply conceptual material to the situation of person with cognitive disabilities. Activities:1. Students present their answers to the discussion questions. 2. Discuss diversity in examining psychological theories. 3. Discuss the concepts of emotion, temperament and attachment a. Focus on attachment; stages, qualities of, patterns of, and long term effects of in terms of “OLCGM theory.” 4. Discuss cross cultural differences in attachment. 5. Discuss the sociocultural learning of interdependence versus independence. 6. Discuss the cross-cultural diversity in expectations and temperament. 7. Discuss self-concept and self-esteem and cross-cultural perspective 8. Discuss the concepts of intelligence, intelligence testing, examining cultural and other bias. 9. Discuss psychological development from the perspective of children with cognitive disabilities. 22 Homework for week 8: 1) Zastrow & Kirst-Ashman, (2007). Read 1st part of Chapter 4 “Social Development in Infancy and Childhood” up to “A Specific Treatment Situation: Time-out from Reinforcement” Pages 165-198 2) Outline of the 1st part of Chapter 4 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1…Explain the process of socialization, and why it is so important. (Everyone) EPAS: 2.1.7, 2.1.7a, 2.1.7b2. How has the family environment changed over the last several decades? Cite the various configurations of the family structure. EPAS: 2.1.7, 2.1.7a, 2.1.7b3. What is your plan to provide adequate day care? Explain how you would accomplish this feat, including how you would pay for it. EPAS: 2.1.2, 2.1.5, 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a4. List the six stages of what previously was considered the traditional family life cycle.5. Describe the cultural dilemmas and difficulties that young African American and other adolescents face in the United States as they enter adolescence and young adulthood. EPAS: 2.1.4a, 2.1.4c, 2.1.5a, 2.1.7, 2.1.7a, 2.1.7b6. Describe the perception and treatment of death by: (a) Lebanese families; (b) Hindus; and (c) Jewish families. EPAS: 2.1.4a, 2.1.4c, 2.1.5a, 2.1.7, 2.1.7a, 2.1.7b7. Identify the major concepts involved in systems theory and discuss how each of these concepts might be applied to the dynamics of family systems. EPAS: 2.1.7, 2.1.7a, 2.1.7b8. List an example of how negative feedback can be valuable in families. EPAS: 2.1.7, 2.1.7a, 2.1.7b9. Rick, age 10, likes to annoy his brother Kevin, age 6. Rick does this by shooting an air gun at Kevin. Even though the air gun just shoots air, it makes a loud noise, and sometimes Rick aims it right into Kevin’s ear. Their parents want this to stop so they ignore the behavior, hoping that it will go away. Discuss this situation using learning theory terms. What are the potential problems in the parents’ approach? What alternative behavior management techniques do you think might be more effective? EPAS: 2.1.3a, 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j10. How would you measure improvement of a specific behavior? 23 24EPAS: 2.1.2, 2.1.3a, 2.1.3c, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10m11. Define the ABCs of behavior. EPAS: 2.1.7, 2.1.7a, 2.1.7b12. Define and compare the learning theory concepts of positive reinforcement, negative reinforcement, and punishment. Describe how each can be used to change human behavior and give an example for each. Evaluate the advantages and disadvantages of each concept within the context of changing human behavior. EPAS: 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j13. Explain the learning theory concepts of extinction and extinction burst. Provide an example of these concepts. EPAS: 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j14. Provide examples of primary and secondary reinforcers. EPAS: 2.1.7, 2.1.7a, 2.1.7b15. What is meant by accidental training? EPAS: 2.1.7, 2.1.7a, 2.1.7bWeek 8 Topics: Social Development in Infancy and Childhood 1st partKnowledge and Skills: (Learning Objectives)1. Explain the concept of socialization and why it is so important. 2. Explore the family environment, variations in family structures, the effect of macro systems on families, and diverse perspectives on the family life cycle. 3. How has the family environment changed over the last several decades? Cite the various configurations of the family structure. 4. List the six stages of what previously was considered the traditional family life cycle. 5. Apply systems theory principles to families. 6. Describe the basic concepts of learning theory and how such principles as positive reinforcement, punishment, and time-out from reinforcement can be applied to effective parenting, and it’s place within the OLCGM. 7. Understand the difference between Native and non-Native socialization.Activities:1. Students present their answers to the discussion questions 2. Discuss what socialization is and how it operates in Native and non-Native societies. 3. Discuss Highlight 4.1 for concepts you find relevant to practice. 4. Discuss the nature of the family life cycle a. How is this knowledge helpful to your work with families?24 5. How are Russian children socialized regarding gender roles? What is expected of Russian women and also Russian men? 6. Discuss “what is learning theory” with particular attention to positive reinforcement and punishment in parenting. a. Relate to six-step process b. Be prepared to give concrete examples from your own experience demonstrating you understand the mechanisms above. c. Discuss the role of punishment and positive reinforcement – where in the OLCGM do they fit? 7. Discuss how social learning theory fits into the OLCGM.Homework for Week 9:1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 4 “Theoretical Perspectives on Human Behavioral and the Social Environment” Pages 199-236 2) Outline of the 2st part of Chapter 4 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 4) Study for Mid-termAssigned Essay Questions:1. What are your thoughts about using time-outs in child management? To what extent, if any, do you think they work? (Everyone) EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b2. Explain The three basic styles of parenting and the impact of each.3. Describe three themes that characterize many Native American groups. EPAS: 2.1.1e, 2.1.4c, 2.1.4d, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10e4. Discuss the effects of birth order, family size and family spacing.5. Name and describe the six levels of social play according to Parten. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a6. Explain what a sociogram is and what it is used for.7. Describe “bulling” and the impact it has on the victims.8. Discuss how television influences children. Should children’s viewing of television be limited? Explain. EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a9. List four reasons for the discrepancies in educational attainment between whites, African Americans, and Hispanics. EPAS: 2.1.4a, 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b 25 2610. What do you consider appropriate parental discipline? Do you feel parents have the right to spank their children? (Everyone) EPAS: 2.1.1e, 2.1.2, 2.1.4c, 2.1.4d, 2.1.7, 2.1.7a, 2.1.7b11. Describe the characteristics of the victims and perpetrators of child abuse. EPAS: 2.1.7, 2.1.7a, 2.1.7b12. Define child neglect and discuss the characteristics of neglected children. EPAS: 2.1.7, 2.1.7a, 2.1.7b13. Define child psychological maltreatment and discuss the characteristics of psychologically maltreated children. 14. Discuss the dynamics involved in child sexual abuse. Describe and assess the long- and short- term effects on the victims. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a15. List the five goals of treatment of sexual abuse. EPAS: 2.1.1c, 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.10i, 2.1.10j16. At the macro-system level, what would you do about sexual abuse prevention? EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.10iWeek 9 Mid Term ExamTopics: “Social Development in Infancy and Childhood” 2nd partKnowledge and Skills: (Learning Objectives)1. Understand the difference between Native and non-Native socialization. 2. Examine some common life events that affect children, including member in sibling subsystems, gender-role socialization, ethnic and cultural differences in families, play with peers, bulling, the effect of television and other media, and the school environment 3. Explore the dynamics and effects on children of physical abuse, neglect, psychological maltreatment, and sexual abuse. 4. Understand the role of time-out from reinforcement. 5. Develop increasing clarity about the strengths perspective and how to apply it diverse situations. 6. Be able to define child maltreatment and child neglect. 7. Understand a Native American perspective on child development 8. Be able to place this week’s content within the OLCGM.Activities:1. Midterm exam – multiple choice, true/false, and up to 10 short answer questions. a. Exam covers the first four chapters.26 2. Students present their answers to discussion questions 3. Discuss Time-out from reinforcement 4. Discuss the two spotlights on diversity, 4.2 & 4.3 – pages 202-203 5. Discuss the different contexts that have impact on children, e.g., siblings, gender roles, birth order. 6. Discuss the cultural context and parenting style 7. What are some of the ethnic and cultural differences in families? 8. Discuss the social environment and its impact on children. 9. Discuss the definition of child maltreatment; physical, psychological, emotional 10. Discuss the definition of neglect. 11. Discuss some responses to child neglect and maltreatment. 12. Discuss how the OLCGM understands child neglect and maltreatment.Homework for week 10:1) Zastrow & Kirst-Ashman, (2007). Read Chapter 5 “Ethnocentrism and Racism” 2) Outline of Chapter 5 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1… Compare the terms discrimination and prejudice. In what situations can one be prejudiced and not discriminate? (Everyone) EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e2. Discuss how Christianity and Islam faiths are similar. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e3. List eight examples of white privilege. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e4. What is meant by the term institutional racism? Give examples. What are your suggestions for reducing or eliminating institutional racism? EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e5. If you were in charge of deciding the new immigration law in the United States, what would you propose? Explain your reasoning and how you would enforce this new law. (Everyone) EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e6. Explain the concepts of projection and frustration-aggression as sources of prejudice and discrimination. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e27 287. If a social worker believes his or her religion is the one true religion, can that social worker fully accept clients who are members of some other religious faith? Explain your reasons. EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e8. Describe the assertion that racist thinking is criminal thinking. Do you agree or disagree? EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e9. Explain how the history of oppression of African Americans has produced a victim system. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e10. Cite an example of how presenting descriptive information about groups might lead to stereotypes and prejudices against these groups. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e11. Explain the intersectionality theory. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e12. Define the Jim Crow laws. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e13. Summarize the five strengths identified by the National Urban League that allow African American families to function effectively in a racist society. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e14. Describe the Afrocentric Perspective and Worldview. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e15. What is Kwanzaa, what does it mean, when is it, and why is it important for African Americans. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e16. Summarize the strategies that are currently used in this country to promote social and economic justice for oppressed racial and ethnic groups. Describe the merits and shortcoming of each of these strategies . EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e17. What are your suggestions for the best ways to achieve social and economic justice for the racial and ethnic groups in our society that are currently being oppressed? EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e18. Summarize the arguments for and against continuing affirmative action programs. EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e19. Compare and contrast the concepts of human rights and social justice. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e20. Explain the two systems involved in the dual perspective. EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e21. Summarize the National Association of Social Workers’ Standards for Cultural Competence in Social Work Practice. 28 EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e 22. Define familism. What are the positive and negative aspects? EPAS: 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e23. Describe how you would conduct an initial meeting with an adult client of a diverse racial or ethnic group. Include your verbal and nonverbal communication. EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e24. Define Anglo-conformity. EPAS: 2.1.2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10e25. Define the melting pot, and whether or not you believe this is an accurate concept regarding inter- group relations in the United States. EPAS: 2.1.2, 2.1.2a, 2.1.4a, 2.1.4b, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7a, 2.1.10eWeek 10 Topics: “Ethnocentrism and Racism” Knowledge and Skills: (Learning Objectives)Forecast the pattern of race and ethnic relations in the United States in the future. 1. Define and describe ethnic groups, ethnocentrism, racial groups, racism, prejudice, discrimination, oppression, and institutional discrimination. 2. Outline the sources of prejudice and discrimination. 3. Summarize the effects and costs of discrimination and oppression and describe effects of discrimination on human growth and development. 4. Suggest strategies to promote social and economic justice. 5. Outline some guidelines for social work practice with racial and ethnic groups. 6. 7. Be able to understand the origins of prejudice and discrimination. a. According to the text. b. According to the OLCGM. 8. Understand the effects and costs of discrimination and oppression and be able to describe the effects of discrimination on human growth and development. 9. Forecast the pattern of race and ethnic relations in the United States in the future.Activities:1. Students present their answers to the discussion questions 2. Discuss the concepts of race and racism – define them. 3. Be able to discuss discrimination in organizations and other macro systems. 4. Discuss the discrimination against Arab Americans and American Muslims. 5. Be able to articulate “economic and social forces” and how they promote well-being or oppression. 6. Discuss thinking errors and racism.29 307. Discuss sources of prejudice and discrimination. 8. Describe the Afrocentric Perspective and worldview. 9. What is Kwanzaa, what does it mean, when is it, and why is it important for African Americans. 10. Discuss strategies to promote economic and social justice. a. According to the text. b. According to the OLCGM. 11. Discuss the strengths and empowerment perspectives and relate to the OLCGM.Homework for week 111) Zastrow & Kirst-Ashman, (2007). Read Chapter 6 ““Biological Development in Adolescence” pages 277-311 2) Outline of the 2st part of Chapter 1 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 4) Pre-Literature Review Final Paper due.Assigned Essay Questions:1.. Define adolescence and puberty. Include how they are different concepts. EPAS: 2.1.7, 2.1.7a, 2.1.7b2. When does the growth spurt occur? How does it affect boys and girls differently? EPAS: 2.1.7, 2.1.7a, 2.1.7b3. Explain the secular trend. EPAS: 2.1.7, 2.1.7a, 2.1.7b4. Compare and contrast primary and secondary sex characteristics. EPAS: 2.1.7, 2.1.7a, 2.1.7b5. Discuss and compare typical psychological reactions of boys and girls to the physical changes of puberty. EPAS: 2.1.7, 2.1.7a, 2.1.7b6. What are the positive and negative effects of early- and late-maturing boys? EPAS: 2.1.1e, 2.1.3a, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a7. What are the positive and negative effects of early- and late-maturing girls? EPAS: 2.1.1e, 2.1.3a, 2.1.7, 2.1.7a, 2.1.7b,2.1.9a8. One of the categories of variables putting adolescents at risk for alcohol and other substance abuse include environmental factors. List and explain the other three categories cited in the text. EPAS: 2.1.7, 2.1.7a, 2.1.7b9. Explain the differences in adolescent sexual activity between various racial groups. 30 EPAS: 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b10. Describe the rate of sexual activity occurring during adolescence. Discuss and compare the long- term effects for both males and females who become teen parents. EPAS: 2.1.7, 2.1.7a, 2.1.7b11. A teenage client comes to you and tells you that his mother told him that if he didn’t quit masturbating his hands would shrivel up and drop off. What do you tell this youngster? EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b12. At what age do people have the right to have sexual intercourse? What are the reasons for your answer? EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b13. What are the negative effects of teen pregnancy for mother and child? EPAS: 2.1.7, 2.1.7a, 2.1.7b14. List four of the reasons cited in the text why teens don’t use birth control. EPAS: 2.1.7, 2.1.7a, 2.1.7b15. Discuss the pros and cons of providing sex education in the public schools. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.10h,2.1.10k16. Formulate your own proposal for a sex education program in your local school. Prepare your responses for potential negativity. EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.10h, 2.1.10k17. Identify five of the most common sexually transmitted infections, relate their symptoms, describe their treatment, and formulate means of prevention. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a18. Describe four major means of contraception available today. Compare and contrast these means in terms of effectiveness, advantages, and disadvantages. EPAS: 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g,2.1.10i19. To what extent should contraceptives be made readily available to anyone who wants it? EPAS: 2.1.2, 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10i20. Cite and describe four contraceptive methods listed in this chapter that are being investigated for future use. EPAS: 2.1.6b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a,2.1.10g, 2.1.10iWeek 11 Final Pre-Literature Review Paper DueTopics: Biological Development in Adolescence pages 277-311Knowledge and Skills: (Learning Objectives)31 321. Explore some of the major physical changes that occur during adolescence and puberty. 2. Be able to name major physical changes during adolescence. 3. Know the difference between primary and secondary sex characteristics. 4. Appraise how physical changes cause psychological reactions in adolescence. 5. Know major points in early and late maturation in boys and girls. 6. Know what constitutes substance abuse. 7. Discuss sexual activity during adolescence and its potential consequences 8. Understand major issues in teenage pregnancy. 9. Explore the issues of sex education, sexually transmitted infections, and contraception. Added Activities:1. Students present their answers to the discussion questions 2. Discuss some of the major physical changes that occur during adolescence and puberty 3. Discuss the adolescent growth spurt, the secular trend, and both primary and secondary sex characteristics. 4. Discuss some of the psychological reactions related to physical changes. 5. What are some of the differences in the use of alcohol, substances and tobacco use in adolescents around the world? 6. Discuss teen pregnancy, sex education & STDs in adolescence. a. Sex education and Native Americans – page 275. 7. Discuss methods of contraception. 8. Discuss some of the contributions of the physical development, health status, and other factors to health during young adulthood. 9. Discuss the six ethical questions laid out in the chapterHomework for week 12:1) Zastrow & Kirst-Ashman, (2007). 1st part of Chapter 7 “Psychology Development in Adolescence” pages 313-332 up to “Significant Issues and Life Events: Assertiveness and Suicide” 2) Outline of the 1st part of Chapter 7 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1.. What are Erikson’s eight stages of psychosocial development? Identify and explain the crises characteristic of each stage. EPAS: 2.1.7, 2.1.7a, 2.1.7b2. List and explain Marcia’s four categories of Identity. EPAS: 2.1.7, 2.1.7a, 2.1.7b32 3. What are the four questions to keep in mind when evaluating theory and determining how well the theory applies to practice situations? EPAS: 2.1.2b, 2.1.3b, 2.1.7, 2.1.7a, 2.1.7b4. Phinney suggested a parallel development for children from diverse ethnic groups that coincides with Marcia’s four coping strategies for identity development. List and explain Phinney’s four identity stages. EPAS: 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b5. What are the five stages of the Racial/Cultural Identity Development Model? EPAS: 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b6. Explain the New Bridge program. How does it strengthen and enhance racial and cultural identity development for adolescents? EPAS: 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.10e7. Cite why lesbian and gay adolescents in this culture suffer even more extreme obstacles to identity development than do their heterosexual peers. EPAS: 2.1.1b, 2.1.2a, 2.1.3a, 2.1.4, 2.1.4a, 2.1.4c, 2.1.4d, 2.1.5a, 2.1.5b, 2.1.5c, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a, 2.1.10a, 2.1.10b, 2.1.10g, 2.1.10j, 2.1.10k8. Describe Kohlberg’s theory of moral development. What types of morality or moral perspectives characterize each stage? Discuss how the perspectives characterizing each stage might affect a person’s ideas and behavior. EPAS: 2.1.3, 2.1.3a, 2.1.3b, 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b9. Explain Gilligan’s approach to moral development and women, including the levels and transitions. EPAS: 2.1.3, 2.1.3a, 2.1.3b, 2.1.4c, 2.1.7, 2.1.7a, 2.1.7b10. Describe the seven stages of Fowler’s Theory of Faith, including the criticisms. EPAS: 2.1.3, 2.1.4, 2.1.5a, 2.1.7, 2.1.7a, 2.1.7b, 2.1.9a11. Define spirituality and explain its importance to social workers. (Everyone) EPAS: 2.1.4b, 2.1.6a, 2.1.6b, 2.1.7, 2.1.7a,2.1.7b, 2.1.10eWeek 12 Topics: Psychological Development in Adolescence part 1Knowledge and Skills: (Learning Objectives)1. Be able to articulate Erikson’s eight stages of human development. 2. Explore identity formation in adolescence by examining Erik Erikson’s eight stages of psychosocial development and Marcia’s categories of identity. 3. Explain and evaluate Kohlberg’s theory of moral development, present Gilligan’s alternative model for women, discuss a social learning perspective on moral development, and describe Fowler’s seven-stage model concerning spirituality and the development of faith.33 344. Be able to discuss the racial/cultural identity development model. 5. Understand current concepts of moral development. 6. Understand how all five theories fit into the OLCGM.Activities:1. Students present their answers to the discussion questions 2. Discuss Erik Erikson’s eight stages of human development. 3. Discuss Marcia’s categories of identity. 4. Discuss the racial/cultural identity development model. a. How do these three theories fit into the OLCGM? 5. Discuss identity development for gay and lesbian youth. 6. Discuss Kohlberg’s and Gilligan’s theory of moral development. 7. Discuss Fowler’s theory of faith development. a. How do these three theories fit into the OLCGM? Homework for week 13:1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 7 “Psychological Development in Adolescence” pages 332-352 2) Outline of the 2st part of Chapter 7 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1.. Define assertiveness. Select and describe a situation in which you would become annoyed. Formulate possible assertive, nonassertive, and aggressive reactions you might have. EPAS: 2.1.1b, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j, 2.1.10k2. Discuss your assertive rights. EPAS: 2.1.5, 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j3. Formulate a scenario and cite a nonassertive response, an aggressive response, and then an assertive response. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10g, 2.1.10j4. What are three areas in which adolescents who threaten or try to commit suicide have experienced problems? EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10d, 2.1.10e, 2.1.10g, 2.1.10j5. List the major symptoms that identify a potentially suicidal person. Explain the relationships between the symptoms and suicide. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10a, 2.1.10d, 2.1.10e, 2.1.10g, 2.1.10j6. List eight specific suggestions for how to treat a potentially suicidal person. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10b, 2.1.10e, 2.1.10g, 2.1.10i, 2.1.10j34 7. List the five steps that Jobes and his associates suggest for social workers or counselors to consider when working with, and establishing a plan of action with, suicidal clients. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.10b, 2.1.10e, 2.1.10g, 2.1.10i, 2.1.10j8. Identify four possible community responses to suicide prevention and explain why each could be useful. EPAS: 2.1.7, 2.1.7a, 2.1.7b, 2.1.8a, 2.1.8b, 2.1.10i, 2.1.10k9. Does a person have the right to take his or her own life? What if the person is terminally ill or in chronic, severe pain? (Everyone) EPAS: 2.1.2, 2.1.7, 2.1.7a, 2.1.7bWeek 13 Topics: “Psychological Development in Adolescence” 2nd partKnowledge and Skills: (Learning Objectives)1. Examine some critical issues and life events, including suicide and assertiveness, that have special impacts on adolescents and young adults. 2. Understand the principles and application of assertiveness. 3. Understand the current state of adolescent suicide. 4. Be able to lay out causes of suicide. 5. Be able to lay out how to use the SAD PERSONS scale. 6. Know the various ways to intervene and prevent suicide among adolescents. 7. Understand adolescent suicide in terms of the OLCGM.Activities:1. Students present their answers to the discussion questions 2. Discuss empowerment through assertiveness and assertiveness training a. Assertiveness rights – come to class with at least two examples 3. Discuss adolescent suicide. Be sure to bring to class examples of the points the text makes about the causes of adolescent suicide among Native Americans – “why are Native American adolescents the most likely of any ethnic group to commit suicide/” 4. Research suicide in other parts of the world. 5. Discuss the symptoms and risk factors that research says lead to suicide among adolescents 6. Discuss SAD PERSONS scale. 7. Discuss ways to intervene and prevent suicide among adolescents. 8. Discuss how suicide fits into the OLCGM.Homework for week 14:35 361) Zastrow & Kirst-Ashman, (2007). Read 1st part of Chapter 8 “Social Development in Adolescence” pages 353-376 2) Outline of the 1st part of Chapter 8 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. Assigned Essay Questions:1. Define social independence and why it is important in adolescence. EPAS: 2.1.7a, 2.1.17b2. Describe emotional independence and why it is important in adolescence. EPAS: 2.1.7a, 2.1.17b 3. Why is the peer group so important in adolescence? What would you do if your child became involved in a peer group that you feel is detrimental to your child? (Everyone) EPAS: 2.1.2, 2.1.7a, 2.1.17b4. Your 16-year-old son states, “I hate school, they are all dweebs.” Using active listening, write a response. EPAS: 2.1.7a, 2.1.17b5. Your son, Sloop, comes downstairs dressed for school in the same clothes he has worn all weekend. You are late for work, the toast is burning, and the cat just puked up a huge hairball on the living room carpet. You scream at him, “You are such a slob—you are just like your worthless father!” How would you rewind this scenario and use I-messages? EPAS: 2.1.7a, 2.1.17b6. What are the six steps in the no-lose method described in the text? EPAS: 2.1.7a, 2.1.17b7. List three common collisions of values between parents and their children, then identify three constructive ways in which they can resolve these conflicts. EPAS: 2.1.7a, 2.1.17b8. Four stages were cited in the text to help homeless youth become more empowered. The first stage involves understanding powerlessness; list the other three. EPAS: 2.1.7a, 2.1.17b9. Describe anorexia nervosa, bulimia nervosa, and compulsive overeating. What are the medical risks and symptoms of these disorders? EPAS: 2.1.7a, 2.1.17b 10. Explain the medical model and how it began. EPAS: 2.1.7a, 2.1.17b11. Describe the interactional model; list the three types of emotional disorders, and what is included in each.36 EPAS: 2.1.7a, 2.1.17b12. How does the Diagnostic and Statistical Manual of Mental Disorders define the following behaviors (a) paranoid, (b) antisocial, and (c) borderline? EPAS: 2.1.7a, 2.1.17b13. How does the Diagnostic and Statistical Manual of Mental Disorders define the following behaviors (a) narcissistic, (b) avoidant, and (c) schizotypal? EPAS: 2.1.7a, 2.1.17b14. Outline the merits and shortcomings of labeling someone with an emotional or behavioral problem as mentally ill. Do you believe mental illness exists? Give the rationale for your belief. EPAS: 2.1.2, 2.1.7a, 2.1.17b15. Morales classifies youth gangs in the following four types: criminal, conflict, retreatist, and cult/occult. Briefly describe each of these types. EPAS: 2.1.7a, 2.1.17b 16. . Outline the causes of anorexia nervosa, bulimia nervosa, and compulsive overeating. EPAS: 2.1.7a, 2.1.17b17.. Summarize the treatment programs that have been developed to treat anorexia nervosa, bulimia nervosa, and compulsive overeating. EPAS: 2.1.7a, 2.1.17b, 2.1.10g, 2.1.10j18. Rational therapy asserts that unwanted emotions are primarily caused by negative and irrational self-talk. Describe this approach, and summarize the ways to change unwanted emotions. What do you see as the merits and shortcomings of this approach? EPAS: 2.1.2, 2.1.7a, 2.1.17b, 2.1.10g, 2.1.10j19. Diagram the format for rational self-analysis. EPAS: 2.1.2, 2.1.7a, 2.1.17b, 2.1.10g, 2.1.10j20. Rational therapy asserts that assessing human behavior is largely a process of identifying the cognitions that underlie unwanted emotions or dysfunctional behavior. Describe what is meant by this assertion. How can a professional identify cognitions that underlie unwanted emotions or dysfunctional behaviors of a client? EPAS: 2.1.2, 2.1.7a, 2.1.17b, 2.1.10g, 2.1.10jWeek 14 Readings: Zastrow & Kirst-Ashman, (2007). 1st part of Chapter 8, Social Development in Adolescence” 327–350 up to “Macro System Problems: Crime and Delinquency”Knowledge and Skills: (Learning Objectives)1. Understand local context and developmental movement to independence. 2. Describe the social development changes that adolescents undergo.37 383. Understand the importance of the peer group for adolescents compared to children. 4. Understand emotional and behavioral issues that arise for adolescents’ 5. Describe some major problems encountered by this age group: eating disorders, emotional and behavior problems, criminal and delinquency, and delinquent gangs 6. Present theoretical material o the causes and treatments of these problems. 7. Understand the rudiments of rational therapy and whether it applies to working with Lakota people 8. Be able to contrast traditional understandings of adolescence to Western understanding.Activities: 1. Students present their answers to the discussion questions 2. Discuss the movement from dependence to independence – what are some factors on the reservation? 3. Discuss the role of the peer group for adolescents. 4. Discuss Highlight 8.1 on communication between parents and adolescents. 5. Discuss how to empower homeless youth. 6. Discuss the social problems encountered by adolescents. a. Anorexia, bulimia nervosa, compulsive overeating – and their relationships. b. Research adolescents in other countries concerning the social problems US adolescents face. 7. Discuss emotional and behavioral problems encountered by adolescents. 8. Discuss the difference between the medical and empowerment models. 9. Discuss Highlight 8.2 – major mental disorders in adolescence. 10. Discuss rational (emotive) therapy Homework for week 15:1) Zastrow & Kirst-Ashman, (2007). Read 2nd part of Chapter 8 “Social Development in Adolescence” Pages 376-396 2) Outline of the 2st part of Chapter 8 3) Answer Assigned Questions: (Questions are to be written in complete sentences APA format and Students are to answer the questions in their own words (do not copy word for word from the book) citing in answers when quoting text. Your answers are to be turned in at the beginning of class. 4) Study for Final ExamAssigned Essay Questions:1. Rational therapy asserts that assessing human behavior is largely a process of identifying the cognitions that underlie unwanted emotions or dysfunctional behavior. Describe what is meant by this assertion. How can a professional identify cognitions that underlie unwanted emotions or dysfunctional behaviors of a client? EPAS: 2.1.2, 2.1.7a, 2.1.17b, 2.1.10g, 2.1.10j2. Explain the theory of differential association and how it applies to criminal behavior. EPAS: 2.1.7a, 2.1.17b38 3. Apply anomie theory to delinquency and crime. EPAS: 2.1.7a, 2.1.17b4. How does deviant subcultures theory explain delinquent gang behavior? EPAS: 2.1.7a, 2.1.17b5. Identify the three factors control theorists believe prevent people from committing crimes. EPAS: 2.1.7a, 2.1.17b6. Describe the primary objective of each of the following groups: recreation, recreation-skill, and educational. EPAS: 2.1.7a, 2.1.17b7. Describe the primary objective of each of the following groups: task, problem solving and decision making, focus, self-help, and socialization. EPAS: 2.1.7a, 2.1.17b8. List the five classifications of self-help groups that were cited in the text. EPAS: 2.1.7a, 2.1.17b9. Describe the RAP Framework for leading multiracial groups. EPAS: 2.1.7a, 2.1.17b10. Describe the primary objective of the following groups: therapy and encounter. EPAS: 2.1.7a, 2.1.17b11. Explain the Garland, Jones, and Kolodny model of group development. EPAS: 2.1.7a, 2.1.17b12. Describe the five stages in the Tuckman model of group development. EPAS: 2.1.7a, 2.1.17b13. Define the five stages of the Schiller model of group development. EPAS: 2.1.7a, 2.1.17b14. Explain how the Bales model of group development differs from both the Garland, Jones, Kolodny model and the Tuckman model. EPAS: 2.1.7a, 2.1.17b15. Summarize the following four approaches to leadership theory: trait, position, style, and distributed functions. Which approach do you believe is the most useful? Explain why. 16. Compare and contrast the following three leadership styles: democratic, authoritarian, and laissez-faire.Week 15 Topics: “Social Development in Adolescence” 2nd part39 40Knowledge and Skills: (Learning Objectives)1. Understand the causes, problems and solutions to the gang problem on the rez. 2. Be able to articulate the different types of groups social workers use. 3. Understand the different perspectives on leadership 4. Continue to contrast traditional vs. Western understandings of adolescence. 5. Provide material on social work with groups, including theories about group development and theories about group leadership.Activities:1. Students present their answers to the discussion questions 2. Discuss macro system problems concerning adolescent social development. a. Crime, delinquency, gangs 3. Discuss empowerment through group work. a. Types of groups. b. RAP framework 4. Discuss models of group development. 5. Discuss task and maintenance roles of group members. 6. Discuss the different leadership theories 7. Take Final ExamDisclaimer: This syllabus is not a contract with the student and is subject to change if needed by the Instructor.40

SOWK 333 Human Behavior in the Social Environment I

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