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 :
:
:
SOWO 505.959
Human Development in Context II: Adulthood
Spring 2016
Fridays: 9:00 – 11:50 am
Laurie Selz Campbell, MSW, CPRP
919-843-6394
Email Address :
Office Hours : lauriesc@unc.edu
Fridays noon – 1:00 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,
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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, 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 DSM-5.
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.
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ASSIGNMENTS:
There are 3 assignments over the course of the semester, each worth 30 points, described here:
Assignment 1:
Health Disparities Paper Due February 26
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:
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.
Incorporate concepts from one of the following modules of the Brief History of
Oppression course (exploitation, marginalization, powerlessness, cultural imperialism, violence, or resistance) including possible effects on the health condition and/or subpopulation.
5.
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;
6.
Recommendations for social work assessment/intervention with your chosen subgroup. What factors will be critical for the social worker to bear in mind?
7.
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.
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Scoring Rubric for Health Disparities Paper
Component
Etiology, symptomatology, and prevalence
Meaning and significance
Individual, family, or community factors that affect the incidence
Incorporation of Brief History of Oppression content
Impact on individuals, families, communities
Specific recommendations for assessment/intervention at individual/family levels
Specific recommendations for macro/community intervention, policy change
Points
3
3
4
3
4
3
3
Quality of sources used
APA style; quality, professionalism, & clarity of writing
3
4
Total points 30
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 specific 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.
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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
Role of context (family, culture, community) with integration of literature
DSM diagnosis and substantiation
5
6
6
Reflection on important considerations for social worker
APA style; writing quality; use of language
4
3
Total 30
Assignment 3:
Older Adult Life Review Due April 22
Note: ** If you are participating in the interprofessional experience, this paper is not required.**
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). 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 your instructor will be reading your summary and that you will not include his/her name.
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 or to add questions of your own. You may want to start with the lighter topics.
It is helpful to write out your questions so that you can keep the interview on track. At the same time, maintain flexibility to learn from your informant should he or she offer information that is not directly responsive to the interview questions.

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?
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
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? 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 perception 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 (family, community, culture, individual strengths)? Are these typical of resources available to others in this cohort? f.
Select one of the social-gerontological theories that you believe best interprets this individual's developmental process and current functioning. Discuss your rationale. g.
What have you learned from this person's life review? What were your expectations coming into the experience? Was there anything surprising or unexpected?
Scoring Rubric for Older Adult Life Review
Component Points
Description of individual interviewed, relationship, setting 3
5 Review of significant life events, using a life course perspective & incorporating course material
Thorough examination of issues of diversity and their impact on the client’s life, incorporating course material
Discussion of risk factors, incorporating course material
Discussion of coping strategies and resilience, incorporating course material
5
3
3
Application of social gerontological theory to the individual’s developmental process
Reflection on learning
Quality of writing (clarity, APA style)
Total:
5
3
3
30
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SCORING & GRADING
Points will be assigned as follows:
Participation 10%
Grades will be assigned as follows:
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review
Total
30%
30%
30%
100%
H: 94 and above
P: 93-80
L: 79-70
F: 69 and below
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
You are expected to adhere to scholarly writing guidelines and to use APA formatting in all of your written work (unless otherwise specified). Please use the resources available to you to ensure your success in this area. The web sites listed below provide additional information:
 http://ssw.unc.edu/index.php?q=students/academic/advising (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 15/ 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. 1-
26). 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 22/ 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.
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.
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Probst, B. (2013). ‘‘Walking the tightrope:’’ Clinical social workers’ use of diagnostic and environmental perspectives. Clinical Social Work Journal , 41 , 184-191.
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 (2 nd 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.
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 29/ Early Adulthood and Substance Abuse
Meet in the auditorium, Marty Weems will lecture
Topics:

Physical, cognitive, emotional and social development in young adulthood

Emerging adulthood: identity, work/career, intimate relationships, family

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. Read Chapter 1 (posted on Sakai).
Platt, A. (2014). Substance use disorders: A review of the DSM-5. Journal of Alcohol and Drug
Dependence, 2(3) , 113.
Week 4 / February 5 / Early Adulthood and HIV
Meet in the auditorium, Latoya Small will lecture
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.
Gaston, G. B., Guiterrez, S. M., Nisanci, A. (2015). Interventions that retain African Americans in HIV/AIDS treatment: Implications for social work practice and research . Social Work ,
60, 35-42.
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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.
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
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.
Week 5 / February 12 / Early Adulthood and Psychotic Disorders
Meet in the auditorium, Bebe Smith will guest lecture
Topics:

Schizophrenia and other psychotic disorders
Required Readings:
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”.
Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and psychological triggers. Current Psychiatry, 9 (2), 64-76.
Review psychotic disorders in DSM-5 via psychiatryonline (use the library website)
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.
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Strakowski, S. M. (2008). How to avoid ethnic bias when diagnosing Schizophrenia. Current
Psychiatry, 2(6), 72-83.
Week 6 /February 19/ Middle Adulthood and Mood Disorders
Topics:


Suicidality

Depression and Bipolar Disorders
Dual Disorders
Required Readings:
Mental Health America: Co-occurring Disorders http://www.mentalhealthamerica.net/index.cfm?objectid=C7DF94C1-1372-4D20-
C8FE4E509C20471B
National Institutes of Health (2014). Information about depression, available at http://www.nimh.nih.gov/health/publications/depression-listing.shtml
. Read the
Overview; Postpartum depression; Depression and college students; Suicide; Depression in men; Depression in women
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:
Cummings, S. M., Neff, J. A., Husaini, B. A. (2003). Functional impairment as a predictor of depressive symptomatology: The role of race, religiosity, and social support. Health &
Social Work, 28 , 23- 32.
Kennedy, N. Boydell, J. Van Os, J. & Murray, R.M. (2004). Ethnic differences in the presentation of bipolar disorder: Results from an epidemiological study. Journal of
Affective Disorders, 83 , 161-168.
Tsai, J. & Chentsova-Sutton, J. (2002). Understanding depression across cultures. In I. Gotlib &
C. Hammen (Eds.), Handbook of depression (pp. 467-491). NY: The Guilford Press.
Video on Depression: Out of the Shadows http://www.pbs.org/wgbh/takeonestep/depression/
Chapter 4: Postpartum Depression, and Chapter 6: Common Depression
Week 7 / February 26 / 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
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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 (2 nd 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 (2 nd 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 (2 nd 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 (2 nd ed. ). (pp. 498-525).
Week 8 / March 4 / 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!)
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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)
Week 9 / March 11/ Middle Adulthood and Intimate Partner Violence
Meet in the auditorium, Ardith Burkes from the Compass Center will guest lecture
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.
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 , 1331-
1336.
Macy, R. J., Giattina, M., Sangster, T. H., Crosby, C., & Montijo, N. J. (2009). Domestic violence and sexual assault services: Inside the blackbox. Aggression and Violent Behavior , 14(5),
359-373.
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.
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March 18– Happy Spring Break!!
March 25 – No Class – Good Friday
Note: Critical Thinking Paper due by March 24 at 5:00 pm in Sakai
Week 10 / April 1 / Older Adulthood
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.
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 / April 8/ 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 (2 nd 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
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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.
Week 12 / April 15/ Older Adulthood and Mental Health
Meet in the auditorium, Cornelia M. Poer, MSW from Duke Geriatric Evaluation Clinic will guest lecture
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.
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:
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of
Psychosocial Nursing & Mental Health Services, 44(4), 21-26.
Mahoney, D.F., Cloutterbuck, J. Neary, S. & Shan, L. (2005). African American, Chinese, and
Latino family caregivers’ impressions of the onset and diagnosis of dementia: Crosscultural similarities and differences. The Gerontologist, 45 (6), 783-792.
Plante. G. E. (2005). Depression and cardiovascular disease: A reciprocal relationship.
Metabolism Clinical and Experimental , 54 , 45-48.
Week 13/ April 22 Death and Dying
Older Adult Life Review Paper due
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.
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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. 63-
86.
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.
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