UNIVERSITY OF SOUTH FLORIDA COLLEGE OF ARTS AND SCIENCES SCHOOL OF SOCIAL WORK HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT II SOW 3102 Syllabus INSTRUCTOR: Rose Chapman, LCSW PHONE: 941-366-2224 OFFICE HOURS: TBA OFFICE LOCATION: JFCS office 8:00-5:00 EMAIL: rchapman1@jfcs-cares.org SEMESTER: SUMMER C 2013 NATURE OF COURSE This is the second course in the Human Behavior and the Social Environment content area and is designed to emphasize dynamics of behavior and environmental factors as they relate to social work practice with families, groups, organizations, and communities in the socio-political milieu. Students will be exposed to theoretical perspectives of families, groups, communities, and organizations. Students will be encouraged to examine their own personal values in relation to professional social work values that stress the basic worth and dignity of all persons and respect for diversity of lifestyles in terms of gender, sexual orientation, social class, and social and ethnic status. Emphasis will be placed on the student's integration of concepts discussed in class with her or his own life experiences, and on the application of concepts to the role of the social worker. COURSE RATIONALE The course provides the opportunity for students to focus on a macro systems understanding of how people in groups, organizations and communities behave as they do and how one's own various memberships in the macro-environment influences one's own behaviors. The content covers dynamics of small groups, role behavior and reference group influences, processes and functions of formal organizations and community concepts. This provides a context for students to understand the socio-political milieu. In addition, students are sensitized to the special needs and problems related to vulnerable populations including but not limited to: ethnic/minority membership, sexual orientation, women and persons with diverse abilities in interaction with formal organizations. Attention is also given to informal supports realized through natural helping systems and the different characterizations of such systems across various minority/ethnic groups. COURSE OBJECTIVES After the completion of this course the student will:
1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. Measurement: Exam, Org. paper, Family paper 2. Critique and apply knowledge to understand person and environment. Measurement: Exam, Org. paper, Family paper, Reflections 3. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Measurement: Exam, Reflections 4. Understand the forms and mechanisms of oppression and discrimination Measurement: Exam, Org. paper, Reflections 5. Recognize the extent to which a culture s structures and values may oppose, marginalize, alienate, or create or enhance privilege and power. Measurement: Exam, Org. paper, Reflections METHODS OF INSTRUCTION: This course will include diverse instructional methods, such as lectures, discussions, individual and group exercises, guest speakers, formal group presentations, online coursework and videos. COURSE REQUIREMENTS: Organizational paper Choose an organization in which you have been employed (not necessarily as a social worker and not necessarily a human service agency) or have some experience with and address the following questions: 1. Describe the organization, its functions, and its goals. 1pg 2. Choose two Organizational theories which help to explain the work environment, policies, procedures, and operations of the organization and describe each theory separately. Use at least 4 additional sources besides your book to understand the theory and its terms in depth. 2-3 pgs. 3. Describe how each theory helps to understand, explain and predict the organization s work environment, policies, procedures, and operations. Give concrete examples and use the terms of each theory. 2-3 pgs. 4. Using the critical perspective, describe how the organization acts/acted as an oppressor to employees and/or customers/clients. 1-2 pgs. Papers should be 6-8 pages in length, double-space, 12 font. Use APA style and include an APA reference page. Please be sure to change the name of the organization which you are describing. See Appendix for rubric Due: June 27
Family Paper 1. Pick a family that you know from your work or personal experience and describe the composition and demographics of the family. Include a genogram to illustrate these details. 2. Consider the different theoretical family perspectives discussed in the text: Psychodynamic Perspective and Families, Family Systems, Family Life Cycle. Feminist Perspective and Families, Family Stress and Coping Perspective, and Family Resilience. Choose two of the perspectives that you think would be most useful to you in working with this family. Compare and contrast what each of the perspectives focuses on what each omits. As a practitioner, what would you do differently or what would you do the same based on each of the theories 3. Think about the major challenges to family life discussed in the text family violence, divorce, substance abuse. Discuss the extent to which the family is at risk for each of these challenges. See Appendix for rubric Due: June 13 Mid Term Exam- June 20 Grading Points will be added together and the final grade computed on the scale of : A+ = 4.00 97-100 A = 4.00 94-96.99 A- = 3.67 90-93.99 B+ = 3.33 87-89.99 B = 3.00 84-86.99 B- = 2.67 80-83.99 C+ = 2.33 77-79.99 C = 2.00 74-76.99 C- = 1.67 70-73.99 D+ = 1.33 67-69.99 D = 1.00 64-66.99 D- = 0.67 60-63.99 F = 0.00 59.99 or below Exam 25 points Organizational Paper 25 points Reflections/Discussion Threads 25 points Family Paper 25 points Total 100% Reflections: Students will submit reflections index cards at the beginning of each class for chapter assigned. Reflections should demonstrate thoughts and questions raised by reading the material.
In-Class Assignments: Students will participate in a variety of activities in class including discussion, role playing and informal writing. Grading of Written Assignment All written assignments will be graded on the basis of the following: I. Presentation / Appearance (10%) Neatness Correct grammar - noun-verb agreement, sentence structure, proper and consistent verb tense Spelling Punctuation Type written, Using #12 font, double spacing, and 1 inch margins II. Organization (20%) Structure and format Logical sequencing and continuity of ideas Clarity of expression Conciseness III. Content (70%) Following the specific directions for the paper as given above. Displaying an understanding of course content, including using appropriate terms and referring to content of the texts and class presentations/discussions. Demonstrating critical thinking skills and personal reflection. Expectations for Behaviors Students are expected to: Come to each class session, come on time, and stay for the entire class period. Participate in class discussions, which are vital to the learning in this course. Have read assigned course material and be prepared to discuss content in class. Listen attentively when others are speaking and keep cell phones turned off. Write papers that follow the guidelines provided in this syllabus, use correct grammar and APA format, and demonstrate student learning from the text and class session activities. Access study guides and use them as an aide in reading the text and studying for exams. Keep the instructor informed of any issues that interfere with individual learning, attendance, and/or turning in assignments on time. Instructor responsibilities: To prepare class session activities that enhance student learning from the text. To share the instructor s knowledge that relates to course content. To start and end each class session on time. To listen attentively to student contributions and questions. To respond to the extent possible to student suggestions and questions. To construct exams and other graded activities which evaluate students learning from readings in the text and from class activities. To evaluate and grade student learning based on the criterion provided in this syllabus. To give students feedback on their performance on graded activities.
Attendance & Assignments-Due Policies Class attendance is required. You are expected to come to all classes on time and stay for the entire class. Any absences will affect your ability to contribute to class learning and can affect your grade. You must notify the instructor in advance if you will be unable to take an examination as scheduled. Make-up exams will only be arranged in very special circumstances. Please notify the instructor prior to the due date if you expect to turn in either paper late. In cases where prior arrangements have not been made, there will be one point deduction in the grade for each day late. Turning this paper in late could result in a drastically lower grade. Religious Preference Absence Policy The University recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor in writing by the second week of classes. http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf Use of non-sexist and professional language The use of non-sexist and professional language is expected in written assignments and in class discussion. Guidelines regarding non-sexist language are available in the Publication Manual of the American Psychological Association. ACADEMIC DISHONESTY POLICY The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please be sure to review the university s policy in the USFSM Undergraduate Catalog and the USF Student Code of Conduct. Undergraduate: http://www.sarasota.usf.edu/academics/catalogs/ USF Student Code of Conduct: http://www.sa.usf.edu/srr/page.asp?id=88 In addition, the University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be check for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to the plagiarism detection service. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student s paper was plagiarized. NOTE: TAPES AND NOTES ARE NOT PERMITTED FOR SALE Academic Disruption The University does not tolerate behavior that disrupts the learning process. The policy for addressing academic disruption is included with Academic Dishonesty in the USFSM Undergraduate Catalog and the USF Student Code of Conduct. Undergraduate: http://www.sarasota.usf.edu/academics/catalogs/ USF Student Code of Conduct: http://www.sa.usf.edu/srr/page.asp?id=88
Disabilities Accommodation Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. www.sarasota.usf.edu/students/disability/ Contact Information: Pat Lakey, Coordinator 941-359-4714 plakey@sar.usf.edu Any student with a disability is encouraged to meet with the instructor privately during the first week of class to discuss accommodations. Tutorials and Assistance with Blackboard: Students needing instruction in Blackboard may use the online tutorials: http://www.sarasota.usf.edu/academics/de/current_students.php Students needing technical assistance with Blackboard may use the following resources: Contact Dale Drees: 941-359-4215 or ddrees@sar.usf.edu Stephanie Fuhr: 941-359-4295 or sfuhr@sar.usf.edu Toll-free Helpline: 866-974-1222 Live online help: http://usfsupport.custhelp.com/app/chat/chat_launch Contingency Plans In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USFSM and College websites, emails, and MoBull messages for important general information. The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency. Emergency Preparedness It is strongly recommended that you become familiar with the USF Sarasota-Manatee Emergency Action Plan on the Safety Preparedness site http://www.sarasota.usf.edu/facilities/safetypreparedness.php Fire Alarm Instructions At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated. REQUIRED TEXTBOOKS *Hutchison, E.D. (2011).Dimensions of human behavior: Person and environment (4th ed.). Thousand Oaks, CA: Sage Publications. SUPPLEMENTAL SOURCES American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: APA. Some information available online: www.apastyle.org Lowenberg, F. & Dolgoff, R. (2005). Ethical decisions for social work practice (7th ed.). Itasca, Ill: Peacock
REFERENCES Alameda Lawson, T., Lawson, M., & Lawson, H. (2010). Social workers roles in facilitating the collective involvement of low-income, culturally diverse parents in an elementary school. Children & Schools, 32, 3, 172-182. Cardoso, J. & Thompson, S. (2010). Common themes of resilience among Latino immigrant families: A systematic review of the literature. Families in Society: The Journal of Contemporary Social Services, 91, 3, 257-265. Checkoway, B. (2009). Community change for diverse democracy. Community Development Journal, 44, 1, 5-21. Crompton, R. (2006). Employment and the family: The reconfiguration of work and family life in contemporary societies. New York: Cambridge University Press. Curtis, C. & Alexander, R. (2010) Correlates of African American children in and out of their families. Families in Society: The Journal of Contemporary Social Services, 19, 1, 85-91. Grogan-Kaylor, A. & Woolley, M. (2010). The social ecology of race and ethnicity school achievement gaps: Economic, neighborhood, school, and family factors. Journal of Human Behavior in the Social Environment, 20, 7, 875-896. Ignatow, G. (2006). Cultural models of nature and society: Reconsidering environmental attitudes and concern. Environment and Behavior, 38(4), 441-461. Kissane, R. (2010). We call it the badlands: How social-spatial geographies influence social services use. Social Service Review, 84, 1, 3-28. Melosi, M. (2010). Humans, cities, and nature: How do cities fit in the material world? Journal of Urban History, 36, 1, 3-21. Morgan, G. (2006). Images of organizations. Thousands Oaks, CA: Sage. Ritzer, G. (2007). Contemporary sociological theory and its classical roots: The basics (2nd ed.). Boston: McGraw-Hill. Roff, S. (2004). Nongovernmental organizations: The strengths perspective at work. International Social Work, 47(2), 202-212. Soma, S., Aguilar, J., & Bacchus, D. (2010). Migration, poverty, and risk of HIV infection: An application of Social Capital Theory. Journal of Human Behavior in the Social Environment, 20, 7, 897-908. Walsh, J.. Meyer, A., & Schoonhoven, C. (2006). A future for organization theory: Living in and living with changing organizations. Organization Science, 17(5), 657-671. Watts, F., Dutton, K., & Gulliford, L. (2006). Human spiritual qualities: Integrating psychology and religion. Mental Health, Religion & Culture, 9(3), 277-289.
COURSE CALENDAR For Reading Assignments Hutchison, E.D. (2011).Dimensions of human behavior: Person and environment, 4th ed. Thousand Oaks, CA: Sage Publications. Date Topic Reading Assignments May 16 Introductions, Review of syllabus Syllabus May 23 Multidimensional Approach Chap. 1, May 30 The Physical Environment Chap. 7 June 6 Culture Chap. 8 June 13 Social Institutions FAMILY PAPER DUE Chap. 9 June 20 Exam: Chapters 1, 2, 7, 8, 9 Families Chap. 10 June 27 Small Groups Chap. 11 Organizational Paper Due Last day to Withdraw Summer C 2013 will be June 29. July 4 th NO CLASS July 11 Organizations Chap. 12 Course Evaluation July 18 Social Movements Chap. 14 Course Overview
APPENDIX Organization Paper: 100 points 1. Describe the organization, its functions, and its goals. 1pg- 10 points 2. Choose two Organizational theories which help to explain the work environment, policies, procedures, and operations of the organization and describe each theory separately. Use at least 4 additional sources besides your book to understand the theory and its terms in depth. 2-3 pgs.- 30 points 3. Describe how each theory helps to understand, explain and predict the organization s work environment, policies, procedures, and operations. Give concrete examples and use the terms of each theory. 2-3 pgs.- 30 points 4. Using the critical perspective, describe how the organization acts/acted as an oppressor to employees and/or customers/clients. 1-2 pgs.- 20 points 5. Accuracy of spelling, grammar, and APA style- 10 points Family Paper: 100 points 1. Pick a family that you know from your work or personal experience and describe the composition and demographics of the family. Include a genogram to illustrate these details. 1-2 pages plus genogram 20 points 2. Consider the different theoretical family perspectives discussed in the text: Psychodynamic Perspective and Families, Family Systems, Family Life Cycle. Feminist Perspective and Families, Family Stress and Coping Perspective, and Family Resilience. Choose two of the perspectives that you think would be most useful to you in working with this family. Compare and contrast what each of the perspectives focuses on what each omits. As a practitioner, what would you do differently or what would you do the same based on each of the theories. 5-6 pages 40 points 3. Think about the major challenges to family life discussed in the text family violence, divorce, substance abuse. Discuss the extent to which the family is at risk for each of these challenges. 2-3 pages 30 points 4. Accuracy of spelling, grammar, and APA style- 10 points