SW 311 Human Behavior and the Social Environment

Spring 2010

Wendy Charlebois

Great Basin College

SWK 311 Spring 2010

Human Behavior

and

The Social Environment

Course Number & Title: SW 311: Human Behavior and the Social Environment II

Day & Time: Tuesday & Thursday, 4:00pm – 5:15pm

Location: High Tech Center Rm. 137

Credits:3

Pre-Requisites: SW 310

Instructor:Wendy Charlebois

Contact Information:

775-753-2466

Office hoursTues and Thursdays 10-1pm

or call for an appt. I am flexible.

CATALOG COURSE DESCRIPTION

Continues to examine human development in the continuation of pre-requisite SWK 310, examining macro systems utilizing the functionalist, conflict, social constructionist, and the rational/social exchange perspectives, as well as the systems and ecosystems theories. We will study the use of dominant and alternative paradigms in examining human behavior. In addition, theories regarding small groups, communities and social organizations will be presented to focus on the interaction among social, political, economic, biological, cultural and environmental forces that come to bear on the growth and development of all individuals including vulnerable populations; women, gays and lesbians, people of color, the poor, children, the disabled, and other oppressed groups.

COURSE DESCRIPTION

This course examines human behavior using an ecological-systems approach and biopsychosocial perspective. Theories and research that seek to explain human behavior within larger systems including organizations, communities, and families will be presented. Special emphasis will be placed on the interaction of oppression and human behavior. This course completes the foundation HBSE sequence which orients students to the multiple theories required in generalist practice. This course builds upon the material presented in Social Work 310.

LINKAGES WITH OTHER COURSES

This course builds upon the material presented in Social Work 310. The course also provides the understandings of human behavior that students will use in their practice courses (SW 420 and SW 421), field placements (SW 480 and SW 481), and research course (SW 440).

Relevant BSW Program Objectives

  • Apply critical thinking skills within the context of professional social work practice.
  • Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
  • Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
  • Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.
  • Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.

COURSE OBJECTIVES

  • Demonstrate an understanding of the reciprocal relationships between human behavior and social environmentsas measured by annotated bibliography.
  • Apply information derived from theories and research to their assessments of client systems as measured by in class case studies.
  • Demonstrate an understanding of theories and research pertaining to social systems at the mezzo and macro level, including families, groups, organizations, and communities as measured by How Do Groups Work? assignment
  • Critically assess ways social systems promote or deter maintaining or achieving health & well-being
  • Critically evaluate barriers that confront members of historically marginalized and oppressed groups as measured by in class exercises regarding culture and diversity.
  • Demonstrate an understanding of how values, norms, and attitudes affect the behavior of the families, groups, organizations, and communities as measured by the How Do Groups Work assignment
  • Critically evaluate the fit between theories and research on human behavior and social work’s professional values and ethics as measured by annotated bibliography.

Please Note:This class will be discussing very sensitive issues such as child abuse, domestic violence, suicide and other topics that may be disturbing. Some students may relate in-class discussions and readings to their own childhoods and current life circumstances. The instructor urges you to take care of yourself if the class content causes you too much distress. The instructor can make referrals to helping agencies if needed.

Course Related Policies

  1. Attendance Policy: Attendance is an important part of the learning process. These are small classes and there are added challenges of interacting with remote sites. Your presence, thoughts and energy are important to the other students learning as well. Learning is enhanced through student interaction and the life experiences you bring to the class. I view you and your fellow students as reciprocal learners and teachers. Members of the class should be able to rely on your participation, and vice versa as part of your social work education. . I know that students do have times when they cannot be in class but only the most pressing circumstances should be put before class attendance.One point will be deducted for the first absence. Four points will be deducted for the second absence. Students who miss three classes will lose 10 points. More than three absences may result in a failing grade for the course.
  2. Participation-. Students are expected to be on time, and participate in class activities and discussions. All reading assignments are to be completed before the class session in which the material is discussed. Students are also expected to stay abreast of current information through professional journals and the news media. Students will be asked at random to discuss various homework assignments. I will consider your participation when giving you a grade. Ask me about this.
  • Class rules and instructor’s expectation of students:
  • All students are expected to be active participants, learners, and teachers in the classroom.
  • Students are expected to complete the assigned readings before class.
  • Students are encouraged to seek additional materials from the media, libraries, and the Internet; to share these with the class; and to use these in their assignments.
  • Students are expected to invest 2-3 hours outside of class for each hour in class. A three hour class includes 6-9 hours per week of outside work.
  • Intellectual integrity and academic honesty are expected from all students.
  • Students are expected to display respect of fellow students’ unique characteristics including race, color, gender, religion, creed, ethnic or national origin, age, veteran status, disability, socioeconomic status, and sexual orientation. All written assignments will use nondiscriminatory language.

WRITING

  • Good writing skills to communicate information accurately and concisely are a requirement for effective generalist social work practice. As a social worker you will often be required to present written information to judges, physicians and other professionals. Therefore, formal writing assignments for this course will be evaluated both for content, ideas presented, and for the clarity of presentation. You must use the APA style of citation to list your references. If you are not familiar with this style then purchase a book or look on line. Here is a link that can help you or purchase the SF Writer By Foresman

strategy/citing/apa.html#apa

If you are in doubt about your own writing skills do not turn anything in that has not been proofread by a capable editor.

INSTRUCTIONAL METHODS

A variety of instructional methods will be employed over the course of the semester including: lecture, guest speakers, class discussion, small group activities, and videos.

REQUIRED TEXTS

Kirst-Ashman, K. (2008) Human Behavior, Communities, Organizations, and Groups in the Macro Social Environment, (2nd ed) . Belmont, CA Thomson Brooks Cole

Johnson, Miriam McNown, & Rhodes, Rita (2005). Human Behavior and the Larger Social

Environment: A New Synthesis. (1st ed.) Boston, MA: Pearson, Allyn and BaconRobbins, S.P.,

Other readings will be assigned

Assignments

Answer the question-30 points

  1. I will assign you a question. The questions are from your texts.
  2. You will provide at least five facts from either peer reviewed journals or books that you learned about the question along with the citation of those facts. 5 points

due March 30

  1. You will then do a 10-15 minute presentation and powerpoint answering your question using your facts and your own critical thinking skills to draw your own conclusions. 20points
  2. On the day of your presentation or before,provide an outline to me and the rest of the students along with a list of the resources you used. 5 points

Annotated Bibliography: 100 points

  1. Select a population at risk and an issue of concern within this population.
  2. Then write no more than one a one page overview of this population and the concerning issue. 10 points due Due Feb. 11
  3. Create an annotated bibliography with at least 10 articles. Eight of the 10 articles should be from peer reviewed journals.
  4. Write a brief summary of each article and as part of the summary answer the questions, How does this article help explain the issue experienced by my population of interest and what theory or theories about human behavior and the social environment are reflected in the reading? All of the articles you examine should explain or discuss the issue your population is facing from a system level that is larger than the individual. These systems may include: the economic system, culture, communities, organizations, institutions, groups, and families. For instance if you choose to examine gay and lesbian issues think of the legal system, marriage etc. If you choose veterans think of the health care system etc.Critically evaluate barriers that confront members of historically marginalized and oppressed groups as measured50 points due March 18
  5. Take all this information and turn it into a top notch paper (at least 5 pages) thatincorporates the above criteria andcritically evaluatesthe barriers that confront members of your marginalized and oppressed population at 40 points due April 29
  1. Submit inassignment dropbox; I will not accept it any other way.

How Do Groups work? 20 points

  1. Attend two different groups i.e. a support group, self help group, IEP meeting, county commissioners meeting, city council meeting, board meeting of a non-profit group.
  2. Observe the dynamics of each meeting. How were people seated, who spoke, who had the power how were the groups different how were they the same, what theories and concepts apply to your groups?
  3. You will write up your findings and place them on the discussion board as an attachment so everyone can see your resultsDue April 13

Theory presentation:20 points

During the semester, each student will write a brief paper (2 pages) and make a class presentation on a systems theory, a conflict theory, or an empowerment theory. Your paper/class presentation should discuss what the theory tries to illuminate, present the central ideas of that theory, and discuss how this theory can help social workers understand a component of generalist practice.

Exams- 200 points

There will be two exams,a mid-term and final, each worth 100 points apiece. They will be multiple choice, true/false and essay questions. These will be taken on web campus.

370-351 = A

350-331 = A-

330-311 =B

310-291 =B-

290-271 =C

270-251= C-

250-231 =D

Course Calendar

Social Work 311 Human Behavior and the Social Environment

January 26- March 22

Subject to change due to guest speakers, instructor travel schedule

Articles to be added

Date / In class / Reading / Assignments due
Week 1
Jan 26 & 28 / Go over syllabus and assignments
Review from SW 310 / Chapt 1-Kirst Ashman
Chapt 2 Robbins
Chapt 1 -Johnson
Week 2
Feb 2 & 4 / Lectures systems theory / Chapt 2 and 3 Kirst-Ashman
Chapt 11
Week 3
Feb 9 & 11 / Groups / Chapt 3 Robbins
/ Annot. Bib Overview due 2/11
Week 4
Feb 16 & 18 / Lectures conflict theory / Chapt 4 and 5 Kirst –Ashman
Week 5
Feb 23 & 25 / Lecture Organizations / Chapt 6 and 7 Kirst Ashman
Chapt 9 Johnson
Week6
March 2 & 4 / Lecture Organizations / Chapt 4 Robbins
Week 7
March 9 & 11 / Lecture empowerment theories / Chapt 8 &9 Kirst Ashman
Chapt 8 Johnson
The Female Voice
Knudsen Martin on web campus
Week 8
March 16 & 18 / Lecture Communities
Video This Black Soil / Chapt 5 RobbinsCultural theories
Chapter 6 Johnson
Coming Out of the Closet: Opening Agencies
to Gay and Lesbian Adoptive Parents
Scott D. Ryan, Sue Pearlmutter, and Victor Groza
A memory of my girlhood - playing with dark-skinned dolls - Bell Hooks
Web campus / Articles for Annot Bib summary due 3/18
Mid term on line
Week 9
Mar 23 & 25 / Spring Break!