SW 343: Human Behavior and the Social Environment
University of Portland
Social Work Program
Fall 2015
Dr. Anissa Rogers, L.C.S.W., M.A.
FH 110C x7304; e-mail: rogers@up.edu
Office Hours: M 1-2; W 12:30-2; TH 1-2or appt.
Course Resources: Moodle &
http://sites.up.edu/rogers/
Course Description
This course analyzes human behavior in the social environment from a life span developmental approach. The
content of this course is designed to increase students’ potential for effective generalist social work assessment and
interventions with individuals, groups, families, social systems, and communities. The course also strives to build students’
appreciation for and understanding of the ramifications of the “person-in-environment” principle that primarily takes into
consideration the social, biological, and psychological influences of the environment. Students will examine the effects of
social structures, social policies, and cultural patterns on individuals at all stages of life. Students will study the effects of
poverty, gender roles, discrimination, and sexual orientation on the human growth and development of individuals from
childhood to older age. A systems approach is combined with an ecological perspective to analyze social conditions and to
identify problem areas in society.
Course Questions
This course invites students to pursue several broad questions related to human behavior and development and the
course objectives. These questions include:
1.) How does society influence individual human development and behavior, and is that influence greater than the
personal and biological forces within each person?
2.) Why is it important, as social workers and citizens, to care about the interaction between people and their
environment?
Course Objectives By the conclusion of this course, students will be able to:
1.) Recognize and manage personal values in a way that allows professional values to guide work with clients or
others with whom they might interact. (Program Objective 2, Competency 2[a])
2.) Demonstrate effective oral and written communication. (Program Objective 2, Competency 3[b])
3.) Recognize the extent to which a culture’s structures and values may shape life experiences as well as oppress,
marginalize, alienate, or create or enhance privilege and power. (Program Objective 3, Competency 4[a])
4.) Identify forms and mechanisms of oppression and discrimination. (Program Objective 1, Competency 5[a])
5.) Articulate how to engage in practices that advance social and economic justice. (Program Objective 1,
Competency 5[b])
6.) Critically evaluate research, recognizing its contributions and limitations. (Program Objective 3, Competency
6[c])
7.) Utilize conceptual frameworks to conceptualize problems, interventions, and evaluation of interventions.
(Program Objective 3, Competency 7[a])
8.) Demonstrate how to critique and apply knowledge to understand person and environment. (Program Objective 3,
Competency 7[b])
9.) Recognize the importance of continuously appraising and attending to changing locales, populations, scientific
and technological developments, and emerging societal trends. (Program Objective 3, Competency 9[a])
Required Texts
Rogers, A. T. (2013). Human behavior in the social environment (3rd ed.). NY: Routledge.
Kotlowitz, A. (1991). There are no children here: The story of two boys growing up in the other America. NY:
Doubleday.
Selected readings listed in syllabus and TBA. Readings are on reserve.
A bibliography for further reading and research can be found on the course web site.
Course Activities
Exams: (Course Objectives 2, 3, 4, 5, 6, 7, 8, 9)
Three non-comprehensive exams will be given with multiple choice, short answer, and essay formats. All will
cover material from lectures, readings, and discussions. Exams evaluate students’ critical thinking and ability to apply
theory and employ knowledge to problems across the lifespan among systems of all sizes. Dates of exams are listed in the
syllabus. (100 points each)
Research Paper and Presentation: (Course Objectives: all)
Students get the opportunity to explore, in-depth, an issue or problem related to human behavior using a theoretical
perspective in which students are interested. From this perspective, students will research and describe the issue and discuss how
an intervention would be developed. In addition, students will explore how aspects of diversity (e.g., age, ability, ethnicity,
sexual orientation, etc.) and oppression are addressed or not addressed using the particular perspective. Students will also explore
the strengths and limitations of using the perspective to conceptualize the issue. This should incorporate a brief analysis on how
well the perspective deals with the issue from multiple levels (i.e., micro, mezzo, macro), how well the intervention could be
evaluated using the perspective, and whether using the perspective to intervene with a problem might cause an ethical dilemma.
The paper should have no fewer than six references from the professional literature, from years 2005 or later, excluding
the text. To help students master professional writing skills and APA style, papers need to follow APA guidelines, include
references, and show improvement in writing from drafts to the final product. Students with questions on this style can see the
instructor, and resources for writing are posted on the course Moodle site. Paper length depends on individual students’ writing
styles and space needed to explore their particular topics. Typically, this means papers probably should not be shorter than 10
pages to achieve depth on the topic and sufficiently cover the areas outlined below, but papers exceeding 15 pages, including
references, may not be adding quality to the final product. Students will have opportunities to work on drafts and get feedback to
improve on their work.
Students also have the opportunity to work with peers in teams of 3 to 5, depending on the size of the class, to work on
projects and present information from projects. Teams will be established based on topic interests. Team work helps students
learn from one another; share research and information; reduce redundancy of information in presentations; and offer the class
more in-depth coverage of topics. Students can organize presentations in any way they think is beneficial for the class. For
example, students have presented different theoretical views on and interventions with similar problems; new or particularly
helpful or interesting research on issues; ethical dilemmas and ongoing debates related to a problem area; and issues related to
poverty, racism, and discrimination that affect people in particularly profound ways. Think of the presentations as a means
through which the class can learn additional information about topics that might help us answer the course questions listed at the
beginning of the syllabus. Presentations can use different media and formats and be done as one presentation (e.g., on one
powerpoint where people take turns covering different parts) or as separate presentations. The direction students take depends on
their interests, what makes sense given the topics in the group, and what students think will be most useful to the class.
Presentation length depends on the size of the class. Typically each person has 10-15 minutes, including time for questions and
discussion.
Papers and presentations will be evaluated individually based on the following (more details on these areas as well
as sample papers can be found on the course website):
1. Topic thoroughly researched and discussed in context of theoretical perspective. (75 points)
2. Thorough discussion of what an intervention would look like using the theory to guide it. (50 points)
3. Discussion of how ethnic and diversity issues would be addressed by theory. (50 points)
4. Discussion of strengths/limitations to applying theory to the issue (see above). (50 points)
5. Quality of the paper (APA style, references/research, well written, improvement from drafts, etc.). (25 points)
6. Drafts of paper sections (including topic ideas). (25 points)
7. Presentation (quality of presentation and information). (25 points)
Ideas for topics can be found by reading through the text, articles posted on the course website, or media posts, blogs, etc.
that discuss issues related to class. These are examples of topics covered by previous students:
-Growing up amidst neighborhood and domestic violence
-Gender and sex roles
-Abuse and neglect among elders, young children, foster care placement, adoption, grandparents raising grandchildren, etc.
-Abuse and neglect among teens, sexual abuse, homelessness, runaways
-Divorce, remarriage, blended families--psychological, social, and economic aspects
-Severe illness, death, grief, and loss--cancer (in parent or child), AIDS, etc.
This assignment needs to be submitted using Turnitin, which can be found on the course Moodle site. You may turn in a
hard copy as well, but it is not necessary.
Book Analysis and Discussion: (Course Objectives: all)
Students have an opportunity to read, analyze, and discuss Alex Kotlowitz’s “There Are No Children Here.” This
activity will help students critically analyze how personal and social issues are tied to development, how social institutions
and their policies impact individual problems, and how theories and empirically-based knowledge help guide our
conceptualization of development and social problems. Written analyses should be around 6 to 8 pages in length and focus
on the following components (example analysis papers can be found on the course website):
1. An assessment of the bio-psycho-social problems faced by the child and adolescent characters (you can
choose one or several characters on which to focus). (50 points)
2. How these problems may or may not have affected the physical, mental, emotional, and social development of
3.
the characters. (50 points)
An analysis of the responses (or lack of responses) of various individuals, communities, and institutions and
their policies, the effectiveness or results of these responses, and any ethical challenges these responses or
lack of responses caused (e.g., perpetuation of discrimination and oppression, use of resources for personal or
political gain vs. helping individuals and communities). (100 points)
This assignment needs to be submitted using Turnitin, which can be found on the course Moodle site. You may turn in a
hard copy as well, but it is not necessary.
Application Exercises: (Course Objectives 1, 2, 3, 4, 5, 7, 8, 9)
To help better understand theories and apply them to real issues, students will complete exercises associated with
selected text chapters. Exercises can be found at the end of each chapter; each chapter has several exercises that ask
students to apply content to cases (Cases can be accessed at www.routledgesw.com/cases). Students only need to choose
ONE of these exercises to complete. These exercises will help students develop critical thinking skills with regard to how
factors such as culture, discrimination, and issues at all levels affect client situations. Students will practice skills relating to
theory application and generalist intervention. (5 assignments at 20 points each)
Professional Behavior and Participation: (Course Objectives: all)
Throughout the semester, we will have discussions on course content, exercises, and readings, which include the
book discussion. Participation allows students to develop their critical thinking skills and articulate, through using
communication skills, how theory and employment of knowledge is utilized in generalist practice to conceptualize and
intervene with individual and social problems. Since you are all preparing to become professionals in social work and other
disciplines, it is expected that your behavior in the classroom will be as professional as it is in the workplace. And, every
student is unique and brings contributions that no one else can make. Without each person’s participation, the class as a
whole loses opportunities to learn from one another. As such, it is expected that each one of us will be prepared for class; be
present in class both in mind and body; act respectfully toward colleagues and the instructor; turn off and put away all
phones, computers, iPads, etc. (unless you’re doing something using technology that will contribute to class); and
contribute to the learning process and environment by actively participating in class discussions. Should you need to use a
computer in class, please ask for permission from the instructor. Showing up prepared is part of professional behavior;
therefore, students who have more than one week’s worth of unexcused absences and/or who act unprofessionally can
expect a lower participation grade. Also, as part of the continuation policy for the SW major, students are expected to
maintain good attendance/participation habits (SW majors refer to the Student Handbook). (100 points)
Statement of Inclusion
Dr. Rogers values respect, diversity, inclusion, and integrity. The main focus of the course is to help each person
develop creativity, confidence, self-reflection, and critical thinking as we explore the broad questions posed by the course.
For everyone to thrive and excel, classroom communities must preserve the freedom of thought and expression of all its
members. A culture of civility and mutual respect that honors the rights, safety, dignity, and worth of every individual is
essential to preserve such freedom. Dr. Rogers affirms respect for the rights and well-being of all members including a
commitment to the:
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respect of the dignity and essential worth of all individuals
promotion of a culture of respect in the classroom and throughout the university community
respect of the privacy, property, and freedom of others
rejection of bigotry, discrimination, violence, or intimidation of any kind
practice of personal and academic integrity and an expectation of it from others
promotion of the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university
Policy on Late Work
To respect the time of course participants (including the instructor) and to promote an atmosphere of fairness and
learning, students should strive to devote sufficient time and energy to completing course activities. This includes devising
a plan for completing activities in a timely manner that also allows for careful, thorough exploration and thought. Because
our time is limited and we are contributing to a community of learning, late work is discouraged and points will be
deducted from papers and other work for each day they are late, unless arrangements are made ahead of time or an
emergency has occurred that prevents students from completing work. In cases of emergencies, students should contact the
instructor as soon as possible to make appropriate arrangements.
Evaluation
Exams
Research Paper/Presentation
Book Analysis
Application Exercises
Participation
Total
30%
300 points
30%
300 points
20%
200 points
10%
100 points
10%
100 points
________ ____________
100% 1000 points
Grade Scale
100-93 A
92-90 A89-87 B+
86-83 B
82-80 B-
79-77
76-73
72-70
69-67
66-63
62-60
C+
C
CD+
D
D-
Tentative Class Schedule
9/1
Reading:
9/3
9/8
9/10
9/15
Chapter 1 continued
Reading:
Reading:
Reading:
9/17
Reserved:
9/22
Introductions, Overview of Course
Chapter 1; Theory: The Foundation of Social Work
Reading:
9/24
Chapter 2; Lenses: The Person in Environment
Chapter 2 continued
Ideas for research paper due
Chapter 3; Lenses: Biopsychosocial Dimensions
Bring written exercises from the end of chapter 2
Chapter 3 continued
Taylor, E. H. (2006) The weaknesses of the strengths model:
Mental illness as a case in point.
Chapter 3 continued
Bring written exercises from the end of chapter 3
Exam #1
9/29
Reading:
Reserved:
Chapter 6; Pre-pregnancy and Prenatal Issues
Stearns, P. (2007). Abortion disputes and contemporary death culture (chpt. 9
in Revolutions in Sorrow)
Draft of section 1 (#1 above) of research paper due; bring 2 copies to class
10/1
Film:
Reading:
Post Mortem (if time)
Chapter 7; Development in Infancy and Early Childhood
10/6
Reading:
Chapter 7 continued
Bring written exercises from the end of chapter 7
10/8
Reading:
Chapter 8; Development in Middle Childhood
Bring written exercises from the end of chapter 8
10/13
Film:
The Broken Child
10/15
Group Work:
Share drafts of papers, get feedback, revise, and submit
Draft of section 2 (#2 above) of research paper due; bring 1 copy to class,
email the instructor one copy with a summary of suggestions you received
from peers by the end of the day
10/20 & 10/22
Fall Break
10/27
Reading:
Reserved:
Reading:
10/29
11/3
Chapter 9; Development in Adolescence
Bem, D. J. (2000). Exotic becomes erotic: Interpreting the biological correlates
of sexual orientation. Archives of Sexual Behavior, 29(6), 531-548.
Kotlowitz Book Discussion (bring your book and paper draft if you have one)
Exam #2
Reading:
Guest:
Chapter 4; Lenses: Sociocultural Dimensions
Chapter 5; Lenses: Social Change Dimensions
Dr. Gates
Bring written exercises from the end of chapter 5
11/5
Reading:
Chapter 10; Development in Early Adulthood
Draft of sections 3 &4 (# 3&4 above) of research paper due; bring 2 copies
to class
11/10
Film:
Do the Right Thing
11/12
Film continued/Discussion
Book Analysis Due (Submit thru Turnitin; deadline is 6:00 pm)
11/17
Reading:
Chapter 11; Development in Middle Adulthood
11/19
Film:
A Self Made Man
11/24
Reading:
Chapter 12 continued
Research Papers Due (Submit thru Turnitin; deadline is 6:00 pm)
11/26
12/1
Happy Thanksgiving!
Reading:
Reserved:
Chapter 12; Development in Late Adulthood
Rowe, J. W., & Kahn, R. L. (1987). Human aging: Usual and successful.
Science, 237, 143-149.
12/3
Exam #3
12/8
Student Presentations
12/10
Student Presentations
Final Exam Period: Monday, December 14th, 8:00-10:00
Student Presentations
University Policies and Resources
University of Portland’s Code of Academic Integrity
Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly community
dedicated to the discovery, investigation, and dissemination of truth, and to the development of the whole person.
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Student work products for this course may be used by the University for educational quality assurance purposes.
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The University of Portland endeavors to make its courses and services fully accessible to all students. Students are
encouraged to discuss with their instructors what might be most helpful in enabling them to meet the learning goals of the
course. Students who experience a disability are also encouraged to use the services of the Office for Accessible Education
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alternate location for exams and/or extended exam time should, where possible, be made two weeks in advance of an exam,
and must be made at least one week in advance of an exam. Also, you should meet with me to discuss emergency medical
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Community Against Violence Statement
University of Portland Faculty, Staff, and Students are committed to creating a community free of interpersonal violence, in
which all members feel safe and respected. Each of us has a personal responsibility to reject violence or intimidation of any
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The Learning Commons, located in BC 163, houses the Writing Center, Math Resource Center, International Language
Assistances (French, Spanish, German, Chinese), Speech Assistance Center, Group Process Assistance, Biology
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Br. Thomas Giumenta, the Learning Assistance Counselor is available to assist students in developing learning strategies
and skills. For more information or to make an appointment, please visit the Learning Assistance Counselor website:
http://www.up.edu/sfrc/default.aspx?cid=4665&pid=1781