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
Fridays: 9:00-11:50 a.m.
Marty Weems, MSW, LCSW, LCAS, CSI
919-843-9161
weems@email.unc.edu
By appointment- Room 355
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, sociocultural, 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. (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.
Articles and book chapters:
Required articles and chapters will be available on the course’s Sakai site.
Web Sites: You will be investigating health and mental health topics through a variety of Web resources.
Assignments
Assignment Percentage
Class Participation
Health Disparities Paper
Critical Thinking Paper
Older Adult Life Review Paper
Total 100%
10%
30%
30%
30%
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.
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 session, students must complete required readings and come to class
prepared to discuss them.
Health Disparities Paper: Due February 22
Students will write a 6-8 page paper on a particular health or mental health disorder or environmental
condition and its differential impact on a specific subpopulation (e.g., persons of a particular race,
ethnicity, gender, age, sexual orientation, or a community). 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.
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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.)
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?)
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 an eye
on issues of discrimination, inequality, and social justice.
Use current literature from professional journals to research this topic (minimum of 6 references).
Papers should be 6-8 pages, 12 point font, 1 inch margin formatting. You may choose to use
subheadings if that helps organize the various topics to be included. The paper should include citations
and a reference list in APA format.
Grading Rubric for Health Disparities Paper
Components
Etiology, symptomatology, and prevalence
Meaning and significance
Individual, family, or community traits or conditions that affect the
incidence
Impact on individuals, family and community
Specific recommendations for assessment and intervention at micro
level
Specific recommendations for macro intervention
Quality of Reference list
APA style; writing quality; use of language
Total points:
3
Possible Points
4
3
4
4
4
4
3
4
30
Critical Thinking Paper: Due March 22
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 may choose from two case studies that will be
provided by the instructor. Analyze the case drawing explicitly from course material. The paper should
include the following elements:
a. 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 date your
diagrams. I recommend drawing these by hand, rather than using computer software as this is
more likely to be the way you would do this in the field.
b. 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.
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.
Helpful notes:
Organize your paper around these five categories (a-e). 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 the articles,
instead APPLY the concepts to your case and cite the relevant literature using APA format. Similarly, do
not spend time summarizing the case, 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. Multiaxial DSM assessment and substantiation of diagnoses made
6. APA style; writing quality; use of language
Total
4
Possible Points
4 point
5 points
5 points
5 points
7 points
4 points
30 points
Older Adult Life Review: Due April 26
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 information about this
assignment.
How to Submit Written Assignments
A hard copy of your paper is due at the beginning of class by 9:00 am. Use your PID # as a header on all
pages of the paper.
APA and Written Assignments
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. The best reference is the Publication Manual of the American Psychological Association,
Sixth Edition (2009) that is available at most bookstores. The following web sites provide additional
information:
http://juno.concordia.ca/help/howto/apa.php (general information about documentation using APA
style)
Students are strongly encouraged to review the materials on the School of Social Work’s website
http://ssw.unc.edu/students/writing . This page includes numerous helpful writing resources such as
tutorials on understanding plagiarism, quick reference guide to APA, writing tips and ESL materials.
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.
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.
Policy on Accommodations for Students with Disabilities
Students with disabilities that affect their participation in the course must notify the instructor if they
wish to have accommodations in instructional or examination format. The instructor will work with the
Office of Disabilities and the student to make appropriate accommodations.
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
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respects. Students who receive nine or more Low Passing credits become ineligible to continue in
graduate school.
Late Papers
I do not accept late papers. A hardcopy of your paper is due at the beginning of class. In case of an
emergency, a late paper may be accepted without penalty at the discretion of the professor, but the
student must alert the professor in advance. Avoid having last minute computer failures that prevent
you from turning papers in on time. Plan ahead! Keep backups and don’t rely on having computers,
printers, servers, and email programs working perfectly a half-hour before class.
Cell Phone and Laptop Policy
Cell phones are a disruption to the learning process. Students are expected to turn off their cell phones
during class. Laptops are allowed in class in order to follow the powerpoints and take notes on the
lecture and will be used for some assignments where we need to access the DSM IV online. During class
discussions and activities laptops should be closed.
_____________________________________________________________________________
Schedule and Course Outline
Week 1 / January 11 / 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: 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.
Recommended:
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. 149158. 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 18/ Perspectives on Health and Mental Health in Adult Development
Topics:
 Use of DSM framework within a social work practice context
 Frameworks for understanding health/mental health disorders in adulthood including
bioecological systems, life course perspective, biopsychosocial, risk and resilience, stress and
coping
 Focus on the interactions between health disorders and mental health disorders
Required Readings:
1. 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.
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 (1page)
http://www.dsm5.org/about/Pages/DSMVOverview.aspx
You may also want to look at the Frequently Asked Questions section of this 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.
Recommended:
Iversen, R. R., Gergen, K. J., & Fairbanks, R. P. (2005). Assessment and social construction: Conflict or cocreation? British Journal of Social Work, 35, 689-708.
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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.
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).
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. 161175). 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/10psyche-t.html?pagewanted=all
Week 3 / January 25 /Early Adulthood and Substance Abuse
All Friday classes will meet in the auditorium
Marty Weems: Lecturer
Topics:
 Physical, cognitive, emotional and social development in young adulthood
 Issues in emerging adulthood: identity, beginning work/career, developing intimate
relationships, forming family
 Risk-Taking Behaviors
 Substance Abuse
Required Readings:
1. Hutchison, 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.
Recommended:
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.
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 1 / Early Adulthood and HIV
All Friday classes meet in the auditorium.
Lisa Zerden: Lecturer
Topics:
 HIV/AIDS
Required Readings:
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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, 243524445.
Recommended:
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 8 / Early Adulthood and Psychotic Disorders
All Friday classes meet in the auditorium.
Marilyn Ghezzi: Lecturer
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
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.
Recommended:
Poland, J. (2004). Bias and schizophrenia. In P. Caplan & L. Cosgrove (Eds.), Bias in psychiatric diagnosis
(pp. 149-161). NY: Jason Aronson.
Padgett, D. K., Hawkins, R. L., Abrams, C., & Davis, A. (2006). In their own words: Trauma and substance
abuse in the lives of formerly homeless women with serious mental illness. Psychological
Assessment, 76(4), 461-476.
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Week 6 /February 15/ 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.
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.
Recommended:
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.
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, 161168.
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 22 / 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
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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.
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”
Recommended:
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.
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 1 / Middle Adulthood and Anxiety Disorders
 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.
Recommended:
Barlow, D. (2002). The experience of anxiety: Shadow of intelligence or specter of death? In Anxiety and
its disorders: The nature and treatment of anxiety and panic (1-36). NY: The Guilford Press.
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)
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Week 9 / March 8 / Middle Adulthood and Intimate Partner Violence
Class meets in auditorium for guest speaker, Ardith Burkes, LCSW from the Compass Center
Topics:
 Traumatic experiences in adulthood (domestic violence, community violence)
Required Readings:
1. Macy, R.J., Ermentrout, D.M. & Johns, N.B. ((2011). Physical and behavioral healthcare of
partner and sexual violence survivors. In C. M. Renzetti, J. Edleson, &. R. K. Bergen (Eds.)
Violence Against Women Sourcebook (Vol. 2) (pp. 289-308).Thousand Oaks: Sage.
2. Pico-Alfonso, M., Garcia-Linares, M.I., Celda-Navarro, N., Blasco-Ros, C. , Echeburua, E. &
Martinez, M. (2006). The impact of physical, psychological, and sexual intimate partner violence
on women’s mental health: Depressive symptoms, posttraumatic stress disorder, state anxiety
and suicide. Journal of Women’s Health, 15(5), 599-611.
3. Go to the website of the National Online Resource Center on Violence against Women
http://www.vawnet.org/ . Click on the “Applied Research Papers” section and read one article
that interests you.
Recommended:
Bent-Goodley, T. B. (2005). Culture and domestic violence: Transforming knowledge
development.
Journal of Interpersonal Violence, 20(2), 195-203.
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, 1331-1336.
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.
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).
March 15- NO CLASS- Spring Break
Week 10 / March 22 / 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
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.
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(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)
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.
March 29- NO CLASS- Good Friday
Week 11 / April 5/ Older Adulthood and Health Issues
Friday classes meet in Auditorium for movie: Gen Silent
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.) (392-425). Hoboken,
NJ: John Wiley & Sons, Inc.
2. Ai, A.L., & Carrigan, L.T. (2007). Social-strata-related cardiovascular health disparity and
comorbidity in an aging society: Implications for professional care. Health and Social
Work, 32, 2. p.97-105.
3. White, A., Philogene, G., Fine, L., & Sinha, S. (2009). Social support and self-reported health
status of older adults in the United States. American Journal of Public Health, 99(10), 1872-1878.
Recommended:
Cox, C. & Monk, A. (1993). Hispanic culture and family care of Alzheimer’s patients. Health and Social
Work, 18(2), 92-100.
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 HIVinfected 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.
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Week 12 / April 12 / Older Adulthood and Mental Health
Friday classes meet in Auditorium for guest speaker Cornelia M. Poer, MSW from Duke Geriatric
Evaluation Clinic
Topics:
 Cognitive disorders, including dementia
 Overview of how major mental health disorders manifest in older adulthood, including
depression, schizophrenia, substance abuse disorders, suicidality, and eating disorders
Required Readings:
1. Corcoran & Walsh, Ch. 15, Cognitive Disorders, pp. 469- 500.
2. Older Adults: Depression and Suicide Facts www.nimh.nih.gov/health/publications/older-adultsdepression-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
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 19/ 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.
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.
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Laurie, A., & Neimeyer, R.A. (2008). African-Americans in bereavement: Grief as a function of ethnicity.
Omega, 57(2), 173-193.
Week 14/April 26/ Course Wrap up
Older Adult Life Review Paper due
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Appendix A:
Older Adult Life Review
Due: Friday, April 26
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.
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. (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 selfdisclosing what they do not wish to disclose.
The questions below are included to help structure your interview; please feel free to change the order
and wording of the questions and to add questions of your own. You may want to start with lighter
topics to warm-up your informant. It is helpful to write out your questions so that you remember to
include pertinent subjects and to keep the interview on track. At the same time, maintain sufficient
flexibility to learn from your informant should he or she offer valuable information that is “off topic.”
-
Tell me about what your life is like now? How would you describe a typical day?
Tell me about the most important people in your life.
What were the most significant events in your life?
What would you consider to be your greatest accomplishment?
As you look back at your accomplishments, how do you feel about your life?
How has your sense of self (who you are) changed over the years?
What brings you satisfaction?
Would you share with me one of the highlights of your life?
Which period in your life was the most enjoyable? The most challenging?
What challenges have you faced?
How have you coped with these challenges? What have you learned from your struggles?
Looking back at your life, what would you do differently?
How was your life influenced by societal or cultural events?
After your interview, prepare a summary that addresses the following points. This assignment is should
be 6-8 pages. An appropriate reference list in APA format is required. Be sure to integrate the
theoretical perspectives and factual information from this course.
1. Describe your interview—the person, your relationship, the setting, and emotional climate.
2. What were the significant events that shaped this person’s life?
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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:
Components
Points Possible
Review of significant life events
3
Examination of issues of diversity
4
Theoretical explanation of the individual’s aging process
7
Discussion of risk factors
3
Explication of coping strategies and resilience
3
Description of your learning from the interview.
4
Reference List (APA format and a minimum of three sources)
2
Quality of writing (e.g., grammar, well edited, and appropriate
use of APA style)
4
Total:
30
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