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 505.004
Human Development in Context II: Adulthood
Spring 2015
Tuesdays: 2:00 – 4:50 pm
Laurie Selz Campbell, MSW, CPRP
919-843-6394
lauriesc@unc.edu
Mondays 12:30 – 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. Analyze and evaluate major theoretical frameworks (bioecological, psychosocial, life span,
life course, risk and resilience, person-in-environment, systems) for examining adult
development in context;
2. 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 sociocultural-historical influences, personal decisions, biopsychosocial problems and social
injustices (e.g., illness, disability, deprivation, discrimination);
3. Explain the impact of gender, sexual orientation, culture/heritage, spirituality, race, and
socioeconomic status on typical and divergent trajectories of adult development;
4. Articulate how the family serves as the primary social context for adult development,
including implications of variations in family structure, development, and process in both
family of origin and family of choice.
5. Recognize and describe major health and mental health disorders and the co-morbidity
among these disorders that occurs during adulthood; and
6. 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 the course, families are considered a
primary social context for adult development. Major theoretical frameworks are surveyed
explaining typical and divergent adult development in environmental context. Additionally,
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the course emphasizes risk and protective factors and resiliency as well as the impact of social
injustice, deprivation, and discrimination on development, functioning, and health.
READINGS:
Required text (Note – this is the same textbook you had for SOWO 500):
Hutchison, E. (2014). Dimensions of human behavior: The changing life course (5th Ed.)
Thousand Oaks, CA; Sage Publications, Inc.
Recommended (helpful for understanding psychiatric diagnoses in “plain English”):
Frances, A. (2013). Essentials of psychiatric diagnosis: Responding to the challenge of the DSM5. New York, NY: The Guilford Press.
Additional reading: Required articles, chapters, and web links will be available on Sakai.
TEACHING METHODS AND EXPECTATIONS:
Teaching methods include lecture/discussion, media presentations, guest speakers, and small
group activities. My perspective is that all of us are teachers as well as learners. You are
expected to attend 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. Anyone with difficulty with
these requirements should speak with me so that alternative contributions can be identified.
A note on participation: You will start with a score of 10 points, in recognition of
expectations around attendance, engagement, and informed participation. “Informed
participation” means that you have completed the readings and that your comments are
thoughtful, focused and respectful. 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 (see policy on electronic devices, below).
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we are all invested in creating an environment of respect and engagement.
During class, cell phones should be turned off or muted. I welcome laptops or tablets for
taking notes or for small group activities; however, I ask that you use them only for relevant
activities – not for checking email or surfing the Web. Your attention is an important sign of
respect to your colleagues. Please do not have the mistaken assumption that others are
unaware if you are disengaged! If distracting use of electronics is observed, I will need to
strictly limit their use to specific times during class.
ASSIGNMENTS:
There are 3 assignments over the course of the semester, each worth 30 points, described here:
Assignment 1:
Health Disparities Paper
Due February 24
This 6-8 page paper will describe a health or mental health disorder or environmental
circumstance, and will discuss its impact on a specific subgroup of adults. Begin by choosing
a condition (e.g., diabetes, cancer, schizophrenia) or circumstance (e.g. intergenerational
caregiving, community violence, environmental toxins) -- and a subgroup of adults (e.g.,
persons of a particular race, ethnicity, gender, age, sexual orientation, or community) who are
uniquely or disproportionately affected Then, develop your paper according to the following:
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1.
The etiology (roots or cause), symptomatology, and prevalence of the
disorder/condition within the subgroup on which you have chosen to focus.
2. The meaning and significance of the disorder/condition to those within the
subgroup. It is important to remember that western or dominant-culture
interpretations of disorders are not shared by all. For example: (a) ancient Hawaiian
cultures believed that excess body weight signified royalty; (b) in sub-Saharan Africa,
it is believed that HIV is caused by a spell; (c) many disparities reflect generations-long
discrimination and oppression, and may be experienced as such.
3. Individual, family, and/or community factors that may affect the incidence or
course of the disorder/condition. For example: (a) gun violence in neighborhoods
may prevent children from going outdoors, and thus may contribute to obesity; (b) in
some cultures, it is shameful to discuss personal struggles outside of the extended
family, and this may pose a barrier to seeking help.
4. The impact of the disorder or condition on your chosen subgroup, including
impacts on individuals, families, and communities. For example, the incarceration of
young African American males will likely impact family life, education/employment
outcomes, and other dimensions of well-being;
5. Recommendations for social work assessment/intervention with your chosen
subgroup. What factors will be critical for the social worker to bear in mind?
6. Recommendations for community assessment/intervention, including advocacy
for 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) from scholarly journals to research
your topic (a minimum of 6 references). Please use subheadings to organize your thinking
and ensure logical flow. 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
4
Quality of sources used
3
APA style; quality, professionalism, & clarity of writing
4
Total points
30
3
Assignment 2:
Critical Thinking Paper
Due March 24
In this paper, you will apply course material to the analysis of a case study of an adult client.
Your paper should be 5-7 APA-formatted pages. You will analyze the case, incorporating
course readings into your discussion. You should include the following elements:
a. 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.
b. Identify sources of the client’s risk and resilience. These can be listed in bullet
points, with explanations as needed.
c. Discuss the ways in which the client’s functioning is impacted by family, culture, and
community context.
d. 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.
e. 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: It will be helpful to draw a genogram and eco-map for yourself as you are
preparing your paper, as well as a timeline of events. You do not need to submit these; rather,
you can use them to identify the relationships and community contexts that serve as sources
of risk and resilience, and the time frames surrounding events that will figure into your
diagnosis. In approaching the diagnosis, try to narrow your focus to 2-3 potential diagnoses
that seem to best reflect what is occurring, and then look in more detail within these to select
the best option. Finally, please organize your paper using subheadings to ensure that you
address all of the above elements. Do not worry about summarizing the case; your instructor
is familiar with it!
Scoring Rubric for Critical Thinking Paper
Component
Points
Discussion of developmental stage in context with integration of literature
6
Sources of risk & resilience: List and explanation, integration of literature
5
Role of context (family, culture, community) with integration of literature
6
DSM diagnosis and substantiation
5
Reflection on important considerations for social worker
5
APA style; writing quality; use of language
3
Total
30
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Assignment 3:
Older Adult Life Review
Due April 21
Note: If you are participating the interprofessional seminar, you do not have to do
this assignment. We will discuss an alternative prompt. For those of you not enrolled
in the seminar, this assignment will be mandatory.
People usually engage in a process called life review as they enter the later years of life. This
involves organizing memories and reflecting on significant actions and 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 life course of an older adult.
The first part of this assignment is to interview an older adult (65 years or older), inviting
reflection on the most significant actions and 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). 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 is willing to share. Do not interview a
person who is reluctant or depressed. We are not trying to push anyone into self-disclosure.
The questions below are included to help structure your interview; feel free to change the
order and wording 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 can
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. 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?
How has your sense of self (who you are) changed over the years?
What brings you satisfaction? Would you share 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? What have you learned?
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 incorporating theory and other information to
explain the individual’s development in a 6-8 page paper addressing the following:
a. Briefly describe the person, your relationship, the setting, and emotional climate.
b. What were the significant events that shaped this person’s life?
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c. How have issues of diversity (race, ethnicity, rurality, gender, sexual orientation,
disability, social class, and others) impacted this person's development? Include the
individual’s perspective as well as your own, 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 individual,
family, community, and cultural strengths. Are these typical of the resources
available to others in this cohort?
f.
Select one of the social- gerontology theories that you believe best interprets this
individual's developmental process and current functioning. Discuss your rationale.
g. What have you learned from this life review? What were your expectations coming
into the experience? Was there anything surprising or unexpected that you learned?
Scoring Rubric for Older Adult Life Review
Component
Points
Description of individual interviewed, relationship, setting
3
Review of significant life events, using a life course perspective & effectively
incorporating course material
5
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
3
Quality of writing (clarity, APA style)
3
Total:
30
SCORING & GRADING
Points will be assigned as follows:
Class Participation
10%
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review
Total
30%
30%
30%
100%
Grades will be assigned as follows:
H:
P:
L:
F:
94 and above
93-80
79-70
69 and below
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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 (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
2 days before a due date if you would like to request an extension. If this does not happen, you
will lose 5% of 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 include the Honor Code
statement “I have neither given nor received any unauthorized assistance in completing this
assignment”, on all assignments. 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.
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 notify
me of the documented disability, and we can design the appropriate accommodations to
support your learning.
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SCHEDULE AND COURSE OUTLINE
Week 1 / January 13/ Introduction: Adult Development in Theoretical Context
Topics:
 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 development, including illness/disability, deprivation, discrimination
Required Readings:
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. 126). New York: Guilford Press.
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: Springer.
Related/ Optional Readings:
Crosnoe, R., & Elder, G. H., Jr. (2004). From childhood to the later years: Pathways of human
development. Research on Aging, 26, 623-654.
Rank, M. R. & Hirschl, T. A. (1999). The likelihood of poverty across the American adult life
span. Social Work, 44, 201-216.
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 20/ 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
 Overview of health inequalities
Required Readings:
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.
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Corcoran, J. and Walsh, J. (2010). Clinical assessment and diagnosis in social work practice.
New York: Oxford University Press. Read Chapter 2: Social Work and the DSM: Personin environment versus the medical model (pp. 11-36).
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. 7184). New Brunswick, N.J.: Rutgers University Press.
Watters, E. (2010). The Americanization of mental illness. New York Times Magazine, January
8, 2010. http://www.nytimes.com/2010/01/10/magazine/10psyche-t.html?pagewanted=all
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 co-creation? British Journal of Social Work, 35, 689-708.
McQuaide, S. (1999). A social worker’s use of the diagnostic and statistical manual. Families in
Society, 80(4), 410-416.
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.
Week 3 / January 27/ Early Adulthood and Substance Abuse
Topics:
 Physical, cognitive, emotional and social development in young adulthood
 Emerging adulthood: identity, work/career, intimate relationships, family
 Risk-taking behaviors
 Substance abuse
Required Readings:
Hutchison Text: Chapter 7: Young Adulthood.
APA (2013). Substance-related and addictive disorders (Brief Fact Sheet).
Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens through
the twenties. American Psychologist, 55, 469-480.
Platt, A. (2014). Substance use disorders: A review of the DSM-5. Journal of Alcohol and Drug
Dependence, 2(3), 113.
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).
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Week 4 / February 3 / Early Adulthood and HIV
Topics:
 HIV/AIDS
Required Readings:
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.
Gonsalves, G., & Staley, P. (2014). Panic, paranoia, and public health — The AIDS epidemic's
lessons for Ebola. New England Journal of Medicine, 371, 2348-2349.
HIV & AIDS: http://www.mayoclinic.com/health/hiv-aids/DS00005. Review the material
under “Basics” for information about the nature of the illness, causes, tests, treatments,
coping strategies.
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.
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.
Related/Optional Readings:
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.
NASW (2012): HIV/AIDS Spectrum Project. Retrieved from
http://www.socialworkers.org/practice/hiv_aids/nhaspolicytopracticeupdate2012.pdf
Wheeler, D.P. (2007) Mounting a social work response to the worsening HIV epidemic in
black communities. NASW National Health Line, 156-159.
Week 5 / February 10 / Early Adulthood and Psychotic Disorders
Topics:
 Schizophrenia and other psychotic disorders
Required Readings:
Corcoran, J. and Walsh, J. (2010). Clinical assessment and diagnosis in social work practice.
New York: Oxford University Press. Read Ch. 14, Schizophrenia and Other Psychotic
Disorders, pp. 435-466. (based on the DSM-IV, but given that little has changed for this
diagnosis in the transition to DSM-V, it is a helpful overview).
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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.
Insel, T. R. (2010). Rethinking schizophrenia. Nature, 486, 178-193.
Schizophrenia website: http://www.schizophrenia.com. Read “Schizophrenia Overview” and
one of the “Schizophrenia Success Stories”.
Related/Optional Readings:
Padgett, D., 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.
Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and psychological
triggers. Current Psychiatry, 9(2), 64-76.
Strakowski, S. M. (2008). How to avoid ethnic bias when diagnosing Schizophrenia. Current
Psychiatry, 2(6), 72-83.
Week 6 /February 17/ Middle Adulthood and Mood Disorders
Topics:
 Depression and Bipolar Disorders
 Suicidality
 Dual Disorders
Required Readings:
National Institutes of Health (2014). Information about depression, available at
http://www.nimh.nih.gov/health/publications/depression-listing.shtml. Read the
overview and the following sub-categories: Postpartum depression; Depression and college
students; Suicide; Depression in men; Depression in women
Mental Health America: Co-occurring Disorders
http://www.mentalhealthamerica.net/index.cfm?objectid=C7DF94C1-1372-4D20C8FE4E509C20471B
National Institute of Mental Health [NIMH]. 2014. Bipolar Disorder in Adults.
http://www.nimh.nih.gov/health/publications/bipolar-disorder-inadults/Bipolar_Disorder_Adults_CL508_144295.pdf
Related/Optional Readings:
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.
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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 Shadows http://www.pbs.org/wgbh/takeonestep/depression/
Chapter 4: Postpartum Depression, and Chapter 6: Common Depression
Week 7 / February 24 / 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 and caring for
aging parents
 Divorce and other family transitions of middle adulthood
 Key health disorders, including cancer, diabetes, obesity; health disparities
Required Readings:
Hutchison Text: Chapter 8: Middle Adulthood.
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.
Diabetes - http://www.diabetes.org
Review “Diabetes Basics” on this website.
Heart Disease - http://www.cdc.gov/heartdisease . Excellent basic information on heart
disease and also has “Maps and Statistics” which reviews prevalence rates among various
demographic groups
National Cancer Institute - http://www.cancer.gov This website is loaded with excellent
information. Review the basic information under “Cancer Topics”.
Obesity- http://www.cdc.gov/obesity/data/adult.html Read “Adult Obesity Facts”
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 3 / Middle Adulthood and Anxiety Disorders
Topics:
 Post-Traumatic Stress Disorder (PTSD)
 Anxiety Disorders
Required Readings:
Anxiety Disorders, NIMH /NIH http://www.nimh.nih.gov/health/topics/anxietydisorders/index.shtml
Dobbs, D. (2009). The post-traumatic stress trap. Scientific American, 300(4), 64-69.
Gallagher, M. W., Bentley, K. H., & Barlow, D. A. (2014).Perceived control and vulnerability to
Anxiety disorders: A meta-analytic review. Cognitive Therapy and Research, 38, 571–584.
(note: The statistics used in this article are quite detailed – feel free to skip to the
Discussion section!)
Van de Hout, M., Gangemi, A., Mancini, F., Engelhard, I. M., Rijkeboer, M. M., van Dams, M.,
Klugkist, I. (2014). Behavior as information about threat in anxiety disorders: A
comparison of patients with anxiety disorders and non-anxious controls. Journal of
Behavior Therapy and Experimental Psychiatry, 45, 489-495.
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 (to be viewed in class): The Soldiers Heart
http://www.pbs.org/wgbh/pages/frontline/shows/heart (60 minutes)
March 10 – Happy Spring Break!!
Week 9 / March 17 / Middle Adulthood and Intimate Partner Violence
Topics:
 Traumatic experiences in adulthood (domestic violence, community violence)
Required Readings:
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.
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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.
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.
Related/Optional Readings:
Bent-Goodley, T. B. (2005). Culture and domestic violence: Transforming knowledge
development. Journal of Interpersonal Violence, 20(2), 195-203.
Campbell, J. (2002). Health consequences of intimate partner violence. The Lancet, 359, 13311336.
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.
Markoff, L. S., Reed, B. G., Fallot, R. D., Elliot, D. E., Bjelajac, P. (2005). Implementing traumainformed 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 24 / Older Adulthood
Critical Thinking Paper Due
Topics:
 Physical, cognitive, emotional and social development in late adulthood
 Families in later life; transitions, losses and gains, including work, family, and friends
Required Readings:
Hutchison Text: Chapter 9: Late Adulthood and Chapter 10: Very Late Adulthood
AARP Web Site. http://www.aarp.org Explore the themes and messages in site.
Agronin, M. E. (2014). From Cicero to Cohen: Developmental theories of aging, from
antiquity to the present. The Gerontologist, 54, 30-39. (Provides an overview of some
social gerontological theories of aging which might be helpful for your Older Adult
Interview paper)
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.
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Stelle, C., Fruhauf, C., 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 / March 31/ Older Adulthood and Health Issues
Topics:
 Heart/cardiovascular disease and stroke
 Health and physical disability in older adulthood
 Caregiving in older adulthood
Required Readings:
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.
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.
National Stroke Association. Stroke.
http://www.stroke.org/site/DocServer/STROKE_101_Fact_Sheet.pdf?docID=4541
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:
Emlet, C A, & Poindexter, C. C. (2004). Unserved, unseen, and unheard: integrating programs
for HIV-infected and HIV-affected older adults. Health and Social Work, 29 (2), 86-97.
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: Crosscultural similarities and differences. The Gerontologist, 45(6), 783-792.
Week 12 / April 7/ Older Adulthood and Mental Health
Topics:
 Cognitive disorders, including dementia
 Mental health disorders in aging adults-- depression, schizophrenia, substance abuse,
suicidality, eating disorders
Required Readings:
Corcoran, J. and Walsh, J. (2010). Clinical assessment and diagnosis in social work practice.
New York: Oxford University Press. Read Ch. 15, Cognitive Disorders, pp. 469- 500.
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Suicide and Older Adults (NYTs blog post):
http://newoldage.blogs.nytimes.com/2013/08/07/high-suicide-rates-among-the-elderly/?_r=0
Alzheimer’s - http://www.nia.nih.gov/alzheimers/topics/alzheimers-basics
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 &
Social Work, 28(1), 23-32.
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of
Psychosocial Nursing & Mental Health Services, 44(4), 21-26.
Plante. G. E. (2005). Depression and cardiovascular disease: A reciprocal relationship.
Metabolism Clinical and Experimental, 54, 45-48.
Week 13/ April 14/ Death and Dying
Topics:
 Loss, 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.
Read pp. 634-663.
2. Hooyman, N.R., & Kramer, B. J. (2006). Resilience and meaning making. In Living through
loss: Interventions across the life span. New York: Columbia University Press. Read pp. 6386.
3. Strada, E. (2009). Grief, demoralization, and depression: Diagnostic challenges and
treatment modalities. Primary Psychiatry, 16(5), 49-55.
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.
Laurie, A., & Neimeyer, R.A. (2008). African-Americans in bereavement: Grief as a function of
ethnicity. Omega, 57(2), 173-193.
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.
Week 14/April 21/ Course Wrap up
Older Adult Life Review Paper due
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