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SOUTHERN UNIVERSITY AT NEW ORLEANS
SCHOOL OF SOCIAL WORK
SOWK 602 - HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT (HBSE) II
Spring 2018
3 Credit Hours
Instructor Name:
Office hours/and by Appointment:
Contact Information:
I.COURSE DESCRIPTION:
Human Behavior and the Social Environment II is designed as the second of two foundation courses providing students with core knowledge of systems theory pertaining to individuals, families and small groups. The course utilizes systems theory and emphasizes the themes of empowerment, advocacy, and transformation in exploring basic concepts and theories relevant to human development and social behavior. The life course perspective is used throughout the course to focus discussion on the impact of biological, psychological, social, spiritual and cultural interactions on the internal system of human development with external systems. The life course perspective also focuses on ways in which individuals develop throughout different stages of life, from adolescence through later adulthood. Special emphasis is placed on how external systems impact the attainment of social-economic justice at micro and mezzo systems. Students are also introduced of some challenges of military families at the micro, and mezzo levels with special emphasis on challenges of adolescents, parents, and caregivers of military families.
II.COURSE RATIONAL:
This course is designed to support student learning in other curriculum areas such as field practicum, about micro and mezzo system issues relevant to social work practice.
III.COURSE OBJECTIVES/OUTCOMES:
Upon completion of the course, students will enhance their knowledge, values and skills in the following areas:
1.Demonstrate knowledge of major theories of human life course developmental stages of adolescence through later adulthood with a focus on individuals, families and small groups and the overall impact on diverse and at-risk populations with emphasis on social and economic justice.
2.Describe relationships between biological, psychological, spiritual, social/cultural
Development as it affects human behavior from adolescence through later adulthood.
3.Demonstrate knowledge and understanding of oppression and how the coping and adaptive behaviors of oppressed and or at-risk populations become termed as “Dysfunctional” and “Pathological” and the necessary transactions between these diverse groups and society from adolescence through later adulthood.
4.Demonstrate an understanding of diversity (including but not limited to developmental challenges, ethnicity, race, gender, sexual orientation, social or economic class) through discussions while affirming respect for various national and international groups from adolescence through later adulthood.
5.Demonstrate knowledge and understanding of how at-risk and oppressed populations respond to the societal forces within the United States (with emphasis on the African American Community) as well as in other countries from adolescence through later adulthood.
6.Demonstrate an understanding of the potential for constructive growth, creative changes and transformation as strengths to be incorporated in practice when intervening with individuals, families and small groups whether in a civilian setting or within the military from adolescence through later adulthood.
7.Demonstrate knowledge of appropriate evidence-based interventions with families and small groups based on their realities and self-determination within the social environment from adolescence through later adulthood.
COMPETENCIES
1.Students will engage diversity and difference in practice when intervening with individuals, families and small groups from adolescence to later adulthood.
2.Students will advance human rights and social and economic justice when intervening with individual clients, families, and small groups from adolescence through later adulthood.
3.Students will demonstrate competency in formulating culturally sensitive, age and situational appropriate practice interventions from an ecological systems perspective and a strengths perspective as well as appropriate evidenced-based approaches from adolescence through later adulthood.
4.Students will be able to apply advocacy and empowerment strategies to achieve social and economic justice across client systems and professional settings from adolescence through later adulthood.
5.Students will be able to apply ethical decision-making based on critical thinking of the situations and the best interest of clients served from adolescence through later adulthood.
IV.COURSE EVALUATIONS
Grading Criteria:
100 – 90 = A; 80 – 89 = B; 70 – 79 = C and < 70 = F
A minimum of four (4) grades will be included in the final evaluation of student performance. Each instructor will determine evaluation criteria (e.g., examinations, papers, class participation, etc.). Each instructor may also use additional evaluation criteria to determine the final grade and make classroom policies.
Evaluation of Course Competencies
This course measures student’ knowledge of human life course developmental stages with an emphasis on individuals, families, and small groups. It also measures knowledge of how diverse and at-risk populations are adversely impacted by issues of social and economic injustice. Examinations and assignments are designed to access student’s grasp of theoretical perspectives that drive social work practice.
Suggested Evaluations:
Examinations only: If only examinations are used as evaluation criteria, the examinations should demonstrate students’ knowledge and values on the respective Unit’s content and should cover each objective during the semester.
Papers: If only written papers are used as evaluation criteria, each paper should demonstrate students’ knowledge and values on the respective Unit’s content and should cover each objective during the semester.
Examinations and Papers: If a combination of examinations and papers are used as evaluation criteria, the papers and/or examinations should demonstrate students’ knowledge and values on the respective Unit’s content and should cover each objective during the semester.
Class attendance and participation are integral parts of this course. Students who know they will have trouble with attendance are recommended to formally withdraw via the Registrar’s office. Students are allowed to miss two (2) classes without an official excuse. Students who miss more than two classes may receive a letter grade lower in the course. Excessive absences are grounds for a failing grade. This policy is in compliance with SUNO’s attendance policy. Exceptions must be agreed upon by both instructor and student in advance. Please keep theinstructor informed to avoid problems. Please refer to SUNO’s student handbook for additional information on class attendance.
An incomplete (I) grade is not given in lieu of a failing grade. Students should meet with the instructor if circumstances will not allow them to complete the required coursework.
Academic Integrity
Each student is expected to complete his or her work at a level comparable to a graduate student. While students may use the work of others in their written compositions you cannot claim someone else’s work as your own (plagiarism). Please use caution to appropriately cite works, including work found on the Internet. Students using the Internet sources should takecare and not cut and past the work of others as their own. Any questions about the proper method of citing work of others (see the APA manual). Plagiarism is a serious offense and Evidence of such will result in an academic review per the University’s and the School of Social Work policies.
Children on campus: Per the University’s policy, minor children are not allowed in classrooms or unsupervised on campus...
V.REQUIRED COURSE READINGS
Required Text:
Zastrow, C. H. and Kirst-Ashman, K. K. (2015). Understanding human behavior and the
social environment (10th ed.). United States: Cengage Learning.
ISBN: #978-1-305-10191-3
*** Additional readings can be assigned at the discretion of the instructor.
VI.COURSE CONTENT
Unit I: Bio-Psycho-Social-Spiritual Development, challenges and opportunities of individuals and families during adolescence with emphasis on underserved and at- risk groups
Module I: Bio-Spiritual Development in Adolescence
(Required Reading- Text) - Chapter 6: Biological Development in Adolescence
Weeks: 1 and 2
(Suggested Reading)
Anderson, S. H. & Middleton, V. A. (2011). Explorations in diversity: Examining
privilege andoppression in a multicultural society (2nd ed.). United States:
Brooks/Cole.
Centers for Disease Control and Prevention, (2014). Preventing youth violence:
Opportunitiesfor action. Atlanta, GA: CDC. Available at
Child Trends (2014). Transitioning to adulthood. Washington DC: Child Trends, #2014
-45.
Council on Social Work Education (2010). Advanced social work practice in military
social work. Washington, DC: Council on Social Work Education.
Pryce, J. G., Pryce, D. H. and Shackelford (2012). The costs of courage: Combat stress,
Warriorsand family survival. Chicago: Lyceum Books, Inc., Chapter 8.
Readon, C. (2011). A decade of social work today: 10 trends that transformed social
work. Social Work Today. July/August 2011. Retrieved from (
Schriver, J.M. (2014) Human behavior and the social environment: shifting paradigms
in essential knowledge for social work practice (6th ed.). Boston: Allyn and Bacon.
Van Wormer, K. (2011). Human behavior and the social environment: micro level.
New York: Oxford University Press.
Unit II: Psychological and spiritual challenges and opportunities for individuals and families during adolescence with emphasis on underserved and at-risk groups
Module II: Psycho-Spiritual Development in Adolescence
(Required Reading- Text) - Chapter 7: Psychological Development in Adolescence
Weeks: 3 and 4
(Suggested Reading)
Amado, B., Arce, R., & Herraiz, A. (2015). Psychological injury in victims of child
sexual abuse: A meta-analytical review. Psychological Intervention, 24, 49-62.
Barglow, P. (2014). Numbing after rape, and depth of therapy. American Journal of
Psychotherapy, 68(1), 117 – 139.
Boulanger, G. (2013). Fearful symmetry: Shared trauma in New Orleans after hurricane
Katrina.
Brown, D., Reyes, S. Brown, B., & Gonzenbach, M. (2013). The effectiveness of group
TreatmentFor female adult incest survivors. Journal of Child Sexual Abuse, 22(2), 143-152.
Derivois, D. V. (2014). Symptoms of ptsd and social support among children and
Adolescentsafter the2010 Haitian earthquake. Journal of Loss and Trauma 19(3), 202 – 212.
Diagnostic and Statistical Manual of Mental Disorders - 5 (2014). Arlington, VA:
AmericanPsychiatric Association.
Fahurdin, A. (2012). Psychosocial reaction and trauma after a natural disaster. Asian
SocialWork and Policy Review. 6(3), 192 – 202.
Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder.
Henderson, D. A. & Thompson, C. L. Late (2016). Counseling children (9th ed.). United
States:Cengage Learning, Inc.
Haight, W. L. & Taylor, E. H. (2013). Human behavior for social work practice: a
developmental-ecological framework (2nd ed.). Chicago: Lyceum Books, Inc.
Hutchison, E. D. (2015) Dimensions of human behavior: the changing life course
(5th ed). Los Angeles: Sage Publications.
Jester, J. M., Steinberg, D. B., Heitzetg, M. M & Zucker, R. A. (2015). Coping
expectancies, notenhancement expectancies, mediate trauma experience effects on problem alcohol use: A prospective study from early childhood to adolescence. Journal of Studies On Alcohol and Drugs, 76(5), 781-789.
Kanton, W. J. & Unutzer, J. (2013). Health reform and the Affordable Care Act. Journal
OfPsychosomatic Research 74 (6), 553-537.
Ma, E. M., & Li, F. S. (2014). Developmental trauma & its correlates: A study of
Chinese childrenwith repeated family physical & sexual abuse in Hong Kong. Journal of Traumatic Stress. 27(4), 454 – 460.
McLean, C. E. (2014). Trauma characteristics and posttraumatic stress disorder among
adolescent survivors of childhood sexual abuse. Journal of Family Violence 29(5). 559-566
Miley, K. K., O’Melia, M. W. and DuBois, B. L. (2013). Generalist social work
practice: Anempowering approach (7th ed.). Boston: Pearson Education, Inc.
Morelli, P. T. T., Spencer, M. S. (March 2000). Use and support of multicultural and
antiracist education: Research-informed interdisciplinary social work practice. SocialWork, 45 (2), 166. New York.
Negele, A., Kaufhold, J., Kallenbach, L., Leuzinger-Bohleber, M. (2015). Childhood
trauma and itsrelation to chronic depression in adulthood. Depression Research & Treatment, 1-11.
Pryce, J. G., Pryce, D. H. and Shackelford (2012). The costs of courage: Combat stress,
Warriorsand family survival. Chicago: Lyceum Books, Inc.
Readon, C. (2011). A decade of social work today: 10 trends that transformed social
work. Social Work Today. July/August 2011. Retrieved from (
Saha, I., Paul, B., Das, D. K., Dinda, J., Mukherjee, A. & Basu, S. (2013). Repeated
abuse duringchildhood and adolescence leading to suicidal behavior in an adolescent: A case report. Journal of Family Violence, 28(2), 213 – 217.
Shireen, F. (2014). Trauma experience of youngsters and teens: A key issue is suicidal
Behavioramong victims of bullying. Pakistan Journal of Medical Science 30 (1) 206 – 210.
Shulman, L. (2012). The skills of helping individuals, families, groups and communities
(7th ed.). United States: Brooks/Cole.
Winogard, W. (2010). Persephone rising: Struggles in female adolescent development in
Theaftermath. Clinical Social Work Journal, 38, 289 – 297.
Module III: Social and Spiritual Development in Adolescence
(Required Reading- Text) - Chapter 8: Social Development in Adolescence
Weeks: 5 and 6
(Suggested Reading)
Anderson, S. H. & Middleton, V. A. (2011). Explorations in diversity: Examining
privilege andoppression in a multicultural society (2nd ed.). United States:
Brooks/Cole.
Brown, T. F. (2011). Sleep, fears, sleep disturbance and ptsd symptoms in minority youth
exposed to hurricane Katrina. Journal of Traumatic Stress. 24(5), 575-580.
Coid, J., Petruckevitch, Feder, G. & Wai-Shan, C. (2001). Relation between childhood
sexual andphysical abuse and risk of revictimisation: A cross-sectional survey. The Lancet, 358(9280), 450-454.
Council on Social Work Education (2010). Advanced social work practice in military
social work. Washington, DC: Council on Social Work Education.
Derivois, D. V. (2014). Symptoms of ptsd and social support among children and
Adolescentsafter the2010 Haitian earthquake. Journal of Loss and Trauma 19(3), 202 – 212.
Henderson, D. A. & Thompson, C. L. Late (2016). Counseling children (9th ed.). United
States: Cengage Learning, Inc.
Jackson, A. (2003). Mother’s employment among poor, African American children’s
development. Social Science Review. FF (1) 93-109.
Fahurdin, A. (2012).Psychosocial reaction and trauma after a natural disaster. Asian
SocialWork and Policy Review. 6(3), 192 – 202.
Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Herder & Herder.
Goldberg, M. (2002). Conflicting principles in multicultural social work. Families in
Society, 81 (1), 12-21.
Haight, W. L. & Taylor, E. H. (2013). Human behavior for social work practice: a
developmental-ecological framework (2nd ed.). Chicago: Lyceum Books, Inc.
Harrison, T. W. (March 2003). Adolescent homosexuality and concerns regarding
disclosure. The Journal of School Health. 73 (3), 107. Kent.
Hodge, D. R. (2007). Social justice and people of faith: a transnationalperspective.
Social Work, 52 (2), 139 – 148.
Hutchison, E. D. (2015) Dimensions of human behavior: the changing life course
(5th ed). Los Angeles: Sage Publications.
Jester, J. M., Steinberg, D. B., Heitzetg, M. M & Zucker, R. A. (2015). Coping
expectancies, notenhancement expectancies, mediate trauma experience effects on problem alcohol use: A prospective study from early childhood to adolescence. Journal of Studies On Alcohol and Drugs, 76(5), 781-789.
Van Wormer, K. (2011). Human behavior and the social environment: micro level.
New York: Oxford University Press.
Unit II: Bio- Psycho- Social- Spiritual Development, challenges and opportunities for individuals and families during Young Adulthood with emphasis on underserved and at- risk groups
Module IV: Bio-Spiritual Aspects of Young and Middle Adulthood
(Required Reading – Text) - Chapter 10: Biological Aspects of Young Adulthood
Weeks: 7 and 8
12
(Suggested Reading)
Diagnostic and Statistical Manual of Mental Disorders - 5 (2014). Arlington, VA:
AmericanPsychiatric Association.
Module V: Psycho-Spiritual Aspects of Young and Middle Adulthood
(Required Reading – Text) Chapter 11: Psychological Aspects of Young and Middle Adulthood
Weeks: 9 and 10
(Suggested Reading)
Atwood, N. C. (Jan. 2001). Gender bias in families and its clinical implications for
women. Social Work, 46 (1), 23. New York.
Council on Social Work Education (2010). Advanced social work practice in military
social work. Washington, DC: Council on Social Work Education.
Diagnostic and Statistical Manual of Mental Disorders - 5 (2014). Arlington, VA:
AmericanPsychiatric Association.
Lum, D. (2011). Culturally competent practice: A framework for understanding diverse
Groupsand justice issues (4th ed.). United States: Brooks/Cole.
See, L. A. (ed., 2007). Human behavior in the social environment from an African
-American perspective (2nd edition). Binghamton, New York: The Haworth Press, Inc.
Silvestre, A. J., Arronwood, S. H., Ivery, J. M., Barksdale, S. (Feb. 2002). HIV
prevention capacity building in gay, racial, and ethnic minority community in smallcities and towns. Health and Social Work, 27 (1), 61. Silver Spring.
Van Hook, M. P. (2014). Social work practice with families: A resiliency-based
approach. Chicago: Lyceum Books, Inc.
Module VI: Socio-Spiritual Aspects of Young and Middle Adulthood
(Required Reading – Text) Chapter 12: Sociological Aspects of Young and Middle Adulthood
Week(s): 11
(Suggested Reading)
Council on Social Work Education (2010). Advanced social work practice in military
social workWashington, DC: Council on Social Work Education.
Colett, K. (2009). African-Americans impact on the military. Retrieved December 10,
2010 from
Unit III: Bio-Psycho-Social-Spiritual development, challenges and opportunities of individuals and families in Later Adulthood with emphasis on underserved and at- risk groups
Module VII: Bio-Spiritual Complexity of Aging During Later Adulthood
(Required Reading – Text) - Chapter: 14 Biological Aspects of Later Adulthood
Week(s): 12
(Suggested Reading)
Williams, A., & Johnson, K. (2000). Race, social welfare, and the decline of postwar
liberalism: A new or old key. Public Administration Review, 60, (6) 560-572.
Module VII: Psycho-Spiritual Aspects of Later Adulthood
(Required Reading) - Chapter: 15 Psychological Aspects of Later Adulthood
Week(s): 12
(Suggested Reading)
Barglow, P. (2014). Numbing after rape, and depth of therapy. American Journal of
Psychotherapy, 68(1), 117 – 139.
Boulanger, G. (2013). Fearful symmetry: Shared trauma in New Orleans after hurricane
Katrina.
Brown, D., Reyes, S. Brown, B., & Gonzenbach, M. (2013). The effectiveness of group
Treatment for female adult incest survivors. Journal of Child Sexual Abuse, 22(2), 143-152.
Fahurdin, A. (2012). Psychosocial reaction and trauma after a natural disaster. Asian
Harris, J. & Jones, N. G. (2007). African-American military services members and their
families: A different environment. Human behavior in the social environment from anAfrican-American perspective. (2nded.). New York: The Haworth Press.
Hutchison, E. D. (2015) Dimensions of human behavior: the changing life course
(5th ed). Los Angeles: Sage Publications.
Kanton, W. J. & Unutzer, J. (2013). Health reform and the Affordable Care Act. Journal
OfPsychosomatic Research 74 (6), 553-537.
Lai, D. W. L. & Chau, S. B. (2007). Effects of service barriers on health status of older
Chinese immigrants in Canada. Social Work, 52, 3, 261 – 269.
Lum, D. (2011). Culturally competent practice: A framework for understanding diverse
Groupsand justice issues (4th ed.). United States: Brooks/Cole.