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SW 305 Human Behav in Social Environ I
Bachman, Gary E.


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.

Course

SW 305 Human Behav in Social Environ I

Semester

SP 2013 HOZ

Faculty

Bachman, Gary E.

Title

Associate Professor

Degrees/Certificates

MSSW, LSCSW

Office Location

MA226

Daytime Phone

816.584.6504

Semester Dates

January 15 – May 02, 2013

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Human Behavior and the Social Environment  Micro Level: Individuals and Families 2nd  by Katherine van Wormer  Oxford University Press 2011  ISBN-978-0-19-974007-9

 

The NASW Code of Ethics available online at http://www.socialworkers.org/pubs/code/code.asp

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
SW305 Human Behavior in the Social Environment I: This course examines the interplay of biological, psychological, social and cultural factors which influence human behavior and human development through the life cycle. This course, which is the first in a sequence of two courses, focuses on the period of infancy to young adulthood. Attention is given to the impact of social and economic deprivation on human development. 3:0:3 Prerequisite/Co-requisite: SW205

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss interactions among the biological, social, psychological, and culturally diverse systems from conception through mid-adult life.
  2. Compare and contrast theories of human development and behavior from conception through mid-adult life.
  3. Recognize and interpret contributions of research to the current and evolving knowledge of human behavior in the social environment.
  4. Describe the dynamics of oppression, discrimination and social 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.


Core Assessment:
  • Exams (LO 1-6)
  • Ecomap (LO 1,2,4,5) 
  • Family Resilience Paper (LO 1,2,4,5)
  • Observation Paper (LO 1-5)
  • Group Presentation (LO 1)
  • Web Research Paper (LO 3,5)
  • Core Assessment: Personal Learning Plan: Portfolio Assignment (LO 3,5)

Class Assessment:
 

CRITICAL ANALYSIS OF THEORY  (20points) CO 1-6      The “Critical Analysis” form at the end of this syllabus is to be used for this assignment.  It may also be downloaded from the course e-Companion web-site. A total of 9 review forms are to be completed and posted to the e-companion site by the date noted. There will be no grade assigned to these individual weekly assignments. You will obtain full credit if the forms are each appropriately completed and posted on time. The forms are structured to promote learning and as a means to help you prepare and participate in class as we discuss each concept. Class discussion will be based upon items on this review: “strengths,” “biological, psychological & spiritual influences,” “social, cultural, & economic influences,” “relevance to understanding social relationships,””consistence with professional ethics,” “empirical validation,” and relevance to particular practice environments.

 

 (Nine = Cognitive, Ecosystems, Empowerment,  Biological Factors (general - physical & cognitive conditions,  addictions, mental disorders) Developmental,  Life-span & Attachment)

 

In class exercises: (20points cumulative) (CO 1-6) Through-out the semester, a series of five short exercises will be conducted.  Most will be completed in class although some may be sent home with you to be completed in preparation for discussion in the following class session. Each exercise completed will be worth 4 points of the overall grade up a total of 20 points.  You must be present both when the assignment is distributed and discussed in order to receive credit. 

 

PERSONAL ESSAY  (40 points)  (CO 1,2,5 & 6) Assignment #1    My Behavior / My Environment:  A Reflective Basis for Examining Human Behavior.   Due: Thursday Sept. 11  (not to exceed 8 pages)              

 

Who Are You?  What factors (biology, psychology, social, & spiritual) have and continue to influence your “world view?” What events and circumstances have shaped you into the person you are today?

·         What sources of information have been the most influential in the development of your beliefs/attitudes? Oftentimes, our beliefs and attitudes develop subtly and over time, without us being aware that this is occurring. We even have beliefs and attitudes about things we may never have encountered personally in our lives. So, what influences helped you develop your beliefs and attitudes? A person? Organization? Most of us can identify a variety of influences if we think about it. Select and clearly describe (at least three) key influences.

·         Analyze how each of these factors influenced the way you presently view the world.

·         Are there significant influences in your life that you have chosen to reject or sought to change?

·         What role has your “biology” played in determining who you are? What of your behavior do you think is innately you?

·         Are there places where you as an individual and you as a social worker collide?  How do you resolve these conflicts?

·         Consider and describe your personal theory about social behavior and the ability of individuals to affect change upon society?

Five (e-Companion) REFLECTION NOTES (4 pts each=20 points)  (CO 1-6 )  

The reflection is to be in response to your choice of any assigned readings. (from the primary or supportive texts, or from the articles posted under “doc. share.”)  You may choose to respond to a particular chapter or essay, to one particular excerpt from the text, or an entire piece that you found especially intriguing / helpful / confusing  / problematic, etc.  You may respond to any combination of the readings, but three of the notes must reference at least  one of the supplemental readings posted to the doc share file.  Two of the notes reflect upon sources you choose from the public media. 

 

In each of the Reflection notes, you are asked to address three components:

1. The title and location of the referenced reading. (include  hyperlinks or PDF copies of outside sources)

2. Your thoughts as an individual and as a social work student regarding the issue(s) or topic.

3. At least one specific example from your field placement, employment, or volunteer work, or life experience that demonstrates an understanding of the relevance of the reading to practice.

 

Although I will monitor these posting throughout the semester, I will also consider your postings as a whole reflection of your emerging grasp of human behavior theory.  Therefore, the depth and range of your responses should demonstrate some evolution of understanding.  By the end of the course, I want to have “discovered” that you:

·         demonstrated clear engagement with the theoretical concepts

·         made comments or offered questions that were thoughtful, creative, or

·         otherwise indicative that you are processing the assigned written and content in some mindful and meaningful ways

·         “connected” the assigned texts to the field of social work

 

RESEARCH PAPER (CO  1-6)   (60points-paper /10points- Topic Proposal)  - Core Assessment Assignment The outline and a model for this assignment will be posted on the e-Companion web site. A one page Outline / topic proposal will be due on 3/05. The final paper is due 4/24.

 

FINAL PROJECT (45 points)  Oral Presentations and Group Report due

 

At the conclusion of the course, we will spend time reflecting on what we have discussed throughout the semester. This process will be in lieu of a final examination.  In order to accomplish this task, groups will take turns presenting their observations and insights to the rest of the class, during the time established for a final exam. You are to form work groups of your own choosing (four to six members per group; no more, no less).   Each group will be responsible for selecting one commonly agreed upon film from the last 20 years through which they will reflect upon various human behavior theories, and in particular phases of human development across the life-span.  Each group will have its “own” film. Assessment will be based upon both an oral and written examination of the film: that reflects the individual as well as the groups’ perspective in a collaborative “social environment. “

 

Using a professional social work frame of reference as well as a strengths-based orientation, you are to incorporate theoretical ideas/material to examine (collectively, as a group) the film, and identify how the film “helps” (or does not “help”) viewers to think through societal perceptions of lifespan development.

 

Each group will need to inform me, in writing, of the members of the group and the film that is

being selected by November 6th .  Each group must select a different film to review.

Through the weeks of the course, each group will present their review and findings before the entire class. The group’s time should be divided equally among all group members (each group member is required to utilize her/his/their “full” five minutes of allotted time). The group is responsible for keeping track of time in whatever way the members choose. The group is also responsible for supporting and assisting each member in honoring the time allotment.   Your group will also be responsible for preparing a written analysis of the film, in which every group member’s viewpoint is incorporated. Each of the group members will be expected to contribute two pages to the “write-up.”

 

You are encouraged to watch and discuss your chosen film as a group, at a time and place to be determined by all of the group members. You will also need, collectively, to come up with a “solid” plan or strategy for your group oral presentation and your group “write-up.”  You have a fair amount of latitude, here, and an opportunity to have fun and be creative while getting the “job” done. 

 

The grading structure is as follows: 7 points of the oral presentation will be assessed on a group basis, and 3 points will be assessed on an individual basis. 7 points of the group “write-up” will be assessed on an individual basis, and 3 points will be assessed on a group basis. Strong, consistent collaboration is the “key,” here.  In order for each individual to receive full credit for their involvement in the oral presentation,

It will need to be very clear to me (and to your classmates to whom you will be presenting) that each person in the group took an active role in making the group presentation a success.

 

While each individual member in the “write-up” is responsible for their own work, the overall structure of the written product must be cohesive; it needs to “hang together,” and thereby illustrate a thoughtful, collaborative approach to the project, even when there may be differences. Each authors’ contribution should also be identified in some manner in the paper.

Grading:

   

Every effort will be made to be fair and reasonable in grading your work and participation.  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 and attending 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. 

 

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. You are encouraged to rely upon the “Guidelines for Writing Papers “ noted below.

 

The Critical Analysis Papers: 20 points  In class exercises: 20 points (cumulative)  Personal Essay:  40 points,   Reflection Notes: 20 points   Research Paper:  60 points   Final: 40 points       

Scoring:       A= 200-180    B= 179-160    C= 159-140    D= 139-120    F= 119-

Classroom Rules of Conduct:
This is an independent study course.

Course Topic/Dates/Assignments:
 

week

SW 305 Course Schedule:    Topic and Readings

1

Course Introduction  - review syllabus & assignments: Establishing a “strengths based” focus for the theoretical examination of Human Behavior in the Social Environment and the discovery of  “Why people do what they do.”

*The application of Critical Thinking and Theoretical Analysis. (As opposed to just doing analysis and only being critical.) Considering concepts of equifinity & multifinity.    *  The NASW Code of Ethics as a tool for the interpretation and application of theories of Human Behavior.

2

Read: Intro & *Preface to Macro Text    (*available as a PDF file in e- readings)   *Recognizing both extrinsic as well as intrinsic influences upon human behavior  and  the formulation of practice competencies.

Ch 1. “Psychodynamic Theory”  (1st Reflection Note due.)

3

Ch 1.  Cognitive theory (CA due*) (*“Critical Analysis of Theory”  The full description of this assignment is under course assessment. Come prepared for class discussion of the particular theory based upon items on this review: “strengths,””biologigal, psychological & spiritual influences,” “social, cultural, & economic enfluences,””relevance to understanding social relationships,””consistence with professional ethics,””empirical validation,” and relevance to particular practice environments.

Ch 1. : Ecosystems theory  (CA due*)

4

Ch 1. Empowerment theory  (CA due)

The strengths perspective& theories of Human Behavior. e- readings

 Personal Essay due

5

Ch 2.  Biological Factors in Human Behavior;  Genetics, “nature v. nurture,” measures of intelligence, gender identity, sexual orientation,  the influence of physical capacity.(CA due. &  2nd reflection note due

 e- readings

6

Ch 2.  Biological Factors  & The influence or diagnosis “mental disorders:” ADHD, addictions, schizophrenia, OCD, Bi-Polar, Anorexia, Dementias….(CA due*)   e- readings                

7

Ch. 3 The Psychology of Human Behavior (in the social environement: Developmental Theory, Life-Span Theory (CA due*)

8

Ch. 3 The Psych. of Human Behavior:   moral development, faith development  & Social Identity,  e- readings,  (CA due*) Topic for Research Paper is Due;           

9

Ch. 3 The Psych. of Human Behavior:  Feelings & Intimate Behavior   -   Intimate and domestic violence e- readings (3rd relection note due)

Ch. 3 The Psych. of Human Behavior: War & Trauma e- readings

10

Ch. 4  Birth through Adolescence  Birth-2 yrs, Attachment Theory (CA due*)& Brain Development        Ch. 4: Age 2-12 years     

11

Ch. 4   Adolescence:   e- readings (Primary Election Day-GOTV)

Ch.5 Early Adulthood through Middle Age “generativity v. stagnation”(group presentation names and subjects turned in: 5 points) 

      12

Ch 6. Late-Middle Age through End of Life  Intimacy vs. Isolation            

e- readings    Ch 6. Late-Middle Age through End of Life  Ego Identity verses despair  e- readings (4th reflection Note due)       

13

Ch 6. Late-Middle Age through End of Life  “the natural end of life

 e- readings

14

Ch. 7 The Individual in the Family   Families as Systems e- readings

(5th Reflection Note due)       

Ch. 7  Family: The foundation for socialization and relationships.

15

 Reflecting upon the critical application of theories of human across the life span.  - Ethical practice and the integration of theories in diverse practice environments.  

 

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 95-96

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 2011-2012 Undergraduate Catalog Page 95

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 98

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 .

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Last Updated:1/9/2013 11:47:04 AM