THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
Course Title:
Semester and Year:
Time and Location:
Instructor:
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Office Hours:
SOWO 505
Human Development in Context II: Adulthood
Spring 2013
Tuesdays: 2:00 – 4:50 pm
Laurie Selz Campbell, MSW, CPRP
919-843-6394
lauriesc@unc.edu
Tuesdays 12:30 – 2:00
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:
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3.
4.
5.
6.
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;
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);
Explain the impact of gender, sexual orientation, culture/heritage, spirituality, race, and
socioeconomic status on typical and divergent trajectories of adult development;
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.
Recognize and describe major health and mental health disorders and the co-morbidity
among these disorders that occurs during adulthood; and
Articulate key ethical issues for social workers related to adult health and mental health
(e.g., access to treatment based on diagnosis, health disparities, end of life decisions).
EXPANDED DESCRIPTION:
This course provides an overview of typical and divergent adult developmental trajectories,
including the impact of biological, psychological, spiritual, interpersonal, family, community,
socio-cultural, historical, and economic factors. 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 emphasizes 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.
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REQUIRED READINGS:
Texts (Note -- these are the same textbooks you had for SOWO 500):
1. Hutchison, E. (2011). Dimensions of human behavior: The changing life course (4th Ed.)
Thousand Oaks, CA; Sage Publications, Inc.
2. Corcoran, J., & Walsh, J. (2010). Clinical assessment and diagnosis in social work
practice. New York: Oxford University Press.
Additional reading: Required articles, chapters, and web links will be available on Sakai.
TEACHING METHODS AND EXPECTATIONS:
Teaching methods will include lecture/discussion, multimedia presentations, and small group
activities. My perspective is that we all have much to learn AND much to teach. You are
expected to attend all classes, to complete readings, and to participate actively in discussions.
I ask that you contact me, in advance, if you need to miss a class. Any student with significant
difficulty with these requirements should speak with me at the beginning of the semester so
that alternative forms of contribution can be identified.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we will all be invested in creating a learning environment of respect and
engagement. During class, cell phones should be turned off or silenced. I welcome the use of
laptops for taking notes or completing small group tasks. However, I ask that you use them
only for relevant activities – not for checking email or surfing the Web. Your attention during
class time is an important sign of respect to your colleagues, and an important part of your
learning. Please do not have the mistaken assumption that others are unaware if you
are disengaged from what is going on in class! If distracting use of electronics is observed,
I will need to strictly limit their use to specific times during class.
ASSIGNMENTS
1.
Participation: You will start with a standard score of 10 points for participation, in
recognition of a norm of attendance, engagement, and informed participation. “Informed
participation” means that you have completed the readings and can offer analysis,
synthesis and evaluation. It also means that your comments are thoughtful, focused and
respectful. Full participation is essential to your learning, and will allow you to benefit
from the course in a way that is personally and professionally meaningful. Points will be
deducted if you miss class without notice, are repeatedly late or leave early, disappear for
long periods on break, or are unprepared or disengaged.
2. Health Disparities Paper (due Feb. 26): This 6-8 page paper will describe a health or
mental health disorder or environmental condition, and its differential impact on a
specific subgroup (e.g., persons of a particular race, ethnicity, gender, age, sexual
orientation, or community).
Begin by choosing a topic of interest – a health or mental health condition (e.g., diabetes,
cancer, schizophrenia) or circumstance (e.g. intergenerational caregiving, domestic or
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community violence, environmental toxins) -- and a subgroup that is uniquely or
disproportionately affected. Then, develop your paper so that it addresses the following:
a. The etiology, symptomatology, and prevalence of the disorder/condition within the
subgroup on which you have chosen to focus.
b. The meaning and significance of the disorder/condition to those within the
subgroup. 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.
c. Individual, family, or community factors that may affect the incidence or course of
the disorder/condition (for example, gun violence in low-SES neighborhoods may
prevent community members from going outdoors to play or exercise; the
resultant sedentary lifestyle may lead to obesity in children and adults).
d. The impact of the disorder or condition on your chosen subgroup, including impacts
on individuals, families, and communities (for example, how might the
incarceration of a significant portion of the male African American population
affect life and family processes in the affected communities?)
e. Recommendations for assessment/intervention with members of your chosen
subgroup who are affected by the disorder or condition.
f.
Recommendations for community assessment/intervention, including discussion of
policy changes that might affect the outcome or incidence of the condition or
disorder, with an eye toward issues of discrimination, inequality, and social justice.
Use current literature from professional journals to research your topic (a minimum of 6
references). Please use subheadings to organize your thinking and to be sure that the
paper flows logically. You should include citations and a reference list in APA format.
Scoring Rubric for Health Disparities Paper
Component
Points
Etiology, symptomatology, and prevalence
4
Meaning and significance
3
Individual, family, or community factors that affect the incidence
4
Impact on individuals, families, communities
4
Specific recommendations for assessment/intervention at individual/family levels
4
Specific recommendations for macro/community intervention, policy change
5
Quality of sources used
3
APA style; quality and clarity of writing
3
Total points
30
3
3. Critical Thinking Paper (due March 26): In this paper you will apply course material
to the analysis of an adult client. Your paper should be 5-7 APA-formatted pages, not
including the genogram, ecomap and reference page. You will have a choice of 2 case
studies provided by the instructor. You will analyze the case, incorporating citations to
relevant readings into your discussion. You should include the following elements:
a. To the best of your knowledge about this person, create a genogram and an
ecomap to illustrate his/her position in the family and wider system. [Include as
appendices.]
b. Discuss the client’s development in the context of expectations and tasks associated
with his/her particular stage of adult development. Be sure to discuss the defining
characteristics of the particular stage, and their importance in light of what the
client is currently experiencing.
c. Identify sources of the client’s risk and resilience. List these, explaining as needed.
d. Discuss the ways in which the client’s functioning is impacted by family system,
culture, and community context.
e. Provide a 5-axis DSM-IV-TR assessment in the form of a table or vertical list. Be
sure that your paper contains information that would justify your decision for Axis
I, II, and V. Note, too, any areas in which you have insufficient information.
f.
Write a brief conclusion in which you reflect on how you might use your
understanding of the factors discussed above to begin thinking about what might
be important to consider as a social worker who encounters this client.
Helpful notes: Organize your paper around these 6 categories, using subheadings to ensure
that you address all of the elements. Do not spend a lot of time re-stating the articles; instead
APPLY the concepts to your case in a way that shows their relevance to the client’s situation.
Similarly, do not worry about summarizing the case; your instructor is familiar with it!
Scoring Rubric for Critical Thinking Paper
Component
Points
Genogram & eco-map: Demonstrates relationships, flow of resources
3
Discussion of developmental stage in context with integration of literature
5
Sources of risk & resilience: List and explanation, integration of literature
5
Role of context (family, culture, community) with integration of literature
5
Multiaxial DSM assessment and substantiation of diagnoses made
5
Reflection on important considerations for social worker
4
APA style; writing quality; use of language
3
Total
30
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4. Older Adult Life Review (due April 23): 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. This assignment provides the opportunity to apply theories and
information about human development to 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 the interview, you will ask the older adult to reflect on the most
significant actions and developmental milestones that have shaped 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 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 (you can 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-disclosure that is uncomfortable.
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.”
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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?
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?
The second part of the assignment involves using a theoretical perspective and
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
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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.
Your final product will be a 6-8 page paper (in APA format) that addresses the following:
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? (note: we can
discuss creative alternatives to this section of the paper if you like!)
3. How have issues of diversity—race, ethnicity, rurality, gender/sexual orientation,
disability, social class, and others of relevance -- impacted this person's
development across his or her lifespan? Include both the individual’s perception as
well as your own perspective 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 the Kolb
(2008) chapter and/or the Hutchinson text) that you believe best interprets this
individual's developmental process and current functioning.
7.
What have you learned from hearing this person's life review? What were your
expectations coming into the experience? Was there anything surprising or
unexpected that you learned?
Scoring Rubric for Older Adult Life Review
Component
Points
Review of significant life events
3
Examination of issues of diversity
4
Discussion of risk factors
3
Discussion of coping strategies and resilience
3
Theoretical discussion of the individual’s aging process
6
Reflection on learning
4
Effective incorporation of course material
4
Quality of writing (clarity, APA style)
3
Total:
30
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SCORING & GRADING
Points will be assigned as follows:
Class Participation
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review Paper
Total
10%
30%
30%
30%
100%
Grades will be assigned as follows:
H:
P:
L:
F:
94 and above
93-80
79-70
69 and below
EXPECTATIONS FOR WRITTEN ASSIGNMENTS
You are expected to adhere to scholarly writing guidelines and to use APA formatting in all of
your written work (unless otherwise specified). Please use the resources available to you to
ensure your success in this area. The web sites listed below provide additional information:
 http://ssw.unc.edu/index.php?q=students/academic/advising (Academic resources
from the School of Social Work, including an APA quick reference guide)
 http://www.apastyle.org/apa-style-help.aspx (APA Style basics)
 http://owl.english.purdue.edu/handouts/research/r_apa.html (general information
about APA style). You are also encouraged to review the section on plagiarism, as it
constitutes academic dishonesty and will have significant consequences.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Assignments are due at the beginning of class on the day noted. You must notify me at least 3
days before a due date if you would like to request an extension. If this does not happen, you
will lose 10% of the assignment’s points per day (including weekends, and including the date
on which the assignment was due, if you submit it after the beginning of class). Incompletes
may be granted if (a) there are extreme and unforeseeable circumstances that affect your
ability to complete the semester’s work, and (b) you meet with me in advance to develop a
plan and timeline for completing your work.
POLICY ON ACADEMIC DISHONESTY:
I assume that all students follow the UNC Honor Code. Please ensure that the Honor Code
statement “I have neither given nor received any unauthorized assistance in completing this
assignment”, with your signature, is on all assignments turned in. In keeping with the 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.
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As discussed above, please refer to the APA Style Guide, the SSW Manual, and the SSW
Writing Guide for information on attribution of quotes, plagiarism, and the appropriate use of
assistance in preparing assignments.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to receive
accommodations, you should contact the University’s Disabilities Services. They will then
notify me of the documented disability, and we can meet to design the appropriate
accommodations to support your learning.
SCHEDULE AND COURSE OUTLINE
Week 1 / January 15 / Introduction: Adult Development in Theoretical Context
Topics:
 Bridging child/adolescent development to young adult/adult/older adult development
 Life course theory of development
 Bioecological systems theory for adult and family development
 Diverse family forms in adulthood
 Risk and resilience in adulthood
 Contextualizing development 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. 126). 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 ; London: Springer.
Related/ Optional Readings:
Amato, P. R., & Cheadle, J. (2005). The long reach of divorce: Divorce and child well-being
across three generations. Journal of Marriage and the Family, 67, 191-206.
Amato, P. R., & Sobolewski, J. N. (2001). The effects of divorce and marital discord on adult
children's psychological well being. American Sociological Review, 66, 900-921.
Boss, P. G. (2002). Ch. 8, Family values and belief systems: Influences on family stress
management. In Family Stress Management (2nd. Ed.), pp. 135-148. Thousand Oaks, CA:
Sage.
Boss, P. G. (2002). Ch. 9, The family’s external context. In Family Stress Management (2nd.
Ed.), pp. 149-158. Thousand Oaks, CA: Sage.
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Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Six theories of child
development: Revised formulations and current issues (pp. 185-249). Greenwich, CT: JAI
Press.
Crosnoe, R., & Elder, G. H., Jr. (2004). From childhood to the later years: Pathways of human
development. Research on Aging, 26, 623-654.
George, L. K. (2002). What life-course perspectives offer the study of aging and health. In R.
Settersten (Ed.), Invitation to the life course: Toward new understandings of later life (pp.
161-188). Farmingdale, NY: Baywood.
Rank, M. R. & Hirschl, T. A. (1999). The likelihood of poverty across the American adult life
span." Social Work, 44, 201-216.
Wickrama, K. A. S., Conger, R. D., Wallace, L. E., & Elder, G. H., Jr. (2003). Linking early social
risks to impaired physical health during the transition to adulthood. Journal of Health
and Social Behavior, 44, 61-74.
Week 2 / January 22/ Perspectives on Health and Mental Health in Adult Development
Topics:
 Use of DSM framework within a social work practice context
 Frameworks for understanding health/mental health disorders in adulthood including
bioecological systems, life course, biopsychosocial, risk and resilience, stress and coping
 Focus on the interactions between health disorders and mental health disorders
Required Readings:
1. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision
(DSM-IV-R), Multiaxial Assessment (9 pages). Also familiarize yourself with content and
play around with the differential diagnoses decision trees in Appendix A. Note: To access
the complete DSM-IV-TR on line from off campus, you need to go through the UNC library
Web site. Go to http://search.lib.unc.edu/search?R=UNCb5288285 Click on "Full text
available via the UNC-Chapel Hill Libraries," then “Continue” and Onyen when prompted
2. DSM-5 Overview: The Future Manual, American Psychiatric Association website (1 page)
http://www.dsm5.org/about/Pages/DSMVOverview.aspx. You may also want to look at
the Frequently Asked Questions section of the website.
3. Corcoran and Walsh (2010). Chapter 2. Social Work and the DSM: Person-in environment
versus the medical model (this chapter was assigned in SOWO 500, so you should have
already read this and just need to review it)
4. 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.
5. McQuaide, S. (1999). A social worker’s use of the diagnostic and statistical manual.
Families in Society, 80(4), 410-416.
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Related/Optional Readings:
Engstrom, M. (2012). Physical and Mental Health: Interactions, Assessment, and Intervention.
In S. Gehlert & T.A. Browne (Eds.) Handbook of health social work (2nd ed.) (164-218).
Iversen, R. R., Gergen, K. J., & Fairbanks, R. P. (2005). Assessment and social construction:
Conflict or co-creation? British Journal of Social Work, 35, 689-708.
Kleinman, A. (1997). How is culture important for DSM-IV? In J.E. Mezzich, A. Kleinman, H.
Fabrega, & D. Parron (Eds.), Culture and psychiatric diagnosis: A DSM-IV perspective
(pp. 15-25). Washington D.C.: American Psychiatric Press.
Mirowsky, J. & Ross, C.E. (1999). Well-being across the life course. In A.V. Horwitz & T.L.
Scheid (Eds.), A Handbook for the Study of Mental Health: Social Contexts, Theories,
and Systems (pp.328-347). Cambridge: Cambridge University Press.
Pearlin, L.I. (1999). Stress and mental health: a conceptual overview. In A.V. Horwitz & T.L.
Scheid (Eds.), A Handbook for the Study of Mental Health: Social Contexts, Theories,
and Systems (pp. 161-175). Cambridge: Cambridge University Press.
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).
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
Week 3 / January 29 /Early Adulthood and Substance Abuse
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, E. 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. Corcoran & Walsh, Ch. 10, Substance Use Disorders, pp. 294-336.
Related/Optional Readings:
Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2006). Young adult outcomes of
hyperactive children: Adaptive functioning in major life activities. Journal of American
Academy of Child and Adolescent Psychiatry, 45(2), 192-202.
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Gureje, O., Marreas, V., Vasquz-Barquero, J.L. & Janca, A. (1997). Problems related to alcohol
use: A cross-cultural perspective. Culture, Medicine and Psychiatry, 21, 199-211.
Week 4 / February 5 / Early Adulthood and HIV
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. HIV & AIDS, MayoClinic.Com http://www.mayoclinic.com/health/hiv-aids/DS00005
Review the material under “Basics” on this excellent website. It includes basic information
about the nature of the illness, causes, tests, treatments, coping strategies.
3. Wheeler, D.P. (2007) Mounting a social work response to the worsening HIV epidemic in
black communities. NASW National Health Line, 156-159.
4. 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, 2435-24445.
Related/Optional Readings:
Joseph, E.B. & Bhatti, R. (2004). Psychosocial problems and coping patterns of HIV
seropositive wives of men with HIV/AIDS. Social Work in Health Care, 39(1/2), 29-47.
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).
Straussner, S.L.A. (2003). Ethnocultural issues in substance abuse treatment. In S.L.A.
Straussner (Ed.) Ethnocultural factors in substance abuse treatment (pp. 13-28). New
York, NY: The Guilford Press.
Week 5 / February 12 / Early Adulthood and Psychotic Disorders
Topics:
 Schizophrenia
 Other psychotic disorders
Required Readings:
1. Corcoran & Walsh, Ch. 14, Schizophrenia and Other Psychotic Disorders, pp. 435-466.
2. 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
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information. Read through the “Schizophrenia Overview” section and read one of the
“Schizophrenia Success Stories”.
3. Seeman, M.V. (2010). Psychosis in women: Consider midlife medical and psychological
triggers. Current Psychiatry, 9(2), 64-76.
4. 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.
Related/Optional Readings:
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.
Poland, J. (2004). Bias and schizophrenia. In P. Caplan & L. Cosgrove (Eds.), Bias in psychiatric
diagnosis (pp. 149-161). NY: Jason Aronson.
Week 6 /February 19/ Middle Adulthood and Mood Disorders
Topics:
 Depression
 Bipolar Disorders
 Suicidality
 Dual Disorders
Required Readings:
1. Corcoran & Walsh, Ch. 9, Depression, pp. 253-293.
2. Corcoran & Walsh, Ch. 12, Bipolar Disorder, pp. 371-402.
In addition, explore the following websites:
3. Depression, MayoClinic.Com http://www.mayoclinic.com/health/depression/DN99999.
Review the section titled “Basics”.
4. Suicide http://www.nimh.nih.gov/health/publications/suicide-in-the-us-statistics-andprevention/index.shtml Review information on this one page fact sheet about suicide
prevalence and prevention.
5. Suicide http://www.suicide.org Be familiar with this excellent website which has
prevention information geared to the non-professional.
6. 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.
Related/Optional Readings:
Andreasen, N.C., & Black, D.W. (2006). Ch. 15. Psychiatric Emergencies. In Introductory
Textbook of Psychiatry (4th Ed.), pp. 365-378. Washington, DC: American Psychiatric
Publishing, Inc.
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Kennedy, N. Boydell, J. Van Os, J. & Murray, R.M. (2004). Ethnic differences in the
presentation of bipolar disorder: Results from an epidemiological study. Journal of
Affective Disorders, 83, 161-168.
Tsai, J. & Chentsova-Sutton, J. (2002). Understanding depression across cultures. In I. Gotlib &
C. Hammen (Eds.), Handbook of depression (pp. 467-491). NY: The Guilford Press.
Video on Depression: Out of the Shadow http://www.pbs.org/wgbh/takeonestep/depression/
Chapter 4: Postpartum Depression, and Chapter 6: Common Depression
Week 7 / February 26 / Middle Adulthood, Health, and Family Processes
Health Disparities Paper Due
Topics:
 Physical, cognitive, emotional and social development in middle adulthood
 Caregiving in middle adulthood, including considerations of parenting 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, E. 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.
In addition, explore the following websites:
3. Diabetes - http://www.diabetes.org
Review “Diabetes Basics” on this website.
4. 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.
5. National Cancer Institute - http://www.cancer.gov This website is loaded with excellent
information. Review the basic information under “Cancer Topics”.
6. Obesity- http://www.cdc.gov/obesity/data/adult.html Read “Adult Obesity Facts”
Related/Optional Readings:
Bengtson, V. L. (2001). Beyond the nuclear family: The increasing importance of
multigenerational bonds. Journal of Marriage and Family 63(1), 1-16.
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.
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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).
Week 8 / March 5 / Middle Adulthood and Anxiety Disorders
Topics:
 Post-Traumatic Stress Disorder (PTSD)
 Anxiety Disorders
Required Readings:
1. Corcoran & Walsh, Ch. 7, Anxiety Disorders, pp. 162- 218.
2. Anxiety Disorders, NIMH /NIH http://www.nimh.nih.gov/health/topics/anxietydisorders/index.shtml
3. Dobbs, D. (2009). The post-traumatic stress trap. Scientific American, 300(4), 64-69.
Related/Optional Readings:
Barlow, D. (2002). The experience of anxiety: Shadow of intelligence or specter of death? In
Anxiety and its disorders: The nature and treatment of anxiety and panic (1-36). NY: The
Guilford Press.
Stamm, B.H. & Friedman, M.J. (2000). Cultural diversity in the appraisal and expression of
trauma. In A.Y. Shalev, R. Yehuda, & A.C. McFarlane (Eds.), International handbook of
human response to trauma (pp. 69-85). Dordrecht, Netherlands: Kluwer Academic
Publishers.
van der Kolk, B. (1987). The psychological consequences of overwhelming life experiences. In
Psychological Trauma. Washington DC: American Psychiatric Press.
Video: The Soldiers Heart http://www.pbs.org/wgbh/pages/frontline/shows/heart (60
minutes)
March 12- Happy Spring Break!!
Week 9 / March 19 / Middle Adulthood and Intimate Partner Violence
Topics:
 Traumatic experiences in adulthood (domestic violence, community violence)
Required Readings:
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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.
Related/Optional Readings:
Bent-Goodley, T. B. (2005). Culture and domestic violence: Transforming knowledge
development. Journal of Interpersonal Violence, 20(2), 195-203.
Boss, P. G. (2002). Ch. 10, Family crisis: Overcoming trauma and victimization. In Family
Stress Management (2nd. Ed.), pp. 159-174. Thousand Oaks, CA: Sage.
Campbell, J. (2002). Health consequences of intimate partner violence. The Lancet, 359, 13311336.
Macy, R. J., Giattina, M., Sangster, T. H., Crosby, C., & Montijo, N. J. (2009). Domestic violence
and sexual assault services: Inside the blackbox. Aggression and Violent Behavior, 14(5),
359-373.
Markoff, L. S., Reed, B. G., Fallot, R. D., Elliot, D. E., Bjelajac, P. (2005). Implementing traumainformed alcohol and other drug mental health services for women: Lessons learned in a
multisite demonstration project. American Journal of Orthopsychiatry, 75(4), 525-539.
Pearlin, L.I. (1999). Stress and mental health: A conceptual overview. In Horowitz, A.V. &
Scheid, T.L. (Eds.), A handbook for the study of Mental Health: Social Contexts, Theories,
and Systems (pp. 161-175).
Week 10 / March 26 / Older Adulthood
Critical Thinking Paper Due
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
Required Readings:
1. Hutchison, E. Chapter 9: Late Adulthood
2. Hutchison, E. Chapter 10: Very Late Adulthood
3. Kolb, P.J. (2008). Developmental theories of aging, In S.G. Austrian (Ed.), Developmental
theories through the life cycle. (2nd ed.) (pp. 302-345). New York: Columbia University
Press. (This article will give you more depth about social gerontological theories of aging
than the Hutchinson text and will be very useful for your Older Adult Interview paper)
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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.)
Related/Optional Readings:
Blackman, N., (2002). Special issue: Aging People with Intellectual Disabilities: Dealing with
the Challenges of Older Age. Journal of Gerontological Social Work, 38, 253-263.
Haber, D. (2009). Gay Aging. Gerontology & Geriatrics Education, 30(3), 267-280.
Stelle, C., Fruhauf, C. 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 2/ Older Adulthood and Health Issues
Topics:
 Heart/cardiovascular disease and stroke
 Health and physical disability in older adulthood
 Caregiving in older adulthood
Required Readings:
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.) (392425). 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.
Related/Optional Readings:
Cox, C. & Monk, A. (1993). Hispanic culture and family care of Alzheimer’s patients. Health
and Social Work, 18(2), 92-100.
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.
Harris, M., & Cumella, E.G. (2006). Eating disorders across the lifespan. Journal of
Psychosocial Nursing & Mental Health Services, 44(4), 21-26.
Mahoney, D.F., Cloutterbuck, J. Neary, S. & Shan, L. (2005). African American, Chinese, and
Latino family caregivers’ impressions of the onset and diagnosis of dementia: Crosscultural similarities and differences. The Gerontologist, 45(6), 783-792.
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Week 12 / April 9 / Older Adulthood and Mental Health
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. Older Adults: Depression and Suicide Facts www.nimh.nih.gov/health/publications/olderadults-depression-and-suicide-facts-fact-sheet/index.shtml Read through this one page
fact sheet from the National Institute of Mental Health about older adults and depression
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
Related/Optional Readings:
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.
Plante. G. E. (2005). Depression and cardiovascular disease: A reciprocal relationship.
Metabolism Clinical and Experimental, 54, 45-48.
Video: Complaints of a Dutiful Daughter. (1995, by Deborah Hoffman.)
Week 13/ April 16/ Death and Dying
Topics:
 Loss of partner
 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.
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Related/Optional Readings:
Herbert, R., Schulz, R., Copeland, V&, Arnold, R. (2009). Preparing family caregivers for death
and bereavement: Insights from caregivers of terminally ill patients. Journal of Pain &
Symptom Management, 37, 3-12.
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 23/ Course Wrap up
Older Adult Life Review Paper due
Additional Recommended Readings
Boss, P. G. (2002). Ch. 2, The contextual model: Understanding family stress in science and
practice. In Family Stress Management (2nd. Ed.), pp. 15-38. Thousand Oaks, CA: Sage.
Boss, P. G. (2002). Ch. 3, Definitions: A guide to family stress theory. In Family Stress Management
(2nd. Ed.), pp. 39-68. Thousand Oaks, CA: Sage.
Boss, P. G. (2002). Ch. 4, Coping, adapting, being resilient…or is it managing? In Family Stress
Management (2nd. Ed.), pp. 67-92. Thousand Oaks, CA: Sage.
Collins, D., Jordan, C., & Coleman, H. (2007). Family development and the life cycle. In An
introduction to family social work (2nd ed., pp. 178-219). Belmont, CA: Thomson
Brooks/Cole.
Reynolds, J. (2005). Family and relational transitions across the life span. In D. Comstock (Ed.),
Diversity and development: Critical contexts that shape our lives and relationships (pp. 269298). Belmont, CA: Thomson Brooks/Cole.
Schilder, A. J., Kennedy, C., Goldstone, I. L., Ogden, R. D., Hogg, R. S., & O’Shaughnessy, M. V.
(2001). “Being dealt with as a whole person” Care seeking and adherence: The benefits of
culturally competent care. Social Science and Medicine, 52, 1643-1659.
Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1-18.
Focus on pp. 6-16.
Walsh, F. (1998). Reconnection and reconciliation: Bridge over troubled waters. In Strengthening
family resilience (pp. 278-313). New York: Guilford Press.
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.
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