THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
SOWO 505.002
Course Title:
Human Development in Context II: Adulthood
Semester/Year:
Spring 2015
Time and Location: Mondays from 2:00-4:50 p.m. (room TBD)
Instructor:
Lisa de Saxe Zerden, MSW, PhD
Office Phone:
919-962-6430
Email Address:
lzerden@email.unc.edu
Office Hours:
By appointment in room 350 although you can always stop by
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 (e.g., 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, raceethnicity, 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 the implications of variations in family structure, development, and process in
both the family of origin and the family of choice.
5. Recognize and describe major health and mental health disorders and the co-morbidity
among these disorders that occurs during adulthood;
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 students with an overview of typical and divergent adult
developmental trajectories, including how biological, psychological, spiritual, interpersonal,
family, community, socio-cultural, historical, and economic factors shape these trajectories.
In this course, families are considered a primary social context for adult development. The
course surveys major theoretical frameworks for explaining typical and divergent adult
development in environmental context. Additionally, the course will emphasize risk and
protective factors and resiliency as well as the impact of social injustices, deprivation, and
discrimination on adult and family development, functioning, and health.
Readings
Required Text (Note: These are the same textbooks you had for SOWO 500)
1. Hutchison, E. (2014). Dimensions of Human Behavior: The Changing Life Course (5th
Ed.) Thousand Oaks, CA; Sage Publications, Inc.
Required articles and chapters will be available on the course’s Sakai site.
Web Sites: You will be investigating health and mental health topics through a variety of
Web resources.
Assignments
Assignment Percentage
Class Participation
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review Paper
Total 100%
10%
30%
30%
30%
Due Date
On-going
March 2, 2015 (Class 7)
March 23, 2015 (Class 10)
May 1, 2015 (after class 14)
If you are participating the interprofessional
seminar, you do not have to do the older adult
paper. We will discus an alternative prompt.
For all others, this assignment is mandatory.
Class participation
Class participation counts for 10% of your final grade. Everyone will receive a standard score
of 100 for participation, in recognition of a norm of attendance, contributions to small group
activities and informed participation in class discussion. Informed participation means that
you clearly demonstrate that you have completed assigned readings and can offer analysis,
synthesis and evaluation of written material. Excellent participation also means that your
comments are thoughtful, focused and respectful. Points will be deducted from the base score
if you miss class, are late, leave early, disappear for long periods on break or are unprepared.
Please turn off cell phones during class and use laptops only for class content.
The development of a supportive learning environment is fostered by respectfully listening
to the ideas of others, being able to understand and appreciate a point of view which is
different from your own, clearly articulating your point of view, and linking experience to
readings and assignments. We will cover a great deal of information in each class. If you will
not be able to attend a class, let the instructor know as soon as possible. It is also your
responsibility to obtain handouts, information about class content, and information about
announcements, etc., from your classmates. In order to fully participate in and benefit from
each class, students must complete required readings and come to class prepared.
Health Disparities Paper: Due Class 7 (March 2, 2015)
Students will write a 6-8 page paper on a particular health or mental health disorder or
environmental condition and its differential impact on a specific subpopulation (e.g.,
persons of a particular race, ethnicity, gender, age, sexual orientation, or a community).
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Begin by choosing a topic of interest in your professional development – particular health or
mental health conditions (e.g., diabetes, cancer, schizophrenia) or circumstances (caregiving
across generations, domestic or community violence, environmental toxins) that affect
individual development, family processes and/or communities.
This paper will explore the causes, diagnosis, treatment, and outcomes of particular
disorders or environmental conditions that affect wellbeing at the micro, mezzo and macro
levels. As you research your topic, pay attention to differential impacts based on race,
culture, age, gender, or other salient categories that contribute to the health or mental
health disparity under review.
Each paper should address the following points:
1. The etiology, symptomatology, and prevalence of the disorder or condition within
the specific subpopulation.
2. The meaning and significance of the disorder or condition to those within the
specific subpopulation. (Many western interpretations of disorders and conditions
are not shared by all cultures. For example, the ancient Hawaiian culture believed
that excess body weight signified royalty, and persons in many cultures believe that
people with epilepsy are touched by the gods. Another example: in sub-Saharan
Africa is that HIV is caused by a spell someone puts on you or your family.)
3. Individual, family, or community traits or conditions that affect the incidence
and/or course of the disorder. (For example, gun violence in low-SES urban
neighborhoods may prevent community members from going outdoors to play or
exercise; the resultant sedentary lifestyle may lead to obesity in children and
adults.)
4. The impact of the disorder or condition and its sequelae on individuals, their family
and community, if relevant. (For example, how has the incarceration of a significant
portion of the male African American population in some urban areas affected life
and family processes in these communities? What are the impacts of childhood
obesity to other systems and related outcomes?)
5. Specific recommendations for social worker assessment and intervention with
individuals and families affected by the disorder or condition.
6. Specific recommendations for macro assessment and intervention, including policy
changes that affect the outcome or incidence of the condition or disorder, with
critical exploration of issues of discrimination, inequality, and social justice.
Use current literature from professional journals to research this topic (minimum of 6
references in APA format). Papers should be 6-8 pages, 12 point font, 1 inch margin
formatting. You may choose to use subheadings if that helps organize the various topics to
be included as outlined in the rubric below.
GRADING RUBRIC FOR HEALTH DISPARITIES PAPER
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Components
Etiology, symptomatology, and prevalence
Meaning and significance
Individual, family, or community traits or conditions that affect the
incidence
Impact on individuals, family and community
Specific recommendations for assessment and intervention at
micro level
Specific recommendations for macro intervention
Quality of Reference list
APA style; writing quality; use of language
Total points:
Possible
Points
4
3
4
4
4
4
3
4
30
Critical Thinking Paper: Due Class 10 (March 23, 2015)
General Description
In this paper students will apply course material to analyze a case study of an adult client.
Each paper should be 6-7 pages (12pt font), not including the genogram, ecomap and
reference page. APA format is required. Papers are to include citations that incorporate
relevant course readings into the assessment of the client and expand on class topics.
Students will be provided a case scenario by the instructor well before the due date. Analyze
the case drawing explicitly from course material. The paper elements should include:
1. To the best of your knowledge about this individual, current circumstances, and
history, create both a genogram and an ecomap to illustrate this person’s position in
their family and wider system [include these as appendices]. Make sure to include
relationship lines and to use dates on your diagrams. You can draw this neatly by
hand or use a computer—whatever you prefer.
2. Discuss the client’s development in the context of expectations and tasks associated
with their particular stage of adult development. Be sure to include the relevant ways
in which this stage of development is unique, and how these factors impact the
experience of the client. The best discussions integrate this information rather than
having separate paragraphs on “context” and then “client development.” In other
words, discuss your client’s development in the context of their age-stage.
3. Identify sources of the client’s risk and resilience. List these, explaining as needed.
4. Discuss the ways in which the client’s functioning is impacted by family system,
culture, and community context.
5. 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 and how you derived at this diagnosis.
Helpful notes:
Organize your paper around these five categories. Using subheadings is a good way to
ensure that you do this. While you will be drawing from material covered in class, try to
incorporate the material as it is relevant to the client’s situation. Do not spend a lot of time
in the paper re-stating readings, instead APPLY the concepts to your case and cite the
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relevant literature using APA format. Similarly, do not spend time summarizing the case, as
your instructor is familiar with the case.
GRADING RUBRIC: CRITICAL THINKING PAPER
Components
1. Genogram & Eco-map
Demonstrate relationships and flow of resources
2. Discussion of developmental stage in context
Integrated discussion of the literature
3. Sources of risk & resilience
List and explanation, integration of relevant literature
4. Role of contextual factors (family, culture, community)
Person in environment, integration of relevant literature
5. DSM assessment and substantiation of diagnoses made
6. APA style; writing quality; use of language
Total
Possible Points
2 point
6 points
5 points
5 points
8 points
4 points
30 points
Older Adult Life Review: Due Friday May 1, 2015
** If you are participating in the interprofessional experience, this paper is not required.**
This assignment provides the opportunity for students to analyze and evaluate theories and
information about human development to understand the development over the life course
of an older adult. The first part of this assignment is to interview an older adult to learn
about his or her life-span development. In this life review, students are to ask the older adult
to reflect on the most significant actions and developmental milestones that have shaped his
or her life. The second part involves using a theoretical perspective and factual information
from the course to explain the individual’s development within relevant contexts. Your
written assessment should include how the person’s life has been shaped by diversity (race,
ethnicity, rurality, gender/sexual orientation, disability, and social class); health and mental
health issues; family, cultural, and community context; and the roles that risk and resilience
played in the person’s life trajectory (See Appendix A of this syllabus for more details).
How to Submit Written Assignments
A hard copy of your paper is due at the beginning of class by 2:00 pm unless other
arrangements are specified. A paper is considered late if it gets turned in at 2:05 pm. Do not
forget to include the honor code. Plan ahead! Keep backups and don’t rely on having
computers, printers, servers, and email programs working perfectly before class.
APA and Written Assignments
The School of Social Work faculty uses APA style as the format for papers and publications.
The best reference is the Publication Manual of the American Psychological Association, 6th
Edition (2009). The following web sites provide general information about documentation
using APA: http://library.concordia.ca/help/howto/apa.php . By not abiding by APA, you will
receive deductions on your assignments. Students are strongly encouraged to review the
materials on the School of Social Work’s website http://ssw.unc.edu/students/writing .
Honor Code
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The Student Honor Code is always in effect in this course. The Instrument of Student Judicial
Governance (http://instrument.unc.edu/) requires that you vouch for your compliance on
all your written work. You must write the following pledge in full on each document title
page: “I have neither given nor received any unauthorized assistance on this assignment.”
Sign and date it. Students are also strongly encouraged to review the section on plagiarism
carefully. All instances of academic dishonesty will result in disciplinary measures preestablished by the School of Social Work and the University.
Policy on Accommodations for Students with Disabilities
Students with disabilities that affect their participation in the course must notify the
professor if they wish to have accommodations in instructional or examination format. The
professor will work with the Office of Disabilities and the student to make appropriate
accommodations. Please communicate early on if any accommodations are needed.
Grades
The School of Social Work uses an evaluation system of Honors (H), Pass (P), Low Pass (L),
and Fail (F). For this class, the numerical value of an H ranges from 94 - 100; P from 80 - 93;
and L from 70 - 79. P is considered entirely satisfactory in this program. H is reserved for
work that is clearly excellent in all respects. Students who receive 9.0 or more Low Passing
credits are ineligible to continue in graduate school.
Late Papers
A hardcopy of your paper is due at the beginning of class. Late papers will be deducted 10%
each day it is late including weekends. In case of an emergency, a late paper may be
accepted without penalty at the discretion of the professor, but the student must
communicate with the professor in advance. Avoid having last minute computer failures
that prevent you from turning papers in on time. Plan ahead! Keep backups and don’t rely
on technology and equipment working perfectly a half-hour before class.
Cell Phone and Laptop Policy
Cell phones are a disruption to the learning process. Students are expected to turn off their
cell phones during class. Laptops are allowed in class in order to follow the powerpoints
and take notes on the lecture and will be used for some assignments where we need to
access information as a group. If you are found to be on the computer during classroom
discussions and activities your participation grade will be deducted.
__________________________________________________________________________________________________________
Schedule and Course Outline
Week 1 /January 12, 2015/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
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
Contextualizing adult and family development within the context of the family
including considerations of illness, disability, deprivation, discrimination
Required Readings:
1. Walsh, F. (2003). Changing families in a changing world: Reconstructing family
normality. In F. Walsh (Ed.) Normal family processes: Growing diversity and
complexity (3rd ed., pp. 1-26). New York: Guilford Press.
2. George, L.K. (2007). Life course perspectives on social factors and mental illness. In
W.R. Avison, J.D. McLeod & B. A. Pescosolido (Eds.), Mental health, social mirror
(pp.191-218). New York: Springer.
Recommended:
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.
NO CLASS JANUARY 19, 2015: MARTIN LUTHER KING, JR. DAY
“Injustice anywhere is a threat to justice everywhere” –MLK, Jr.
Week 2 /January 26, 2015/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 perspective, biopsychosocial, risk and
resilience, stress and coping
 Focus on the interactions between health disorders and mental health disorders
Required Readings:
1. DSM-5 Overview: The Future Manual, American Psychiatric Association website
(1page) http://www.dsm5.org/about/Pages/DSMVOverview.aspx
You may also want to look at the Frequently Asked Questions section of this website.
2. Corcoran & Walsh (2010). Chapter 2. Social Work and the DSM: Person-in
environment versus the medical model.
3. Link, B.G. & Phelan, J. (2006). Fundamental sources of health inequalities. In D.
Mechanic, L. Rogut, D. Colby & J. Knickman (Eds.), Policy challenges in modern health
care, (pp. 71-84). New Brunswick, N.J.: Rutgers University Press.
4. McQuaide, S. (1999). A social worker’s use of the diagnostic and statistical manual.
Families in Society, 80(4), 410-416.
5. Watters, E. (2010). The Americanization of Mental Illness. New York Times Magazine,
January 8, 2010. http://www.nytimes.com/2010/01/10/magazine/10psychet.html?pagewanted=all
Recommended:
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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.
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).
Poland, J. & Caplan, P. (2004). The deep structure of bias in psychiatric diagnosis. . In P.
Caplan & L. Cosgrove (Eds.), Bias in psychiatric diagnosis (pp. 9-23). NY: Jason
Aronson.
Rolland, J.S. & Werner-Lin, A. (2012). Families, health, and illness. In S. Gehlert & T.A.
Browne (Eds.) Handbook of health social work (2nd ed.), pp.318-342.
Week 3 /February 2, 2015/ Early Adulthood and Substance Abuse
All classes will meet in the auditorium, Tricia McGovern will guest lecturer
Topics:
 Physical, cognitive, emotional and social development in young adulthood
 Issues in emerging adulthood: identity, beginning work/career, developing intimate
relationships, forming family
 Risk-Taking Behaviors
 Substance Abuse
Required Readings:
1. Hutchison, Chapter 7- Young Adulthood.
2. Arnett, J.J. (2000). Emerging adulthood: A theory of development from the late teens
through the twenties. American Psychologist, 55, 469-480.
3. APA (2013). Substance-related and addictive disorders (Brief Fact Sheet).
4. Platt, A. (2014). Substance Use Disorders: A review of the DSM-5. Journal of Alcohol
and Drug Dependence, 2(3), 113. doi:10.4172/2329-6488.1000e113
Week 4 /February 9, 2015/ Early Adulthood and HIV/AIDS
All classes will meet in the auditorium, Lisa de Saxe Zerden will lecturer
Topics:
 HIV/AIDS
Required Readings:
1. Bouis, S., Reif, S., Whetten, K., Scovil, J., Murray, A., & Swartz, M. (2007). An integrated,
multidimensional treatment model for individuals living with HIV, mental illness, and
substance abuse. Health and Social Work, 32(2), 268-278.
2. 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. doi:
10.1080/15381501.2011.598714
3. 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. doi: 10.1093/sw/swu050
4. 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. doi:
10.1056/NEJMp1413425
5. HIV & AIDS, MayoClinic.Com http://www.mayoclinic.com/health/hiv-aids/DS00005
Review the material under “Basics” on this website. It includes basic information
8
about the nature of the illness, causes, tests, treatments, coping strategies.
Recommended:
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.
Wheeler, D.P. (2007) Mounting a social work response to the worsening HIV
epidemic in black communities. NASW National Health Line, 156-159.
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).
Strug, D. L., Grube, B. A., & Beckerman, N. L. (2002) Challenges and Changing Roles in
HIV/AIDS Social Work, Social Work in Health Care, 35(4), 1-19. doi:
10.1300/J010v35n04_01 (this is detailed and can be skimmed)
NASW (2012): HIV/AIDS Spectrum Project
http://www.socialworkers.org/practice/hiv_aids/nhaspolicytopracticeupdate2012.
pdf
Week 5 /February 16, 2015/Early Adulthood and Psychotic Disorders
All classes will meet in the auditorium, Laurie Selz-Campbell will guest lecturer
Topics:
 Schizophrenia
 Other psychotic disorders
Required Readings:
1. Insel, T. R. (2010). Rethinking Schizophrenia. Nature, 486, 178-193.
2. Corcoran & Walsh, Ch. 14- Schizophrenia and Other Psychotic Disorders, pp. 435466. (The C&W text is based on the DSM-IV but given little changed with
Schizophrenia, it is still a helpful overview).
3. Schizophrenia community website: http://www.schizophrenia.com
This comprehensive website has sections for consumers, family, friends and
professionals. The site offers education, practical knowledge and discussion boards
as well as basic and scholarly information. Read through the “Schizophrenia
Overview” section and read one of the “Schizophrenia Success Stories”.
4. Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and
psychological triggers. Current Psychiatry, 9(2), 64-76.
5. 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.
Recommended:
Poland, J. (2004). Bias and schizophrenia. In P. Caplan & L. Cosgrove (Eds.), Bias in
psychiatric diagnosis (pp. 149-161). NY: Jason Aronson.
Padgett, D. K., Hawkins, R. L., Abrams, C., & Davis, A. (2006). In their own words: Trauma and
substance abuse in the lives of formerly homeless women with serious mental illness.
Psychological Assessment, 76(4), 461-476.
Strakowski, S. M. (2008). How to avoid ethnic bias when diagnosis Schizophrenia. Current
Psychiatry, 2(6),
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72-83.
Week 6 /February 23, 2015/Middle Adulthood and Mood Disorders
Topics:
 Depression
 Bipolar Disorders
 Suicidality
 Dual Disorders
Required Readings:
1. National Institutes of Health (2014). Please check out the overview of depression
http://www.nimh.nih.gov/health/publications/depression-listing.shtml and the
following sub-categories (among any others of interest to you):
a. Postpartum depression
b. Depression and college students
c. Suicide
d. Depression in men
e. Depression in women
2. National Institute of Mental Health [NIMH]. 2014. Bipolar in Adults.
http://www.nimh.nih.gov/health/publications/depression-listing.shtml
Recommended:
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.
Mental Health America: Co-occurring Disorders information
http://www.mentalhealthamerica.net/index.cfm?objectid=C7DF94C1-1372-4D20C8FE4E509C20471B
Read about depression and its co-occurrence with other mental health, substance
abuse and medical disorders.
Week 7 /March 2, 2015/Middle Adulthood, Health, and Family Processes
Health Disparities Paper Due
Topics:
 Physical, cognitive, emotional and social development in middle adulthood
 Caregiving in middle adulthood, including considerations of parenting children and
caring for aging parents
 Divorce and other family transitions of middle adulthood
 Key health disorders, including cancer, diabetes, obesity
 Injury and disability
 Health disparities
Required Readings:
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1. Hutchison, Chapter 8- Middle Adulthood.
2. Auslander, W. & Freedenthal, S. (2012). Adherence and mental health issues in
chronic disease: Diabetes, heart disease, and HIV/AIDS. In S. Gehlert & T.A. Browne
(Eds.) Handbook of health social work (2nd ed.). (pp. 525-556). Hoboken, NJ: John
Wiley & Sons, Inc.
Explore the following websites:
 Diabetes - http://www.diabetes.org Review “Diabetes Basics” on this website.
 Heart Disease - http://www.cdc.gov/heartdisease . This website has excellent basic
information about heart disease and also has “Maps and Statistics” which reviews
prevalence rates among various demographic groupings in the U.S.
 National Cancer Institute - http://www.cancer.gov 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”
Recommended:
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).
MARCH 9, 2015- NO CLASS- SPRING BREAK
Week 8 /March 16, 2015/Middle Adulthood and Anxiety Disorders
All classes will meet in the auditorium, Michael Lambert will lecturer
Topics:
 Post Traumatic Stress Disorder (PTSD)
 Trauma
 Anxiety Disorders
Required Readings:
1. Anxiety Disorders, NIMH /NIH http://www.nimh.nih.gov/health/topics/anxietydisorders/index.shtml
2. Dobbs, D. (2009). The post-traumatic stress trap. Scientific American, 300(4), 64-69.
3. 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 Therpay and Experimental Psychiatry, 45, 489-495.
4. 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. doi:10.1007/s10608-014-9624-x
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** This statistics used in this article may be detailed but Dr. Lambert suggests
skimming the results section if this is overwhelming**
Recommended:
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 23, 2015/Middle Adulthood and Intimate Partner Violence
Meet in auditorium for guest speaker, Ardith Burkes, LCSW from the Compass Center
Topics:
 Traumatic experiences in adulthood (intimate partner violence, community violence)
Required Readings:
1. Macy, R.J., Ermentrout, D.M. & Johns, N.B. ((2011). Physical and behavioral healthcare
of partner and sexual violence survivors. In C. M. Renzetti, J. Edleson, &. R. K. Bergen
(Eds.) Violence Against Women Sourcebook (Vol. 2) (pp. 289-308).Thousand Oaks:
Sage.
2. Pico-Alfonso, M., Garcia-Linares, M.I., Celda-Navarro, N., Blasco-Ros, C. , Echeburua, E.
& Martinez, M. (2006). The impact of physical, psychological, and sexual intimate
partner violence on women’s mental health: Depressive symptoms, posttraumatic
stress disorder, state anxiety and suicide. Journal of Women’s Health, 15(5), 599-611.
3. Go to the website of the National Online Resource Center on Violence against Women
http://www.vawnet.org/ . Click on the “Applied Research Papers” section and read
one article that interests you.
Recommended:
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.
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), 525539.
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.
Week 10 /March 30, 2015/Older Adulthood
Critical Thinking Paper Due
Topics:
 Physical, cognitive, emotional and social development in late adulthood
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

Families in later life
Transitions, losses and gains in older adulthood, including work, family, and friends
Readings:
1. Hutchison, Chapter 9- Late Adulthood.
2. Hutchison, Chapter 10- Very Late Adulthood.
3. Agronin, M. E. (2014). From Cicero to Cohen: Developmental theories of aging, from
antiquity to the present. The Gerontologist, 54, 30-39.
4. AARP Web Site. http://www.aarp.org Explore the themes and messages in site. Read
at least one article on brain development. (Use “search” function.)
Recommended:
Blackman, N., (2002). Special issue: Aging People with Intellectual Disabilities: Dealing with
the Challenges of Older Age. Journal of Gerontological Social Work, 38, 253-263.
Haber, D. (2009). Gay Aging. Gerontology & Geriatrics Education, 30(3), 267-280.
Stelle, C., Fruhauf, C. A., Orel, N. & Landry-Meyer, L. (2010). Grandparenting in the 21st
Century: Issues of Diversity in Grandparent–Grandchild Relationships. Journal of
Gerontological Social Work, 53(8), 682-701.
Week 11 / April 6, 2015/ Older Adulthood and Health Issues
Meet in auditorium for guest speaker, Kate Artin, LCSW from UNC Hospital
Topics:
 Heart/cardiovascular disease and stroke
 Health and physical disability in older adulthood
 Caregiving in older adulthood
Required:
1. Diwan, S., Balaswamy, S. & Lee, S.E. (2012). Social work with older adults in healthcare settings. In S. Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd
ed.) (392-425). Hoboken, NJ: John Wiley & Sons, Inc.
2. Ai, A.L., & Carrigan, L.T. (2007). Social-strata-related cardiovascular health disparity
and comorbidity in an aging society: Implications for professional care. Health and
Social Work, 32, 2. p.97-105.
3. White, A., Philogene, G., Fine, L., & Sinha, S. (2009). Social support and self-reported
health status of older adults in the United States. American Journal of Public Health,
99(10), 1872-1878.
Recommended:
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of
Psychosocial Nursing & Mental Health Services, 44(4), 21-26.
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 13, 2015 / Older Adulthood and Mental Health
Meet in auditorium for guest speaker Cornelia M. Poer, MSW from Duke Geriatric
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Evaluation Clinic
Topics:
 Cognitive disorders, including dementia
 Overview of how major mental health disorders manifest in older adulthood,
including depression, schizophrenia, substance abuse disorders, suicidality, and
eating disorders
Required Readings:
1. Corcoran & Walsh, Ch. 15- Cognitive Disorders, pp. 469- 500.
2. Suicide and Older Adults (NYTs blog post):
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-basics Read
through this basic fact sheet about Alzheimer’s disease from the National Institute
on Aging.
4. Stroke http://www.stroke.org/site/DocServer/STROKE_101_Fact_Sheet.pdf?docID=4541
Read through this basic fact sheet about stroke from the National Stroke Association
Recommended:
Plante. G. E. (2005). Depression and cardiovascular disease: A reciprocal relationship.
Metabolism Clinical and Experimental, 54, 45-48.
Cummings, S., Neff, J., & Husaini, B. (2003). Functional impairment as a predictor of
depressive symptomatology: The role of race, religiosity, and social support. Health
and Social Work, 28(1), 23-32.
Video: Complaints of a Dutiful Daughter. (1995, by Deborah Hoffman.)
Week 13/April 20, 2014/Death and Dying
Topics:
 Death and bereavement
 Death in individual life cycle and family life cycle
Required Readings:
1. Berk, L.E. (2007). Development through the lifespan. (4th ed.). Boston, MA: Allyn &
Bacon. pp. 634-663.
2. Hooyman, N.R., & Kramer, B. J. (2006). Resilience and meaning making. In Living
through loss: Interventions across the life span (pp. 63-86). New York: Columbia
University Press.
3. Strada, E. (2009). Grief, demoralization, and depression: Diagnostic challenges and
treatment modalities. Primary Psychiatry, 16(5), 49-55.
Recommended:
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.
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Sanders, S., Ott, C., Kelber, S. & Noonan, P. (2008). The Experience of high levels of grief in
caregivers of persons with Alzheimer's disease and related dementia. Death Studies,
32, 495-523.
Laurie, A., & Neimeyer, R.A. (2008). African-Americans in bereavement: Grief as a function of
ethnicity. Omega, 57(2), 173-193.
Week 14/April 27, 2014/ Course Wrap up
Older Adult Life Review Paper due
Topics:
 Closure and class wrap up
 Older adult life review brief presentations
Appendix A: Older Adult Life Review
Due: Friday, May 1, 2015
*Papers will be accepted earlier if students want to get them back by last class 
People usually engage in a process called life review as they enter the later years of life. This
involves organizing memories and reflecting on the significant actions and developmental
milestones that have shaped one’s life. Through this process, people gain a deeper
understanding of themselves and the world around them. Plan ahead and conduct this
interview well before the due date in order to incorporate the following points below.
Interview an older adult (over the age of 65) and summarize this person’s perceptions
about his or her life. Your informant could be a relative, friend, acquaintance, or client. (If
you are interviewing a client, you must receive permission from your field instructor and
must disguise the client’s identifying information.) If you need help locating someone to
interview, contact your course instructor. Prior to beginning the interview, describe the
assignment to your informant, tell him/her that only the course instructor will be reading
your summary and that you will not include his/her name (make up a name for the person).
NOTE: This is a great learning experience if the person you interview is willing to share. Do
not conduct the interview with a person who is reluctant or depressed. We are not trying to
push anyone into self-disclosing what they do not wish to disclose.
The questions below are included to help structure your interview; please feel free to
change the order and wording of the questions and to add questions of your own. You may
want to start with lighter topics to warm-up your informant. It is helpful to write out your
questions so that you remember to include pertinent subjects and to keep the interview on
track. At the same time, maintain sufficient flexibility to learn from your informant should
he or she offer valuable information that is “off topic.”
- Tell me about what your life is like now? How would you describe a typical day?
- Tell me about the most important people in your life.
- What were the most significant events in your life?
- What would you consider to be your greatest accomplishment?
- As you look back at your accomplishments, how do you feel about your life?
- How has your sense of self (who you are) changed over the years?
- What brings you satisfaction?
- Would you share with me one of the highlights of your life?
- Which period in your life was the most enjoyable? The most challenging?
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What challenges have you faced?
How have you coped with these challenges? What have you learned from your
struggles?
Looking back at your life, what would you do differently?
How was your life influenced by societal or cultural events?
After your interview, prepare a summary that addresses the following points. This
assignment is should be 6-8 pages. An appropriate reference list in APA format is required.
Be sure to integrate the theoretical perspectives and factual information from this course.
1. Describe your interview—the person, your relationship, the setting, and emotional
climate.
2. What were the significant events that shaped this person’s life?
3. How have issues of diversity—race, ethnicity, rurality, gender/sexual orientation,
disability, and social class—impacted this person's development across his or her
lifespan. Include both the individual’s perception as well as your own using your lens
as a social worker.
4. What risk factors have influenced this person’s development?
5. What coping strategies and resources has he/she used? Address family, community,
culture, and individual strengths. Are these typical of the resources available to
others in this cohort?
6. Use one of the theoretical perspectives on social gerontology (from Austrian article
and/or your Hutchinson text) to interpret this individual's developmental process
and current functioning.
7. What have you learned from hearing this person's life review? What did you expect
from your knowledge of older adults? What was surprising (new learning) from
your interview?
Grading Rubric
Evaluation Elements
Possible
Points
Review of significant life events- Includes accomplishments, challenges, significant
life events, satisfaction in life, areas of life that were most challenging, and sense of self
20
Examination of issues of diversity- Examine issues of race, ethnicity, rurality,
gender/sexual orientation, disability, and social class—impacted this person's
development across his or her lifespan (according to the individual's perception)
15
Theoretical explanation of the individual’s aging process- stage of development,
what the person is working through in this stage, level of functioning
15
Risk factors- Discussion of risk factors that have affected the person’s development
10
Coping strategies and resilience- what has the individual done to cope with adversity,
include cultural issues
10
Your learning from the interview- what did you expect? learn? What was surprising?
10
Organization & Format
5
Reference List (APA format and a minimum of three sources)
5
Quality of writing (e.g., grammar, well edited, and appropriate use of APA style)
16
10
Student
Score
Total (100 x .30 = 30 points)
100
(30 pts.)
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