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BSW Program
School of Social Work
University of North Carolina -Wilmington
Social Work 321-800, Spring 2016
Instructor:
Office:
Jessica Strong, PhD, MSW
Room #25, UNCW Onslow Extension Site, Coastal Carolina Community
College, James Leroy Henderson Administration Building, 444 Western
Boulevard, Jacksonville, NC 28546
Phone:
(910) 355-2311
Fax:
(910) 455-2281
*Email:
strongj@uncw.edu [preferred communication] I respond to emails
daily, after 8 pm.
Class Meeting: Mondays, 12-2:45
Office Hours: Office Hours: Mondays before class, Thursdays 12-2 pm, or by
appointment.
Office Hours:
If you know in advance that you would like to talk with me, it would be helpful if we
could set up a convenient time for us both to meet. I am happy to speak with you
regarding the course as well as other issues related to social work practice.
SWK 320: Human Behavior in the Social Environment I
Course Catalog Description:
SWK 320-321. Human Behavior and the Social Environment I and II (3-3) Prerequisites
or corequisites for SWK 320: SWK 235, 240, SWKL 240, Prerequisite for SWK 321:
SWK 320; corequisites for SWK 321: SWK 341, 396. Perspectives on human
development and behavior in diverse contexts, including: culture, oppression, poverty,
gender, ethnicity, physical and social settings. Implications for social work practice and
policies. 320: Prenatal Through Adolescence. 321: Young Adulthood Through Death.
Each course requires a 25-hour service-learning project.
Note: Students also should have completed PSY 105, SOC 105 and BIO 105 or BIO 160
as prerequisites to this course. If you have not completed these courses, please see me.
Course Description:
This course is the second of a required two-part sequence for social work majors that
examines the dynamics of human behavior from a generalist social work practice
perspective within the context of biological, psychological, social and culture dimensions
of human development. Selected theories are examined within the framework of social
systems theory and are used to enhance student’s understanding of the person-inenvironment focus of social work practice. HBSE II focuses on middle and later
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adulthood. Underlying all aspects of this course is content reflecting an understanding of
issues affecting at-risk/vulnerable populations and an appreciation of human diversity.
Objectives
1. Understand the function and purpose of theoretical constructs applied to the study of
human development and behavior, in the context of the lifecycle from prenatal
development to adolescence, and to examine these constructs in the framework of critical
thinking, as exhibited by written and oral skills (meets CSWE Educational Policies 2.1.3,
2.1.7, evidenced by quizzes, exam)
2. Describe the interaction of biological, sociological, psychological, spiritual and
cultural factors in human development and functioning (meets CSWE Educational
Policies 2.1.3, 2.1.4, 2.1.7 evidenced by quizzes).
3. Explain the interactions among various sized systems, particularly as theoretical
constructs relate to families (meets CSWE Educational Policies 2.1.3, 2.1.4, 2.1.7,
evidenced by ethnography project).
4. Examine and utilize the values and ethics of the social work profession, and to create
an awareness of one’s own values, prejudices, assumptions, and discriminatory practices
(meets CSWE Educational Policies 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.7 evidenced by
ethnography project, service learning, and reflection paper).
5. Affirm the inherent worth and dignity of every individual, and to recognize influences
of diverse cultures and environmental factors on human development and social
functioning (meets CSWE Educational Policies 2.1.2, 2.14, 2.1.5, 2.1.7 evidenced by
ethnography and service learning).
6. Carry theoretical knowledge gained from this course into practice courses, and into the
field placement experience with a focus on strengths-based practice theory (meets CSWE
Educational Policies 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.15, 2.1.7,2.1.9 evidenced by service
learning)
7. Improve public speaking skills. This course meets University oral competency
requirements.
Required Text:
Rogers, A.T. (2013). Human behavior in the social environment, 3rd Ed. New York:
Routledge
Additional readings will be made available on Blackboard or through the UNCW library
system.
Additional Readings:
Edwards, R.L. (Ed.) (2008) Encyclopedia of social work (20th ed.) Washington, DC:
NASW Press. ON- LINE. Available through Randall Library on-line.
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Hutchison, E. D. (2008). Dimensions of human behavior: Person and Environment. (3rd
ed.)Thousand Oaks: Sage.
Hutchison, E. D. (2013). Essentials of Human Behavior: Integrating Person,
Environment, and the Life Course. Thousand Oaks: Sage.
Other Helpful Resources:
NASW Code of Ethics (1996 Revision) www.naswdc.org
NASW North Carolina Website: www.naswnc.org
NASW (national) www.socialworkers.org
Encyclopedia of Social Work: www.oxford-naswsocialwork.com.uncclc.coastuncwil.edu
APA formatting and documentation: www.owl.english.purdue.edu/owl/resource/560/01
Methods to Attain Objectives:
The primary learning format will be lectures and classroom activities, which involve all
students as active learners. Class lectures and exercises are based on the understanding
that all readings assigned for that topic have been completed prior to class. It also is
anticipated that each student has experiences and points of view that will enrich class
discussions. The instructor will be responsible for organizing and presenting primary
course material, assisting any student with course-related material and assignments, and
for assessing student progress. The student will be responsible for attending all classes,
facilitating his/her own learning and that of others in class, sharing ideas, making
observations, and asking questions.
Assignment Submission:
Papers should be submitted in electronic form via our course Blackboard site. Papers are
due at the beginning of class on the date specified. This means that you will need to
submit your assignment on Blackboard BEFORE coming to class!
Late papers will be penalized 10% of grade PER DAY LATE.
Writing is an essential part of the social work profession, and thus papers should be
presented in professional fashion: typed, double-spaced, grammar and spell-checked,
properly formatted and written in American Psychological Association (APA) style.
Professional writing style will account for 10% of the grade for EACH written
assignment.
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Attendance:
Regular class attendance is required, and full participation is expected. Attendance will
be taken beginning the class meeting after the drop-add period is over and will be taken
every class for the remainder of the semester. Students are allowed three absences and
three tardies and/or leaving class early for any reason. EACH absence/tardy/late arrival
over three will result in a deduction of three points from your final course grade. “Tardy”
is defined as entering the room after roll has been taken at the beginning of class.
“Leaving class early” is defined as leaving the room before the instructor dismisses the
class.
Academic Integrity:
All members of UNCW's community are expected to follow the academic Honor Code.
Please read the UNCW Honor Code carefully (as covered in the UNCW Student
Handbook). Academic dishonesty in any form will NOT be tolerated. Please be
especially familiar with UNCW's position on plagiarism as outlined in the UNCW
Student Handbook. Plagiarism is a form of academic dishonesty in which you take
someone else's ideas and represent them as your own. Some examples of plagiarism
include:
• You write about someone else's work in your paper and do not give credit for it; it
must be referenced!
• You give a presentation and use someone else's ideas and do not state the source
of these ideas.
• You use facts from your text or another reference material and do not reference
the material.
• You MUST cite your references both in the body of the paper and at the end
in the reference page.
Professional Writing Style
As a professional, it is imperative that you use a writing style that clearly, concisely, and
professionally conveys your intended message. A poor writing style clouds your message
and makes it difficult to judge the content of your writing. Students have access to and
will be encouraged to utilize the UNCW Writing Center to ensure their writing is
professional quality. In each assignment, points are assigned for writing quality, and your
writing style may significantly help or hurt your grade. Below are the services accessible
to UNCW students.
 The Writing Center (DE1003) provides one-on-one writing consultations
led by faculty recommended peer writing tutors who are trained to help
students identify areas to improve and develop specific revision plans.
Visit our website to schedule an appointment:
http://www.uncw.edu/ulc/writing/center.html .
 Students can also receive electronic response to their developing papers
through our Online Writing & Learning (OWL) program. Visit our
website for a variety of writing resources: handouts, guides, useful links,
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and the Online Consultation link:
http://www.uncw.edu/ulc/writing/owl.html
 Students can drop-in at our Writing Lab (DE 1003) for help with quick
questions about their developing papers. The Writing Lab is staffed with a
writing tutor, and has a few computers and other writing resources for
students. Check out the Writing Lab schedule here:
http://www.uncw.edu/ulc/writing/lab.html
Note: None of these services are helpful at the last minute. You have an outline below of
all assignments; please plan in advance to access services that may be helpful to you!
Accommodations for Students with Disabilities: Students who have a disability and
need accommodations should notify the instructor. In order to obtain such
accommodations, the student must officially register with the Office of Disabilities
Services located in DePaolo Hall (962-3746) and provide a letter of accommodation
which specifies the student’s learning needs. Accommodations will be made based on
the recommendations of Disabilities Services and collaboration with the student to best
address the student’s learning experience.
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose,
first or third-hand, to faculty or staff about sexual misconduct, domestic violence,
dating violence and/or stalking, this information must be reported to the
administration in order to ensure that student’s rights are protected, appropriate
resources are offered, and the need for further investigation is explored to maintain
campus safety.
There are three confidential resources who do not need to report interpersonal
violence: UNCW CARE, the Student Health Center, and the Counseling Center. If you
want to speak to someone in confidence, these resources are available, including CARE’s
24-hour crisis line (910-512-4821). For more information, please visit
www.uncw.edu/sexualmisconduct or www.uncw.edu/care.
Learning Assistance: Any student wishing to have accommodations to enhance learning
is encouraged to work through the University Office of Disability Services. Please
contact that office to gain access to special resources and services. In addition, the
Learning Center is available to assist all students with writing skills, including APA
formatting. In addition, the Randall Library has numerous resources, including a
librarian designated to work with the School of Social Work, John Osinski. Please
contact him with questions and concerns about accessing library resources.
Use of Personal Electronics: Use of electronics can be perceived as distracting or
disrespectful to other students or to the instructor. Please do not use cell phones
during class. You will be provided with break opportunities to use electronics.
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Campus Respect Compact: The UNCW community is committed to a civil
environment, characterized by respect. Individuals wanting more information about the
Respect Compact can contact the Office of Institutional Diversity and Inclusion.
Violence and Harassment: The UNCW community has a zero tolerance for any kind of
violent or harassing behavior. Should a student experience an emergency of this type,
contact the police at 911. To secure less urgent services, students can call Campus Police
at 962-2222 or UNCW CARE at 962-2273 to access on-going support services.
ASSIGNMENTS AND EXAMS
1. Assigned readings are expected to be completed prior to each class. Please come
to class prepared to participate in class and discuss the material.
2. Four short quizzes will cover the material (books, articles, powerpoints) presented
on each topic.
3. Cultural Experience Reflection: Participate in a cultural event in the community
and write a 2-3 page reflection paper describing the event and thinking critically
about your perceptions of the culture reflected. You should select a culture to
experience that is different from your own.
4. A book project. The presentation of this project to the course will help students
practice their oral presentation skills and meet the University requirement for an
Information Literacy Course and an Oral Competency course.
5. Service Learning experience of 25 hours, to be cleared with instructor prior to
beginning. This experience will include a brief written summary of your
experience, with an emphasis on human behavior in the social environment and
course content, and a reflection journal regarding your thoughts and feelings
about the experience (details are provided on a separate sheet in this syllabus).
Grading
Quiz #1 – 5%
Quiz #2 – 5%
Quiz #3 – 5%
Quiz #4 – 5%
Cultural Experience Reflection – 10%
Book Assignment and Presentation: 40% of final grade
20% from presentation
20% from paper
Service Learning Experience 30% of final grade, outlined below:
Journal #1 -- 10%
Journal #2 -- 10%
Final Paper – 10%
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Grade Assignment
A final letter grade based on 100% of completed course assignments and exams will be
given at the completion of the course. No +/- grades are given in the course. Grades are
based on a 10-point scale, with no exceptions:
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 and below F
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Schedule of Classes, Spring 2016
Date Topic
Reading
1/11
Orientation
Activities
Assignments Due
None
Review Syllabus
Review Course Assignments
Review Service Learning
Review of Values and Ethics of the Profession
None
1/18
MLK Holiday
No Class
1/25
Critical Thinking
Critical thinking lecture and discussion
Critical thinking activity
Gambrill Chapters 4 and 6
Service Learning Information Sheet due
Readings
Assignments Due
2/1
Review of Critical
Theories
Readings:
2/8
Feminist Social Work
Practice
Readings:
Assignments Due
2/15
2/22
2/29
•
•
•
Ecological perspective/Systems theory
Person-in-environment
Life Course Perspective
Lecture and Review Game
Encyclopedia of Social Work, “Ecological
Perspective”
Encyclopedia of Social Work, “Person-inenvironment”
Hutchison, Life Course Perspective:
http://www.sagepub.com/upmdata/36521_CLC_Chapter1.pdf
Lecture and Activity
Encyclopedia of Social Work, “Feminist Social Work
Practice”
Service Learning Journal Submission 1
Poverty and Influence
on Human Behavior
Readings:
Lecture and Activity
Issues of Difference
Environmental Social
Work
Readings
Lecture and Activity
Assignments Due
Cultural Experience Reflection Paper
Role of Religion
Rogers Chapters 3 and 10
Encyclopedia of Social Work, Race and
Socioeconomic Factors
Encyclopedia of Social Work, White Ethnic Groups
Encyclopedia of Social Work, Environmental Health
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Fowler’s Theory of Faith
Development
Assignments Due
Service Learning Journal Submission 1
3/7
UNCW Spring Break
No Class!
3/14
Instructor Out
Assignments Due
3/21
Young Adulthood
Assignments Due
No Class!
Book Papers Due
Lecture and Activity
Quiz on Young Adulthood
Service Learning Journal #2 Due
Rogers Chapter 10
Readings:
3/28
Book Presentations
Online
Assignments Due
Book Presentations Online
Note:
Record your presentation
Review 3 other students’ presentations and offer
constructive feedback
No seated class meeting.
4/4
Middle Adulthood
Assignments Due
Readings:
Lecture and Activity
Quiz on Middle Adulthood
Rogers Chapter 11
4/11
Late Adulthood
Assignments Due
Readings:
Lecture and Activity
Quiz on Late Adulthood
Rogers Chapter 12
Encyclopedia of Social Work, “Aging”
4/18
Very Late Adulthood
Assignments Due
Readings:
Lecture and Activity
Quiz on Very Late Adulthood
Hutchison, (2008). Chapter 10 – Very Late
Adulthood
Encyclopedia of Social Work, “Bereavement and
Loss”
Encyclopedia of Social Work, “End of Life
Decisions”
4/25
Wrap Up
Service Learning
Discussion
Assignments Due
Last Day of Class
Service Learning Final Paper
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SUGGESTED EXTRA READINGS
Addams, J. (1902). Democracy and social ethics. New York: Macmillan.
Addams, J. (1959). Twenty years at Hull House. New York: MacMillan.
Americans with Disabilities Act of 1990, P.L. 101-336, 104 Stat. 327.
Morelli, P.T.T., & Spencer, M.S. (2000). Use and support of multicultural and antiracist
education: Research-informed interdisciplinary social work practice. Social
Work, 45(2), 166-175.
National Association of Social Workers, (1997), Code of ethics. Washington, DC: author.
Ozawa, M.N. (1999). The economic well-being of elderly people and children in a
changing society. Social Work, 44(1), 9-21.
Peled, E., Eisikovits, Z., Enosh, G., & Winstok, Z. (2000). Choice and empowerment for
battered women who stay: Toward a constructivist model. Social Work, 45(1), 926.
Penn, M.L., & Coverdale, C. (1996). Transracial adoption: A human rights perspective.
Journal of Black Psychology, 22, 240-245.
Personal Responsibility and Work Opportunity Reconciliation Act of 1996, P.L. 104-193,
110, Stat. 2105.
Popple, P., & Leighhninger, L. (1999). Social work, social welfare and American society
(4th ed.). Boston: Allyn and Bacon.
Taylor, R.J., Ellison, C.G., Chatters, L.M., Levin, J.S., & Lincoln, K.D. (2000). Mental
health services in faith communities: The role of clergy in black churches. Social
Work, 45(1), 73-87.
Watts, B. (1997). Work First: The first 18 months of welfare reform in North Carolina
(Division of Social Services technical assistance report 97-7224). Raleigh, NC:
Department of Human Resources.
Weaver, H.N. (1997). Training culturally competent social workers: What students
should know about Native people. Journal of Teaching in Social Work, 15(1/2),
97-112.
Weaver, H.N. (1999). Indigenous people and the social work profession: Defining
culturally competent services. Social Work, 44(3), 217-227.
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CULTURAL EXPERIENCE REFLECTION
1. Identify and attend a cultural event in the community. The culture should be
different from your own. Examples of cultural events:
a. Religious or spiritual events or activities that differ from your own
(attending a mosque, a synagogue, a church that is significantly different
from your own, a tribal cultural event).
b. Utilizing only public transportation to get to your activities for a day (to
go shopping, go to a doctor’s appointment, go to class, etc).
c. Visit a museum, historical site, or cultural center that is unfamiliar (the
African-American Heritage Trail, Veterans Memorial, etc.)
d. A tribal event.
e. A concert featuring performers of a different culture.
f. A barber shop or salon that caters to a different demographic than yours.
2. Read and reflect critically on the culture described, similarities and differences
from your own culture, and viewing the book from the perspective of a
professional social work with social work values and ethics
3. Write a 2-3 page reflection paper summarizing the event or activity, what you
learned about the differing culture, and how you can use this in your future
practice.
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BOOK ASSIGNMENT PAPER AND PRESENTATION
4. Select a book from the reading list that reflects a culture other than your own.
5. Read and reflect critically on the culture described, similarities and differences
from your own culture, and viewing the book from the perspective of a
professional social work with social work values and ethics
6. Write a paper; rubric below.
Points
assigned
10
15
40
15
10
10
10
50
20
20
200
Points
awarded
Expectations
Comments
Paper
Book Summary.
No more than 1-2 page summary of the book
Presenting Problem
From the perspective of the main character’s social
worker (imagined if they do not have one), note what
you might consider the character’s presenting
problem.
Theory:
Explain how the following theories or perspectives
could be used to assess or evaluate the main
character
1. Strengths perspective
2. Systems/ecological theory
3. A theory of your choice
Briefly explain each theory, and demonstrate how you
would evaluate the character using the key concepts
of each theory.
Scholarly Literature
Include at least 5 references to scholarly literature
related to issues the character presents throughout
the book.
Personal Cultural Reflection:
How does the character’s culture impact their
situation, presenting problem, your view of the issues,
etc?
General
Paper is well written and well organized.
Reference list of citations in APA format.
Presentation
Presentation falls within time guidelines – 5-10
minutes, and is completed in format requested
(videotaped and published in a private youtube link;
link posted in Blackboard)
Presentation includes each of the essential sections
from the paper (summary, presenting problem, theory,
literature, personal reflection)
Presentation engages the audience; encourages
active participation
Presentation is professional, engaging, and error free
Student reviews 3 other student presentations and
provides constructive feedback on each.
Constructive feedback should include at least 3
specific strengths of the presenter/presentation
(beyond “It was good”), and at least 1 specific area for
improvement.
GRADE
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SERVICE LEARNING EXPERIENCE AND PAPER
Exercise Objectives:
The primary purpose of this exercise is for students to integrate course material with the
service experience. Second, the assignment familiarizes students with social service
organizations, their purpose(s), structure, client populations served, agency policies, and
methods of operation. The third purpose of the exercise is to continue to expand writing
skills (including the use of APA writing style) in describing the volunteer experience.
The fourth purpose of the exercise is to urge students to reflect on the learning experience
in terms of its connection to their own lives.
Methods
You will receive a list of agencies who sometimes accept volunteers. You may arrange
your service learning at these agencies or at another agency of your choosing, but the
agency must be approved by the instructor before beginning volunteer hours.
YOU MUST WORK WITH CLIENTS OVER THE AGE OF 18. Note that many
agencies require background checks, criminal record checks, fingerprints, letters of
reference, TB tests, and a driver’s license. You are expected to meet these
requirements at your own expense, if there is an expense. Also note that many
agencies require extensive volunteer training before a volunteer is actually allowed
to work. If you wish to undertake training in a particular agency, that certainly is
encouraged, but you should check on training schedules before you plan to
volunteer at a given agency. You may count NO MORE THAN 5 training hours
toward the 25 required volunteer hours.
Procedures/Requirements
1. YOU MUST COMPLETE ALL 25 HOURS IN ORDER TO RECEIVE CREDIT
FOR THIS ASSIGNMENT. Working less than 25 hours will result in a grade of “F”.
2. Get my approval BEFORE you volunteer your services.
3. Your hours of service, and over what period of time, are to be agreed upon by you and
your supervisor. Ask your supervisor to sign your time sheet each time you work in the
space provided. Time sheet can be found on the course Blackboard site.
4. Make three copies of your time sheet(s) when you are finished. Give the original to
me. Give one copy to your supervisor. Keep a copy for yourself in case there are any
questions regarding your volunteer work.
6. You may choose to work in more than one setting. You must get approval from me
BEFORE you undertake a new location.
7. Write a paper about your experience. Use the rubric provided for guidance.
8. Reflection Journal: Journals should be submitted at 2 points in the semester. Each of
these submissions should be typed in a Word document. Title page, abstract, and citations
are not required. Each submission should include a minimum of 3 pages addressing each
of the following areas. You do not have to answer each question in every journal entry –
these are just concepts to guide your thinking.
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Service Learning Journal Guidelines
Area
Description
Tasks
Provide a single-spaced, bulleted lists of the activities completed
throughout the hours of service covered in this submission. You
may have multiple bullets or just a few, depending on your site.
Connect aspects of your service learning with the course material.
Some questions to get you started:
• How might a particular theory explain or predict the behavior
you’re seeing?
• How might a particular theory understand a client situation or
experience? (i.e., thinking
• Beyond what you might actually be seeing that day during
service; for example, if a student is living in poverty)
• How might a particular theory assist you in hypothesizing about
needs, resources, and strengths of those you’re engaged with
during volunteer service?
• Were you a social worker at the agency, how might theory
influence your perspective, choices, and actions?
• Can you determine the theoretical underpinnings of a) the
programs and services with which you are involved, and/or b)
the perspective, choices, and actions of any social workers with
whom you work alongside? Critically evaluate the use of theory
in these ways.
• Consider social justice issues: where / how do you notice a
connection between the concepts of power, privilege, and
oppression?
• How does your own ideology influence your perception of the
events taking place?
• What questions come up for you as you try to connect theory
and practice? How can you go about answering those
questions?
Reflect on what you are learning. Some questions to get you
started:
• What are you learning from connecting theory to practice?
• What are your biases, assumptions, and preferences that you
are noticing? What are/could be the consequences of these
biases and assumptions? How can you address biases and
assumptions moving forward?
• What are you learning about social work, its values and ethics,
and its role in social service provision?
• How does what you are learning matter for your own
development and your future practice as a social worker?
Describe how the resilience exercises have impacted your service
learning. Some questions to get you started:
• How has resilience theory informed your service-learning
experience?
• What has this integration been like for you? (That is, what are
your thoughts, feelings, reactions, etc).
• What are you learning about resilience in others and in yourself?
Paper is free from spelling and grammatical errors, flows smoothly.
Connection
to Course
Material
Critical
Reflection
on Learning
Resilience
Professional
Writing
Percentage
of Journal
Grade
10%
25%
25%
20%
10%
15
SERVICE LEARNING FINAL PAPER GRADING
ELEMENTS
POINTS
Possible
TIMELINESS
Final paper submitted to Blackboard by deadline
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ASSIGNMENT COMPONENTS
--
Contact information
Descriptive information
10
10
Agency information
10
Research Information
10
Social environment/policy
Reflection
2 theories described IN DETAIL
10
10
20
ORGANIZATION
--
Paper is well organized; paragraphs are well developed and
easy to follow.
5
ACADEMIC INTEGRITY AND QUALITY
--
APA style used consistently throughout, including formatting,
citations and references
5
Prose quality (complete sentences, punctuation and spelling,
etc)
5
TOTAL maximum score
100
POINTS
Awarded