THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
Course Title:
Semester and Year:
Time and Location:
Instructor:
Office Phone:
Email Address:
Office Hours:
SOWO 505.003
Human Development in Context II: Adulthood
Spring 2014
Tuesdays: 2:00 – 4:50 pm, TTK Building
Laurie Selz Campbell, MSW, CPRP
919-843-6394
lauriesc@unc.edu
Tuesday 12:00 – 1:30, and by appointment
COURSE DESCRIPTION:
This course reviews typical and divergent adult development in context, surveys major theoretical
frameworks, and highlights the impact of social injustices on adult development.
COURSE OBJECTIVES: At the conclusion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
Analyze and evaluate major theoretical frameworks (e.g., bioecological, psychosocial, life span, life
course, risk and resilience, person-in-environment, systems) for examining adult development in
context;
Describe the development of individuals from early adulthood to old age, as well as divergent
developmental trajectories that may occur in response to a range of socio-cultural-historical
influences, personal decisions, biopsychosocial problems and social injustices (e.g., illness, disability,
deprivation, discrimination);
Explain the impact of gender, sexual orientation, culture/heritage, spirituality, race, and
socioeconomic status on typical and divergent trajectories of adult development;
Articulate how the family serves as the primary social context for adult development, including the
implications of variations in family structure, development, and process in both the family of origin
and the family of choice.
Recognize and describe major health and mental health disorders and the co-morbidity among these
disorders that occurs during adulthood; and
Articulate key ethical issues for social workers related to adult health and mental health (e.g., access
to treatment based on diagnosis, health disparities, end of life decisions).
EXPANDED DESCRIPTION:
This course provides an overview of typical and divergent adult developmental trajectories, including the
impact of biological, psychological, spiritual, interpersonal, family, community, socio-cultural, historical,
and economic factors. In this course, families are considered a primary social context for adult
development. The course surveys major theoretical frameworks for explaining typical and divergent
adult development in environmental context. Additionally, the course emphasizes risk and protective
factors and resiliency as well as the impact of social injustices, deprivation, and discrimination on adult
and family development, functioning, and health.
REQUIRED READINGS:
Texts (Note -- these are the same textbooks you had for SOWO 500):
1. Hutchison, E. (2011). Dimensions of human behavior: The changing life course (4th Ed.) Thousand
Oaks, CA; Sage Publications, Inc.
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2.
Corcoran, J., & Walsh, J. (2010). Clinical assessment and diagnosis in social work practice. New
York: Oxford University Press.
Additional reading: Required articles, chapters, and web links will be available on Sakai.
Strongly recommended:
Frances, A. (2013). Essentials of psychiatric diagnosis: Responding to the challenge of the DSM-5. New
York, NY: The Guilford Press.
TEACHING METHODS AND EXPECTATIONS:
Teaching methods will include lecture/discussion, multimedia presentations, and small group activities.
My perspective is that we all have much to learn AND much to teach. You are expected to attend all
classes, to complete readings, and to participate actively in discussions. I ask that you contact me, in
advance, if you need to miss a class. Any student with significant difficulty with these requirements
should speak with me at the beginning of the semester so that alternative forms of contribution can be
identified.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we will all be invested in creating a learning environment of respect and engagement.
During class, cell phones should be turned off or silenced. I welcome the use of laptops for taking notes
or completing small group tasks. However, I ask that you use them only for relevant activities – not for
checking email or surfing the Web. In addition, laptops must be closed for certain guest speakers (to be
announced). Your attention during class time is an important sign of respect to your colleagues, and an
important part of your learning. Please do not have the mistaken assumption that others are
unaware if you are disengaged from what is going on in class! If distracting use of electronics is
observed, I will need to strictly limit their use to specific times during class.
ASSIGNMENTS
1.
Participation: You will start with a standard score of 10 points for participation, in recognition of a
norm of attendance, engagement, and informed participation. “Informed participation” means that
you have completed the readings and can offer analysis, synthesis and evaluation. It also means that
your comments are thoughtful, focused and respectful. Full participation is essential to your
learning, and will allow you to benefit from the course in a way that is personally and professionally
meaningful. Points will be deducted if you miss class without notice, are repeatedly late or leave
early, disappear for long periods on break, or are unprepared or obviously disengaged.
2. Health Disparities Paper (due Feb. 25): This 6-8 page paper will describe a health or mental health
disorder or environmental condition, and its differential impact on a specific subgroup (e.g., persons
of a particular race, ethnicity, gender, age, sexual orientation, or community).
Begin by choosing a topic of interest – a health or mental health condition (e.g., diabetes, cancer,
schizophrenia) or circumstance (e.g. intergenerational caregiving, domestic or community violence,
environmental toxins) -- and a subgroup that is uniquely or disproportionately affected. Then,
develop your paper so that it addresses the following:
a.
The etiology, symptomatology, and prevalence of the disorder/condition within the
subgroup on which you have chosen to focus.
b.
The meaning and significance of the disorder/condition to those within the subgroup. For
example, some western interpretations of disorders are not shared by all cultures (e.g.
persons in some cultures believe that people with epilepsy are touched by the gods). As
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another example, many disparities reflect generations-long discrimination and oppression,
and may be experienced in this way.
c.
Individual, family, or community factors that may affect the incidence or course of the
disorder/condition (for example, gun violence in low-SES neighborhoods may prevent
children from going outdoors to play or exercise; the resultant sedentary lifestyle may lead
to obesity).
d.
The impact of the disorder or condition on your chosen subgroup, including impacts on
individuals, families, and communities (for example, how might the incarceration of a
significant portion of African American males affect family life, employment outcomes, and
other dimensions of well-being in the affected communities?)
e.
Recommendations for assessment/intervention with members of your chosen subgroup
who are affected by the disorder or condition.
f.
Recommendations for community assessment/intervention, including discussion of policy
changes that might affect the outcome or incidence of the condition or disorder, with an eye
toward issues of discrimination, inequality, and social justice.
Use current literature (typically within the past 8-10 years – the more recent, the better) from
scholarly journals to research your topic (a minimum of 6 references). Please use subheadings to
organize your thinking and to be sure that the paper flows logically. You should include citations and
a reference list in APA format.
Scoring Rubric for Health Disparities Paper
Component
Points
Etiology, symptomatology, and prevalence
4
Meaning and significance
3
Individual, family, or community factors that affect the incidence
4
Impact on individuals, families, communities
4
Specific recommendations for assessment/intervention at individual/family levels
4
Specific recommendations for macro/community intervention, policy change
5
Quality of sources used
3
APA style; quality and clarity of writing
3
Total points
30
3. Critical Thinking Paper (due March 25): In this paper, you will apply course material to the
analysis of an adult client. Your paper should be 5-7 APA-formatted pages, not including the
genogram, ecomap, and reference page. You will analyze the case, incorporating citations to relevant
readings into your discussion. You should include the following elements:
a.
To the best of your knowledge about this person, create a genogram and an ecomap to
illustrate his/her position in the family and wider system. [Include as appendices.]
b.
Discuss the client’s development in the context of expectations and tasks associated with
his/her particular stage of adult development. Be sure to discuss the defining
characteristics of the particular stage, and their importance in light of what the client is
currently experiencing.
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c.
Identify sources of the client’s risk and resilience. These can be listed in bullet points, with
explanations as needed.
d.
Discuss the ways in which the client’s functioning is impacted by family, culture, and
community context.
e.
To the best of your knowledge regarding the DSM-V, what diagnosis would you give this
client? Be sure that your paper contains information that would justify your decision; note,
too, any areas in which you have insufficient information.
f.
Write a brief conclusion in which you reflect on how you might use your understanding of
the factors discussed above to begin thinking about what might be important to consider as a
social worker who encounters this client.
Helpful notes: Organize your paper around these 6 categories, using subheadings to ensure that you
address all of the elements. Also, do not worry about summarizing the case; your instructor is familiar
with it!
Scoring Rubric for Critical Thinking Paper
Component
Points
Genogram & eco-map: Demonstrates relationships, flow of resources
3
Discussion of developmental stage in context with integration of literature
5
Sources of risk & resilience: List and explanation, integration of literature
5
Role of context (family, culture, community) with integration of literature
5
DSM diagnosis and substantiation
5
Reflection on important considerations for social worker
4
APA style; writing quality; use of language
3
Total
30
4. Older Adult Life Review (due April 22): People usually engage in a process called life review as they
enter the later years of life. This involves organizing memories and reflecting on the significant
actions and developmental milestones that have shaped one’s life. Through this process, people gain
a deeper understanding of themselves and the world around them. This assignment provides the
opportunity to apply theories and information about human development to the development over
the life course of an older adult.
The first part of this assignment is to interview an older adult to learn about his or her life-span
development. In the interview, you will ask the older adult to reflect on the most significant actions
and developmental milestones that have shaped his or her life. Your informant could be a relative,
friend, acquaintance, or client (if you are interviewing a client, you must receive permission from
your field instructor and must disguise the client’s identifying information). If you need help locating
someone to interview, contact your instructor. Prior to beginning the interview, describe the
assignment to your informant, tell him/her that only the course instructor will be reading your
summary and that you will not include his/her name (you can make up a name for the person).
NOTE: This is a great learning experience if the person you interview is willing to share. Do not conduct
the interview with a person who is reluctant or depressed. We are not trying to push anyone into selfdisclosure that is uncomfortable.
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The questions below are included to help structure your interview; please feel free to change the
order and wording of the questions and to add questions of your own. You may want to start with
lighter topics to warm-up your informant. It is helpful to write out your questions so that you
remember to include pertinent subjects and to keep the interview on track. At the same time,
maintain sufficient flexibility to learn from your informant should he or she offer valuable
information that is “off topic.”
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Tell me about what your life is like now? How would you describe a typical day?
Tell me about the most important people in your life.
What were the most significant events in your life?
What would you consider to be your greatest accomplishment?
As you look back at your accomplishments, how do you feel about your life?
How has your sense of self (who you are) changed over the years?
What brings you satisfaction?
Would you share with me one of the highlights of your life?
Which period in your life was the most enjoyable? The most challenging?
What challenges have you faced?
How have you coped with these challenges? What have you learned from your struggles?
Looking back at your life, what would you do differently?
How was your life influenced by societal or cultural events?
The second part of the assignment involves using a theoretical perspective and information from the
course to explain the individual’s development within relevant contexts. Your written assessment
should include how the person’s life has been shaped by diversity (race, ethnicity, rurality,
gender/sexual orientation, disability, and social class); health and mental health issues; family,
cultural, and community context; and the roles that risk and resilience played in the person’s life
trajectory.
Your final product will be a 6-8 page paper (in APA format) that addresses the following:
a.
Briefly describe the interview—the person, your relationship, the setting, and emotional
climate.
b.
What were the significant events that shaped this person’s life? (note: we can discuss
creative alternatives to this section of the paper if you like!)
c.
How have issues of diversity—race, ethnicity, rurality, gender/sexual orientation, disability,
social class, and others of relevance -- impacted this person's development across his or her
lifespan? Include the individual’s perception as well as your own perspective using your lens
as a social worker.
d.
What risk factors have influenced this person’s development?
e.
What coping strategies and resources has he/she used? Address family, community,
culture, and individual strengths. Are these typical of the resources available to others in this
cohort?
f.
Use one of the theoretical perspectives on social gerontology (from the Kolb (2008)
chapter and/or the Hutchinson text) that you believe best interprets this individual's
developmental process and current functioning. Discuss your rationale for this choice.
g.
What have you learned from hearing this person's life review? What were your expectations
coming into the experience? Was there anything surprising or unexpected that you learned?
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Scoring Rubric for Older Adult Life Review
Component
Points
Review of significant life events, using a life course perspective &
effectively incorporating course material
6
Thorough examination of issues of diversity and their impact on the
client’s life, effectively incorporating course material
5
Discussion of risk factors, effectively incorporating course material
3
Discussion of coping strategies and resilience, effectively incorporating
course material
3
Theoretical discussion of the individual’s aging process as drawn from
the literature using applicable theories of social gerontology
5
Reflection on learning
5
Quality of writing (clarity, APA style)
3
Total:
30
SCORING & GRADING
Points will be assigned as follows:
Class Participation
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review Paper
Total
10%
30%
30%
30%
100%
Grades will be assigned as follows:
H:
P:
L:
F:
94 and above
93-80
79-70
69 and below
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
You are expected to adhere to scholarly writing guidelines and to use APA formatting in all of your
written work (unless otherwise specified). Please use the resources available to you to ensure your
success in this area. The web sites listed below provide additional information:
 http://ssw.unc.edu/index.php?q=students/academic/advising (Academic resources from the
School of Social Work, including an APA quick reference guide)
 http://www.apastyle.org/apa-style-help.aspx (APA Style basics)
 http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about APA
style). You are also encouraged to review the section on plagiarism, as it constitutes academic
dishonesty and will have significant consequences.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are due at the beginning of class on the day noted. You must notify me at least 3 days
before a due date if you would like to request an extension. If this does not happen, you will lose 10% of
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the assignment’s points per day (including weekends, and including the date on which the assignment
was due, if you submit it after the beginning of class). Incompletes may be granted if there are extreme
and unforeseeable circumstances that affect your ability to complete the semester’s work. An Incomplete
requires that we develop a contract that specifies the timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY:
I assume that all students follow the UNC Honor Code. Please ensure that the Honor Code statement “I
have neither given nor received any unauthorized assistance in completing this assignment”, with your
signature, is on all assignments turned in. In keeping with the Honor Code, if reason exists to believe that
academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General
for investigation and further action as required.
As discussed above, please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism, and the appropriate use of assistance in preparing
assignments.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to receive
accommodations, you should contact the University’s Disabilities Services. They will then notify me of
the documented disability, and we can meet to design the appropriate accommodations to support your
learning.
SCHEDULE AND COURSE OUTLINE
Week 1 / January 14/ Introduction: Adult Development in Theoretical Context
Topics:
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Bridging child/adolescent development to young adult/adult/older adult development
Life course theory of development
Bioecological systems theory for adult and family development
Diverse family forms in adulthood
Risk and resilience in adulthood
Contextualizing adult and family development within the context of the family including
considerations of illness, disability, deprivation, discrimination
Required Readings:
1.
Walsh, F. (2003). Changing families in a changing world: Reconstructing family normality. In F. Walsh
(Ed.) Normal family processes: Growing diversity and complexity (3rd ed., pp. 1-26). New York:
Guilford Press.
2.
George, L.K. (2007). Life course perspectives on social factors and mental illness. In W.R. Avison, J.D.
McLeod & B. A. Pescosolido (Eds.), Mental health, social mirror (pp.191-218). New York ; London:
Springer.
Related/ Optional Readings:
Boss, P. G. (2002). Ch. 8, Family values and belief systems: Influences on family stress management. In
Family Stress Management (2nd. Ed.), pp. 135-148. Thousand Oaks, CA: Sage.
Boss, P. G. (2002). Ch. 9, The family’s external context. In Family Stress Management (2nd. Ed.), pp. 149158. Thousand Oaks, CA: Sage.
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Crosnoe, R., & Elder, G. H., Jr. (2004). From childhood to the later years: Pathways of human development.
Research on Aging, 26, 623-654.
George, L. K. (2002). What life-course perspectives offer the study of aging and health. In R. Settersten
(Ed.), Invitation to the life course: Toward new understandings of later life (pp. 161-188).
Farmingdale, NY: Baywood.
Wickrama, K. A. S., Conger, R. D., Wallace, L. E., & Elder, G. H., Jr. (2003). Linking early social risks to
impaired physical health during the transition to adulthood. Journal of Health and Social Behavior,
44, 61-74.
Week 2 / January 21/ Perspectives on Health and Mental Health in Adult Development
Topics:
 Use of DSM framework within a social work practice context
 Frameworks for understanding health/mental health disorders in adulthood including bioecological
systems, life course, biopsychosocial, risk and resilience, stress and coping
 Focus on the interactions between health disorders and mental health disorders
Required Readings:
1.
DSM-5 Overview: The Future Manual, American Psychiatric Association website (1 page)
http://www.dsm5.org/about/Pages/DSMVOverview.aspx. You may also want to look at the
Frequently Asked Questions section of the website.
2.
Corcoran and Walsh (2010). Chapter 2. Social Work and the DSM: Person-in environment versus the
medical model (this chapter was assigned in SOWO 500, so you should have already read this and just
need to review it)
3.
Link, B.G. & Phelan, J. (2006). Fundamental sources of health inequalities. In D.Mechanic, L.Rogut,
D.Colby & J.Knickman (Eds.), Policy challenges in modern health care.(pp. 71-84). New Brunswick, N.J.:
Rutgers University Press.
4.
McQuaide, S. (1999). A social worker’s use of the diagnostic and statistical manual. Families in Society,
80(4), 410-416.
Related/Optional Readings:
Engstrom, M. (2012). Physical and Mental Health: Interactions, Assessment, and Intervention. In S.
Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd ed.) (164-218).
Iversen, R. R., Gergen, K. J., & Fairbanks, R. P. (2005). Assessment and social construction: Conflict or cocreation? British Journal of Social Work, 35, 689-708.
Pearlin, L.I. (1999). Stress and mental health: a conceptual overview. In A.V. Horwitz & T.L. Scheid (Eds.),
A Handbook for the Study of Mental Health: Social Contexts, Theories, and Systems (pp. 161-175).
Cambridge: Cambridge University Press.
Poland, J. & Caplan, P. (2004). The deep structure of bias in psychiatric diagnosis. . In P. Caplan & L.
Cosgrove (Eds.), Bias in psychiatric diagnosis (pp. 9-23). NY: Jason Aronson.
Rolland, J.S. & Werner-Lin, A. (2012). Families, health, and illness. In S. Gehlert & T.A. Browne (Eds.)
Handbook of health social work (2nd ed.). (pp.318-342).
Watters, E. (2010). The Americanization of Mental Illness. New York Times Magazine, January 8, 2010.
http://www.nytimes.com/2010/01/10/magazine/10psychet.html?pagewanted=all
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Week 3 / January 28 /Early Adulthood and Substance Abuse
Topics:
 Physical, cognitive, emotional and social development in young adulthood
 Issues in emerging adulthood: identity, beginning work/career, developing intimate relationships,
forming family
 Risk-Taking Behaviors
 Substance Abuse
Required Readings:
1.
Hutchison, E. Chapter 7: Young Adulthood.
2.
Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the
twenties. American Psychologist, 55, 469-480.
3.
Corcoran & Walsh, Ch. 10, Substance Use Disorders, pp. 294-336.
Related/Optional Readings:
Mahoney, C.A., Engstrom, M., & Marsh, J.C. (2012). Substance use problems in health social work practice.
In S. Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd ed.). (426-467).
Straussner, S.L.A. (2003). Ethnocultural issues in substance abuse treatment. In S.L.A. Straussner (Ed.)
Ethnocultural factors in substance abuse treatment (pp. 13-28). New York, NY: The Guilford Press.
Week 4 / February 4 / Early Adulthood and HIV
Topics:
 HIV/AIDS
Required Readings:
1.
Bouis, S., Reif, S., Whetten, K., Scovil, J., Murray, A., & Swartz, M. (2007). An integrated,
multidimensional treatment model for individuals living with HIV, mental illness, and substance
abuse. Health and Social Work, 32(2), 268-278.
2.
HIV & AIDS, MayoClinic.Com http://www.mayoclinic.com/health/hiv-aids/DS00005. Review the
material under “Basics” on this excellent website. It includes basic information about the nature of the
illness, causes, tests, treatments, coping strategies.
3.
Wheeler, D.P. (2007) Mounting a social work response to the worsening HIV epidemic in black
communities. NASW National Health Line, 156-159.
4.
Linsk, N. L. (2011). Commentary: Thirty years into the HIV Epidemic: Social work perspectives and
prospects. Journal of HIV/AIDS & Social Services, 10, 218–229.
5.
Strug, D. L., Grube, B. A., & Beckerman, N. L. (2002) Challenges and Changing Roles in HIV/AIDS Social
Work, Social Work in Health Care, 35(4), 1-19. doi: 10.1300/J010v35n04_01
Related/Optional Readings:
Joseph, E.B. & Bhatti, R. (2004). Psychosocial problems and coping patterns of HIV seropositive wives of
men with HIV/AIDS. Social Work in Health Care, 39(1/2), 29-47.
Lichenstein, B. (2003). Stigma as a barrier to treatment of sexually transmitted infection in the American
Deep South: Issues of race, gender and poverty. Social Science and Medicine, 57, 2435-2445.
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Week 5 / February 11 / Early Adulthood and Psychotic Disorders
Topics:
 Schizophrenia
 Other psychotic disorders
Required Readings:
1.
Corcoran & Walsh, Ch. 14, Schizophrenia and Other Psychotic Disorders, pp. 435-466.
2.
Schizophrenia community website: http://www.schizophrenia.com 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”.
3.
Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and psychological triggers.
Current Psychiatry, 9(2), 64-76.
4.
Davidson, L, Drake, R.E., Schmutte, T., Dinzeo, T. & Andres-Hyman, R. (2009). Oil and water or oil and
vinegar?: Evidence-based medicine meets recovery. Community Mental Health Journal, 45, 323-332.
Related/Optional Readings:
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. Psychological
Assessment, 76(4), 461-476.
Poland, J. (2004). Bias and schizophrenia. In P. Caplan & L. Cosgrove (Eds.), Bias in psychiatric diagnosis
(pp. 149-161). NY: Jason Aronson.
Week 6 /February 18/ Middle Adulthood and Mood Disorders
Topics:
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
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Depression
Bipolar Disorders
Suicidality
Dual Disorders
Required Readings:
1.
Corcoran & Walsh, Ch. 9, Depression, pp. 253-293.
2.
Corcoran & Walsh, Ch. 12, Bipolar Disorder, pp. 371-402.
3.
Depression, MayoClinic.Com http://www.mayoclinic.com/health/depression/DN99999. Review the
section titled “Basics”.
4.
Suicide http://www.nimh.nih.gov/health/publications/suicide-in-the-us-statistics-andprevention/index.shtml Review information on this one page fact sheet about suicide prevalence and
prevention.
5.
Suicide http://www.suicide.org Be familiar with this excellent website which has prevention
information geared to the non-professional.
6.
Mental Health America: Co-occurring Disorders Information
http://www.mentalhealthamerica.net/index.cfm?objectid=C7DF94C1-1372-4D20-
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C8FE4E509C20471B Read about depression and its co-occurrence with other mental health, substance
abuse and medical disorders.
Related/Optional Readings:
Andreasen, N.C., & Black, D.W. (2006). Ch. 15. Psychiatric Emergencies. In Introductory Textbook of
Psychiatry (4th Ed.), pp. 365-378. Washington, DC: American Psychiatric Publishing, Inc.
Kennedy, N. Boydell, J. Van Os, J. & Murray, R.M. (2004). Ethnic differences in the presentation of bipolar
disorder: Results from an epidemiological study. Journal of Affective Disorders, 83, 161-168.
Tsai, J. & Chentsova-Sutton, J. (2002). Understanding depression across cultures. In I. Gotlib & C. Hammen
(Eds.), Handbook of depression (pp. 467-491). NY: The Guilford Press.
Video on Depression: Out of the Shadow http://www.pbs.org/wgbh/takeonestep/depression/ Chapter
4: Postpartum Depression, and Chapter 6: Common Depression
Week 7 / February 25 / Middle Adulthood, Health, and Family Processes
Health Disparities Paper Due
Topics:
 Physical, cognitive, emotional and social development in middle adulthood
 Caregiving in middle adulthood, including considerations of parenting children and caring for aging
parents
 Divorce and other family transitions of middle adulthood
 Key health disorders, including cancer, diabetes, obesity
 Injury and disability
 Health disparities
Required Readings:
1.
Hutchison, E. Chapter 8: Middle Adulthood.
2.
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.
3.
Diabetes - http://www.diabetes.org
4.
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.
5.
National Cancer Institute - http://www.cancer.gov This website is loaded with excellent information.
Review the basic information under “Cancer Topics”.
6.
Obesity- http://www.cdc.gov/obesity/data/adult.html Read “Adult Obesity Facts”
Review “Diabetes Basics” on this website.
Related/Optional Readings:
Brashler, R. (2012). Social work practice and disability issues. In S. Gehlert & T.A. Browne (Eds.)
Handbook of health social work (2nd ed.). (219-236). Hoboken, NJ: John Wiley & Sons, Inc.
Davis, C. (2004). Psychosocial needs of women with breast cancer: How can social workers make a
difference? Health and Social Work, 29(4), 330-334.
Gehlert, S. (2012). The conceptual underpinnings of social work in health care. In S. Gehlert & T.A.
Browne (Eds.) Handbook of health social work (2nd ed.). (3-19).
Werner-Lin, A. & Biank, N.M. (2012). Oncology social work. In S. Gehlert & T.A. Browne (Eds.) Handbook
of health social work (2nd ed. ). (pp. 498-525).
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Week 8 / March 4 / Middle Adulthood and Anxiety Disorders
Topics:
 Post-Traumatic Stress Disorder (PTSD)
 Anxiety Disorders
Required Readings:
1.
Corcoran & Walsh, Ch. 7, Anxiety Disorders, pp. 162- 218.
2.
Anxiety Disorders, NIMH /NIH http://www.nimh.nih.gov/health/topics/anxietydisorders/index.shtml
3.
Dobbs, D. (2009). The post-traumatic stress trap. Scientific American, 300(4), 64-69.
Related/Optional Readings:
Barlow, D. (2002). The experience of anxiety: Shadow of intelligence or specter of death? In Anxiety and
its disorders: The nature and treatment of anxiety and panic (1-36). NY: The Guilford Press.
Van der Kolk, B. (1987). The psychological consequences of overwhelming life experiences. In
Psychological Trauma. Washington DC: American Psychiatric Press.
Video: The Soldiers Heart http://www.pbs.org/wgbh/pages/frontline/shows/heart (60 minutes)
March 11- Happy Spring Break!!
Week 9 / March 18 / Middle Adulthood and Intimate Partner Violence
Topics:
 Traumatic experiences in adulthood (domestic violence, community violence)
Required Readings:
1.
Macy, R.J., Ermentrout, D.M. & Johns, N.B. ((2011). Physical and behavioral healthcare of partner and
sexual violence survivors. In C. M. Renzetti, J. Edleson, &. R. K. Bergen (Eds.) Violence Against Women
Sourcebook (Vol. 2) (pp. 289-308).Thousand Oaks: Sage.
2.
Pico-Alfonso, M., Garcia-Linares, M.I., Celda-Navarro, N., Blasco-Ros, C. , Echeburua, E. & Martinez, M.
(2006). The impact of physical, psychological, and sexual intimate partner violence on women’s
mental health: Depressive symptoms, posttraumatic stress disorder, state anxiety and suicide.
Journal of Women’s Health, 15(5), 599-611.
3.
Go to the website of the National Online Resource Center on Violence against Women
http://www.vawnet.org/ . Click on the “Applied Research Papers” section and read one article that
interests you.
Related/Optional Readings:
Bent-Goodley, T. B. (2005). Culture and domestic violence: Transforming knowledge development.
Journal of Interpersonal Violence, 20(2), 195-203.
Boss, P. G. (2002). Ch. 10, Family crisis: Overcoming trauma and victimization. In Family Stress
Management (2nd. Ed.), pp. 159-174. Thousand Oaks, CA: Sage.
Campbell, J. (2002). Health consequences of intimate partner violence. The Lancet, 359, 1331-1336.
Macy, R. J., Giattina, M., Sangster, T. H., Crosby, C., & Montijo, N. J. (2009). Domestic violence and sexual
assault services: Inside the blackbox. Aggression and Violent Behavior, 14(5), 359-373.
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Markoff, L. S., Reed, B. G., Fallot, R. D., Elliot, D. E., Bjelajac, P. (2005). Implementing trauma-informed
alcohol and other drug mental health services for women: Lessons learned in a multisite
demonstration project. American Journal of Orthopsychiatry, 75(4), 525-539.
Week 10 / March 25 / Older Adulthood
Critical Thinking Paper Due
Topics:
 Physical, cognitive, emotional and social development in late adulthood
 Families in later life
 Transitions, losses and gains in older adulthood, including work, family, and friends
Required Readings:
1.
Hutchison, E. Chapter 9: Late Adulthood
2.
Hutchison, E. Chapter 10: Very Late Adulthood
3.
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 than the Hutchinson text and will be
very useful for your Older Adult Interview paper)
4.
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.)
Related/Optional Readings:
Blackman, N., (2002). Special issue: Aging People with Intellectual Disabilities: Dealing with the
Challenges of Older Age. Journal of Gerontological Social Work, 38, 253-263.
Haber, D. (2009). Gay Aging. Gerontology & Geriatrics Education, 30(3), 267-280.
Stelle, C., Fruhauf, C. A., Orel, N. & Landry-Meyer, L. (2010). Grandparenting in the 21st Century: Issues of
Diversity in Grandparent–Grandchild Relationships. Journal of Gerontological Social Work, 53(8),
682-701.
Week 11 / April 1/ Older Adulthood and Health Issues
Topics:
 Heart/cardiovascular disease and stroke
 Health and physical disability in older adulthood
 Caregiving in older adulthood
Required Readings:
1.
Diwan, S., Balaswamy, S.& Lee, S.E. (2012). Social work with older adults in health-care settings. In S.
Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd ed.) (392-425). Hoboken, NJ: John
Wiley & Sons, Inc.
2.
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.
3.
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.
Related/Optional Readings:
Cox, C. & Monk, A. (1993). Hispanic culture and family care of Alzheimer’s patients. Health and Social
Work, 18(2), 92-100.
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Emlet, C A, & Poindexter, C. C. (2004). Unserved, unseen, and unheard: integrating programs for HIVinfected and HIV-affected older adults. Health and Social Work, 29 (2), 86-97.
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of Psychosocial Nursing &
Mental Health Services, 44(4), 21-26.
Mahoney, D.F., Cloutterbuck, J. Neary, S. & Shan, L. (2005). African American, Chinese, and Latino family
caregivers’ impressions of the onset and diagnosis of dementia: Cross-cultural similarities and
differences. The Gerontologist, 45(6), 783-792.
Week 12 / April 8/ Older Adulthood and Mental Health
Topics:
 Cognitive disorders, including dementia
 Overview of how major mental health disorders manifest in older adulthood, including depression,
schizophrenia, substance abuse disorders, suicidality, and eating disorders
Required Readings:
1.
Corcoran & Walsh, Ch. 15, Cognitive Disorders, pp. 469- 500.
2.
Older Adults: Depression and Suicide Facts www.nimh.nih.gov/health/publications/older-adultsdepression-and-suicide-facts-fact-sheet/index.shtml Read through this one page fact sheet from the
National Institute of Mental Health about older adults and depression
3.
Alzheimer’s - http://www.nia.nih.gov/alzheimers/topics/alzheimers-basics Read through this basic
fact sheet about Alzheimer’s disease from the National Institute on Aging.
4.
Stroke - http://www.stroke.org/site/DocServer/STROKE_101_Fact_Sheet.pdf?docID=4541 Read
through this basic fact sheet about stroke from the National Stroke Association
Related/Optional Readings:
Cummings, S., Neff, J., & Husaini, B. (2003). Functional impairment as a predictor of depressive
symptomatology: The role of race, religiosity, and social support. Health and Social Work, 28(1), 2332.
Plante. G. E. (2005). Depression and cardiovascular disease: A reciprocal relationship. Metabolism Clinical
and Experimental, 54, 45-48.
Video: Complaints of a Dutiful Daughter. (1995, by Deborah Hoffman.)
Week 13/ April 15/ Death and Dying
Topics:
 Loss of partner
 Death and bereavement
 Death in individual life cycle and family life cycle
Required Readings:
1. Berk, L.E. (2007). Development through the lifespan. (4th ed.). Boston, MA: Allyn & Bacon. pp. 634663.
2.
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.
3.
Strada, E. (2009). Grief, demoralization, and depression: Diagnostic challenges and treatment
modalities. Primary Psychiatry, 16(5), 49-55.
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Related/Optional Readings:
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.
Laurie, A., & Neimeyer, R.A. (2008). African-Americans in bereavement: Grief as a function of ethnicity.
Omega, 57(2), 173-193.
Week 14/April 22/ Course Wrap up
Older Adult Life Review Paper due
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