1
HBSE Module: Lisa de Saxe Zerden
Summer 2014
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
SoWo715 (Module III)
Course Title:
Integrative Bridge Course: Human Development in Context
Semester and Year: Summer 2014
Dates and Time:
June 10—June20th from 9am—11:50am
Instructor:
Lisa de Saxe Zerden, MSW, PhD
Office Phone:
919-962-6430
Email Address:
lzerden@email.unc.edu
Office Hours:
By appointment (Rm 350) although students always welcome to stop in
Course Description:
This course provides an overview of human development in an environmental context,
surveying major theoretical frameworks and highlighting the impact of different systems on
the development, functioning and health of individuals, families and communities. Course
frameworks will include definitions, structural variations, theories, strengths, stressors, and
changes that affect functioning needed to carry out practice with clients.
Module Objectives: At the conclusion of this brief module, students will be able to:
1. Evaluate and discuss the functioning of individuals, families, and groups 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;
 Identification of the strengths and limitations of theoretical frameworks;
2. Understand how environmental forces impact life trajectories as indicated by a student’s
ability to:
 Articulate the impact of the social, economic, and political context on client systems;
 Connect individual and family resources and needs within a social justice context
 Critically examine how disparities are perpetuated or ameliorated by various micro, messo
and macro mechanisms.
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 B- to 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.
HBSE Module: Lisa de Saxe Zerden
Summer 2014
2
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.” You must credit
ideas that are not your own; When in doubt, err on providing citations.
Late Papers:
Late papers are strongly discouraged. In case of a dire 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%, per day, each day, including weekends.
Accommodations for Students with Disabilities:
Students with disabilities, which affect their participation in any aspect of the course, should
notify the instructor if they wish to have special accommodations considered.
Formatting of Papers:
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). The following web sites provide additional information:
http://juno.concordia.ca/help/howto/apa.php and http://www.apastyle.org/apa-style-help.aspx.
Students should review the section on plagiarism carefully. All instances of academic dishonesty
will result in disciplinary measures pre-established by the School of Social Work.
Class Expectations and Overview of Module III:
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 in a meaningful way.
Assigned Readings
Module III does not require a specific textbook. Articles used each day will be made available on
Sakai or downloaded through the UNC Library’s e-journals collection. Additional reading may be
assigned at the discretion of the instructor.
Take-Home Quizzes (30 points)
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 for a total of 30% of your overall module grade. 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 so if you have
to miss class or are late, you have to forfeit the quiz that day. Please have your quizzes ready to
hand in at the start of class, no exceptions.
HBSE Module: Lisa de Saxe Zerden
Summer 2014
3
Assignment I: Critical Thinking Paper (20 points)
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 Monday
June 16th, 2014. (Papers will gladly be accepted earlier). 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, your professor has ready them). Please limit each
paper to 3-5 pages using a 12 point font and 1" margins. You do not need to include a cover page
but you do need to include all references in APA format. Anything turned in later will be deducted
15% per day. Please double space your paper and include a signed honor code. This paper will be
worth 20% of your overall grade for this module. Additional details/rubrics for Assignment I will be
available on Sakai.
Assignment II: Reflection Paper (20 points)
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 Thursday, June 19th, 2014 (papers will gladly be accepted
earlier). You may choose an article from class or a video chapter from the “Unnatural Causes: Is
Inequality Making us Sick” (available to download and view from the UNC Library). You are not to
simply summarize an article or the video for your instructor but rather explain what it made you
think or consider. Anything turned in late will be deducted 15% per day. The reflection paper will
be worth 20% of your overall grade for this module. Please limit your reflection paper to 3-5
pages, 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 will be on Sakai.
Assignment III: Group Disparity Presentation (25 points) & Action Plan (5 points)
In a 15-20 minute* class presentation, to be completed in groups of 3-4*, students will work on
presenting a particular disparity and relating the importance of this issue to social work practice.
Students can choose a health disparity (i.e, cervical cancer rates among African American woman
versus White woman; rates of HIV/AIDS across ethnic/racial groups, Obesity rates in Latino youth
versus non-Hispanic populations); or mental health disorder (i.e, Disparity in diagnosis and
treatment of schizophrenia, Prevalence of eating disorders among young women vs. men) or
environmental condition (Incarceration rates and impact on communities, environmental toxins
and impact on neighborhood, gun violence and its impact on communities).
The key to this project is choosing a topic of interest and then articulating the impact on a specific
subpopulation (i.e., persons of a particular race, ethnicity, gender, age, or sexual orientation,
location). The group disparity presentation will be worth 25% of your overall grade for this
module; the “Action Plan” you will provide your classmates will be worth 5%. The instructor will
provide a sign-up sheet to facilitate topic selection and group formation and a small amount of
class time will be reserved for planning this presentation. 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. *Time of presentation & group
size depends on overall size of the class.
4
HBSE Module: Lisa de Saxe Zerden
Summer 2014
Overview of Assignments, Points & Due Dates
Quizzes and Participation
Critical Thinking Paper
30 points
20 points
Ongoing
Monday, June
30%
16th,
2014
19th,
Reflection Paper
20 points
Thursday, June
2014
Health Disparity Presentation
25 points
Day of Presentation
Action Plan for Disparity
5 points
Day of Presentation
Total
100 points
Full presence and meaningful participation
Schedule and Course Outline
Session 1: Tuesday June 10, 2014
 Introductions
 Overview of Module & Syllabus
 Development through the life span: An introduction and overview
 Infancy & Toddlerhood (Birth – 2 years)
o Typical development
o Atypical development: Low birth weight, Down’s syndrome and other issues
 Diversity issue: Race/Ethnicity
 Theory: Life-Course Perspective; Bio-Ecological Systems Theory; Risk and Resiliency
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:
Discovery Health “Ultimate Guide to Pregnancy” - 9 clips of development):
http://health.discovery.com/beyond/?playerId=219475126&categoryId=219535198&line
upId=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
Session 2: Wednesday, June 11, 2014
 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 & New Changes to DSM V
HBSE Module: Lisa de Saxe Zerden
Summer 2014



5
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:
Corcoran, J., & Walsh, J. (2010). Social Work and the DSM: Person-in-environment versus the
medical model (chapter 5) in Clinical Assessment and Diagnosis in Social Work Practice
(2nd ed., pp.11-33). New York: NY: Oxford.
DSM-5 Overview: The Future Manual, American Psychiatric Association website:
http://www.dsm5.org/about/Pages/DSMVOverview.aspx
Woody, D. J. & Woody, D. (2011). Early Childhood (Chpt 4). 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:
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
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
Assignments: Quiz #1 due based on readings from sessions #1 & #2
Session 3: Thursday, June 12, 2014
 Middle Childhood (6-11 years)
o Physical, cognitive, emotional and social development
o ADHD, Child maltreatment, and obesity
o Adultification
 Diversity issue: SES and gender
 Assessment: Developmental history
 Video (to be viewed in class). Medicating children. New York, NY: The New York Times.
Retrieved From:
http://video.nytimes.com/video/2010/09/01/business/1248068952581/medicatingchildren.html
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
HBSE Module: Lisa de Saxe Zerden
Summer 2014
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.
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.
“The Medicated Child” is a longer, more in depth version of what we saw today in class. It is
older but if interested: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/
Assignments: Quiz #3 due from readings from session #3
Session 4: Friday, June 13, 2014
 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
 Diversity Issue: Sexual orientation
 Theory: Risk and Resilience
 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
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.
6
HBSE Module: Lisa de Saxe Zerden
Summer 2014
7
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 Monday*
Session 5: Monday June 16, 2014
 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, HIV/AIDS
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.
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.
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.
Assignments: Quiz #5 due from readings from session #5
Session 6: Tuesday, June 17, 2014
 Middle Adulthood (40-60 years)
o Physical, cognitive, emotional and social development in middle adulthood
o Atypical development: Cancer, Heart disease, and other chronic conditions
 Diversity Issue: Family compositions
HBSE Module: Lisa de Saxe Zerden
Summer 2014

8
Guest Speakers: MSWs from UNC Hospital to discuss medical social work with adults
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.
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.)
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 Thursday*
Session 7: Wednesday, June 18, 2014
 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
 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-adultsdepressionand-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)
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
HBSE Module: Lisa de Saxe Zerden
Summer 2014
9
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
*Remember Reflection Paper Due Tomorrow*
Session 8: Thursday, June 19, 2014
 Turn in Reflection Paper!
 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
 Guest Speaker: Wendy B. Kadens, Gerentological Social Worker
Readings:
Berk, L.E. (2007). Development through the lifespan. (4th ed.). Boston, MA: Allyn & Bacon. pp. 634663.
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: Friday, June 20, 2014
 Student Group Presentations
 Closing Comments
 Module Evaluations
10
HBSE Module: Lisa de Saxe Zerden
Summer 2014
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 Monday,
June 16, 2014. 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 will require you to write one 3-5 page reflection/application paper. Your paper
will be due at the beginning of class on Thursday, June 19th, 2014 (papers will gladly be accepted
earlier). You will choose an article from class or a video chapter from the “Unnatural Causes: Is
Inequality Making us Sick” (available to download and view from the UNC Library). You are not to
simply summarize an article or the video for your instructor but rather explain what it made you
think or consider. Anything turned in late will be deducted 15% per day. 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 will be on Sakai. The papers should include the following
components:
1. Summary: Briefly summarize the main point/findings of the article or video. 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 or video 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.
3. Implications for Practice: What are the implications for practice based on the article/video?
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.
Grading Rubric for Reflection Paper: Assignment II
Article/Video Summary
Application to social work at all levels: micro, mezzo and macro
Implications for social work practice discussed?
Critique or Agreement explained?
References/Format/Grammar
0
0
0
0
0
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
HBSE Module: Lisa de Saxe Zerden
Summer 2014
11
HBSE MODULE ASSIGNMENT III: GROUP DISPARITY PRESENTATION OUTLINE
Assignment III: Group Disparity Presentation (25 points) & Action Plan (5 points)
In a 15-20 minute* class presentation, to be completed in groups of 3-4*, students will work on
presenting a particular disparity and relating the importance of this issue to social work practice.
The key to this project is choosing a topic of interest and then articulating the impact on a specific
subpopulation (i.e., persons of a particular race, ethnicity, gender, age, or sexual orientation,
location). The group disparity presentation will be worth 25% of your overall grade for this
module; the Action Plan you will provide your classmates will be worth 5%. The instructor will
provide a sign-up sheet to facilitate topic selection and group formation and a small amount of
class time will be reserved for planning this presentation. Students will choose a topic of interest
to their professional development. More details and a rubric are provided to think about this
assignment early on. *Time of presentation & group size depends on overall size of the class.
Students will choose a topic of interest to their professional development. Health and mental
health examples include:







Diabetes and obesity rates among AI/AN communities;
Prostate cancer rates among African American men;
LGBTQ youth and rates of suicide;
Cervical cancer rates among African American woman versus White woman
Rates of HIV/AIDS across ethnic/racial groups,
Obesity rates in Latino youth versus non-Hispanic populations
Prevalence of eating disorders among young women vs. men
Or circumstances that affect individual and family processes such as:





Families caring for a child with Autism Spectrum Disorder
Caregiving across generations;
Domestic or community violence;
Disparity in incarceration rates among people of color
Environmental toxins and impact on neighborhood
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 role plays, or 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
12
HBSE Module: Lisa de Saxe Zerden
Summer 2014
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.
Action Component (5 points):
After sharing the facts and details about his disparity with your classmates—what are we to do
with this information? These five points are reserved for an action plan that will allow us, the
audience, to do something about the issue you have just discussed. This can include a handout
with information or websites to visit, a petition to sign, a letter to submit. Whatever your group
promotes as their “action step” needs to be less than 2 pages and something that can be done by
your classmates given our time constraints. This component of the assignment will be worth 5
points.
Health Disparities Group Presentation Rubric
Area
Points
Professionalism
5
Activity
5
Content
Etiology, symptomatology, and prevalence
Meaning and significance
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
Action—What must audience do? This can relate to
micro and macro recommendations above
Total points:
15
5
30
Comments