SW 405 Human Behavior & Social Envir.II
SP 2011 HO
Bachman, Gary E.
Tues: 9:30-11:25 & 1:30 -2:15, Weds. 9-12, Thurs. 9:30-12, 1-2:15 & 3:45-4:45, * Please feel free to drop in as necessary. I am usually available beyond the scheduled hours.
cell (913) 623-4976
January 10 – May 6, 2011
2:25 - 3:40 PM
Conditional or Full Admission to Social Work Major
Human Behavior and the Social Environment Macro Level: Groups, Communities & Organizations 2nd Edition by Katherine van Wormer, Fred Besthorn & Thomas Keefe Oxford University Press 2010 ISBN 978-0-19-974057-4 (NOTE: You may use the 1st Edition of this text. ISBN-13 978-0-19-518754-0)
Code of Ethics of the National Association of Social Work 1996 (available on-line at http://www.socialworkers.org/pubs/code/default.asp
Supplemental texts*: Copies of these supplemental texts will be on reserve in the library
Human Behavior and the Social Environment Micro Level: Individuals and Families by Katherine van Wormer Oxford University Press 2007 ISBN-13 978-0-19-518756-4 (Note: The “Micro Level” text is the primary text for HBSE 1 / SW305. For those students who have not taken SW305, that text will be a valuable asset.)
Contemporary Human Behavior Theory Second Edition Robbins,S.P., Chatterjee,P.& Canda, E.R. 2006 Pearson Education, Inc. ISBN 0-205-40816-0
Understanding Human Behavior 6th Edition Zastrow, C.H., &Kirst-Ashman, K.K. 2004 Brooks/Cole ISBN 0-534-60831-0
* NOTE: The course website (www.parkonline.org) includes required readings under “doc sharing. ” The readings are listed in categories. Each student is expected to prepare for class by reading each paper in the category prior to the scheduled class discussion. (note the course schedule of topics)
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Social work as a profession emerged in response to the many challenges, inequalities and threats to societies and the world’s most vulnerable populations. The demographic of those populations is constantly evolving, as is the nature of challenges that increasingly confront us all.
It is vitally important that social work professionals be prepared to efficiently and critically consider human behavior in the social environment in order to identify, strategize, and communicate an appropriate response to the matters before them.
It is the intent of the faculty in the Department of Social Work to facilitate learners in the acquisition of such knowledge as will serve them, their families and their communities, throughout their lives. Through the semester, world and local events will occur which may influence our academic, personal, or professional pursuits. In light of such circumstances, the instructor reserves the right to amend the schedule of study.
Learning Outcomes: Core Learning Outcomes
Assignment #1 Due: Tuesday Jan. 20 (not to exceed 4 pages) ( 20 points-)
Construct an outline of Macro issues related to the film “Big Mama.” (shown in class on 1/18) Briefly identify & describe 5 separate organizational structures that influenced the people in this film. Briefly describe examples of how those structures influenced or impacted the behavior of people in the film.
Assignment # 2 Facilitated Class Discussion / Macro Assessment NOTE: Presentations are scheduled Grp One: Feb. 1; Grp Two: Feb. 11; Grp Three: Feb. 22; and Grp Four: March 3; Grp 5: March 22
(40 points ) Students will be randomly assigned to groups of 3 or 4. Each group will be presented with a realistic “scenario” upon which they will collaborate to draft a comprehensive macro assessment and facilitate a class discussion exploring strategies for intervention & referral appropriate to the circumstances and accessible resources. Complete instructions for this assignment will be available thought the course web-site.
NOTE: Assignment # 3, is arranged in 3 parts (A, B, & C). Each is due and graded separately. You will need to select a particular population that you will focus upon and ultimately facilitate a class room discussion regarding. While the papers are individual projects. The facilitated discussion may have as many (but no more than) 4 student facilitators. Facilitated discussions will be scheduled and will begin on March 25. (Facilitated discussions are 10% of the course grade.)
Assignment # 3A Observation and reflection of a life span segment. Due Feb. 24 (40 points)
v Choose a segment of the life span that interests you but about which you have had limited or no prolonged experience. Use the following “life span” groupings.
· early childhood (3 years through about 6 years),
· middle childhood (7 years through about 12 years),
· adolescence (12 years through about 18 years),
· middle adulthood (35 years through about 64 years),
· older adulthood (65 years and older).
v Create at least two separate opportunities to observe and ( to a lesser degree)interact with a group of people who are in the age group you select. (We will discuss appropriate opportunities in class.) Spend at least 90 minutes observing behaviors and interactions of members of the group. (In research methods we call this participant observation.) Create some opportunity to interact with members of this group this group. (Methods of interaction may vary from structured interview, to informal conversation that may accompany game playing. Remember the focus is upon “human behavior in the social environment.)
v Compose a paper (no longer than four pages) in which you:
· Describe the group you observed and interacted with in terms of: age(s), ethnicities, sexual
orientations, social classes, gender, and other factors you may identify.
· Describe the environment in which this observation took place. Is the gathering ‘formal’ or
“informal?” What are the circumstances that form this grouping?
· Describe your experience of being with this group and one new thing you learned about people of
this demographic group. Describe one thing you learned about yourself.
· Describe your impressions of this age group in terms of what individuals do and say to express themselves and how they interact within the group and with others outside of the group.
· Describe how at least one of the human behavior theories reviewed in HBSE 1 may be useful in
understanding or framing your work with individuals (or groups) from this population. (A descriptive
listing of key theories is posted in the e-companion “doc-share” file.
· Identify one likely social work role or function (employment opportunity) related to this particular
Assignment # 3B () Due March 15 ( 20 points ) Prepare an annotated bibliography identifying and describing professional resources related to the demographic group identified in assignment 3A.. This assignment must be no longer than 2 pages and is to be submitted as an attachment, by e-mail to the instructor. (Upon review by the course faculty, this collection of reference material will be shared with the rest of the class via doc-share. firstname.lastname@example.org This annotated bibliography must describe
Assignment # 3C (no longer than 2 pages ( 20 points ) Due: March 22 (10%)
Integrating observations, experiences, and the professional literature: Based on your observations and interactions from part A and your readings from Part B, describe what you feel are five of the most significant issues facing the age group you chose. Describe at least one example of how you see that the social work profession may better respond to or serve this particular population.
Assignment # 4 ( 20 points ) You will need to attend and conduct a written analysis of a formal or structured community group meeting. Typical group meetings would include city or county commissions meetings, Agency - Board of Directors meetings, school boards, “self help” or public forums (typically) sponsored by elected representatives, governmental, organizational, faith based or advocacy groups. This assignment may be turned in at any time during the semester but is due no later than April 26. Guidelines will be discussed in class and posted on the course e-companion site.
Assignment #5 ( 30 points ) Some in this class will be graduating at the end of the semester and entering the profession. Others are preparing to enter their senior year and field internships In HBSE 1 you were (or will be) asked to reflect upon who you are and what circumstances helped form who and how you are. In other words, how has the social environment formed you. For this assignment, I am asking you to prepare a personal essay that explores the other side of the equation: how have you already influenced the social environment? And how do you expect to influence the social environment in the future? What do you see as your place in this profession? In the community? Or perhaps in your classes or in church or in your family? This paper does not have a minimum or maximum length, but I am clearly expecting you to demonstrate some clear self reflection and insight.
There will be a mid term exam ( worth 10 points ) administered in the testing center on March 17. It will be entirely multiple choice and will reflect the type of questions related to HBSE that will be found on BSW licensure exams.
Assignment # 2 Facilitated Class Discussion / Macro Assessment (40 points )
Late Submission of Course Materials:
Assignments are due at the beginning of the class on the date indicated. In the event of an absence, assignments may be submitted to the instructor electronically. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. In extenuating circumstances (as determined by the instructor) and with timely notification an exception may or may not be granted. Assignments not submitted on time are subject to a deduction of 10% of the possible score per day. If you have a question about any assignment or expectation in this course, please contact the instructor in a timely manner.
Classroom Rules of Conduct:
In In order to maintain a positive learning environment the following ground rules will be followed:
Topics & readings
J Jan. 11
J Jan. 13
Review Syllabi & Course Requirements Read / & be prepared to discuss: HBSE /
Macro Text, Preface p. vii – xii &
Read / discuss: Ch. 1 “Theoretical Perspectives”
J Jan. 18
J Jan. 20
Read / & be prepared to discuss: Ch. 1 “Structural functionalism & conflict theory”
View movie: “Big Mama” in class
Read / & be prepared to discuss: Ch. 1 “Feminist, empowerment & anti-oppressive perspective” Assignment #1 Due 1/20
J Jan. 25
Read / & be prepared to discuss: Ch. 2 The Social Psychology of Group Behavior
Discussion of Ch 2: The Social Psychology of Group Behavior continues
Fri. Feb. 5
Macro Assessment : Facilitated Course discussion (Group 1)
Read & prepare to discuss: Ch. 3 The Small Group as a Social System
BSW Licensure Preparatory Course 8AM – 5PM (Missouri NASW)
The Small Group as a Social System – continued (and common groups
encountered in sw practice settings)
Macro Assessment : Facilitated Course discussion (Group 2)
Read / & be prepared to discuss: Ch.4 Families in Society
Macro issues related to family composition and well-being.
Wed. Feb 23
Macro Assessment : Facilitated Course discussion (Group 3)
Missouri NASW “Advocacy Day at the Capital”
Read / & be prepared to discuss: Ch. 5 “Culture & Society”
Wed. March 2
Fri. Mar. 05
Discussion of cultural competency issues Assignment #3A Due
NASW Legislative Action Day @ Washburn University in Topeka
Macro Assessment : Facilitated Course discussion (Group 4)
Social Work Licensure Exam Preparation for BSW Licensure (Kansas NASW)
Note: Missouri NASW Symposium, Lake Ozark, Mo. 3/11,12,&13
(Missouri Association of Social Welfare: Legislative Advocacy Day is 3/9 in Jefferson City)
Read / & be prepared to discuss: Ch. 6 “Community &
Community Development” Assignment #3B Due
Mid Term Exam (in the testing center)
Read / & be prepared to discuss: Ch. 7 “Human Behavior in the ORGANIZATIONAL Environment. Macro Assessment : Facilitated discussion (Grp 5)
Discussion of “Human Behavior in the ORGANIZATIONAL Environment “ continued
Assignment #3C Due
Read / & be prepared to discuss Ch. 8 “Human Behavior in the
Group presentation on groups. (group 1)
Discussion of social work and the Macro implications related to “the Natural environment” continues.
Group presentation on groups. (group 2)
Read / & prepare to discuss Ch. 9 Human Behavior in the Religious and Spiritual
Group presentation on groups. (group 3)
Wed Apr. 20
Human Behavior in the Religious and Spiritual Environment (continues) Be
prepared to discuss the ”Booker v. MSU” reading posted on “doc share.”
The Senior Field Coloquium 8:30-am -1pm. (seniors are required to attend)
Group presentation on groups. (group 4)
Assignment #4 Due 4/26 Discussion of the professional “use of self” and
emerging macro dynamics related to the social environment.
Last Day of Class: Wrapping it all up and moving on.
Final exam: 1PM – 3PM
Commencement / Graduation
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96Regular classroom attendance is both expected and essential for the attainment of course objectives. Material not found in the text will be presented and discussed in class. Absences detract from your learning as well as that of others. (Students who are present and on time for each class session will receive 10 points of extra credit. Students who are absent for 4 sessions will have 10 points subtracted from their total points. Students with 6 or more absences are subject, (at the instructors prerogative) to dismissal from the course with a grade of “F.”
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:1/10/2011 9:10:29 AM