THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number: SOWO 854
Course Title: Antisocial, Aggressive Behavior in Childhood and Early Adolescence:
Theory and Practice
Course Website: http://blackboard.unc.edu/
Location and Time: TTK Building, Rm.500, 2-4:50 pm, Tuesdays
Instructor:
Joelle D. Powers, Ph.D., M.S.W.
School of Social Work
TTK Building, Rm. 563C
Phone: 919-843-8686
Email: jdpowers@email.unc.edu
Office Hours: Mondays 12-2pm, and by appointment
Semester: Fall, 2010
Course Description
This course explores theories and methods related to practice with children whose
behavior is disruptive, oppositional, aggressive, or otherwise antisocial. Emphasis is
placed on using protective and risk factors to design ecologically, culturally, and
developmentally appropriate interventions.
Course Goal
The course is designed to strengthen understanding of the social (individual, peer, family,
school, and community), economic (local, regional, and national marketplaces), and
political (including the politics of hate and fear related to disability, gender, race. sexual
orientation, and other issues of difference) forces that define and shape conduct problems
in childhood and that, if viewed from an ecological-developmental perspective, inform
practice with children and families.
Course Objectives
Upon completion of the course, students should be able to:
1. Identify and characterize the individual, family, school, peer, and community
determinants of conduct problems in childhood and early adolescence.
2. Describe and assess competing theories related to different forms of antisocial,
aggressive behavior.
3. Based on theories and research related to antisocial behavior, values in social
work, and the NASW Code of Ethics, conceptualize individual, family, school,
and community social interventions to prevent and control conduct problems in
childhood.
4. Articulate and apply theory – in professional oral and written form – to the design
of social interventions for disadvantaged, vulnerable, and oppressed persons,
including persons of color, women, and people affected by poverty. Special
emphasis will be afforded females and adolescents from culturally and ethnically
diverse backgrounds.
Required Texts
There is no required text book for this course. Readings will come primarily from articles
available through UNC libraries.
Accommodations for Students with Disabilities
Students with disabilities, which affect their participation in the course, should notify the
instructor if they wish to have special accommodations in instructional format,
examination format, etc., considered. Accommodations and services are provided by
Disability Services (Voice/TDD 962-8300; 966-4041). Learning Disability Services
(962-7227) provides supportive services for students with learning disabilities and
attention-deficit/hyperactivity disorders.
Policy on Academic Dishonesty
Academic dishonesty is contrary to the ethics of the social work profession, unfair to
other students, and will not be tolerated in any form. All written assignments should
include the following signed pledge: “I have neither given nor received unauthorized aid
in preparing this written work.”
Policy on Unexcused Absences
Attendance and participation points obtained through the weekly quizzes contribute
substantially to final grades. Students missing 3 classes (or more) may receive an L for
the course, because it is not possible to meet course requirements for learning objectives
with that level of absenteeism. Students are responsible for obtaining from their
classmates ALL announcements, instructional information, and handouts for class
sessions they miss.
Policy on Incomplete and Late Assignments
A grade of Incomplete is given on rare occasions when there is sufficient reason to
warrant it. It is the student’s responsibility to initiate a conversation with the instructor to
request an Incomplete.
Late assignments are strongly discouraged. In case of a dire, life-threatening emergency,
a late assignment may be accepted at the discretion of the instructor. If permission for
late submission is not granted before breaking a deadline, the grade will automatically be
reduced 10%, and another 10% reduction will occur each day (including weekends).
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Teaching Methods
Class sessions will include a combination of methods: lecture, discussion, videos,
student/guest presentations, and activities.
Assignments and Guidelines
All written assignments must be typed and follow APA format.
Weekly Quizzes.
Most class sessions will begin with a quiz on the assigned readings for that session and
course material covered in the previous class. This is how attendance and participation
are graded for this course thus they cannot be made up at a later time. Students can refer
to class notes, handouts, and assigned readings while taking the quizzes. Quizzes will
comprise 20% of your overall grade.
Case Comparison Paper/Review
For this assignment students will compare two youths who are similar in terms of
demographic factors but who have experienced very different outcomes. The goal is to
begin identifying risk and promotive factors associated with resilience. The Case
Comparison Paper and Review is worth 30% of your overall grade in this course and is due
October 19 at the beginning of class.
Special Assignment
There will be no class sessions on November 16 and 23. To ensure appropriate learning
about delinquency and critical contextual factors promoting and sustaining such activity,
a special assignment will be completed in lieu of class time, participation, and quizzes.
Students have the option to complete one of 3 alternatives for the Special Assignment.
The 2-3 page paper is worth 15% of your course grade and is due on November 23 at
5pm and can be emailed to the instructor.
Final Exam: Social Intervention Presentation/Paper
The final exam in this course consists of a small group presentation and paper. The goal
of the Social Intervention Presentation/Paper is to describe how theory guides effective
social work practice with antisocial and aggressive youth. The paper/presentation will
focus on the linkage between theory (including risk and protective factors) to effective
treatment strategies. The 6-8 page paper is worth 35% of your overall grade and is due
November 30 or December 7th.
Assignments and Course Performance Assessment:
Quizzes
20%
Case Comparison Paper/Review
30%
Special Assignment
15%
Final Exam/Social Intervention
35%
Course Total
100%
Grading System:
Points
Grade
3
<69
70 - 79
80 - 93
94 - 100
F
L
P
H
*Additional details for each major assignment (including instructions, description, and
grading rubric) are included at the end of the syllabus and will be discussed in class.
COURSE SCHEDULE
Week 1 - August 24: Course Introduction and Overview
• Course Organization and Expectations
• Defining Delinquency and Other Forms of Antisocial Behavior
• What Is a Theory? What Is a Model?
• Programs That Work: What Are They, and Why Do They Help?
Readings:
None
Week 2 – August 31: Delinquency and Etiological/Explanatory Theories: An overview
• Status of Children in the United States
• Contributing Factors
• Theories: Ecological, Risk & Resilience, Social Development Model, Social
Learning/Contagion Theories
Assignment:
Quiz 1
Readings:
McWhirter (2007): Ch. 1
Tiet, Q. Q., Huzinga, D. & Byrnes, H. F. (2010). Predictors of resilience among inner city
youth. Journal of Child and Family Studies, 19, 360-378.
Week 3 - September 7: Individual Factors
Biological and Biosocial Perspectives
Mental Health Issues
Intelligence
Culture and Race/Ethnicity
Readings:
Hartwell, S. W. (2000). Juvenile delinquency and the social development model: The
retrospective accounts of homeless substance abusers. Criminal Justice Policy Review,
11, 217-233.
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Koolhof, R., Loeber, R. Wei, E. H., Pardini, D. & D’escury, A. C. (2007). Inhibition
deficits of serious delinquent boys of low intelligence. Criminal Behavior and Mental
Health, 17, 274-292.
Rodriquez, N. (2010). The cumulative effect of race and ethnicity on juvenile court
outcomes and why preadjudication detention matters. Journal of Research in Crime and
Delinquency, 47, 391-413.
Assignment:
Quiz 2
Week 4 - September 14: Family Factors and Context
Parenting Skills
Discipline
Parental Supervision
Parent-Child Attachment
Readings:
Slade, E. P., & Wissow, L. S. (2004). Spanking in early childhood and later behavior
problems: A prospective study of infants and young toddlers. Pediatrics, 113(5), 13211330
Hoeve, et al. (2009). The relationship between parenting and delinquency. Journal of
Abnormal Child Psychology, 37, 749-775.
Assignment:
Quiz 3
Week 5 - Sept 21: School Factors & Context
Size and Structure
Violence
Dropout
Bullying
Special education
Readings:
White, N. A. & Loeber, R. (2008). Bullying and special education as predictors of serious
delinquency. Journal of Research in Crime and Delinquency, 45, 380-397.
Mrug, S. & Windle, M. (2009). Moderators of negative peer influence on early
adolescent externalizing behaviors. Journal of Early Adolescence, 29, 518-540.
Warnick, B. R., Johnson, B. A., & Rocha, S. (2010). Tragedy and the meaning of school
shootings. Educational Theory, 60, 371-390.
Assignment:
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Quiz 4
Week 6 - September 28: Neighborhood Factors & Context
Social Disorganization and Anomie
Lower-Class-Based Theories: Lower-Class Culture?
Social Control or ‘Bonding’
Readings:
Molnar, B., Cerda, M., Roberts, A. L. & Buka, S. L. (2008). Effects of neighborhood
resources on aggressive and delinquent behaviors among urban youths. American Journal
of Public Health, 98, 1086-1093.
Vacha, E. F. & McLaughlin, T. F. (2004). Risky firearm behavior in low-income families
of elementary school children: The impact of poverty, fear of crime, and crime
victimization on keeping and storing firearms. Journal of Family Violence, 19, 175-184.
Weir, L., Etelson, D. & Brand, D. A. (2006). Parents’ perception of neighborhood safety
and children’s physical activity. Preventive Medicine, 43, 212-217.
Assignments:
Quiz 5
Week 7 - October 5: Peer Influence & Gang Involvement: Context & Intervention
Gangs
Substance Use
Gang Violence Reduction Techniques
Community Practice and Community Policing
Gun Buy-Back Programs
Readings:
McKenzie (2008). Ch. 12
Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt T. E.
(2006). Bullying victimization uniquely contributes to adjustment problems in young
children: A nationally representative cohort study. Pediatrics 118(1), 130-138.
Cassidy, W. Jackson, M. & Brown, K. N. (2009). Sticks and stones can break my bones
but how can pixels hurt me? School Psychology International, 30, 383-402.
Assignment:
Quiz 6
Week 8 - October 12: Female Delinquency
Relational aggression
Gender differences in social development and delinquency
Pregnancy
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Readings:
Bell, K. E. (2009). Gender and gangs: A quantitative comparison. Crime & Delinquency,
55, 363-387.
Lipper (2003). Liz and Peter. Ch. 3 (p. 107-133)
Nichols, T. R., Graber, J. A., Brooks-Dunn, J., & Botvin, G. J. (2006). Sex differences in
overt aggression and delinquency among urban minority middles school students.
Applied Developmental Psychology, 27, 78-91.
Assignments:
Quiz 7
Week 9 - October 19: Case Comparison Peer Review & Application of Theory to Case
Please bring one copy of your paper with name and PID, and bring three extra copies of
your Case Comparison with only PID (no name or SSN). A modified peer review form
from the Society for Social Work Research (SSWR), the profession’s leading researchfor-practice organization, will be used. As is done in SSWR conferences, you will select
the top papers in the class. Be prepared to make constructive comments on others’ papers.
Assignments:
Case Comparison due
Week 10 – October 26: The Individual and the Family: How to Intervene (Guest Speaker)
• Key Risk and Protective Factors
• Clinical Assessment and Early Intervention
• In-Home Family Interventions
• Involving Parents in Schools
• Parenting Training
• Multisystemic Family Treatment
Readings:
Aufseeser, D., Jekielek, S., & Brown, B. (2006). The family environment and adolescent
well- being: Exposure to positive and negative family influences. Washington, DC: Child
Trends; and San Francisco: National Adolescent Health Information Center, University
of California, San Francisco.
Cunningham, P. B., Foster, S. L., & Warner, S. E. (2010). Culturally relevant familybased treatment for adolescent delinquency and substance use: Understanding within
session processes. Journal of Clinical Psychology In Session, 66, 830-846.
Henggeler, S. W. & Schaeffer, C. M. (2010). Treating serious and emotional behavioral
problems using multisystemic therapy. The Australian and New Zealand Journal of
Family Therapy, 31, 149-164.
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Assignments:
Quiz 8
Week 11 - November 2: The Peer Group: How to Intervene
• Key Risk and Protective Factors
• Assessment Strategies
• Peer Acceptance and Rejection
• Family-Peer Linkages
• Deviancy Training: Heterogeneous versus homogenous groups
• Social Skill Training
• Mentoring
Readings:
McWhirter (2007): Peer Interventions. Ch 14
Child Trends Research Brief on Mentoring at:
http://www.childtrends.org/files/MentoringBrief2002.pdf
Assignments:
Quiz 9
Week 12 - November 9: The School: How to Intervene
• Key Risk and Protective Factors
• School Environment Assessment
• School Violence: What to Do?
• Bullying Prevention
• Low Academic Achievement: Tutoring
• Alternative Schools and Beyond (e.g. Residential Schools)
Readings:
The Olweus bullying prevention program: A proven school-based program to reduce
school bullying. Brown University Child & Adolescent Behavior Letter, Apr2005, Vol.
21 Issue 4, p1-6.
Bergin, C. & Bergin, D. (2009). Attachment in the classroom. Education Psychology
Review, 21, 141-170.
Assignments:
Quiz 10
**Weeks 13-14 – November 16 and 23: - Special Assignment (no class sessions)
Assignments:
Special Assignment (due Tuesday, Nov. 23 by 5pm)
Week 15 – November 30: Final Presentations
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Assignments:
Final Exam
Week 16 – December 7: Final Presentations & Course Evaluations
Assignments:
Final Exam
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GUIDELINES FOR THE CASE COMPARISON ASSIGNMENT
For this assignment you will compare two youth who are similar in terms of demographic
factors but who have experienced very different outcomes. The goal is to begin
identifying risk and promotive factors associated with resilience. The Case Comparison
Paper and Review is worth 30% of your overall grade in this course and is due October 19 at the
beginning of class. Please bring 1 copy of your paper with your name and PID, and bring 2 extra
copies with no name and only your PID. Using a modified peer-review process, class members
will review one another’s case analyses during class.
From the same neighborhood (or family), select two youth that you work with in your
field placement: one delinquent or otherwise in trouble, and one not delinquent or in
trouble. The children should be matched on age, gender, and race/ethnicity. Describe the
factors that differentiate the children, use at least two theories to explain the diverse
outcomes, and provide brief implications for practice with the youth. The Case
Comparison (4-6 pages, excluding references, tables, and figures) must include the
following sections:
1. Introduction: Explain the purpose of the paper and the broad context of the case,
e.g. firesetting in a low-income neighborhood. (2 points)
2. Case Description and Comparison: In this section, please fully describe each case
and identify the risk and protective factors for both children (please disguise exact
identities). Be sure to discuss special issues related to culture, ethnicity, language,
religion, sexual orientation, and other issues of difference. Include information
about relevant family history, school-related problems, prior aggressive or
antisocial behavior (if any), social characteristics, and broader social influences
on the case (e.g. racism, sexism, hate, and other issues related to oppression and
discrimination). Use a table to summarize comparative information. (5 points)
3. Theoretical Perspectives on Difference: Include insights from at least two theories
to explain the different outcomes for your cases. Briefly summarize the theories
and then specifically identify how the perspectives help you to understand
resilience. Assess both individual and contextual effects for your case comparison
with the theories. (10 points)
4.
Practice Implications: Based on your theoretical perspective, briefly develop and
discuss guidelines for practice (prevention, early intervention, or treatment)
related to the problem behavior identified in your case. Do the theories raise any
issues related to social work values or ethics? What do you suggest as theorybased strategies regarding the prevention or treatment of the target problem? Be
sure to attend to issues of diversity as they apply to your case. In addition, attend
to ethical or Social Work values in the Implications. (5 points)
5. References: Use a minimum of 6 references that reflect independent and current
reading (use recent research from journals not included in course assigned
readings). Using APA style, list all references cited in the paper. (3 points)
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GUIDELINES FOR THE SPECIAL ASSIGNMENT
There will be no class sessions on November 16 and 23. To ensure appropriate learning
about delinquency and critical contextual factors promoting and sustaining such activity,
a special assignment will be completed in lieu of class time, participation, and quizzes.
Students have the option to complete one of the following 3 alternatives for the Special
Assignment. The 2-3 page paper is worth 15% of your course grade and is due on
November 23rd at 5pm and can be emailed to the instructor.
Alternative 1: Book Review: Gang Leader for a Day
Venkatesh, S. (2008). Gang leader for a day. Penguin Press: New York.
Alternative 2: Book Review: Odd Girl Out: The Hidden Culture of Aggression in
Girls
Simmons, R. (2002). Odd girl out: The hidden culture of aggression in girls.
Harcourt: San Diego: CA.
Alternative 3: Series Review: The Wire
The Wire: HBO TV series. Season 1 (all episodes).
Your paper should include the following sections (no matter which alternative you
choose).
1. Summary: Please summarize the book/series providing special attention to aspects
of delinquent youth behavior. (3 points)
2. Significant Characters and Their Involvement: Identify 4 of the critical characters
in the book/series. Describe their role(s) in antisocial and delinquent behavior and
the purpose that involvement serves for each character (i.e., What need is being
met? Why is the person involved in such activity? ) (5 points)
3. Critical Context: Identify and discuss the role of context (i.e., poverty, drugs,
schools, family, peers, policy, etc.) in the perpetuation of antisocial, aggressive,
and/or delinquent behavior. (5 points)
4. Personal Reflection: What was the most meaningful aspect of the book/movie
from your perspective? How might this impact your social work practice in the
future? (2 points)
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GUIDELINES FOR THE SOCIAL INTERVENTION PROJECT
The final exam in this course consists of a group paper and class presentation. The group
paper and presentation should be based on the application and linkage between theory
(including risk and protective factors) to an effective treatment strategy. The Social
Intervention Project includes a 6-8 page paper and a 45 minute presentation and worth
35% of your overall grade. This assignment is due on either November 30 or December
7th.
The goal of the Social Intervention Paper is to describe how theory guides effective social
work practice with antisocial and aggressive youth. The paper should consist of the
following sections:
1. Target Behavior: Identify a case or target behavior (i.e. a specific kind of
antisocial behavior), an interventive focus (prevention, early intervention, or
treatment) and a setting (home, school, neighborhood, work site, communitybased program, residential treatment program, youth corrections facility, or
community at-large). (2 points)
2. Etiological Theory of Antisocial Behavior: Describe an etiological theory of
antisocial or delinquent behavior that helps to explain the cause and perpetuation
of the target behavior. (5 points)
3. Intervention Review: Review and describe empirically supported interventions (1
or more) likely to prevent or correct the target behavior. Be sure to include
information about previous effectiveness of the intervention, and to discuss how
theoretical constructs included are addressed in the interventions. List strengths
and weaknesses of the intervention from your perspective, and identify issues of
feasibility for social work practice. (10 points)
4. References: Your paper should be based on at least 10 professional journal
readings (readings other than those assigned during the semester). (3 points)
5. Writing and APA: Your paper should be clearly written and void of basic
grammatical errors. The paper and references should be presented in APA format.
( 5 points)
6. Class Presentation: Your presentation should be 45 minutes long and include all
group members and all components listed above. (10 points)
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