THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
Course Title:
Semester and Year:
Time and Location:
Instructor:
Office Phone:
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Office Hours:
SOWO 505
Human Development in Context II: Adulthood
Spring 2013
Fridays: 2:00-4:50 p.m.
Lisa de Saxe Zerden, MSW, PhD
919-962-6430
Lzerden@email.unc.edu
Room 425; By appointment although you can always stop by
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 sociocultural-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, raceethnicity, and socioeconomic status on typical and divergent trajectories of adult
development;
4. Articulate how the family serves as the primary social context for adult development,
including the implications of variations in family structure, development, and process in
both the family of origin and the family of choice.
5. Recognize and describe major health and mental health disorders and the co-morbidity
among these disorders that occurs during adulthood;
6. Articulate key ethical issues for social workers related to adult health and mental health
(e.g., access to treatment based on diagnosis, health disparities, end of life decisions)
Expanded Description
This course provides students with an overview of typical and divergent adult
developmental trajectories, including how biological, psychological, spiritual,
interpersonal, family, community, socio-cultural, historical, and economic factors shape
these trajectories. In this course, families are considered a primary social context for adult
development. The course surveys major theoretical frameworks for explaining typical and
divergent adult development in environmental context. Additionally, the course will
emphasize risk and protective factors and resiliency as well as the impact of social
injustices, deprivation, and discrimination on adult and family development, functioning,
and health.
Readings
Required Text (Note: These are the same textbooks you had for SOWO 500)
1. Hutchison, E. (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 and Dates Overview
Assignment
Percentage of Grade
1. Class Participation
10%
2. Health Disparities Paper
30%
3. Critical Thinking Paper
30%
4. Older Adult Review Paper
30%
Total
100%
Due Date
Every Class!
February 22 (Week 7)
March 22 (Week 10)
April 26 (Week 14)
1. 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, or disappear for long periods on break. Please turn off cell phones during class and
limit your computer use to note taking or looking up info only when requested by
professor.
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 your responsibility to obtain all information/content from your
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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.
2. 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. 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.
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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:
Possible Points
4
3
4
4
4
4
3
4
30
2. Critical Thinking Paper (Due March 22): 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. You may draw these (neatly) by hand,
or use a computer software—whichever you are more comfortable with.
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.
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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
Possible Points
4 point
5 points
5 points
5 points
7 points
4 points
30 points
3. Older Adult Life Review (Due: April 26, 2012): 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
All papers are to be printed off (double side is fine) and turned in at the start of class
(2:00pm) on the day the assignment is due. If you know you will miss a due date, you can
email it in advance or have it sent electronically by the start of class.
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
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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 respects. Students who receive nine or more Low
Passing credits become ineligible to continue in graduate school.
Late Papers
Late papers are strongly discouraged. To obtain permission to submit a paper after the
deadline, the student must seek approval from the instructor before the beginning of class
on 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% (3 points per day), 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 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:
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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. 149-158. Thousand Oaks, CA: Sage.
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:
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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.
6. 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
Recommended:
Iversen, R. R., Gergen, K. J., & Fairbanks, R. P. (2005). Assessment and social construction:
Conflict or co-creation? British Journal of Social Work, 35, 689-708.
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. 161-175). Cambridge: Cambridge University Press.
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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).
Week 3 / January 25 /Early Adulthood and Substance Abuse
All Friday classes will meet in the auditorium, Marty Weems will 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 de Saxe Zerden will lecturer
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/hivaids/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.
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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.
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 will lecturer
Topics:
 Schizophrenia
 Other psychotic disorders
Required Readings:
1. Corcoran & Walsh, Ch. 14, Schizophrenia and Other Psychotic Disorders, pp. 435466.
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.
Week 6 /February 15/ Middle Adulthood and Mood Disorders
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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-statisticsand-prevention/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, 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 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
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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.
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
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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/anxiety-disorders/index.shtml
3. Dobbs, D. (2009). The post-traumatic stress trap. Scientific American, 300(4), 6469.
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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)
Week 9 / March 8 / Middle Adulthood and Intimate Partner Violence
Class meets in auditorium for guest speaker, Ardith Burkes 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 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.
Macy, R. J., Giattina, M., Sangster, T. H., Crosby, C., & Montijo, N. J. (2009). Domestic violence
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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.
(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
 Heart/cardiovascular disease and stroke
 Health and physical disability in older adulthood
 Caregiving in older adulthood
Required:
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1. Diwan, S., Balaswamy, S.& Lee, S.E. (2012). Social work with older adults in healthcare 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 HIV-infected and HIV-affected older adults. Health and Social Work, 29
(2), 86-97.
Mahoney, D.F., Cloutterbuck, J. Neary, S. & Shan, L. (2005). African American, Chinese, and
Latino family caregivers’ impressions of the onset and diagnosis of dementia: Crosscultural similarities and differences. The Gerontologist, 45(6), 783-792.
Week 12 / April 12 / Older Adulthood and Mental Health
Friday classes meet in Auditorium for guest speaker, Cornelia M. Poer 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-adults-depression-and-suicide-factsfact-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
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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.
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
Additional Readings for Super-Motivated Students
Recommended:
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.
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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. 269-298). 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.
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 self-disclosing what they do not wish to disclose.
The questions below are included to help structure your interview; please feel free to
change the order and wording of the questions and to add questions of your own. You may
want to start with lighter topics to warm-up your informant. It is helpful to write out your
questions so that you remember to include pertinent subjects and to keep the interview on
track. At the same time, maintain sufficient flexibility to learn from your informant should
he or she offer valuable information that is “off topic.”
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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?
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?
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?
Older-Adult Life Review Grading Rubric
Components
Points Possible
Review of significant life events
3
Examination of issues of diversity
4
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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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