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: sakai.unc.edu
Location and Time: TTK Building, RM 102, 2-4:50 pm, Tuesdays
Instructor:
Travis J. Albritton, MSW, M.Div
School of Social Work
TTK Building, Rm. 347A
Phone: 919-962-6432
Email: travis_albritton@unc.edu
Office Hours: Mondays 12-2pm, and by appointment
Semester: Fall, 2013
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
Rios, M, V. (2011). Punished: Policing The Lives of Black and Latino Boys. New York:
New York University Press.
Rodriquez, J. L. (2005). Always Running. New York: Simon and Schuster.
Assignment Guidelines
All written assignments must be typed and follow APA format. Several writing resources
are posted on the SSW website. You can also refer to the APA Publication Manual (6th
edition), and to a tutorial on APA style at http://www.lib.unc.edu/instruct/citations/.
Additionally, here is a brief guideline for writing about persons with disabilities which is
important to keep in mind:
http://www.rtcil.org/products/RTCIL%20publications/Media/Guidelines%20for%20Repo
rting%20and%20Writing%20about%20People%20with%20Disabilities%207th%20Editi
on.pdf
UNC Honor Code
“The University of North Carolina at Chapel Hill has had a student-led honor system for
over 100 years. Academic integrity is at the heart of Carolina and we all are responsible
for upholding the ideals of honor and integrity. The student-led Honor System is
responsible for adjudicating any suspected violations of the Honor Code and all suspected
instances of academic dishonesty will be reported to the honor system. Information,
including your responsibilities as a student is outlined in the Instrument of Student
Judicial Governance.” (From http://studentconduct.unc.edu/faculty/honor-syllabus.) The
Honor Code can be found in the Instrument of Student Judicial Governance
(“Instrument”). Your full participation and observance of the Honor Code is expected.
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.” In keeping with the UNC Honor Code, if reason exists to
believe that academic dishonesty has occurred, a referral will be made to the Office of the
Student Attorney General for investigation and further action as required. Please refer to
the APA Style Guide for information on attribution of quotes, plagiarism, and appropriate
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citation. The UNC Writing Center provides clear guidelines regarding what does and
does not constitute plagiarism.
Late Assignments
Late assignments are strongly discouraged. To obtain permission to submit an assignment
after the deadline, the student must seek approval from the instructor before the day that
the product is due. 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. In case of an emergency, a late paper may be
accepted without penalty at the discretion of the instructor. Avoid having last-minute
computer or printing failures prevent you from turning papers in on time. Plan ahead and
keep backups; don’t rely on having computers, printers, servers, and email programs
working perfectly a half-hour before class.
Attendance and Participation
Attendance at all class sessions is expected; it is important to be on time so as not to
disrupt class. 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 your responsibility
to obtain handouts, information about class content, and information about
announcements, etc., from your classmates if you are unable to attend a class. Students
with more than two absences will receive an “L” unless they have made prior
arrangements with the instructor. In order to fully participate in and benefit from each
class session, students should complete required readings before class and come to class
prepared to discuss them.
Grades
The School of Social Work uses an evaluation system of High Pass (H), Pass (P), Low
Pass (L), and Fail (F). For this class, the numerical value of an H = 94 - 100; a P = 80 93; a L = 70 – 79, a F = 69 or below. A grade of P is considered entirely satisfactory. On
a traditional grading scale, a P would range from B- to A-. The grade of Honors signifies
that the work is clearly excellent in all respects. A student receiving nine or more Low
Passing credits is ineligible to continue in graduate school. The final grading breakdown
is:
Assignments and Course Performance Assessment:
Class Participation
10%
Book Review
20%
Case Comparison Paper/Review
25%
Final Exam/Social Intervention
35%
Use of Electronic Devices in the Classroom
We are all invested in creating a learning environment of respect and engagement.
Students may use laptops in class for taking notes or completing small group tasks.
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However, use them only for relevant activities – not for checking email or surfing the
Web. During class, cell phones and other devices should be silenced.
Accomodations for Students with Disabilities
Students with disabilities or medical conditions that may impact their participation in the
course and who may need accommodations should contact the Department of
Accessibility Resources and Services (919-962-8300 or T-711 NC RELAY).
Accessibility Resources and Services will notify the instructor regarding recommended
accommodations. Instructors cannot provide accommodations to a student without
communication from the Department of Accessibility Resources and Services
http://accessibility.unc.edu.
Teaching Methods and Expectations
Teaching methods will include lecture and class discussion, as well as multimedia
presentations, guest speakers, and experiential activities. We all have much to learn from
one another. Full participation is essential to your learning process in the class, and will
allow you to successfully apply the course material in a way that is personally and
professionally meaningful.
The course will ask you to reflect on and discuss difficult and complex issues and material
that may not always be comfortable. We will develop a supportive learning environment,
reflecting the values of the social work profession. This requires listening to the ideas and
views of others, attempting to understand and appreciate a point of view which is
different from your own, articulating clearly your point of view, and linking experience
to readings and assignments. Most importantly be curious about why you think the way
you do and why others think the way they do, ask genuine questions, explain your
reasoning and intent, and test your assumptions and inferences. During the first class
session, we will generate guidelines that will allow all of us to engage authentically, and
to treat each other with respect, compassion, and honor.
COURSE SCHEDULE
Week 1 - August 20: 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?
• (Music as) Culture: The Influence of Music on Adolescent Sexual Behavior (Script
Theory)
Readings:
Begin Reading Always Running
Week 2 – August 27: Delinquency and Etiological/Explanatory Theories: An overview
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•
•
•
Status of Children in the United States
Contributing Factors
Theories: Ecological, Risk & Resilience, Social Development Model, Social
Learning/Contagion Theories
Readings:
McWhirter, J., McWhirter, B. & McWhirter, R. (2007). An Introduction to At Risk
Issues. At Risk Youth. A Comprehensive Response for Counselors, Teachers,
Psychologists and Human Services Professionals (pp. 3-21). Belmont: Thomson
Brooks/Cole.
Shoemaker, D.J. (2009). The Classical School, Rational Choice, and Individualistic
Explanations of Delinquency. Juvenile Delinquency (pp. 63-84). New York:
Rowman and Littlefield.
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. doi:10.1007/s10826009-9307-4
Continue Always Running
Week 3 - September 3: Individual Factors
 Biological and Biosocial Perspectives
 Mental Health Issues
 Intelligence
 Culture and Race/Ethnicity
Readings:
Alexander, M. (2010). The New Jim Crow: Mass Incarceration in the Age of
Colorblindness. New York: The New Press.
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.
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 pre-adjudication detention matters. Journal of Research in
Crime and Delinquency, 47, 391-413.
Week 4 - September 10: Family Factors and Context
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Parenting Skills
Discipline
Parental Supervision
Parent-Child Attachment
Readings:
Hoeve, et al. (2009). The relationship between parenting and delinquency. Journal of
Abnormal Child Psychology, 37, 749-775.
Shoemaker, D. J. (2009). The Family and Delinquency. Juvenile Delinquency (pp. 139 –
160). New York: Rowman & Littlefield Publishers.
Unnever, J.D, Cullen, F.T., Agnew, R. (2006). Why is “Bad” Parenting Criminogenic?
Implications From Rival Theories. Youth Violence and Justice, 4(1), 3-33.
Week 5 - Sept 17: School Factors & Context
Shoemaker, D.J. (2009). Juvenile Institutions and the Treatment and Prevention of
Delinquency. Juvenile Delinquency (pp. 367-408). New York: Rowman &
Littlefield Publishers.
You Should have Always Running completed
Visit: Chatham County Youth Development Center
Week 6 – September 24 Critical Theories

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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.
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Warnick, B. R., Johnson, B. A., & Rocha, S. (2010). Tragedy and the meaning of school
shootings. Educational Theory, 60, 371-390.
Begin Reading Punished
Week 7 - October 1: Neighborhood Factors & Context
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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.
Steward, E. A. & Simons, R.L. (2010). Race, Code of the Street, and Violent
Delinquency: A Multilevel Investigation of Neighborhood Street Culture and
Individual Norms of Violence. Criminology, 48(2), 569-605.
doi: 10-1111/j.1745-9125.2010.00196.x
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.
Continue Reading Punished
Week 8 - October 8: 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
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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), 130138.
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.
You should have Punished completed
Assignments:
 Book Review Due
Week 9 - October 15: Female Delinquency
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Relational aggression
Gender differences in social development and delinquency
Pregnancy
Readings:
Bell, K. E. (2009). Gender and gangs: A quantitative comparison. Crime & Delinquency,
55, 363-387.
Lipper (2003). Liz and Peter. Growing Up Fast (107 -132). New York: Picador.
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.
Shoemaker, D. J. (2010). Female Delinquency. Theories of Delinquency: Oxford:
Oxford University Press.
Week 11 – October 22: Case Comparison Peer Review & Application of Theory 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 29: The Individual and the Family: How to Intervene
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• 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.
Week 12 - November 5: 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, J., McWhirter, B. & McWhirter, R. (2007). Peer Interventions.
At Risk Youth: A Comprehensive Response for Counselors, Teachers,
Psychologists and Human Services Professionals (pp. 280-301). Belmont:
Thomson Brooks/Cole
Child Trends Research Brief on Mentoring at:
http://www.childtrends.org/files/MentoringBrief2002.pdf
Week 13 November 12- The School: How to Intervene
• Key Risk and Protective Factors
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• 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.
Shoemaker, D. J. Schools and Delinquency. Juvenile Delinquency (pp. 161-189) New
York: Rowan
and Littlefield.
Week 14 – November 19: Final Presentations
Assignments:
 Final Exam
Week 15 –November 26: Final Presentations
Assignments:
 Final Exam
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GUIDELINES FOR BOOK REVIEW ASSIGNMENT
To ensure appropriate learning about delinquency and critical contextual factors
promoting and sustaining such activity, a book review will be completed on either
Always Running or Punished: Policing The Lives of Black and Latino Boys. The 5-6
page paper is worth 20% of your course grade and is due on October 8th at 9pm and can
be emailed to the instructor.
Your paper should include the following sections (no matter what book you choose):
1. 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. Use course readings where appropriate to facilitate
your ideas. Specifically discuss how context influences individual behavior. (10
points)
2. Significant Characters and Their Involvement: Identify 2 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. Personal Reflection: What was the most meaningful aspect of the book from your
perspective? Consider reasons why this aspect affected you. How might this
impact your social work practice in the future? (5 points)
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 25% of your overall grade in this course and is due October
23rd 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 peerreview 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 (5-7) 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. fire setting in a low-income neighborhood. (2 points)
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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)
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 20th or November
27th.
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, community-
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2.
3.
4.
5.
6.
based program, residential treatment program, youth corrections facility, or
community at-large). (2 points)
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)
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)
References: Your paper should be based on at least 10 professional journal
readings (readings other than those assigned during the semester). (3 points)
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)
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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