AUBURN UNIVERSITY
DEPARTMENT OF SOCIOLOGY, ANTHROPOLOGY AND SOCIAL WORK
SOWO: 3800: HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT I
Semester: Fall 2011
Instructor: Chris R. Locke, PhD, LISW-S, ACSW
Class Room: Lowder 112
Office: 7022 Haley Center
Class Time: T/Th 9:30-10:45am
Phone: 334-844-2820
Office Hours: T/Th 12:30 – 1:30pm
Email: [email protected]
Or by appointment
COURSE DESCRIPTION
This is the first of a two-course sequence that examines human growth and development across
the life span and provides a multidimensional perspective on social work’s person-inenvironment focus. Building on knowledge gained in pre-requisite courses including
Introduction to Social Work, Introduction to Psychology and Introduction to Biology this course
focuses on the development of the individual from conception through old age, and the impact of
biological, cognitive, psychological, economic, social, cultural, and environmental factors on the
course of that development. Students will critically examine contemporary theory and research
on the biological, psychological, and spiritual dimensions of a person as well dimensions of
environment. Particular attention will be paid to the diversity of human experience, and
processes and agents of oppression related to gender, social class, race, ethnicity, sexual
orientation, and disability. Implications for generalist social work practice are examined.
Prerequisites: (For Social Work majors only) Introduction to Psychology; Introduction to Social
Work; and Introduction to Biology
COURSE OBJECTIVES
Upon successful completion of this course, the student will be able to:
1. Demonstrate working knowledge of the major theories of personality and human
development;
2. Demonstrate knowledge of the impact of the social environment on individual growth
and development from conception through old age.
3. Demonstrate an understanding of how biological, cognitive, psychological, cultural and
societal factors influence individual growth and development at each life stage;
4. Demonstrate an understanding of the effects of ethnic group membership, gender, sexual
orientation, and oppression on individual growth from conception through old age.
5. Demonstrate an understanding of people as individuals and as members of families, small
groups, organizations, and communities.
6. Demonstrate an ability to evaluate, from a social work perspective, the functioning of
individuals and the various systems to which they relate.
7. Demonstrate an ability to use research findings to examine variability in human behavior.
8. Demonstrate an appreciation of the uniqueness of each person-in-situation context and
the needs of individuals in such context.
9. Demonstrate knowledge of the values and ethics of the social work professions in
relationship to the function and impact of individuals, families, and groups,
organizations, communities, and institutions on individual development.
10. Demonstrate awareness of the student’s own growth, development, and behavior.
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TEACHING AND LEARNING METHODS
This course will consist of lectures, discussions, and experiential learning activities. To the extent
possible, I would like you to learn through doing. As part of this, I expect you to read the assigned
material prior to each class and participate while in class. This will facilitate in-class activities and
discussions and create a more rewarding experience.
TEXTS
Required:
Rogers, A.T. (2007). Human behavior in the social environment. (2nd ed.). New York: Taylor
& Francis.
Walls, J. (2005). The glass castle: A memoir. New York: Scribner.
Selected required and recommended readings will be assigned during the semester.
(see Blackboard)
METHODS OF EVALUATION
Students will demonstrate proficiency of the course material in course assignments.
GRADING SCALE
A = 270 – 300 points
B = 240 – 269 points
C = 210 – 239 points
D = 180 – 209 points
F = 179 and below
Grades will be based on:
Assignments
Braveheart Participation & Journal
Homework and In-Class Activities
Participation
Journal Article Report
Midterm Exam
Aging Interview
Final Exam
Points
50
50
30
20
60
30
60
Total
300
Due Date
All Semester
All Semester
All Semester
Thursday September 15, 2011
Thursday September 29, 2011
Tuesday November 29, 2011
Wednesday December 7, 2011
8:00-10:30am
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COURSE REQUIREMENTS
Expressions of a Braveheart Community Program (50pts): All Semester
Learning Objectives:
1) Demonstrate an understanding of people as individuals and as members of families, small groups,
organizations, and communities.
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2) Demonstrate an ability to evaluate, from a social work perspective, the functioning of individuals and
the various systems to which they relate.
3) Demonstrate an appreciation of the uniqueness of each person-in-situation context and the needs of
individuals in such context.
Description: This assignment involves working with youth and young adults with moderate to severe disabilities
and their parents to implement a fine arts program, bi-monthly. Students will volunteer for a key or
supplemental role to aid in the success of the program.
Time: Students are required to contribute 12-15 hours of service learning to this assignment. The majority of
hours must be in direct contact with program participates and their families or in direct preparation for the
program.
Assessment:
1. Student consistently complied and participated in the program.
2. Students completed all related journal entries and additional assignments as necessary.
3. Student acted ethically and responsibly throughout the entire program.
Braveheart Journals (30 points): See course outline for due dates.
Students will be required to complete 5 journal entries based on their volunteer work with the
Braveheart Program. Each of the 5 journals is worth 6 points (5 x 6 = 30 points). There is a list of 10
possible questions to choose from on Blackboard – just pick 5 of them to respond to (one per entry).
Journal entries MUST BE TYPED, one-page, double-spaced, Times New Roman font, and include
simply your name. Do not write the date, my name, the course name, the university name, etc….this is
just a tactic to waste space J Journals are due by the end of class the day they are due. Late journals
will not be accepted.
Braveheart Participation and Attendance (20 points): All Semester
This is based on whether the student completed the 12-15 hours, acted ethically and responsibly
throughout the program, showed up on time, and was consistent about attending.
Homework, In-Class Activities, and an Outside-Class Activity (50 pts)
Learning Objectives:
1)
Students will demonstrate knowledge of the values and ethics of the social work professions in
relationship to the function and impact of individuals, families, and groups, organizations,
communities, and institutions on individual development.
2)
Demonstrate knowledge of the impact of the social environment on individual growth and
development from conception through old age.
3)
Demonstrate an understanding of how biological, cognitive, psychological, cultural and societal
factors influence individual growth and development at each stage in the life cycle from conception
through old age;
Description:
There will be a total of 10 homework assignments and in-class activities administered during the semester. All
homework and activities will reflect material covered in class and in the readings. To receive full points, all
homework and activities must be completed in full and turned in on time. Each is worth 5 points (10 x 5 points
= 50). See Blackboard and course outline for details. Late homework will not be accepted.
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Journal Article Report (20pts) Due Date: Thursday September 15, 2011
Learning Objectives:
1) Students will identify major publications for sources of professional information in the Social Work
field and identify the various kinds of articles published in professional journals.
2) Students will read, summarize and critique articles in professional Social Work journals related to
course content.
Description:
The ability to read and understand articles published in professional journals is an important skill for social
work students to acquire. It is a necessary prerequisite for examining literature in particular areas both for
accurate assessment of clients and providing up to date and well -rounded information to clients. Of course,
this skill is also required for the effective writing of reviews of literature required for term papers and for the
pursuit of independent research.
You are asked to read and report on one journal article. The article may come from any refereed research
journal in the areas of Social Work, Psychology, or Counseling. The categories from which you can choose
include articles discussing issues around stages of development, i.e., pre-natal, infancy, early childhood,
latency age, adolescence, young adulthood, etc., development and race, ethnicity, nationality, and/or culture,
development and community/environment, development and gender issues, or development and religion,
development and spirituality, and development and sexual orientation.
Your article MUST be approved by the instructor prior to turning it in. Students will need to bring a hard
copy of the full article to show the instructor or email the full article to the instructor. Book reviews, editorials
and articles from popular magazines are not acceptable.
** Respond to all the questions below
Use the following outline for your article report and number your answers in the paper:
1. Summarize the article in your own words. (Your summary should assist someone with generally
understanding the article without reading it.)
2. Identify the a) the problem, b) the purpose of the research, and c) the significance? On what page(s)
does this appear?
3. Who are the subjects? What are the demographics, i.e., age, race, socioeconomic strata, etc.? On what
page(s) does this appear?
4. Answer the following questions: Are there stated hypotheses? What are they? On what page(s) do these
appear? Are the stated hypotheses reasonable? Indicate how they logically follow from or are
incongruent with the literature review?
5. Is the literature review thorough, current, and relevant to the study? How is it relevant to the study?
What is the earliest and latest reference listed in the bibliography?
6. Is the research design stated? What is it? On what page(s) does this appear? Do the subjects appear to
have been selected without overt bias? Is the number of subjects sufficient?
7. Indicate if study was well designed, saying why or why not; Why is or isn’t the article an important
addition to the body of literature on this topic, etc. (not whether or not you liked the article)
8. Are statistical tests presented? What are they? Are they appropriate and why do you think they are or
aren’t? On what page(s) does this appear?
9. Are the findings discussed in terms of their practical implications and practical significance? What are
the practical implications of this study? What is the practical significance of this study? What are the
conclusions? Are the conclusions supported by the data that have been presented? Does the author over
generalize?
10. Attach a photocopy of article.
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Assessment:
1) Clarity of writing including spelling, grammar in summary and critique.
2) Adherence to APA style (see Blackboard)
3) Thorough summary of article describing method, subjects, results, conclusions, etc. and response
to items # 2-11 in the outline list.
4) Good organization, grammar, sentence structure and professional appearance (Typed & Stapled).
5) Thorough and objective critique of article.
6) Inclusion of copy of article.
7) Timeliness
Interview of Person representing Late Adulthood (60+ years): (30pts) Due: Tuesday November 29, 2011
Learning Objectives:
1. Students will be able to describe people as individuals and as members of families, small groups,
organizations and communities.
2. Students will be able to understand the life course perspective regarding human development from
middle adulthood through old age.
3. Students will be able to describe the effects of group membership, gender, sexual orientation, and
oppression on individual growth from middle adulthood through old age.
Description:
This paper will be 6-8 pages of text. You will interview a person experiencing Late Adulthood. You will
need to conduct at least one face-to-face or phone interview with this individual before beginning the paper.
Your discussion throughout the paper should be based on your interview/conversation. The purpose of this
assignment is for you to demonstrate your knowledge of influences on the life course and aging.
You will cover each of the following areas and number your answers in the paper:
1) Select a person (client, relative, friend) age 60 or over. Give a brief description of the individual
(demographics including age; current or former occupation; place or residence; place of birth; marital status; #
of children, grandchildren, step-children, fictive children; racial/ethnic background; religion; and sexual
orientation).
2) Describe the time period the individual grew up in and discuss significant life events and historical forces
that helped shape the individual’s life course. Explain how issues specific to the time period the individual
grew up in shaped this person. Explain the social or economic forces which played a role in shaping this
person’s life.
3) Explain how the individual currently feels about his or her life. What goals are being pursued? What goals
were abandoned? What worries, concerns, or joys does the individual describe? What does the individual
view as important in life in general and in his or her life specifically?
4) Explain how the interviewee views the aging process. What do you feel is influencing the individual’s view
of the aging process?
5) Review the theories presented in class and covered in your text. Select one theory which seems most
pertinent to the interviewee’s experiences. Summarize the main ideas of the selected theory. Discuss how
these ideas are reflected in the interviewee’s perspective and situation. You will need to include a reference
page that lists where you obtained the theory (this will likely be the textbook but could be another source too).
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6) Consider the similarities and differences between your interviewee’s view of his or her life and aging and
your views. Explain how they are similar and/or different. Explain what you think explains or contributes to
such similarities or differences.
7) Describe what the interview taught you about ageing and late adulthood. Explain how this assignment
helped you to understand a) theories of aging and b) theories in general.
Assessment
Evaluation will be based on:
1. Timely submission of interview/report (-5 points for each day it is late)
2. Thoroughness and presentation (spelling, grammar, neatness and APA compliance) of report
3. Application of Developmental Theories
4. Comprehensive coverage of all 7 areas (make sure you number the 7 areas in your paper)
Examinations:
There will be two examinations, each worth 60 points. Exams will include multiple-choice and short answers.
You will be held responsible for all material covered in the readings, lectures, discussions, and class activities.
There will be no make-up examinations unless you have prior permission from the instructor.
Midterm – 60pts Date: Thursday September 29, 2011
Final – 60pts Date: *****Wednesday December 7, 2011 at 8:00-10:30am*****
OTHER COURSE POLICIES
Attendance
Students are expected to attend and fully participate in all class sessions and activities. Attendance will be
recorded at the beginning of each class. Chronic tardiness will be counted as an absence. Excused absences
include – medical illness – a medical excuse must be provided; death of a relative – funeral program must be
provided; or official university absences. Students MUST turn in excuses (or a copy of the excuse) for absences
either prior to the absence or immediately upon returning to class. If an excuse, or copy, is not given to the
instructor to keep, the absence will be considered unexcused. After the second unexcused absence, students
will lose one (1) point per absence from their final grade. Five (5) or more unexcused absences will result
in automatic failure the course (grade of FA). See description below:
1st unexcused absence = no penalty
2nd unexcused absence = no penalty
3rd unexcused absence = 1 point deduction from final grade (i.e., 90 becomes an 89)
4th unexcused absence = 2 point deduction from final grade (i.e., 90 becomes an 88)
5th unexcused absence = automatic failing grade for the course (FA)
The student is fully responsible for the material that was covered in the missed session.
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Participation
Students are expected to participate in class discussions, to engage actively in group activities, and to respect
their fellow students.
No electronic devices – communication or otherwise such as laptop computers, texting, headphones, etc.
are permitted during class. All such devises must be turned off or not brought to class.
Side conversations, sleeping, and other distracting behaviors during class are also not acceptable and will
negatively impact a student’s participation grade.
If a student is caught texting during class, three questions will be added to the next exam (i.e., Midterm
or Final) for ALL students in the class. This will be done for each infraction. For example, if three
students (or the same student 3 times) is caught texting during class, then 9 more questions will be added
to the next exam for ALL students in the class. Students who continue to text during class may be asked
to leave class and will be counted absent for that day.
Writing and APA Style
ALL Written assignments should be typed (12 point font, Times New Roman), double-spaced with one inch
margins all around, in the APA style (6th Edition), and should include a title page (with running head) in this
format. Papers should also include page numbers, and be stapled together. Papers will not be accepted if they
are not stapled. A summary of the APA writing guidelines is available on Blackboard. Points will be deducted if
APA guidelines are not followed.
Plagiarism
Plagiarism is the act of taking another person’s writing, conversation, song, or even idea and passing it off as
your own. This includes information from web pages, books, songs, television shows, email messages,
interviews, articles, artworks or any other medium. Whenever you paraphrase, summarize, or take words,
phrases, or sentences from another person’s work, it is necessary to indicate the source of the information
within your paper using an internal citation. It is not enough to just list the source in a bibliography or
references page at the end of your paper. Failing to properly quote, cite, or acknowledge someone else’s words
or ideas with an internal citation is plagiarism (Robert A. Harris’s book The Plagiarism Handbook: Strategies
for Preventing, Detecting, and Dealing with Plagiarism, Los Angeles, CA: Pyrczak Publishing, 2001).
**Plagiarism WILL NOT be tolerated in this classroom. If a student is caught plagiarizing, he or she could be
given a failing grade for the paper and/or the course.
Students with Disabilities
If any member of the class has a disability and needs special accommodations of any nature, please let the
instructor know at some point before, during, or immediately after the first scheduled class period. I will work
with you and the campus Disability Coordinator to ensure that you have a fair opportunity to perform well in
this class. Students with disabilities who believe that they may need accommodations in this class are
encouraged to contact the Office for Students with Disabilities at 334-844-2096 or
http://www.auburn.edu/academic/disabilities/ as soon as possible to better ensure that such accommodations are
implemented in a timely manner. Only accommodations addressed on the accommodation report by the Office
for Students with Disabilities will be provided.
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Communication with the Professor:
Email is the best way to reach me. I typically will respond within 24 hours to a student email. If an email is
asking a question with a lengthy answer, I may suggest we talk briefly before or after class or during office
hours to better provide a response. Students may also reach me by phone (334) 844-2820 although I am not in
my office every day. Please avoid emailing me directly through the Blackboard internal mailing system. It’s
preferable to use the typical student web access/tigermail method.
Policy on Religious/Cultural Holidays:
The faculty strives to accommodate student participation in diverse religious and cultural holidays/observances
by allowing reasonable adjustments to academic requirements. All students are to exercise sensitivity to
religious and cultural observances of persons of diverse backgrounds. When a major religious/cultural holiday
or observance conflicts with academic requirements:
• It is the responsibility of the student to notify faculty within the first two weeks of the semester, the
date(s) of a major religious/cultural holiday that conflict(s) with the date of an exam or the due date of a
major assignment. It is expected that this policy will be invoked only for events that are of major
significance to the student.
• It is the responsibility of the student and the faculty member to work in good faith to jointly discuss
reasonable alternative(s) for completion of the course requirement(s) and to make realistic efforts to
avoid negative academic consequences.
Illness:
If normal class and/or lab activities are disrupted due to a high number of students experiencing illness or an
emergency or crisis situation (such as a widespread H1N1 flu outbreak), the syllabus and other course plans and
assignments may be modified to allow completion of the course. If this occurs, an addendum to your syllabus
and/or course assignments will replace the original materials.
In the event normal class is disrupted due to illness of instructor, this instructor will send an email to notify
students of alternative assignments. Possible alternatives will be outlined and notes posted on Blackboard. If a
speaker or video is already scheduled, the syllabus will not change.
COURSE OUTLINE
Week
Week 1
8/18/11
Week 2
8/23/11
8/25/11
TOPIC
ASSIGNMENT
Introductions
Read the syllabus
Key Theoretical Concepts in Human
Behavior and the Social
Environment
Rogers – Chapter 1
Theory: The Foundation of Social
Work
Week 3
8/30/11
In-class activity: Ways of knowing
Rogers Chapter 6
Pre-pregnancy and Prenatal Issues
Braveheart Journal #1 – Due: 9/1/11
9/1/11
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Week 4
Rogers – Chapter 7
9/6/11
9/8/11
Development in Infancy and Early
Childhood
Week 5
9/13/11
Sparks: Introduction, Patterns of Child
Abuse
In-class activity – Motor and Verbal skills
development
Rogers – Chapter 8
Development in Middle Childhood
9/15/11
In-class activity – Parenting Situations
Journal Article Report Due: 9/15/11
Week 6
9/20/11
9/22/11
Lenses for Conceptualizing
Problems and Interventions:
Biopsychosocial Dimensions
Rogers – Chapter 3
In-class activity – Applying Theory
Braveheart Journal #2 – Due: 9/22/11
Week 7
9/27/11
MIDTERM – REVIEW AND TEST
9/29/11
Week 8
10/4/11
Rogers Chapter 9
Development in Adolescence
10/6/11
Week 9
10/11/11
10/13/11
Continuation of the Development in
Adolescence
Marcia’ Identity Statuses
Video: Teen Mom
Davis, Saltzburg, & Locke. Supporting the
emotional and psychological well being of
sexual minority youth: Youth ideas
for action.
In-class activity: Debate – boy with cancer
Video: Bullied
Rogers Chapter 10
Week 10
10/18/11
10/20/11
Midterm: Thursday September 29, 2011
Development in Early Adulthood
Bonomi, Gangamma, Locke, Katafaisz, &
Martin. “Meet me at the hill where we used
to park”: Interpersonal processes
associated with victim recantation.
Homework – Free At Last
Braveheart Journal #3 – Due: 10/20/11
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Week 11
10/25/11
Mental Illness
Continuation of the Development in
Early Adulthood
10/27/11
In-class activity – Mental Health Scenarios
Week 12
11/1/11
Rogers Chapter 11
Development in Middle Adulthood
11/3/11
Week 13
11/8/11
Video: The Legacy of Wyatt: The
Transformation of Mental Illness Services
Braveheart Journal #4 – Due: 11/3/11
Rogers -Chapter 12
Development in Late Adulthood
Calasanti & Slevin: Age Matters: Age As a
Basis of Inequality
11/10/11
In-class activity – Life Expectancy Quiz
Braveheart Journal #5 – Due: 11/10/11
Week 14
11/15/11
The Glass Castle
Hot Topics in Development
Homework – Book Questions (The glass
castle)
11/17/11
Week 15
11/22/11
NO CLASS
THANKSGIVING BREAK
11/24/11
Week 16
Aging Interview Due: 11/29/11
11/29/11
Review for Final Exam
Outside class activity – Virtual Dementia
Tour
12/1/11
FINAL EXAM
Wednesday December 7, 2011
8:00-10:30am
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