Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Syllabus
Human Behavior in the Social Environment I
Office Hours: Monday-Thursday 1:00pm-2:00pm
Tuesday & Thursday 9:00am-12:00pm
I.
Catalog Course Description
HBSE I is an exploration of biological, social, psychological, spiritual and cultural
systems as they affect and are affected by human behavior. Multi-dimensional theories of
human behavior will be examined, with a particular emphasis on Systems Approaches to
understanding families, groups, organizations, and communities.
II.
General Course Objectives
1. Demonstrate a fundamental knowledge of:

Systems Theories (General, Ecological, Social, Chaos) and additional relevant
theories/perspectives pertaining to human behavior. (EP 2.1.3) (PB 11)
 Relationships among social, psychological, and cultural systems as they affect and
are affected by human behavior. (EP 2.1.4) (PB 14 & 16)
 The interplay of family, community, organizations, group, and cultural systems,
particularly as they relate to women and ethnic and racial minorities of the
Southwest. (EP 2.1.4) (PB 14, 16, 17) (EP 2.1.5) (PB 18)
2. Learn how research is vital to the development of social work knowledge and skills through
use and critical analysis of scientific resources. (E.P. 2.1.6) (PB 22)
3. Increase social work skills by:
 Beginning to identify specific societal and cultural patterns and place the individual
in context.(EP 2.1.4) (PB14, 16) (EP 2.1.7) (PB 24)
 Beginning to assess how societal and cultural systems can be affected by specific
interventions. (EP 2.1.7) (PB 3)
 Learning how to use literature resources for the development of social work
skills.(EP 2.1.3) (PB 11, 13)
 Learning to communicate effectively through written assignments. (EP 2.1.3, PB 13)
 Learning how to build knowledge for practice by the effective use of theories. (EP
2.1.3 (PB 11, 13)
4. Demonstrate through written assignments and discussion a beginning recognition and
appreciation of social work values, including:
 The Dignity and Worth of the Individual
 The Importance of Human Relationships (EP 2.1.2) (PB 7)
III.
Required Texts
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Dale, O., Smith, R., Norlin, J., & Chess, W. Human Behavior and the Social
Environment. 6th. Ed. Boston: Allyn and Bacon
Hall, R., Moore, D., & Vincent, L. Same Kind of Different As Me. (Supplemental
text)
Hutchison, E. Dimensions of Human Behavior: Person and Environment. 3rd Ed.
Los Angeles: Sage Publications, Inc.
Various Articles as Assigned.
IV.
Course Methods
A variety of teaching methods and approaches will be utilized to support a
collaborative community that addresses the full range of learning styles. Methods
include: lectures, class discussions, experiential exercises, case examples, video
presentations, and guest speakers.
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
V.
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Evaluation
Assignment
Brief Description
Participation Captures students’ ability to prepare,
produce and collaborate as a member
of a social work team through
methods including: Attendance,
Connection Charts , Discussion,
Inquiry, Warm-ups, homework tasks,
leadership/initiative taking, etc.
Evaluates students’ commitment to
Daily
engagement and learning outside of
Quizzes
class as well as student progress
toward mastery of basic terminology
and concepts in order that application
activities in class might be
Invites students to examine their own
STB Paper
behaviors and the
cultural/environmental influences
which have most precisely speak to
the development of said behaviors.
Provides opportunity to demonstrate
Midterm
understanding, application and
integration of knowledge from the texts,
articles, research and class discussion
through written case scenarios etc.
Same Kind
of Different
Paper
Evaluates students’ ability to apply
Systems (and other applicable)
Theories to a real-life case scenario.
Final
Provides opportunity to demonstrate
understanding, application and
integration of knowledge from the texts,
articles, research and class discussion
through written case scenarios etc.
Totals
Practice Behaviors
EP 2.1.1 (PB 2-6)
%
15%
Points
150
EP 2.1.1 (PB 3, 5)
15%
150
EP 2.1.3 (PB 11, 13)
EP 2.1.4 (PB 15, 16)
EP 2.1.6
(PB 22)
EP 2.1.7 (PB 24)
2.1.1 (PB 5)
2.1.2 (PB 7)
2.1.3 (11, 13)
2.1.4 (14)
2.1.5 (18)
2.1.7 (24)
EP 2.1.3 (PB 11, 13)
EP 2.1.4 (PB 14, 16)
EP 2.1.5 (PB 18)
EP 2.1.7 (PB 24)
2.1.1 (PB 5)
2.1.2 (PB 7)
2.1.3 (11, 13)
2.1.4 (14)
2.1.5 (18)
2.1.7 (24)
15%
150
15%
150
25%
250
15%
150
100
%
1000
Points
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
VI.
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
University Policies
ACADEMIC INTEGRITY POLICY
Please refer to the Academic Integrity Policy found in the 2011-2012 Undergraduate Catalog
and also in the Student Handbook, which are both on the HSU website. The student should
become familiar with the policy and its terms. The policy applies to all assignments and tests
in this class.
ATTENDANCE POLICY
For class attendance policy, refer to the Attendance Policy in the 2011-2012 Undergraduate
Catalog. “Accordingly, absence from more than 25 percent of class meetings and/or
laboratory sessions scheduled for a course (including absences because of athletic
participation) is regarded as excessive, and a grade of F may be assigned as deemed
appropriated by the professor.” Excused absences are still counted in the total number of
absences. The fact that an absence is excused means only that the student has the opportunity
to make up the work missed during the absence without penalty to his/her grade. It is the
responsibility of the student to make arrangements with the professor to complete the work in
a time frame agreeable with the professor. Additional specific policies might be included in
individual class settings by the professor.
UNIVERSITY POLICY ON STUDENTS REGARDING DISABILITIES
Any student with a professionally diagnosed learning disability and/or other professionally
diagnosed disability that may affect course performance may choose to seek accommodation.
If so, the student has the responsibility to notify the Office for Students with Disabilities of
such at the beginning of the semester. Notification must be given during the first week of
classes. This will allow time for documentation of the disability through the HSU Office for
Students with Disabilities and for discussion of legitimate alternate means by which the
student will be successful in the course. (Phone # 670-5842, Moody Center Room 214,
Coordinator for Students with Disabilities: Mr. David Hunt)
UNIVERSITY POLICY ON ELECTRONIC DEVICES IN CLASS
“Use of electronic devices in the classroom is permitted only with consent of instructor.
Disruption of class by the sounds of cell phones and paging devices or by texting is
forbidden. A student facing the possibility of receiving an emergency message by one of
these means may leave the device turned on during class, but the student must inform the
professor of that possibility at the beginning of class. Unless facing an emergency message,
the student must turn the device off at the beginning of class and turn it back on only after the
class has been dismissed. Routine work related calls/messages are not considered
emergencies nor are personal calls/messages from friends or business associates.” Online
Student Handbook
OFFICIAL UNIVERSITY COMMUNICATION
The official avenue for the University, its faculty and offices to communicate with students is
the students’ HSU email address. It is the responsibility of the student to check his/her HSU
email address regularly for official university communication. Failure of the student to
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
regularly check his/her HSU email address will not excuse the student from his/her
responsibility for complying with any actions indicated in the university emails.
IMPORTANT DATES IMPORTANT DATES IMPORTANT DATES
January 16, 2012: Martin Luther King, Jr. Holiday
January 17, 2012: Registration Day and Classes begin
January 24, 2012: Last date to register or change classes; Last date to change from credit to
Audit; Last date to drop a class with a refund (This does not apply to a student who withdraws
from school.
February 17, 2012: Last day to drop or withdraw from classes with a grade of W
March 12-16, 2012: Spring Break
April 6, 2012: Easter Holiday
April 20, 2012: Last date to drop/withdraw from classes
May 7-10, 2012: Final Exams
References
Crandell, T.L., Crandell, C.H. & Zanden, V. (2009). Human development (9th ed.). Boston:
McGraw Hill.
Diessner, Rhett. (2008). Human development. (3rd ed.).Dubuque, IA: McGraw Hill.
McNown Johnson, M. & Rhoses. R. (2005). Human behavior and the larger social
environment: a new synthesis. Boston: Allyn & Bacon.
Papalia, D.E., Olds, S.W. & Feldman, R.D. (2007). Human development (10th ed.). Boston:
McGraw Hill.
Schriver, J.M. (2004). Human behavior and the social environment: shifting paradigms in
Essential knowledge for social work practice (4th ed.). Boston: Allyn & Bacon.
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Week
Date
Readings/Discussion
1
2
2
1/18
1/23
1/25
3
3
4
1/30
2/1
2/6
4
5
5
6
2/8
2/13
2/15
2/20
6
7
2/22
2/27
7
2/29
8
3/5
Dale 4, Social Stratification, Spirituality and Diversity
Hutchison 4, The Psychological Person (Cognition,
Emotion, Self)
Dale 5, Theories of Psychology Used by Social Workers
Hutchison 5, The Psychosocial Person (Relationships,
Stress, Coping)
Dale Chapter 6 Psychosocial Theory, A Social Systems
Perspective
Hutchison 6, The Spiritual Person
8
9
9
10
10
11
11
12
12
3/7
3/12
3/14
3/19
3/21
3/26
3/28
4/2
4/4
Catch up Readings
Spring Break
Spring Break
Dale 7
Dale 8
Hutchison 9 Social Institutions and Social Structure
Hutchison 10 Families
Dale 9 Family as a System of Roles
Dale 10
13
13
14
14
4/9
4/11
4/16
4/18
The Social Group and the Family: Social Systems Theory
Hutchison 12 Formal Organizations
Dale 13 The Formal Organizations as a Social System
Hutchison 13 Communities
15
15
16
4/23
4/25
4/30
Dale14 The Community an Introduction
Dale 15 The Community Social Systems Theory
Hutchison 14 Social Movements
Introduction to HBSE, Class Expectations, GTKY
Hutchison 1, Person, Time Environment
Hutchison 2, Theoretical Perspectives on Human
Behavior
Hutchison 7, Physical Environment
Hutchison 8, Culture
Dale , Intro to Social Systems
Assignment
Pre-Test
Dale 2, Foundations for Social Systems Theory
Dale 3, Social Systems Theory General Features
STB Paper
Midterm
Same Kind of
Different
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
16
5/2
5/7ish
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Review
Final
Systems Analysis Paper: Same Kind of Different As Me (HBSE I)
Guidelines and Rubric
Read the entire book first and then decide which system that you will focus on for your
analysis. Using the instructions below, show linkage between systems in the book to
demonstrate that you understand how the focal system (the system that you are
analyzing) is related to and interacts with other systems (at least 2) to various degrees and
levels.
Using Bronfenbrenner’s Bio-ecological Systems Model from your notes, identify the
micro, mezzo, and macro, exo and chrono systems which interact with and
influence your focal system.
Using the Social Systems model from your textbook, describe each of the components as
you see them in the focal system and relate them to each structural component of
a social system. Discuss the system’s functional features (goal attainment,
adaptation, integration, pattern maintenance) as you see the focal system dealing
with its issues.
Discuss the theories relevant to the focal systems (at least 3) to explain the behaviors
and/or relationships in this system.
Include additional resources to aid the reader’s understanding of the focal system. Do not
provide a general summary of your references but rather use only ideas and
specific pieces of knowledge/evidence which help the reader to better understand
the focal system from an academic perspective.
This paper should be in APA format and free from errors. I highly recommend using the
writing lab. I will give early feedback to any papers turned in by April 2nd.
Required Elements
Expectation
Points
Bio-Ecological Systems
Student identifies and explains specific
Theory
elements and/or relationships within
Bronfenbrenner’s Bio-Ecological Systems
Model for the selected focal system.
50
Social Systems Theory (9
Student demonstrates critical analysis of the
Structural and 4 Functional
Focal System through the lens of Social
Components)
Systems Theory.
100
Additional Theoretical
Student produces insightful and thorough
Perspectives
identification and explanation of theoretical
perspectives as explanations of the system
behaviors and patterns.
50
Course: SCWK 2360 (HBSE I)
Instructor: Kerri Fisher, LCSW
Office: Skiles Building 225
Classroom: ES 111
Professionalism, Grammar
and Appropriate use of
references
Total Points
Semester: Spring 2012
Phone: 325-670-1275
Email: kerri.k.fisher@hsutx.edu
Home Phone: 254-624-6974
Professionalism and Grammar: APA format,
no typos, no spelling errors, flawless
grammar and easy narrative flow.
50
250