SW405 Human Behavior & Social Envir.II

for SP 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


SW 405 Human Behavior & Social Envir.II


SP 2012 HO


Bachman, Gary E.


Associate Professor



Office Location


Office Hours

Tues: 9:00-10:00 & 1:00 -2:15, Weds. 9-12,

Daytime Phone

(816) 584-6504

Other Phone

(913) 634-4976



Semester Dates

January 17 – May 12, 2012

Class Days


Class Time

10:10 - 11:25 AM


Admission (full or provisional) to the Social Work Major

Credit Hours





           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

Additional Resources:

*Supplemental texts: Copies of these supplemental texts will be on reserve in the library. (NOTE: You are not expected to purchase these supplemental texts.)

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, this text may 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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Course Description:
SW405 Human Behavior and Social Environment II: This is the second sequential course which examines on the interplay of biological, psychological, social and cultural factors which influence human behavior and human development through the life cycle. An understanding of these influences provides a foundation from which to better understand and work with a diversity of clients. This course focuses on the period of middle adulthood to old age.3:0:3 Prerequisites: SW305 and Social Work Pre-major or Major. “The ten core competencies as set forth in the 2008 Educational Policy & Accreditation Standards of the CSWE Commission on Accreditation are infused throughout this course.”

Educational Philosophy:

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

  1. Discuss interactions among the biological, social, psychological, and culturally diverse systems throughout the life cycle.
  2. Understand and appropriately apply theories of human development and behavior relevant from mid-adult life through the end of life.
  3. Recognize and interpret contributions of research to the current and evolving knowledge of human behavior in the social environment.
  4. Recognize and describe the dynamics and impact of human oppression, discrimination and social and economic injustice on, and transmitted through, organizations, communities, social institutions, society and the world at large.
  5. Demonstrate an understanding of the influence of personal, professional values and ethics on professional practice and the potential of value conflicts.

  Instructor Learning Outcomes
  1. NOTE: New course Objectives have been  established: A particular focus in this course will be upon the attainment of competencies 2.1-10 described in the CSWE – Accreditation Standards.  Those competencies -referenced here by number- are detailed in the document titled CSWE –EPAS available on the on the course e-companion “doc-share file. http://www.parkonline.org/    Competencies are referenced to each objective.
  2. From a strengths perspective, identify a range of human activites influences and macro theories that are useful in understanding, why people do what they do. (2.1.7)
  3. Recognize the role of the ecosystems theory in describing human behavior in the social environment. (2.1.7 & 2.1.9)
  4. Recognize and interpret contributions of research to the current and evolving knowledge of human behavior in the social environment. (2.1.6 & 2.1.10)
  5. Describe the dynamics of oppression, discrimination and social economic injustice on and transmitted through organizations, communities, social institutions, society and the world at large. (2.1.4 & 2.1.5)
  6. Demonstrate an understanding of the influence of personal & professional values & ethics on professional practice with diverse populations and in a variety of settings.  (2.1.2)
Core Assessment:
  • Exams (LO 1-5)
  • Term Paper (LO 1-5)
  • Reflection Paper (LO 1-5)
  • Spirituality Paper (LO 1,3-5)
  • Group Presentation (LO 1,5)
  • Web Research Paper (LO 3)
  • Core Assessment: Portfolio Assignment (LO 4,5)

Class Assessment:



Assignment #1 Due:   Tuesday Jan. 26 (not to exceed 4 pages)     ( 20 points-)      

Construct an outline of Macro issues related to the film “Big Mama.” (shown in class on 1/24) 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. 7; Grp Two: Feb. 16;    Grp Three: Feb. 28;    and Grp Four: March 8;   Grp 5: March 27       

(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 brief class room review of macro influences and resources. While the papers are individual projects. The review may have as many (but no more than) 4 student facilitators. Review sessions will be scheduled beginning on April 5.  


Assignment # 3A   Observation and reflection of a life span segment.     Due Feb. 28  (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. Spend at least 90 minutes observing behaviors and interactions of members of the group. (Observations may occur in one or multiple sittings.In research methods we call this participant observation.) You are encouraged to create some opportunity to interact with members of 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 /gender

       orientations, social classes, 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.

·         Briefly 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 20 ( 20 points )      Prepare an annotated bibliography identifying and describing professional practices and resources related to the demographic group identified in assignment 3A..  This assignment must be no longer than 3 pages and is to be submitted as an attachment, by e-mail to the instructor. gary.bachman@park.edu . Upon review by the instructor, this collection of reference material will be shared with the rest of the class via doc-share.  This annotated bibliography must describe

·         At least three (4) scholarly articles* from professional social work publications. (* A comprehensive list of scholarly journals is posted on the e-Companion “doc-share” file.)

·         At least two (2)“web based” resources (discussion boards, blogs, or organizations that address the life span segment you chose.) Be sure to include a hyperlink to the web resource.

·         Identify and briefly describe three agencies or programs in the metropolitan Kansas City area that serve this population. (Be sure to include contact information. Inclusion of hyperlinks to the agency or program website is encouraged)

Assignment # 3C (no longer than 3 pages ( 20 points )     Due: March 29

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 population you chose. Describe at least one macro example of how you see that the social work profession may better respond to or serve this particular population. After April 5, you will also be scheduled to presentin small groups (of up to four) a brief review of significant issues, macro influences and social work resources appropriate to practice with your focus population.


Assignment # 4   ( 20 points )       You will need to attend and conduct a written analysis of a formal or structured  community group event. Typical group meetings would include city or county commissions meetings, agency - board of directors meetings, school boards, “self help” and public or professional forums (typically) sponsored by elected representatives, political, 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 24. 

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, you are to prepare a personal essay that explores the other side of the equation: 1) How have you already influenced the social environment? 2) 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 expecting you to demonstrate some clear self-reflection and insight into who you are as a social worker.

There will be a mid term exam (worth 10 points ) administered in the testing center on March 22. It will be entirely multiple-choice and will reflect the form of questions that will be found on BSW licensure exams.


Grading (points) :    A= 180-200    B= 179 -160     C= 159-140    D= 139-120    F= 119 -0

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 order to maintain a positive learning environment the following ground rules will be followed:

  • Personal perspectives will be respected. Degrading or discriminatory remarks or behaviors are not acceptable.
  • Discussion will reflect an exchange of information, experiences, ideas, and opinions that have an educational value.
  • If you work in groups, it is the responsibility of the group members to delegate work. All members of a group must present on the project and all will receive the same grade.
  • Because of our sensitive subject matter, courtesy needs to be maintained in the classroom at all times.
  • Students need to arrive on time. Students will not hold private conversations when another person is speaking. Students will speak one at a time.
  • If student’s behavior in the classroom is disruptive, the instructor will allow the student an opportunity to correct the behavior without consequences. If the student’s behavior continues to be disruptive, that student may be asked to leave the classroom and will be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:





Topics & readings


J   Jan. 17

J   Jan. 19

    Review Syllabi & Course Requirements Read / & be prepared to discuss: HBSE /

    Macro Text, Preface p. vii – xii   &

Read / discuss:   Ch. 1 “Theoretical Perspectives”


J   Jan. 24

J    Jan. 25      

     Jan. 26

   Read / & be prepared to discuss:   Ch. 1 “Structural functionalism & conflict theory”

    View movie: “Big Mama” in class

Missouri Housing Development Commission - Homeless “Point in Time Count”

Read / & be prepared to discuss: Ch. 1 “Feminist, empowerment & anti-oppressive perspective”    Assignment #1 Due 1/20


J    Jan. 31

 Feb. 02

   Read / & be prepared to discuss:   Ch. 2   The Social Psychology of Group Behavior 

Discussion of Ch 2: The Social Psychology of Group Behavior continues


     Feb. 07

  Feb. 10

     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)


     Feb. 14

     FEB. 9 

     Feb. 16

   The Small Group as a Social System – continued (and common groups

   encountered in sw practice settings)

Missouri NASW Licensure Prep course $$ 

Macro Assessment : Facilitated Course discussion (Group 2)


     Feb. 21

 Wed. Feb 22

Feb. 23

    Read / & be prepared to discuss:   Ch.4 Families in Society  

Missouri NASW      “Advocacy Day at the Capital” $$

    Macro issues related to family composition and well-being.


     Feb. 28

   Wed. Feb. 29

 March 01

    Macro Assessment : Facilitated Course discussion (Group 3)

Kansas NASW Legislative Day (@Washburn University & State House / Topeka) free

Read / & be prepared to discuss:   Ch.“Culture & Society”


    Mar. 06

   Wed. March 2

Wed. March 2

Mar. 08

     Discussion of cultural competency issues     Assignment #3A Due 

NASW Legislative Action Day @ Washburn University in Topeka

Missouri Assoc. of Social Welfare: Legislative Advocacy Day is 3/2 in Jefferson City)

Macro Assessment : Facilitated Course discussion (Group 4)

spring break 3/11-18




Missouri NASW Symposium, Lake Ozark, Mo. $$ 

The Assoc. of Baccalaureate S. W. Program Directors, Portland, 0regon $$


    Mar. 20

 Mar. 22

 Read / & be prepared to discuss:   Ch. 6    “Community &

Community Development”    Assignment #3B Due 

Mid Term Exam (in the testing center)



   Mar. 27

     Mar. 29

Oklahoma NASW Conference (Norman OK.)

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 Environmentcontinued

Assignment #3C Due 


     Apr. 3

     Apr. 5

 Read / & be prepared to discuss Ch. 8  “Human Behavior in the

 Natural Environment”  

Facilitated review of population groups. (group 1)


     Apr. 10

     Apr. 12

 Discussion of social work and the Macro implications related to “the Natural environment” continues.   

   Facilitated review of population groups. (group 2)


      Apr. 17

      Apr. 19

Fri. Apr. 20

   Read / & prepare to discuss Ch. 9    Human Behavior in the Religious and Spiritual


   Facilitated review of population groups. (group 3)

   The Senior Field Coloquium 8:30-am -1pm. (seniors are required to attend) 


   Apr. 24

       Apr. 26

    Human Behavior in the Religious and Spiritual Environment (continues)  Be

    prepared to discuss the ”Booker v. MSU” reading posted on “doc share.”  

Facilitated review of population groups. (group 4)


 May 1

       May 3

       Apr. 27

    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.

The Heart of Safety: Compassionate Self Defense KC Mo. NASW  $$


 May 8

 May 12

Final exam: 10:15AM – 12:15PM 

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 2011-2012 Undergraduate Catalog Page 93
Your completion of each assignment is expected to be an original work.  References to the works of others are expected but must be appropriately acknowledged.

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 2011-2012 Undergraduate Catalog Page 93
“…the appropriation or imitation of the language or ideas of another person and presenting them as one's original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96
Regular 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 .

Additional Information:


Every effort will be made to be fair and reasonable in grading your work and participation. A “C” grade in this course is the minimum grade required for graduation with the BSW degree. If you have questions or concerns about this, please speak to the instructor in a timely manner. This course is part of a professional sequence, leading to a professional degree. You are expected to behave professionally. That includes being prepared for, attending and contributing in class on a consistent basis. You are expected to present work that is legible and well considered. Assessment in this course relies heavily upon the evaluation of your written material. You are encouraged to rely upon the “Guidelines for Writing Papers “noted below.

Guidelines for writing papers

·         Length of papers: Maximum lengths are noted for each assignment. You are encouraged to be strategic and focused in composing your work. Cover sheets are not counted.

·         Papers should be written in APA style.

·         Writing in the first person is permitted.

·         Each paper should have an:

1)      Introduction: briefly states what the paper will discuss.

2)      Body: the text of the paper.

3)      Conclusion or summary: briefly reviews the key points made in the paper. 

      * If your paper does not have all 3 components, the highest grade possible is a “B”

·   Papers should have 1 inch margins on all size and use 12 point fonts. (these are standard or default settings on both Microsoft and Apple) Fonts should be easy to read (Times New Roman or Arial) Pages must be numbered and stapled.  I strongly recommend the use of the “headers & footers” not only to number the pages but to include your name on each sheet.* (* This is required of any works that are submitted electronically!)

·   Information about APA style can be found at the sites below. While these sites are helpful, they are by no means a substitution for the APA Publication Manual.

·                     http://juno.concordia.ca/faqs/apanetscape.html

·                     http://www.apastyle.org/faqs.html

·                     http://www.apastyle.org/styletips.html

·                     http://owl.english.purdue.edu/handouts/research/r_apa.html

·   Your writing style should be professional in nature and avoid biases with regard to gender, race, ethnicity, disability status, and sexual orientation. Recommendations on how to avoid these biases can be found at http://www.apastyle.org/styletips.html (click on the links for Disabilities, Sexuality, and Race & Ethnicity).

·   Spell and grammar check your papers. Points will be deducted for poor grammar, and spelling errors.

·   Students are accountable for assuring that electronic submissions are in a format readable on university computers.

As the instructor, I have the prerogative to ask a student to re-write a paper and then submit the paper again for grading. Usually, in the case that I return a paper to be re-written the paper has the information or content, but is poorly written. Written assignments are your way of communicating new knowledge, integration of information and learning, etc. When a paper is poorly written, I have a difficult time evaluating your learning. The intent and purpose of asking students to re-write a paper is so that they can incorporate my feedback and make improvements in the paper. In the event that I ask a student to re-write a paper, the new grade will never be higher than a “B”, or lower than the previous grade.

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability."


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Last Updated:1/13/2012 8:40:20 AM