AUBURN UNIVERSITY DEPARTMENT OF SOCIOLOGY, ANTHROPOLOGY AND SOCIAL WORK

Transcription

1 AUBURN UNIVERSITY DEPARTMENT OF SOCIOLOGY, ANTHROPOLOGY AND SOCIAL WORK SOWO: 3800: HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT I Semester: Fall 2011 Instructor: Chris R. Locke, PhD, LISW-S, ACSW Class Room: Lowder 112 Office: 7022 Haley Center Class Time: T/Th 9:30-10:45am Phone: Office Hours: T/Th 12:30 1:30pm crl0014@auburn.edu Or by appointment COURSE DESCRIPTION This is the first of a two-course sequence that examines human growth and development across the life span and provides a multidimensional perspective on social work s person-inenvironment focus. Building on knowledge gained in pre-requisite courses including Introduction to Social Work, Introduction to Psychology and Introduction to Biology this course focuses on the development of the individual from conception through old age, and the impact of biological, cognitive, psychological, economic, social, cultural, and environmental factors on the course of that development. Students will critically examine contemporary theory and research on the biological, psychological, and spiritual dimensions of a person as well dimensions of environment. Particular attention will be paid to the diversity of human experience, and processes and agents of oppression related to gender, social class, race, ethnicity, sexual orientation, and disability. Implications for generalist social work practice are examined. Prerequisites: (For Social Work majors only) Introduction to Psychology; Introduction to Social Work; and Introduction to Biology COURSE OBJECTIVES Upon successful completion of this course, the student will be able to: 1. Demonstrate working knowledge of the major theories of personality and human development; 2. Demonstrate knowledge of the impact of the social environment on individual growth and development from conception through old age. 3. Demonstrate an understanding of how biological, cognitive, psychological, cultural and societal factors influence individual growth and development at each life stage; 4. Demonstrate an understanding of the effects of ethnic group membership, gender, sexual orientation, and oppression on individual growth from conception through old age. 5. Demonstrate an understanding of people as individuals and as members of families, small groups, organizations, and communities. 6. Demonstrate an ability to evaluate, from a social work perspective, the functioning of individuals and the various systems to which they relate. 7. Demonstrate an ability to use research findings to examine variability in human behavior. 8. Demonstrate an appreciation of the uniqueness of each person-in-situation context and the needs of individuals in such context. 9. Demonstrate knowledge of the values and ethics of the social work professions in relationship to the function and impact of individuals, families, and groups, organizations, communities, and institutions on individual development. 10. Demonstrate awareness of the student s own growth, development, and behavior. 1

2 TEACHING AND LEARNING METHODS This course will consist of lectures, discussions, and experiential learning activities. To the extent possible, I would like you to learn through doing. As part of this, I expect you to read the assigned material prior to each class and participate while in class. This will facilitate in-class activities and discussions and create a more rewarding experience. Required: TEXTS Rogers, A.T. (2007). Human behavior in the social environment. (2 nd & Francis. ed.). New York: Taylor Walls, J. (2005). The glass castle: A memoir. New York: Scribner. Selected required and recommended readings will be assigned during the semester. (see Blackboard) METHODS OF EVALUATION Students will demonstrate proficiency of the course material in course assignments. GRADING SCALE A = points D = points B = points F = 179 and below C = points Grades will be based on: Assignments Points Due Date Braveheart Participation & Journal 50 All Semester Homework and In-Class Activities 50 All Semester Participation 30 All Semester Journal Article Report 20 Thursday September 15, 2011 Midterm Exam 60 Thursday September 29, 2011 Aging Interview 30 Tuesday November 29, 2011 Final Exam 60 Wednesday December 7, :00-10:30am Total COURSE REQUIREMENTS Expressions of a Braveheart Community Program (50pts): All Semester Learning Objectives: 1) Demonstrate an understanding of people as individuals and as members of families, small groups, organizations, and communities. 2

3 2) Demonstrate an ability to evaluate, from a social work perspective, the functioning of individuals and the various systems to which they relate. 3) Demonstrate an appreciation of the uniqueness of each person-in-situation context and the needs of individuals in such context. Description: This assignment involves working with youth and young adults with moderate to severe disabilities and their parents to implement a fine arts program, bi-monthly. Students will volunteer for a key or supplemental role to aid in the success of the program. Time: Students are required to contribute hours of service learning to this assignment. The majority of hours must be in direct contact with program participates and their families or in direct preparation for the program. Assessment: 1. Student consistently complied and participated in the program. 2. Students completed all related journal entries and additional assignments as necessary. 3. Student acted ethically and responsibly throughout the entire program. Braveheart Journals (30 points): See course outline for due dates. Students will be required to complete 5 journal entries based on their volunteer work with the Braveheart Program. Each of the 5 journals is worth 6 points (5 x 6 = 30 points). There is a list of 10 possible questions to choose from on Blackboard just pick 5 of them to respond to (one per entry). Journal entries MUST BE TYPED, one-page, double-spaced, Times New Roman font, and include simply your name. Do not write the date, my name, the course name, the university name, etc.this is just a tactic to waste space J Journals are due by the end of class the day they are due. Late journals will not be accepted. Braveheart Participation and Attendance (20 points): All Semester This is based on whether the student completed the hours, acted ethically and responsibly throughout the program, showed up on time, and was consistent about attending. Homework, In-Class Activities, and an Outside-Class Activity (50 pts) Learning Objectives: 1) Students will demonstrate knowledge of the values and ethics of the social work professions in relationship to the function and impact of individuals, families, and groups, organizations, communities, and institutions on individual development. 2) Demonstrate knowledge of the impact of the social environment on individual growth and development from conception through old age. 3) Demonstrate an understanding of how biological, cognitive, psychological, cultural and societal factors influence individual growth and development at each stage in the life cycle from conception through old age; Description: There will be a total of 10 homework assignments and in-class activities administered during the semester. All homework and activities will reflect material covered in class and in the readings. To receive full points, all homework and activities must be completed in full and turned in on time. Each is worth 5 points (10 x 5 points = 50). See Blackboard and course outline for details. Late homework will not be accepted. 3

4 Journal Article Report (20pts) Due Date: Thursday September 15, 2011 Learning Objectives: 1) Students will identify major publications for sources of professional information in the Social Work field and identify the various kinds of articles published in professional journals. 2) Students will read, summarize and critique articles in professional Social Work journals related to course content. Description: The ability to read and understand articles published in professional journals is an important skill for social work students to acquire. It is a necessary prerequisite for examining literature in particular areas both for accurate assessment of clients and providing up to date and well -rounded information to clients. Of course, this skill is also required for the effective writing of reviews of literature required for term papers and for the pursuit of independent research. You are asked to read and report on one journal article. The article may come from any refereed research journal in the areas of Social Work, Psychology, or Counseling. The categories from which you can choose include articles discussing issues around stages of development, i.e., pre-natal, infancy, early childhood, latency age, adolescence, young adulthood, etc., development and race, ethnicity, nationality, and/or culture, development and community/environment, development and gender issues, or development and religion, development and spirituality, and development and sexual orientation. Your article MUST be approved by the instructor prior to turning it in. Students will need to bring a hard copy of the full article to show the instructor or the full article to the instructor. Book reviews, editorials and articles from popular magazines are not acceptable. ** Respond to all the questions below Use the following outline for your article report and number your answers in the paper: 1. Summarize the article in your own words. (Your summary should assist someone with generally understanding the article without reading it.) 2. Identify the a) the problem, b) the purpose of the research, and c) the significance? On what page(s) does this appear? 3. Who are the subjects? What are the demographics, i.e., age, race, socioeconomic strata, etc.? On what page(s) does this appear? 4. Answer the following questions: Are there stated hypotheses? What are they? On what page(s) do these appear? Are the stated hypotheses reasonable? Indicate how they logically follow from or are incongruent with the literature review? 5. Is the literature review thorough, current, and relevant to the study? How is it relevant to the study? What is the earliest and latest reference listed in the bibliography? 6. Is the research design stated? What is it? On what page(s) does this appear? Do the subjects appear to have been selected without overt bias? Is the number of subjects sufficient? 7. Indicate if study was well designed, saying why or why not; Why is or isn t the article an important addition to the body of literature on this topic, etc. (not whether or not you liked the article) 8. Are statistical tests presented? What are they? Are they appropriate and why do you think they are or aren t? On what page(s) does this appear? 9. Are the findings discussed in terms of their practical implications and practical significance? What are the practical implications of this study? What is the practical significance of this study? What are the conclusions? Are the conclusions supported by the data that have been presented? Does the author over generalize? 10. Attach a photocopy of article. 4

5 Assessment: 1) Clarity of writing including spelling, grammar in summary and critique. 2) Adherence to APA style (see Blackboard) 3) Thorough summary of article describing method, subjects, results, conclusions, etc. and response to items # 2-11 in the outline list. 4) Good organization, grammar, sentence structure and professional appearance (Typed & Stapled). 5) Thorough and objective critique of article. 6) Inclusion of copy of article. 7) Timeliness Interview of Person representing Late Adulthood (60+ years): (30pts) Due: Tuesday November 29, 2011 Learning Objectives: 1. Students will be able to describe people as individuals and as members of families, small groups, organizations and communities. 2. Students will be able to understand the life course perspective regarding human development from middle adulthood through old age. 3. Students will be able to describe the effects of group membership, gender, sexual orientation, and oppression on individual growth from middle adulthood through old age. Description: This paper will be 6-8 pages of text. You will interview a person experiencing Late Adulthood. You will need to conduct at least one face-to-face or phone interview with this individual before beginning the paper. Your discussion throughout the paper should be based on your interview/conversation. The purpose of this assignment is for you to demonstrate your knowledge of influences on the life course and aging. You will cover each of the following areas and number your answers in the paper: 1) Select a person (client, relative, friend) age 60 or over. Give a brief description of the individual (demographics including age; current or former occupation; place or residence; place of birth; marital status; # of children, grandchildren, step-children, fictive children; racial/ethnic background; religion; and sexual orientation). 2) Describe the time period the individual grew up in and discuss significant life events and historical forces that helped shape the individual s life course. Explain how issues specific to the time period the individual grew up in shaped this person. Explain the social or economic forces which played a role in shaping this person s life. 3) Explain how the individual currently feels about his or her life. What goals are being pursued? What goals were abandoned? What worries, concerns, or joys does the individual describe? What does the individual view as important in life in general and in his or her life specifically? 4) Explain how the interviewee views the aging process. What do you feel is influencing the individual s view of the aging process? 5) Review the theories presented in class and covered in your text. Select one theory which seems most pertinent to the interviewee s experiences. Summarize the main ideas of the selected theory. Discuss how these ideas are reflected in the interviewee s perspective and situation. You will need to include a reference page that lists where you obtained the theory (this will likely be the textbook but could be another source too). 5

6 6) Consider the similarities and differences between your interviewee s view of his or her life and aging and your views. Explain how they are similar and/or different. Explain what you think explains or contributes to such similarities or differences. 7) Describe what the interview taught you about ageing and late adulthood. Explain how this assignment helped you to understand a) theories of aging and b) theories in general. Assessment Evaluation will be based on: 1. Timely submission of interview/report (-5 points for each day it is late) 2. Thoroughness and presentation (spelling, grammar, neatness and APA compliance) of report 3. Application of Developmental Theories 4. Comprehensive coverage of all 7 areas (make sure you number the 7 areas in your paper) Examinations: There will be two examinations, each worth 60 points. Exams will include multiple-choice and short answers. You will be held responsible for all material covered in the readings, lectures, discussions, and class activities. There will be no make-up examinations unless you have prior permission from the instructor. Midterm 60pts Date: Thursday September 29, 2011 Final 60pts Date: *****Wednesday December 7, 2011 at 8:00-10:30am***** OTHER COURSE POLICIES Attendance Students are expected to attend and fully participate in all class sessions and activities. Attendance will be recorded at the beginning of each class. Chronic tardiness will be counted as an absence. Excused absences include medical illness a medical excuse must be provided; death of a relative funeral program must be provided; or official university absences. Students MUST turn in excuses (or a copy of the excuse) for absences either prior to the absence or immediately upon returning to class. If an excuse, or copy, is not given to the instructor to keep, the absence will be considered unexcused. After the second unexcused absence, students will lose one (1) point per absence from their final grade. Five (5) or more unexcused absences will result in automatic failure the course (grade of FA). See description below: 1 st unexcused absence = no penalty 2 nd unexcused absence = no penalty 3 rd unexcused absence = 1 point deduction from final grade (i.e., 90 becomes an 89) 4 th unexcused absence = 2 point deduction from final grade (i.e., 90 becomes an 88) 5 th unexcused absence = automatic failing grade for the course (FA) The student is fully responsible for the material that was covered in the missed session. 6

7 Participation Students are expected to participate in class discussions, to engage actively in group activities, and to respect their fellow students. No electronic devices communication or otherwise such as laptop computers, texting, headphones, etc. are permitted during class. All such devises must be turned off or not brought to class. Side conversations, sleeping, and other distracting behaviors during class are also not acceptable and will negatively impact a student s participation grade. If a student is caught texting during class, three questions will be added to the next exam (i.e., Midterm or Final) for ALL students in the class. This will be done for each infraction. For example, if three students (or the same student 3 times) is caught texting during class, then 9 more questions will be added to the next exam for ALL students in the class. Students who continue to text during class may be asked to leave class and will be counted absent for that day. Writing and APA Style ALL Written assignments should be typed (12 point font, Times New Roman), double-spaced with one inch margins all around, in the APA style (6th Edition), and should include a title page (with running head) in this format. Papers should also include page numbers, and be stapled together. Papers will not be accepted if they are not stapled. A summary of the APA writing guidelines is available on Blackboard. Points will be deducted if APA guidelines are not followed. Plagiarism Plagiarism is the act of taking another person s writing, conversation, song, or even idea and passing it off as your own. This includes information from web pages, books, songs, television shows, messages, interviews, articles, artworks or any other medium. Whenever you paraphrase, summarize, or take words, phrases, or sentences from another person s work, it is necessary to indicate the source of the information within your paper using an internal citation. It is not enough to just list the source in a bibliography or references page at the end of your paper. Failing to properly quote, cite, or acknowledge someone else s words or ideas with an internal citation is plagiarism (Robert A. Harris s book The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism, Los Angeles, CA: Pyrczak Publishing, 2001). **Plagiarism WILL NOT be tolerated in this classroom. If a student is caught plagiarizing, he or she could be given a failing grade for the paper and/or the course. Students with Disabilities If any member of the class has a disability and needs special accommodations of any nature, please let the instructor know at some point before, during, or immediately after the first scheduled class period. I will work with you and the campus Disability Coordinator to ensure that you have a fair opportunity to perform well in this class. Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Office for Students with Disabilities at or as soon as possible to better ensure that such accommodations are implemented in a timely manner. Only accommodations addressed on the accommodation report by the Office for Students with Disabilities will be provided. 7

8 Communication with the Professor: is the best way to reach me. I typically will respond within 24 hours to a student . If an is asking a question with a lengthy answer, I may suggest we talk briefly before or after class or during office hours to better provide a response. Students may also reach me by phone (334) although I am not in my office every day. Please avoid ing me directly through the Blackboard internal mailing system. It s preferable to use the typical student web access/tigermail method. Policy on Religious/Cultural Holidays: The faculty strives to accommodate student participation in diverse religious and cultural holidays/observances by allowing reasonable adjustments to academic requirements. All students are to exercise sensitivity to religious and cultural observances of persons of diverse backgrounds. When a major religious/cultural holiday or observance conflicts with academic requirements: It is the responsibility of the student to notify faculty within the first two weeks of the semester, the date(s) of a major religious/cultural holiday that conflict(s) with the date of an exam or the due date of a major assignment. It is expected that this policy will be invoked only for events that are of major significance to the student. It is the responsibility of the student and the faculty member to work in good faith to jointly discuss reasonable alternative(s) for completion of the course requirement(s) and to make realistic efforts to avoid negative academic consequences. Illness: If normal class and/or lab activities are disrupted due to a high number of students experiencing illness or an emergency or crisis situation (such as a widespread H1N1 flu outbreak), the syllabus and other course plans and assignments may be modified to allow completion of the course. If this occurs, an addendum to your syllabus and/or course assignments will replace the original materials. In the event normal class is disrupted due to illness of instructor, this instructor will send an to notify students of alternative assignments. Possible alternatives will be outlined and notes posted on Blackboard. If a speaker or video is already scheduled, the syllabus will not change. COURSE OUTLINE Week TOPIC ASSIGNMENT Week 1 Introductions Read the syllabus 8/18/11 Week 2 Key Theoretical Concepts in Human Behavior and the Social Rogers Chapter 1 8/23/11 Environment In-class activity: Ways of knowing 8/25/11 Theory: The Foundation of Social Work Week 3 8/30/11 9/1/11 Pre-pregnancy and Prenatal Issues Rogers Chapter 6 Braveheart Journal #1 Due: 9/1/11 8

9 Week 4 9/6/11 9/8/11 Week 5 9/13/11 9/15/11 Week 6 9/20/11 9/22/11 Week 7 Development in Infancy and Early Childhood Development in Middle Childhood Lenses for Conceptualizing Problems and Interventions: Biopsychosocial Dimensions Rogers Chapter 7 Sparks: Introduction, Patterns of Child Abuse In-class activity Motor and Verbal skills development Rogers Chapter 8 In-class activity Parenting Situations Journal Article Report Due: 9/15/11 Rogers Chapter 3 In-class activity Applying Theory Braveheart Journal #2 Due: 9/22/11 9/27/11 9/29/11 Week 8 MIDTERM REVIEW AND TEST Midterm: Thursday September 29, 2011 Rogers Chapter 9 10/4/11 10/6/11 Week 9 10/11/11 10/13/11 Week 10 10/18/11 10/20/11 Development in Adolescence Continuation of the Development in Adolescence Development in Early Adulthood Marcia Identity Statuses Video: Teen Mom Davis, Saltzburg, & Locke. Supporting the emotional and psychological well being of sexual minority youth: Youth ideas for action. In-class activity: Debate boy with cancer Video: Bullied Rogers Chapter 10 Bonomi, Gangamma, Locke, Katafaisz, & Martin. Meet me at the hill where we used to park : Interpersonal processes associated with victim recantation. Homework Free At Last Braveheart Journal #3 Due: 10/20/11 9

10 Week 11 10/25/11 10/27/11 Week 12 11/1/11 11/3/11 Week 13 11/8/11 11/10/11 Week 14 11/15/11 11/17/11 Week 15 11/22/11 11/24/11 Week 16 11/29/11 12/1/11 Continuation of the Development in Early Adulthood Development in Middle Adulthood Development in Late Adulthood The Glass Castle Hot Topics in Development NO CLASS Review for Final Exam Mental Illness Video: The Legacy of Wyatt: The Transformation of Mental Illness Services In-class activity Mental Health Scenarios Rogers Chapter 11 Braveheart Journal #4 Due: 11/3/11 Rogers -Chapter 12 Calasanti & Slevin: Age Matters: Age As a Basis of Inequality In-class activity Life Expectancy Quiz Braveheart Journal #5 Due: 11/10/11 Homework Book Questions (The glass castle) THANKSGIVING BREAK Aging Interview Due: 11/29/11 Outside class activity Virtual Dementia Tour FINAL EXAM Wednesday December 7, :00-10:30am 10

11 BIBLIOGRAPHY Abramowitz, L. (1993). Prayer as therapy among the frail Jewish elderly. Journal of Gerontological Social Work, 19, Brown, D. R. & Gary, L. E. (1991). Religious socialization and educational attainment among African Americans: an empirical assessment. Journal of Negro Education, 60, Allen-Meares, P ). Adolescent sexuality and premature parenthood: Role of the Black church in prevention. Journal of Social Work and Human Sexuality, 8, Couglin, c. & Vuchinich, S. (1996). Family experience in preadolescence and the development of male delinquency. Journal of Marriage and the Family, 58, Delgado, M. (1996). Religion as a caregiving system for Puerto Rican elders with functional disabilities. Journal of Gerontological Social Work, 26, Delgado, M. & Humm-Delgado, d. (1982). Natural support systems: Source of strength in Hispanic Communities. Social Work, 27, Eamon, M. K. (2001). The effects of poverty on children s socioemotional development: An ecological systems analysis. Social Work, 46, Finerar, s. & Bennett, L. (1998). Teenage peer sexual harassment: Implications for social work practice in education. Social Work, 43, Greer, G. (1992). The change: Women, aging & menopause. N.Y.: Alfred A. Knopf. Gilligan, C. (1982). In a different voice: Psychological theory and women s development. Cambridge, MA: Harvard University Press. Haight, W. (1998). Gathering the spirit at First Baptist Church: Spirituality as a protective factor in the lives of African American children. Social Work, 43, Harper, K. V. (1996). Cross- cultural practice: Social work with diverse populations. Chicago, IL: Lyceum Books, Inc. Hill, S. A. (1999). African American children: Socialization and development in families. Thousand Oaks, CA: Sage. Hull, A. G. (2001). Soul talk: The new spirituality of African American women. (pp ). Rochester, VT: Inner Traditions. Jain, N. (1965). Zakat: A Muslim way of helping the needy. Social Welfare, 12, 4-5. Jones, G. & Kilpatrick, A. (1996). Wellness theory: A discussion and application to clients with disabilities. Families in Society, 77, Kools, S. M. (1997). Adolescent identity development in foster care. Family Relations, 46,

12 Logan, S. L. (1996). The Black family: Strengths, self-help, and positive change. Boulder, CO: Westview. Lyon, G. R. (1996). Learning disabilities. In The future of children: Special education for students with disabilities. (pp.34-56). Los Altos, CA: Center for the Future of Children. Maxson, C., Whitlock, M., & Klein, M. (1998). Vulnerability to street gang membership: Implications for practice. Social Service Review, 72, Merriam, S. B. & Mohamad, M. (2000). How cultural values shape learning in older adulthood: The case of Malaysia. Adult Education Quarterly, 51, Morrow, D. F. (1993). Social work with gay and lesbian adolescents. Social Work, 38, Peek, M. K. (2000). Race aging and care: Can differences in family and household structure account for race variations in informal care? Research on Aging, 22, Poverny, L. M. & Finch, W. A. Jr. (1988). Gay and lesbian domestic partnerships: Expanding definition of family. Social Casework, 69, Rotheram-Borus, M. J., Dopkins, S., Sabate, N., Lightfoot, M. (1996). Personal and ethnic identity, values, and self-esteem among Black and Latino Adolescent girls. In B. J. R. Leadbeater & N. Way (Eds.) Urban girls: Resisting stereotypes, creating identities. NY: New York University Press. Smith, E. J. (1991). Ethnic identity development: toward development of a theory within the context of majority/minority status. Journal of Counseling & Development, 70, West-Stevens, J. (2002). Smart and sassy: The strengths of inner city Black girls. NY: Oxford University Press. 12