SWRK 125B Human Behavior in the Social Environment: Adulthood
Section 3 Monday 6:30pm -9:15pm
Tosca Toussaint, LCSW,
5043 Mariposa Hall
Office Hours:
Monday 5:15pm - 6:15pm
By appointments
Office phone: (916) 271-3538
Email: Tosca.Toussaint@cdcr.ca.gov
Eur. Rm.114
This course has a Web CT site.
COURSE DESCRIPTION
Building on and extending the liberal arts perspective, this course extends the examination of individual growth and development through the stages of adult life within the context of family, community, complex organizations, and society. Macro- level technological, economic, political and ecological systems are rapidly changing, altering the world as the environment for human life in ways that may threaten individual and group survival.
Organizing frameworks for this course will be systems theory, theories on human development throughout the life span, and ecological perspectives that link individuals, families and groups with the context of the larger social systems in which they develop and function. Systems theory, a central feature of the course’s conceptual framework, examines the networks and social circles of relationships that link the individual, family, groups, organizations and/or communities with the context in which human functioning is stressed or enhanced. Diverse groups including ethnic and racial “minorities”
(specifically, African American, the various cultures and tribes that comprise Native Americans, the various cultures and nationalities that comprise Asian Americans, the various cultures and nationalities that comprise Hispanic Americans), diverse genders, people with disabilities, gays and lesbians and people experiencing poverty (and the ‘reality’ of the ‘co-existence’ of one or more of the above aspects of diversity within the ‘individual’) will be an important focus in this course. The impact of discrimination, social and political oppression will be explored as they impact human development.
Identification of potential strategies to optimize well-being, to enhance social justice in the environment and to prevent harm to diverse individuals, families, groups, or communities will be explored.
Empowerment and the strengths perspective will be emphasized.
This foundation course is organized to provide students with the core theoretical content and knowledge needed to critically analyze current research on development, dynamics and growth of individuals, families, groups, organizations and communities within their ecological contexts. The overall orientation expands the student’s understanding and appreciation of the human condition.
Students will be expected to think critically and analyze critically the research and theoretical perspectives explored in this course. They are further encouraged to explore personal values and ethical implications of environmental conditions and their impact on development. This course is designed to help students to increase their own awareness and to assess the consequences of oppression on the ability of individuals, families, groups and communities to meet the needs that lead to optimal development. Students are expected to increase self-awareness of how their own development is consistent with or at variance with theoretical models examined in this course.
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COURSE OBJECTIVES
It is expected that students will be able to demonstrate the objectives listed below by the completion of the course sequence (SWK 125A and 125B).
1.
Students will be able to think critically about the theories and process of human development as demonstrated by class discussion, written assignments and oral presentations.
2.
Students will be able to demonstrate their comprehension of the person-in-environment perspective (the dynamic transactions that occur among the biological, psychological, social, cultural, environmental, ecological, economic and political systems) as measured by class discussion, written assignments and oral presentations.
3.
Students will be able to apply the concepts of the ecological model of human development and relate those concepts to the process of human development, particularly from birth through adolescence (125A) and young adulthood through old age (125B) as measured by class discussion, written assignments and oral presentations.
4.
Students will be able to describe various theories of identity development as they play out in a context of social-political privilege and oppressions as demonstrated by class discussion and written work.
5.
Students will be able to explain how environmental conditions (e.g., poverty, unsafe living quarters, inadequate nutrition, lack of health care, deteriorated schools, and other manifestations of oppression or social stratification) impact human development as measured by classroom discussion and small group activities.
6.
Students will be able to recognize the negative social attitudes and behaviors, such as racism, sexism, homophobia, social exclusion, and social stigma that negatively influence human development as demonstrated in class discussions and written work.
7.
Students will be able to reframe deficit-based perspectives of human development by employing the strengths and the empowerment models as a means to understand human agency and resistance to oppressive social and political circumstances as demonstrated in classroom discussion and small group activities.
8.
Students will be able to integrate values and ethics compatible with the profession of social work as demonstrated through classroom discussion and small group exercises.
COURSE FORMAT
This class will be conducted on a lecture-discussion basis. Student preparation and participation are integral parts of the learning process. Contributions from students about their experiences from the field are encouraged. Video, guest speakers, and group exercises may also be used to accomplish the learning objectives. The instructor may make changes to the course calendar as needed and the pace of the class process.
COURSE REQUIREMENTS
1.
Web CT: This course has a Web CT site that students are required to access as part of the course. Students need to download assignments, power point lectures, case studies and articles.
As well, student grades will be posted. CSUS requires that students be computer literate and they offer support. For Web CT support, call 278-7337 or go to the Academic Technology and
Creative Services (ARC) Building (M-F 7am-5pm; Sat & Sun 10am-4pm).
2.
Attendance : It is not possible to pass this course if there is only sporadic attendance. If you miss 4 or more courses, you will forfeit the option of receiving an A or A- grade for the course.
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Special consideration will be considered in extreme circumstances.
3.
Consistent Lateness (5 minutes after the start time) : Be aware that this course is about professional behavior. Being late should be a rare occurrence. If you have a pattern of being late, you will not receive credit for any class session where you show up 5 minutes after the hour.
4.
Classroom Preparation and Participation: Students need to be prepared to participate in discussions and in oral and written exercises. The instructor will expect classroom participation and discussion regarding readings, case material, integration of field experiences, and other activities as they pertain to classroom feedback and interaction. A student’s participation grade will be decreased if the student is not participating and/or responding to classroom discussion.
5.
Not Showing Up for Exams: Part of your grade is based on our course grade is based on inclass exams. Make-up or late exams are rarely given by this professor. If you do not contact me prior to the exam to notify me, you will definitely miss the opportunity to negotiate for a makeup or late exam. Call or email me before the exam time.
6.
Late Assignments: There will be a deduction of points for every day that the assignment is late.
If something has occurred in your life where you need more time for an assignment, please contact me before the assignment is due and tell me this. It is possible that no penalty will be given if we can agree on later due date. Note that there is no guarantee for a later date.
7.
Your Writing: There will be some writing assignments. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lowered grades.
If you are concerned about the quality of your writing and would like some assistance, please make an appointment with the instructor AT LEAST ONE WEEK BEFORE A WRITING
ASSIGNMENT IS DUE to discuss how to obtain the help you need.
8.
APA Citation: You need to use the American Psychological Association’s (APA) format for citing sources on your papers. See syllabus page 8 for a primer, or goggle APA Citation.
9.
Writing Assistance : The Division has a Writing Tutor and the University has a Writing Center.
Don’t be hesitant to use these services -the best writers ask for help.
10.
Plagiarism and Cheating: It is unethical and illegal to plagiarize (i.e., to copy the words and thoughts of others without citing the author as the source). Similarly, it is unethical to copy someone else’s answers for a test or paper. Please be aware that I will watch for this and will take appropriate university-sanctioned action if necessary.
11.
Ethical Practice: As developing social work professionals, it is expected that students will be familiar with and adhere to the NASW Code of Ethics. This code for professional behavior should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may result in failure of this course, particularly if the instructor has previously advised a student of the violation(s). Classroom dynamics must be safe, appropriate, on the topic, and respectful of diversity, opinion and experience.
12.
The University’s Policy on Incomplete Grades: A grade of “incomplete” may be assigned only in cases of illness, accident or other occurrences clearly beyond the student’s control.
Incomplete grades are not automatically given. It is the student’s responsibility to fulfill the university’s and/or Division’s policies and procedures for obtaining an incomplete. Students who fail to follow applicable policies will be assigned a grade of “fail” for the course.
13.
Students with Special Learning Needs: The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who require assistance, will need to contact the Office of Services to Students with
Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in
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15.
Grading Range:
95-100 A
82—80 B-
94 - 90 A- 89-86 B+
79-76 C+ 75-73 C
69 points and less -----F
85- 83 B
72-70 C-
REQUIRED BOOKS & READINGS
1.
Elizabeth D. Hutchison (2008).
Dimensions of Human Behavior:Person and Environment, Third
Edition .Los Angeles, CA: Sage Publications .
2.
Elizabeth D. Hutchison (2008) Dimensions of Human Behavior: The Changing life Course,
Third Edition. Third Edition. Los Angeles, CA.: Sage Publications.
3.
WEB CT Readings: This course also has readings (from book chapters, magazines, and other
sources) that are on the Web CT home page. Students are responsible for accessing these readings and having them read prior to class.
ASSIGNMENTS
Activity Points/ Due Dates
Participation, Knowledge of Reading
& In-Class Assignments
First Exam
Current Developmental Issues
Final Project / Brochure
Final Exam
…15 Points Ongoing
….20 Points………….2/23/09
….30 Points…….3/10/09
…..10 Points…….3/24/09
……25 Points…….5/18/09
PARTICIPATION/ KNOWLEDGE OF READING : I am interested in how you participate in this
course. Participating means that you talk in a relevant fashion and that you listen and give feedback to your colleagues. You need to be able to talk about the reading which means that you have to read the required reading . You will have written assignments throughout the course that ask you to write your ideas about the content of the course. Being late, leaving early, and snoring/dazing

through class will reduce your daily participation grade. Leaving early during guest speakers or a film can reduce your grade too.
EXAMS: Bring a Scantron form number 4521 . The exams include: multiple choice questions, true/false and short answer questions. The exams cover every part of the course: the readings (textbook, articles and any reading given in class), the lectures, the guest lectures, the videos, the class exercises and discussions. I am available to meet with students prior to the exams if further assistance is needed to understand the class material and the nature of the exam.
Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD).
Please let me know of any special education needs you may have as early as possible.
14.
My Open Door Policy : Knowledge of the material in this course is your lifeline to good, quality social work and I want it to be as fun, understandable and interesting as possible. If you have a question, concern, or suggestion, please do not hesitate to come see me or call me.
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Calendar of Events
Subject to Change at the Instructor’s Discretion or as Academic Requirements Demand.
Week 1: 1/26,
Welcome to this class! Introductions and Course overview. Discussion of syllabus and assignments. A review of 125A theory and the concept of HBSE (Dimensions of Human Behavior-Person &
Environment) . Review of the Clark family.
Reading:
1.
Textbook, (Person and Environment) Part I & 2 (Review of pertinent 125A content and theory) see Web CT for handouts
Week 2: 2/2,
An introduction to “Adolescence.” Relevant issues and theory.
Reading:
1.
Chapter 6 (See Web CT under Handouts”)
2.
Textbook, Dimensions of Human Behavior – The changing Life Course (pp. 229-281)
3.
Discussion on case studies and Active Learning # 1
Week 3: 2/9
Continuation of “Adolescence.”
Reading:
1.
Check the web resources on adolescence (pp.280-281) prepared to discuss findings,
2.
Textbook, Chapter 7 (pp. 225-259) The Physical Environment (Person In the Environment)
Group discussion, and Active Learning # 1 and 2. Write a brief response on # 2 submit in class.
Week 4: 2/16
An introduction to “Young adulthood.” Relevant issues and theory.
Reading:
1.
Textbook, ( Changing Life Course ) Chapter 7 (283-318) check the web resources
2.
Review of the reading with class discussions
3.
Each group pick one of the Active Learning questions to work on for class activity
Week 5: 2/23 Exam Bring Scantron
An introduction to Middle Adulthood.” Relevant issues and theory.
Reading:
1.
Textbook, ( Changing Life Course )Chapter 8 (pp. 324-368)
2.
Review with class discussions
Small Group Activity
Week 6: 3/2
Continuation of “ Middle Adulthood.”
Group Activity and discussions
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Week 7: 3/9
Late Adulthood: , Issues and Theory
Reading:
1.
Textbook, Changing Life Course, Chapter 4 (130-139).
2.
Review of reading and questions on web Ct for the chapter
3.
Class discussions on active learning questions
Week 8: 3/16
See assignment on Web CT.
Very Late Adulthood
Reading:
1.
Textbook, Changing Life Course, Chapter 10, (pp.417-451)
2.
Review reading
3.
Class discussion on active learning questions
Week 9: 3/23 Paper Due
Reading:
1.
Textbook, (Person in Environment)
“Culture”
Chapter 8,( pp.261-295)
2.
Review of the reading with class discussions
3.
Class Activity , see Web Ct for questions on the chapter for discussion
  
Spring Break
  
3/30 – 4/5
Week 10: 4/6
Social Institution and Social Structure
1.
Textbook, ( Person in Environment ) chapter 9, (pp. 297-345 )
2.
Review of the reading with class discussions
3.
Class discussion on questions from Active Learning questions
Week 11: 4/13
The Social Environment: The Family , Issues and Theory
Reading:
1.
Textbook,(Person & Environment), Chapter 10 (347-373)
2.
Bowen Family Theory: http://www.thebowencenter.org/pages/theory.html
Read the following sections: Bowen Theory, Triangles, Emotional Cut-off, and Sibling Positions
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Week 12: 4/20
Paper Due
Formal Organizations:
Reading:
1.
Textbook, ( Person and Environment ) chapter 12, ( pp. 407-439)
2.
Class discussion and activity, see questions active learning
Week 13: 4/27
Reading: 1.Textbook, Person & Environment, chapter 13, (pp.441-470).
2. Review and class discussions from reading, questions on Web Ct for chapter
Week 14: 5/4
The Social Movement: Textbook: Person & Environment, Chapter 14, (pp.473-503) The Community,
Issues and Theory
Guest Speaker TBA
Week 15: 5/11
A continuation of Community & A Review of the Course for the Final Exam
Reading: None
FINAL EXAM
Week 16: 5/ 18/ 09 TBA
Congratulations!
Be sure to celebrate your achievement…
Current Developmental Issues Papers: Each student will be required to complete two of these papers. The finished paper(s) should be 2-3 pages in length. The purpose of these papers is to help students make meaningful connections between course material and the “real world,” as well as nurturing writing skills and stimulating critical thinking. This is not an opinion paper. It needs to
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make a connection to the book and class materials. Students will complete papers on current issues in human development. Papers should consist of the following components: (a) Find a recent newspaper or magazine article (current year) that illustrates a pertinent developmental phenomenon, concept, theory, issue, or research finding. This can be any newspaper or magazine. Include a copy of your article with your assignment. You will need to provide the reference for the source at the top of your paper, including the authors name, article title, article source (not a website only), page numbers for the article, date and year of publication. (b) On one page, summarize the main points of the article. Give sufficient information so that anyone reading your paper would understand the article. Write in a concise, clear, thoughtful, and specific way. Summarize the article in your own words , you may not plagiarize the article. (c) On the second page, link the article to a developmental phenomenon, theory, process, issue, or research finding presented in class or in your book. Make sure this information is connected to your article. Each paper is worth 20 points. Paper
1 is due week 7, March 10, and Paper 2 is due week 9, March 24.
Final Project: Towards the end of the semester you will create a brochure that will address a specific population in our society. Choose a topic that interests you from what you have learned in the book and in class. Read or reread the parts of the textbook that are relevant to your topic so you can put your research into the proper context. Your brochure should be on an 8 1/2 X 11 size sheet of paper divided into thirds with the information typed. Each brochure will need to include the following information. Due on week 14, May 5, 09

Introduction: A paragraph or two that clearly and concisely describes and or defines the topic of your brochure. Include facts or statistics about your topic and properly cite your sources using APA style.

Research Section: The core of the brochure must be a discussion of the scientific evidence. You should consult at least 3-4 recent academic sources (academic books or peer-reviewed journal articles) that are beyond your course textbook. Be clear and concise in your explanations of your topic.

Educated Suggestions: A very important part of the brochure is your own suggestions and ideas based on the research you have read.

Bibliography: All the books and journals used for your brochure should be listed alphabetically in a bibliography at the end, using APA-style. This part of your brochure should just take up a ¼ of a page or less on the back page of the brochure.
Research Section: The core of the brochure must be a discussion of the scientific evidence. You should consult at least 3-4 recent academic sources (academic books or peer-reviewed journal articles) that are beyond your course textbook.
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)
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Citation Guide
Below is the correct citation for the 125B texts (for a final reference page):
Ashford, J.B., LeCroy, C.W. & Lortie, K.L. (2006). Human behavior in the social environment: A multidimensional perspective , Third Edition . Belmont, CA: Thomson Brooks/Cole.
Pipher, M. (1999). Another country: Navigating the emotional terrain of our elders . New York: Riverhead Books
See the final syllabus page for the exact citation format for the articles that are on Web CT.
Citation of a work discussed in a secondary source (APA, 5 th Ed. p. 247):
Sedenberg and McClelland’s study (as cited in Coltheart, Curtis, Atkins, & Haller, 1993) states that...
Citing a personal communications (APA, 5 TH Ed. , p. 214):
The director of the Sutter Intensive Outpatient Program, L. Rodriquez (personal communication, April 18, 2003), stated that… Note: Personal Communications are not cited on final reference list.
In Citing a web document on the Reference page, you underline the web site:
Degelman, D., & Harris, M. L. (2000). APA Style Essentials . Retrieved May 18, 2000, from the World Wide Web: http://www.vanguard.edu/psychology/apa.html
Citing a published organizational source:

It is believed that the incidence of strokes is on the rise for female elders (American Heart Association, 2003, p. 23).

The National Association of Social Workers developed a policy statement pertaining to client self-determination in endof-life decisions (NASW, 1994).

Early in the drinking period, as the DSM-IV-TR (American Psychiatric Association, 2000) indicates, when blood alcohol level are rising, symptoms often include talkativeness, a sensation of well-being, and a bright expansive mood.
Citing an unpublished document (handbook, Policies and Procedures Manual, etc.) from an organization:

Jewish Social Services has a step by step procedure for the management of employee disciplinary problems (Policy and
Procedure Manual, 2001, p. 26). Note: On the final reference page, you write it like this:

Jewish Social Services (2001). Policies and Procedure Manual.
Unpublished manuscript.
Below are some examples of how to correctly cite an author’s or several authors’ works in the text of your paper.
You need to pay attention to the details:

J ohnson (1997) lists a series of “communication rules” that are often demonstrated in the relationships of those who suffer from codependency (p. 268).
 Rodriguez, Vasche and Waters (2000) discuss the crisis of methamphetamine in California’s Central Valley.

There has been much recent attention to the methamphetamine crisis in central California (Rodriguez, Vasche & Waters,
2000).
If you do not have a direct quote, you do not need to put the page number in the citation:
Rondero (2000) emphasizes the need for macro-level interventions as an essential ingredient to reduce the incidents of babies born with fetal alcohol syndrome.
If you have a direct quote, you need to include the page number in the citation:
Van Wormer (1997) states, “…there is much joy in alcoholism treatment work and much pain and despair also” (p. 3).
NOTES:
It is recommended that you purchase the APA Manual, 5 th edition for comprehensive citation information.
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You can not take the exact words of an author and claim them as your own. This is called plagiarism and it is against the law. This can get you discharged from this class as well as the university (See CSUS Course Catalog on the consequences of plagiarism). Be careful to summarize what the author has said and put this summary in your own words. This is sometimes difficult for you to know how to do. If you need help, see the Division of Social Work Writing Tutor.
Ashford, J.B., LeCroy, C.W. & Lortie, K.L. (2006). Human behavior in the social environment: A multidimensional perspective, Third Edition . Belmont, CA: Thomson Brooks/Cole.
Chafets, Z. (2007). Money in New York: The Sy empire. New York Times Magazine, October 14.
Retrieved off of the World Wide Web: http://www.nytimes.com
Early, T. J. & GlenMaye, L.F. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, 45/2, 118-130.
Georgetown Family Center (n.d.). Bowen theory. Retrieved off of the World Wide Web: http://www.thebowencenter.org/pages/theory.html
Grow, B. & Berner, R. (2007). Fresh pain for the uninsured: As doctors and hospitals turn to GE, Citi, and smaller rivals to finance patient care, the sick pay more. Business Week , December, 3, 35-41
Huthinson, D. H. (2008). Dimensions of human behavior: Person and environment, Third Edition.
Thousand Oaks: Sage Publication.
McGhee, L. (2007). Transition program helps students gain independence: Washington Unified focuses on guiding 18-22 year olds with developmental disabilities. Sacrament Bee , January, 26.
Retrieved off of the World Wide Web: http://www.sacbee.com
Moraga, C. (1979). La guera. In C. Moraga & G. Anzaldua (Eds), This bridge called
my back: Writings by radical women of color (pp. 27-34). New York: Kitchen Table: Women of Color Press.
Pipher, M. (1999). Another country: Navigating the emotional terrain of our elders . New York:
Riverhead Books
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