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UNIVERSITY OF WISCONSINMILWAUKEE

HELENBADERSCHOOL OF SOCIAL WELFARE

INDIVIDUAL BEHAVIOR & SOCIAL WELFARE

705-002

Spring 13

Thurs. 6:00-8:40

203Curtin

Instructor: Nancy Smuckler, Ph.D.

Email:

Office Hours: Before and after class and by appointment

Office & Phone: 1039 Enderis; 229-5003

Text: Kail, R. and Cavanaugh,J.Human Development: A life-Span View,sixth edition, Wadsworth, BelmontCal.

(ISBN 13: 978-1-111-8341-1 or loose leaf edition ISBN 13: 978-1-111-83554-5 if you want the ebook go to the centrage web site CentrageBrain.com).

Reserve reading* on D2L and library e reserve

The Kail text has a companion web site that is basically an online tutorial system with pre and post-tests and personalized study plans. It can be found at

com/cig-

wadsworth/course_PRODUCTS_WP.PL?FID=m20b&product_isbn_issn=9780495600374&discipline_number=10&token=

Course Description: This course covers the development of individuals from conception through expiration, integrating the contexts of family community, and society. Biological, psychological, sociocultural and life-span factors which influence development and behavior are also covered, as are major theories of human development. The emphasis is on normative development.

Course Objectives: The Social Work Programs at UWM focus on metropolitan social problems with a commitment to social and economic justice, cultural diversity, and the empowerment of individuals, families, groups, organizations and communities to effect change. The goal of the MSW program is to educate and train social work practioners who demonstrate the values and ethics of the profession and who are competent to practice at the MSW level. In order to participate in the promotion, restoration, maintenance and enhancement of individual functioning, social work students must understand the basic principles of bio-psycho-social development across the life span. This course is designed to introduce students to a lifespan perspective of human development and to help students to:

  1. gain an understanding and critically evaluate relevant theories, research, knowledge and models of bio-psycho-social development and the interaction of biological, social and psychological and cultural variables that affect development.
  2. develop awareness and understanding of how diversity and person-in environment factors relate to individual development including the influence of gender, race, ethnicity, age culture, social class, disability, spirituality, and sexual orientation and disability.
  3. gain an understanding of eco-systems and person-in environment views and the significance of environmental, contextual, and social systems factors for human development including the family, group, community and societal systems that represent an individual’s developmental context.
  4. learn about and apply the factors that might increase, or reduce, developmental vulnerabilities, risk and resiliencies and consider ways in which social systems promote and deter individuals from achieving optimal well being.
  5. integrate and apply research, practice and policy into the content being studied.

Course Requirements:

  1. Active class and small group discussion of major developmental characteristics, trends, RESERVE READING and relevant issues which requires the reading course material as assigned. Regular attendance as the condensed time frame necessitates rapid coverage of course material. Consider not enrolling if you anticipate time conflicts. Repeated absences will result in a point deduction of 1 point per class. If you miss more than three classes your grade will be lowered. In addition some assignments are due in class and require presentation so that you cannot receive credit if you do not attend. There is also material that will be presented in class that is not in the text. Coming in late and leaving early does not constitute attending. Valid excuses are documented at the end of this section under point 2.*

The importance of attendance is also based on several principles that are integral to the Social Work code of ethics:

The dignity and worth of each person

Each student brings to this class a unique set of skills, perspectives and life experiences that will enrich the classroom environment. Thus it is expected that all members will come to class prepared to share their views on the course material and contribute their related experiences.

The importance of human relationships

Mutual respect is a cornerstone of healthy social relations. Although our opinions and values may differ, we must respect each others’ views.

  1. Timely completion of group and individual take-home questions and presentations.* See handout

*Please note the due dates for all written assignments in the course outline. Documented illness or a death in the immediate family are the only acceptable excuses for late work. Official collaboration will be required to make up tardy work. Written assignments will receive a two point deduction for being one day late and a five point deduction for being a week late. Work will not be accepted if it is more than one week late. All assignments are due by the beginning of class. The drop box will close at 5:59 pm on Thursdays. Bring a copy to class and be ready to discuss your answer. I am also willing to read drafts of assignments and offer feedback if you allow me ample time.

Evaluation: Will be based on

Question 15% theories, research & prenatal development individual

Question 210% infancy-individual or partner

Question 315% early childhood individual or group

Question 420% middle childhood through adolescence individual or

partner

Final 20% young adulthood through expirationindividual

Presentation30% group

Total100%

Grading Scale:

A100-94%C76.9-73%

A-93.9-90% C- 72.9-70%

B+89.9-87%D+ 69.9-67%

B86.9-83%D 66.9-63%

B-82.9-80%D- 62.9-60%

C+79.9-77%F59.9-0%

Due Dates

AssignmentDue Date Group or Individual

Question 1 / Feb 14 / Individual
Question 2 / March 7 / Partneror individual
Question 3 / March 28 / Partneror individual
Question 4 / April 18 / Partneror individual
Final Exam Questions / May 9 / Individual
Presentation / Group

COURSE OUTLINE 705

DATE / TOPIC / ASSIGNMENT
Read chapterbefore class
Jan 24 / Introduction to the course & perspectives on human development
Developmental Issues & Research & Critiquing Research / Chaps. 1
Reserve-if you are not familiar with reading experimental literature-Strauss, APA, Liebert & Spangler
Chaps. 1 & Reserve Readings: Adler
Jan 31 / Theories & Context / Chaps. 1 & ReserveReadings: Ogbu & Fordham, Moffitt *
Feb 7 / Genetics, & Prenatal Development / Chapter 2 & Reserve: Pekkanen
Feb 14 / Infancy & Early Childhood
Physical
QUESTION 1 DUE / Chaps. 3 & 4
QUESTION 1 DUE
Feb 21 / Infancy & Early Childhood
Cognition & Language / Chap. 4
Feb 28 / Infancy & Early Childhood
Social/emotional / Chap. 5

March 7

/ The School Age Child &
Physical& Cognitive
QUESTION 2 DUE / Chap. 6
QUESTION 2 DUE
March 14 / The School Age Child Social-emotional
SPEAKER / Chap. 7
Reserve: Starr, Gelman
March 21 / SPRING BREAK
March 28 / The Adolescence
Physical & Cognitive
Eating disorders
QUESTION 3 DUE / Chap. 8
Reserve: Elkind,Blyth, Fordham & Ogbu
QUESTION 3 DUE

April 4

/ The Adolescence
Social/emotional
Speaker
Eating disorders
YoungAdulthood / Review Reserve: Elkind, Blyth, Fordham & Ogbu
Chap. 9
Chapter 10
April 11 / Relationships in Adulthood
Divorce
A Life Span Perspective on Moral Development
Gender Development / Chap. 11
Review pages 258-261, 410-414
Reserve Ranari
Review pages 305-311
Reserve: Gilligan; Kohlberg
Review pages 185, 191-199
April 18 / Adulthood
Work, Leisure &
Stress
Midlife
Physical Changes
Cognitive Development thru the Life SpanQUESTION 4 DUE / Chap. 12
Chap. 13
QUESTION 4 DUE
April 25 / Later Adulthood
Physical & Cognitive / Chap. 14
May 2 / Later Adulthood
Social / Chapter 15
May 9 / Death, Loss, & Grief
FINAL DUE
Wrap up / Chapter 16
& Reserve Monaghan, Lamers, Rando
FINAL DUE

*Please note that all reserve reading is not only on two hour reserve but is also on electronic reserve so that it can be accessed by computer on campus, or if you have a computer at home that is linked to UWM. Reserve reading is also linked on D2L so that it can be accessed in that manner too. All class power points are on D2L but many of these topics are in outline form and not covered in the text.

Length of class presentation in answering the take home questions will be determined by class size, tentatively plan on 30-35minutes. It is anticipated that you will summarize, apply theories and research andtie to the course.

Policies and Procedures:

  1. The Helen Bader School of Social Welfare adheres to campus uniform policies

regarding participation of students with disabilities, accommodations for religious

observances, academic misconduct, student complaints, grade appeals, sexual

harassment, attendance, and assignment of a grade of "incomplete." Students should

review these policies at the start of the course. They are found at: or in the Social Work Handbook and at the reception desk for the School of Social Welfare, 10th floor Enderis Hall.

2. If anyone has the need for special accommodations, please see me early so that provisions can be made to ensure you an equal opportunity. I will need your VISA form, which you can obtain at the StudentAccessibilityCenter (Mitchell 112, phone 414-229-6287).

3. Dates of topics to be covered in class are subject to modification due to the weather,

speakers' schedules, etc.

4. If the university closes due to bad weather it will be announced by 6:45 a.m. for day classes and 4 p.m. for evening classes. For information call the university hot line at 229-4444,or use the university web site at or listen to local radio and television stations.

  1. It is not appropriate to have pagers, cell phones and other electronic devices on in

class.

  1. Plagiarism, cheating and other forms of academic misconduct, or facilitating this

misconduct will not be tolerated. Academic misconduct is a disciplinary offence. Students are expected to demonstrate academic integrity in all course activities. Academic integrity requires honesty concerning all aspects of academic work including:

  • Correct procedures for citing sources of information, words and ideas.
  • Ways to properly credit collaborative work with project teams or study group members.
  • Strategies for planning and preparing for exams, papers, projects and presentations.

Policies for addressing student behavior regarding academic integrity

can be found at the following: The library web site also has guidelines to avoid plagiarism at:

7. Dates of topics covered in class are subject to modification due to speaker’s schedules, the weather, etc.

OVER

ADDITIONAL INFORMATION

USING D2L

CLASS POWERPOINTS will be posted on D2L. Material will be covered in class that is not in the text. The power points of this material will be a rough framework which means that attending class is vital.

Go to Wisconsin.edu/ (or the UWM home page where access is a tab at the top of the page) to access d2l.

Log in using your UWM user name and password.

You should see MY HOME screen. There is a + next to the phrase Spring 13. You will see a + next to the name of any department in which you are enrolled in a course that uses D2L. Choose SOC WRK 705 Sect 002.

Messages will be posted on the course home announcements area.

Click on content for the course syllabus, class power points and any additional material. If you need help with D2L call 229-4040 or email help@ uwm.edu.

Test questions should be put in the drop box section by 5:59 p.m. of the date due.

PRESENTATION

You will work with several other students in presenting a topic of development that you are interested in and want to learn more about. First choose a broad area such as middle age social emotional development and social emotional development. Then narrow the focus such as parent-child relationships. Then further narrow the topic such as conflict between fathers and their sons. Then clear the topic with me. Then research scholarly journals for current research findings. In addition integrate personal and/or work related experiences and/or individuals you have encountered.

General Format

  1. Introduction:

1. Why this topic? What is your interest in this area, or theme of development?

2. What do you hope to learn for yourself, your professional development, your practice, etc?

3. Brief overview of the research. Are there key biological, psychological, and socialcultural factors that generally contribute (for the larger population) to this particular phase or event in development?

4. How well established is the research in this area? Are there gaps or debates within the field on how this phase or event should be viewed? What stands out as significant or interesting?

  1. Integration-Application of Course concepts

1. Is this phase/event predominantly considered to be a result of nature/nurture? How do biopsychosocial, cultural factors contribute to risk or resiliency of this particular phase of development, life span event, transition, etc.

2. What evidence do you have for this? Be sure and use specific examples of the individual’s unique life experience that support your hypotheses.

3. What is not completely explained by the research?

4. What other information would you need in working with this individual?

  1. REQUIRED Group exercise

Intended to apply themes and research such as:

  1. Videos, movie clips, current events or news stories
  2. Interactive exercise such as case scenario, role play, etc.
  1. Conclusions

1. What was learned? Was it surprising or interesting?

2. How did the research explain the individual’s current status? What could it not fully explain? What needs to be further explored?

3. Implications for your own social work development (i.e. how will you use this in your future practice with similar individuals?)

4. Implications for the social work field.

V. Questions and Discussion