KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name SW 7704 / Social Work
Department
Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. ___xx_simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
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Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number SW 7704
Course Title Human Behavior in a Social Environment I
Class Hours_3_____Laboratory Hours_0_____Credit Hours_3______
Prerequisites Admission to the MSW Program
Description:
This course designed to provide students with an understanding of human behavior in the
context of social environment. The course uses a strengths perspective to develop
awareness of diversity and ways of understanding behavior and problem solving.
Specifically, the course focuses on the physical, social, and emotional development and
mastery of growth crises from birth to death. Included in the course are current theories
and research about the life cycle, with particular emphasis on the ways in which culture,
ethnicity, and community influence and shape development.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ____ _____________________
Course Title ____ _______
Class Hours___Laboratory Hours__Credit Hours___
Prerequisite
Description
This course uses a strengths perspective that focuses on biological, sociological, cultural,
spiritual, and psychological development and mastery from birth to death. It supports
social work Practice I course.
III.
Justification: Course description has been modified to keep it succinct on the website
and insure its compliance with the course description in the syllabus
2
VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Social Work
COURSE NUMBER
SW 7704
COURSE TITLE FOR LABEL
Human Behavior in a Social Environment I
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
3-0-3
Approval, Effective Term
Fall, 2012
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
N/A
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
3
Current Syllabus
4
MASTER OF SOCIAL WORK PROGRAM
SW 7704: Human Behavior in the Social Environment (HBSE) I
Instructor
Ardith Peters, Ph.D.
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
apters@kennesaw.edu this is the best way to contact
me
Phone Number
770-499-3079
Office
Prillaman Hall, Room #3333
Office Hours
By appointment only
COURSE DESCRIPTION
This course is designed to provide students with an understanding of human behavior in
the context of the social environment. The course uses a strengths perspective to develop
awareness of diversity and ways of understanding behavior and problem solving.
Specifically, the course focuses on the biological, sociological, cultural, spiritual, and
psychological development and mastery from birth through adulthood. Included in the
course are current theories and research about the life cycle, with particular emphasis on
the ways in which culture, ethnicity, and community influence and shape development.
COURSE OVERVIEW
This course will help you gain the knowledge, values and skills to:
1. Understand and use a social systems/ecological framework to analyze human systems at
different levels of organization from communities to individual;
5
2. Identify the effects of ethnic, racial/cultural, economic, and gender variables on
individuals and families over the life span.
3. Demonstrate knowledge of the interactive influence of biological, sociological, cultural,
spiritual and psychological factors, including families, groups, organizations and
communities, on human development.
4. Demonstrate knowledge of the impact of environmental conditions such as class,
poverty, oppression and discrimination on the promotion and inhibition of behavior, and
social justice.
This course provides a framework for practice knowledge, values, and skills when working
with diverse populations. Supplementary readings, handouts, and cases provide students
with an opportunity to explore direct practice understand the importance of culturally
competent practice. Students will examine how personal and professional values affect
their practice and will learn models for ethical decision-making and intervention planning.
By exploring these issues and cases, students will learn about the relativity of values, the
standards of the profession, and the thinking of experts in the field.
REQUIRED TEXTS:
Baldwin, James. 1956. Giovanni’s Room. Delta. (Available very inexpensively on line).
Rogers, Anissa Taun, 2006. Human Behavior in the Social Environment. McGraw Hill. Text,
Web and CD resources in companion materials.
Professional journal articles and other materials assigned.
Newspapers, news magazines, broadcasts, material provided in class. Please take
advantage of newspapers distributed free on campus.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological Association.
Supplemental readings will be posted on GeorgiaVista over the course of the semester.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
This course is related to and consistent with the mission of the Master of Social Work
Program as it prepares students for work with vulnerable populations. It allows the
student to understand the impact of socialization on her/him- self, clients and colleagues in
6
the areas of substance abuse and child abuse and neglect, service with individuals and
groups, particularly those who are members of oppressed groups and communities.
COURSE OBJECTIVES
Knowledge Objectives
1. Identify the effects of ethnic, racial/cultural, economic and gender variables on
individuals and families over the life span. (2.1.4; 2.1.7)
2. Define the interactive influence of biological, sociological, cultural, spiritual and
psychological factors, including individuals, families, groups, organizations and
communities, on human development. (2.1.3; 2.1.7)
Values Objectives
1. Identify the importance of the impact of environmental conditions such as class, poverty,
oppression and discrimination on the promotion and inhibition of behavior and social
justice. (2.1.3; 2.1.4; 2.1.7)
Skills Objectives
1. Identify and use a social systems/ecological framework to analyze human behavior at
the individual, family, group, organizational and community levels. (2.1.3; 2.1.7)
COURSE METHODS
Lectures, discussions, group activities, class presentations, guest speakers, film, literature,
reading and assignments.
COURSE EXPECTATIONS
Expectations and Responsibilities
Instructor’s Responsibilities
1.
Develop and deliver lecture, discussion and exercise materials.
2.
Arrange for supplemental materials, as needed.
3.
Facilitate small group activities.
4.
Structure, administer and grade tests, papers, quizzes and other appropriate
measures of student learning and outcomes.
5.
Provide academic guidance to students on assignments.
7
6.
Observe and evaluate student performance and provide appropriate feedback.
Student’s Responsibilities
1.
Punctually attend and actively participate in all class sessions and activities.
2.
Share ideas, learning and experiences with the class.
3.
Submit work at the beginning of class on the due date identified in the
syllabus. Email submissions will not be accepted. Extension of a due or exam date or
will be considered only in the case of emergency. Appropriate documentation will
be required.
4.
Note the following requirements for all written assignments:
 Use APA style, unless otherwise instructed.
 Keep all your returned assignments.
 Type and double-space all assignments.
 Include a coversheet.
 Use running heads, including name and page numbers.
 Attach a note from someone competent that has proofread your work.
Correct the errors found in your work.
 Use proper grammar and spelling.
 Submit papers at the beginning of class.
 Staple the pages. No dog-ears and no sliding back binders please.
Appearance and accuracy count.
5.
Provide feedback to the Instructor on identified learning needs as the course
progresses.
6.
Behave in a professional manner, adhering to the NASW Code of Ethics at all
times (e.g., respecting the opinions of others, completing work in a responsible
manner, seeking assistance from the Instructor before a problem becomes
unmanageable, avoiding inappropriate criticism of class participants, avoiding
blaming behaviors, remaining open to new ideas, being accountable, and taking
responsibility for your learning outcomes, etc).
8
7.
Turn off all cell phones. If you have an emergency which requires you to be
immediately available, please advise instructor before class starts.
8.
Confer with professor before bringing a laptop or any other electronic device
to class.
9.
Exams. The two exams will cover material discussed in class lectures and in
assigned readings. They will include both objective and essay questions. Your
responses to the essay questions should reflect a synthesis of the lecture material,
assigned readings, and class discussion. These are not group projects and you will
sign a statement that you worked alone, along with each exam submission.
10.
Attendance/Participation. This course is designed for you to learn by
experience, discussion and interaction with fellow students and social work
professionals. You need to be in class to participate. This means coming to class
having prepared for the day, raising questions that occur to you, keeping up with
current events, listening to ideas and questions presented by your professor and
your fellow students. Occasional short quizzes or one-minute papers may assess
your preparedness. Please do not confuse quantity of comments with quality of
comments!
11.
Socialization assessment/Presentation. This written assignment is an
assessment of your socialization from birth to your current stage, with projection
into later life. It is intended to enhance critical thinking by integrating course work
into an understanding of your own development, socialization and behavior.
12.
Over the course of the semester, you will respond a series of questions
related to the materials covered. You will use these questions to consider your own
experiences at various stages. At the end of the semester, you will summarize your
conclusions, assess your overall socialization and consider aspects that you would
or would not wish to repeat with others. Questions are attached at the end of the
syllabus.
13.
At the end of the class, you will make a brief (5-8 minute) presentation to the
class on major insights or understandings that you came to in your assessment.
14.
Please attach a 9 X 12 (or larger) self-addressed, stamped envelope to your
paper, so that I can mail it back to you. This is part of the assignment and will be
considered in your grade.
15.
Short Assignments: Over the course of the semester, I will assign several
short assignments to help you prepare for class. Some will be associated with the CD
9
that accompanies the text. These will be due at the beginning of the following class.
Assignment details for the first two assignments are attached to the syllabus.
Assignments PolicyAll papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the
cover page, reference pages or appendices. For all assignments: References counted as
‘required’ include ONLY peer reviewed journal articles or book chapters published from a
scholarly press (such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask if
you are not sure]). Other references may be utilized; however, they do not count as a
required reference.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
Grades will be calculated on the following basis:
Exams @ 20% X 2
40%
Attendance and participation
15%
Socialization assessment/presentation
25%
Short assignments
20%
A = 92 to 100 points
B = 80 to 91 points
D = 60 to 69 points
F = 59 points and below
C = 70 to 79 points
(Additional details about these assignments will be given in class and on GeorgiaVIEW)
10
COURSE OUTLINE AND READINGS
The outline is a guide to the course, with topics, assignments and exams clearly spelled out.
Should there be major changes due to unforeseen circumstances or student need, you will
be provided a revised course outline so that there are no misunderstandings.
Date
Topics
8/18
Introductions
,
expectations,
syllabus
8/25
Theory,
socialization
Reading assignment/
Due/Misc.
Video
Preface, Chapter 1
Familiarize
yourself
with
supplemental
materials,
Prepare
to
discuss Sanchez
case
Hand in syllabus
review form see
attached.
9/1
Person in the Chapter 2
Short assmt. 1
strengths due-environment
Weick, A., Rapp C., Sullivan W. P., &
see attached
Kisthardt, W. (1989). A strengths
perspective for social work practice.
Social Work, 34(4), 350-354.
9/8
Biopsychosocial
dimensions
Short assmt. 2
comparative
Bandura, A. (1965). Influence of
perspectives
models’ reinforcement contingencies
due--see
in
the acquisition of imitative
attached
responses. Journal of Personality and
Social Psychology, 1, 589-595.
Chapter 3
11
Date
Topics
Reading assignment/
Due/Misc.
9/15
Sociocultural
dimensions
Chapter 4
9/22
Social change Chapter 5
dimensions
Fellin, P. (Spring/Summer, 2000).
Revisiting multiculturalism in social
work. Journal of Social Work
Education, 36(2), 261-278.
Video “A Class
Divided – A
Daring Lesson”
9/29
Exam 1
Exam 1 covers
chapters 1-5
10/6
PreChapter 6
pregnancy
Esposito, N.W. (1999). Marginalized
and prenatal
women’s comparisons of their
issues
hospital and freestanding birth
center experiences: A contrast of
Airman
inner-city birthing systems. Health
Care for Women Inter-national,
20(2), 111-126.
Islamic
Speakers
Human development in cultural
Bureau
context: A third world perspective,
A. Bame Nsamenang. (Chapter 2)
Kost, K., Landry, D.J., & Darroch, J.
(1998). The effects of pregnancy
planning status on birth outcomes
and infant care. Family Planning
Perspectives, 30(5), 223-230.
12
Activity:
“Unpacking the
Invisible
Knapsack”
Date
Topics
10/13
Infancy and Chapter 7
early
childhood
Airman
10/20
Middle
childhood
Airman
10/27
Adolescence
Reading assignment/
Due/Misc.
Anne
McComiskey
Center for the
Baumrind, D. (1968). Authoritarian
Visually
vs. authoritative parental control.
Impaired,
Adolescence, 3(11), 255-272.
Atlanta (T)
Chapter 8
Anderssen, N., Amlie, C., & Ytteroy, E.
A. (2002). Outcomes for children
with lesbian or gay parents. A review
of studies from 1978 to 2000.
Scandinavian Journal of Psychology,
43, 335-351.
Video “A Class
Divided –Day 2”
Chapter 9
Herek, G. M. (2001). On heterosexual
masculinity:
Some
physical
consequences
of
the
social
construction of gender and sexuality.
American
Behavioral Scientist,
29(5), 563-577.
11/3
Early
adulthood
Dr. Rosa Bobia
and Dr. Valerie
Giovanni’s Room, James Baldwin. On
Whittlesey
reserve.
KSU
Vista post: Fowler on Faith
Development; Assagioli
Chapter 10
Video “A Class
Divided – 14
Years Later”
13
Date
Topics
Reading assignment/
11/10
Middle
adulthood
Chapter 11
11/17
Video day
No assigned reading
Late
adulthood
Chapter 12
Berlin
11/24
12/1
12/8
Due/Misc.
Video “A Class
Divided
–
“Born to Retire: The Foreshortened
Teaching It To
Life Course” (Ekerdt, 2004)
Adults & How
The
Adults
Reacted”
Short
assmt.
Format to be
Videos on socialization of girls and
provided
boys
Handout exam II
covers ch.6-12
Kahana, E. & Kahana, B., & Kercher,
K. (2003). Emerging lifestyles and Sanchez
proactive options for successful Exercise
again. Aging International, 28(2),
Adult Protective
155-180.
Services
Speaker?
Presentation This is the last day of class.
s by class
members
Exam II due
Socialization
paper due—see
attached.
Presentation This is exam week. Note different 3:30-5:30
s by class time.
Be here!!
members
Socialization Assessment
Please use these questions to focus your assessment of your own socialization. You may
also include ideas and concepts that are particularly salient to you. Respond to these items
as you read and we discuss the related chapters. You may want to go back and revise, as we
progress through the life stages, but it will be most effective if you “work” the questions
along with the class schedule.
14
Chapter 6
Pre-Pregnancy & Prenatal Issues
What kinds of prenatal care were available when you were born? What care did your
mother receive? Were there fertility issues? If your mother was employed outside the
home, what sorts of workplace policies were in place? Were you adopted?
Chapter 7
Development in Infancy & Early Childhood
Where were you born geographically? Where were you in birth order? Were there any
medical, financial, psychological, or family issues around your birth? What were the stories
around your birth? What memories do you have about your favorite toy, food, habits, in
infancy and early childhood? What were the significant life events during this period? Did
you attend day care or preschool?
Chapter 8
Development in Middle Childhood
What parental practices and values were used/practiced? What gender roles were modeled
and taught? What groups were you a part of? What were the childcare practices? What was
your favorite subject in school? What were your hobbies? What was your most memorable
experience in school? What were you taught about race/ethnicity (your own & others)?
Describe your family life. What were the significant life events during this period?
Chapter 9
Development in Adolescence
What were positive and negative turning points? What was your family life like? How did
you see your family? What was your favorite subject in school? What were your hobbies?
Did you have a specific career goal? How did you experience puberty? Describe your moral
and or faith development. Describe the development of your sexual identity and sexual
activity. Describe your relationships with family and peer groups. What were the
significant life events during this period?
Chapter 10
Development of Early Adulthood
What were the significant experiences of early adulthood? How did you make your
educational choices? Describe your developmental milestones (p. 257). How did your
15
spirituality/religious practices change or remain the same? Use Fowlers’ Moral
Development framework (p. 263). Describe events/situations in the larger environment
(violence, discrimination, education) that affected you and the beliefs/practices that
resulted. What were your career goals? What were your experiences with higher
education? What was your major?
Chapter 11
Development of Middle Adulthood
What were the significant experiences of middle adulthood? What groups were you a part
of? Describe your family life. What were your hobbies? How did your spirituality/religious
practices change or remain the same? How did you prepare for retirement? Describe
events/situations in the larger environment (violence, discrimination, education) that
affected you and the beliefs/practices that resulted. Did you achieve your career goals?
What were your thoughts on mortality? What was your attitude toward aging?
Chapter 12
Development of Late Adulthood
What were the significant experiences of late adulthood? What groups were you a part of?
Describe your family life. What were your hobbies? How did your spirituality/religious
practices change or remain the same? How did you adjust to retirement? Describe
events/situations in the larger environment (violence, discrimination, education) that
affected you and the beliefs/practices that resulted. What are your thoughts on mortality?
What was your attitude toward aging?
Analysis
How would you summarize your conclusions?
How would assess your overall socialization?
Which aspects of your socialization would you wish to repeat with others? Why?
Which aspects of your socialization would you NOT wish to repeat with others? Why?
Assessing Your Strengths
Short Assignment 1
The strengths perspective holds that all humans have the capacity for growth, chance and
adaptation. This orientation focuses on resources, capabilities, knowledge, abilities,
motivations, and experiences that can be used in solving problems and making changes.
16
Please answer the following questions as you assess your own strengths. You may use
either narrative or bullet forms to prepare the assignment but you need to flesh out the
response. There is limit of four pages on this assignment.
 Individual strengths
What are your best qualities?
What are you most proud of about yourself?
What skills do you have (think about work, education, leadership, communication, social,
etc.)?
 Family strengths
To what extent does your family of origin, current family, created family, or significant
other support you?
In what ways to you rely on family members for help?
What are the best characteristics about your family?
 Group strengths
How do friends, neighbors, colleagues at work or school help and support you?
What social, recreational or counseling groups do you belong to?
How does each help meet your needs, provide support or offer self-fulfillment, new
experiences or pleasure?
 Organizational strengths
What organizations do/have you belong(ed) to?
What benefits and support did you receive?
What supports have you received from KSU?
 Community strengths
What services and resources are available to you in your community?
What do you like best about your community?
What cultural opportunities are available in your community that you appreciate?
 Other strengths
17
What other strengths do you have that you can draw on?
What helps you pursue your plans and dreams?
What will be of particular importance as you begin your graduate work?
How can you use these strengths to support others?
Comparing Perspectives
Short Assignment 2
Please use the outline for “Comparing Perspectives” on pages 78-79 on your text.
Make the following revisions to the assignment.
 Select one family member.
 Delete item 3.
 For item 4, delete the intervention section.
There is a limit of three pages on this assignment.
18
Bibliography for Further Reading
Barlow, D. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic.
(2nd Ed.). NY: Guilford Publications, Inc.
Briere, J. (2004). Psychological assessment of adult posttraumatic states: Phenomenology,
diagnosis and measurement. (2nd. Ed.). Washington, DC: APA.
Cantwell, D. P., & Baker, L. (1987). Developmental speech and language disorders. NY:
Guilford Press.
Carroll, B. J., & Barrett, J. E. (1991). Psychopathology and modern life. NY: Scott Foreman.
Helzer, J.E., & Hudziak, J.J. (Eds.). (2002). Defining psychopathology in the 21st century: DSV V
and beyond. Washington DC: American Psychiatric Association.
Hersen, M., & Last, C. G. (Eds.). (1990). Handbook of child and adult psychopathology: A
longitudinal perspective. NY:
Hersen, M., & Turner, S. (2003). Diagnostic interviewing. (3rd Ed.). NY: Kluwer
Academic/Plenum Publishers
Hersen, M., & Turner, S.M. (Eds.). (2003). Adult psychopathology and diagnosis. (4th Ed.). NY :
John Wiley & Sons, Inc.
Hersen, M., & Van Hasselt, V.B. (2001). Advanced abnormal psychology (2nd ed.). Dordrecht,
Netherlands: Kluwer Academic Publishers.
Horowitz, L.M. (2004). Interpersonal foundations of psychopathology. Washington, DC :
American Psychological Association.
Jacob, T., & Tennenbaum, D. L. (1988). Family assessment: Rationale, methods, and future
directions. NY: Plenum Press.
Jang, K.L. (2005). The behavioral genetics of psychopathology. Mahwah, N.J.: Lawrence
Erlbaum Assoc.
Kamphaus, R., & Frick, P. (1996). Clinical assessment of child and adolescent personality and
behavior. Needham Heights, MA: Allyn & Bacon.
Kellerman, H., & Burry, A. (1989). Psychopathology and deferential diagnosis: A primer. Vol. 1:
History of psychopathology. NY: Columbia University Press.
19
Kocsis, J., & Klein, D. (Eds.). (1995). Diagnosis and treatment of chronic depression. NY:
Guilford Publications, Inc.
Maddux, J.E., & Winstead, B. A. (Eds.). (2005). Psychopathology: Foundations for a
contemporary understanding. Mahwah, N.J.: Lawrence Erlbaum Assoc.
Maris, R., Canetto, S., & McIntosh, J.L. (Eds.). (2000). Review of suicidology. NY, US: Guilford
Press.
Morris, T.L., & March, J.S. (Eds.). (2004). Anxiety disorders in children and adolescents. NY:
Guilford Press.
Morrison, J. (1995). The first interview: Revised for DSM-IV. NY: Guilford Press.
Oldham, J. M. (Ed.). (1991). Personality disorders: New perspectives on diagnostic validity.
Washington, D C: American Psychiatric Press.
Palmer, J.A., & Palmer, L.K. (2002). Evolutionary psychology: The ultimate origins of human
behavior. Needham Heights, MA: Allyn & Bacon.
Rapee, R. (1996). Current controversies in the anxiety disorders. NY: Guilford Press.
Rolf, J.E., Masten, A.S., & Cicchetti, D. (Esd.). (1990). Risk and protective factors in the
development of psychopathology. NY: Cambridge University Press.
Schmidt, N.B., Kotov, R., & Joiner, T.E. (2004). Taxonomics: Toward a new diagnostic scheme
for psychopathology. Washington, DC: American Psychological Association.
Seligman, L. (2nd Ed.). (1996). Diagnosis and treatment planning in counseling. NY: Plenum
Publishing.
Silverman, W., & Kurtines, W. (1996). Anxiety and phobic disorders: A pragmatic approach.
NY: Plenum Publishing.
Silverman, M., & Maris, R. (Eds.). (1995). Suicide prevention: Toward the year 2000. NY:
Guilford Press.
Spitzer, M., & Maher, B. A. (Eds). (1990). Philosophy and psychopathology. NY: SpringerVerlag.
Sutker, P., & Adams, H. (2001). Comprehensive handbook of psychopathology. (3rd Ed.). NY:
Kluwer Academic/Plenum Publishers,
Thomas, J.C., & Hersen, M. (Eds.). (2004). Psychopathology in the workplace: Recognition and
adaptation. NY: Brunner-Routledge.
20
21
Revised Syllabus
22
MASTER OF SOCIAL WORK PROGRAM
SW 7704: Human Behavior in the Social Environment (HBSE) I
Instructor
Ardith Peters, Ph.D.
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
apters@kennesaw.edu this is the best way to contact
me
Phone Number
770-499-3079
Office
Prillaman Hall, Room #3333
Office Hours
By appointment only
COURSE DESCRIPTION
This course uses a strengths perspective that focuses on biological, sociological, cultural,
spiritual, and psychological development and mastery from birth to death. It supports
Social Work Practice I course.
COURSE OVERVIEW
This course will help you gain the knowledge, values and skills to:
1. Understand and use a social systems/ecological framework to analyze human systems at
different levels of organization from communities to individual;
2. Identify the effects of ethnic, racial/cultural, economic, and gender variables on
individuals and families over the life span.
23
3. Demonstrate knowledge of the interactive influence of biological, sociological, cultural,
spiritual and psychological factors, including families, groups, organizations and
communities, on human development.
4. Demonstrate knowledge of the impact of environmental conditions such as class,
poverty, oppression and discrimination on the promotion and inhibition of behavior, and
social justice.
This course provides a framework for practice knowledge, values, and skills when working
with diverse populations. Supplementary readings, handouts, and cases provide students
with an opportunity to explore direct practice understand the importance of culturally
competent practice. Students will examine how personal and professional values affect
their practice and will learn models for ethical decision-making and intervention planning.
By exploring these issues and cases, students will learn about the relativity of values, the
standards of the profession, and the thinking of experts in the field.
REQUIRED TEXTS:
Baldwin, James. 1956. Giovanni’s Room. Delta. (Available very inexpensively on line).
Rogers, Anissa Taun, 2006. Human Behavior in the Social Environment. McGraw Hill. Text,
Web and CD resources in companion materials.
Professional journal articles and other materials assigned.
Newspapers, news magazines, broadcasts, material provided in class. Please take
advantage of newspapers distributed free on campus.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological Association.
Supplemental readings will be posted on GeorgiaVista over the course of the semester.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
This course is related to and consistent with the mission of the Master of Social Work
Program as it prepares students for work with vulnerable populations. It allows the
student to understand the impact of socialization on her/him- self, clients and colleagues in
the areas of substance abuse and child abuse and neglect, service with individuals and
groups, particularly those who are members of oppressed groups and communities.
COURSE OBJECTIVES
24
Knowledge Objectives
1. Identify the effects of ethnic, racial/cultural, economic and gender variables on
individuals and families over the life span. (2.1.4; 2.1.7)
2. Define the interactive influence of biological, sociological, cultural, spiritual and
psychological factors, including individuals, families, groups, organizations and
communities, on human development. (2.1.3; 2.1.7)
Values Objectives
1. Identify the importance of the impact of environmental conditions such as class, poverty,
oppression and discrimination on the promotion and inhibition of behavior and social
justice. (2.1.3; 2.1.4; 2.1.7)
Skills Objectives
1. Identify and use a social systems/ecological framework to analyze human behavior at
the individual, family, group, organizational and community levels. (2.1.3; 2.1.7)
COURSE METHODS
Lectures, discussions, group activities, class presentations, guest speakers, film, literature,
reading and assignments.
COURSE EXPECTATIONS
Expectations and Responsibilities
Instructor’s Responsibilities
2.
Develop and deliver lecture, discussion and exercise materials.
2.
Arrange for supplemental materials, as needed.
3.
Facilitate small group activities.
4.
Structure, administer and grade tests, papers, quizzes and other appropriate
measures of student learning and outcomes.
5.
Provide academic guidance to students on assignments.
6.
Observe and evaluate student performance and provide appropriate feedback.
Student’s Responsibilities
4.
Punctually attend and actively participate in all class sessions and activities.
25
5.
Share ideas, learning and experiences with the class.
6.
Submit work at the beginning of class on the due date identified in the
syllabus. Email submissions will not be accepted. Extension of a due or exam date or
will be considered only in the case of emergency. Appropriate documentation will
be required.
4.
Note the following requirements for all written assignments:
 Use APA style, unless otherwise instructed.
 Keep all your returned assignments.
 Type and double-space all assignments.
 Include a coversheet.
 Use running heads, including name and page numbers.
 Attach a note from someone competent that has proofread your work.
Correct the errors found in your work.
 Use proper grammar and spelling.
 Submit papers at the beginning of class.
 Staple the pages. No dog-ears and no sliding back binders please.
Appearance and accuracy count.
16.
Provide feedback to the Instructor on identified learning needs as the course
progresses.
17.
Behave in a professional manner, adhering to the NASW Code of Ethics at all
times (e.g., respecting the opinions of others, completing work in a
responsible manner, seeking assistance from the Instructor before a problem
becomes unmanageable, avoiding inappropriate criticism of class
participants, avoiding blaming behaviors, remaining open to new ideas, being
accountable, and taking responsibility for your learning outcomes, etc).
18.
Turn off all cell phones. If you have an emergency which requires you to be
immediately available, please advise instructor before class starts.
19.
Confer with professor before bringing a laptop or any other electronic device
to class.
26
20.
Exams. The two exams will cover material discussed in class lectures and in
assigned readings. They will include both objective and essay questions. Your
responses to the essay questions should reflect a synthesis of the lecture
material, assigned readings, and class discussion. These are not group
projects and you will sign a statement that you worked alone, along with
each exam submission.
21.
Attendance/Participation. This course is designed for you to learn by
experience, discussion and interaction with fellow students and social work
professionals. You need to be in class to participate. This means coming to
class having prepared for the day, raising questions that occur to you,
keeping up with current events, listening to ideas and questions presented by
your professor and your fellow students. Occasional short quizzes or oneminute papers may assess your preparedness. Please do not confuse
quantity of comments with quality of comments!
22.
Socialization assessment/Presentation. This written assignment is an
assessment of your socialization from birth to your current stage, with
projection into later life. It is intended to enhance critical thinking by
integrating course work into an understanding of your own development,
socialization and behavior.
23.
Over the course of the semester, you will respond a series of questions
related to the materials covered. You will use these questions to consider
your own experiences at various stages. At the end of the semester, you will
summarize your conclusions, assess your overall socialization and consider
aspects that you would or would not wish to repeat with others. Questions
are attached at the end of the syllabus.
24.
At the end of the class, you will make a brief (5-8 minute) presentation to the
class on major insights or understandings that you came to in your
assessment.
25.
Please attach a 9 X 12 (or larger) self-addressed, stamped envelope to your
paper, so that I can mail it back to you. This is part of the assignment and will
be considered in your grade.
26.
Short Assignments: Over the course of the semester, I will assign several
short assignments to help you prepare for class. Some will be associated with
the CD that accompanies the text. These will be due at the beginning of the
following class. Assignment details for the first two assignments are attached
to the syllabus.
27
Assignments PolicyAll papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include the
cover page, reference pages or appendices. For all assignments: References counted as
‘required’ include ONLY peer reviewed journal articles or book chapters published from a
scholarly press (such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask if
you are not sure]). Other references may be utilized; however, they do not count as a
required reference.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
Grades will be calculated on the following basis:
Exams @ 20% X 2
40%
Attendance and participation
15%
Socialization assessment/presentation
25%
Short assignments
20%
A = 92 to 100 points
B = 80 to 91 points
D = 60 to 69 points
F = 59 points and below
C = 70 to 79 points
(Additional details about these assignments will be given in class and on GeorgiaVIEW)
28
COURSE OUTLINE AND READINGS
The outline is a guide to the course, with topics, assignments and exams clearly spelled out.
Should there be major changes due to unforeseen circumstances or student need, you will
be provided a revised course outline so that there are no misunderstandings.
Date
Topics
8/18
Introductions
,
expectations,
syllabus
8/25
Theory,
socialization
Reading assignment/
Due/Misc.
Video
Preface, Chapter 1
Familiarize
yourself
with
supplemental
materials,
Prepare
to
discuss Sanchez
case
Hand in syllabus
review form see
attached.
9/1
Person in the Chapter 2
Short assmt. 1
strengths due-environment
Weick, A., Rapp C., Sullivan W. P., &
see attached
Kisthardt, W. (1989). A strengths
perspective for social work practice.
Social Work, 34(4), 350-354.
9/8
Biopsychosocial
dimensions
Short assmt. 2
comparative
Bandura, A. (1965). Influence of
perspectives
models’ reinforcement contingencies
due--see
in
the acquisition of imitative
attached
responses. Journal of Personality and
Social Psychology, 1, 589-595.
Chapter 3
29
Date
Topics
Reading assignment/
Due/Misc.
9/15
Sociocultural
dimensions
Chapter 4
9/22
Social change Chapter 5
dimensions
Fellin, P. (Spring/Summer, 2000).
Revisiting multiculturalism in social
work. Journal of Social Work
Education, 36(2), 261-278.
Video “A Class
Divided – A
Daring Lesson”
9/29
Exam 1
Exam 1 covers
chapters 1-5
10/6
PreChapter 6
pregnancy
Esposito, N.W. (1999). Marginalized
and prenatal
women’s comparisons of their
issues
hospital and freestanding birth
center experiences: A contrast of
Airman
inner-city birthing systems. Health
Care for Women Inter-national,
20(2), 111-126.
Islamic
Speakers
Human development in cultural
Bureau
context: A third world perspective,
A. Bame Nsamenang. (Chapter 2)
Kost, K., Landry, D.J., & Darroch, J.
(1998). The effects of pregnancy
planning status on birth outcomes
and infant care. Family Planning
Perspectives, 30(5), 223-230.
30
Activity:
“Unpacking the
Invisible
Knapsack”
Date
Topics
10/13
Infancy and Chapter 7
early
childhood
Airman
10/20
Middle
childhood
Airman
10/27
Adolescence
Reading assignment/
Due/Misc.
Anne
McComiskey
Center for the
Baumrind, D. (1968). Authoritarian
Visually
vs. authoritative parental control.
Impaired,
Adolescence, 3(11), 255-272.
Atlanta (T)
Chapter 8
Anderssen, N., Amlie, C., & Ytteroy, E.
A. (2002). Outcomes for children
with lesbian or gay parents. A review
of studies from 1978 to 2000.
Scandinavian Journal of Psychology,
43, 335-351.
Video “A Class
Divided –Day 2”
Chapter 9
Herek, G. M. (2001). On heterosexual
masculinity:
Some
physical
consequences
of
the
social
construction of gender and sexuality.
American
Behavioral Scientist,
29(5), 563-577.
11/3
Early
adulthood
Dr. Rosa Bobia
and Dr. Valerie
Giovanni’s Room, James Baldwin. On
Whittlesey
reserve.
KSU
Vista post: Fowler on Faith
Development; Assagioli
Chapter 10
Video “A Class
Divided – 14
Years Later”
31
Date
Topics
Reading assignment/
11/10
Middle
adulthood
Chapter 11
11/17
Video day
No assigned reading
Late
adulthood
Chapter 12
Berlin
11/24
12/1
12/8
Due/Misc.
Video “A Class
Divided
–
“Born to Retire: The Foreshortened
Teaching It To
Life Course” (Ekerdt, 2004)
Adults & How
The
Adults
Reacted”
Short
assmt.
Format to be
Videos on socialization of girls and
provided
boys
Handout exam II
covers ch.6-12
Kahana, E. & Kahana, B., & Kercher,
K. (2003). Emerging lifestyles and Sanchez
proactive options for successful Exercise
again. Aging International, 28(2),
Adult Protective
155-180.
Services
Speaker?
Presentation This is the last day of class.
s by class
members
Exam II due
Socialization
paper due—see
attached.
Presentation This is exam week. Note different 3:30-5:30
s by class time.
Be here!!
members
Socialization Assessment
Please use these questions to focus your assessment of your own socialization. You may
also include ideas and concepts that are particularly salient to you. Respond to these items
as you read and we discuss the related chapters. You may want to go back and revise, as we
progress through the life stages, but it will be most effective if you “work” the questions
along with the class schedule.
32
Chapter 6
Pre-Pregnancy & Prenatal Issues
What kinds of prenatal care were available when you were born? What care did your
mother receive? Were there fertility issues? If your mother was employed outside the
home, what sorts of workplace policies were in place? Were you adopted?
Chapter 7
Development in Infancy & Early Childhood
Where were you born geographically? Where were you in birth order? Were there any
medical, financial, psychological, or family issues around your birth? What were the stories
around your birth? What memories do you have about your favorite toy, food, habits, in
infancy and early childhood? What were the significant life events during this period? Did
you attend day care or preschool?
Chapter 8
Development in Middle Childhood
What parental practices and values were used/practiced? What gender roles were modeled
and taught? What groups were you a part of? What were the childcare practices? What was
your favorite subject in school? What were your hobbies? What was your most memorable
experience in school? What were you taught about race/ethnicity (your own & others)?
Describe your family life. What were the significant life events during this period?
Chapter 9
Development in Adolescence
What were positive and negative turning points? What was your family life like? How did
you see your family? What was your favorite subject in school? What were your hobbies?
Did you have a specific career goal? How did you experience puberty? Describe your moral
and or faith development. Describe the development of your sexual identity and sexual
activity. Describe your relationships with family and peer groups. What were the
significant life events during this period?
Chapter 10
Development of Early Adulthood
What were the significant experiences of early adulthood? How did you make your
educational choices? Describe your developmental milestones (p. 257). How did your
33
spirituality/religious practices change or remain the same? Use Fowlers’ Moral
Development framework (p. 263). Describe events/situations in the larger environment
(violence, discrimination, education) that affected you and the beliefs/practices that
resulted. What were your career goals? What were your experiences with higher
education? What was your major?
Chapter 11
Development of Middle Adulthood
What were the significant experiences of middle adulthood? What groups were you a part
of? Describe your family life. What were your hobbies? How did your spirituality/religious
practices change or remain the same? How did you prepare for retirement? Describe
events/situations in the larger environment (violence, discrimination, education) that
affected you and the beliefs/practices that resulted. Did you achieve your career goals?
What were your thoughts on mortality? What was your attitude toward aging?
Chapter 12
Development of Late Adulthood
What were the significant experiences of late adulthood? What groups were you a part of?
Describe your family life. What were your hobbies? How did your spirituality/religious
practices change or remain the same? How did you adjust to retirement? Describe
events/situations in the larger environment (violence, discrimination, education) that
affected you and the beliefs/practices that resulted. What are your thoughts on mortality?
What was your attitude toward aging?
Analysis
How would you summarize your conclusions?
How would assess your overall socialization?
Which aspects of your socialization would you wish to repeat with others? Why?
Which aspects of your socialization would you NOT wish to repeat with others? Why?
Assessing Your Strengths
Short Assignment 1
The strengths perspective holds that all humans have the capacity for growth, chance and
adaptation. This orientation focuses on resources, capabilities, knowledge, abilities,
motivations, and experiences that can be used in solving problems and making changes.
34
Please answer the following questions as you assess your own strengths. You may use
either narrative or bullet forms to prepare the assignment but you need to flesh out the
response. There is limit of four pages on this assignment.
 Individual strengths
What are your best qualities?
What are you most proud of about yourself?
What skills do you have (think about work, education, leadership, communication, social,
etc.)?
 Family strengths
To what extent does your family of origin, current family, created family, or significant
other support you?
In what ways to you rely on family members for help?
What are the best characteristics about your family?
 Group strengths
How do friends, neighbors, colleagues at work or school help and support you?
What social, recreational or counseling groups do you belong to?
How does each help meet your needs, provide support or offer self-fulfillment, new
experiences or pleasure?
 Organizational strengths
What organizations do/have you belong(ed) to?
What benefits and support did you receive?
What supports have you received from KSU?
 Community strengths
What services and resources are available to you in your community?
What do you like best about your community?
What cultural opportunities are available in your community that you appreciate?
 Other strengths
35
What other strengths do you have that you can draw on?
What helps you pursue your plans and dreams?
What will be of particular importance as you begin your graduate work?
How can you use these strengths to support others?
Comparing Perspectives
Short Assignment 2
Please use the outline for “Comparing Perspectives” on pages 78-79 on your text.
Make the following revisions to the assignment.
 Select one family member.
 Delete item 3.
 For item 4, delete the intervention section.
There is a limit of three pages on this assignment.
36
Bibliography for Further Reading
Barlow, D. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic.
(2nd Ed.). NY: Guilford Publications, Inc.
Briere, J. (2004). Psychological assessment of adult posttraumatic states: Phenomenology,
diagnosis and measurement. (2nd. Ed.). Washington, DC: APA.
Cantwell, D. P., & Baker, L. (1987). Developmental speech and language disorders. NY:
Guilford Press.
Carroll, B. J., & Barrett, J. E. (1991). Psychopathology and modern life. NY: Scott Foreman.
Helzer, J.E., & Hudziak, J.J. (Eds.). (2002). Defining psychopathology in the 21st century: DSV V
and beyond. Washington DC: American Psychiatric Association.
Hersen, M., & Last, C. G. (Eds.). (1990). Handbook of child and adult psychopathology: A
longitudinal perspective. NY:
Hersen, M., & Turner, S. (2003). Diagnostic interviewing. (3rd Ed.). NY: Kluwer
Academic/Plenum Publishers
Hersen, M., & Turner, S.M. (Eds.). (2003). Adult psychopathology and diagnosis. (4th Ed.). NY :
John Wiley & Sons, Inc.
Hersen, M., & Van Hasselt, V.B. (2001). Advanced abnormal psychology (2nd ed.). Dordrecht,
Netherlands: Kluwer Academic Publishers.
Horowitz, L.M. (2004). Interpersonal foundations of psychopathology. Washington, DC :
American Psychological Association.
Jacob, T., & Tennenbaum, D. L. (1988). Family assessment: Rationale, methods, and future
directions. NY: Plenum Press.
Jang, K.L. (2005). The behavioral genetics of psychopathology. Mahwah, N.J.: Lawrence
Erlbaum Assoc.
Kamphaus, R., & Frick, P. (1996). Clinical assessment of child and adolescent personality and
behavior. Needham Heights, MA: Allyn & Bacon.
Kellerman, H., & Burry, A. (1989). Psychopathology and deferential diagnosis: A primer. Vol. 1:
History of psychopathology. NY: Columbia University Press.
37
Kocsis, J., & Klein, D. (Eds.). (1995). Diagnosis and treatment of chronic depression. NY:
Guilford Publications, Inc.
Maddux, J.E., & Winstead, B. A. (Eds.). (2005). Psychopathology: Foundations for a
contemporary understanding. Mahwah, N.J.: Lawrence Erlbaum Assoc.
Maris, R., Canetto, S., & McIntosh, J.L. (Eds.). (2000). Review of suicidology. NY, US: Guilford
Press.
Morris, T.L., & March, J.S. (Eds.). (2004). Anxiety disorders in children and adolescents. NY:
Guilford Press.
Morrison, J. (1995). The first interview: Revised for DSM-IV. NY: Guilford Press.
Oldham, J. M. (Ed.). (1991). Personality disorders: New perspectives on diagnostic validity.
Washington, D C: American Psychiatric Press.
Palmer, J.A., & Palmer, L.K. (2002). Evolutionary psychology: The ultimate origins of human
behavior. Needham Heights, MA: Allyn & Bacon.
Rapee, R. (1996). Current controversies in the anxiety disorders. NY: Guilford Press.
Rolf, J.E., Masten, A.S., & Cicchetti, D. (Esd.). (1990). Risk and protective factors in the
development of psychopathology. NY: Cambridge University Press.
Schmidt, N.B., Kotov, R., & Joiner, T.E. (2004). Taxonomics: Toward a new diagnostic scheme
for psychopathology. Washington, DC: American Psychological Association.
Seligman, L. (2nd Ed.). (1996). Diagnosis and treatment planning in counseling. NY: Plenum
Publishing.
Silverman, W., & Kurtines, W. (1996). Anxiety and phobic disorders: A pragmatic approach.
NY: Plenum Publishing.
Silverman, M., & Maris, R. (Eds.). (1995). Suicide prevention: Toward the year 2000. NY:
Guilford Press.
Spitzer, M., & Maher, B. A. (Eds). (1990). Philosophy and psychopathology. NY: SpringerVerlag.
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Kluwer Academic/Plenum Publishers,
Thomas, J.C., & Hersen, M. (Eds.). (2004). Psychopathology in the workplace: Recognition and
adaptation. NY: Brunner-Routledge.
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