Elizabeth D. Hutchison (2009). Dimensions of Human Behavior The Changing Life Course (5th Edition) Sage Publishing ISBN:

Transcription

1 Term: Spring 2016 Course Title: Human Behavior and the Social Environment II Course Prefix: SOWK Course No.: 3143 Section No.: P01 P02 Department of Social Work College of Arts & Sciences Instructor Name: Dr. Alex D. Colvin Office Location: 214 W.R. Banks Office Phone: (936) Fax: (936) Address: U.S. Postal Service Address: Prairie View A&M University P.O. Box 519 Mail Stop 2203 Prairie View, TX Office Hours: W: 9am-5pm; TTH: 9am-9:30am; 3:30-5pm Virtual Office Hours: 8 am to 5pm Course Location: P01 W.R. Banks, Rm: 208 P02 W.R. Banks, Rm: 205 Class Meeting Days & Times: P01 TTH 11am to 12:20pm P02 TTH 1:00pm to 1:50pm Catalog Description: Continuation of the person in the environment emphasizing theoretical orientation, building understanding and knowledge of human behavior as influenced by biopsycho-social factors. Emphasis on current perspectives on adulthood and aging, and theories helpful for understanding work with individuals in the context of their social environment. Professional Foundation. Prerequisites: Co-requisites: Required Text: Prerequisite: SOCG 1013, SOCG 2003, PSYC 1113, BIOL 1054, BIOL 1113 & BIOL 1111, and SOWK SOWK 3123 and SOWK Restricted to Social Work majors. Elizabeth D. Hutchison (2009). Dimensions of Human Behavior The Changing Life Course (5th Edition) Sage Publishing ISBN: Recommended Text/Readings: Access to Learning Resources: Publication Manual of the American Psychological Association (APA) (2010) (6 th Ed.). Washington, D.C.: American Psychological Association. (Recommended Writing Manual) PVAMU Library: phone: (936) ; web: University Bookstore: phone: (936) ; web: Course Goals or Overview: The goal of this course is to 1. Prepare students to understand social welfare policy and its history, as well as policy analysis and its implementation; forms and mechanisms of oppression and discrimination, 1

2 and the strategies of change that advance social and economic justice in both rural and urban settings. 2. Utilize a liberal arts perspective and professional foundation that prepares students for direct services with client systems of various sizes and types in order for students to understand the social contexts of social work practice, the behavior of organizations, and the dynamics of change. 3. Prepare students to appreciate and conduct ethical social work research to evaluate service delivery at all levels of practice and to add to the social work knowledge base with qualitative and quantitative methodologies. 4. Prepare students for professional entry-level generalist social work practice with diverse populations in rural and urban settings at micro, mezzo, and macro levels of practice; based on knowledge, values, ethics, and skills of social work built to a liberal arts perspective and reinforced through classroom and field experiences. 5. Prepare students for a professional generalist social work career as well as graduate social work education and importance of ongoing professional growth and development for both students and faculty. Course Outcomes/Objectives At the end of this course, the student will be able to: 1 Apply critical thinking skills within the context of professional social work practice. (E.P ) 2 Indentify the value base of the profession and its ethical standards, principles, and practices accordingly. (E.P ) 3 Apply knowledge of the processes of prejudice, oppression and discrimination, skills and strategies and social change that advance social and economic justice. (E.P.2.1.5) 4 Use of values, knowledge, and skills of generalist social work practice when working with clients of diverse race/ethnicity, gender (including transgender), social class, age marital status, religious beliefs and sexual orientation. (E.P ) 5 Apply the knowledge and skills of generalist social work perspectives to practice with individuals, families, groups, organizations and communities. (E.P ; E.P ) Apply knowledge of Human Behavior and Social Environment across the life span. (E.P ) Analyze existing social policies, and create and advocate for client populations and/or service delivery. (E.P ) Use knowledge of research and statistics for a critical evaluation of one s own practice in order to become a more effective practitioner. (E.P ; E.P b) Use communication skills appropriately when working with individual, family, group, organization, communities, and professional colleagues. (E.P ) Use supervision and consultation appropriate to social work practice. (E.P ) Function within the structure of the organization and service delivery systems and seek necessary organizational change. (E.P ) Course Requirements & Evaluation Methods This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. 2

3 Exams written tests designed to measure knowledge of presented course material Exercises written assignments designed to supplement and reinforce course material Projects web development assignments designed to measure ability to apply presented course material Class Participation daily attendance and participation in class discussions Grading Matrix Instrument Value (points or percentages) Total Examination #1 20 points 20 Examination #2 20 points 20 Contemporary Aging Project 20 points 20 Genogram Project 10 points 10 Life Stage Group Presentation 15 points 15 Class Participation 10 points 10 Class Attendance 5 points 5 Total: 100 Grade Determination: A = pts; B = 89 80pts; C = 79 70pts; D = 69 60pts; F = 59pts or below Course Procedures Submission of Assignments: A. Examinations There will be two examinations which will include materials covered from textbook, lectures, and readings. Examinations are multiple choice questions and/or short answer questions. Scantron and pencil required. 1. Assignments A. Assignments, Papers, etc. 1. Contemporary Aging Project: Each student will need an older adult mentor to be available to them throughout the semester. You will keep a journal regarding your discussions. Work with mentor should mainly focus on materials covered in class lectures and discussions. An optional reception honoring the mentor and expressing our appreciation maybe scheduled later in the semester. Students should pick someone preferable at least thirty years older than you and at least sixty years old. The journal will be graded at the end of the semester along with your paper. A paper interpreting the information in the journal and explaining its significance at the young, middle and older adult years will also be required. The text book, journal articles, and human behavior theories (Erikson, Expectancy and Disengagement) related to aging should be utilized as the primary source for your analysis and discussion. The paper should be at least 8-10 pages in length. Scientific sources should be referenced using APA style. 3

4 2. Genogram Project: Students will construct their genogram. This project will allow the student to understand the interplay of various family systems that influence that help to make you what you are from a psychosocial perspective. The genogram is a method of diagramming your family tree. The student will look at three generations 3. Life stage group presentation: Class members will divide into groups to prepare and present to the class a selected aspect of a given stage of the adult life cycle. Each life stage group will have one hour for their class presentation. Be sure to allow at least 15 minutes at the end of your presentations for questions, answers, and discussion. You may be as creative as you like in your presentations. Approach these presentations as if these were professional seminars offered to social workers for continuing education units in order to keep their licensure current. It is assumed that all students will have read the respective chapters assigned in the course outline. Thus, as presenters, you can assume a common base of knowledge among your audience. Do not read from the book. Outline for Presentation Introduction (3 minutes) Brief description of the life stage-what we know Diversity / oppression issues (5 minutes) Developmental tasks at this life stage (5 minutes) Brief overview of selected theoretical perspectives relevant to this stage (5 minutes) Main activity for illustrating the experience of the individuals at this life stage (20 minutes) Implications for social work practice (5 minutes) Formatting Documents: Microsoft Word is the standard word processing tool used at PVAMU. If you re using other word processors, be sure to use the save as tool and save the document in either the Microsoft Word, Rich-Text, or plain text format. Exam Policy Exams should be taken as scheduled. No makeup examinations will be allowed except under documented emergencies (See Student Handbook). Professional Organizations and Journals (if applicable to your course or program, they should be listed here) References Akerlund, M., & Cheung, M. (2000). Teaching beyond the deficit model: Gay and issues among African Americans, Latinos, and Asian Americans. Journal of Social Work Education, 36(2), Bee, H.L., & Bjorklund, B.R. (2004). The journal of adulthood (5 th ed.). Upper Saddle River, NJ: Prentice Hall. Centers for Disease Control and Prevention. (2004). National Center for Health Statistics. Atlanta, GA: 4

5 Department of Health and Human Services. Davis, K (2001). The intersection offer-for-service, managed care, and cultural competence: Implications for national health care policy and services for people of color. In N.W. Veeder & W. Peebles-Wilkins (Eds). Managed care services: Policy, programs, and research. (pp ). New York: Oxford University Press. Kline, Michael, Dolgon, Corey, & Dresser, Laura. (2000). The politics of knowledge in Theory and practice: Collective research and political action in a grassroots community organization. Journal of Community Practice, 8(2), Lemme, B.H. (2006). Development in adulthood (4 th ed.). Boston: Allyn and Bacon. Marable, M. (1983). How capitalism underdeveloped Black America: Problems in race, political economy and society. Boston: South End Press. McCrae, R.R., & Costa, R.R. (2003). Personality in adulthood: A five-factor theory perspective. New York: Guilford Press. Older Americans. (2000). Key indicators of well-being. Pinquart, M., & Sorensen, S. (2000). Influences of socio-economic status, social network, and competence on subjective well-being in later life: a meta-analysis. Psychology and Aging, 15(2), Red Horse, J.G. (1998). Cultural evolution of American Indian families. In C. Jacobs & D.D. Bowles (Eds.), Ethnicity and race: Critical concepts in social work. (pp ). Sliver Springs, MD: NASW. Saunders, D. & Stoesz, D. (1999). Welfare capitalism: A new approach to poverty policy. Social Service Review, Shapiro, L, & Greenstein, R. (1999). The widening income gulf. Washington, DC: Center for Budget and Policy Priorities. Suro, R. (1999). Strangers among us: How Latino immigration is transforming America. International Migration Review, 33(3), Zhang, A.Y, Snowden, L.R., & Sue, S. (1998). Difference between Asian and White American s help-seeking patterns in the Los Angeles area. Journal of Community Psychology, 26,

6 16 WEEK CALENDAR Unit 1: Introduction, overview of course, review of syllabus Review: Purpose, foundations, and assumptions about social work a. purposes of social work b. foundation areas c. assumptions d. paradigms and social work: traditional and alternative e. paradigms: culture, ethnicity, and race Unit 1: The Changing Life Course including the physical functioning in Young Adulthood Readings: Hutchison: Chapter 7: Young Adulthood Genogram Project Due [10 points] 02/09/2016 Unit 2: The Changing Life Course including the systems and their impact on the Middle Adulthood Life Course Perspective Readings: Hutchison: Chapter 8: Middle Adulthood. Examination #1 [10 points] 02/11/2016 Unit 3: The Changing Life Course including the Late Adulthood Life Course Perspective Readings: Hutchison: Chapter 9: Late Adulthood Examination # 2 [10 points] 03/10/2016 Unit 4: The Changing Life Course including the changes that occur in Late Adulthood Readings: Hutchison: Chapter 10: Very Late Adulthood Life Stages Presentations[10 points] 04/07/2016 Contemporary Aging Project [10 points] 04/28/2016 6

7 University Rules and Procedures Disability statement (See Student Handbook): Students with disabilities, including learning disabilities, who wish to request accommodations in class should register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator. Academic misconduct (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of academic dishonesty: 1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations. 2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test. 3. Fabrication: use of invented information or falsified research. 4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else s words, ideas, or data as one s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one s own work also constitutes plagiarism. Nonacademic misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. Sexual misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. Attendance Policy: Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a student s course grade being reduced or in assignment of a grade of F. Absences are accumulated beginning with the first day of class. Student Academic Appeals Process Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint. 7

8 Technical Considerations for Online and Web-Assist Courses Minimum Hardware and Software Requirements: -Pentium with Windows XP or PowerMac with OS 9-56K modem or network access -Internet provider with SLIP or PPP -8X or greater CD-ROM -64MB RAM -Hard drive with 40MB available space -15 monitor, 800x600, color or 16 bit -Sound card w/speakers -Microphone and recording software -Keyboard & mouse -Netscape Communicator ver or Microsoft Internet Explorer ver. 5.0 /plug-ins -Participants should have a basic proficiency of the following computer skills: Sending and receiving A working knowledge of the Internet Proficiency in Microsoft Word Proficiency in the Acrobat PDF Reader Basic knowledge of Windows or Mac O.S. Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive language will not be tolerated. When referring to information from books, websites or articles, please use APA standards to reference sources. Technical Support: Students should call the Prairie View A&M University Helpdesk at for technical issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other technical questions regarding your online course, call the Office of Distance Learning at or Communication Expectations and Standards: All s or discussion postings will receive a response from the instructor within 48 hours. You can send anytime that is convenient to you, but I check my messages continuously during the day throughout the work-week (Monday through Friday). I will respond to messages during the work-week by the close of business (5:00 pm) on the day following my receipt of them. s that I receive on Friday will be responded to by the close of business on the following Monday. Submission of Assignments: Assignments, Papers, Exercises, and Projects will distributed and submitted through your online course. Directions for accessing your online course will be provided. Additional assistance can be obtained from the Office of Distance Learning. Discussion Requirement: Because this is an online course, there will be no required face to face meetings on campus. However, we will participate in conversations about the readings, lectures, materials, and other aspects of the course in a true seminar fashion. We will accomplish this by use of the discussion board. Students are required to log-on to the course website often to participate in discussion. It is strongly advised that you check the discussion area daily to keep abreast of discussions. When a topic is posted, everyone is required to participate. The exact use of discussion will be determined by the instructor. It is strongly suggested that students type their discussion postings in a word processing application and save it to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing applications. Once the post(s) have been typed and corrected in the word processing application, it should be copied and pasted to the discussion board. 8