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Whittier College Department of Social Work
SOWK 373: Human Behavior and the Social Environment
Fall 2016
Instructor: Tina Yates, J.D.
Class Location: Hoover 106
Day/Time: Tuesdays/Thursdays 9:30 -10:50 a.m.
Office Hours: By appointment only. Please see me after class or email me.
Office: Platner 213
Mail Box: Platner Lobby
Telephone: Leave a message for me with Olivia Solis 562-907-4290
Email:
Whittier College Department of Social Work Mission Statement
The Whittier College undergraduate Department of Social Workseeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers who are committed to career-long learning. We prepare students to aid in the empowerment of marginalized groups, particularly vulnerable and oppressed communities. In all this, we collectively work for the advancement of human rights in local, national and global environments.
Affirming the historical roots and mission of Whittier College, the Department of Social Work provides learning experiences that inspire students to become advocates for peace and social and economic justice. Student learning is a combination of "knowing" and "doing," grounded in the liberal arts foundation of interdisciplinary, research-based knowledge, and problem-solving methodology. We value generalist skill development that prepares reflective social work practitioners committed to promoting human well-being. Our program is designed to equip the body of professionals who will nurture the profession for the twenty-first century.
A Brief Overview of this Course -
This course examines the reciprocal relationships between human behavior and social environments across the life course. Students analyze and critique theories, frameworks, and other sources of knowledge that address the interactions between and among individuals, groups, organizations, and communities to gain an understanding of how these social systems promote or deter human well-being. This includes studying various frameworks and theories of biological, psychological, sociological, cultural, and spiritual development to gain a better understanding of the person in their various environments. Students will also study the National Association of Social Workers Code of Ethics to become knowledgeable and mindful of the value base of the profession and how its ethical standards guide practice through assessment, intervention, and evaluation.
Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well-being for both diverse and oppressed groups in individual, family, group, organizational, community, and global settings. They utilize self-reflection, critical thinking, evidence-based knowledge, professional values, and a wide range of skills to collaborate with others to create “personal and social transformation”. Generalist social work practitioners, under supervision, engage in socially just practice through an interactive process of change which includes:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and challenges and planning for strategic change;
3. action and accompaniment – working together with clients/partners to create meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and reflecting on one’s personal and professional experience; and
5. celebration and new engagements – affirming success and planning with clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Department of Social Work Learning Culture
Our social work classes and field placements reflect a professional culture of “best practices” that call out the highest standards of social work values and ethics. We behave this way now, not just in the future. We learn more than information. We also learn to behave in ways that promote growth for ourselves and for our community.
The social work value of “competence” shapes our own Department of Social Work (NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and limitations. We show up. We do our best. We are prepared to participate in class and in field. We contribute by completing assignments in a timely and thoughtful manner. We are actively engaged in discussions that benefit our learning as well as our colleagues. We respect confidentiality and the limits of confidentiality as guided by our instructors. We ask for support when we need it. We invest in others when we are able. We are engaged in our community partnerships and field placements, honoring the guidelines of the agency, our field educators, our faculty, and our own professional wisdom. Our clothing and behavior reflect respect for our community partners and the work we value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
Social Work students adapt these standards as cited in the 2008 Educational Policy and Accreditation Standards:
Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers
_advocate for client access to the services of social work;
_practice personal reflection and self-correction to assure continual professional development;
_attend to professional roles and boundaries;
_demonstrate professional demeanor in behavior, appearance, and communication;
_engage in career-long learning; and
_use supervision and consultation.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library, room G003, and can be reached by calling extension 4825.
Course Objectives : Upon successful completion of the course, you should competently be able to:
1. Apply critical thinking skills within the context of professional Social Work practice by distinguishing, appraising and integrating multiple sources of knowledge about human behavior and the social environment.
2. Practice within the values and ethics of the Social Work profession and with an understanding of and respect for the positive value of diversity.
3. Understand the forms and mechanisms of oppression and discrimination and the strategies of change that advance social and economic justice.
4. Demonstrate an understanding, sensitivity, and commitment to issues related to poverty.
5. Demonstrate a fundamental knowledge of general systems theory.
6. Demonstrate a fundamental knowledge of the relationship among biological, social, psychological, and cultural systems as they affect and are affected by human behavior in their social environments.
7. Demonstrate a fundamental knowledge of the interplay of family, community, organization, group, and cultural systems, particularly as they related to women, ethnic and racial minorities, and other populations at risk.
8. Understand the focus of generalist Social Work practice with families.
9. Demonstrate the ability to communicate effectively.
10. Understand how to build knowledge for practice through utilizing conceptional frameworks to guide the processes of assessment, intervention, and evaluation.
Your Responsibilities as a Member of a Learning Community
In the Classroom: By your enrollment in this course, you agree to be a member of a learning community. This membership includes rights (to be respected, to be challenged to grow, to help make decisions relevant to our class) and responsibilities (such as regular/punctual attendance, engaged participation, and a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting our ideas, reflecting on our experiences, and applying our knowledge to our academic and career goals. We will analyze different forms of knowledge (practice wisdom, theories, research findings, and your interpretation of your own life experiences), develop skills in working with people and communities, and learn from practitioners and clients in the community.
This is a process-oriented course that includes your input at many levels. Therefore, we will use a syllabus as a guide and make changes as we see fit. The instructor reserves the right to reschedule events (delay or delete content/activities, or exchange for more relevant activities) to insure the best learning outcomes for all.
Cell Phone Policy: The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore prohibited during class (unless directly instructed by me to utilize for an in-class activity). This includes texting! You must turn-off or silence your devices once class begins. If you are found in violation of this policy, you will be marked absent for the day and asked to leave the classroom for the remainder of the class period.
Laptop & Tablet Policy: Last year I noticed an increase number of students bringing laptops to class. I know this hurt performance and the research and data I have read supports this notion. As such, laptops and tablet use are prohibited during class. There may be times in class that the use of mobile devices or laptops will be permitted, but it will only be during designated in-class activities. If you are a student who necessitates regular note taking on a laptop, please see me immediately and I will notify you of my “use policy.” You will be marked absent for the day if you are found to use a laptop without express permission from me. You may want to read the following article on this topic: http://www.newyorker.com/tech/elements/the-case-for-banning-laptops-in-the-classroom.
Email Communication Policy: I am happy to receive email communication from you, but it is necessary for you to remember that professionalism is essential when drafting such emails. As such, I expect to be addressed in a professional manner and I also expect the emails to be drafted in complete sentences. Email communication that resembles texting will be ignored. If I receive an email from you and it starts with “Hey …,” I will assume it was not meant for me or that it was a draft and I will not respond. In most instances I will respond to your email within 24 hours. Please understand that I have no obligation to respond to your emails until the next class meeting. I do not respond to emails the night before class, asking for homework reminders, extensions, and/or clarification on assignments due the next morning. It is your responsibility to take accurate notes and be mindful of professionalism and time management. Be advised that just because you send me an email asking for and extension to an assignment, it does not mean you will automatically be granted one or that you are excused. All deadlines are firm and listed in the assignments portion of this syllabus. Extensions are rarely given.
Academic Honesty (Whittier College Catalog, 2013-2015)
Because the preservation of academic honesty is as fundamental to our shared enterprise as the transmission of knowledge, the faculty and administration of the College regard educating students in academic integrity to be as important as inspiring them to rise to the challenge of learning. Students are expected to produce independent work and to cite sources of information and concepts. When these principles are breached and a student misrepresents his or her level of knowledge, the basic framework of scholarship is broken. In these instances, students will be held accountable and will face sanctions that range from a warning to expulsion from the College. Ignorance of what constitutes plagiarism or cheating is not a valid defense. If students are uncertain of policies, they should consult the instructor for clarification.
Required Readings:
Zastrow, C. and Kirst-Ashman, K. 2013.Understanding Human Behavior in the Social Environment(10th ed.). Belmont, CA: Thomson Brooks/Cole Publishing Company.
Gladwell, M. (2008). Outliers: The Story of Success.
NASW Code of Ethics, the most recent edition. You can find it at: www.socialworkers.org/pubs/code/default.asp
Supplemental readings will be uploaded to our class Moodle cite. You are responsible for checking the Moodle cite to upload and/or download the supplemental readings. The readings will be assigned in class.
Overview of Assignment & Grading
ASSIGNMENT / DUE DATE / % OF GRADEAttendance/Engagement Assignments / On-going
Varies / 15%
Quizzes / On-going / 5%
This is Your Life / September 15, 2016
In-class / 10%
Family Assessment / September 29, 2016
Uploaded to Moodle / 10%
Midterm/Outliers Paper / October 18, 2016
Uploaded to Moodle / 25%
Final Paper Proposal / November 15, 2016
Hand delivered during conference appointment / Part of Class Engagement
Final Paper / December 1, 2016
Uploaded to Moodle / 30%
Final Paper Presentation / December 6, 2016
December 8, 2016
December 15, 2016**(8:00-10:00a.m.
In-class / 5%
Social Work Department Grading Scale:
94-100% = A / 88 - 89% = B+ / 78-79% = C+ / 68-69-% = D90-93% = A- / 83-87% = B / 73-77% = C / 67% or less = F
80-82% = B- / 70-72% = C-
Course Requirements & Assignments:
Course Requirements:
1. Attendance and Classroom Engagement: Your attendance and engagement in all class sessions is imperative to success in this course. Not only does it count towards a significant portion of your grade (15%), but, if you fail to attend and engage, you will not learn the materials needed to succeed in the assignments.
Attendance will be taken at the beginning of class on Moodle. If you are not in your seat at the time attendance is taken and you are marked absent, your attendance mark will not be changed. Once attendance is taken on Moodle, it is complete. Understanding that life happens, students can miss up to two (2) classes due to illness, work, sports commitments, doctors appointments, etc. For each additional absence beginning with the third absence, regardless of the reason, your overall attendance/engagement score will be reduced by 5% for each day you are absent. Please note: This reduction in points has resulted in students dropping half to whole final letter grades in the past (depending on how many absences they have over the allotted two). If you are absent when you are given an oral assignment or presentation, you will be given a ZERO for that exercise—THERE ARE NO MAKE-UP PRESENTATIONS.
On the flip side of arriving late and being marked absent because you may not have been in your seat when attendance was taken, if you leave early (does not matter how long you initially attended), sleep during class, arrive for class unprepared when called upon or are found using your cell phone (texting) you will be marked absent for the day. Your participation in class discussions must demonstrate your physical attendance is accompanied by mental awareness and desire to be involved. Students will be regularly called upon in class to engage in discussions reflecting their understanding of the course material.