THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL SCHOOL OF SOCIAL WORK Course Number: SOWO 505-­‐ Section 001 Course Title: Human Development in Context II: Adulthood Semester/Year: Spring 2016 Time and Location: Fridays from 9:00-­‐11:50AM (Room 114) Instructor: Latoya Small, PhD, MSW Office Phone: 919-­‐962-­‐6441 Email Address: latoyasm@unc.edu Office Hours: By appointment in room 324E 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 socio-­‐
cultural-­‐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-­‐
ethnicity, 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 Total 100% Class Participation 10% Health Disparities Paper 30% Critical Thinking Paper 30% Older Adult Life Review Paper 30% If you are participating the inter-­‐professional seminar, you do not have to do the older adult paper. We will discuss 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. Students are expected to attend all classes, to arrive on time, remain for the duration of
the session, and be prepared to contribute to the group learning process. NOTE:
Persistent lateness and/or absence in more than two class sessions may result in the lowering of
their letter grade.
2 Health Disparities Paper: Due Class 5 (February 12, 2016) Students will write a 6-­‐7 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). 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-­‐7 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 3 Components Possible Points 4 3 4 Etiology, symptomatology, and prevalence Meaning and significance Individual, family, or community traits or conditions that affect the incidence Impact on individuals, family and community 4 Specific recommendations for assessment and intervention at 4 micro level Specific recommendations for macro intervention 4 Quality of Reference list 3 APA style; writing quality; use of language 4 Total points: 30 Critical Thinking Paper: Due Class 9 (March 11, 2016) 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 4 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 Older Adult Life Review: Due Class 12 (April 15, 2016) Possible Points 2 point 6 points 5 points 5 points 8 points 4 points 30 points ** 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 Papers are due at the beginning of class by 9:00 a.m. unless other arrangements are specified. A paper is considered late if it gets turned in at 9:10 a.m. Do not forget to include the honor code. NOTE: I will NOT accept late papers for the FINAL Assignment (due April 15, 2016) so plan accordingly. A late paper will result in a score of 0! Keep backups and don’t rely on having computers, servers, and email programs working perfectly before class. Please submit papers via Dropbox in Sakai. 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 5 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 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 pre-­‐
established 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. Policy on Incompletes and Late Assignments A grade of “Incomplete” will be given in extenuating circumstances and in accordance with SSW and University policy. Assignments are due in class on the day as noted in the course outline. Late assignments, i.e., those not handed in to me in class on the day due, will be reduced 10 points for each day they are late unless we have agreed upon an extension. Please keep me informed if any problems arise with meeting due dates so that we can negotiate alternatives. NOTE: I will NOT accept late papers for the FINAL Assignment (due April 15, 2016) so plan accordingly. A late paper will result in a score of 0! Keep backups and don’t rely on having computers, servers, and email programs working perfectly before class. Please submit final papers via Dropbox in Sakai. 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. __________________________________________________________________________________________________________ 6 Schedule and Course Outline Week 1 /January 15, 2016/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 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, NY: 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, NY: 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. Week 2 /January 22, 2016/Perspectives on Health and Mental Health in Adult Development: In-­‐class guest lecturer LaTasha Matthews, SDPO, LMFT. 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. 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. 7 3. Probst, B. (2013). ‘‘Walking the tightrope:’’ Clinical social workers’ use of diagnostic and environmental perspectives. Clinical Social Work Journal, 41, 184-­‐191. doi:
10.1007/s10615-012-0394-1 4. Watters, E. (2010). The Americanization of Mental Illness. New York Times Magazine. Retrieved from http://www.nytimes.com/2010/01/10/magazine/10psyche-­‐
t.html?pagewanted=all Recommended: 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.) (pp. 164-­‐218). Hoboken, NJ: John Wiley and Sons, Inc. 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). Lanham, MD: 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). Hoboken, NJ: John Wiley and Sons, Inc. Week 3 /January 29, 2016/ Early Adulthood and Substance Abuse All classes will meet in the auditorium, Marty Weems will guest lecture 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. (2004). Emerging adulthood : The winding road from the late teens through the twenties. Cary, NC: Oxford University Press. 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 5, 2016/ Early Adulthood and HIV/AIDS All classes will meet in the auditorium, Latoya Small will lecture 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. 8 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 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.) (pp. 426-­‐467). Hoboken, NJ: John Wiley and Sons, Inc. 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 12, 2016/Early Adulthood and Psychotic Disorders All classes will meet in the auditorium, Bebe Smith will guest lecture Health Disparities Paper Due Topics: • Schizophrenia • Other psychotic disorders Required Readings: 1. Insel, T. R. (2010). Rethinking Schizophrenia. Nature, 486, 178-­‐193. 2. Review psychotic disorders in DSM-­‐5 via psychiatryonline (use the library website) 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. 9 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). Lanham, MD: 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), 72-­‐83. Week 6 /February 19, 2016/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-­‐4D20-­‐
C8FE4E509C20471B Read about depression and its co-­‐occurrence with other mental health, substance abuse and medical disorders. 10 Week 7 /February 26, 2016/Middle Adulthood, Health, and Family Processes 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: 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). Hoboken, NJ: John Wiley & Sons, Inc. 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). Hoboken, NJ: John Wiley & Sons, Inc. Week 8 /March 4, 2016/Middle Adulthood and Anxiety Disorders Topics: • Post Traumatic Stress Disorder (PTSD) • Trauma • Anxiety Disorders Required Readings: 11 1. Anxiety Disorders, NIMH /NIH http://www.nimh.nih.gov/health/topics/anxiety-­‐
disorders/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 Therapy 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 ** 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 (pp. 1-­‐36). New York, 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, 2016/Middle Adulthood and Intimate Partner Violence Critical Thinking Paper Due All classes will meet in the auditorium, Ardith Burkes, LCSW from the Compass Center will guest lecture 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, CA: 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. 12 Markoff, L. S., Reed, B. G., Fallot, R. D., Elliot, D. E., Bjelajac, P. (2005). Implementing trauma-­‐
informed alcohol and other drug mental health services for women: Lessons learned in a multisite demonstration project. American Journal of Orthopsychiatry, 75(4), 525-­‐
539. 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. MARCH 18, 2016-­‐ NO CLASS-­‐ SPRING BREAK MARCH 25, 2016-­‐ NO CLASS-­‐ HOLIDAY Week 10 /April 1, 2016/Older Adulthood Topics: • Physical, cognitive, emotional and social development in late adulthood • 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 8, 2016/ Older Adulthood and Health Issues 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 health-­‐
care settings. In S. Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd ed.) (pp. 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), 97-­‐105. 13 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: Cross-­‐
cultural similarities and differences. The Gerontologist, 45(6), 783-­‐792. Week 12 / April 15, 2016 / Older Adulthood and Mental Health Older Adult Life Review Paper due All classes will meet in the auditorium, Cornelia M. Poer, MSW from Duke Geriatric Evaluation Clinic will guest lecture 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, J. & Walsh, J. (2010). Clinical assessment and diagnosis in social work practice (2nd ed.). New York, NY: Oxford University Press. 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-­‐the-­‐
elderly/?_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 22, 2016/Death and Dying Topics: • Death and bereavement 14 •
•
Death in individual life cycle and family life cycle Course wrap-­‐up 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, NY: 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. 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. Appendix A: Older Adult Life Review Due: Friday, April 15, 2016 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? 15 -
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? 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-­‐7 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 Student Points Score 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 16 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 10 100 Quality of writing (e.g., grammar, well edited, and appropriate use of APA style) Total (100 x .30 = 30 points) 17