California State University, Sacramento s10

California State University, Sacramento

Division of Social Work

Spring 2009

SW 235B Theoretical Bases of Human Behavior in the Social Environment

Dr. Joyce Burris Office Location: MRP 5033

Ph. 278-7179 Office Hours: Mon. 6PM-7PM

e-mail: Fri. 9AM-10AM & by appointment

Course Sequence Overview:

Theoretical Bases of Social Behavior is taught in two semesters and is designed to provide the foundation generalist social work knowledge, from an ecological perspective, concerning the application of bio-psycho-social theories to contemporary social work practice situations. The course sequence is designed according to the curriculum requirements of CSWE on HBSE for Master’s Degree Programs in Social Work Education.

In addition, the profession of social work aims to work respectfully within a diverse (age, gender, ethnicity, mental and physical ability, sexual orientation, religion/spirituality) society. Therefore, the course stimulates student thinking about the role of privileged and oppressed statuses and their influence on human development. This emphasis is supported by the NASW Code of Ethics which states “Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability” (NASW Code of Ethics, 1.05c;). (Meets parts of Program Objectives 1,2,3 and EPAS Standards 4.0, 4.1, 4.5).

The Professional Foundation must provide content concerning the following:

· Theories and knowledge of the human bio-psycho-social development,

· A range of social systems in which individuals live (families, groups, organizations, communities, institutions, globalization),

· Interactions among biological, social, psychological, institutional, and cultural systems

· Impact of social and economic forces on diverse groups

· Analysis of how systems promote or deter optimal health and well-being

· Exploration of values and ethical issues related to bio-psycho-social theories

Particularly addressing the ways they enhance or hinder promotion of social justice

The purpose of this course sequence is to enable students to understand the multi-level, multi-dimensional processes of human development and behavior while providing knowledge for understanding the social context and the various interactions among the systems. This is a prerequisite course for advanced practice courses and for field internships to assist students in developing a knowledge base to draw from in preparation for social work micro, meso and macro practice

Both courses are based on a diversity perspective emphasizing close attention to culture, gender, socioeconomic status, race, ethnicity, and sexual orientation. The approach is eco-systemic, multidimensional, eclectic, postmodern/constructivist, and empirical. The courses utilize integrated theories and content about diversity (class, race, ethnic, age, gender, gay and lesbian) into a multi-dimensional framework to insure that it is comprehensively covered. Emphasis on social justice is made in both courses to underscore the social workers ethical responsibility for advocacy and anti-discrimination.

The course sequence in built upon and extends the Liberal Arts Perspective by incorporating ideas for such areas and ethics, cultural anthropology, economics, political science, history, biology, psychology, social psychology, sociology, philosophy, etc. Students may expect to gain an understanding of the nature of theory, theoretical application, and a critical analysis of theoretical constructs. Theories are explored to gain an understanding of how individuals develop within various systems (groups, families, organizations, communities and society).

Using a systems approach and the organizing framework, the courses emphasize theories emphasizing different systems. In the first semester (SW 235A) focus will be placed on micro theories of human growth and lifespan development in the individual and as impacted by theories of families in context of community and society. The course perspective is strongly centered in client strengths and empowerment perspectives.

The second semester course (SW 235B) continues the study of human behavior, drawing again from a multi-dimensional framework. The mutual impact of systems on individuals and of individuals on environmental contexts will be of special interest. More emphasis will be placed on theoretical analysis of organizations, communities, macro and global contexts that present particular problems for specific groups, families and individuals. Strength based theories will be utilized as a major focus as is found in the research on resilience, protective mechanisms, growth and empowerment of individuals, families, groups, organizations, communities, macro and global systems. While the emphasis on meso and macro theories is applied, there will be an exploration of both the challenges faced and the strengths (resilience) created that affect system functioning. Challenges or vulnerable life conditions and violence include such things as losses, unemployment, poverty, interpersonal and institutional violence, difficult transitions, mental and physical illness, suicide. The impact to individuals and families will be noted, but as these dynamics are impacted by group, organizational, community, societal and global functioning and collective responses, the resilience, protective factors and use of collective resources will be emphasized.

In both courses careful attention is paid throughout the course to the impact of different theories upon the social worker’s craft, the nature of practice applied as service, and the social work profession itself.

Statement of Course Sequence Goal

The goal of this course sequence is to enable students to understand and critically analyze theories and develop a knowledge base about human behavior and lifespan development using multi-dimensional frameworks. This knowledge base then empowers the social worker to create effective and empowering relationships with individuals, families, groups, organizations, communities, institutions, and globally in the profession of social work and to work toward social change in an effort to obtain social justice.

Core Objectives

It is expected that students will be able to demonstrate the objectives listed below by the completion of the course sequence. Assignments are specifically designed to measure these objectives and to provide feedback to students. Evaluation of attainment of these objectives will be through in-class assignments, exercises, group discussions, reaction papers, final integrative paper and class presentations.

Course Objectives

This course builds upon and extends the Liberal Arts Perspective. Upon completion of this course, the student will be able to: / EPAS / As Evidenced By…
1. To understand the dynamic interactions among various systems within the individual (i.e. biological, social, psychological) and in the social environment (i.e. groups and families, organizational, institutional, cultural or Macro and global systems). This involves recognition of the multi-dimensional sets of interactions that affect human growth and lifespan development as the development of individuals affect other social systems. Emphasis in the 235B classes will be on understanding risk, vulnerability, protective mechanisms, strengths and empowerment at all of the above system levels. / 4.3, 4.4 / · Class Activities and Discussions
· Reaction Papers
· Final Paper
2. To critically review, analyze, and extend major theoretical approaches to the multi-level systems. In 235A, emphasis will be placed on individuals, families and groups in meso and macro social environments, while 235B will emphasize structures and theoretical dynamics of larger systems such as organizations, communities, institutional and global systems, and their impact on micro and meso systems / 4.1, 4,2 4.3, 4.6 / · Class Activities and Discussions
· Reaction Papers
· Final Paper
3. Explore and identify one's personal values and ideas about human functioning and social conditions. Be aware of how one's own upbringing and experiences filter how one understands the course material. Become aware of how one's personal development follows or strays from the theoretical perspectives and concepts taught in the course. / · In class responses
· Balance Activity and Final Paper
4. To understand that positive life transitions and nurturing supports as well as life challenges and adversities are influenced by forces that are complex, multi-causal, and multileveled as are the responses. To critically analyze theories that help us understand how both positive (i.e. adequate resources, pro-social goals, supports, etc.) and negative environmental conditions (i.e., poverty, unsafe neighborhoods, and deteriorated schools) and social attitudes and behaviors (i.e., racism, sexism, homophobia, social exclusion, social stigma, and violence/abuse) impair human development. / 4.1, 4.2, / · Class Activities and Discussions
· Reaction Papers
· Final Paper
5. To be able to critically analyze and evaluate multi-level theories and to integrate theories into frameworks for professional social work practice. Special attention will be paid to theories of risk and vulnerability, protective mechanisms and resilience in the interactions with environmental systems / 4.1, 4.2, 4.3, 4.6 / · Class Discussions
· Reaction Papers
· Final Paper
6. To be able to articulate concepts and theories of risk and vulnerability, protective mechanisms as well as to recognize the quality of resilience in the interactions with and among individual, family, group, organizations, communities and other environmental systems. / 4.1, 4.2, 4.3, 4.6 / · Class discussions and activities
· Reaction and Final Papers
7. To integrate values and ethics compatible with the profession of social work and especially to optimize values and ethics that promote social justice. Explore and identify one's personal values and ideas about human functioning and social conditions. Be aware of how one's own upbringing and experiences filter how one understands the course material. Become aware of how one's personal development follows or strays from the theoretical perspectives and concepts taught in the course. / 4.0 / · Class responses
· Reaction papers
· Final paper
8. To reframe deficit-based models of assessment and cultural expression to reflect social justice, empowerment, client and community strengths; to see and value cultural diversity as an expression of cultural vitality and cultural wealth created by natural support systems and communities of the economically disenfranchised, women, people of color, LGBT, religious minorities, children and the aged, . / 4.0, 4.1, 4.2, / · Class Responses
· Reflection Papers
· Final Paper

Required Texts:

Gibelman, Margaret, (2003). Navigating Human Service Organizations: Essential information for thriving

and surviving in agencies. Chicago, IL: Lyceum.

Fadiman, Anne, (1997). The spirit catches you and you fall down: A Hmong child, her American doctors,

and the collision of two cultures. New York: Noonday Press.

Polakow, Valerie. (2000). The public assault on America’s children: Poverty, violence, and juvenile

injustic., New York: Teachers College Press.

Popple, K. & Stepney, P., (2008). Social Work and the Community: A critical framework for practice.

McMillian.

Suggested Texts:

Schriver, J.M. (2003). Human Behavior and the Social Environment, 4th Ed, Allyn &Bacon.

Saleebey, D. (2002). Community development, neighborhood empowerment and individual resilience. In

D. Saleebey (Ed.), The strengths perspective in social work practice (pp. 241-260). New York:

Allyn & Bacon

Lemert, C. & Elliot, A. (2006). Deadly worlds: The emotional costs of globalization. New York: Rowman

& Littlefield Pub., Inc.

SW 235B--Tentative Course Outline Of Readings & Topics

Week 1-2 Introduction, Course Outline, Assignments, Questions

Jan 26/Feb 2 Begin Review and Discussion of Theoretical Perspectives from 235A

“The Balanced Life”

Week 3 Multidimensional Framework of Strength, resilience, risk and

Feb 9 vulnerability—A Multisystems Theoretical Perspective

Required Reading: Handout on Resilience and Risk

Movie---“Billy Elliot”

Week 4-5 Organizational Theories

Feb16/23

Required Readings:

Schriver, Ch 8 “Perspectives on Organizations”

Gilbelman, Chs 1-2 and 4.

Week 6 Supervision and the Work Environment

Mar 2

Required Readings:

Gilbelman, Chs 5-8

1st Reaction Paper Due Mar 16: If you were to be a supervisor or manager in a social work setting, what would are things from the readings that you would want to remember so that you could do your best? Which organizational theory(ies) would you use to guide your structuring of your organizational relationship with social workers and staff?

Note on written work for this class: Written work is to reflect your analysis, integration, insights, etc. of the readings for this class. You may certainly, bring in outside readings, but your reactions to readings for this class must be included in your paper in order for you to get credit for the work. Your papers must be turned in on time, need to be typed (double-spaced) in 12 point font. Your writing needs to be well organized, written clearly with correct language usage, and must include a references and reference list (APA standards) attributing credit to works that you used in writing the paper. If you need support or assistance with your writing, there is an internal writing program in the Division of Social Work and there are other supports in Lasson Hall and in the English Department. Please use these resources—you are paying for them.

Week 7**** Mar 8th-9th NASW Lobby Days—Class dismissed to attend****

Mar 9th Write a description of the workshops you attended/activities you

participated in and things that you observed or learned Provide proof of attendance

during Lobby Days—registration stub is the best.

DUE Mar 16

Alternative assignment—attend a hearing on the State Capital. To pick a topic visit a website and go to the calendar to find when hearings will be held on that topic or go at your convenience.

(see www.sen.ca.gov or www.assembly.ca.gov to get information or to find out about current bills go to www.leginfo.ca.gov ) After attending the hearing, write a description of the hearing, what you learned, what strategies or arguments or testimonials were impressive to you? Why?

DUE Mar 16

Week 8 Focus on Leadership in Organizations

Mar 16

Required Readings:

Finish reading Gilbelman

Van Wormer, K., (2007). Human Behavior and the Social Environment:

Macro level. Ch 7. (“The Community of Work”).

Week 9 Social Institutions--Poverty in the Society

Mar 23

Required Readings:

Polakow, Foreward and (Ch 1-3), “Poverty, Violence and the Lived

Realities of Children”

Class Handouts

Week 10 Focus on Educational Institutions and their Impact

Apr 6

Required Readings:

Polakow, Ch 5-6: 5.) “America’s least wanted: Zero-tolerance policies

and the fate of expelled students” 6.) “Listen first: How student