SCHOOL OF SOCIAL WORK / OFFICE: / RC 325
Semester: / Spring 2016 / OFFICE HOURS: / Tues/Wed. 8-11:30 AM and by appointment
Course: / SWK 225 / OFFICE PHONE: / 309 438 7615
Section: / 1 and 2 / EMAIL: /
Day: / Mondays / OTHER:
Time: / 9:00- 11:50AM (Section 1) and 1:00-3:50PM (Section 2)
HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT II
CATALOG DESCRIPTION
Presents major concepts from the social and behavioral sciences and their application to micro, mezzo and macro social work practice. Focuses on the second half of the life cycle. 3 semester hours.
Prerequisites: SWK 223 (Human Behavior and the Social Environment I), SWK 325 (Generalist Practice I: Individuals), and SWK 326 (Practice Skills Laboratory).
COURSE DESCRIPTION
SWK 225 (Human Behavior and the Social Environment II) and its complementary course SWK 223 (Human Behavior and the Social Environment I) present social systems theories, psychosocial theories, and developmental theories to examine why people behave as they do and to apply this knowledge to generalist social work practice across the life span. The course integrates major concepts from the social and behavioral sciences with micro, mezzo and macro social work practice approaches. The impact of culture and environmental conditions on individuals, families, small groups, and communities is examined.
SWK 225 focuses on the second half of the life cycle (i.e., middle adulthood through later adulthood); SWK 223 focuses on the first half of the life cycle (i.e., the prenatal period through young adulthood). Both courses explore the impact of sociocultural, sociohistorical, sociopolitical, and economic forces on individuals and social systems and utilize a diversity perspective to evaluate the effects of culture, social class, race, ethnicity, gender and sexual orientation. While both courses consider the individual and his or her environment, SWK 225 is able to build on the accomplishments of SWK 223 (e.g., understanding of basic terms and theories) by developing macro content more fully.
RELATIONSHIP TO OTHER COURSES
Building on SWK 223, SWK 225 is the second of two human behavior social work courses in the social work major. The two courses together provide the foundational theory for understanding individual, family, group, and community behavior that is further elaborated in the practice and field courses.
COURSE GOALS
The goals for the course are to:
1. Introduce human behavior theories and models.
2. Encourage cultural sensitivity.
3. Develop an appreciation for the human capacity for achievement and resilience.
4. Foster a commitment to core social work values and ethics.
5. Expose students to the professional literature on human behavior and development.
STUDENT LEARNING OBJECTIVES
Upon completion of this course, students will have achieved the following learning objectives. Each learning objective corresponds to a specific class or classes (see “Course Schedule” for details).
1. Articulate basic concepts of leading theoretical perspectives of human behavior and development.
2. Apply a person-in-environment ecological systems model to case material.
3. Describe prominent bio-psychosocial-cultural-spiritual influences in American society.
4. Identify cultural stereotypes and apply culturally sensitive concepts that illustrate appreciation and respect for human diversity.
5. Discuss how an empowerment perspective can change biased social work practices.
6. Describe the influence of social class, race, ethnicity, gender, age, disabilities, religion/spirituality, and sexual orientation on human behavior and development.
7. Articulate the impact of major social problems on individuals and families.
8. Identify core social work values and applications to related ethical issues.
9. Identify community and organizational strengths and difficulties for understanding human behavior.
REQUIRED READING(S) AND TEXTBOOK(S)
Zastrow, C., & Kirst-Ashman, K. (2016). Understanding human behavior and the social environment (10th ed.). Belmont, CA: Thomson Brooks/Cole.
Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Context for social work practice and advocacy. (3d ed.). Chicago, IL: Lyceum Books.
Reserve Reading(s) (Available at the Reserve Desk at Milner Library – locate by title):
– Additional readings may be assigned by the instructor.
Recommended Reading(s): As indicated
EXPECTATIONS OF STUDENTS
Attendance and Participation: Students are expected to attend and participate in all class sessions. A student should not be enrolled in a course if other obligations will interfere with getting to class regularly and punctually.
Additional Instructor Expectations:
Class Preparation: You are expected to have prepared thoroughly for each class. Preparation includes reading the assigned readings prior to class, summarizing the content and being prepared to discuss it; listing questions or reactions to the material; and making connections between concepts in current reading and earlier readings. You are expected to contribute to class discussion. Informed disagreement is both anticipated and welcomed.
Additional Instructor Expectations:
Assignments: Promptness in completing class assignments and required readings is a requirement. However, circumstances may arise which make it impossible to complete class requirements on time. When such circumstances occur, appropriate arrangements must be made in advance whenever possible.
Additional Instructor Expectations:
Written Work: Your written work should show thoroughness, accuracy, clarity and professionalism. Such writing generally requires first writing, then review, then editing and rewriting.
· All work should be carefully proofread and corrected. Papers should be free of errors in spelling, grammar, and punctuation.
· All papers written from sources must include citations following the style requirements of the most recent Publication Manual of the American Psychological Association. This reference text also provides excellent information on the organization and writing of papers.
· All work must be typed, double-spaced, with numbered pages unless the professor instructs otherwise. (nota bene: Prof. Liechty prefers single-spacing!) Each assignment should be titled, dated, annotated with your name, and stapled or placed in a binder.
· Papers should use standard margins. The Microsoft Word default setting for margins is 1” top, 1” bottom, and 1” each left and right. The header and footer default setting is 0.5” from the edge.
· The School standard font is Times New Roman 12 point. (nota bene: Prof. Liechty prefers 14-pt font size!)
Missed or Late Work: If you miss a class, you will be responsible for any missed class content. Missed in-class work generally cannot be made up. Make-up examinations, as a rule, will not be permitted. Only in extraordinary circumstances will such work be accepted.
Additional Expectations:
Students should expect to study 2 to 3 hours per week for each one hour of class time in order to achieve an average grade in the course. Since there are 2½ hours of class time per week, students should expect to study about 5 to 7½ hours per week outside of classroom time. Actual hours of study are expected to vary for individual students.
As adult learners, students are expected to read all assigned readings prior to class. Students are strongly encouraged to read other related materials, make notes on readings, prepare study questions based on readings and lecture materials; discuss readings and class lecture material with other students; form study groups; explain research concepts to others; and schedule consultation time with the instructor as needed.
Students are expected to attend and participate in all class sessions. A student should not be enrolled in a course if other obligations will interfere with getting to class regularly and punctually. More than two absences may result in a lowered class grade.
Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also considered a serious breach of the code of ethical conduct for the social work profession. Students are expected to remember that they are in the process of becoming professional social workers. As such, they are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available to students on the Internet at www.naswdc.org.
Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD).
Nondiscriminatory Language: Oral presentations and written work should use non-sexist, non-racist, and non-stigmatizing language. Faculty may return papers for revisions in language prior to grading. Be sensitive to your use of language.
Special Needs: Students with special needs should notify the instructor immediately so that available accommodations can be made. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY) or http://www.disabilityconcerns.ilstu.edu/.
Academic Misconduct: Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also a serious breach of the ethical code of conduct for the social work profession. Students are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available on the Internet: http://www.naswdc.org/.
ASSIGNMENTS
The following assignments are designed to measure progress on the learning objectives for this course. Please see instructor’s handout for writing guidelines and grading criteria.
Assignment #1: Examination #1 (10%)
Due: Week 5
Examination #1 covers Zastrow, C.H., & Kirst-Ashman, K.K. (2016) chapters 10, 11 and 12, and class lecture/discussion.
Assignment #2: Examination #2 (10%)
Due: Week 10
Examination #2 covers Zastrow, C.H., & Kirst-Ashman, K.K. (2016) chapters 14, 15 and 16, and class lecture/discussion.
Assignment #3: Examination #3 (10%)
Due: Week 16 (or 17 at instructor's discretion)
Examination #3 covers Johnson and Rhodes (2015), chapters 1-7, lecture material, class and film discussion for weeks 11-16
Assignment #4, Two Developmental Assessments. (20% each)
Due: Week 6 (young or middle), week 12 (older adult)
Assignment #4, Students choose 1 between Young Adult or Middle Adult Assessment, and ALL students will complete the Older Adult Assessment. Detailed instructions will be provided in class.
Assignment #5: Macro Case Analysis Report (30%)
Due: Week 16
Assignment #5 is a macro-analysis of an approved service agency and its work. In all but special cases, this analysis will be of the agency in which each student is performing his/her volunteer placement work. Further instructions will be provided in class.
GRADING
Grades will be assigned in accord with the following scale. Students must achieve the full value of the lower end of each subscale to be awarded the corresponding letter grade.
· A 90-100%
· B 80-89%
· C 70-79%
· D 60-69%
· F 59% and below
Grade Allocation:
Grades for the course will be assigned using the following formula:
· Examination #1 10%
· Examination #2 10%
· Examination #3 10%
· Two Assessments (20 each) 40%
· Macro Case Analysis 30%
· Total 100%
COURSE SCHEDULE
Session 1: / General topic: Theoretical perspectives for the second half of the life cycle; biological systems impacting young and middle adulthoodDay and Date: / Monday, January 11, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 10, Biological Aspects of Young and Middle Adulthood
Class Assignment/
Activity
Session 2: / NO CLASS MEETING HELD – MLK DAY
General topic: Psychological systems impacting young and middle adulthood
Day and Date: / Monday, January 18, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 11, Psychological Aspects of Young and Middle Adulthood
Session 3: / General topic: Social systems impacting young and middle adulthood
Day and Date: / Monday, January 25, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 12, Sociological Aspects of Young and Middle Adulthood
Class Assignment/
Activity
Session 4: / General topic: Other systems impacting young and middle adulthood
Day and Date: / Monday, February 01, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 12, Sociological Aspects of Young and Middle Adulthood
Class Assignment/
Activity
Session 5: / General topic: Young and middle adulthood, review and evaluation
Day and Date: / Monday, February 08, 2016
Required
Readings:
Class Assignment/
Activity / Assignment #1: Examination #1 - covers Zastrow, C.H., & Kirst-Ashman, K.K. (2016) chapters 10, 11 and 12, and class
Session 6: / General topic: Biological systems impacting older adulthood
Day and Date: / Monday, February 15, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 14, Biological Aspects of Later Adulthood
Class Assignment/
Activity / Assignment #4(a) Developmental Assessment Report
Session 7: / General topic: Psychological systems impacting older adulthood
Day and Date: / Monday, February 22, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 15, Psychological Aspects of Later Adulthood
Class Assignment/
Activity
Session 8: / General topic: Social systems impacting older adulthood
Day and Date: / Monday, February 29, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 16, Sociological Aspects of Later Adulthood
Class Assignment/
Activity
Session 9: / General topic: Spring Break – No Class
Day and Date: / Monday, March 07, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), Chapter 16, Sociological Aspects of Later Adulthood
Class Assignment/
Activity
Session 10: / General topic: Older adulthood, review and evaluation
Day and Date: / Monday, March 14, 2016
Required
Readings:
Class Assignment/
Activity / Assignment #2: Examination #2 - covers Zastrow, C.H., & Kirst-Ashman, K.K. (2016) chapters 14, 15 and 16, and class lecture/discussion.
Session 11: / General topic: Human Behavior in the Macro Social Environment: Social Psychological Perspectives
Day and Date: / Monday, March 21, 2016
Required
Readings: / Handout supplied by Instructor
Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapter 1, “Introduction”
Class Assignment/
Activity / Assignment #4(b) Developmental Assessment Report
Session 12: / General topic: Human Behavior in the Macro Social Environment: Theories and Concepts
Day and Date: / Monday, March 28, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), pp. 9-11; 18-25; 30-33; and 46-48
Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapter 2, “The political economy”
Class Assignment/
Activity
Session 13: / General topic: Human Behavior in the Macro Social Environment: Social Institutions
Day and Date: / Monday, April 04, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), pp. 14-15
Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapter 3,”Government-related social institutions,” and Chapter 4, “Non-government-related social institutions”
Class Assignment/
Activity
Session 14: / General topic: Human Behavior in the Macro Social Environment: Social Structures
Day and Date: / Monday, April 11, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), p. 15 and pp. 43-46
K. Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapter 5, “Social Stratification” and Chapter 6, “American Society”
Class Assignment/
Activity
Session 15: / General topic: Human Behavior in the Macro Social Environment: Social Status
Day and Date: / Monday, April 18, 2016
Required
Readings: / Course text:
Zastrow & Kirst-Ashman (2016), pp. 34-42
Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapter 7, Other Social Status Groups”
Class Assignment/
Activity
Session 16: / General topic: Macrosystems, review and evaluation
Day and Date: / Monday, April 25, 2016
Required
Readings:
Class Assignment/
Activity / Examination #3 – covers Johnson, M. & Rhodes, R. (2015). Human behavior and the larger social environment: Chapters 1, 2, 3, 4, 5, 6 and 7, plus the film “Flight from Death”
Assignment #5, Macro Case Analysis Report
Session 17: / General topic: Final examination week.
Day and Date: / Monday, May 04, 2016
Required
Readings:
Class Assignment/
Activity / Instructor reserves the right to hold Exam 3 during final week if the schedule demands - otherwise, no final exam and no class meeting during finals week.
SWK 225 Revised: 11/17/2016 School of Social Work Page 11 of 12