CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department of Social Work
SW577: SPECIAL TOPICS
BIOLOGICAL FOUNDATIONS OF SOCIAL WORK
Summer, 2005
Bruce Hartsell, LCSW
Office: DDH A123
Phone: 664-2106
E-mail: bhartsell@csub.edu
Website: www.csub.edu/~bhartsell
Office Hours:
Monday
1:00 – 5:00
Tuesday
8:00 – 9:00
Other hours by appointment
COURSE DESCRIPTION
Social Work is built on a person-in-environment perspective. Understanding the
interactions between individuals and their environments is impossible without an
understanding of the individuals themselves, and an understanding of individuals is
impossible without an understanding of the structures and functions that comprise human
beings. This course introduces students to the structures and functions of the human body
from evolutionary and ecological perspectives. The course emphasizes structures and
functions that differentiate humans from other animals and introduces students to
malfunctions.
LINKAGES: This course fulfills the human biology requirement for admission to the
Masters of Social Work program. It does not count toward the MSW degree
requirements. It serves as a foundation for understanding human beings in their
environments.
OBJECTIVES
At the end of this course, students will be able to:
1. Describe the major organ systems and their functions.
2. Explain environmental influences on phenotype.
3. Explain normal and abnormal human development.
4. Describe characteristics that differentiate human beings from other animals.
5. Explain the connection between brain function and mental function.
6. Explain biological influences on human behavior.
7. Explain human behavior from an ecological perspective.
8. Explain human behavior from an evolutionary perspective.
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REQUIRED TEXTS
Herlihy, B., & Maebius, N.K. (2003). The human body in health and illness (2nd ed.).
Philadelphia: Saunders.
Pope, G.G. (1999). The biological bases of human behavior. Boston: Allyn & Bacon.
RECOMMENDED TEXTS
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Garner, B.A. (1998). A dictionary of modern American usage. New York: Oxford.
COURSE REQUIREMENTS, EVALUATION, AND GRADING
1. Reading assignments: Please come to class having read the assigned materials
so you can participate in discussions that are informed by knowledge.
2. Participation: Students are expected to actively participate in class. Please
attend each class, arrive on time, stay throughout the class, and contribute to the
learning process. Patterns of tardiness and absence will be addressed through
procedures outlined in the student handbook.
3. Tests: There will be four tests. They may be administered in class or out of
class, at the instructor’s discretion, and they will not necessarily be announced
ahead of time. Each test is worth 15% of the grade. Makeup tests will not be
given. The value of the final exam will be increased proportionally for each test
missed.
4. Paper: Each student will write a paper on a topic related to this course. The
topic must meet the instructor’s approval. Please submit topics for consideration
by the third week. An outline of the paper containing at least primary and
secondary headings sufficient to clarify the topic and the approach must be
submitted by the seventh week. (See the end of this syllabus for an example.) I
will not grade papers for which I have not approved an outline. Each paper must
use at least five scholarly references. For this paper, a scholarly reference is
defined as one that cites a significant number of references. Label each major
section of your paper according to the approved outline. The paper is due the
ninth week. I will accept papers early, but I will not accept them late except in
extreme circumstances. (See below regarding timely work.) Please submit your
topic via email. Please submit your outline and your paper as email attachments
to bhartsell@csub.edu. If you are not using Microsoft Word-compatible software,
please submit your paper in rich text format. If you don’t know what that means,
find out. The paper is worth 20% of the grade.
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5. Final Exam: There will be a comprehensive final examination, worth 20% of the
grade.
6. Writing Standards: I am firmly committed to upholding professional writing
standards. All assignments are to use Standard Written English. You are unlikely
to pass this class unless you demonstrate the ability to use Standard Written
English. Refer to the Publication Manual of the American Psychological
Association, which is the stylebook required for theses in this department. For
additional information on usage and style, refer to A Dictionary of Modern
American Usage, which I will use as the authority for all matters of usage and
style.
7. Academic Honesty: Rigorous honesty is necessary for the practice of
professional social work. The statement on academic integrity in the university
catalog (page 57 of the 2003 – 2005 edition) is the minimum standard that will be
applied in this course. See also the NASW Code of Ethics and the Publication
Manual of the American Psychological Association. This instructor will refer
students who display dishonesty to the Student Status Review process and will
recommend discharge from the department.
8. Grading: Both form and content will be considered in the grading of written
work. Letter grades will be assigned according to the following:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 00% - 59%
9. Responsibilities: I am responsible for providing activities and structures that help
you become an effective social worker. For that to occur, I depend on you to let
me know what you think and to give me feedback about what we are doing
together. I cannot be an effective teacher unless you are an active learner. You
are ultimately responsible for your learning.
10. Timely Work: Work is to be completed on time. Special consideration will be
given in the event of major disruptions such as natural disasters, illnesses
requiring hospitalization, and death of close relatives. Failure to plan ahead—
including failure to get timely approval of the topic and the outline—is not a
justification for late work. If you need more time than other students, plan ahead.
11. Students with Disabilities: If you believe you qualify for special accommodations
as required by the Americans with Disabilities Act, please make arrangements with
the office of Services for Students with Disabilities. If you need this publication in
an alternative format, notify us at the address and telephone number below.
Reasonable efforts will be made to accommodate your special needs.
Address: Department of Social Work
California State University, Bakersfield
CA 93311
Phone: (661) 664-3434
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WEEKLY COURSE CONTENT
(Please note that class will not meet on July 4.)
1. June 20 - The Context of Human Biology – Micro Perspectives
a. Chemistry
b. Molecular Biology
c. Cell Biology
d. Tissues
Chapters 1 – 6 in Herlihy provide this material in more detail.
2.
June 27 - The Context of Human Biology – Macro Perspectives
a. Evolution
b. Ecology
c. Sociobiology
d. Evolutionary Psychology
Read chapters 1 – 4 in Pope
3. July 11 - Human Biological Systems – I
a. Integumentary System
b. Skeletal System
c. Muscular System
Read chapters 7 – 9 in Herlihy
Submit topic for paper by the third week.
4. July 18 - Human Biological Systems – II
a. Nervous System
Read chapters 10 – 11 in Herlihy and Chapter 5 in Pope
5. July 25 - The Brain – Mind Connection
a. Thought
b. Intelligence
c. Language
d. Relationships
e. Sleep and Dreams
Read chapters 6, 8, & 9 in Pope
6. August 1 - Human Biological Systems – III
a. Sensory
b. Endocrine
Read chapters 12 – 13 in Herlihy
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7. August 8 - Human Biological Systems – IV
a. Circulatory
b. Lymphatic
c. Immune
Read chapters 14 – 18 in Herlihy
Submit outline for paper by the seventh week.
8. August 15 - Human Biological Systems – V
a. Respiratory
b. Digestive
c. Urinary
Read chapters 19 – 22 in Herlihy
9. August 22 - Human Biological Systems – VI
a. Reproductive
b. Sexual Behavior
Read chapters 23 – 24 in Herlihy and 7 in Pope
Submit paper by the ninth week (August 22).
10. Exam - Turn in by August 29 at 5:00 P.M.
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BIBLIOGRAPHY
Barash, D.P., & Barash, I.A. (2000). The mammal in the mirror: Understanding our
place in the natural world. New York: Freeman.
Browne, K.R. (2002). Biology at work: Rethinking sexual equality. New Brunswick, NJ:
Rutgers. (Makes a strong argument that many differences between male and
female behaviors are biologically based.)
Crosby, A.W. (1986). Ecological imperialism: The biological expansion of Europe, 900
– 1900. Cambridge, UK: Cambridge.
Ehrlich, P.R. (2000). Human natures: Genes, culture, and the human prospect.
Washington, DC: Island.
Fischer, C.S., Hout, M., Jankowski, M.S., Lucas, S.R., Swidler, A., & Voss, K. (1996).
Inequality by design: Cracking the bell curve myth. Princeton, NJ: Princeton.
(Contains a concise summary of The Bell Curve.)
Francis, R.C. (2004). Why men won’t ask for directions: The seductions of sociobiology.
Princeton, NJ: Princeton.
Gander, E.M. (2003). On our minds: How evolutionary psychology is reshaping the
nature-versus-nurture debate. Baltimore: Johns Hopkins.
Gardenfors, P. (2003). How Homo became sapiens: On the evolution of thinking.
Oxford, England: Oxford.
Germain, C.B, & Gitterman, A. (1996). The life model of social work practice. New
York: Columbia.
Goldblum, N. (nd). Strokes, accidents, and Alzheimer’s: Explaining the human brain.
Cambridge University Press.
http://www.fathom.com/course/21701724/index.html
Gould, S.J. (1996). The mismeasure of man. New York: Norton. (Critiques The Bell
Curve and other hereditarian myths.)
Hawley, A.H. (1986). Human ecology: A theoretical essay. Chicago: University of
Chicago.
Holcomb, H.R., III. (1993). Sociobiology, sex, and science. Albany, NY” State
University of New York.
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Jones, S. (2000). Darwin’s ghost: The Origin of Species updated. New York:
Ballantine.
Kauth, M.R. (2000). True nature: A theory of sexual attraction. New York: Kluwer.
Kormondy, E.J., & Brown, D.E. (1998). Fundamentals of human ecology. Upper Saddle
River, NJ: Prentice Hall.
Lippa, R.A. (2002). Gender, nature, and nurture. Mahwah, NJ: Erlbaum.
Low, B.S. (2000). Why sex matters: A Darwinian look at human behavior. Princeton,
NJ: Princeton.
McNeil, W.H. (1976). Plagues and peoples. New York: Anchor.
Markel, H. (2004). When germs travel: Six major epidemics that have invaded America
since 1900 and the fears they have unleashed. New York: Pantheon
Mertz, T. (2001). Nature’s services. RAND.
http://www.fathom.com/course/10701045/index.html
Ofek, H. (2001). Second nature: Economic origins of human evolution. New York:
Cambridge.
Pinel, J.P.J. (2003). Biopsychology (5th ed.). Boston: Allyn & Bacon.
Pope, G.G. (2000). The biological bases of human behavior. Boston: Allyn & Bacon.
Quartz, S.R., & Sejnowski, T.J. (2002). Liars, lovers, and heroes: What the new brain
science reveals about how we become who we are. New York: Morrow.
Raudzens, G. (Ed.). Technology, disease and colonial conquests, sixteenth to eighteenth
centuries: Essays reappraising the guns and germs theories. Leiden, The
Netherlands: Brill.
Regal, R.E. (2002). Resistant microbes, antibiotic abuse, and the threat to public health.
University of Michigan. http://www.fathom.com/course/21701753/index.html
Rossano, M.J. (2003). Evolutionary psychology: The science of human behavior and
evolution. New York: Wiley.
Sanderson, S.K. (2001). The evolution of human sociality: A Darwinian conflict
perspective. Lanham, MD: Rowan & Littlefield.
Steen, R.G. (1996). DNA and destiny: Nature and nurture in human behavior. New
York: Plenum.
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Tattersall, I. (1998). Becoming human: Evolution and human uniqueness. San Diego,
CA: Harcourt Brace.
Westen, D. (1999). Psychology: Mind, brain, and culture (2nd ed.). New York: Wiley.
White, E. (Ed.). (1997). Intelligence, political inequality, and public policy. Westport,
CT: Praeger.
Wyngaarden, J.B., Smith, L.H., & Bennett, J.C. (eds). (1992). Cecil textbook of
medicine (19th ed.). Philadelphia: Saunders.
Zull, J.E. (2002). The art of changing the brain: Enriching the practice of teaching by
exploring the biology of learning. Sterling, VA: Stylus.
Outline Example
(This outline is for illustration purposes only.
The outline you submit must reflect actual content.)
I.
II.
III.
IV.
V.
Introduction
a. Statement of the problem
b. Relation to human biology
c. Summary of approach
Literature review regarding the problem
a. One point of view
b. Another point of view
c. A third point of view
Traditional solutions to the problem
a. One point of view
b. Another point of view
c. A third point of view
A new solution to the problem
a. Why the traditional solutions are inadequate
b. The new solution
c. Why the solution is better than the alternatives
Conclusion
a. Summary of the case
b. Strengths and weaknesses of the case
c. Recommendations for further work
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