University of Texas Arlington School of Social Work SOCW 5301-002
Human Behavior and the Social Environment
Fall 2010 Thursday, 6:00pm-8:50pm
Name: Ava Pickard, MSSW, LCSW
Emergency Only Cell: 817-235-0883
Email Address:
Office Hours: By appointment before/after class
EP and AS Requirements for HBSE:
4.3 Human Behavior and the Social Environment
Social work education programs provide content on the reciprocal relationships between human behavior and social environments. Content includes empirically based theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. It includes theories and knowledge of biological, sociological, cultural, psychological, and spiritual development across the life span; the range of social systems in which people live (individual, family, group, organizational, and community); and the ways social systems promote or deter people in maintaining or achieving health and well being.
In addition this course addresses 4.0 Values and Ethics:
Social work education programs integrate content about values and principles of ethical decision making as presented in the National Association of Social Workers Code of Ethics. The educational experience provides students with the opportunity to be aware of personal values; develop, demonstrate, and promote the values of the profession; and analyze ethical dilemmas and the ways in which these affect practice, services, and clients.
Links to the SSW MSSW Program Goals and MSSW Foundation Objectives include: the full range of social systems, critical thinking, the value base of the profession, practice without discrimination, empirical evidence to understanding individual development and behavior across the life span, and life-long learning.
I. Description of the Course Content
Exploration of behavioral and social science knowledge of human behavior and development through the life course. Examines major systems in society: individual, group, family, and community; and the diversity of ethnicity, race, class, sexual orientation, and culture.
II. Student Learning Outcomes
1. Students will examine, apply, and illustrate the development of persons through the life span based on theories and empirical knowledge of biological sociological, cultural, psychological, and spiritual aspects of development.
2. Students will examine, apply, and illustrate ways in which social systems promote or block the achievement and maintenance of health and well being.
3. Students will distinguish among individuals in terms of race, ethnicity, national origin, social class, religion, physical and mental ability, sexual orientation, and how a particular person is related or not to each area.
4. Students will describe in their own words what their views are of persons of different races, ethnicity, national origin, social class, religion, physical or mental ability, and sexual orientation.
Texas Arlington School of Social Work SOCW 5301-002 Human Behavior and the Social Environment Fall 2010 Thursday, 6:00pm-8:50pm
5. Students will demonstrate comprehension of the major organizational scheme of social work: reciprocal relationships between human behavior and the social environment.
6. Students will examine theories, concepts, and empirically-based knowledge related to individuals as they live in various systems in their environment: families, groups, organizations, and communities.
7. Students will examine theoretical frameworks for understanding the interactions between and among the various systems such as individuals, groups, societies, and economic systems.
8. Students will examine, apply, and illustrate theories, concepts, and empirically-based knowledge related to individuals as they live in various systems in their environment: families, groups, organizations, and communities.
9. Students will distinguish among the codes and values in the NASW Code of Ethics which ones relate directly to human diversity and regard for worth and dignity of all persons. They will assess and discuss what they think about these requirements for all social workers and how they plan to apply them in their social work practice to persons who are different from them.
10. Students will describe their plan for further knowledge development about human behavior and the social environment and the life span.
III. Requirements: None
IV. Required Textbooks and Other Course Material
Hutchison, Elizabeth D. (2008). Dimensions of human behavior: The changing life course (3rd ed.). Thousand Oaks, CA: Sage.
Hutchison, Elizabeth D. (2008). Dimensions of human behavior: Person in environment (3rd ed.). Thousand Oaks, CA: Sage.
Selected handouts.
Strongly Suggested:
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D.C.: Author.
V. Course Outline, Topics, and Readings
Week 1 August 26
• Introduction to course, syllabus and expectations
• A Life Course Prospective – Hutchison, Chapter 1 (p. 1 – 38)
• Aspects of Human Behavior: Person, Environment, Time – Hutchison, Chapter 1 (p. 3 – 36)
Week 2 September 2
• REACTION PAPER #1 DUE
• Theoretical Prospective on Human Behavior – Hutchison, Chapter 2 (p. 37 – 76)
• The Biological Person – Hutchison, Chapter 3 (p. 79 – 116)
• The Psychological Person: Cognition, Emotion, and Self – Hutchison, Chapter 4 (p. 117 – 148)
Week 3 September 9
• The Psychosocial Person – Hutchison, Chapter 5 (p. 149 – 182)
• The Spiritual Person – Hutchison, Chapter 6 (p. 183 – 224)
University of Texas Arlington School of Social Work SOCW 5301-002 Human Behavior and the Social Environment Fall 2010 Thursday, 6:00pm-8:50pm
Week 4 September 16
• REACTION PAPER #2 DUE
• Conception, Pregnancy, and Childbirth – Hutchison, Chapter 2 (p. 39 – 94)
• Infancy and Toddlerhood – Hutchison, Chapter 3 (p. 95 – 136)
Guest Speaker: John Dillard, MA, MS Social Science Librarian
Week 5 September 23
• Early Childhood – Hutchison, Chapter 4 (p. 137 – 174)
• Middle Childhood – Hutchison, Chapter 5 (p. 175 – 226)
Week 6 September 30
• REACTION PAPER #3 DUE
• Adolescence – Hutchison, Chapter 6 (p. 227 – 282)
• Young Adulthood – Hutchison, Chapter 7 (p. 283 – 320)
Week 7 October 7
• ETHICS & DIVERSITY PAPER DUE
• Middle Adulthood – Hutchison, Chapter 8 (p. 321 – 368)
• Late Adulthood – Hutchison, Chapter 9 (p. 369 – 416)
• Very Late Adulthood – Hutchison, Chapter 10 (p. 417 – 452)
Week 8 October 14
• REACTION PAPER #4 DUE
• The Physical Environment – Hutchison, Chapter 7 (p. 227 – 260)
• Culture – Hutchison, Chapter 8 (p. 261 – 296)
Week 9 October 21
• Social Institutions and Social Structure – Hutchison, Chapter 9 (p. 297 – 346)
• Families – Hutchison, Chapter 10 (p. 347 – 374)
Week 10 October 28
• REACTION PAPER #5 DUE
• Small Groups – Hutchison, Chapter 11 (p. 375 – 406)
Week 11 November 4
• Formal Organizations – Hutchison, Chapter 12 (p. 407 – 440)
Week 12 November 11
• REACTION PAPER #6
• Communities – Hutchison, Chapter 13 (p. 441 – 472)
• Group Presentations
Week 13 November 18
• Social Movements – Hutchison, Chapter 14 (p. 473 – 504)
• Group Presentations
University of Texas Arlington School of Social Work SOCW 5301-002 Human Behavior and the Social Environment Fall 2010 Thursday, 6:00pm-8:50pm
Week 14 November 25
No class-Thanksgiving Holiday
December 2
• CASE STUDY / MAJOR PAPER DUE
• Group Presentations
• REACTION PAPER #7
December 9
• Group Presentations (Semester Ends)
VI. Descriptions of Major Assignments with Due Dates
1. REACTION PAPERS (7 x 5 points = 35 points total):
Write and turn in seven reaction papers, on the readings or in-class content. Reactions are required, not just summaries of the material. These assignments should be a maximum of two double-spaced pages in length and follow APA format. These assignments assess outcomes #1, 2, 3, 4 and 5. The following questions should be addressed:
(1) Fact: What does the reading say to you?
(2) Congruence: How does the reading fit with your beliefs, feelings, and values?
(3) Meaning/Response: What does the reading mean to you? What is important message in this reading to you as a professional social worker?
(4) Concretizing: Give concrete examples or how the ideas or principles might be applied in a social work context.
(5) Format: Clarity, organization, structure.
DUE: See schedule above
2. ETHICS & DIVERSITY PAPER (35 points):
This is a two part assignment. In class on February 9th, there will be an opportunity to “interview” and “be interviewed” by a peer/classmate who is different than you (different religion, race, ethnicity, national origin, social class, physical or mental ability, or sexual orientation). You
will have the opportunity in class to share and discuss your differences, views and values then together examine the NASW Code of Ethics that relate to human diversity with regard to the worth and dignity of all persons.
You will want to take comprehensive notes as part two of the assignment will require you to independently critically compare and contrast your views and experiences and relate them to the NASW Code of Ethics, assessing and discussing what you think about the requirements for all social workers and how you plan to apply them in social work practice to persons who are different from you. This paper will be 5 – 6 double-spaced pages in length, follow APA format and include a minimum of two references (journal articles). This assignment assesses outcomes #7, 8, 9, and 10.
DUE: October 7
3. CASE STUDY / MAJOR PAPER (100 points):
Write a case study on a child, young adult, midlife adult, or older adult. Examine your subject using 3 theories and 10 concepts as they apply to the life stage you select.
University of Texas Arlington School of Social Work SOCW 5301-002 Human Behavior and the Social Environment Fall 2010 Thursday, 6:00pm-8:50pm
(1) Define and discuss the theories and concepts in detail and give examples of how the client demonstrates each theory and concept in relation to race, ethnicity, national origin, social class, religion, physical and mental ability, and sexual orientation. Give examples relevant of how the client demonstrates each theory, concept, and other factors listed.
(2) Describe and illustrate ways in which social systems promote or block the achievement and maintenance of health and well being for this person.
(3) The student should consider this project a “work in progress” and work on the case study throughout the semester in order to make the case study manageable and turn in quality work.
This paper should be a maximum of 8 - 10 double-spaced pages in length and follow APA format. Include pertinent material from both text books and include a minimum of four additional references (journal articles). This assignment assesses outcomes #1, 2, 3, 4, 5, 6 and 7
DUE: Due: December 2 (or before)
4. GROUP PAPER and PRESENTATION (100 points):
In groups of three or four, write a case study on a family, small group, community, or organization. Analyze your target using 3 theories and 10 concepts from text material and class notes, as they apply. Be sure to define the theories and concepts you choose. Your PowerPoint presentation should include the following:
(1) Describe and illustrate ways in which social systems promote or block the achievement and maintenance of health and well being of your target.
(2) Discuss how the information you have presented relates to explicit aspects of the NASW Code of Ethics and values that relate to human diversity with regard for the worth and dignity of all persons.
(3) Include a discussion of the group process and the knowledge you gleaned and the skills you developed while completing this group assignment.
(4) Conclude with a discussion of how your individual group member’s plan to develop further knowledge of human behavior and the social environment.
This group presentation and should be approximately 35 - 45 minutes in length. Your group is required to submit a brief outline of your presentation including theories and concepts used. The group is encouraged to be creative in their presentation. This assignment assesses outcomes #1, 2, 3, 4, 7, 8, 9 and 10.
DUE: Presentations: November 18, December 2, 9 Paper: December 9 at the latest (This may be a copy of the powerpoint)
VII. Final Grade Calculations and Grading Policy
Students are to respond completely not cursorily to these assignments. Clarity, organization, substance, and APA format will be assessed.
No incomplete grades will be given in this class. All assignments must be turned in on the scheduled due date, at the beginning of class. Late papers will be assessed a 4 point deduction for each calendar day or part of a day that the paper is late. Late assignments will be accepted only with the prior approval of the instructor and negotiated due date.
Attendance and Participation 30 points A = 280 – 300 pts
Reaction Papers (7 x 5 points) 35 points B = 250 – 279 pts
Ethics and Diversity Paper 35 points C = 220 – 249 pts
Case Study / Major Paper 100 points D = 190 – 219 pts
Group Presentation 100 points
300 total points available
University of Texas Arlington School of Social Work SOCW 5301-002 Human Behavior and the Social Environment Fall 2010 Thursday, 6:00pm-8:50pm
VII. Attendance and Class Responsibility Policy
Your grade in this area will be a response to the following: punctuality; respecting and encouraging the opinions of your peers, even if they do not represent your own; demonstrating the ability to read carefully
and think critically; demonstrating the ability to speak up when you have a point to make, a question to pose, or an alternative perspective to present; being prepared to give and accept feedback; being prepared to work with your colleagues. Please become familiar with the NASW Code of Ethics, it establishes the foundation for respect of each other and the evolving perspectives we possess and might share throughout the semester.
Arriving late and departing early is disruptive to the class. Regular attendance for the entire class is expected. Being late or leaving class early will result in an absence being recorded for that class period. Students should arrive to class on time and stay until the end of class.
Attendance and participation represents 30 points of your entire grade. Each absence from class, for any reason, will result in a two point deduction from the student’s attendance and participation grade. More than three absences may result in the student being asked to drop the course or could receive a failing grade. The instructor reserves the right to add up to five 5 additional points to the final grade for strong attendance and participation if those points would make a difference between letter grades in the final total. If a student has missed more than one class period for any reason, the student will not be eligible for the extra points.