Sample Quarter Online Course Syllabus
Human Behavior and the Social Environment
601-902 (15801) This is an online course that will meet on specified Thursdays from 4:00 – 6:40 in HHALL 2123 & online. (See course outline for detail)
Course Description:
SLWK 601 Human Behavior in the Social Environment I. Semester course: 3 lecture hours. 3
Credits. First of two Foundation courses on Human Behavior in the Social Environment.
Develops understanding of the complex interactions of biological, psychological, spiritual, economic, political, and socio-cultural forces operating at different system levels. Uses theory and empirical evidence to provide a multicontextual perspective on these systems. Examines contemporary challenges and mechanisms of oppression facing individuals, families, social groups, communities, social networks, formal organizations, and social institutions in a multicultural society.
Students will study the interrelated factors of social, cultural, and environmental factors that combine with biological and psychological components to mold human behavior. Relevance of these factors is applied to generalist social work practice. Systems theory and ecological perspectives are stressed.
The purpose of this course is to study and understand why people behave as they do and make application of this knowledge to the professional practice of social work. It will also be a study of the fundamental ways in which the lifelong development of individuals is shaped by the fact that personal growth occurs within given social-cultural systems and institutions during particular periods of history and by the fact that individuals act back on these social-cultural systems and institutions in a reciprocally-influencing manner. The application of this HBSE foundation knowledge to the process of assessment in social work will be illustrated.
CSWE Educational Policy: The Educational Policy and Accreditation Standards of the Council on Social Work Education, adopted in 2008 and revised on March 27, 2010, lays out ten core social work competencies that should guide curriculum design in social work education programs. Competencies are practice behaviors that integrate knowledge, values, and skills. The
7th competency “Apply knowledge of human behavior and the social environment” is the explicit focus of this Human Behavior in the Social Environment course. The practice behaviors that accompany Competency 7 require social workers to utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; and to critique and apply knowledge to understand person and environment. The other competencies which the course addresses are:
Competency 2.1.1– Identify As A Professional Worker and Conduct Oneself
Accordingly
P. B. 2.1.1.F.b. Practice personal reflection and self-correction to assure continual professional development.
Competency 2.1.2
— Apply social work ethical principles to guide professional practice
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P.B. 2.1.2.F.a. Recognize and manage personal values in a way that allows professional values to guide practice
P.B 2.1.2.F.b. Make ethical decisions by applying standards of the NASW Code of
Ethics and, as applicable, International Federation of Social Worker‘s/International
Association of Schools of Social Work Ethics in Social Work, Statement of
Principles.
P.B 2.1.2.F.c. Tolerate ambiguity in resolving ethical conflicts.
P.B 2.1.2.F.d. Apply strategies of ethical reasoning to arrive at principled decisions.
Competency 2.1.3 – Apply Critical Thinking To Inform and Communicate Professional
Judgments
P.B. 2.1.3.F.a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
Competency 2.1.4 – Engage Diversity And Difference In Practice
P.B. 2.1.4.F.a. Recognize the extent to which a culture‘s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.
P.B. 2.1.4.F.b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups.
Competency 2.1.5 – Advance Human Rights and Social And Economic Justice
P.B. 2.1.5.F.a. Understand the forms and mechanisms of oppression and discrimination.
Competency 2.1.6 – Engage In Research-Informed Practice And Practice-Informed
Research
P.B 2.1.6.F.b. Use research evidence to inform practice
COURSE LEARNING UNITS
Unit I.
Biopsychosocial-spiritual Framework
Interdependence of individual and social environment
The role of the physical environment in human behavior
Readings: H-P&E: Chapter 1-Aspects of Human Behavior, Chapter 7-The Physical
Environment
Unit II.
Basics of Theory and Research for Understanding Human Behavior
Theory, assumptions, concepts, hypotheses, the empirical process
Relationships among theory, research, and social work values
Human behavioral theory for understanding and application
Criteria for the evaluation of human behavior theory and research.
Readings: H-P&E: Chapter 2-Theoretical Perspectives on Human Behavior
Unit III: Micro Theories: Biological, Psychosocial, and Transpersonal
Readings: H-P&E: Chapter 3- The Biological Person; Chapter 4-The Psychological Person;
Chapter 5-The Psychosocial Person; Chapter 6-The Spiritual Person
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Unit IV: Mezzo Theories: Interpersonal, Family, Small Group, Social Network, and
Socio-cultural
Readings: H-P&E: Chapter 8-Culture; Chapter 10-Families; Chapter 11-Small Groups
Unit V: Macro Theories: Social Institutions and Social Structures, Communities,
Formal Organizations, Social Movements
Readings: H-P&E: Chapter 9-Social Institutions and Social Structures; Chapter 12: Formal
Organizations; Chapter 13-Communities; Chapter 14-Social Movements
Required Textbook:
Hutchison, Elizabeth D. and Contributing Authors (2011). Dimensions of Human Behavior:
Person and Environment Fourth Edition. London: SAGE Publications.
COURSE FORMAT
The course consists of 4 required in-person class meetings, Blackboard Discussion Group
Forums, and individual written assignments.
In-person classes:
We will have 4 required in-person class meetings -- 2 at the beginning of the semester (the first two weeks of class on Aug 26 and Sept 2, one in the middle of the semester on October
7, and one on the last scheduled day of class, Dec 9 - at the scheduled class time from 4:00 to
6:40 pm.
Online Learning:
This on line course is designed for collaborative, self-directed learning. Make the most of this learning environment to enrich your overall personal and professional development and to practice group work, interpersonal and communication skills. I have developed some
Guiding Principles for online learning that we will review and modify as a class. The
Principles are posted on the class Blackboard site. Please review these Guiding Principles and refer back to them during the semester.
The Blackboard Learning System:
Most of the activity and interaction in this course will take place ‘online’ in the Blackboard
Learning System. The Blackboard Learning System is a course management tool delivered via a computer mediated communication system (CMC). It is used to organize the various course management components and discussion forums that make the course materials and correspondence available electronically to instructors and students. You can get instructions about how to login and use Blackboard at http://www.ts.vcu.edu/kb/blackboard.html
.
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Once you login to Blackboard and login into this course, the following menu will appear on the left hand side of the screen. Below are some of the more important components that you will be using in the course. We may use other components as we move through the semester.
Blackboard Component
Announcements .
Course Documents
Description of what you’ll find in and how you’ll use each component
 Weekly announcements about what is happening in the course. (You should check announcements at least twice a week.)
 Syllabus and any syllabus or course revisions
 Any instructions or helpful hints about accessing technology
 Guiding Principles for Online Learning
 Written Assignment Instructions, Statement of Integrity
 Group Reflection Form
 Slides for every text chapter (posted at 8am on the Thursday when the Chapter is assigned for reading).
 Additional instructor notes about chapter material (glossary, key points)
Weekly Class Material
Written Assignment
Box
 Instructions and Sample papers
 THIS IS ALSO WHERE YOU WILL SEND (UPLOAD ELECTRONICALLY) YOUR PAPERS TO ME
Tools/Communication
 Access to the Discussion Board via Groups
 E-mail
 Review grades
 For U-tubes and any other videos or external links
External Links
Discussion Board Forums:
Students will be assigned to small discussion groups of 4 to 5 students for each of the 2
Modules listed in the course outline. These small groups will interact online in a Discussion
Board Forum that I will open and post on a weekly basis. For the most part, the forums will be a series of discussion questions that have been generated from the assigned reading for that week. Often the questions will require you to consider the week’s reading in light of the case study described at the beginning of the text chapter or some personal or professional experience.
Each discussion board forum will be open for one week and you are expected to do a minimum of two postings per week in your group.

One posting will be a direct reply to the discussion board question of the week that I post

The second posting will be a response/reaction/feedback to AT LEAST one other group member’s posting.
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To sum, you should read all of your group members’ replies, are encouraged to respond to each other’s postings as much as time and interest allows, but you MUST post a response to at least one original posting of one of your group members. Additional postings of substance increase your chances of a higher grade.
I will open the discussion board forum for each of the Discussion Board Groups at 6:30 pm on the Thursday that the reading is assigned and will keep that discussion group open until midnight the following Wednesday . The course outline lists exact dates for each of the discussion forums. You can ‘enter’ the discussion forum to post your reply to the instructor question and exchange comments and reactions with classmates at any time during the designated time frame that the discussion board is open. However, you should read the assigned chapter and other materials before participating in the forum discussion. NOTE: For those of you who may have difficulty managing your time, I’ve left Thursday until 6:30 pm as a block of time (the regularly scheduled class time) without an open blackboard group discussion forum so that you can use that block of time to do your readings.
Active participation in discussions is equivalent to attending class It is essential and will require 2 ½ to 3 hours per week IN ADDITION to the time spent doing the assigned readings and other assignments. In other words, the time expectations for this course are comparable to in-person class, in that you should expect to spend 2 ½ to 3 hours per week in the discussion board forums posting your replies and reading the postings of your colleagues.
Some groups may need to designate a leader to start the week off and monitor and coordinate the group activity; other groups seem to do well with less structured expectations. You will have some time at the end of both of the first two in-class period to talk about ‘ground rules’ for your group. Please finalize a set of ground rules by the end of the 2 nd
class period and post on your group’s site (policies and procedures for group behavior) by Sept 9.
There are 10 Discussion Board Forums: Chapters 2 thru 6 for Module I and Chapters 8, 9, 10,
12, 11/13 for Module II. You are required to participate in every group discussion forum.
However, to account for the ‘ups and downs’ of the semester and demands from other courses, I will use only the best 9 (out of 10) discussion board grades to count toward for your course grade.
Each student will receive a grade, on a 10-point scale, from the instructor on a weekly basis for his/her participation in each scheduled discussion board. A grading rubric based on the faculty guidelines for the evaluation of student assignments (see below and on the school’s website) and the Bloom’s taxonomy of Learning (posted on the Blackboard site) will be used. The rubric discussion board grades are assigned based on a combination of factors that include: o thoroughness and quality of original reply to the discussion board topic chapter question, o response to and engagement with CLG members re their original replies,
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o the timeliness in postings and replies. (Note: Students who post their reply to the chapter question at the end of the DB forum week prevent others from commenting or interacting with them) o understanding of material, shares personal opinions or experiences in relation to material o appropriate and substantive application of course material to case study and other social work practice situations. Cites from the text appropriately o evaluation and synthesis of material; establishes relationship between/among ideas/events; offers insights and new ideas based on the material and uses citations and references beyond required readings to support ideas.
In other words, student discussions that provide synthesis and analysis of material and that provide insights beyond what is presented in the text will be graded higher than work that is primarily descriptive or merely relates what other authors discuss.
A couple of notes about the BB grading. Consistent wit the course grading scale, a grade of 8.0 -9.1 is considered B level work; 9.2 to 10.0 is considered A level work. The following will generally and automatically discount A level work: not citing or making any reference to course material; not providing at least one substantive response to another group member; not answering all parts of the question; consistently doing your original posting so late in the week that other team members don’t have an opportunity to respond or engage with you.
A 10 grade is equal to 100% and is reserved for postings or assignments that are truly extraordinary and of an exceptional nature.
At the end of each Module, you will each do a brief Collaborative Learning Group assessment commenting on your role in the group, what you learned from the module, questions about the material that you are struggling with, group problems that surfaced and how you resolved them and what you want to retain and want to change in your next group experience. This is a required INDIVIDUAL assignment and the information that you provide will be factored into the discussion board grade for you and the members of your group. Guidelines for the content of the reaction papers are at the end of the syllabus and posted on the Blackboard site. Group members will be reassigned at the end of the module.
Please note that although your Discussion Board postings and responses are not graded on spelling and punctuation, the purpose of both is to be able to communicate efficiently and effectively with a reader. So be careful about how you write and look over your responses before posting them.
The WIKI Page:
Wikispaces are:
“simple web pages that groups, friends, and families can edit together” A space is a wiki -- it is a place where you can create and edit pages and invite other people to collaborate with you. You can create, or join, as many spaces as you like on
Wikispaces.com. Each space can have an unlimited number of pages and files.
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Think of Wikispaces as a big building. Your user account is your key. The rooms in the building are spaces. Your key will let you into any room that you have created, or into anyone else's room who decides to let you in”
( http://www.wikispaces.com/ .)
I have created a WIKI page for our class and we will begin to explore and use this space as an additional tool to help integrate and apply the course material. We can communicate with each other and share online line resources with WIKIs. You will have the opportunity to work with group members to create your own WIKI page during the Oct 7 th
class. Think of this assignment as an online class presentation. Because the WIKI technology is new to many of us, the grade for this assignment will be based on the willingness to engage in the group process and experiment with new ideas and not on the actual product. We will be reviewing WIKI’s during our 2 nd
in-person class session.
Written Assignments:

2 Collaborative Learning Group Assessments, one for each Discussion Board module

2 Reflection papers, one at the beginning of the semester and one at the end of the semester

1 Major Theory Assignment: Integration and Application.
Citations for any literature used should be included, using APA citation guidelines. Papers should be typed in 12 point font and have 1” margins all around. The guidelines and grading criteria for these assignments are posted in Blackboard on the Written Assignment content area.
Assignments are due on the dates designated on the course outline and are to be uploaded on the
Assignments Component of Blackboard by midnight of the day they are due .
INCLUDE YOUR LAST NAME IN YOUR FILE NAME WHEN YOU
ELECTRONICALLY SEND ME ANY ASSIGNMENT
NOTE: THESE ASSIGNMENTS REFLECT YOUR INDIVIDUAL WORK AND ARE
NOT COLLABORATIVE ASSIGNMENTS. VCU HONOR CODE APPLIES.
USE OF NON-BIASED AND PROFESSIONAL LANGUAGE
The use of non-biased language which observes basic social work values is expected in written assignments and in class discussion. Please refer to the “Guidelines to Reduce Bias in
Language” in the Publication Manual of the American Psychological Association (5th edition), pp.61-76.
ASSIGNMENTS AND EVALUATION OF PERFORMANCE
VCU School of Social Work Faculty members support the following general guidelines for the evaluation of student assignments.
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“A” work is seen as an outstanding performance on all or almost all aspects of an assignment. “A” work is likely to reflect high levels of synthesis and critical analysis, be particularly creative, and/or demonstrate high levels of self-awareness and/or personal insight.
“B” work is of good to very good quality on all aspects of the assignment. “B” work is typically a satisfactory, well-thought response to the assignment and demonstrates few problems or gaps in meeting the requirements.
“C” work suggests that the basic requirements of the assignment might be met but that some parts of the assignment are not adequately developed. In many standards of academic performance, “C” work is acceptable as an adequate measure of student performance; however, “C” work does not support the school’s standard of quality.
“D” work is below average to poor and does not constitute acceptable work. Similarly, “F” work reflects a complete failure to address the assignment’s defined criteria or expectations
Assignment Percent of Final
Grade
Due Dates Core competencies:
Covered
Influences on Human
Behavior Essay
2.1.1; 2.1.2; 2.1.4;
2.1.7
10%
Reflections on
Influences on Human
Behavior Essay
Discussion board participation
Group WIKI page
Major Integrative and
Application Paper
2.1.1; 2.1.2; 2.1.4;
2.1.7
2.1.1; 2.1.2; 2.1.3;
2.1.4; 2.1.5; 2.1.6;
2.1.7
2.1.2; 2.1.3; 2.1.4;
2.1.5; 2.1.6; 2.1.7
10%
45%

40% CLG DB
 average
5% CLG
Assessment average
5%
30%
Beginning of the semester
Influences on Human
Behavior Reflection Paper
Assignment Due
SATURDAY Sept 18 midnight
End of the semester
Influences on Human
Behavior Reflection Paper
SATURDAY DEC 11 midnight
Module I CLG
Assessment Due
Wednesday Oct 13, midnight
Module II CLG
Assessment
WEDNESDAY 11/24
(midnight)
Final version due
Wednesday Oct 12
Thursday, Dec 2, midnight
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The course grading scale is: 92-100 = A; 80-91 = B; 70-79 = C; 60-69 = D; below 60 is failing.
Late papers or late assignments may incur penalties
Automatic Failure =

Failure to attend any required class (unless you have a valid written medical excuse)

Failure to enter into a Discussion Board Forum (unless you have a valid medical excuse).

Failure to do any assignment.
The more you read, the more you know,
The more you know, the smarter you grow.
The smarter you grow the stronger your voice,
When speaking your mind or making your choice
B anonymous B
Virginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran’s status, political affiliation or disability.
VCU HONOR SYSTEM
You are expected to abide by the policies of the VCU Honor System published annually in the University Resources Guide and found online at www.vcu.edu/ireweb/policies/honor/htm . Issues of plagiarism and cheating are often more complicated when students work in small groups or make use of online resources. Please review the definitions for cheating and plagiarism in the Honor System, review the guidelines for proper citation in the APA manual, and talk with me if you have any questions about what is or is not plagiarism or cheating. And remember, it is probably best to err on the side of “over” acknowledging others contributions to your work rather than to claim sole ownership for work that is shared or derived from someone else. Please note that it is an honor code violation to misrepresent work that is not yours. I take these matters very seriously and will deal with suspected honor code violations appropriately.
You will be asked to hand in a statement of integrity (posted on BB Assignment site) with each individual assignment. It is acceptable to use a writing consultant to review your grammar, punctuation, writing style but you will indicate this on your statement.
REASONABLE ACCOMMODATION
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990 requires Virginia Commonwealth University to provide academic adjustments or accommodations for any student who advises us of a physical or mental disability. If you have a disability that requires an accommodation or an academic adjustment, please arrange a meeting with me at your earliest convenience.
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INSTRUCTOR AVAILABILITY
I very much want to be available to you outside the classroom as well as during class sessions.
You are encouraged to arrange meeting times with me to: (a) ask questions about the course material or assignments, (b) review graded work, (c) get suggestions for further reading, and (d) discuss other topics related to the course or to the social work profession in general. The best way for you to schedule a meeting is to e-mail me. I will respond to student e-mail within a 24 hour period Monday-Friday.
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COURSE OUTLINE AND READING SCHEDULE ( Note: The instructor reserves the right to make changes in the course calendar if necessary.)
DATE COURSE TOPIC ASSIGNMENTS DUE
Week 1
Required IN
CLASS
HH 2123
Week 2
Required IN
CLASS
HH 2123 o Introductions o Course Overview – o What is ‘theory’? o The multidimensional approach o Blackboard and online class learning o Overview A Biopsychosocialspiritual Framework o What’s a ‘WIKI’
PREPARATION/READINGS /BB
ACTIVITIES
Introductory Class Exercises
Organizing Blackboard Discussion
Groups – Illustration
Readings: H-P&E,
 Preface

Chapter 1 Aspects of Human
Behavior: Person, Environment,
Time

Chapter 2 Theoretical Perspectives on Human Behavior
Discussion Board 1 Small Group (not graded) Open 8/26 thru 9/1 o Dimensions applied to own and
Sina’s family
Influences on Human Behavior
Essay Assignment Due
Week 3 The Biological Person
Six Biological Systems
Mind/Body Connections
The Biology of Gender
Systems Theory
The Psychological Person
Cognition, Emotion, and Self
Psychodynamic Theory http://www.commoncraft.com/videowikis-plain-english
Readings: H-P&E

Chapter 3 The Biological
Person;
Readings: H-P&E,

Chapter 4 The Psychological
Person: Cognition, Emotion, and Self;
Discussion Board 3 (graded) CLG
Open 9/9 to 9/15
Discussion Board 4 (graded) CLG–
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Week 4
Week 4
Week 5
Required IN
CLASS
MEETING
The Psychosocial Person
The Self in Relationship
Stress, Coping, and Adaptation
Theories of Cognitive and Moral
Development
The Spiritual Person
The Spiritual Dimension Transpersonal
Theories
Spirituality and Social Work
Overview of Chapter 7:
The Natural Environment and the Built
Environment
Week 6 Culture
The Meaning of Culture Assimilation,
Acculturation, and Bicultural
Socialization
Symbolic Interaction Theory
Families
Definitions The Family in Historical
Perspective Family Theory
Readings: H-P&E,
 Chapter 5 The Psychosocial
Person: Relationships, Stress, and Coping;
Readings: H-P&E,
 Chapter 6 The Spiritual
Person
Discussion Board 5 (graded) CLG –
Discussion Board 6 (graded) CLG
Introduction to new group members
Readings: H-P&E,

Chapter 7 The Physical
Environment
Readings: H-P&E,

Chapter 8 Culture;
Readings: H-P&E,

Chapter 10 Families
In class explore WIKI in lieu of
Discussion Board 7
Bring laptops if possible
Discussion Board 8 (graded)
Note: Module II groups
Discussion Board 9 (graded)
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Week 7
Week 8
Week 9
Week 10
Required IN
CLASS
Small Groups and Communities
Small Group Types and Processes
Theoretical Approaches to Communities
Social Institutions and Social
Structure
Contemporary Trends in U.S.
Institutions Social Class and the Family
Conflict Theories
Formal Organizations
Definitions and Theories of Formal
Organizations
Using Theory for Social Work
Assessment
Choosing Relevant Theories for Specific
Practice Issues
Readings: H-P&E,

Chapter 11 Small Groups;

Chapter 13 Communities;
Readings: H-P&E,

Chapter 9 Social Institutions and Social Structure;
Readings: H-P&E,

Chapter 12
Focus Groups – Knowledge Into
Practice
Discussion Board 10 (graded)
Discussion Board 11 (graded)
Discussion Board12 (graded)
MAJOR PAPER DUE
Reflections on Influences on
Human Behavior Essay
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Book List
Allen, R. E. & Allen, S. D. (1995). Winnie-The-Pooh on Problem Solving.
New York: Penguin
Books (A Dutton Book).
Applegate, J., & Shapiro, J. (2005). Neurobiology for clinical social work. New York: Norton.
The Arbinger Institute (2002). Leadership and Self-Deception.
San Francisco, CA: Berrett-
Koehler Publishers, Inc.
Brady, Shelly (2002). Ten Things I Learned from Bill Porter.
Novato, CA: New World Library
(Male with a physical disability who becomes #1 Salesman)
Canda, E. R., & Furman, L.D. (2010). Spiritual diversity in social work practice: The heart of helping (2nd ed.). New York: Oxford University Press.
Buzzell, L. (Ed.). (2009). Ecotherapy: Healing with nature in mind. San Francisco: Sierra Club
Books.
Carter, R. (2009). The human brain book . London: DK.
Clinton, Catherine (2004). Harriet Tubman: The Road to Freedom. New York: Little, Brown &
Co.
Collins, G. (2009).
When everything changed: The amazing journey of American women from1960 to the present. New York: Little, Brown.
Davis, Laura (2002).
I Thought We’d Never Speak Again.
New York: Harper Collins
(The road from estrangement to reconciliation)
De Becker, Gavin (1997). The Gift of Fear.
New York: Little Brown & Co.
Ehrenreich, Barbara (2001). Nickel & Dimed . New York: Henry Holt (Working Poor)
Eyre, L. & Eyre, R. (1984). Teaching Children Joy.
Salt Lake City: Deseret Book Co.
Eyre, L. & Eyre, R. (1984). Teaching Children Responsibility . SLC: Deseret Book Co.
Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures . NY: Noonday. In major bookstores or online.
Farmer, R. (2009). Neuroscience and social work practice: The missing link. Thousand Oaks,
CA: Sage.
Fogle, Jared (2006). Jared, The Subway Guy.
New York: St. Martin’s Press
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Ford, Michael (2002). Father Mychal Judge.
New Jersey: Paulist Press (Priest that was killed 9-
11 in the attack on the Twin Towers)
Gibbs, N. (2009, October 14). What women want now. Time. RetrievedDecember 3,2009, fromhttp://www.time.com/time/specials/packages/article/0,28804,1930277_1930145,00.html.
Gray, John (1992). Men Are From Mars, Women Are From Venus.
New York: Harper Collins.
Greenspan, Stanley, M.D. (1985). First Feelings.
New York: Penguin
Greenspan, Stanley, M.D. (1997). Growth of the Mind.
(Experience changes brain functions)
Gregory, Julie (2003). Sickened.
New York: Bantam (Munchausen’s-by Proxy Survivor)
Hallinan, J.T. (2001). Going Up the River: Travels in a Prison Nation. New York: Random
House
Hampton, K., Sessions, L., Her, E. J., & Rainie, L. (2009,November 4). Social isolation and new technology. Washington, DC: Pew Internet & American Life Project. Retrieved May 5, 2010, from http://www.pewinternet.org/Reports/2009/18—Social Isolation-and-New-
Technology.aspx?r=1.
Hayden, Torey (1988). Just Another Kid . New York: Avon Books
Healey, J. F. (2010).Race, ethnicity, gender, and class: The sociology of group conflict and change (5th ed.). Thousand Oaks, CA: Pine Forge.
Jandt, F. (2010). An introduction to intercultural communication: Identities in a global community (6th ed.). Thousand Oaks, CA: Sage.
Kennedy, Michelle (2005). Without a Net.
New York: Viking (Written in response to another listed book, Nickel & Dimed )
Kurtis, Bill (2004). The Death Penalty on Trial . New York: Public Affairs / Perseus Books
Group
Layard, Richard (2005). Happiness: Lessons from a New Science . New York: Penguin
(Scientific studies revealing what causes people to be satisfied or not; and what society should do)
Levine, Mel (2002). A Mind at a Time . New York: Simon & Schuster
Luks, A. (1991). The Healing Power of Doing Good.
New York: Ballantine
Markway, B, et.al. (2005). Dying of Embarrassment.
Oakland, CA: New Harbinger
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(Help for social anxiety and Phobia)
Marx, Jeffrey (2003). Season of Life.
New York: Simon & Schuster (How a coach teaches caring life skills through football)
Mayo, K. R. (2009). Creativity, spirituality, and mental health: Exploring connections. Surrey,
UK: Ashgate.
Mishel, L., Bernstein, J.,& Shierholz, H. (2009).
The state of working America 2008/2009.
Washington, DC: Economic Policy Institute
O’Connor, M., & Netting, E. (2009).
Organization practice: A guide to understanding human service organizations (2nd ed.).Hoboken, NJ:Wiley.
Ornstein, R. & Sobel, D (1987). The Healing Brain.
New York: Simon & Schuster
Page, Susan (2006). Why Talking is Not Enough.
SanFrancisco, CA: Jossey-Bass
Paley, Vivian Gussin (1992).
You Can’t Say You Can’t Play.
Cambridge, MA: Harvard U Press
(Teacher negotiates this rule with the students at her school and in her class)
Parrillo,V. (2009). Diversity in America (3rd ed.). Thousand Oaks, CA: Pine Forge.
Pipher, Mary (1994). Reviving Ophelia.
New York: Bantam (This therapist provides illustrations from her practice with girls and what problems they are encountering)
Pollack, W.S. (2000). Real Boys & Real Boys’ Voices.
New York: Penguin
Price, S., Price, C.,& McKenry, P. (2010). Families & Change: Coping with stressful events and transitions (4th ed.). Thousand Oaks, CA: Sage.
Prince-Hughes, Dawn (2004). Songs of the Gorilla Nation: My Journey Through Autism.
New
York: Harmony Books (This book recounts her struggles living in a “normal world” which includes her lesbian life-style)
Reece, Erik (2006). Lost Mountain.
New York: Riverhead Books/Penguin (About the mountain top blasting/mining in Appalachia & how a country's energy lust is ravaging the hills and hollows of Appalachia)
Rio, L.M. & Rio, T.M. (2003). The Anorexia Diaries.
USA.Rodale: St. Martin’s Press (Journals of a daughter with anorexia and a mother’s struggle to help her)
Sacks, Oliver (1985). The Man Who Mistook His Wife for a Hat.
New York: Harper Collins
Other Books by Oliver Sacks ( Awakenings; Migraine; A Leg to Stand On )
Schneider, Helga (2004). Let Me Go. New York: Walker Publishing Co. (A daughter visits her
90 year old mother who had abandoned the family to be a Secret Service Guard at Auschwitz)
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Schneier, F. & Welkowitz, L. (1996). The Hidden Face of Shyness.
New York: Avon Books
Scott, Darryl (2000).
Rachael’s Tears
& Chain Reaction.
Nashville: Thomas Nelson (Books by the father of Columbine victim)
Stern, Daniel (1977). The First Relationship: Infant and Mother.
Cambridge, MA: Harvard U.
Press
Sternberg, E. (2009). Healing spaces: The science of place and wellbeing. Cambridge, MA:
Belknap Press.
Suskind, Ron (2003). A Hope in the Unseen (This book explores the journey of Cedric Jennings from an inner city high school to Brown University)
Traig, Jennifer (2004). Devil in the Details.
New York: Little Brown (A young Jewish girl’s first hand account of how she and her family lived with her undiagnosed OCD)
Walsh, J. (2010). Theories for direct social work practice (2nd ed.). Belmont,CA:Wadsworth.
Tyson, T. (2004). Blood done sign my name: A true story . New York: Three Rivers Press.
(The 1970 murder of a black man in North Carolina helped galvanize the African-American resistance movement in Oxford, North Carolina)
Urrea, Luis Alberto (2004).
The Devil’s Highway.
New York: Little Brown (First hand account of immigrant experiences crossing the border from Mexico to USA)
Washington-Williams, E. M. & Stadiem, W. (2005). Dear Senator . New York: Harper Collins
(Written by the adult black daughter of a famous white senator and how the relationship was never acknowledged to the public)
Watters, E. (2010). Crazy like us: The globalization of the American psyche .New York: Free
Press.
Willis, Sarah (2005). The Sound of Us.
New York: Berkley Books (Unconventional view of
Child Welfare - A woman takes in a child through DCFS, but also gets involved with the natural mother)
Wooten, Jim (2004). We Are All The Same .
New York: Penguin (Story of a little boy with AIDS in South Africa)
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