Please attach proposed Syllabus in approved university format .
1. Course subject and number: SW 310 2. Units: 3
See upper and lower division undergraduate course definitions.
3. College: SBS 4. Academic Unit: SSW/Social Work Program
5 . Student Learning Outcomes of the new course. ( Resources & Examples for Developing Course Learning
Outcomes )
By the end of the course, the student will be able to:
1. articulate the importance of the biological dimension in understanding human behavior within the context of social work practice (Program competency: I.3);
2. develop an understanding of key scientific frameworks that have been developed to facilitate an understanding of human biology and why the use of these frameworks is important for making professional judgments in professional social work practice (Program competency:
I.1);
3. explore the functioning of the human body across the lifespan and how to utilize this understanding when assessing, intervening, and evaluating social work practice with diverse individuals, families, groups, and communities (Program competencies: I.4, 7, 10);
4. identify significant illnesses and disabilities that social workers frequently encounter in clients and describe how they are treated, both through standard medical treatment and alternative types of treatment (Program competencies: I.3, 6);
5. critically reflect upon how cultural diversity applies to all issues of human biological functioning, including clients’ utilization of treatment methodologies and clients’ perceptions of illnesses and disabilities (Program competency: I.7);
6. identify how illnesses, disabilities, and treatment approaches raise issues of human rights, social justice, and social and economic well-being (Program competencies: I.8; III.1, 2);
7. explore specific aspects of human biology, including functioning of each organ system of the body, human sexuality, genetics and heredity, and gender identity to inform effective social work practice (Program competency: I.10);
8. identify and articulate the biological aspects of mental health and substance abuse and apply the bio-psycho-social-cultural-spiritual components of human behavior in the social
Effective Fall 2012

environment to the assessment, treatment, and evaluation of these issues in social work practice with diverse individuals and families (Program competencies: I.4, 6, 7, 10);
9. explore the impact of the living environment on human biological functioning and on human behavior, including how vulnerable populations have diverse needs and how oppression impacts living, and how to include factors of the living environment when assessing and intervening with individuals, families, groups, organizations, and communities (Program competencies: I.3, 4, 5, 6, 7; III.1);
10. understand topics related to healthy living and the prevention of illness/diseases/ disabilities, and the role of prevention efforts within professional social work practice (Program competencies: I.3, 6);
11. critically evaluate bioethical issues related to the biophysical dimension of human behavior
(e.g., human genomes, cloning, stem cells, assisted reproductive technologies, genetic profiling) and explore ethical dilemmas that arise when dealing with issues of human biological functioning, and how social work values and the Code of Ethics can be applied to those dilemmas (Program competencies: I.1, 2).
6. Justification for new course, including how the course contributes to degree program outcomes, or other university requirements / student learning outcomes. ( Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes ).
In order to see how this new course contributes to the BSW degree program outcomes, please see the course learning outcomes above that are linked to the BSW program competencies and the attached syllabus that includes the BSW program competencies.
In addition to the information referenced above, the following information provides further details related to how this course contributes to the BSW degree program outcomes:
The Bachelor of Social Work Behavioral Science Cognate (BSC) courses require 15 credit hours in five thematic areas: ethnicity, gender, human biology, southwest populations, and social and economic justice. The program’s BSC requirements provide a scientific foundation for human behavior, conceptual tools with which to understand behavior, and substantive knowledge about social and cultural forces. The topic categories expand knowledge in areas of understanding human diversity, the role of gender in our society, and issues related to “isms”; poverty and oppression as a structural reality in our society; and an understanding of the ethnic and racial, social, cultural, gender, and social and economic injustices in our society.
The human biology behavioral science cognate course prepares students with understanding of the biological role in human development and the biological factors impinging on client systems. It is a prerequisite to SW 427 (Social Work Assessment).
NAU Social Work students have faced challenges for many years in their attempts to enroll in a human biology course here on campus and the Social Work Program has worked very closely with the Department of Biological Sciences and the Department of Health Sciences in various and numerous attempts to work together to help Social Work students enroll in their courses related to human biology e.g. BIO 310 and HS 300.
This has bec ome a bottleneck in our students’ progress through our degree program. The requirement is a pre-requisite for another course (SW 427) in our plan of study and we are frequently
Effective Fall 2012

granting requisite overrides for students who have not yet been able to get into a human biology course here on campus.
In addition to having reserved seats for extended campus students, BIO 310 is not offered every semester. For example, in AY 13-14, only one section of BIO 310 was offered (fall only) and 20 of the 70 seats were reserved for extended campus students. In AY 14-15, only one BIO 310 section was offered (fall only) and 5 of the 85 seats were reserved for extended campus students.
HS 300 has the HS 200 pre-requisite which requires that our students take an additional course in order to meet the BSW degree requirements, which is already an extended major. In the past year, our BSW students have had increased difficulty enrolling in HS 300 because there are increased numbers of Health Sciences majors needing the course for their degree requirements. Now, our students can no longer take HS 300, as all HS 300 classes are now reserved for online Health
Sciences majors and Public Health majors only.
In addition, the Social Work Program has worked very closely with SBS Advising in order to try to identify other NAU courses that could fulfill this degree requirement. SBS Advising, seeing the challenges our students face in obtaining a human biology-related class on campus, has been a strong advocate for the development of a Social Work course to serve our students.
Social Work currently has 215 majors enrolled for spring 2015. All of these students will need a human biology class in order to complete our degree requirements. This proposed course was offered as a SW 399 Topics class titled Human Biology for Social Work in fall 2014 and there were 40 students enrolled. It is being offered again as a SW 399 course titled Human Biology for Social Work for spring 2015 and there are 38 students enrolled. In addition to BSW majors, Social Work minors and other non-Social Work majors will be interested in this class in preparation for graduate school in
Social Work because all Master of Social Work programs require a human biology course for admittance into their programs.
7. Effective BEGINNING of what term and year? Fall 2015
See effective dates calendar .
8. Long course title: Human Fundamentals of Social Work Practice
(max 100 characters including spaces)
9. Short course title: HUMAN FNDMNTLS SW PRACTICE
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course will provide students an opportunity to explore issues related to human biological functioning as applied to social work practice. Clients’ presenting issues often overlap with biological factors such as health status, genetic variables, substance abuse, or environment. This course provides an overview of the biological structures, processes, and issues commonly encountered by social workers.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes X No
If yes, include the appropriate plan proposal.
Effective Fall 2012

This course will be an option to fulfill a Bachelor of Social Work behavioral science cognate requirement in the area of human biology. Once approved, it will also be an option for Social Work minors.
12. Does this course duplicate content of existing courses? Yes No X
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)? Yes
No X
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
See attached
14. Grading option: Letter grade X Pass/Fail Both
15. Co-convened with: 14a. UGC approval date * :
(For example: ESE 450 and ESE 550) See co-convening policy .
* Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy .
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
Yes No X
16b. If yes, may course be repeated for additional units in the same term? Yes No
18. Prerequisites: none
If prerequisites, include the rationale for the prerequisites.
19. Co requisites: none
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components? Yes No X
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
Natalie Cawood, Jamie Clem,
Melissa Rhodes, Sara Aleman,
Mary Damskey, Anne Medill
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action.
Review “see description” and “see impacts” for “
Classes Starting/Ending
Effective Fall 2012

Outside Regular Term” under the heading “Forms” http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/ .
Do you anticipate this course will be scheduled outside the regular term? Yes No X
Answer 22-23 for UCC/ECCC only:
23. Is this course being proposed for Liberal Studies designation? Yes No X
If yes, include a Liberal Studies proposal and syllabus with this proposal.
24. Is this course being proposed for Diversity designation?
Yes No X
If yes, include a Diversity proposal and syllabus with this proposal.
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
Approvals :
Department Chair/Unit Head (if appropriate)
1/22/2015
Date
Chair of college curriculum committee
Dean of college
For Committee use only:
UCC/UGC Approval
Date
Date
Date
Date
Approved as submitted: Yes No
Approved as modified: Yes No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate Date
Effective Fall 2012

Approvals:
Academic Unit Head
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Approved as submitted: Yes No
Approved as modified: Yes No
From: Roger G Bounds
Sent: Friday, January 16, 2015 11:26 AM
To: Natalie Cawood
Subject: RE: New Social Work Course Proposal
HI Natalie,
This course look great. The Health Science department supports it.
******************
Roger Bounds, Ph.D., CHES
Department Chair & Associate Professor
Department of Health Sciences
Building 66: Room 231C: Box 15095
Northern Arizona University
Flagstaff, Arizona 86001
(928)523-6159
Roger.Bounds@nau.edu
Date
Date
Date
Date
Date
From: Lynn A Spence
Sent: Tuesday, January 27, 2015 1:13 PM
To: Natalie Cawood; Stuart S Galland
Subject: Support for SW 310
I am writing on behalf of the SBS Office of Academic Services and Advising in support of The Social Work Program’s proposed course, Human Fundamentals of Social Work Practice, or SW 310.
Effective Fall 2012

For many years our office has been working with frustrated BSW students who have had difficulties enrolling in an appropriate human biology course at NAU. The course I refer to is required to fulfill the Human Biology Behavioral
Science Cognate and to complete the prerequisite for SW 427.
Courses previously approved to cover this requirement are not viable options. HS 300 is reserved for Health Science –
Public Health majors only, therefore Social Work students cannot enroll.
BIO 310 is offered inconsistently which makes it difficult for an advisor to create a solid degree plan for a student. Advisors often recommend that students complete this requirement at a community college and some have even taken ASU’s Human Biology course to complete this requirement. This could potentially delay graduation for these students.
This newly developed course will offer even more relevant information to students who will be heading into the field of
Social Work upon graduation from NAU. Students will complete this course with a much better understanding of issues frequently confronted by social workers.
For these reasons I feel that making SW 310 available to BSW majors at NAU is in the best interest of the students. I fully support the approval of this course.
Sincerely,
Lynn A. Spence
Academic Advising Coordinator
Office of Academic Services & Advising
College of Social & Behavioral Sciences
928-523-6540
From: Natalie Cawood
Sent: Friday, January 16, 2015 10:56 AM
To: Willson Linn Montgomery
Cc: William S Gaud; Maribeth Watwood; Stuart S Galland
Subject: Proposed Social Work Course
Dear Dr. Montgomery,
The Social Work Program is proposing a new course for our majors and I wanted to see if I could receive your support in order to help this move as smoothly as possible through the UCC process. The course and justification was approved yesterday by the SBS curriculum committee, but I thought it would be good for me to check in with you about this, as well.
Our BSW majors are required to take one course that contains some human biology content. Historically, our students have had the option to take BIO 310 and HS 300 – and we also permitted a substitution of BIO 372, when it was available. For many years, we have worked closely with both your department and the Health Sciences department to help our students get a course with the necessary content. However, we have had difficulty for many years and continue to have difficulty getting our students enrolled in these classes. BIO 310 has reserved seats for extended campus students and is only offered one semester a year and HS 300 is now only opened to their majors.
We have developed our own course that applies some very basic concepts of human biology to social work practice and I have offered it this year as a SW 399 Topics course. We had 40 BSW students enrolled in the class last semester and we have 39 enrolled this semester. I am attaching the syllabus here, so that you can view the course content. I have worked very closely with the SBS Academic Advising Office regarding this course requirement and they highly support
Social Work developing our own class to assure that our students receive this content and not be delayed in their progression through our very structured professional degree program.
I am hoping that you will be in support of this and would appreciate it if you would be willing to reply back – and of course, let me know if you have any questions or concerns.
Effective Fall 2012

Thank you,
Natalie
Natalie Cawood, Ph.D., M.S.W., L.C.S.W.
Social Work Program Director & Associate Chair
Principal Investigator, Child Welfare Training Project
www.nau.edu/socialwork
Ph: 928.523.6538
Effective Fall 2012

Northern Arizona University
Social Work Program
Department of Sociology and Social Work
College of Social and Behavioral Sciences
Course Title:
Course Timing:
Course Credits:
SW 310 Human Fundamentals of Social Work Practice
Fall and Spring
Course Location:
Course Pre-requisites:
3
BbLearn/Web-based none
Catalog Description:
This course will provide students an opportunity to explore issues related to human biological functioning as applied to social work practice. Clients’ presenting issues often overlap with biological factors such as health status, genetic variables, substance abuse, or environment. This course provides an overview of the biological structures, processes, and issues commonly encountered by social workers.
Course Description:
Human biological factors are an important part of understanding social work clients. This course provides an overview of the biological structures, processes, and issues commonly encountered by social workers. Emphasis will be placed on such topics as: the functioning of the human body across the lifespan; illnesses and disabilities that social workers frequently encounter in clients; genetics and heredity; human sexuality; mental health issues and substance abuse and their treatment; the influence of environment on the human body; and healthy living and the prevention of illness. Ethical and cultural aspects of these topics will also be explored.
Course Instructor:
Natalie Cawood, Ph.D., M.S.W., L.C.S.W.
Office location:
SBS 332
Office hours:
By appointment.
Contact information:
Office: 928-523-6538
Email: Natalie.Cawood@nau.edu
Required Texts:
Ginsberg, Nackerud, & Larrison (2004). Human Biology for Social Workers , Boston, MA: Pearson.
Karren, Smith, & Gordon (2014). Mind, Body, Health: The Effects of Attitudes, Emotions, and Relationships (5 th edition),
Boston, MA: Pearson.
Instructional Methods:
This course is taught online using BbLearn.
Each week will include lecture information, discussion postings, media, and student centered learning assignments. Student participation is integral to learning. Therefore, student participation is absolutely essential to this course.
Effective Fall 2012

Social Work Program Mission:
The mission of Northern Arizona University Social Work Program, grounded in the history , purpose, and values of the profession, is to educate competent generalist social workers for practice with diverse populations and multi-level social systems in local, regional and global contexts.
The generalist practice for which we educate is based on social work knowledge, values, and skills ; geared to practice with rural and Indigenous populations of the Southwest; and , focused on addressing poverty, structural racism, and oppression; providing leadership in promoting human rights and social and economic justice; and service with vulnerable and underserved populations locally, regionally, and globally.
Goals:
The mission of our social work program to educate competent generalist social workers is expressed in the following goals:
• to prepare competent generalist social workers with the knowledge, values, and skills for engaging in individual, family, group, organization, and community planned change processes with diverse rural, vulnerable, and underserved populations locally, regionally, and globally;
• to promote identification with the profession, continued professional development, and enhancement of knowledge, values, and skills for generalist social work practice; and
• to provide service to the community and promote social and economic justice.
Program Learning Outcomes (Competencies):
Social Work Program goals are operationalized and measured by the professional knowledge, value, and skill competencies identified for each goal.
Goal I. To prepare competent generalist social workers with the knowledge, values, and skills for engaging in individual, family, group, organization, and community planned change processes with diverse rural, vulnerable, disenfranchised, and underserved populations locally, regionally, and globally.
Competencies:
1.
2. apply critical thinking to inform and communicate professional judgments; apply social work ethical principles to guide professional practice;
3.
4.
5.
6.
7. respond to contexts that shape practice; engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities; apply ecosystems and strengths perspectives in practice across client systems; apply knowledge of the biological-psychological-social-cultural-spiritual components of human behavior and
the social environment; differentially apply engagement, assessment, intervention, and evaluation skills and strategies in practice
with diverse rural, vulnerable, disenfranchised, and underserved populations; advance human rights and social and economic justice; 8.
9.
10.
11. engage in policy practice to advance social and economic well-being and to deliver effective social work
services; employ scientific inquiry and research to inform and evaluate the effectiveness of practice; and utilize the various forms of information technology for effective agency functioning and professional practice.
Goal II. To promote identification with the profession, continued professional development, and development of knowledge and skills for generalist social work practice.
Competencies:
1. identify and articulate the evolution of social welfare as an institution and social work as a profession and
their current structures and issues;
2.
3. question and evaluate their own needs, values, strengths, and challenges, and how these affect their
professional identity and use of self in practice; and question and evaluate their professional performance and take responsibility for continuing educational
and career development.
Goal III: To provide service to the community and promote social and economic justice.
Competencies:
Effective Fall 2012

Social work program faculty, students, and graduates will:
1. advocate for social change to advance social and economic justice and access to services of social work for all people,
with a focus on populations experiencing and vulnerable to discrimination and oppression, and
2. participate in community service activities and processes.
Student Learning Outcomes:
By the end of the course, the student will be able to:
1. articulate the importance of the biological dimension in understanding human behavior within the context of social work practice (Program competency: I.3);
2. develop an understanding of key scientific frameworks that have been developed to facilitate an understanding of human biology and why the use of these frameworks is important for making professional judgments in professional social work practice (Program competency: I.1);
3. explore the functioning of the human body across the lifespan and how to utilize this understanding when assessing, intervening, and evaluating social work practice with diverse individuals, families, groups, and communities (Program competencies: I.4, 7, 10);
4. identify significant illnesses and disabilities that social workers frequently encounter in clients and describe how they are treated, both through standard medical treatment and alternative types of treatment (Program competencies: I.3, 6);
5. crit ically reflect upon how cultural diversity applies to all issues of human biological functioning, including clients’ utilization of treatment methodologies and clients’ perceptions of illnesses and disabilities (Program competency: I.7);
6. identify how illnesses, disabilities, and treatment approaches raise issues of human rights, social justice, and social and economic well-being (Program competencies: I.8; III.1, 2);
7. explore specific aspects of human biology, including functioning of each organ system of the body, human sexuality, genetics and heredity, and gender identity to inform effective social work practice (Program competency: I.10);
8. identify and articulate the biological aspects of mental health and substance abuse and apply the bio-psychosocial-cultural-spiritual components of human behavior in the social environment to the assessment, treatment, and evaluation of these issues in social work practice with diverse individuals and families (Program competencies: I.4, 6, 7, 10);
9. explore the impact of the living environment on human biological functioning and on human behavior, including how vulnerable populations have diverse needs and how oppression impacts living, and how to include factors of the living environment when assessing and intervening with individuals, families, groups, organizations, and communities (Program competencies: I.3, 4, 5, 6, 7; III.1);
10. understand topics related to healthy living and the prevention of illness/diseases/ disabilities, and the role of prevention efforts within professional social work practice (Program competencies: I.3, 6);
11. critically evaluate bioethical issues related to the biophysical dimension of human behavior (e.g., human genomes, cloning, stem cells, assisted reproductive technologies, genetic profiling) and explore ethical dilemmas that arise when dealing with issues of human biological functioning, and how social work values and the Code of Ethics can be applied to those dilemmas (Program competencies: I.1, 2).
Assignments:
Community Resource List (Course Learning Outcomes: 1, 4)
Develop a list of at least 5 local resources that serve the health needs of the community.
List the agency, contact information, services provided. (30 points)
Family Health & Illness Paradigm - Reflection Paper (Course Learning Outcomes: 1-3 and 5)
(3-5 pages)
Belief systems shape the way families adapt to both chronic and life-threatening illness. Families develop paradigms or models for how the world operates. These paradigms dictate how families interpret events and behaviors in their
Effective Fall 2012

environment. Discuss your family’s paradigms or set of beliefs related to health and illness. To complete this assignment, consider the following questions: Are there any family myths, taboos, or rituals related to health and illness? How does your family handle/cope with illness? How have your family’s ethnicity, race, and/or religious beliefs impacted your family’s beliefs concerning health and illness? What beliefs does your family have about the etiology/cause of illness?
What is your family’s sense of mastery or control over illness? What is your family’s view of locus of control over illness
(internal vs. external/mastery over nature vs. subjugation to nature)? How have you seen, heard, or experienced how those views of health and illness impact the members of the family? Have these views been passed down through the generations? How has your family’s perspective on health and illness changed over the generations? Are you aware of any illnesses or health crises that have impacted how the people in your family view health and illness? How do you feel about health and illness? Do you share the same views as your family? Why or why not? How might your views of health and illness impact your social wor k practice? How might you try to better understand your client’s views of health and illness? Why is it important to understand you clients’ view of health and illness? (50 points)
Behavioral Change Assignment (Course Learning Outcomes: 3, 7-10)
Each student is required to identify a behavioral change s/he would like to make in her/his life. The student will write a statement of a desired outcome; develop a goal statement; identify the steps necessary to reach the goal; reflect on capacity, motivation, and opportunities available to engage in change; develop a mechanism (e.g. Goal Attainment Scale
(GAS), frequency count, Self-Anchored Rating Scale (SAS), check list, Single Subject Design) for measuring change.
The student will journal throughout the process and make personal reflections on his/her progress toward change. After 9 weeks, students will submit a completed measurement tool and a written assessment of the process and outcome. In this evaluation of effectiveness, you are asked to comment on your process and outcome and how this assignment will impact your work with clients i.e. what you learned about planned change/evaluation that will inform your practice.
Identify behavior and submit to instructor (20 points)
Complete and submit Part I (50 points)
Submit reflection journal three times throughout the semester (30 points)
Complete and submit Part 2 (20 points)
Poster (50 points)
Symposium presentation/attendance (30 points)
**There is an $8-$20 expense to print your poster for display at the symposium and your instructor will provide you with information on where you can print your poster on campus. You may be able to find a less expensive option. Speak with your instructor, if this is a financial hardship.
Essay Questions (Course Learning Outcomes: 1-11)
Weekly essays on textbook readings. (300-500 ** words **That is LESS than one single-spaced page )
5 points each (75 points total)
Essay Grading Scale
5 = Information excellent and professionally presented
4 = Information thorough and very clearly presented
3 = Information adequate and clearly presented
2 = Information inadequate and/or not clearly presented
1 = Information extremely inadequate and/or poorly presented
Discussion Posts (Course Learning Outcomes: 1-11)
A weekly discussion of the course content. Reflect on what you read and watched. Identify the concept or issue that was most interesting or important to you. Indicate where you read it or watch it, so other students can be prompted to that portion of the course. Why did you choose that concept or issue? Why is it important or interesting to you? How is this concept or issue relevant to your future social work practice? In addition to making your own posting, you must also comment on at least one other student’s posting. 5 points each (75 points)
Discussion Grading Scale
5 = Information excellent and professionally presented
4 = Information thorough and very clearly presented
3 = Information adequate and clearly presented
2 = Information inadequate and/or not clearly presented
1 = Information extremely inadequate and/or poorly presented
HLC or Community Event Reflection Paper (Course Learning Outcomes: 6-10)
Effective Fall 2012

Attend a community health and wellness event or HLC peer education workshop & write a summary of your experience.
Reflections should be two-page minimum, 12-point font, and double-spaced. Please limit reflection papers to three pages maximum. (50 points)
Content:
Event attendance and reflection are expected to challenge students to engage in discussions on
Biological dimensions of human behavior in the social environment and/or health and wellness-related topics. Written reflections should include a brief synopsis of the event (no more than one paragraph) that contains the title, location, and date of the event. The event summary should incorporate the keynote speaker(s) and topic as well. Remaining paragraphs should demonstrate critical analysis of and/or personal reflections on the event material and the student’s understanding of the topic. Papers that merely summarize event proceedings will not receive credit.
Students should address questions such as:
What were the overall theme(s) and message(s) of the event?
How does the event’s topic relate to you and your life?
How has this event informed and influenced you on a specific issue?
How did the event change your perspective or challenge your worldview?
What lessons or new found knowledge did you gain from this event?
Why do you think that an event such as the one you attended is valuable to the Flagstaff/NAU community? How might you use knowledge gained from this experience to enhance your work with diverse individuals, groups, families, and communities?
Students are encouraged to be creative in their reflections and consider it a learning opportunity not only about the event material, but themselves as well.
Total Points Possible = 480
432-480 = A
384-431 = B
336-383 = C
288-335 = D
287 and below = F
Date/Week
August
25
This Week’s Topics
Week 1:
Why Study Biology?
Mind-Body Connection
Biology in the sciences; understanding human behavior through biology; social work theory and biology; new thinking about biology; components of human biology; concepts and current issues; science and the human services; science and its alternatives; body building substances; sexuality and reproduction knowledge; basic science and understanding the world; biological myths and their debunking; immune system and emotion; integrative medicine; the mind and longevity; criticisms of the mind-body approach
Weekly Responsibilities
Read:
Human Biology for Social
Workers Ch. 1
Mind Body Health
Ch. 1
BbLearn Weekly Learning
Module
Watch:
The Brain-Body Connection
(57 minutes)
Assignments Due
Discussion posting and essay DUE Thursday
8/28
Effective Fall 2012

September
1
September
8
September 15
Effective Fall 2012
Week 2:
Basics of Biology,
Anatomy, and Physiology
Creating Wellness
Levels of organization in human biology; biological systems; evolution; interactions between organisms and their external environments; human body systems; the complexity of the human body; lessons from cancer studies; principles underlying stress resilience and well-being; sense of empowerment and personal control; cognitive structuring and therapy; basic elements of behavior change; the spiritual connection; mind-body treatment and the course of disease.
Week 3:
Determinism, Biology,
Culture, and the
Ecological Perspective
Impact of Stress on
Health
The division of determinism into biological and environmental determinism; the stress response; stressrelated medical illness; coping with stress; job stress and health.
Week 4:
Biological Development and the Human Lifespan.
The Disease-Prone
Personality
Childhood stages; biological developments at various stages; circumcision; learning disabilities; biological benchmarks of adolescence; pregnancy and childbirth; hormone replacement therapy; aging; biological issues in aging; normal biological change in
Read:
Human Biology for Social
Workers Ch. 2
Mind Body Health
Ch. 21
BbLearn Weekly Learning
Module
Watch:
The Incredible Human
Machine
(96 minutes)
Read:
Human Biology for Social
Workers Ch. 3
Mind Body Health
Ch. 2
BbLearn Weekly Learning
Module
Watch:
Promoting Healthy
Behavior
(29 minutes)
Read:
Human Biology for Social
Workers Ch. 4
Mind Body Health
Ch. 3
BbLearn Weekly Learning
Module
Watch:
The Nine Months that Made
You: Pregnancy and
Human Development
(50 minutes)
Community Resource List
DUE Monday
9/1
Discussion posting and essay DUE Thursday
9/4
Family Health & Illness
Paradigm Reflection Paper
DUE Monday
9/8
Discussion posting and essay DUE Thursday
9/11
Identify Behavior Change
Assignment Topic DUE
Monday
9/15
Discussion posting and essay DUE Thursday
9/18

September 22
September 29
Effective Fall 2012 old age; diseases of aging; organic mental health and aging; personality traits and disease; history of personality research; personality and mortality; reducing your risks.
Week 5:
Genetics, Evolution, and
Human Behavior
The Disease-Resistant
Personality Basic
Concepts and Terms;
Scientific Pursuit of
Understanding Evolution and Human Behavior;
Modern Discussion
Concerning the
Relationship Between
Evolution and Human
Behavior; Drawing
Conclusions for Social
Workers; role of stress resilience in health; stress buffers; personality traits that keep us well.
Week 6:
Human Biology and
Intellect
Explanatory Style and
Health Social workers and intelligence research; biological theory of intellect; psychometric intelligence; biological intelligence; social or practical intelligence; evolutionary concepts; localization of function; physical size of the brain; cognitive skills associated with intellect; theories of intellect; cultural emphases of intellect; cognitive skills and adaptive behaviors; history and biological approaches to intelligence; biologicallybased abilities; psychometric approach to intelligence; psychometric instruments; bell curve controversy; social position and race; broad theories of intelligence and kinds of
Read:
Human Biology for Social
Workers Ch. 5
Mind Body Health
Ch. 4
BbLearn Weekly Learning
Module
Watch:
Hormones: Messengers
(28 minutes)
Read:
Human Biology for Social
Workers Ch. 6
Mind Body Health
Ch. 5
BbLearn Weekly Learning
Module
Watch:
All About Happiness (37 minutes)
Part I of Behavior Change
Assignment DUE Monday
9/22
Discussion posting and essay DUE Thursday
9/25
Discussion posting and essay DUE Thursday
10/2

October
6
October
13
October
20
Effective Fall 2012 intelligence; theory of multiple intelligences; successful intelligence; emotional intelligence; implications for social work practice; effects of explanatory style on health.
Week 7:
The Human Genome
Project
Families and Health
The role of genes in human inheritance; historical highlights of genetics research; ethical issues; human genome project and social work; early influence of parents; traits of stressed families; traits of strong families; the health benefits of strong families.
Week 8:
The Biology of Disability,
Health, Illness, and
Treatment
Mind-Body Interventions and Outcomes
Diseases and their causes; types of medicine; connection between mental stress and medical symptoms; cost and medical care utilization issues; healthcare delivery system.
Week 9:
Biology and Mental
Illness
Depression and Health
Genetic and biological underpinning of mental health disorders; the brain and mental illness; pharmacological interventions; electroconvulsive therapies; mental illness and physical factors; substance abuse; developmental disabilities; sleep research; critical analysis of biology and mental health; prevalence and manifestations of depression; causes of
Read:
Human Biology for Social
Workers Ch. 7
Mind Body Health
Ch. 14
BbLearn Weekly Learning
Module
Watch:
After Darwin: Genetics,
Eugenics, and the Human
Genome
(95 minutes)
Read:
Human Biology for Social
Workers Ch. 8
Mind Body Health
Ch. 20
BbLearn Weekly Learning
Module
Watch:
Rx for Survival: A Global
Health Challenge: Back to
Basics
(56 minutes)
Read:
Human Biology for Social
Workers Ch. 9
Mind Body Health
Ch. 9
BbLearn Weekly Learning
Module
Watch:
Minds on the Edge: Facing
Mental Illness
(57 minutes)
Discussion posting and essay DUE Thursday
10/9
Behavior Change
Reflection Journal DUE
Thursday 10/9
Discussion posting and essay DUE Thursday
10/16
Discussion posting and essay DUE Thursday
10/23
Behavior Change
Reflection Journal DUE
Thursday 10/23

October
27
November
3
Effective Fall 2012 depression; characteristics of depression.
Week 10:
Biological Elements of
Drugs, Alcohol, and
Tobacco
Locus of Control, Selfesteem, and Health
Policy Issues on Alcohol and Drugs; Social Effects of
Alcohol and Drugs;
Caffeine; Psychoactive
Medicines; Children and
Drug Testing; Steroids;
Steroids in Medical
Treatment; Synthetic
Drugs; Prescription
Medicines; Physiology of
Drugs; Substance Use
Data; Biology of Cocaine
Use; Effects of Cannabis;
Alcohol and Alcohol Abuse;
Biology of Alcohol Use;
Tobacco Abuse; Treatment of Alcohol and Drug Abuse; locus of control; selfesteem and the body; selfefficacy.
Week 11:
Human Sexuality and
Sexual Orientation
Marriage and Health
Nature vs. nurture; sex research; biological and social constructive explanations; historical context; greek culture; roman culture; medieval period; victorian period;
19th & 20th century; theory, research, and understanding; biological dimension in human sexuality; theories of human sexuality; Freud's theory of human development; evolutionary psychology and human development; Masters and
Johnson —sex researchers; biological theory of human sexuality; gender role development; hormones in human sexuality;
Read:
Human Biology for Social
Workers Ch. 10
Mind Body Health
Ch. 6
BbLearn Weekly Learning
Module
Watch:
Changing Lives
(81 minutes)
Read:
Human Biology for Social
Workers Ch. 11
Mind Body Health
Ch. 13
BbLearn Weekly Learning
Module
Watch:
Being Gay: Coming Out in the 21 st Century
(25 minutes)
Discussion posting and essay DUE Thursday
10/30
Discussion posting and essay DUE Thursday
11/6
Behavior Change
Reflection Journal DUE
Thursday 11/6

November
10
November
17
Effective Fall 2012 questions/controversies; human biology and sexual orientation; definitions of sexual orientation; historical research; biological dimension of sexual orientation; biology vs. social and cultural influences; sexual orientation and genetics; historical review; behavioral genetic studies; sociobiology = human biology and human sexuality; human biology, human sexuality, and sexual dysfunction; defining sexual dysfunction; subtypes and causes of sexual dysfunction; treatment of sexual dysfunction; implications for social work practice; awareness of research; understanding causal claims; social comparison theory; marriage and life expectancy; health hazards of divorce; divorce vs. the unhappily married.
Week 12:
The Biology of Aging
Importance of Nutrition to
Mind-Body Health
Programs and Services for the Elderly; Data on Aging;
Nursing Home Care;
Biological Issues in Aging;
Normal Biological Changes in Aging; Diseases of
Aging; The Biology of
Aging; Aging as Disease; basic principles of nutrition; how nutrition affects the brain; how nutrition affects physical and mental health; the role of exercise.
Week 13:
Public Health and Biology
Social Support,
Relationships, and Health
Public health and social work; public health as community health; bioterrorism; public health and the eradication of
Read:
Human Biology for Social
Workers Ch. 12
Mind Body Health
Ch. 19
BbLearn Weekly Learning
Module
Watch:
Life & Times: The Biology of Aging
(14 minutes)
Read:
Human Biology for Social
Workers Ch. 13
Mind Body Health
Ch. 11
BbLearn Weekly Learning
Module
Discussion posting and essay DUE Thursday
11/13
HLC or Community Event
Reflection Paper DUE
Monday 11/17
Discussion posting and essay DUE Thursday
11/20

November
24
Effective Fall 2012 diseases; aids; other sexually transmitted diseases; state public health agencies; centers for disease control and prevention; work related and product injuries; preventive health services; preventable childhood diseases; occupational health; tuberculosis; social problems —domestic violence, child abuse, homicide; human movement and disease; parasites; pests; air pollution; the environment and genetics; bioterrorism; nosocomial diseases
(caused by health care measures); healthy diet and nutrition; exercise and health; social support and health; social connections and the heart; touch as social support.
Week 14:
Critical Thinking and
Human Biology
Healing Power of
Spirituality
Defining critical thinking; scientific method; social constructivists; scientific critical thinking skills; critical thinking and social work practice; fallacies in thinking; human biology and the use of critical thinking skills; levels of complexity in human biology; levels of human biology; myths/questions in human biology; major questions; Darwin's theory of evolution; human biology and social work micro practice; human biology and social work macro practice; critical thinking and human biology; faith and health; comparing spirituality and religion; influences of spirituality on health.
Watch:
Babyland: Infant Mortality in
Memphis, TN
(41 minutes)
**Viewer discretion is advised – sensitive topic and material.
Read:
Human Biology for Social
Workers Ch. 14
Mind Body Health
Ch. 15
BbLearn Weekly Learning
Module
Watch: n/a
Part II of Behavior Change
Assignment DUE Monday
11/24
Behavior Change
Assignment Poster DUE
11/24
Discussion posting and essay DUE Wednesday
11/26

December
1
Week 15:
The Roles of
Understanding Biology in the Practice of Social
Work
Healing Power of
Read:
Human Biology for Social
Workers Ch. 15
Mind Body Health
Ch. 16
BbLearn Weekly Learning
Module
Watch: n/a
Symposium presentation/attendance
DUE Tuesday 12/2
Discussion posting and essay DUE Thursday
12/4
Altruism
Social problems and biological issues; implications for social work practice; ethical dilemmas associated with biological issues; how altruism boosts health; the altruistic personality; gaining benefits from volunteerism; ways to experience altruism.
Finals Week
ESSAY QUESTION ASSIGNMENT
Weekly Essay Questions
1. Explain how belief in myths of biology has impacted the practice of social work within the field of mental health.
2. As a social worker or other human services worker, what do you believe are some of the reasons for better understanding the reproductive system?
3. Discuss how the nature versus nurture debate has influenced theories of human behavior.
4. What part do “thinking skills” play in the assessment of a baby’s development process and the conclusion that the baby is developmentally delayed?
5. On what three observations did Darwin base his theories of evolution?
6. What are the merits of psychometric testing for social work practice?
7. Identify one finding from the Human Genome Project and discuss how it might impact our understanding of human behavior.
8. Discuss what you believe might be the social and emotional differences in a client’s reactions to having a genetic health condition and one that is contracted through contact with others or through lifestyle choices about diet, exercise, and habits such as smoking. Do you believe there are qualitative differences in those reactions? In what ways could a social worker be helpful to a client who is reacting emotionally to health conditions? How might a client be served differently who is facing a life-long health problem as opposed to one who has a time-limited condition?
9. Identify the biological aspects of PTSD and discuss the treatment implications of these aspects.
10. Assume you, as a social worker, are conducting a session for young people who have high potential for substance abuse. What would you tell them about the biology of alcohol and drugs that you think might convince them to avoid such substances?
11. Why do men and women have different sex characteristics? Why do they have different sex practices?
12. Think about elderly people who have been in your life such as grand parents, friends, or neighbors. In what ways do the concepts in Cowley’s article on the biology of aging fit your recollections of those people and how do they differ from those recollections.
Effective Fall 2012

13. The chapter suggests that diet, exercise, and other health-promoting activities may be as important as medical treatment, immunization, and other such services. Can you think of ways in which social work agencies and social workers could assist in the promotion of healthy living for clients? Be as explicit as possible in your analysis.
14. Can you recall, and describe, a time when you applied your critical thinking skills and experienced a positive outcome? Apply the course content to your experience.
15. A university student sends an email to an electronic discussion group asking for information about a suicide drug.
The moderator of the discussion group contacts the social worker at the university and alerts them about the student’s request. Discuss the issues of third party information, confidentiality, life-threatening situations, and contact with parents.
FAMILY HEALTH & ILLNESS PARADIGM - REFLECTION PAPER
EVALUATION
Name:
Overview of family beliefs
Impact on individual family members
Impact of ethnicity, race, and/or religious beliefs 10
Demonstrates self-reflection & critical thinking
Implications for Social Work practice
10
8
10
10
Date:
8
6
8
8
6
4
6
6
4
2
4
4
2
0
2
2
0
0
0
Use of proper grammar and punctuation
Total Score
Comments:
10
/50
8 6 4
COMMUNITY EVENT REFLECTION PAPER
EVALUATION
2 0
Name: Date:
Two page minimum Word document with 12-point font, double-spaced
Brief synopsis of event including:
Title, location, and date
Keynote speaker(s) and topic
Personal reflection and/or critical analysis on event material
Use of proper grammar and punctuation
5
10
10
5
4
8
8
4
3
6
6
3
2
4
4
2
1
2
2
1
0
0
0
0
Effective Fall 2012

Total Score /30
Comments:
BEHAVIOR CHANGE ACTIVITY PART I
Date: Name:
After identifying a change you would like to make in your life.
1. Write a statement of a desired outcome regarding the change of the characteristic or behavior selected.
2. Develop a specific goal statement to reflect your desired outcome.
3. Is there research to support a particular intervention for the behavior change you identified? Describe and cite 1-2 research studies that address interventions in this area.
4. Identify all the steps (activities) necessary to reach your goal. [Remember, baby steps are necessary first in order to learn how to stride. Nothing is too trivial to identify as a step to take.]
5. Reflect on your capacity and motivation and the opportunities available to you to take the steps necessary to change.
[Write out your reflections.]
Based on your reflections, how willing or likely (on a scale of 1 – 10 with 1 = not at all and 10 = extremely) are you to take the steps necessary for change?
6. Develop a tool/mechanism (e.g. Goal Attainment Scale (GAS), frequency count, check list, or Single Subject design) for measuring change. Indicate and date your starting point on your measurement tool and submit the original (keeping a copy for own use) to the instructor. Identify the intervals you will use to measure your progress on the tool you have developed. At the end of the semester, you will be asked to resubmit your copy of the measurement tool for review.
BEHAVIOR CHANGE ACTIVITY PART II
After 9 weeks, students will submit a completed measurement tool and a written assessment of the process and outcome.
In this evaluation of effectiveness, you are asked to comment on your process and outcome and how this assignment will impact your work with clients i.e. what you learned about planned change/evaluation that will inform your practice.
BEHAVIOR CHANGE ACTIVITY PART I
EVALUATION
Date: Name:
1. Desired Outcome
2. Goal Statement
5
5
4
4
3
3
2
2
1
1
0
0
8 6 4 2 0 3. Research Background 10
4. Step Identification 10
5. Capacity, Motivation, and Opportunities Reflection 10
8
8
6
6
4
4
2
2
0
0
Effective Fall 2012

6. Measurement
Comments:
Total Score
5
/50
4 3 2 1
BEHAVIOR CHANGE ACTIVITY PART II
EVALUATION
Name:
Completed measurement tool
Discussion of process
Discussion of outcome
5
5
5
4
4
4
Date:
3
3
3
2
2
2
1 0
1 0
1 0
Implications for Social Work practice
Total Score
Comments:
5 4
/20
3 2 1 0
BEHAVIOR CHANGE ACTIVITY POSTER
EVALUATION
Date: Name:
Introduction/Background
Goal Statement
Steps Identification
Motivation for Change
Opportunities for Change
Results
Graph/Measurement
Application to SW Practice
Professional Presentation
5
5
5
5
5
5
5
10
5
4
4
4
4
4
4
4
8
4
3
3
3
3
3
3
3
6
3
2
2
2
2
2
2
2
4
2
1
1
1
1
1
1
1
2
1
0
0
0
0
0
0
0
0
0
Total Score
Comments:
/50
Effective Fall 2012
0

NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity
(AA/EO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/ . If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or
NAU’s Office of Affirmative Action (928) 523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu
.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-
8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax). Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation ( www.nau.edu/dr ) 8 weeks prior to the time you wish to receive accommodations.
DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of
University re sources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic
Integrity Policy .
Effective Fall 2012

RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America
COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42
U.S.C 18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-
10019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter —and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Bibliography of Additional Resources
American Cancer Society (2008). Breast Cancer Clear and Simple: All your Questions Answered.
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4 th edition, Text Revision
DSM-IV-TR). Washington DC: American Psychiatric Association.
Austrian, Sonia (2002). Developmental Theories Through the Life Cycle. New York: Columbia University Press.
Avadian, Brenda, MA (1999). “Where’s My Shoes?” My Father’s Walk Through Alzheimer’s. Lancaster: North Star
Books.
Banks, Carol; and Karen Mackrodt (2005). Chronic Pain Management. London: Whurr.
Becker, Gretchen (2001). Type 2 Diabetes: The First Year. Marlowe and Company.
Beers, Mark, MD; and Robert Berkow, MD (1999). The Merck Manual of Diagnosis and Therapy, 17 th Edition. Whitehouse
Station: Merck Research Laboratories.
Bishop, F. Michler (2001). Managing Addictions: Cognitive, Emotive, and Behavioral Techniques. Northvale: Jason
Aronson.
Bosk, Charles (1992). All God’s Mistakes: Genetic Counseling in a Pediatric Hospital. Chicago: University of Chicago
Press.
Caudill, Margaret A. (2008). Managing Pain Before It Manages You, 3 rd edition. Guilford Press.
Cohen, Donna; and Carl Eisdorfer (2001). The Loss of Self: A Family Resource for the Care of Alzheimer’s Disease and
Related Disorders, revised edition. New York: W. W. Norton and Company.
Cox, Elizabeth (1990). Thanksgiving: An AIDS Journal. New York: Harper and Row.
Cox, Harold (2001). Later Life: The Realities of Aging (5 th edition). Upper Saddle River: Prentice-Hall.
Cuellar, Israel; and Freddy Paniagua (2000). Handbook of Multicultural Mental Health: Assessment and Treatment of
Diverse Populations. San Diego: Academic Press.
Davies, Douglas (1999). Child Development: A Practitioner’s Guide. New York: Guilford Press.
Effective Fall 2012

Dorris, Michael (1989). The Broken Cord. New York: Harper and Row. (Fetal Alcohol Syndrome)
Ellis, Carolyn (1995). Final Negotiations: A Story of Love, Loss, and Chronic Illness. Philadelphia: Temple University
Press.
Fadiman, Anne (1997). The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the
Collision of Two Cultures. New York: Farrar, Straus, and Giroux. (Epilepsy)
Fairburn, Christopher; and Kelly Brownell (2002). Eating Disorders and Obesity: A Comprehensive Handbook (2 nd edition). New York: Guilford.
Finkelstein, Eric; and Laurie Zuckerman (2008). The Fattening of America: How the Economy Makes Us Fat, If It
Matters, and What To Do About It. Hoboken: John Wiley and Sons.
Fleming, Peggy; and Peter Kaminsky (1999). The Long Program: Ska ting Toward Life’s Victories. New York: Pocket
Books. (Breast cancer)
Ginsberg, Leon; Larry Nackerud; and Christopher Larrison (2004). Human Biology for Social Workers: Development,
Ecology, Genetics, and Health. Boston: Allyn and Bacon.
Goldstein, Avram (2001). Addiction: From Biology to Drug Policy. New York: Oxford University Press.
Goleman, Daniel (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
Gottlieb, Lori (2000). Stick Figure: A Diary of My Former Self. New York: Simon and Schuster. (Anorexia)
Hargrove, Anne (1988). Getting Better: Conversations with Myself and Other Friends While Healing From Breast Cancer.
Minneapolis: CompCare.
Hesser, Terry. Kissing Doorknobs. (Anxiety, ODD)
Hillman, Jennifer (2000). Clinical Perspectives on Elderly Sexuality. New York: Kluwer Academic/ Plenum Publishers.
Honel, Rosalie (1988). Journey with Grandpa: Our Family’s Struggle with Alzheimer’s Disease. Baltimore: Johns
Hopkins University Press.
Hornbacher,k Marya (2008). Madness: A Bipolar Life.
Howe, Herbert (1981). Do Not Go Gentle. New York: W. W. Norton and Company.
Jack, Dana (1991). Silencing the Self: Women and Depression. Cambridge: Harvard University Press.
Johnson-Powell, Gloria; and Joe Yamamoto (1997). Transcultural Child Development: Psychological Assessment and
Treatment. New York: John Wiley and Sons.
Keigher, Sharon; Anne Fortune; and Stanley Witkin (2000). Aging and Social Work: The Changing Landscapes.
Washington DC: National Association of Social Workers Press.
Kennedy, Gary (2000). Geriatric Mental Health Care: A Treatment Guide for Health Professionals. New York: Guilford
Press.
Knox, David (1985). Portrait of Aphasia. Detroit: Wayne State University Press.
Kondracke, Morton (2001). Saving Milly: Love, Politics, and Parkinson’s Disease. New York: Public Affairs.
Larkin, M. (1994). When Someone You Love Has Alzheimer’s. New York: Lynn Sonberg.
LeDoux, Joseph (2002). Synaptic Self: How Our Brains Become Who We Are. New York: Penguin Putnam.
Lerner, Gerda (1985). A Death of One’s Own. Madison: University of Wisconsin Press.
Lerner, Max (1990). Wrestling with the Angel: A Memoir of My Triumph Over Illness. New York: W. W. Norton and
Company.
McCullough, James, Jr. (2001). Skills Training Manual for Diagnosing and Treating Chronic Depression: Cognitive
Behavioral Analysis System of Psychotherapy. New York: Guilford Press.
McGowin, Diana (1993). Living in the Labyrinth: A Per sonal Journey through the Maze of Alzheimer’s. New York:
Delacorte Press.
The Medical Advisor: The Complete Guide to Alternative and Conventional Treatments. Alexandria: Time-Life Books,
1996.
Meyer, Donald (1997). Views from Our Shoes: Growing up with a Brother or Sister with Special Needs. Bethesda:
Woodbine House.
Miller, Jennifer (2001). The Day I Went Missing: A True Story. New York: St. Martin’s Press.
Moore, David (2001). The Dependent Gene: The Fallacy of “Nature vs. Nurture.” New York: Henry Holt and Company.
Murcia, Andy; and Bob Stewart (1989). Man to Man: When the Woman You Love Has Breast Cancer. New York: St.
Martin’s Press.
Osborn, Claudia (1998). Over My Head: A Doctor’s Own Story of Head Injury from the Inside Looking Out. Kansas City:
Andrews McMeel Publishing.
Effective Fall 2012

Paget, Marianne (1993). A Complex Sorrow: Reflections on Cancer and an Abbreviated Life. Philadelphia: Temple
University Press.
Picardie, Ruth (1997). Before I Say Goodbye: Recollections and Observations fr om One Woman’s Final Year. New
York: Henry Holt and Company.
Preston, Lydia (2004). Breaking Out: A Woman’s Guide to Coping with Acne at Any Age. New York: Fireside.
Prowe, Garry (2010). Successfully Surviving a Brain Injury: A Family Guidebook, from the Emergency Room to Selecting a Rehabilitation Facility. Brain Injury Association of America.
Rabins, Peter; Constantine Lyketsos; and Cynthia Steeler (1999): Practical Dementia Care. New York: Oxford University
Press.
Rich, Katherine (1999). The Red Devil: To Hell with Cancer – And Back. New York: Crown Publishers.
Rubenson, Ellen (2000). When Aging Parents Can’t Live Alone: A Practical Family Guide. Los Angeles: Lowell House.
Sajatovic, Martha, MD; and Luis Ramirez, MD (2001). Rating Scales in Mental Health. Hudson: Lexi-Comp.
Sheed, Wilfrid (1995). In Love with Daylight: A Memoir of Recovery. New York: Simon and Schuster
Snowdon, David (2001). Aging with Grace: What the Nun Study Teaches Us About Leading Longer, Healthier, and More
Meaningful Lives. New York: Bantam Books.
Solomon, Andrew (2001). The Noonday Demon: An Atlas of Depression. New York: Scribner.
Stern, Gerald; and Andrew Lees (1982). Parkinson’s Disease: The Facts. Oxford University Press.
Stryker, Susan (2008). Transgender History. Berkeley: Seal Press.
Styron, William (1990). Darkness Visible: A Memoir of Madness. New York: Random House.
Thompson, Tracy (1995). The Beast: A Reckoning with Depression. New York: G. P. Putnam’s Sons.
Tibbs, Margaret (2001). Social Work and Dementia: Good Practice and Care Management. London: Jessica Kingsley
Publishers.
Tsiaras, Alexander; and Barry Werth (2002). From Conception to Birth: A Life Unfolds. New York: Doubleday.
Tsiaras, Alexander (2004). The Architecture and Design of Man and Woman. New York: Doubleday.
Valle, Ramon (1998). Caregiving Across Cultures: Working with Dementing Illness and Ethnically Diverse Populations.
Washington DC: Taylor and Francis.
Vash, Carolyn; and Nancy Crewe (2004). Psychology of Disability, 2 nd Edition. New York: Springer
Wadler, Joyce (1992). My Breast: One Woman’s Cancer Story. New York: Addison Wesley.
Webster, Barbara (1989). All of a Piece: A Life with Multiple Sclerosis. Baltimore: Johns Hopkins University Press.
Wilber, Ken (1991). Grace and Grit: Spirituality and Healing in the Life and Death of Treya Killam Wilber. Boston:
Shambhala. (Cancer)
Yapko, Michael (1997). Breaking the Patterns of Depression. New York: Doubleday.
Effective Fall 2012