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HBSE Module: Lisa de Saxe Zerden
Summer 2013
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
SOWO 715
Course Title:
Integrative Bridge Course: HBSE Module, 2013
Instructor:
Lisa de Saxe Zerden, MSW, PhD
UNC-Chapel Hill School of Social Work
325 Pittsboro Street, CB#3550
Chapel Hill, NC 27599-3550
Office: 425
Phone: 919-962-6430
Email: lzerden@email.unc.edu
Office hours: 12-1pm each afternoon after class, or by appointment
Course Schedule:
June 3—June 13, 2013
Time: 9:00am-11:50am
Room 300
Course Description:
This course provides an overview of human development in an environmental context, surveying major
theoretical frameworks and highlighting the impact of different factors on individual and family
development, functioning, and health. Course frameworks will include definitions, structural
variations, theories, strengths, stressors, and changes that affect functioning needed to carry out
practice with clients.
Module Objectives:
This course has two overarching objectives. Course content is designed to foster students' ability to:
1. Understand families as a primary context for individual growth and change and the environmental
forces that affect life trajectories.
2. Evaluate and discuss the functioning of individuals, families, and groups at an entry level as
indicated by the:
 use of systemic, bio-psycho-social, developmental, and cultural perspectives and selected
theories to understand the behavior of individuals and systems and their interactions;
 ability to describe the impact of issues of diversity including race/ethnicity, gender, age, sexual
orientation, disability, religion and socioeconomic status on individual and familial
developmental processes;
 ability to describe the impact of the social, economic, and political environment on client
systems;
 identification of the strengths and limitations of theoretical frameworks;
 ability to articulate the importance of social and economic justice.
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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Course Evaluation:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass (L), and
Fail (F). For this class, the numerical value of a H ranges from 94 – 100; a P is 80 – 93; an L ranges from
70 – 79. A grade of P is “entirely satisfactory.” On a traditional grading scale, a P would range from Bto A-. The grade of Honors signifies that the work is clearly excellent in all respects. Only a small
percentage of students attain Honors. A student receiving an F or 9 or more Low Passing credits is
ineligible to continue in graduate school.
The Honor Code:
The Student Honor Code is always in effect in this course. The Instrument of Student Judicial
Governance requires that you vouch for your compliance on all your written work. We expect you to
write the following pledge in full on each document. Sign and date your statement.
“I have neither given nor received any unauthorized assistance on this assignment.”
The crucial thing to remember is that you must credit ideas that are not your own, whether or not
those ideas have appeared in print. If you use an example from someone else in an application paper,
then you must cite that person in your references.
Late Papers:
Late papers are strongly discouraged. In case of a dire, life-threatening emergency, a late paper may be
accepted at the discretion of the instructor. To obtain permission to submit a paper after the deadline,
the student must seek approval from the instructor before the beginning of class on the day the
assignment is due. If permission for late submission is not granted before breaking a deadline, the
grade will automatically be reduced 15%, and another 15% reduction will occur each day, including
weekends.
Accommodations for Students with Disabilities
Students with disabilities, which affect their participation in the course, should notify the instructor if
they wish to have special accommodations in instructional format, examination format, etc.,
considered.
Course Assignments:
Assignment Formatting:
The School of Social Work faculty has adopted APA style as the format for papers and publications. The
best reference is the Publication Manual of the American Psychological Association, Sixth Edition
(2010) that is available at most bookstores. The following web sites provide additional information:
http://juno.concordia.ca/help/howto/apa.php and http://www.apastyle.org/apa-style-help.aspx. The
UNC School of Social Work APA Quick Reference Guide
(http://ssw.unc.edu/files/web/pdf/APA_Quick_Reference_Guide.pdf) also contains basic APA
information and a section on how to avoid misuse of the words and ideas of others in your written
work. Students are strongly encouraged to review the section on plagiarism carefully. All instances of
academic dishonesty will result in disciplinary measures pre-established by the School of Social Work
and the University.
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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For each class session, students are expected to:
1. Complete all assigned readings as scheduled
2. Attend class regularly and on time
3. Complete all take-home quizzes and assignments as scheduled
4. Participate in class discussions and presentations
Assigned Readings
Module III will require the following text:
Lukas, S. (1993). Where to start and what to ask. New York, NY: W.W. Norton & Company.
We will use three brief chapters for the HBSE module. The vast majority of the articles will be available
to download on Sakai. If students cannot access them, articles are also available to be downloaded
through the UNC Library’s e-journals collection. Additional reading may be assigned at the discretion of
the instructor.
Take-Home Quizzes
A take-home quiz will be given to you to complete the day before the readings are due. These
questions will help ensure you understand main points and ideas from the assigned readings. There
will be 7 quizzes, the lowest score will be dropped so only 6 count. Quizzes will be worth 5 points each
and will be worth a total of 30% of your overall grade in this module. These quizzes cannot be made up
at a later time and will be due at the start of class only. No late quizzes can be turned in. Please type up
and print your quizzes and have them ready to hand in at the start of class, no exceptions.
Assignment I: Critical Thinking Paper
This assignment requires you to choose a prompt to write about for a critical thinking paper during the
first part of the module. Your paper will be due at the beginning of class on Friday June 7th, 2013. All
prompts will be posted on Sakai for you to choose your topic in advance. This applied paper provides
an opportunity to demonstrate your thinking on a particular topic. Each prompt will offer a set of
specific questions to guide your writing. Papers should explicitly incorporate readings from classes
covered and expand on class topics (do not merely summarize class readings). Please limit each paper
to 3-5 pages (excluding a cover page) using a 12 point font and 1" margins. Anything turned in later
will be deducted for being late, 15% per day. Please double space your paper and include a signed
honor code. APA citation is required (but without a cover page). This paper will be worth 20% of your
overall grade for this module. Additional details and rubrics for the assignment will be available on
Sakai.
Assignment II: Reflection Paper
This assignment will require you to write one 3-5 page reflection/application paper. Your paper will be
due at the beginning of class on Tuesday, June 11, 2013. You are not to simply summarize an article for
your instructor but rather explain what it made you think or consider. Anything turned in later will be
deducted for being late, 15% per day. The reflection paper will be worth 20% of your overall grade for
this module. Please double space your paper and include a signed honor code. APA citation is required
(but without a cover page). Additional details and the grading rubric for this assignment are attached
at the end of this syllabus and a sample will be on Sakai.
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HBSE Module: Lisa de Saxe Zerden
Summer 2013
Assignment III: Group Disparity Presentation & Handout
In a 15 * class presentation, to be completed in groups of 3-4*, students will work on a particular
health or mental health disorder or environmental condition and its differential impact on a specific
subpopulation (e.g., persons of a particular race, ethnicity, gender, age, or sexual orientation). The
group disparity presentation will be worth 25% of your overall grade for this module; the handout is
worth 5%. The instructor will provide a sign-up sheet to facilitate topic selection and group formation.
Students will choose a topic of interest to their professional development. More details and a rubric
are provided (see below) so that you can begin to think about these presentations early on in the
module. **The timing of presentation and size of groups will depend on overall class size.
Overview of Assignments, Points & Due Dates
Quizzes and Participation
30 points
Ongoing
30%
Critical Thinking Paper
20 points
Friday, 6/7/2013
Reflection Paper
20 points
Tuesday, 6/11/2013
Health Disparity Presentation
25 points
Thursday, 6/13/2013
Health Disparity Handout
5 points
Thursday, 6/13/2013
Total
100 points
Friday, 6/14/2013: Respite Day 
Schedule and Course Outline
Session 1: Monday, June 3
 Introductions
 Overview of Module & Syllabus
 Development through the life span: An introduction and overview
 Risk & Resilience
 Infancy & Toddlerhood (Birth – 2 years)
o Typical development
o Atypical development: Low birth weight, FASD, feeding disorders, Down’s syndrome
 Diversity issue: Race/Ethnicity
 Theory: Life-Course Perspective; Bio-Ecological Systems Theory;
Readings:
Garbarino, J., & Abramowitz, R. H. (1992). The ecology of human development. In J. Garbarino (Ed.),
Children and the social environment (pp. 11-33). New York, NY: Aldine de Gruyter.
Lu, M.C., Kotelchuck, M., Hogan, V. Jones, L., Wright, K., & Halfon, N. (2011). Closing the backwhite gap in birth outcomes: A life-course approach. Ethnicity and Disease, 20, 62-76.
Solow, B. (2003). The Mexican paradox. Available at:
http://www.indyweek.com/indyweek/the-mexican-paradox/content?oid=1188488
Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1-18.
Recommended readings and additional resources:
Lu, M.C., & Halfon, N. (2003). Racial and ethnic disparities in birth outcomes: A life-course perspective.
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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Maternal and Child Health Journal, 7 (1), 13-30.
Discovery Health “Ultimate Guide to Pregnancy” - 9 clips of development):
http://health.discovery.com/beyond/?playerId=219475126&categoryId=219535198&lineupId=
769305244
March of Dimes website (excerpts): http://www.marchofdimes.com/
For information about prenatal testing, prenatal genetics, and pregnancy go to the “Pregnancy
and Newborn” section: http://www.marchofdimes.com/pnhec/pnhec.asp
Sokol, R.J., Delaney-Black, V., & Nordstrom, B. (2003). Fetal alcohol spectrum disorder. Journal of the
American Medical Association, 290, 22, 2996-2999.
Session 2: Tuesday, June 4
 Early Childhood (2 – 6 years)
o Family and community context
o Social toxicity, growing up in poverty
o Atypical development: Reactive Attachment Disorder, Autistic Disorders
 Assessment: Intro to DSM & Multiaxial forms
 Diversity issue: Disability and SES
 Theory: Erickson’s Psychosocial Theory; Social Determinants of Health
 Video: When the Bough Breaks: Is Inequality Making us Sick (to be viewed in class)
Readings:
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th
ed.). Washington: author. (pp. 1-10, 27-37). (PDF on Sakai)
Woody, D. J. & Woody, D. (2011). Infancy and toddlerhood. In E. D. Hutchison (Ed.), Dimensions of
human behavior: The changing life course (4th ed., pp. 136-174). Los Angeles, CA: Sage.
McQuaide, S. (1999). A social worker’s use of the diagnostic and statistical manual. Families in
Society, 80(4), 410-416.
Pervasive developmental disorders: http://www.brightfutures.org/mentalhealth/pdf/bridges/pdd.pdf
Rapp, E., (2011). Notes from a dragon mom (op-ed):
http://www.nytimes.com/2011/10/16/opinion/sunday/notes-from-a-dragon-mom.html
Recommended readings and additional resources:
DeMarle, D.J., & Le Roux, P. (2001). The life cycle and disability: Experiences of discontinuity in child
and family development. Journal of Loss and Trauma, 6(1), 29-43.
Maccoby, E.E., & Lewis, C.C. (2003). Less day care or different day care? Child Development 74 (4),
1069-1075.
Social and emotional development in infancy: What to expect and when to seek help:
http://www.brightfutures.org/tools/BFtoolsIN.pdf
Mental health in infancy: http://www.brightfutures.org/mentalhealth/pdf/03BFMHInfancy.pdf
Assignments: Quiz #1 due on readings from sessions #1 & #2
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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Session 3: Wednesday, June 5
 Middle Childhood (6-11 years)
o Physical, cognitive, emotional and social development
o ADHD, Child maltreatment, Obesity
o Adultification
 Diversity issue: SES and gender
 Assessment: Developmental history
 Video: The Medicated Child http://www.pbs.org/wgbh/pages/frontline/medicatedchild/
Readings:
Burton, L. (2007). Childhood adultification in economically disadvantaged families: A conceptual model.
Family Relations, 56, 329-345.
Childhood obesity http://www.brightfutures.org/mentalhealth/pdf/bridges/obesity.pdf
Child Maltreatment http://www.brightfutures.org/mentalhealth/pdf/bridges/maltreatment.pdf
Corcoran, J., & Walsh, J. (2010). Attention-deficit/hyperactivity disorder. Chapter 6 in Clinical
assessment and diagnosis in social work practice (2nd ed., pp. 130-161). New York, NY: Oxford
University Press.
Lukas, S. (1993). How to take a developmental history. Chapter 6 in Where to start and what to ask
(pp.78-86). New York, NY: W.W. Norton & Company
Jones, C. P. (2000). Levels of racism: A theoretic framework and a gardener’s tale. American
Journal of Public Health, 90(8), 1212-1215.
Recommended readings and additional resources:
ADHD http://www.brightfutures.org/mentalhealth/pdf/bridges/adhd.pdf
Charlesworth, L., Wood, J., & Viggiani, P. (2008). Middle childhood. Chapter 5 in E. D. Hutchison (Ed.),
Dimensions of human behavior: The changing life course (3rd ed., pp. 177-226). New York, NY:
Guilford.
Lareau, A. (2003). Concerted cultivation and the accomplishment of natural growth. Chapter
1 in Unequal childhoods: Class, race, and family life (pp. 1-13). Berkeley, CA: University of
California Press: Berkley.
Pinderhughes, E.E., Dodge, K.A., Bates, J.E., Pettit, G.S., & Zelli, A. (2000). Discipline responses:
Influences of parents’ socioeconomic status, ethnicity, beliefs about parenting, stress, and
cognitive-emotional processes. Journal of Family Psychology, 14,380–400.
Schwartz, M. B., & Puhl, R. (2003). Childhood obesity: A societal problem to solve. Obesity Reviews,
4(1), 57-71.
Assignments: Quiz #3 due from readings from session #3
Session 4: Thursday, June 6
 Adolescence (11-20 years)
o Risk and protective factors related to engaging in risky health behaviors
o Drugs and alcohol
o Suicide and mental health issues
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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 Diversity Issue: Sexual orientation
 Theory: Risk and Resilience
Video: Inside the teenage brain (2002): http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
Guest Speaker: TBA
Readings:
Burdge, B.J. (2007). Bending gender, ending gender: Theoretical foundations for social work practice
with the transgender community. Social Work, 52, 243-250.
Conduct disorders and ODD: http://www.brightfutures.org/mentalhealth/pdf/bridges/oppositional.pdf
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of Psychosocial Nursing
& Mental Health Services, 44(4), 21-26.
Mood disorders: http://www.brightfutures.org/mentalhealth/pdf/bridges/mood_dsrdr.pdf
Substance abuse: http://www.brightfutures.org/mentalhealth/pdf/bridges/substance_abuse.pdf
Recommended readings and additional resources:
Eating disorders: http://www.brightfutures.org/mentalhealth/pdf/bridges/eat_disorder.pdf
Rosario, M., Schrimshaw, E.W., Hunter, J. & Braun, L. (2006). Sexual Identity Development Among
Lesbian, Gay, and Bisexual Youths: Consistency and Change Over Time. The Journal of Sex
Research 43 (1), pp. 46-58.
Ungar, M. (2004). The importance of parents and other caregivers to the resilience of high-risk
adolescents. Family Process, 43(1), 23-41.
Assignments: Quiz #4 due from readings from session #4
*Remember Critical Thinking Paper Due Tomorrow*
Session 5: Friday, June 7
 Turn in Critical Thinking Paper
 Early Adulthood (20-40 years)
o Physical, cognitive, emotional and social development in young adulthood
o Issues in emerging adulthood: identity, beginning work/career, developing intimate
relationships, forming family
o Risk-Taking Behaviors
o Substance Abuse
 Diversity Issue: Racial/Ethnic Discrimination & SES
 Group work for health disparity presentation
Readings:
Matto, C.H. (2011). Young Adulthood. Chapter 7 in E. D. Hutchison (Ed.), Dimensions of human
behavior: The changing life course (fourth ed., pp. 269-302). New York, NY: Guilford.
Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the
twenties. American Psychologist, 55, 469-480.
Substance abuse http://www.brightfutures.org/mentalhealth/pdf/bridges/substance_abuse.pdf
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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Recommended readings and additional resources:
Schizophrenia community website: http://www.schizophrenia.com and
http://www.schizophrenia.com/family/sz.overview.htm
This comprehensive website has sections for consumers, family, friends and professionals. The
site offers education, practical knowledge and discussion boards as well as basic and scholarly
information. Read through the “Schizophrenia Overview” section and read one of the
“Schizophrenia Success Stories”.
Padgett, D. K., Hawkins, R. L., Abrams, C., & Davis, A. (2006). In their own words: Trauma and substance
abuse in the lives of formerly homeless women with serious mental illness. American Journal of
Orthopsychiatry, 76(4), 461-476.
Assignments: Quiz #5 due from readings from session #5
Session 6: Monday, June 10
 Middle Adulthood (40-60 years)
o Physical, cognitive, emotional and social development in middle adulthood
o Atypical development: Cancer, Heart disease, HIV/AIDS and other chronic conditions,
 Diversity Issue: Family compositions
 Assessment: Medical History
Readings:
Auslander, W. & Freedenthal, S. (2012). Adherence and mental health issues in chronic disease:
Diabetes, heart disease, and HIV/AIDS. In S. Gehlert & T.A. Browne (Eds.) Handbook of health
social work (2nd ed.). (pp. 525-556). Hoboken, NJ: John Wiley & Sons, Inc.
Lukas, S. (1993). How to think about your client’s health: The medical history. Chapter 3 in Where to
start and what to ask (pp.32-43). New York, NY: W.W. Norton & Company.
Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and psychological triggers.
Current Psychiatry, 9(2), 64-76.
Recommended readings and additional resources:
Diabetes - http://www.diabetes.org (Review “Diabetes Basics” on this website).
Heart Disease - http://www.cdc.gov/heartdisease (This website has excellent basic information about
heart disease and also has “Maps and Statistics” which reviews prevalence rates among various
demographic groupings in the U.S.)
Jones, A. C. (2003). Reconstructing the stepfamily: Old myths, new stories. Social Work, 48(2), 228-236.
National Cancer Institute - http://www.cancer.gov (Review information under “Cancer Topics”)
Obesity - http://www.cdc.gov/nccdphp/dnpa/obesity
Marks, L. (2004). Sacred practices in highly religious families: Christian, Jewish, Mormon, and Muslim
perspectives. Family Process, 43(2), 217-232.
Assignment: Quiz #6 due from readings from session #6
*Remember Reflection Paper Due Tomorrow*
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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Session 7: Tuesday, June 11
 Turn in Reflection Paper
 Late and Older Adulthood (60+)
o Physical, cognitive, emotional and social development in late adulthood
o Families in later life
o Transitions, losses and gains in older adulthood, including work, family, and friends
o Depression, Anxiety, Dementia
 Diversity issue: Age
 Assessment: Mental Status Exam
 Video: Depression: Out of the Shadow http://www.pbs.org/wgbh/takeonestep/depression/
Readings:
Alzheimer’s Disease: http://www.nia.nih.gov/alzheimers/topics/alzheimers-basics
Depression and Suicide Facts: www.nimh.nih.gov/health/publications/older-adults-depression-andsuicide-facts-fact-sheet/index.shtml (Read through this one page fact sheet from the National
Institute of Mental Health about older adults and depression)
Kolb, P.J. (2008). Developmental theories of aging, In S.G. Austrian (Ed.), Developmental theories
through the life cycle. (2nd ed.) (pp. 302-345). New York: Columbia University Press.
This article will give you more depth about social gerontological theories of aging but do not be
bogged down with details
Lukas, S. (1993). Looking, listening and feeling: The mental status exam. Chapter 2 in Where to start
and what to ask (pp.13-30). New York, NY: W.W. Norton & Company
White, A., Philogene, G., Fine, L., & Sinha, S. (2009). Social support and self-reported health status of
older adults in the United States. American Journal of Public Health, 99(10), 1872-1878.
Stroke -http://www.stroke.org/site/DocServer/STROKE_101_Fact_Sheet.pdf?docID=4541
Recommended readings and additional resources:
AARP Web Site. http://www.aarp.org Explore the themes and messages in site. Read at least one
article on brain development. (Use “search” function.)
Ai, A.L., & Carrigan, L.T. (2007). Social-strata-related cardiovascular health disparity and comorbidity in
an aging society: Implications for professional care. Health and Social Work, 32, 2. p.97-105.
Assignment: Quiz #7 due from readings from session #7
Session 8: Wednesday, June 12
 Late and Older Adulthood (60+) Cont.
 Dying/Death and Bereavement Process
o Transitions, losses and gains in older adulthood, including work, family, and friends
o Cultural adaptation to loss
o Bereavement case studies
 Diversity issue: Culture and age
 Student Group Presentations
Readings:
Berk, L.E. (2007). Development through the lifespan. (4th ed.). Boston, MA: Allyn & Bacon. pp. 634-
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HBSE Module: Lisa de Saxe Zerden
Summer 2013
663.
Hooyman, N.R., & Kramer, B. J. (2006). Resilience and meaning making. In Living through loss:
Interventions across the life span (pp. 63-86). New York: Columbia University Press.
Recommended readings and additional resources:
Laurie, A., & Neimeyer, R.A. (2008). African-Americans in bereavement: Grief as a function of ethnicity.
Omega, 57(2), 173-193.
Herbert, R., Schulz, R., Copeland, V&, Arnold, R. (2009). Preparing family caregivers for death and
bereavement: Insights from caregivers of terminally ill patients. Journal of Pain & Symptom
Management, 37, 3-12.
Sanders, S., Ott, C., Kelber, S. & Noonan, P. (2008). The Experience of high levels of grief in caregivers
of persons with Alzheimer's disease and related dementia. Death Studies, 32, 495-523.
Assignment: Practice presentations and prepare group handout!
Session 9: Thursday, June 13
 Student Group Presentations
 Closing Comments
 Module Evaluations
NO CLASS:
Respite Day Friday, June 14
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HBSE Module: Lisa de Saxe Zerden
Summer 2013
HBSE MODULE ASSIGNMENT I: CRITICAL THINKING PAPER
This assignment requires you to choose a prompt to write about for a critical thinking paper during the
first part of the module. Your paper will be due at the beginning of class on Friday June 7th, 2013. All
prompts will be posted on Sakai for you to choose your topic in advance. This applied paper provides
an opportunity to demonstrate your thinking on a particular topic. Each prompt will offer a set of
specific questions to guide your writing. Papers should explicitly incorporate readings from classes
covered and expand on class topics (do not merely summarize class readings). Anything turned in after
9am will be considered late and will be deducted 15% per day! This critical thinking paper is worth 20%
of your overall grade for the module.
HBSE MODULE ASSIGNMENT II: DESCRIPTION AND GRADING RUBRIC FOR
REFLECTION PAPER
This assignment requires you to critically review one of the assigned readings (of your choice) for this
module and write a 3-5 page reflection/application paper for each. The first Critical Review is due at
the beginning of class on Tuesday, June 11, 2013. Anything turned in after 9am will be considered late
and will be deducted 15% per day! This reflection paper is worth 20% of your overall grade for the
module.
The papers should include the following components:
1. Summary: Briefly summarize the main point/findings of the article you chose. Remember, I
have read the article so keep this to a summary!
2. Application to Social Work: Apply the main point/concept/theory/ findings to social work
practice with (1) individuals, (2) families or groups/communities and (3) at the policy level.
Some articles may apply to individuals but you can connect how/why it relates to macro work,
or vice versa. The article may not address all levels of social work, but you can make these
connections or think about how you would apply them to your future work based on the article.
3. Implications for Practice: What are the implications for practice according to this article? In
what ways does this inform the profession and your professional self? Was an element missing
or left unexplored in this article? Can you offer a critique or are you in agreement with how this
article could be used? Did the material make you think differently about an issue, or perhaps
reinforced something you knew previously?
4. Writing: Correct grammar, APA format, and clarity of writing should be demonstrated.
Article Summary
Grading Rubric for Reflection Paper: Assignment II
0 / 1
2
3
Application to SW at all levels: mirco,
mezzo and macro
Implications for social work practice
discussed?
References/Format/Grammar
4
5
0 / 1
2
3
4
5
0 / 1
2
3
4
5
0 / 1
2
3
4
5
HBSE Module: Lisa de Saxe Zerden
Summer 2013
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HBSE MODULE ASSIGNMENT III: GROUP DISPARITY PRESENTATION OUTLINE
In a 15 * class presentation, to be completed in groups of 3-5, students will work on a particular health
or mental health disorder or environmental condition and its differential impact on a specific
subpopulation (e.g., persons of a particular race, ethnicity, gender, age, or sexual orientation). The
instructor will provide a sign-up sheet to facilitate this process and help topics get selected and
approved. The group disparity presentation is worth 25% and the handout is worth 5% of your overall
grade for this module.
Students will choose a topic of interest to their professional development. Examples include:
 diabetes and obesity rates among AI/AN communities; prostate cancer rates among African
American men; schizophrenia and rates of mortality; LGBTQ youth and rates of suicide;
Or circumstances that affect individual and family processes such as:
 families caring for a child with autism; caregiving across generations; domestic or community
violence; disparity in incarceration rates among people of color.
Each group should pay special attention to the differential impact(s) of race, culture, age, gender, or
other salient category(s). There is much evidence of disparities across subgroups in the causes,
diagnosis, treatment, and outcomes for particular disorders as well as the distribution of
environmental conditions that affect wellbeing.
For your presentation, use creativity to convey information about the disparities you find and its
significance. In other words, why should the audience care? This should be compelling, not boring! For
example, you may decide to provide the class with vignettes or a video clip to analyze, administer a
“quiz” to test (and enhance) our knowledge, or engage the class in demonstrative role plays, or
experimental exercises. Each group is required to cover the following points:
1. The etiology, symptomatology, and prevalence of the disorder or condition within a specific
subpopulation.
2. Individual, family, or community traits or conditions that affect the incidence and/or course of
the issues being presented. (Ex: gun violence in low-SES urban neighborhoods may prevent
community members from going outdoors to play or exercise; the resultant sedentary lifestyle
may lead to obesity in children and adults.)
3. The impact of the disorder or condition and its sequelae on individuals, their family and
community, if relevant. (Ex: how has the incarceration of a significant portion of the male
African American population in some urban areas affected life and family processes in these
communities?)
4. Specific recommendations for social worker assessment and intervention with individuals and
families affected by the disorder or condition.
5. Specific recommendations for macro assessment and intervention, including policy changes
that affect the outcome or incidence of the condition or disorder, with an eye on issues of
discrimination, inequality, and social justice.
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HBSE Module: Lisa de Saxe Zerden
Summer 2013
Handout Component:
Given the time limit, each group must provide a clear and concise handout with more information or
resources (2 pages max). Please submit all written materials electronically so that your instructor can
post on Sakai for your colleagues. This will be worth 5 points.
When designing your brief handout, please consider:
 Title
 Resources to seek more information
(citations/websites)
 Stats/Data
 Aesthetically laid out/professionally
 “So what?”—what should reader
appealing
do with this information?
 Use of a quote, or picture, or graphs/tables
 Comparative data helps highlight
can help make reader want to use handout
disparities
Health Disparities Group Presentation Rubric
Area
Points
Comments
Professionalism
/5
Activity
/5
Content
Etiology, symptomatology, and
prevalence
Meaning and significance
/ 15
Individual, family, or community
traits or conditions that affect
the incidence
Impact on individuals, family and
community
Specific recommendations for
assessment and interventions;
Specific recommendations for
macro intervention and policy
change
Handout (2 pages max)
Total points:
/5
/ 30