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Whittier College Department of Social Work
SOWK 373: Human Behavior and the Social Environment
Fall 2015
Instructor:
Class Location:
Day/Time:
Office Hours:
Office:
Mail Box:
Telephone:
Email:
Tina Yates, J.D.
Shannon Center Founders Center
Tuesdays/Thursdays 9:30 -10:50 a.m.
By appointment only. Please see me after class or email me.
Platner 213
Platner Lobby
Leave a message for me with Olivia Solis 562-907-4290
Tyates@whittier.edu
Whittier College Department of Social Work Mission Statement
The Whittier College undergraduate Department of Social Work seeks to prepare
diverse students to become self-reflective, compassionate, ethical, knowledgeable, and
skilled generalist social workers who are committed to career-long learning. We prepare
students to aid in the empowerment of marginalized groups, particularly vulnerable
and oppressed communities. In all this, we collectively work for the advancement of
human rights in local, national and global environments.
Affirming the historical roots and mission of Whittier College, the Department of Social
Work provides learning experiences that inspire students to become advocates for peace
and social and economic justice. Student learning is a combination of "knowing" and
"doing," grounded in the liberal arts foundation of interdisciplinary, research-based
knowledge, and problem-solving methodology. We value generalist skill development
that prepares reflective social work practitioners committed to promoting human wellbeing. Our program is designed to equip the body of professionals who will nurture the
profession for the twenty-first century.
A Brief Overview of this Course This course examines the reciprocal relationships between human behavior and social
environments across the life course. Students analyze and critique theories, frameworks,
and other sources of knowledge that address the interactions between and among
individuals, groups, organizations, and communities to gain an understanding of how
these social systems promote or deter human well-being. This includes studying
various frameworks and theories of biological, psychological, sociological, cultural, and
spiritual development to gain a better understanding of the person in their various
environments. Students will also study the National Association of Social Workers Code
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of Ethics to become knowledgeable and mindful of the value base of the profession and
how its ethical standards guide practice through assessment, intervention, and
evaluation.
Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well-being for both diverse and
oppressed groups in individual, family, group, organizational, community, and global
settings. They utilize self-reflection, critical thinking, evidence-based knowledge,
professional values, and a wide range of skills to collaborate with others to create
“personal and social transformation”. Generalist social work practitioners, under
supervision, engage in socially just practice through an interactive process of change
which includes:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and
challenges and planning for strategic change;
3. action and accompaniment – working together with clients/partners to create
meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and
reflecting on one’s personal and professional experience; and
5. celebration and new engagements – affirming success and planning with
clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to
social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Department of Social Work Learning Culture
Our social work classes and field placements reflect a professional culture of “best
practices” that call out the highest standards of social work values and ethics. We
behave this way now, not just in the future. We learn more than information. We also
learn to behave in ways that promote growth for ourselves and for our community.
The social work value of “competence” shapes our own Department of Social Work
(NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and
limitations. We show up. We do our best. We are prepared to participate in class and in
field. We contribute by completing assignments in a timely and thoughtful manner. We
are actively engaged in discussions that benefit our learning as well as our colleagues.
We respect confidentiality and the limits of confidentiality as guided by our instructors.
We ask for support when we need it. We invest in others when we are able. We are
engaged in our community partnerships and field placements, honoring the guidelines
of the agency, our field educators, our faculty, and our own professional wisdom. Our
clothing and behavior reflect respect for our community partners and the work we
value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and
our world. And we have fun in the process!
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Social Work students adapt these standards as cited in the 2008 Educational Policy
and Accreditation Standards:
Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values.
They know the profession’s history. Social workers commit themselves to the
profession’s enhancement and to their own professional conduct and growth. Social
workers
_advocate for client access to the services of social work;
_practice personal reflection and self-correction to assure continual professional
development;
_attend to professional roles and boundaries;
_demonstrate professional demeanor in behavior, appearance, and communication;
_engage in career-long learning; and
_use supervision and consultation.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological
disability for this class are to contact Disability Services. Disability Services is located on
the ground floor of the Library, room G003, and can be reached by calling extension
4825.
Course Objectives : Upon successful completion of the course, you should competently
be able to:
1. Apply critical thinking skills within the context of professional Social Work
practice by distinguishing, appraising and integrating multiple sources of
knowledge about human behavior and the social environment.
2. Practice within the values and ethics of the Social Work profession and with an
understanding of and respect for the positive value of diversity.
3. Understand the forms and mechanisms of oppression and discrimination and the
strategies of change that advance social and economic justice.
4. Demonstrate an understanding, sensitivity, and commitment to issues related to
poverty.
5. Demonstrate a fundamental knowledge of general systems theory.
6. Demonstrate a fundamental knowledge of the relationship among biological,
social, psychological, and cultural systems as they affect and are affected by
human behavior in their social environments.
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7. Demonstrate a fundamental knowledge of the interplay of family, community,
organization, group, and cultural systems, particularly as they related to women,
ethnic and racial minorities, and other populations at risk.
8. Understand the focus of generalist Social Work practice with families.
9. Demonstrate the ability to communicate effectively.
10. Understand how to build knowledge for practive through utilizing conceptional
frameworks to guide the processes of assessment, intervention, and evalution.
Your Responsibilities as a Member of a Learning Community
In the Classroom: By your enrollment in this course, you agree to be a member of a
learning community. This membership includes rights (to be respected, to be challenged
to grow, to help make decisions relevant to our class) and responsibilities (such as
regular/punctual attendance, engaged participation, and a willingness to explore new
ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting
our ideas, reflecting on our experiences, and applying our knowledge to our academic
and career goals. We will analyze different forms of knowledge (practice wisdom,
theories, research findings, and your interpretation of your own life experiences),
develop skills in working with people and communities, and learn from practitioners
and clients in the community.
This is a process-oriented course that includes your input at many levels. Therefore, we will use
a syllabus as a guide and make changes as we see fit. The instructor reserves the right to
reschedule events (delay or delete content/activities, or exchange for more relevant activities) to
insure the best learning outcomes for all.
Cell Phone Policy: The use of cell phones, smart phones, or other mobile
communication devices is disruptive, and is therefore prohibited during class (unless
directly instructed by me to utilize for an in-class activity). This includes texting! You must
turn-off or silence your devices once class begins. If you are found in violation of this
policy, you will be marked absent for the day and asked to leave the classroom for the
remainder of the class period.
Laptop & Tablet Policy: Last year I noticed an increase number of students bringing
laptops to class. I know this hurt performance and the research and data I have read
supports this notion. As such, laptops and tablet use are prohibited during class. There
may be times in class that the use of mobile devices or laptops will be permitted, but it
will only be during designated in-class activities. If you are a student who necessitates
regular note taking on a laptop, please see me immediately and I will notify you of my
“use policy.” You will be marked absent for the day if you are found to use a laptop
without express permission from me. You may want to read the following article on
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this topic: http://www.newyorker.com/tech/elements/the-case-for-banning-laptops-inthe-classroom.
Email Communication Policy: I am happy to receive email communication from you,
but it is necessary for you to remember that professionalism is essential when drafting
such emails. As such, I expect to be addressed in a professional manner and I also
expect the emails to be drafted in complete sentences. Email communication that
resembles texting will be ignored. If I receive an email from you and it starts with “Hey
…,” I will assume it was not meant for me or that it was a draft and I will not respond.
In most instances I will respond to your email within 24 hours. Please understand that I
have no obligation to respond to your emails until the next class meeting. I do not
respond to emails the night before class, asking for homework reminders, extensions,
and/or clarification on assignments due the next morning. It is your responsibility to
take accurate notes and be mindful of professionalism and time management. Be
advised that just because you send me an email asking for and extension to an
assignment, it does not mean you will automatically be granted one or that you are
excused. All deadlines are firm and listed in the assignments portion of this syllabus.
Extensions are rarely given.
Academic Honesty (Whittier College Catalog, 2013-2015)
Because the preservation of academic honesty is as fundamental to our shared enterprise
as the transmission of knowledge, the faculty and administration of the College regard
educating students in academic integrity to be as important as inspiring them to rise to
the challenge of learning. Students are expected to produce independent work and to
cite sources of information and concepts. When these principles are breached and a
student misrepresents his or her level of knowledge, the basic framework of scholarship
is broken. In these instances, students will be held accountable and will face sanctions
that range from a warning to expulsion from the College. Ignorance of what constitutes
plagiarism or cheating is not a valid defense. If students are uncertain of policies, they
should consult the instructor for clarification.
Required Readings:
Zastrow, C. and Kirst-Ashman, K. 2013. Understanding Human Behavior in the Social
Environment (10th ed.). Belmont, CA: Thomson Brooks/Cole Publishing Company.
Gladwell, M. (2008). Outliers: The Story of Success.
NASW Code of Ethics, the most recent edition. You can find it at:
www.socialworkers.org/pubs/code/default.asp
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Supplemental readings will be uploaded to our class Moodle cite. You are responsible
for checking the Moodle cite to upload and/or download the supplemental readings.
The readings will be assigned in class.
Overview of Assignment & Grading
ASSIGNMENT
Attendance/Engagement
Assignments
Quizzes
This is Your Life
Theory & Ethics Review/
Presentation
Midterm/Outliers Paper
Final Paper Proposal
Final Paper
Final Paper Presentation
DUE DATE
On-going
% OF GRADE
15%
On-going
September 17, 2015
In-class
Various Dates throughout
the semester
In-class
October 29, 2015
Uploaded to Moodle
November 12, 2015
Uploaded to Moodle
December 8, 2015
In-class
December 10, 2015
December 15, 2015
In-class
5%
5%
Social Work Department Grading Scale:
94-100% = A
88 - 89% = B+
90-93% = A83-87% = B
80-82% = B-
78-79% = C+
73-77% = C
70-72% = C-
10%
25%
Part of Class Engagement
35%
5%
68-69-% = D
67% or less = F
Course Requirements & Assignments:
Course Requirements:
1. Attendance and Classroom Engagement: Your attendance and engagement in
all class sessions is imperative to success in this course. Not only does it count
towards a significant portion of your grade (15%), but, if you fail to attend and
engage, you will not learn the materials needed to succeed in the assignments.
Attendance will be taken at the beginning of class on Moodle. If you are not in
your seat at the time attendance is taken and you are marked absent, your attendance
mark will not be changed. Once attendance is taken on Moodle, it is complete.
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Understanding that life happens, students can miss up to two (2) classes due to
illness, work, sports commitments, doctors appointments, etc. For each
additional absence beginning with the third absence, regardless of the reason,
your overall attendance/engagement score will be reduced by 5% for each day
you are absent. Please note: This reduction in points has resulted in students
dropping half to whole final letter grades in the past (depending on how many
absences they have over the allotted two). If you are absent when you are given
an oral assignment or presentation, you will be given a ZERO for that exercise—
THERE ARE NO MAKE-UP PRESENTATIONS.
On the flip side of arriving late and being marked absent because you may not
have been in your seat when attendance was taken, if you leave early (does not
matter how long you initially attended), sleep during class, arrive for class
unprepared when called upon or are found using your cell phone (texting) you
will be marked absent for the day. Your participation in class discussions must
demonstrate your physical attendance is accompanied by mental awareness and
desire to be involved. Students will be regularly called upon in class to engage
in discussions reflecting their understanding of the course material.
Engagement activities refer to classroom activities, assignments, and/or task
homework given to enhance the classroom discussions. These engagement
activities/homework will be graded on the following three star scale: Poor (*)
performance showing little effort/or no effort, Average (**) performance
demonstrating satisfactory completion of the work at a level of effort and
competency normally expected of the majority of the students (basic
performance, average performance, and reasonable effort), Good (***)
performance that demonstrates unusual effort, talent, or grasp of the material
that is distinctively superior to the “average” effort. No late task homework will
be accepted more than 24 hours after the due date.
Your total attendance/engagement score will account for 15% or your total grade.
2. Quizzes: This course will consist of various pop-quizzes throughout the
semester to ensure that students are reading the required material. Quizzes will
be a combination of multiple choice, true/false and short answers. There are NO
MAKE-UP quizzes. If you miss it, you will lose the points. Quizzes will account
for 5% of your total grade.
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3.
Assignments:
Assignments are due on the designated date and time as
described in the syllabus, or as discussed in class, regardless of whether you are
absent that day, late to class, or were having technical difficulties uploading
your assignment onto Moodle. This means that you should allow yourself
ample time to upload your paper to allot for any potential technical glitches. Late
work will receive an automatic reduction of 15%. For each additional 24-hour
period it is late, you will receive an additional 10% reduction. Thus, after three
days, no late work will be accepted as the highest grade you can earn would be
65%. This policy applies to all assignments. THERE ARE NO EXCEPTIONS
and NO GRACE PERIOD.
You will be given various handouts to read as part of your reading assignment
for the week. Some of the handouts will be distributed in class, but all of them
will be accessible on our class Moodle cite. It is your responsibility to check
Moodle and determine if a handout has been assigned for a particular class
period. Your absence is not an excuse for not having read the assigned reading.
A.
This is Your Life: You will be creating a symbolic representation of
major positive and negative events in your life. Anything you feel is too
personal to share should be excluded from the life picture or stated in
vague and general terms. Refer to the instructions as outlined in the
handout provided to you on the first day of class. We will be working on
Procedures 1-3 in class and you are responsible for the “Take-home”
portion which you will present to the class. You must turn in a 1-2 page
summary explaining your symbolic representation. **Creativity is key**
This accounts for 5% towards your grade. This assignment is due in class
on Tuesday, September 17, 2015.
Volunteers will be asked to share
their representation.
B.
Theory & Ethics Review Presentation: You will be paired with another
student to research & creatively present an assigned theory of human
development. Along with presenting the theory to the class, you will
engage in an analysis of the ethical implications of the theory to inform
our practice as Social Workers in a diverse society.
It is your
responsibility to, research, read, analyze & demonstrate the assigned
theory. You will be graded as a group.
I will assign groups and
designate specific days for presentations.
Your responsibility is to read relevant readings from the Zastrow text,
review the NASW code of ethics, research to find other sources on the
assigned theory to help build upon your knowledge(ex: journal articles—
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you must have at least two additional sources and provide a
bibliography), develop a creative presentation to engage your classmates
in a “learning lesson” on the assigned theory. Your group will also be
evaluated by the class. Being thorough and creative is key! Remember
you are presenting a theory of human development to the class, so you
will want to keep their attention. In the past, students who have
successfully completed this assignment have created a “jeopardy style
game show” and/or demonstrations to illustrate how the theory works.
This accounts for 10% of your total grade.
C.
Midterm/Outliers Paper: On Thursday, October 29, 2015 you will draft a
8-10 page paper that critically analyzes the “classic” or “traditional”
theories discussed in class as compared to the theory and ideas suggested
by Malcolm Gladwell in his book “Outliers.”
A detailed assignment
sheet will be handed out in class and uploaded onto Moodle. This
accounts for 25% of your total grade.
D.
Final Paper Proposal: On Thursday, November 12, 2015 you must
present an outline and supporting narrative/summary describing your
proposed theory for the final paper. Your narrative should be one page
in length (not including the outline). The assignment handout will be
distributed in class and uploaded onto Moodle.
This proposal will count towards your participation/engagement score
and will be graded based on a rubric that will be posted on Moodle. Your
proposal must be uploaded to Moodle by 9:30 a.m. on November 12,
2014. We will not have class on November 12, 2015, but instead I will
meet individually with any student who wishes to discuss their theory
proposal with me beginning at 9:30 a.m.-11:30 a.m. and 12:30-1:30 p.m.
Meeting with me to discuss your proposal is ESSENTIAL.
E.
Final Theory Paper: You will draft a 12-15 page paper which will
provide you with the opportunity to deepen your knowledge and
understanding of various developmental theories of human behavior by
critically analyzing the theories and perspectives discussed in class, in an
attempt to develop your own theory of development. In addition to
developing your own theory, you will have to consider the ethical
implications of your theory by critically reflecting upon how it promotes
and/or deters the value base of the social work profession through the
NASW Code of Ethics. The paper will be a demonstration of your
cumulative understanding of the theories and concepts discussed
throughout the entire semester. Your paper is due to be uploaded to
Moodle by 9:30 a.m. on Tuesday, December 8, 2015 (no exceptions).
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Email submissions, and/or hard copy submissions provided in-class will
be considered late and will receive an automatic 15% deduction. Your
paper is considered late until it is uploaded onto the Moodle cite. For
each additional 24-hour period it is late beginning at 9:31 a.m. on 12/8/15,
you will continue to receive a 10% deduction for each additional 24 hour
period it is not uploaded. A full description of the final assignment will
be distributed in class. This paper portion will account for 35% of your
final grade.
F.
Final Paper Presentation: You will be assigned either Thursday,
December 10, 2015 or Tuesday, December 15, 2015. Please note that the
time for the December 15, 2015 presentations are set for 8:00-10:00 a.m.
(our final exam time). You will have a maximum of 10 minutes to
present. An assignment sheet will be distributed in class detailing the
expectations for your presentation. This presentation will account for 5%
of your total grade.