Human Behavior in the Social Environment
SWK 125A
Division of Social Work ◘ California State University, Sacramento
Fall, 2008
Dr. Chrys Ramirez Barranti
Office: 4006 Mariposa Hall
Phone: 916 278-4161
Email: cbarranti@csus.edu
Class Time: 12:00-1:15 pm
Class Days: Mondays and Wednesdays
Classroom: 1007 Tahoe Hall
Office Hours: Mondays 1:30 pm – 4:30 pm and
Gladly by appointment
Course Description
Using ecological, systems theory and diverse developmental frameworks, this course
emphasizes the influence that context has in shaping individual and family dynamics across
the life span. This course examines growth and development with special focus on lifespan
from birth through adolescence in the context of family, community, complex
organizations, and society in a world in which technological, economic, political and
ecological systems are rapidly changing, thereby altering the world as an environment for
human life. This course is built upon a foundation of the liberal arts perspective that
students receive in GE courses and extends that perspective by integrating content about
human behavior from such disciplines as human biology, philosophy, history,
communication, ethnic and women's studies, sociology, economics, psychology, the
humanities, and anthropology.
Multi-level systems theory, a central feature of the course's conceptual framework,
examines the networks and social circles of relationships that link the individual with the
context in which he or she functions. Diverse groups including ethnic and racial
"minorities" (specifically, African American, American Indians, Asian Americans,
Chicanos, and Latinos), diverse genders, people with disabilities, gays and lesbians and
people experiencing poverty will be an important focus in this course. The impact of
discrimination, social and political oppression will be explored as they impact human
development. Identification of potential strategies to optimize well-being, to enhance
social justice in the environment and to prevent harm to diverse individuals, families,
groups, or communities will be explored. Empowerment and the strengths perspective will
be emphasized.
This foundation course will provide you with the core theoretical content and knowledge
needed to critically analyze current research on development, dynamics and growth of
individuals and families within their ecological context. The course will expand your
understanding and appreciation of the human condition. You will be expected to think
critically and analyze the research and theoretical perspectives explored in this course.
You will be further encouraged to explore personal values and ethical implications of
environmental conditions and their impact on development. This course is designed to help
you increase their own awareness and to assess the consequences of oppression on
individuals, families, groups and communities to meet the needs that lead to optimal
development. You are expected to increase your self awareness as to whether your own
development is consistent with or at variance with the theoretical models examined in this
course.
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Course Objectives
This course builds upon and extends the Liberal Arts Perspective.
Upon completion of this course, the student will be able to:
EPAS
As Evidenced By…
1. Describe human behavior and functioning from a social systems
theory perspective and describe the usefulness of this approach to social
work practice with individuals, families, groups, organizations and
communities.
4.3


Midterm Exam
Final Exam
2. Describe the following social systems as separate entities and in
dynamic interaction with each other: the individual, family, small
group, community, organization and community.
4.3, 4.4


Midterm exam
Final Exam
3. Identify and describe the major theoretical approaches to human
behavioral in the social environment. Critically analyze these
approaches by listing their strengths and limitations.
4.1, 4.2,
4.3, 4.6

Paper
4. In the life course of birth through adolescence, describe significant
biological, psychological, social and cultural conditions.
4.1, 4.2,
4.3,



Paper
Midterm exam
Final exam


Class responses
Midterm exam
5. Explore and identify one's personal values and ideas about human
functioning and social conditions. Be aware of how one's own
upbringing and experiences filter how one understands the course
material. Become aware of how one's personal development follows or
strays from the theoretical perspectives and concepts taught in the
course.
6. Describe how negative environmental conditions (i.e., poverty,
unsafe neighborhoods, and deteriorated schools) and social attitudes
and behaviors (i.e., racism, sexism, homophobia, social exclusion,
social stigma, and violence/abuse) impair human development.
4.1, 4.2,



Class Responses
Midterm Exam
Final Exam
7. Reframe deficit-based models of assessment with a
strengths/empowerment perspective.
4.0, 4.1,
4.2,



Paper
Midterm exam
Final exam
8. Apply social work values and ethics to human behavior in the social
environment theory and information.
4.0



Class responses
Midterm exam
Final Exam
Course Format
This course is conducted on a lecture - discussion group basis. Both small group discussions and
classroom discussions are regular features of class sessions. Audio-visual materials will supplement
lectures. Lectures will occasionally be given via power point slides and these will be made available that
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day, after class, on the course LOCUS page.
Course Requirements
1. Attendance: Attendance and participation are important! It is not possible to pass this course if
there is only sporadic attendance. It is your responsibility to sign-in on the attendance sheet at
each class session. If you miss 6 or more courses, you will forfeit the option of receiving an A/Agrade for the course. Special consideration will be considered in extreme circumstances.
2. Consistent Lateness (5 minutes after the start time): Be aware that this course is about
professional behavior. Being late should be a rare occurrence. If you are late consistently (i.e., you
have a pattern of being late) you will not receive credit for any class session where you show up 5
minutes after the hour.
3. Cell Phones: TURN-OFF or silence your cell phone during class.
4. Email and all other Internet Activities: TURN-OFF. Please do not conduct email
communications, net surfing or any other internet related activities during class time.
5. Classroom Preparation and Participation: Students need to be prepared to participate in
discussions and in oral and written exercises. The instructor will expect classroom participation and
discussion regarding readings, case material, integration of field experiences, and other activities as
they pertain to classroom feedback and interaction. A student’s participation grade will be decreased
if the student is not participating and/or responding to classroom discussion.
6. Not Showing Up for Exams: Your course grade is partially based on in-class exams. The makeup for missed exam is to write a 5 page paper on the topics that the exam is testing. This paper is due
one week after the exam date. Please contact me prior to the test to notify me that you will not be
taking the exam. If you do not contact me prior to the exam to notify me, you will miss the
opportunity to negotiate for a make-up paper.
7. Your Writing: Serious deficiencies in areas such as spelling, punctuation, sentence structure, and
coherent organization will result in lowered grades. If you are concerned about the quality of your
writing and would like some assistance, please make an appointment with the instructor before an
assignment to discuss how to obtain the help you need.
8. Writing Assistance: The Division offers Writing Tutor services. You can make appointments at
the Social Work Office. The University Writing Center located at Calaveras 128. It also provides one
to one help for students at any stage in your reading and writing processes: coming up with a topic,
developing and organizing a draft, understanding difficult texts, or developing strategies to become a
better editor. To make an appointment or a series of appointments, visit the Writing Center in CLV
128 or call 278-6356. For current Writing Center hours and more information, visit the Web site at
www.csus.edu/writingcenter
9. Plagiarism and Cheating: It is unethical and illegal to plagiarize (i.e., to copy the words and
thoughts of others without citing the author as the source). Similarly, it is unethical to copy someone
else's answers for a test or paper. Please be aware that I will watch for this and will take appropriate
university-sanctioned action if necessary.
10. Ethical Practice: As developing social work professionals, it is expected that students will be
familiar with and adhere to the NASW Code of Ethics. This code for professional behavior should
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guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for
colleagues) may result in failure of this course, particularly if the instructor has previously advised a
student of the violation(s). Classroom dynamics must be safe, appropriate, on the topic, undominated,
and respectful of diversity, opinion and experience.
11. The University’s Policy on Incomplete Grades: A grade of “incomplete” may be assigned only
in cases of illness, accident or other occurrences clearly beyond the student’s control. Incomplete
grades are not automatically given. It is the student’s responsibility to fulfill the university’s and/or
Division’s policies and procedures for obtaining an incomplete. Students who fail to follow
applicable policies will be assigned a grade of “fail” for the course.
12. Students with Special Learning Needs: The Americans with Disabilities Act of 1990 (ADA)
provides protection from discrimination for qualified individuals with disabilities. Students with a
disability, who require assistance, will need to contact the Office of Services to Students with
Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in Lassen
Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD). Please let
me know of any special education needs you may have as early as possible.
13. Open Door Policy: Knowledge of this course material is your lifeline to good, quality social work
and I want it to be as fun, understandable and interesting as possible. If you have a question, concern,
or suggestion, please do not hesitate to come see me or call me. I am here to help you.
14. Grading Range:
94.5-100: A 89.5-94.4: A- 86.5-89.4: B+ 83.5-86.4: B
73.5-76.4: C 69.5-73.4: C- 66.5-69.4: D+ 63.5-66.4: D
79.5-83.4: B- 76.5-79.4: C+
59.5-63.4: D- Below 59.5: F
Required Books
1. Hutchison, E. D., (2008). Dimensions of human behavior: The changing life course (3rd ed.).
Thousand Oaks, CA: Sage.
2. Hutchison, E. D., (2008). Dimensions of human behavior: Person and environment (3rd ed.).
Thousand Oaks, CA: Sage.
3. Perry, B.D. & Szalavitz, M (2006). The boy who was raised as a dog and other stories from a child
psychiatrist's notebook: What traumatized children can teach us about loss, love and healing.
NY: Basic Books
4. Additional Readings available on course LOCUS page.
Course Assignments
Activity
Points
Due Dates
Participation, Knowledge of Reading
& In-Class Writing Assignments 10
Ongoing
Quiz
Mid Term Exam
Preschool Observation Paper
Final Exam
Total Points
5
20
30
35
9/22
10/15
11/24
12/21: 10:15 am
100
PARTICIPATION/ KNOWLEDGE OF READING : I am interested in how you participate in this
course. Participation means that you talk in a relevant fashion (about the lectures, discussions, readings,
etc.) and that you listen and give feedback to your colleagues. It means that you “attend” to the class
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discussions and participate in your small group discussions.
You will be graded for each time you come to class and participate. Being late, leaving early, and snoring
or dazing through class will reduce your daily participation grade!
IN CLASS QUIZ & EXAMS: You will bring a scantron (886-E) to each exam and be prepared to spend
most of the class period on these exams. They will include: multiple choice questions, short answer
questions and essay questions.
The first exam serves as a “warm up” and is less overall points. This exam will give you an idea about
the nature of the remaining exams. The exams cover every part of the course: the readings (textbook,
articles and any reading given in class), the lectures, the guest lectures, the videos, the class exercises and
discussions. The essays will be graded on how well you demonstrate your mastery of the content. I will
ask that you make reference to course concepts, and to the underlying social work values. I am available
to meet with students prior to every exam if further assistance is needed to understand the class material
and the nature of the exam.
PRESCHOOL OBSERVATION AND PAPER: The purpose of this paper is to provide you with an
opportunity to personally observe a young child in a natural environment through the lenses of
theory. You will visit a preschool and make observations about the preschool environment, and about
one child. You will then write a paper wherein you describe your observations and make
recommendations for a preschool program. Go to our course LOCUS page and click on "Preschool
Observation Assignment."
Calendar of Events
Subject to Change at the Instructor’s Discretion or as Academic Requirements Demand.
Bring all Books and Readings To Each Class
Week 1: 9/3
Welcome to this class! Course overview & review of syllabus and assignments. What is HBSE (human
behavior in the social environment)? Why do social workers study human behavior and the social
environment? The Multidimensional Approach: person, environment and time. Social work’s focus on
diversity and the pursuit of social justice. Case study: Sina’s Determination to Survive.
Reading
 Hutchinson, Person and Environment (PAE): Chapter 1, Aspects of Human Behavior (3-36)
Week 2: 9/8 & 9/10
The field of social work uses many different theories (systems, conflict, rational choice, social
constructionist, psychodynamic, developmental, social behavioral and humanistic) within the
Multidimensional Approach. A critical look at theory: when it works and when it doesn’t. Case study:
Intergenerational Stresses in the Clarke Family.
Reading
 Hutchinson, Person and Environment (PAE): Chapter 1, Aspects of Human Behavior (3-36)
continued
 Hutchinson (PAE): Chapter 2, Theoretical Perspectives on Human Behavior (37-60)
 Handout: Social Work Theory Grid (download from LOCUS)
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Week 3: 9/15 & 9/17
Theoretical perspectives continued. Review of the biological person. The six main biological systems:
nervous, endocrine, immune, cardiovascular, musculoskeletal and reproductive).
Case studies: Cheryl’s Brain Injury, A Diabetes Diagnosis for Bess, Melissa’s HIV Diagnosis, Lifestyle
Changes for Thomas, Max’s Postpolio Syndrome and Juan and Belinda’s Reproductive Health.
The quiz will cover the first two weeks of class readings (Hutchinson (PAE): chapters 1 & 2) and
lectures.
Reading
 Hutchinson (PAE): Chapter 2, Theoretical Perspectives on Human Behavior (61-80)
 Hutchinson (PAE): Chapter 3, The Biological Person (79-100).
 Perry, B: Brain Development Key Pints; Brain Organization & Functioning Key Points (on
LOCUS)
 Szpir, M. (2006). New Thinking on Neurodevelopment. Environmental Health Perspectives,
114 (2), A101-A107. (on LOCUS)
Week 4: 9/22 & 9/24
Quiz: Monday, 9/22 (Bring Scantron 886-E)
The biological person continued. Review of the psychological person and theories of cognition and
emotion: cognitive theory, information processing theory, social learning theory, and multiple
intelligence theory.
Case study: Sheila's Difficult Transition to University Life
Reading
 Hutchinson (PAE): Chapter 3, The Biological Person (100-116).
 Hutchinson (PAE): Chapter 4, The Psychological Person (117-131)
Week 5: 9/29 & 10/1
The psychological person continued. Review of the psychosocial person and theories involving
relationships: attachment theory, afrocentric relational theory and social identity theory. The concept of
stress, coping and social support.
Case study: Sheila's Coping Strategies for College
Reading
 Hutchinson (PAE): Chapter 4, The Psychological Person (131-147)
 Hutchinson (PAE): Chapter 5, The Psychosocial Person (149-159)
Week 6: 10/6 & 10/8
The psychosocial person continued. Review of the spiritual person and transpersonal theories; the role of
spirituality in social work; a spiritual assessment.
Case study: Sean's Search for Meaning and Connection
Reading
 Hutchinson (PAE): Chapter 5, The Psychosocial Person (159-181)
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 1 & 2
Reading guide on LOCUS
 Hutchinson (PAE): Chapter 6, The Spiritual Person (183-211)
Week 7: 10/13 & 10/15
Mid-Term Exam: Wednesday, 10/15 (Bring Scantron 886-E)
The spiritual person continued. Review of the multidimensional approach (person, environment and
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time). Review of the all concepts studies so far regarding the biological, psychological, psychosocial
and spiritual person.
The midterm will cover the first six weeks of readings, lecture, film and class discussions.
Reading
 Hutchinson (PAE): Chapter 6, The Spiritual Person (211-224)
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 3 & 4
Reading guide on LOCUS
Week 8: 10/20 & 10/22
The "Life-Course Perspective" and its use in social work. A review of basic life-course concepts:
cohort, life event and turning point. Case studies: David Sanchez's Search for Connections, Mahdi
Mahdi's Shared Journey, & The Suarez Family After September 11, 2001.
Return and review of mid-term.
Reading
 Hutchinson, The Changing Life Course (CLC): Chapter 1, A Life Course Perspective (1-38)
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 5 & 6
Reading guide on LOCUS
Week 9: 10/27 & 10/29
The biopsychosocial issues related to conception, pregnancy and childbirth. Case studies: A change of
Plans for Nicole Evans, The Thompsons' Premature Birth, & The Gerekes' Late-Life Pregnancy
Reading
 Hutchinson (CLC): Chapter 2, Conception, Pregnancy and Childbirth (39-93)
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 7 & 8
Reading guide on LOCUS
Week 10: 11/3 & 11/5
The biopsychosocial issues related to infancy and toddlerhood (0-3). Attachment and bonding concerns
and the newest research on brain development. Case studies: Holly's Early Arrival, Sarah's Teen Dad &
OverProtecting Henry
Reading
 Hutchinson (CLC): Chapter 3, Infancy and Toddlerhood
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 9 & 10
Reading guide on LOCUS
Week 11: 11/10 (Veteran's Day Holiday, No Class) & 11/12
The biopsychosocial issues related to early childhood (3-5). Preschoolers, the importance of play, and
parenting styles. Exposure to poverty and community violence as risk factors to young children.
Case studies: Terri's Terrible Temper, Jack's Name Change & A New Role for Ron and Rosiland's
Grandmother
Reading
 Hutchinson (CLC): Chapter 4, Early Childhood (139-172)
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Week 12: 11/17 & 11/19
Biopsychosocial issues related to middle childhood (6-12). A focus on schooling, friendships and
gender identity. Case studies: Anthony Bryandt's Impending Assessment, Brianna Shaw's New SelfImage & Manuel Vega's Difficult Transition
Reading
 Hutchinson (CLC): Chapter 5, Middle Childhood (177-225)
 Perry, B., & Szalavitz, M. (2006). The Boy Who was Raised as a Dog, Intro, Chapter 11
Reading guide on LOCUS
Week 13: 11/24 & 11/26 DUE: Preschool Observation Paper due on 11/24
The biopsychosocial issues related to adolescents. Issues of identity and diversity. Warning signs of
violence that is directed towards the self (i.e., cutting and suicide) and violence that is directed outward
(gang violence, date violence).
Reading
 Hutchinson (CLC): Chapter 6, Adolescents (227-238)
Week 14: 12/1 & 12/3
Adolescence continued. The biopsychosocial issues related to adolescents. Issues of identity and
diversity. Warning signs of violence that is directed towards the self (i.e., cutting and suicide) and
violence that is directed outward (gang violence, date violence).
Reading
 Hutchinson (CLC): Chapter 6, Adolescents (238-281)
Week 15: 12/8 & 12/10
Completion of life course topics. Review for exam.
Reading
None
FINAL EXAM SCHEDULE
Friday, December 21, 10:15-12:15
Bring Scantron 886-E
Have a Wonderful Holiday Season and Winter Break!
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Division of Social Work
SWRK125A: Human Behavior & the Social Environment
Dr. Chrys Ramirez Barranti
Fall, 2008
I, ________________________________(please print) have thoroughly read through the course syllabus
for SWRK 125A. I understand the requirements for the course as stated in the syllabus. By signing below,
I agree to participation in the course and acknowledge the required assignments, participation expectations,
and attendance requirements for SWRK 125A with Dr. Barranti.
_____________________________________/_________
Student Signature
Date
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