THEUNIVERSITYOFNORTHCAROLINAATCHAPELHILL
SCHOOLOFSOCIALWORK
CourseNumber: SOWO505.957
CourseTitle:
HumanDevelopmentinContextII:Adulthood
Semester/Year: Spring2016
TimeandLocation:Fridays2:00-4:50PM
Instructor: AnnamaeT.Giles,MSW
OfficePhone:
(336)703-3915(office);(336)918-7124(cell,notexts)
EmailAddress:
annamae@email.unc.edu
OfficeHours:
Byappointment
CourseDescription
Thiscoursereviewstypicalanddivergentadultdevelopmentincontext,surveysmajor
theoreticalframeworks,andhighlightstheimpactofsocialinjusticesonadultdevelopment.
CourseObjectives
Attheconclusionofthiscourse,studentswillbeableto:
1. Analyzeandevaluatemajortheoreticalframeworks(e.g.,bioecological,psychosocial,life
span,lifecourse,riskandresilience,person-in-environment,systems)forexamining
adultdevelopmentincontext;
2. Describethedevelopmentofindividualsfromearlyadulthoodtooldage,aswellas
divergentdevelopmentaltrajectoriesthatmayoccurinresponsetoarangeofsociocultural-historicalinfluences,personaldecisions,biopsychosocialproblemsandsocial
injustices(e.g.,illness,disability,deprivation,discrimination);
3. Explaintheimpactofgender,sexualorientation,culture/heritage,spirituality,raceethnicity,andsocioeconomicstatusontypicalanddivergenttrajectoriesofadult
development;
4. Articulatehowthefamilyservesastheprimarysocialcontextforadultdevelopment,
includingtheimplicationsofvariationsinfamilystructure,development,andprocessin
boththefamilyoforiginandthefamilyofchoice.
5. Recognizeanddescribemajorhealthandmentalhealthdisordersandtheco-morbidity
amongthesedisordersthatoccursduringadulthood;
6. Articulatekeyethicalissuesforsocialworkersrelatedtoadulthealthandmentalhealth
(e.g.,accesstotreatmentbasedondiagnosis,healthdisparities,endoflifedecisions)
ExpandedDescription
Thiscourseprovidesstudentswithanoverviewoftypicalanddivergentadult
developmentaltrajectories,includinghowbiological,psychological,spiritual,interpersonal,
family,community,socio-cultural,historical,andeconomicfactorsshapethesetrajectories.
Inthiscourse,familiesareconsideredaprimarysocialcontextforadultdevelopment.The
coursesurveysmajortheoreticalframeworksforexplainingtypicalanddivergentadult
developmentinenvironmentalcontext.Additionally,thecoursewillemphasizeriskand
protectivefactorsandresiliencyaswellastheimpactofsocialinjustices,deprivation,and
discriminationonadultandfamilydevelopment,functioning,andhealth.
Readings
RequiredText(Note:ThefirstisthesametextbookyouhadforSOWO500)
Hutchison,E.(2014).DimensionsofHumanBehavior:TheChangingLifeCourse(5th
Ed.)ThousandOaks,CA;SagePublications,Inc.
Okin, R. L (2014). Silent voices people with mental disorders on the street. Mill Valley,
CA: Golden Pine Press.
Requiredarticlesandchapterswillbeavailableonthecourse’sSakaisite.
WebSites:Youwillbeinvestigatinghealthandmentalhealthtopicsthroughavarietyof
Webresources.
Assignments
AssignmentPercentage
Total100%
ClassParticipation
10%
HealthDisparitiesPaper
30% CriticalThinkingPaper
30% OlderAdultLifeReviewPaper 30%
Classparticipation
Classparticipationcountsfor10%ofyourfinalgrade.Everyonewillreceiveastandardscore
of100forparticipation,inrecognitionofanormofattendance,contributionstosmallgroup
activitiesandinformedparticipationinclassdiscussion.Informedparticipationmeansthat
youclearlydemonstratethatyouhavecompletedassignedreadingsandcanofferanalysis,
synthesisandevaluationofwrittenmaterial.Excellentparticipationalsomeansthatyour
commentsarethoughtful,focusedandrespectful.Pointswillbedeductedfromthebasescore
ifyoumissclass,arelate,leaveearly,disappearforlongperiodsonbreakorareunprepared.
Pleaseturnoffcellphonesduringclassanduselaptopsonlyforclasscontent.
Thedevelopmentofasupportivelearningenvironmentisfosteredbyrespectfullylistening
totheideasofothers,beingabletounderstandandappreciateapointofviewwhichis
differentfromyourown,clearlyarticulatingyourpointofview,andlinkingexperienceto
readingsandassignments.Wewillcoveragreatdealofinformationineachclass.Ifyouwill
notbeabletoattendaclass,lettheinstructorknowassoonaspossible.Itisalsoyour
responsibilitytoobtainhandouts,informationaboutclasscontent,andinformationabout
announcements,etc.,fromyourclassmates.Inordertofullyparticipateinandbenefitfrom
eachclasssession,studentsmustcompleterequiredreadingsandcometoclasspreparedto
discussthem.
2
HealthDisparitiesPaper: DueClass5(February12th,2016)
SeeAppendixAattheendofthissyllabus.
CriticalThinkingPaper: DueClass9(March11,2016)
SeeAppendixBattheendofthissyllabus.
OlderAdultLifeReview: DueClass12(April15,2016)
SeeAppendixCattheendofthissyllabus.
HowtoSubmitWrittenAssignments
PapersaretobeuploadedthroughtheASSIGNMENTSsectioninSakaiby2:00pmonthe
datedueunlessotherarrangementsarespecified.Apaperisconsideredlateifitgetsturned
inat2:05pm.Donotforgettoincludethehonorcode.Planahead!Keepbackupsanddon’t
relyonhavingcomputers,printers,servers,andemailprogramsworkingperfectlybefore
class.
APAandWrittenAssignments
TheSchoolofSocialWorkfacultyusesAPAstyleastheformatforpapersandpublications.
ThebestreferenceisthePublicationManualoftheAmericanPsychologicalAssociation,
SixthEdition(2009)thatisavailableatmostbookstores.Thefollowingwebsitesprovide
additionalinformation:http://library.concordia.ca/help/howto/apa.php (general
informationaboutdocumentationusingAPAstyle).BynotabidingbyAPAformattingyou
willreceivedeductionsonyourassignmentsthroughouttheprogram.Studentsarestrongly
encouragedtoreviewthematerialsontheSchoolofSocialWork’swebsite
http://ssw.unc.edu/students/writing.Thispageincludesnumeroushelpfulwriting
resourcessuchastutorialsonunderstandingplagiarism,aquickreferenceguidetoAPA,
writingtipsandmaterials.
On the Health Disparities Paper students receiving the grade of "F" or "L" will have the
opportunity to rewrite their existing paper, to receive partial credit. Partial Credit may bring
papers up one letter grade if all areas of weakness in the paper are addressed. Simply rewriting
the paper may not affect the grade, rewritten papers must have significant changes that bring them
out of the "F" or "L" range. Students wanting this option must contact the professor within a
week of the class where papers are returned to inform that he/she wants to rewrite the
paper. Rewritten papers are due no later than 2 weeks after papers are returned.
HonorCode
TheStudentHonorCodeisalwaysineffectinthiscourse.TheInstrumentofStudentJudicial
Governance(http://instrument.unc.edu/)requiresthatyouvouchforyourcomplianceon
allyourwrittenwork.Youmustwritethefollowingpledgeinfulloneachdocumenttitle
page:“Ihaveneithergivennorreceivedanyunauthorizedassistanceonthisassignment.”
Signanddateit.Studentsarealsostronglyencouragedtoreviewthesectiononplagiarism
carefully.AllinstancesofacademicdishonestywillresultindisciplinarymeasurespreestablishedbytheSchoolofSocialWorkandtheUniversity.
PolicyonAccommodationsforStudentswithDisabilities
3
Studentswithdisabilitiesthataffecttheirparticipationinthecoursemustnotifythe
instructoriftheywishtohaveaccommodationsininstructionalorexaminationformat.The
instructorwillworkwiththeOfficeofDisabilitiesandthestudenttomakeappropriate
accommodations.Pleasecommunicatewithyourprofessorearlyonifanyaccommodations
areneeded.
Grades
TheSchoolofSocialWorkusesanevaluationsystemofHonors(H),Pass(P),LowPass(L),
andFail(F).Forthisclass,thenumericalvalueofanHrangesfrom94-100;Pfrom80-93;
andLfrom70-79.Pisconsideredentirelysatisfactoryinthisprogram.Hisreservedfor
workthatisclearlyexcellentinallrespects.Studentswhoreceive9.0ormoreLowPassing
creditsareineligibletocontinueingraduateschool.
LatePapers
PapersaretobeuploadedintoSakaiby2:00PMdatestampedthedatetheyaredue.Late
paperswillbededucted10%eachdayitislateincludingweekends.Papersthataremore
thanaweekoverduewillnotreceiveanycredit(thatis,0%).Incaseofanemergency,alate
papermaybeacceptedwithoutpenaltyatthediscretionoftheprofessor,butthestudent
mustcommunicatewiththeprofessorinadvance.Avoidhavinglastminutecomputer
failuresthatpreventyoufromturningpapersinontime.Planahead!Keepbackupsand
don’trelyonhavingcomputers,printers,servers,andemailprogramsworkingperfectlya
half-hourbeforeclass.Ifyouareuncertainifyouruploadworkedemailacopyofthepaper
toyourprofessorontheduedate.Feelfreetouploada“testpaper”onSakaiearlyinthe
semestertomakesureyouknowhowitworks.
CellPhoneandLaptopPolicy
Cellphonesareadisruptiontothelearningprocess.Studentsareexpectedtoturnofftheir
cellphonesduringclass.LaptopsareallowedinclassinordertofollowthePowerpoint
slidesandtakenotesonthelectureandwillbeusedforsomeassignmentswhereweneed
toaccessinformationasagroup.Ifyouarefoundtobeonthecomputerduringclassroom
discussionsandactivitiesyourparticipationgradewillbededucted.
__________________________________________________________________________________________________________
ScheduleandCourseOutline
Class1/January15,2016/Introduction:AdultDevelopmentinTheoreticalContext
Topics:
• Bridgingchild/adolescentdevelopmenttoyoungadult/adult/olderadult
development
• Lifecoursetheoryofdevelopment
• Bioecologicalsystemstheoryforadultandfamilydevelopment
• Diversefamilyformsinadulthood
• Riskandresilienceinadulthood
• Contextualizingadultandfamilydevelopmentwithinthecontextofthefamily
includingconsiderationsofillness,disability,deprivation,discrimination
RequiredReadings:
4
1. Walsh,F.(2003).Changingfamiliesinachangingworld:Reconstructingfamily
normality.InF.Walsh(Ed.)Normalfamilyprocesses:Growingdiversityand
complexity(3rded.,pp.1-26).NewYork:GuilfordPress.
2. George,L.K.(2007).Lifecourseperspectivesonsocialfactorsandmentalillness.In
W.R.Avison,J.D.McLeod&B.A.Pescosolido(Eds.),Mentalhealth,socialmirror
(pp.191-218).NewYork:Springer.
Recommended:
Crosnoe,R.,&Elder,G.H.,Jr.(2004).Fromchildhoodtothelateryears:Pathwaysofhuman
development.ResearchonAging,26,623-654.
Rank,M.R.&Hirschl,T.A.(1999).ThelikelihoodofpovertyacrosstheAmericanadultlife
span."SocialWork,44,201-216.
Wickrama,K.A.S.,Conger,R.D.,Wallace,L.E.,&Elder,G.H.,Jr.(2003).Linkingearlysocial
riskstoimpairedphysicalhealthduringthetransitiontoadulthood.JournalofHealth
andSocialBehavior,44,61-74.
Class2/January22,2016/PerspectivesonHealthandMentalHealthinAdult
Development
Topics:
• UseofDSMframeworkwithinasocialworkpracticecontext
• Frameworksforunderstandinghealth/mentalhealthdisordersinadulthood
includingbioecologicalsystems,lifecourseperspective,biopsychosocial,riskand
resilience,stressandcoping
• Focusontheinteractionsbetweenhealthdisordersandmentalhealthdisorders
RequiredReadings:
1. DSM-5Overview:TheFutureManual,AmericanPsychiatricAssociationwebsite
(1page)http://www.dsm5.org/about/Pages/DSMVOverview.aspx
YoumayalsowanttolookattheFrequentlyAskedQuestionssectionofthiswebsite.
2. Link,B.G.&Phelan,J.(2006).Fundamentalsourcesofhealthinequalities.InD.
Mechanic,L.Rogut,D.Colby&J.Knickman(Eds.),Policychallengesinmodernhealth
care(pp.71-84).NewBrunswick,N.J.:RutgersUniversityPress.
3. Probst,B.(2013).‘‘Walkingthetightrope:’’Clinicalsocialworkers’useofdiagnostic
andenvironmentalperspectives.ClinicalSocialWorkJournal,41,184-191.doi:
10.1007/s10615-012-0394-1
4. Watters,E.(2010).TheAmericanizationofMentalIllness.NewYorkTimesMagazine.
Retrievedfromhttp://www.nytimes.com/2010/01/10/magazine/10psychet.html?pagewanted=all
Recommended:
Iversen,R.R.,Gergen,K.J.,&Fairbanks,R.P.(2005).Assessmentandsocialconstruction:
Conflictorco-creation?BritishJournalofSocialWork,35,689-708.
Engstrom,M.(2012).PhysicalandMentalHealth:Interactions,Assessment,and
Intervention.InS.Gehlert&T.A.Browne(Eds.)Handbookofhealthsocialwork(2nd
ed.)(164-218).
5
Poland,J.&Caplan,P.(2004).Thedeepstructureofbiasinpsychiatricdiagnosis..InP.
Caplan&L.Cosgrove(Eds.),Biasinpsychiatricdiagnosis(pp.9-23).NY:Jason
Aronson.
Rolland,J.S.&Werner-Lin,A.(2012).Families,health,andillness.InS.Gehlert&T.A.
Browne(Eds.)Handbookofhealthsocialwork(2nded.),pp.318-342.
Class3/January29,2016(MorningClass)/EarlyAdulthoodandHIV/AIDS
GuestSpeakerLisaZerden,M.S.W.,PhD.AssociateDeanforAcademicAffairs
UNCChapelHillSchoolofSocialWork
Topics:
• HIV/AIDS
RequiredReadings:
1. Bouis,S.,Reif,S.,Whetten,K.,Scovil,J.,Murray,A.,&Swartz,M.(2007).Anintegrated,
multidimensionaltreatmentmodelforindividualslivingwithHIV,mentalillness,and
substanceabuse.HealthandSocialWork,32(2),268-278.
2. Linsk,N.L.(2011).Commentary:ThirtyyearsintotheHIVEpidemic:Socialwork
perspectivesandprospects.JournalofHIV/AIDS&SocialServices,10,218–229.doi:
10.1080/15381501.2011.598714
3. Gaston,G.B.,Guiterrez,S.M.,Nisanci,A.(2015).InterventionsthatretainAfrican
AmericansinHIV/AIDStreatment:Implicationsforsocialworkpracticeand
research.SocialWork,60,35-42.doi:10.1093/sw/swu050
4. Gonsalves,G.,&Staley,P.(2014).Panic,paranoia,andpublichealth—TheAIDS
epidemic'slessonsforEbola.NewEnglandJournalofMedicine,371,2348-2349.doi:
10.1056/NEJMp1413425
5. HIV&AIDS,MayoClinic.Comhttp://www.mayoclinic.com/health/hiv-aids/DS00005
Reviewthematerialunder“Basics”onthiswebsite.Itincludesbasicinformation
aboutthenatureoftheillness,causes,tests,treatments,copingstrategies.
Recommended:
Lichenstein,B.(2003).Stigmaasabarriertotreatmentofsexuallytransmittedinfectionin
theAmericandeepsouth:Issuesofrace,genderandpoverty.SocialScienceand
Medicine,57,2435-2445.
Wheeler,D.P.(2007)MountingasocialworkresponsetotheworseningHIV
epidemicinblackcommunities.NASWNationalHealthLine,156-159.
Mahoney,C.A.,Engstrom,M.,&Marsh,J.C.(2012).Substanceuseproblemsinhealthsocial
workpractice.InS.Gehlert&T.A.Browne(Eds.)Handbookofhealthsocialwork(2nd
ed.)(pp.426-467).Hoboken,NJ:JohnWileyandSons,Inc.
Strug,D.L.,Grube,B.A.,&Beckerman,N.L.(2002)challengesandchangingrolesin
HIV/AIDSsocialwork.SocialWorkinHealthCare,35(4),1-19.doi:
10.1300/J010v35n04_01(thisisdetailedandcanbeskimmed)
NASW(2012):HIV/AIDSSpectrumProject
http://www.socialworkers.org/practice/hiv_aids/nhaspolicytopracticeupdate2012.
pdf
Class4/January29th,2016(afternoonclass)/EarlyAdulthoodandSubstanceAbuse
Topics:
6
•
•
Physical,cognitive,emotionalandsocialdevelopmentinyoungadulthood
Issuesinemergingadulthood:identity,beginningwork/career,developingintimate
relationships,formingfamily
Risk-TakingBehaviors
SubstanceAbuse
•
•
RequiredReadings:
1. Hutchison,Chapter7-YoungAdulthood.
2. Okin:pp.46-53,70-79,90-92,112-119,168-171,174-176,182-190
3. Arnett,J.J.(2004).Emergingadulthood:Thewindingroadfromthelateteensthrough
thetwenties.Cary,NC:OxfordUniversityPress.
4. APA(2013).Substance-relatedandaddictivedisorders(BriefFactSheet).
5. Platt,A.(2014).SubstanceUseDisorders:AreviewoftheDSM-5.JournalofAlcohol
andDrugDependence,2(3),113.doi:10.4172/2329-6488.1000e113
Class5/February12,2016/EarlyAdulthoodandPsychoticDisorders
GuestSpeakerviaFaceTime:BarbaraSmith,M.S.W.,LCSW
UNCChapelHillSchoolofSocialWork
HealthDisparitiesPaperDue
Topics:
• Schizophrenia
• Otherpsychoticdisorders
RequiredReadings:
1. Insel,T.R.(2010).RethinkingSchizophrenia.Nature,486,178-193.
2. Okin:pp.68-69,80-84,120-121,130-133,164-165,180-181
3. ReviewpsychoticdisordersinDSM-5viapsychiatryonline(usethelibrarywebsite)
4. Schizophreniacommunitywebsite:http://www.schizophrenia.com
Thiscomprehensivewebsitehassectionsforconsumers,family,friendsand
professionals.Thesiteofferseducation,practicalknowledgeanddiscussionboards
aswellasbasicandscholarlyinformation.Readthroughthe“Schizophrenia
Overview”sectionandreadoneofthe“SchizophreniaSuccessStories”.
5. Seeman,M.V.(2010).Psychosisinwomen:Considermidlifemedicaland
psychologicaltriggers.CurrentPsychiatry,9(2),64-76.
6. Davidson,L,Drake,R.E.,Schmutte,T.,Dinzeo,T.&Andres-Hyman,R.(2009).Oiland
wateroroilandvinegar?:Evidence-basedmedicinemeetsrecovery.Community
MentalHealthJournal,45,323-332.
Recommended:
Poland,J.(2004).Biasandschizophrenia.InP.Caplan&L.Cosgrove(Eds.),Biasin
psychiatricdiagnosis(pp.149-161).Lanham,MD:JasonAronson.
Padgett,D.K.,Hawkins,R.L.,Abrams,C.,&Davis,A.(2006).Intheirownwords:Traumaand
substanceabuseinthelivesofformerlyhomelesswomenwithseriousmentalillness.
PsychologicalAssessment,76(4),461-476.
Strakowski,S.M.(2008).HowtoavoidethnicbiaswhendiagnosisSchizophrenia.Current
Psychiatry,2(6),
72-83.
7
Strakowski,S.M.(2008).HowtoavoidethnicbiaswhendiagnosisSchizophrenia.Current
Psychiatry,2(6),72-83.
Class6/February19,2016/MiddleAdulthoodandMoodDisorders
GuestSpeaker:EdShaw,MD,MA,Professor,WakeForestSchoolofMedicine
Topics:
• Depression
• BipolarDisorders
• Suicidality
• DualDisorders
RequiredReadings:
1. Okin:pp.152-153
2. NationalInstitutesofHealth(2014).Pleasecheckouttheoverviewofdepression
http://www.nimh.nih.gov/health/publications/depression-listing.shtmlandthe
followingsub-categories(amonganyothersofinteresttoyou):
a. Postpartumdepression
b. Depressionandcollegestudents
c. Suicide
d. Depressioninmen
e. Depressioninwomen
3. NationalInstituteofMentalHealth[NIMH].2014.BipolarinAdults.
http://www.nimh.nih.gov/health/publications/depression-listing.shtml
Recommended:
Cummings,S.M.,Neff,J.A.,Husaini,B.A.(2003).Functionalimpairmentasapredictorof
depressivesymptomatology:Theroleofrace,religiosity,andsocialsupport.Health&
SocialWork,28,23-32.
Kennedy,N.Boydell,J.VanOs,J.&Murray,R.M.(2004).Ethnicdifferencesinthe
presentationofbipolardisorder:Resultsfromanepidemiologicalstudy.Journalof
AffectiveDisorders,83,161-168.
MentalHealthAmerica:Co-occurringDisordersinformation
http://www.mentalhealthamerica.net/index.cfm?objectid=C7DF94C1-1372-4D20C8FE4E509C20471B
Readaboutdepressionanditsco-occurrencewithothermentalhealth,substance
abuseandmedicaldisorders.
Class7/February26,2016/MiddleAdulthood,Health,andFamilyProcesses
RequiredReadings:
1. Hutchison,Chapter8-MiddleAdulthood.
2. Okin:pp.86-89,196-197
3. Auslander,W.&Freedenthal,S.(2012).Adherenceandmentalhealthissuesin
chronicdisease:Diabetes,heartdisease,andHIV/AIDS.InS.Gehlert&T.A.Browne
(Eds.)Handbookofhealthsocialwork(2nded.)(pp.525-556).Hoboken,NJ:John
Wiley&Sons,Inc.
8
Explorethefollowingwebsites:
• Diabetes-http://www.diabetes.orgReview“DiabetesBasics”onthiswebsite.
• HeartDisease-http://www.cdc.gov/heartdisease.Thiswebsitehasexcellentbasic
informationaboutheartdiseaseandalsohas“MapsandStatistics”whichreviews
prevalenceratesamongvariousdemographicgroupingsintheU.S.
• NationalCancerInstitute-http://www.cancer.govThiswebsiteisloadedwith
excellentinformation.Reviewthebasicinformationunder“CancerTopics”.
• Obesity-http://www.cdc.gov/obesity/data/adult.htmlRead“AdultObesityFacts”
Recommended:
Brashler,R.(2012).Socialworkpracticeanddisabilityissues.InS.Gehlert&T.A.Browne
(Eds.)Handbookofhealthsocialwork(2nded.)(219-236).Hoboken,NJ:JohnWiley&
Sons,Inc.
Davis,C.(2004).Psychosocialneedsofwomenwithbreastcancer:Howcansocialworkers
makeadifference?HealthandSocialWork,29(4),330-334.
Gehlert,S.(2012).Theconceptualunderpinningsofsocialworkinhealthcare.InS.Gehlert
&T.A.Browne(Eds.)Handbookofhealthsocialwork(2nded.)(3-19).Hoboken,NJ:
JohnWiley&Sons,Inc.
Werner-Lin,A.&Biank,N.M.(2012).Oncologysocialwork.InS.Gehlert&T.A.Browne
(Eds.)Handbookofhealthsocialwork(2nded.)(pp.498-525).Hoboken,NJ:John
Wiley&Sons,Inc.
Class8/March4,2016/MiddleAdulthoodandAnxietyDisorders
Topics:
• PostTraumaticStressDisorder(PTSD)
• Trauma
• AnxietyDisorders
RequiredReadings:
1. Okin:pp.122-126,136-140
2. AnxietyDisorders,NIMH/NIHhttp://www.nimh.nih.gov/health/topics/anxietydisorders/index.shtml
3. Dobbs,D.(2009).Thepost-traumaticstresstrap.ScientificAmerican,300(4),64-69.
4. VandeHout,M.,Gangemi,A.,Mancini,F.,Engelhard,I.M.,Rijkeboer,M.M.,vanDams,
M.,Klugkist,I.(2014).Behaviorasinformationaboutthreatinanxietydisorders: A
comparisonofpatientswithanxietydisordersandnon-anxiouscontrols.Journalof
BehaviorTherapyandExperimentalPsychiatry,45,489-495.
5. Gallagher,M.W.,Bentley,K.H.,&Barlow,D.A.(2014).Perceivedcontroland
vulnerabilitytoanxietydisorders:Ameta-analyticreview.CognitiveTherapyand
Research,38,571–584.doi:10.1007/s10608-014-9624-x
**ThisstatisticsusedinthisarticlemaybedetailedbutDr.Lambertsuggests
skimmingtheresultssectionifthisisoverwhelming**
Recommended:
Barlow,D.(2002).Theexperienceofanxiety:Shadowofintelligenceorspecterofdeath?In
Anxietyanditsdisorders:Thenatureandtreatmentofanxietyandpanic(pp.1-36).
NewYork,NY:TheGuilfordPress.
9
VanderKolk,B.(1987).Thepsychologicalconsequencesofoverwhelminglifeexperiences.
InPsychologicalTrauma.Washington,DC:AmericanPsychiatricPress.
Class9/March11,2016/MiddleAdulthoodandIntimatePartnerViolence
CriticalThinkingPaperDue
PotentialClassSpeaker
Topics:
• Traumaticexperiencesinadulthood(intimatepartnerviolence,communityviolence)
RequiredReadings:
1. Okin:pp.92-102,148-150,154-162
2. Macy,R.J.,Ermentrout,D.M.&Johns,N.B.((2011).Physicalandbehavioralhealthcare
ofpartnerandsexualviolencesurvivors.InC.M.Renzetti,J.Edleson,&.R.K.Bergen
(Eds.)ViolenceAgainstWomenSourcebook(Vol.2)(pp.289-308).ThousandOaks,CA:
Sage.
3. Pico-Alfonso,M.,Garcia-Linares,M.I.,Celda-Navarro,N.,Blasco-Ros,C.,Echeburua,E.
&Martinez,M.(2006).Theimpactofphysical,psychological,andsexualintimate
partnerviolenceonwomen’smentalhealth:Depressivesymptoms,posttraumatic
stressdisorder,stateanxietyandsuicide.JournalofWomen’sHealth,15(5),599-611.
4. GotothewebsiteoftheNationalOnlineResourceCenteronViolenceagainstWomen
http://www.vawnet.org/.Clickonthe“AppliedResearchPapers”sectionandread
onearticlethatinterestsyou.
Recommended:
Bent-Goodley,T.B.(2005).Cultureanddomesticviolence:Transformingknowledge
development.JournalofInterpersonalViolence,20(2),195-203.
Campbell,J.(2002).Healthconsequencesofintimatepartnerviolence.TheLancet,359,
1331-1336.
Markoff,L.S.,Reed,B.G.,Fallot,R.D.,Elliot,D.E.,Bjelajac,P.(2005).Implementingtraumainformedalcoholandotherdrugmentalhealthservicesforwomen:Lessonslearned
inamultisitedemonstrationproject.AmericanJournalofOrthopsychiatry,75(4),525539.
Macy,R.J.,Giattina,M.,Sangster,T.H.,Crosby,C.,&Montijo,N.J.(2009).Domesticviolence
andsexualassaultservices:Insidetheblackbox.AggressionandViolentBehavior,
14(5),359-373.
MARCH18,2016-NOCLASS-SPRINGBREAK
MARCH25TH,2016-NOCLASS
Class10/April1st,2016/OlderAdulthoodandHealthIssuesandDementia
FieldTriptoWilliamsAdultDayCenter
GuestSpeakerKathyLong,R.N.,VicePresidentSeniorServicesInc.
Topics:
• Physical,cognitive,emotionalandsocialdevelopmentinlateadulthood
10
•
•
Familiesinlaterlife
Transitions,lossesandgainsinolderadulthood,includingwork,family,andfriends
Readings:
1. Hutchison,Chapter9-LateAdulthood.
2. Hutchison,Chapter10-VeryLateAdulthood.
3. Agronin,M.E.(2014).FromCicerotoCohen:Developmentaltheoriesofaging,from
antiquitytothepresent.TheGerontologist,54,30-39.
4. AARPWebSite.http://www.aarp.orgExplorethethemesandmessagesinsite.Read
atleastonearticleonbraindevelopment.(Use“search”function.)
Recommended:
Blackman,N.,(2002).Specialissue:agingpeoplewithintellectualdisabilities:Dealingwith
thechallengesofolderage.JournalofGerontologicalSocialWork,38,253-263.
Haber,D.(2009).Gayaging.Gerontology&GeriatricsEducation,30(3),267-280.
Stelle,C.,Fruhauf,C.A.,Orel,N.&Landry-Meyer,L.(2010).Grandparentinginthe21st
century:Issuesofdiversityingrandparent–grandchildrelationships.Journalof
GerontologicalSocialWork,53(8),682-701.
Class11/April8,2016/OlderAdulthoodandHealthIssues
Topics:
• Heart/cardiovasculardiseaseandstroke
• Healthandphysicaldisabilityinolderadulthood
• Caregivinginolderadulthood
Required:
1. Okin:pp.62-63
2. Diwan,S.,Balaswamy,S.&Lee,S.E.(2012).Socialworkwitholderadultsinhealthcaresettings.InS.Gehlert&T.A.Browne(Eds.)Handbookofhealthsocialwork(2nd
ed.)(pp.392-425).Hoboken,NJ:JohnWiley&Sons,Inc.
3. Ai,A.L.,&Carrigan,L.T.(2007).Social-strata-relatedcardiovascularhealthdisparity
andcomorbidityinanagingsociety:Implicationsforprofessionalcare.Healthand
SocialWork,32(2),97-105.
4. White,A.,Philogene,G.,Fine,L.,&Sinha,S.(2009).Socialsupportandself-reported
healthstatusofolderadultsintheUnitedStates.AmericanJournalofPublicHealth,
99(10),1872-1878.
Recommended:
Harris,M.,&Cumella,E.G.(2006).Eatingdisordersacrossthelifespan.Journalof
PsychosocialNursing&MentalHealthServices,44(4),21-26.
Emlet,CA,&Poindexter,C.C.(2004).Unserved,unseen,andunheard:Integratingprograms
forHIV-infectedandHIV-affectedolderadults.HealthandSocialWork,29(2),86-97.
Mahoney,D.F.,Cloutterbuck,J.Neary,S.&Shan,L.(2005).AfricanAmerican,Chinese,and
Latinofamilycaregivers’impressionsoftheonsetanddiagnosisofdementia:Crossculturalsimilaritiesanddifferences.TheGerontologist,45(6),783-792.
Class12/April15,2016/OlderAdulthoodandMentalHealth
11
OlderAdultLifeReviewPaperdue
GuestSpeaker:CarmenPrice,MSW
SocialWorker,HospiceandPalliativeCareCenter
Topics:
• Cognitivedisorders,includingdementia
• Overviewofhowmajormentalhealthdisordersmanifestinolderadulthood,
includingdepression,schizophrenia,substanceabusedisorders,suicidality,and
eatingdisorders
RequiredReadings:
1. Corcoran,J.&Walsh,J.(2010).Clinicalassessmentanddiagnosisinsocialwork
practice(2nded.).NewYork,NY:OxfordUniversityPress.
Ch.15-CognitiveDisorders,pp.469-500.
2. SuicideandOlderAdults(NYTsblogpost):
http://newoldage.blogs.nytimes.com/2013/08/07/high-suicide-rates-among-theelderly/?_r=0
3. Alzheimer’s-http://www.nia.nih.gov/alzheimers/topics/alzheimers-basicsRead
throughthisbasicfactsheetaboutAlzheimer’sdiseasefromtheNationalInstitute
onAging.
4. Strokehttp://www.stroke.org/site/DocServer/STROKE_101_Fact_Sheet.pdf?docID=4541
ReadthroughthisbasicfactsheetaboutstrokefromtheNationalStrokeAssociation
Recommended:
Plante.G.E.(2005).Depressionandcardiovasculardisease:Areciprocalrelationship.
MetabolismClinicalandExperimental,54,45-48.
Cummings,S.,Neff,J.,&Husaini,B.(2003).Functionalimpairmentasapredictorof
depressivesymptomatology:Theroleofrace,religiosity,andsocialsupport.Health
andSocialWork,28(1),23-32.
Video:ComplaintsofaDutifulDaughter.(1995,byDeborahHoffman.)
Class13/April22,2016/DeathandDying
Topics:
• Deathandbereavement
• Deathinindividuallifecycleandfamilylifecycle
• Coursewrap-up
RequiredReadings:
1. Okin:pp.64-67,194-195
2. Berk,L.E.(2007).Developmentthroughthelifespan.(4thed.).Boston,MA:Allyn&
Bacon.pp.634-663.
3. Hooyman,N.R.,&Kramer,B.J.(2006).Resilienceandmeaningmaking.InLiving
throughloss:Interventionsacrossthelifespan(pp.63-86).NewYork,NY:Columbia
UniversityPress.
4. Strada,E.(2009).Grief,demoralization,anddepression:Diagnosticchallengesand
treatmentmodalities.PrimaryPsychiatry,16(5),49-55.
12
Recommended:
Herbert,R.,Schulz,R.,Copeland,V&,Arnold,R.(2009).Preparingfamilycaregiversfor
deathandbereavement:Insightsfromcaregiversofterminallyillpatients.Journalof
Pain&SymptomManagement,37,3-12.
Sanders,S.,Ott,C.,Kelber,S.&Noonan,P.(2008).TheExperienceofhighlevelsofgriefin
caregiversofpersonswithAlzheimer'sdiseaseandrelateddementia.DeathStudies,
32,495-523.
Laurie,A.,&Neimeyer,R.A.(2008).African-Americansinbereavement:Griefasafunctionof
ethnicity.Omega,57(2),173-193.
13
AppendixA:
HealthDisparitiesPaper
Due:Friday,February12
Studentswillwritea6-8pagedouble-spaced(12ptfont),paperonaparticularhealthor
mentalhealthdisorderorenvironmentalconditionanditsdifferentialimpactonaspecific
subpopulation(e.g.,personsofaparticularrace,ethnicity,gender,age,sexualorientation,or
acommunity).Beginbychoosingatopicofinterestinyourprofessionaldevelopment–
particularhealthormentalhealthconditions(e.g.,diabetes,cancer,schizophrenia)or
circumstances(caregivingacrossgenerations,domesticorcommunityviolence,
environmentaltoxins)thataffectindividualdevelopment,familyprocessesand/or
communities.
Thispaperwillexplorethecauses,diagnosis,treatment,andoutcomesofparticular
disordersorenvironmentalconditionsthataffectwellbeingatthemicro,mezzoandmacro
levels.Asyouresearchyourtopic,payattentiontodifferentialimpactsbasedonrace,
culture,age,gender,orothersalientcategoriesthatcontributetothehealthormental
healthdisparityunderreview.Eachpapershouldaddressthefollowingpoints:
Eachpapershouldaddressthefollowingpoints:
1. Theetiology,symptomatology,andprevalenceofthedisorderorconditionwithin
thespecificsubpopulation.
2. Themeaningandsignificanceofthedisorderorconditiontothosewithinthe
specificsubpopulation.(Manywesterninterpretationsofdisordersandconditions
arenotsharedbyallcultures.Forexample,theancientHawaiianculturebelieved
thatexcessbodyweightsignifiedroyalty,andpersonsinmanyculturesbelievethat
peoplewithepilepsyaretouchedbythegods.Anotherexample:insub-Saharan
AfricaisthatHIViscausedbyaspellsomeoneputsonyouoryourfamily.)
3. Individual,family,orcommunitytraitsorconditionsthataffecttheincidence
and/orcourseofthedisorder.(Forexample,gunviolenceinlow-SESurban
neighborhoodsmaypreventcommunitymembersfromgoingoutdoorstoplayor
exercise;theresultantsedentarylifestylemayleadtoobesityinchildrenand
adults.)
4. IncorporateconceptsfromoneofthefollowingmodulesoftheBriefHistoryof
Oppressioncourse(exploitation,marginalization,powerlessness,cultural
imperialism,violence,orresistance)includingeffectsonthehealthcondition
and/orsubpopulation.
5. Theimpactofthedisorderorconditionanditssequelaeonindividuals,theirfamily
andcommunity,ifrelevant.(Forexample,howhastheincarcerationofasignificant
portionofthemaleAfricanAmericanpopulationinsomeurbanareasaffectedlife
andfamilyprocessesinthesecommunities?Whataretheimpactsofchildhood
obesitytoothersystemsandrelatedoutcomes?)
6. Specificrecommendationsforsocialworkerassessmentandinterventionwith
individualsandfamiliesaffectedbythedisorderorcondition.
7. Specificrecommendationsformacroassessmentandintervention,includingpolicy
changesthataffecttheoutcomeorincidenceoftheconditionordisorder,with
criticalexplorationofissuesofdiscrimination,inequality,andsocialjustice.
14
Usecurrentliteraturefromprofessionaljournalstoresearchthistopic(minimumof6
referencesinAPAformat).Papersshouldbe6-8pages,doublespaced,12pointfont,and1
inchmarginformatting.Youmaychoosetousesubheadingsifthathelpsorganizethe
varioustopicstobeincludedasoutlinedintherubricbelow.
GRADINGRUBRICFORHEALTHDISPARITIESPAPER
Components
Possible
Student
Points
Score
Etiology,symptomatology,andprevalence
Meaningandsignificance
Individual,family,orcommunitytraitsorconditionsthataffecttheincidence
Impactonindividuals,familyandcommunity
Specificrecommendationsforassessmentandinterventionatmicrolevel
Specificrecommendationsformacrointervention
QualityofReferencelist
APAstyle;writingquality;useoflanguage
Totalpoints:
15
4
3
4
4
4
4
3
4
30
AppendixB:
CriticalThinkingPaper
Due:Friday,March11
Inthispaperstudentswillapplycoursematerialtoanalyzeacasestudyofanadultclient.
Eachpapershouldbe6-7pages,doublespaced,12pointfont,and1inchmarginformatting.
APAformatisrequired.Papersaretoincludecitationsthatincorporaterelevantcourse
readingsintotheassessmentoftheclientandexpandonclasstopics.Theinstructorwill
providestudentsacasescenariowellbeforetheduedate.Analyzethecasedrawing
explicitlyfromcoursematerial.Thepaperelementsshouldinclude:
1. Tothebestofyourknowledgeaboutthisindividual,currentcircumstances,and
history,createbothagenogramandanecomaptoillustratethisperson’spositionin
theirfamilyandwidersystem[includetheseasappendices].Makesuretoinclude
relationshiplinesandtousedatesonyourdiagrams.Youcandrawthisneatlyby
handoruseacomputer—whateveryouprefer.
2. Discusstheclient’sdevelopmentinthecontextofexpectationsandtasksassociated
withtheirparticularstageofadultdevelopment.Besuretoincludetherelevantways
inwhichthisstageofdevelopmentisunique,andhowthesefactorsimpactthe
experienceoftheclient.Thebestdiscussionsintegratethisinformationratherthan
havingseparateparagraphson“context”andthen“clientdevelopment.”Inother
words,discussyourclient’sdevelopmentinthecontextoftheirage-stage.
3. Identifysourcesoftheclient’sriskandresilience.Listthese,explainingasneeded.
4. Discussthewaysinwhichtheclient’sfunctioningisimpactedbyfamilysystem,
culture,andcommunitycontext.
5. TothebestofyourknowledgeregardingtheDSM-V,whatdiagnosiswouldyougive
thisclient?Besurethatyourpapercontainsinformationthatwouldjustifyyour
decisionandhowyouderivedatthisdiagnosis.
Helpfulnotes:
Organizeyourpaperaroundthesefivecategories.Usingsubheadingsisagoodwayto
ensurethatyoudothis.Whileyouwillbedrawingfrommaterialcoveredinclass,tryto
incorporatethematerial,asitisrelevanttotheclient’ssituation.Donotspendalotoftime
inthepaperre-statingreadings,insteadAPPLYtheconceptstoyourcaseandcitethe
relevantliteratureusingAPAformat.Similarly,donotspendtimesummarizingthecase,as
yourinstructorisfamiliarwiththecase.
16
GRADINGRUBRIC:CRITICALTHINKINGPAPER
Components
1. Genogram&Eco-map
Demonstraterelationshipsandflowofresources
2. Discussionofdevelopmentalstageincontext
Integrateddiscussionoftheliterature
3. Sourcesofrisk&resilience
Listandexplanation,integrationofrelevantliterature
4. Roleofcontextualfactors(family,culture,community)
Personinenvironment,integrationofrelevantliterature
5. DSMassessmentandsubstantiationofdiagnosesmade
6. APAstyle;writingquality;useoflanguage
Total
17
PossiblePoints
2point
6points
5points
5points
8points
4points
30points
StudentScore
AppendixC:
OlderAdultLifeReview
Due:Friday,April15
Thisassignmentprovidestheopportunityforstudentstoanalyzeandevaluatetheoriesand
informationabouthumandevelopmenttounderstandthedevelopmentoverthelifecourse
ofanolderadult.Thefirstpartofthisassignmentistointerviewanolderadulttolearn
abouthisorherlife-spandevelopment.Inthislifereview,studentsaretoasktheolderadult
toreflectonthemostsignificantactionsanddevelopmentalmilestonesthathaveshapedhis
orherlife.Thesecondpartinvolvesusingatheoreticalperspectiveandfactualinformation
fromthecoursetoexplaintheindividual’sdevelopmentwithinrelevantcontexts.Your
writtenassessmentshouldincludehowtheperson’slifehasbeenshapedbydiversity(race,
ethnicity,rurality,gender/sexualorientation,disability,andsocialclass);healthandmental
healthissues;family,cultural,andcommunitycontext;andtherolesthatriskandresilience
playedintheperson’slifetrajectory.
Peopleusuallyengageinaprocesscalledlifereviewastheyenterthelateryearsoflife.This
involvesorganizingmemoriesandreflectingonthesignificantactionsanddevelopmental
milestonesthathaveshapedone’slife.Throughthisprocess,peoplegainadeeper
understandingofthemselvesandtheworldaroundthem.Planaheadandconductthis
interviewwellbeforetheduedateinordertoincorporatethefollowingpointsbelow.
Interviewanolderadult(overtheageof65)andsummarizethisperson’sperceptions
abouthisorherlife.Yourinformantcouldbearelative,friend,acquaintance,orclient.(If
youareinterviewingaclient,youmustreceivepermissionfromyourfieldinstructorand
mustdisguisetheclient’sidentifyinginformation.)Ifyouneedhelplocatingsomeoneto
interview,contactyourcourseinstructor.Priortobeginningtheinterview,describethe
assignmenttoyourinformant,tellhim/herthatonlythecourseinstructorwillbereading
yoursummaryandthatyouwillnotincludehis/hername(makeupanamefortheperson).
NOTE:Thisisagreatlearningexperienceifthepersonyouinterviewiswillingtoshare.Do
notconducttheinterviewwithapersonwhoisreluctantordepressed.Wearenottryingto
pushanyoneintoself-disclosingwhattheydonotwishtodisclose.
Thequestionsbelowareincludedtohelpstructureyourinterview;pleasefeelfreeto
changetheorderandwordingofthequestionsandtoaddquestionsofyourown.Youmay
wanttostartwithlightertopicstowarm-upyourinformant.Itishelpfultowriteoutyour
questionssothatyouremembertoincludepertinentsubjectsandtokeeptheinterviewon
track.Atthesametime,maintainsufficientflexibilitytolearnfromyourinformantshould
heorsheoffervaluableinformationthatis“offtopic.”
- Tellmeaboutwhatyourlifeislikenow?Howwouldyoudescribeatypicalday?
- Tellmeaboutthemostimportantpeopleinyourlife.
- Whatwerethemostsignificanteventsinyourlife?
- Whatwouldyouconsidertobeyourgreatestaccomplishment?
- Asyoulookbackatyouraccomplishments,howdoyoufeelaboutyourlife?
- Howhasyoursenseofself(whoyouare)changedovertheyears?
- Whatbringsyousatisfaction?
- Wouldyousharewithmeoneofthehighlightsofyourlife?
18
-
Whichperiodinyourlifewasthemostenjoyable?Themostchallenging?
Whatchallengeshaveyoufaced?
Howhaveyoucopedwiththesechallenges?Whathaveyoulearnedfromyour
struggles?
Lookingbackatyourlife,whatwouldyoudodifferently?
Howwasyourlifeinfluencedbysocietalorculturalevents?
Afteryourinterview,prepareasummarythataddressesthefollowingpoints.This
assignmentisshouldbe6-8pages,doublespaced,12pointfont,and1inchmargin
formatting.AnappropriatereferencelistinAPAformatisrequired.Besuretointegratethe
theoreticalperspectivesandfactualinformationfromthiscourse.
1. Describeyourinterview—theperson,yourrelationship,thesetting,andemotional
climate.
2. Whatwerethesignificanteventsthatshapedthisperson’slife?
3. Howhaveissuesofdiversity—race,ethnicity,rurality,gender/sexualorientation,
disability,andsocialclass—impactedthisperson'sdevelopmentacrosshisorher
lifespan.Includeboththeindividual’sperceptionaswellasyourownusingyourlens
asasocialworker.
4. Whatriskfactorshaveinfluencedthisperson’sdevelopment?
5. Whatcopingstrategiesandresourceshashe/sheused?Addressfamily,community,
culture,andindividualstrengths.Arethesetypicaloftheresourcesavailableto
othersinthiscohort?
6. Useoneofthetheoreticalperspectivesonsocialgerontology(fromAustrianarticle
and/oryourHutchinsontext)tointerpretthisindividual'sdevelopmentalprocess
andcurrentfunctioning.
7. Whathaveyoulearnedfromhearingthisperson'slifereview?Whatdidyouexpect
fromyourknowledgeofolderadults?Whatwassurprising(newlearning)from
yourinterview?
19
GradingRubric:OlderAdultLifeReview
EvaluationElements
Possible
Points
Student
Score
Reviewofsignificantlifeevents-Includesaccomplishments,challenges,
significantlifeevents,satisfactioninlife,areasoflifethatweremostchallenging,
andsenseofself
20
Examinationofissuesofdiversity-Examineissuesofrace,ethnicity,rurality,
gender/sexualorientation,disability,andsocialclass—impactedthisperson's
developmentacrosshisorherlifespan(accordingtotheindividual'sperception)
15
Theoreticalexplanationoftheindividual’sagingprocess-stageof
development,whatthepersonisworkingthroughinthisstage,levelof
functioning
15
Riskfactors-Discussionofriskfactorsthathaveaffectedtheperson’s
development
10
Copingstrategiesandresilience-whathastheindividualdonetocopewith
adversity,includeculturalissues
10
Yourlearningfromtheinterview-whatdidyouexpect?Whatdidyoulearn?
Whatwassurprising?
10
Organization&Format
5
ReferenceList(APAformatandaminimumofthreesources)
5
10
100
Qualityofwriting(e.g.,grammar,welledited,andappropriateuseofAPAstyle)
Total
(100x.30=
30points)
20