INSTRUCTOR: Tamara Estes Savage, MSW PHONE: uncw.edu OFFICE HOURS: Mondays 8:30am-11:30am via phone and by appointment

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1 1 UNIVERSITY OF NORTH CAROLINA WILMINGTON SCHOOL OF SOCIAL WORK Master of Social Work Program (New Part Time MSW Program) SWK 520: LIFE TRANSITIONS AND HUMAN DEVELOPMENT IN THE SOCIAL ENVIRONMENT Thursdays, 5:30 8:15 p.m. Fall, 2015 Locations: MC 2056 Main campus and Onslow Extension Site and Online INSTRUCTOR: Tamara Estes Savage, MSW PHONE: uncw.edu OFFICE HOURS: Mondays 8:30am-11:30am via phone and by appointment Course Catalog Description: Life Transitions and Human Development in the Social Environment (3) Understanding the life course from perspectives that combine social, biological, spiritual and psychological knowledge Course Description: This course acquaints the student with human development and behavior as it occurs across the lifespan. By exploring a variety of developmental theories which address the maturational process, the student will examine the bio-psycho-social-spiritual development of the individual. In addition, the student will examine a variety of social systems in which individuals live and with which they interact (families, groups, organizations, institutions, and communities). The student will gain an understanding of interactions which occur between and among individuals and explore social, cultural, and economic systems in which people reside. The course will also explore ways in which social systems promote or deter individual achievement and maintenance of optimal health and wellbeing, emphasizing the interrelationship between individuals and community and their mutual responsibility to each other. The focus of the course includes the introduction to developmental theories, including the critical analysis of these alternative perspectives, especially those relevant to the strengths-based and ecological models of social work practice. In exploring these theories, attention will be given to the development of the individual and the social systems relevant to stages of development. Course Objectives (which meet MSW Program Foundation Year Objectives and relevant CSWE Core Competencies) 1. Understand the function and purpose of theoretical constructs applied to the study of human development and behavior, in the context of the lifecycle from prenatal development to death, and to examine these constructs in the framework of critical thinking, as exhibited by written and oral skills (meets Program Objectives 2, 3, 5; 11; CSWE Educational Policies , 2.1.5, 2.1.7, evidenced by autobiographical paper, presentation,and reflection assignments.) 2. Describe the interaction of biological, sociological, psychological, spiritual and cultural factors in human development and functioning (meets Program Objectives 2, 3, 5, 11;CSWE Educational Policies 2.1.1, 2.1.3, 2.1.4, evidenced by autobiography, reflection assignments and presentation assignments). 3. Explain the interactions among various sized systems, particularly as theoretical constructs relate to families and organizational systems (meets Program Objectives 2, 3; CSWE Educational Policies 2.1.1, 2.1.3, 2.1.4, 2.1.7, evidenced by autobiography and reflection assignments). 4. Examine and utilize the values and ethics of the social work profession, and to create an awareness of one s own values, prejudices, assumptions, and discriminatory practices (meets Program Objectives 2, 3; CSWE Educational Policies 2.1.1, 2.1.2, 2.1.5, evidenced by autobiography,

2 2 reflection assignments and presentation). 5. Affirm the inherent worth and dignity of every individual, and to recognize influences of diverse cultures, social justice issues, and environmental factors on human development and social functioning (meets Program Objectives 2, 3, 5; CSWE Educational Policy 2.1.5, evidenced by autobiography, reflection assignments and presentation). 6. Carry theoretical knowledge gained from this course into practice courses, and into the field placement experience with a focus on strengths-based practice theory (meets Program Objective 4; CSWE Educational Policies 2.1.1, 2.1.3, 2.1.4, 2.15, 2.1.7, evidenced by autobiography.) Required Text: Rogers, A.T. (2010). Human Behavior in the Social Environment, 2 nd Ed. New York: Routledge Other readings are posted in our Blackboard classroom. It is assumed that students will read assigned text and ancillary materials prior to class. METHODS TO ATTAIN OBJECTIVES The primary learning format will be lectures and classroom activities, which involve all students as active learners. Class lectures and exercises are based on the understanding that all readings assigned for that topic have been completed prior to class. It also is anticipated that each student has experiences and points of view that will enrich class discussions. The instructor will be responsible for organizing and presenting primary course material, assisting any student with course-related material and assignments, and for assessing student progress. The student will be responsible for attending all classes, facilitating his/her own learning and that of others in class, sharing ideas, making observations, and asking questions. ALL ASSIGNMENTS MUST BE TURNED IN AT THE BEGINNING OF CLASS ON THE DATE SPECIFIED, and must be presented in a professional fashion (typed, double-spaced, grammar-and-spell-checked, properly formatted, and written in the accepted American Psychological Association style. ACADEMIC INTEGRITY All members of UNCW s community are expected to follow the academic Honor Code. Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook). Academic dishonesty in any form will not be tolerated in the class. Please be especially familiar with UCNW s position on plagiarism as outlined in the UNCW Student Handbook. Plagiarism is a form of academic dishonesty in which you take someone else s ideas and represent them as your own. Here are some examples of plagiarism: a. You write about someone else s work in your paper and do not give them credit for it by referencing them. b. You give a presentation and use someone else s ideas and do not state that the ideas are the other person s. c. You get facts from your textbook or some other reference material and do not reference that material. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES I am more than happy to make appropriate accommodations for students with disabilities. Students with diagnosed disabilities should contact the Office of Disability Services ( ). Please give me a copy of the letter you receive from Office of Disability Services detailing class accommodations you may need. If you require accommodation for test-taking please make sure I have the referral letter no less than three days before the test. UNCW STUDENT GENDER-BASED/SEXUAL MISCONDUCT POLICY UNCW takes all forms of interpersonal violence very seriously. When students disclose, first or third-hand, to faculty or staff about sexual misconduct, domestic violence, dating violence and/or stalking, this information must be reported to the administration in order to ensure that student s rights are protected, appropriate resources are offered, and the need for further investigation is explored to maintain campus safety. There are three confidential resources who do not need to report interpersonal violence: UNCW CARE, the Student Health Center, and the Counseling Center. If you want to speak to someone in confidence, these resources are available, including CARE s 24-hour crisis line ( ). For more information, please visit or

3 3 CAMPUS RESPECT COMPACT UNCW is committed to a civil community, characterized by mutual respect. Individuals wanting more information about the Respect Compact can contact the Office of Institutional Diversity and Inclusion. USE OF PERSONAL ELECTRONICS I assume that you are all adult learners who are respectful concerning use of electronic equipment. ATTENDENCE Regular class attendance is required, and full participation is expected (this also means arriving on time and staying for the duration of the class). Ten percent (10%) of your final grade is determined by your attendance and full, active participation in class CAMPUS ASSISTANCE FOR THIS COURSE Much assistance is available on campus to help you succeed in this course. The Randall librarian assigned to the School of Social Work is Mr. John Osinski. You can him at osinskij@uncw.edu. The Writing Place is available to you for paper-writing assistance. INSTRUCTOR S TEACHING PHILOSOPHY I believe strongly in a collaborative learning process. My classroom style, while generally lecture-oriented, encourages honest dialogue and exchange of ideas. I believe we learn best when we are honored for our thoughts and feelings, and when we honor others thoughts and feelings. Open discourse regarding course materials and relevant information gleaned from various sources enhance the learning experience for us all. ASSIGNMENTS Life Event Review paper (Due November 19 for 35 points) will reflect your ability to synthesize course material as it applies to you and your own family. A genogram also is required. A discussion about genograms will be provided in class. This assignment will require you to identify a life event that will be your primary area of focus. This life event can be a marriage, birth of a child, a divorce, graduation from school, loss of a loved one, surviving a traumatic event (e.g., natural disaster; car accident; violent crime), etc. Life events are circumstances (can be positive or negative) that occur in all of our lives that require us to adapt to them. For this assignment, choose a life event that impacted at least 3 generations. You can include yourself as one generation if you d like. Generation A generation for the purpose of this paper involves people who are in different phases of life. A child, a young adult, and an older adult would represent different stages of development. An adolescent, a middle age adult, and an older adult would also represent different stages of development. Oral History Interviews You are being asked to identify a life event and to interview three people representing different stages of development about the same event. (Unless you choose to write about this life event from your own perspective, which means you would only interview two people). Thus, the people you interview need to be in different stages of development. Life course theory suggests that where we are in the life course helps to define how we experience life events. During the interview, you will need to develop questions that help you to understand the individual s reaction to the event. For example: How did the event affect them (their thinking, their behavior, and their attitudes)? How did the person react or adapt to the event? (Explore certain coping or adaptive patterns) How did the event impact their relationships with others? Develop a set of questions that will help you obtain more information on these questions. Make sure that your questions are age appropriate if you are interviewing children. Ask the same question(s) to each person you interview to allow for comparison. During your interview, seek to understand how each person perceived the event and identify the differences in how they reacted to the event. Formulate your interview questions prior to the interview. You should first obtain the

4 4 permission of each interviewee to interview them. Have them initial a statement indicating their willingness to participate in the assignment. Let them know the information you gather will be confidential and will only be used for the purpose of this assignment. Use false or pseudo names in the write-up of the interview. Example In 2009, Mark and Fiona adopted a baby boy, Conor, who is also multiracial. Although a very happy occasion, it also came with tremendous change and stress. Fiona s father Owen, Mark, and their biological daughter Ella (age 8) were all interviewed about the adoption and their thoughts, perspective, behaviors, reactions, and lessons learned following this family event. Writing the Paper After you have finished interviewing each person and recording his or her responses, you are ready to write the paper. Use the organizational scheme being described here. These are the major sections of the paper. Introduction Describe the life event that will be the focus of your interviews and why you chose this topic. Describe the settings in which these interviews have taken place. Briefly describe the people you are interviewing. No identifying information is necessary other than demographic data such as a 51 year old Asian woman. What was your hypothesis about the likely responses of the individuals you interviewed to the life event? How did their responses differ or coincide with what you had expected? The Interviews Identify the list of questions that were used in your interviews. Share the responses of your interviewees by identifying the question and a summary response to each question. If you choose to simply write a narrative that reflects the questions asked and their responses, that is also acceptable. It is your choice. This section should include content only from your interviews and not your opinion. Place the actual responses in an appendix at the end of the paper. What was your experience in doing these interviews? What was most challenging? What did you enjoy about this process? Analysis The content in this part of the paper is an analysis of your interviews. This is the most important part of the paper. Review Erikson the developmental milestones for the developmental stage that your interviewees are in (e.g., middle childhood, adolescence, older adulthood, etc.), and comment on these. In addition, you may also want to relate the analysis to some of the other developmental or intergenerational theories that have been discussed in class and your text that you find most relevant (e.g., Fowler s theory of spiritual development). How can these theories help to explain those you interviewed and the reactions or forms of coping? What insights did you develop as a result of these interviews? Conclusion What did you learn about how one s place in the life course impacts how various life events affect people? What are the implications for understanding human behavior in the social environment? How will this assignment inform your future work as a social worker? References Please end your paper with an APA style References page for purposes of referencing scholarly articles or texts (aside from our class textbook) that you may have used in the writing of this paper. If you only utilized the class textbook and content of the interviews for this paper, then it is not necessary to have a reference page.

5 5 Meets Course Objectives 1-5; CSWE Educational Policies and Practice Outcomes Practice personal reflection and selfcorrection to assure continual professional development use supervision and consultation (from instructor) Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the National Association of Social Workers/International Association of Schools of Social Work Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Recognize and communicate your understanding of the importance of difference in shaping life experiences View yourselves as learners and engage those with whom you work as informants Understand the forms and mechanisms of oppression and discrimination Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Critique and apply knowledge to understand person and environment 2. Theory/Issue project presentation (Due on date signed up for between 10/8-11/12 for 25 points) allows students to research, present, and critique theoretical frameworks for exploring human behavior in the social environment as well as an opportunity to examine issues faced by diverse clients in many practice settings. You must provide handouts to your classmates. This assignment seeks to assist you in understanding the history of human development theories, social justice issues facing our clients, and will assist you in preparation for the LCSW exam.

6 6 Students will choose either one developmental theorist or practitioner or a social work/social justice issue from a list provided and will present the following to the class in a minute presentation. For Theorist/Practitioner Research and Presentation: 1. brief biographical information 2. theorist s conceptualization of human development in the social environment 3. how this conceptualization may be used in practice with clients. For Social Work/Social Justice Issue Research and Presentation: 1. overview of the issue, including micro, mezzo and macro (including international) considerations 2. how this issue is currently addressed by social workers and how it is related to clinical practice 3. how social workers and other disciplines could better address the issue In addition to the 15 minute presentation/discussion please provide a handout of the presentation, including references, for your classmates. Presentation will be graded on breadth and depth of materials presented, quality of presentation itself, and quality of summary provided. Meets Course Objectives 1, 2, 3, 4, 5, 6. CSWE Educational Policies and Practice Outcomes Practice personal reflection and selfcorrection to assure continual professional development use supervision and consultation (from instructor) Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the National Association of Social Workers/International Association of Schools of Social Work Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Recognize and communicate your understanding of the importance of difference in shaping life experiences

7 7 View yourselves as learners and engage those with whom you work as informants Understand the forms and mechanisms of oppression and discrimination Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 3. Book Assignment (Total 20 points, Due October 2 nd ) Students will select and read one the following novels: The Namesake by Jhumpa Lahiri Freedom by Jonathan Franzen A Visit by the Goon Squad by Jennifer Egan Start by providing a 1-2 paragraph overview or synopsis of this book. Then, from the perspective of one of the main characters social worker, explain how the following theories or perspectives could be used to assess/evaluate the main character of the book: Strengths perspective (Chapter 2) Systems theory or ecological theory (Chapter 2) Create a diagram depicting the main character in his/her environment (i.e., micro, mezzo, and macro levels) See page 24 in textbook. Choose one theory or perspective from: Chapter 3 (biopsychosocial) Chapter 4 (sociocultural) Chapter 5 (social change) Demonstrate how you would evaluate the client using the key concepts of each of these theories and perspectives. Students will be graded on quality of writing, thoroughness, and depth of critical analysis in applying content discussed in class and in the textbook. Meets Course Objectives 1, 2, 3, 4, 5, 6. CSWE Educational Policies and Practice Outcomes Practice personal reflection and selfcorrection to assure continual professional development use supervision and consultation (from instructor) Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice

8 8 wisdom Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Recognize and communicate your understanding of the importance of difference in shaping life experiences View yourselves as learners and engage those with whom you work as informants Understand the forms and mechanisms of oppression and discrimination Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation 4. Quizzes (Total 10points, 5 points each) Quizzes are made up of short answers, fill-in the blank items, multiple-choice items, and matching items. There will be three quizzes and the lowest quiz grade will be dropped. There are no makeup quizzes. If you miss a quiz it will count as your dropped quiz grade. You will have one week to complete each quiz online. Quizzes will be based on readings, presentations, and class discussion. Feel free to use your book. Open Closed Chapters August 28 th September 3 rd 1 & 2 September 24th October 1 3 & 12 October 30 th November 5 th 6-9 Meets Course Objectives 1, 2, 3, & 6. CSWE Educational Policies and Practice Outcomes Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the National Association of Social Workers/International Association of Schools of Social Work Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance

9 9 privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Recognize and communicate your understanding of the importance of difference in shaping life experiences View yourselves as learners and engage those with whom you work as informants Understand the forms and mechanisms of oppression and discrimination Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Critique and apply knowledge to understand person and environment 5. Active Class Participation: A perfect score (10 points) for this portion of your course grade means that you are present for all classes and actively engaged in class discussion. Grading: Life Event Paper: 35% of final grade Theory/Issue Presentation 25% of final grade Book Critique 20% of final grade 2 Quizzes 10% of final grade Active Class participation 10% of final grade 100% A final letter grade based on 100% of completed course assignments and exams will be given at the completion of the course. No +/- grades are given in the course. Grades are based on a 10-point scale, with no exceptions: A B C D Below 60 F Week of Course Content Course Outline 8/20 Course introduction and explanation of assignments (Online) Readings: Rogers Chap. 1 Imre: The nature of knowledge in social work Blom: Knowing or un-knowing? That is the question: In the era of evidence-based social work practice 8/27 The Person in the Social Environment (Main Campus) Readings: Rogers Chap. 2 Saleebey: The Strengths Perspective: Putting Possibility and Hope To Work in Our Practice Von Bertanlanffy: Introduction and The Meaning of General Systems Theory Chetnow-Tanoov: Social Systems and Their Environments

10 10 9/3 (Sign up for presentations) (Quiz 1) (Online) 9/10 The Biopsychosocial Dimension Readings: Rogers Chapter 3 (Onslow Campus) Rogers: Some Hypotheses Regarding the Facilitation of Personal Growth and the Characteristics of a Helping Relationship Ellis: The Theory of Rational-Emotive Psychotherapy 9/17 Lenses for Conceptualizing Problems and Interventions: Sociocultural Dimensions (Online) Readings: Rogers Chapter 4 Van Wormer: Restorative justice for victims of gendered violence: A standpoint feminist perspective Gentlewarrior, Martin-Jearld, Skok, & Sweetser: Culturally competent feminist social work 9/24 LGBT Aging (Main Campus) Readings:Rogers Chapter 12 (pp ) Rowan, N. L. & Giunta, N. (2014). Building Capacity in Gerontological Social Work for Lesbian, Gay, Bisexual, and Transgender Older Adults and Their Loved Ones. Journal of Gerontological Social Work, 57(2-4), /1 (Online) Quiz 2 & Work on presentations 10/8 (Onslow Campus) Theories of Development Elements of theory Traditional developmental milestones Psychological theories Ecological theory Cognitive theory Radical/Critical theory Class Presentations: Freud, Jung, Erikson, Maslow, Kohlberg, Gilligan, Levinson 10/15 (No Class) 10/22 (Online) The Family In Context: Lifespan Issues of family members (from prenatal development through adolescence to adulthood) What is a family? Family resilience Coming into Being in the Family and Community Contextual model of family transition and adaptation Becoming partners and being a couple A new human being joins the family When things go awry Readings: Rogers, chaps 6, 7, 8, 9 10/ 29 (Main Campus) Issues of Early and Middle Adulthood: The world of work, poverty, and preparation for the future Menopause and Empty Nest Syndrome The Sandwich Generation The Global Environment Class Presentations: Domestic Violence/Child Physical and Sexual Abuse; Issues Facing Teens Today; Role of Culture and Community on Families and Children; Racism and the Family: War and Veterans Issues Readings: Rogers chap 10, 11

11 11 11/5 Quiz 3 ; Attend SFBT conference (Online) 11/12 (Onslow Campus) Maturity and Aging in the Family and Community and Closure (Online) Theories of Aging Health and Aging Reminiscence Class Presentations: Poverty and World Resources; The Shrinking Middle Class; Health Care Service Provisions; International Health Issues; Mental Health and Service Provisions; Substance Abuse Service Provisions 11/19 (Online) Last day of class 11/26 No class- Thanksgiving Holiday

12 12 References Altshuler, S.J. (2003). From barriers to successful collaboration: Public schools and child welfare working together. Social Work, 48(1), American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, DC: Author. Araaoz, D. L., & Carrese, M. A. (1996). Solution-oriented brief therapy for adjustment disorders: A guide for providers under managed care. New York: Brunner/Mazel. Bachman, S.S., Vedrani, M., Drainoni, M-L, Carol Tobias, M., & Andrew, J. (2007). Variations in provider capacity to offer accessible health care for people with disabilities. Journal of Social Work in Disability & Rehabilitation, 6(3), Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Berg, I. K., & Kelly, S. (2000). Building solutions in child protective services. New York: W.W. Norton. Berg, I.K., & Miller, S.D. (1992). Working with the problem drinker: A solution focused approach. New York: W.W. Norton. Blundo, R., & Bowen, D.E. (2004). Aging and older men: Thoughts, reflections and issues. Journal of Sociology and Social Welfare, 32(1), 3-7. Bowen, D.E. (2004). Honoring the elders: Interviews with two Lakota men. Journal of Sociology and Social Welfare, 32(1), Bowen, D.E. (2004). A good friend for bad times: Helping others through grief. Minneapolis: Augsburg- Fortress Publishers. Boyes-Watson, C. (2005). Seeds of change: Using peacemaking circles to build a village for every child. Child Welfare, 84(2), Critelli, F.M. (2007). Caregiving and welfare reform: Voices of low-income foster mothers. Journal of Human Behavior in the Social Environment, 15(4), Defrain, J. & Asay, S.M. (2007). Strong families around the world; An introduction to the family strengths perspective. Marriage & Family Review, 41(1-2), DeJong, P., & Berg, I.K. (2002). Interviewing for solutions (2 nd ed.). Pacific Grove, CA: Brooks/Cole. Donlan, Y. (2000). One small step: Moving beyond trauma and therapy to a life of joy. San Jose, CA: Authors Choice Press. Drolet, M., Paquin, M., & Soutyrine, M. (2007). Strengths-based approach and coping strategies used by parents whose young children exhibit violent behaviour: Collaboration between schools and parents. Child and Adolescent Social Work Journal, 24(5), Duncan, B.L., & Miller, S.D. (2000). The heroic client: Doing client-directed, outcome-informed therapy. San Francisco: Jossey-Bass Publishers. Duffy, T.K. (2005). White gloves and cracked vases: How metaphors help group workers construct new perspectives and responses. Social Work with Groups, 28(3-4),

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