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University of North Carolina Wilmington
College of Health and Human Services
School of Social Work
Human Behavior in the Social Environment II
SWK 321-801 - Spring 2016
Instructor:
Office:
Phone:
*Email:
Heather Lang, MSW, LCSWA
Admin Building Room #25, UNCW Onslow Extension Site
(910) 962-2553
Langh@uncw.edu E-mail communication is the fastest way
to reach me!
Class Meeting:
Mondays, 12-12:45 p.m. Trades 104
Office Hours:
Tuesdays, 9:30 – 12 p.m. and by appointment.
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
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used to enhance student’s understanding of the person-in-environment focus
of social work practice. HBSE II focuses on middle and later 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.
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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.
(Instructions to access this are available on class Blackboard site.)
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.oxfordnaswsocialwork.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
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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.
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 additional 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
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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, 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
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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 campus resources that 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 9622273 to access on-going support services.
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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
1) Quizzes – total is 20% of final grade
Quiz #1 – 5%
Quiz #2 – 5%
Quiz #3 – 5%
Quiz #4 – 5%
2) Cultural Experience Reflection – 10% of final grade
3) Book Assignment and Presentation - 40% of final grade
20% from presentation
20% from paper
4) 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 SWK 321-801
Spring 2016
Helpful Hints:
1. If you see something in RED, BLUE, ORANGE or GREEN below – that
means you have a graded assignment DUE or a quiz.
2. If it says “Readings”, please read before our class meeting.
Date Topic
Reading/Doing/Due
1/11 Orientation
Activities
None
Review Syllabus
Review Course Assignments
Review Service Learning
Review of Values and Ethics of the
Profession
Discuss Service Learning
None
Assignments
Due
1/18 MLK Holiday
1/25 Critical
Thinking
2/1
Readings
Assignments
Due
Review of
Critical
Theories
Readings:
No Class
Critical thinking lecture and
discussion
Critical thinking activity
Gambrill Chapters 4 and 6
Service Learning Information
Sheet due
 Ecological perspective/Systems
theory
 Person-in-environment
 Life Course Perspective
Lecture and Review Game
Encyclopedia of Social Work,
“Ecological Perspective”
Encyclopedia of Social Work,
Check
here that
you did
it.
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2/8
Feminist Social
Work Practice
Readings:
Assignments
Due
2/15 Poverty and
Influence on
Human
Behavior
Readings:
2/22 Issues of
Difference
Environmental
Social Work
Readings
Assignments
Due
2/29 Role of Religion
Fowler’s
Theory of Faith
Development
Assignments
Due
3/7 UNCW Spring
Break
“Person-in-environment”
Hutchison, Life Course
Perspective:
http://www.sagepub.com/upmdata/36521_CLC_Chapter1.pdf
Lecture and Activity
Encyclopedia of Social Work,
“Feminist Social Work Practice”
none
Lecture and Activity
Encyclopedia of Social Work, Race
and Socioeconomic Factors
Lecture and Activity
Encyclopedia of Social Work,
White Ethnic Groups
Encyclopedia of Social Work,
Environmental Health
Cultural Experience Reflection
Paper Due on BB
Rogers Chapters 3 and 10
Service Learning Journal
Submission #1 due on BB
No Class!
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3/14 TBD
Assignments
Due
3/21 Young
Adulthood
Assignments
Due
Readings:
3/28 Book
Presentations
Online
Assignments
Due
Coastal Spring
Break
4/4 Middle
Adulthood
Assignments
Due
Readings:
4/11 Late Adulthood
Assignments
Due
Readings:
4/18 Very Late
Adulthood
Assignments
Due
Readings:
TBD
Book Papers Due on BB
Lecture and Activity
Quiz on Young Adulthood
Service Learning Journal #2 Due
on BB
Rogers Chapter 10
Book Presentations Online and
feedback due by midnight on this
day.
 Your Book Presentation is
due online via BB.
 Review 3 other students’
presentations and offer
constructive feedback
No seated class meeting because
Coastal campus is closed.
Lecture and Activity
Quiz on Middle Adulthood
Rogers Chapter 11
Lecture and Activity
Quiz on Late Adulthood
Rogers Chapter 12
Encyclopedia of Social Work,
“Aging”
Lecture and Activity
Quiz on Very Late Adulthood
Hutchison, (2008). Chapter 10 –
Very Late Adulthood
Encyclopedia of Social Work,
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4/25 Wrap Up
Service
Learning
Discussion
Assignments
Due
“Bereavement and Loss”
Encyclopedia of Social Work, “End
of Life Decisions”
Last Day of Class
Service Learning Final Paper due
on BB
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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), 9-26.
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 977224). Raleigh, NC: Department of Human Resources.
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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
Points
Expectations
Comments
assigned awarded
Paper
Book Summary.
10
No more than 1-2 page summary of
the book
Presenting Problem
From the perspective of the main
character’s social worker (imagined if
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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
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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
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scholarly literature related to issues
the character presents throughout the
book.
Personal Cultural Reflection:
10
How does the character’s culture
impact their situation, presenting
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10
10
50
20
20
200
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.
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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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Area
Tasks
Connection
to Course
Material
Service Learning Journal Guidelines
Description
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
Percentage
of Journal
Grade
10%
25%
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SERVICE LEARNING FINAL PAPER GRADING
ELEMENTS
POINTS POINTS
Possible Awarde
d
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?
Critical
Reflect on what you are learning. Some questions
Reflection
to get you started:
on Learning  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?
Resilience
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?
Professional Paper is free from spelling and grammatical
Writing
errors, flows smoothly.
25%
20%
10%
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TIMELINESS
Final paper submitted to Blackboard by deadline
ASSIGNMENT COMPONENTS
Contact information
10
Descriptive information
10
Agency information
Research Information
Social environment/policy
10
10
Reflection
10
2 theories described IN DETAIL
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ORGANIZATION
Paper is well organized; paragraphs are well developed
and easy to follow.
--
ACADEMIC INTEGRITY AND QUALITY
APA style used consistently throughout, including
formatting, citations and references
--
Prose quality (complete sentences, punctuation and
spelling, etc)
TOTAL maximum score
5
--
10
5
5
5
100