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HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I
SOWK 603
Minnesota State University, Mankato
Department of Social Work
PURPOSE OF THE COURSE
The social work profession draws from many interdisciplinary theoretical perspectives to
develop knowledge and skills for responding to the challenges faced by client systems across the
lifespan. SOWK 603 Human Behavior in the Social Environment I (HBSE I) begins by
introducing general systems theories, strengths perspectives, empowerment theory, identity
development and other theories commonly used in direct practice as models for understanding
human behavior and the interactions of systems of different sizes. The focus of the course then
shifts to understanding individual and family development across the lifespan in the context of
these models, examining how larger systems influence the processes of human growth and
change. Of particular importance are human diversity, including age, class, culture, disability,
ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual
orientation, and the role of oppression in the development of populations-at-risk.
HBSE I provides an overview of human development from birth to old age in the context of
family and community. Students will learn and critically analyze theories of human development
and behavior with consideration of the: 1) social, cultural and economic forces affecting human
development, with an emphasis on populations-at-risk, 2) factors that contribute to the
enhancement of “well-being” and empowerment of individuals and families, and 3) social and
economic injustices experienced by individuals and families that impact human behavior.
PLACE IN THE MSW CURRICULUM
SOWK 603 HBSE I is the first of two courses in the HBSE sequence and provides the theoretical
foundation for SOWK 601 Foundations of Generalist Practice. HBSE I is taken during the first
semester of the foundation year in conjunction with SOWK 601 Foundations of Generalist
Practice I, SOWK 605 Social Welfare Policy and Services, and SOWK 607 Professional
Competence Seminar I. These courses will enhance the students’ learning in HBSE through
complementary instruction on micro level practice with individuals and families, issues of
diversity, values and ethics, populations-at-risk, and social and economic injustices. In the
second course students will continue the HBSE sequence examining larger systems (task groups,
organizations and communities).
INSTITUTIONAL MISSION
This course contributes to the University mission related to promoting learning through effective
teaching and scholarship. The course is also supportive of the College mission to promote
exploration, understanding, explanation and transformation of the social world through graduate
teaching and learning.
Minnesota State University, Mankato, SOWK 603, 2009-2010
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MSW PROGRAM GOALS
This course supports the achievement of the MSW Program goals, specifically: 1) to prepare
competent and effective graduates to be advanced generalist social work practitioners with
individuals, families, groups, organizations and communities, emphasizing rural and small
communities, 2) to prepare graduates to apply and promote the values and ethics of the social
work profession, and 3) to prepare graduates to work towards social and economic justice in a
diverse society.
COURSE OBJECTIVES
As a result of successfully completing this course, students will be able to:
1) Understand the theoretical concepts of individual and family development across the lifespan
from birth to death (MSW 2.2).
2) Critically analyze the impact of diversity, including age, class, culture, disability, ethnicity,
family structure, gender, marital status, national origin, race, religion, sex, and sexual
orientation, on individual and family development across the lifespan (MSW 1.1, 1.4).
3) Assess the impact of social, cultural and economic forces on individuals and families, with an
emphasis on populations-at-risk (MSW 1.1).
4) Understand general systems theories, strengths perspective, empowerment theory, and other
practice theories and models in relationship to individuals and families (MSW 2.2).
5) Understand the consequences of multiple forms of oppression on human development (MSW
2.2, 3.1).
6) Examine the value base of the social work profession in relation to the theories of human
development and behavior that guide advanced generalist social work practice (MSW 2.3).
REQUIRED TEXTBOOKS AND READINGS (NOTE: Texts used in HBSE-I will be used
again in HBSE-II.)
Lesser, J. G. & Pope, D. S. (2007). Human behavior and the social environment: Theory and
practice. New York: Allyn-Bacon/Longman.
Payne, M. (2005). Modern social work theory, 3 rd ed. Palgrave MacMillan.
Memoir of Choice from the following list:
Bray, R.L. (1998). Unafraid of the dark. New York: Anchor/Double Day Publishing.
Minnesota State University, Mankato, SOWK 603, 2009-2010
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Cohen, E. & Van Pelt, E. C. (2003). The family on Beartown Road: A memory of learning and
forgetting. NY: Random House.
Fish, A. Q. (2001). Finding Fish: A memoir. New York: Harper Collins.
Harris, E. L. (2003) What becomes of the brokenhearted. New York: Doubleday & Company,
Inc.
Obama, B. (2004). Dreams from my father: A story of race and inheritance. New York: Three
Rivers Press.
Razor, P. (2001). While the locust slept: A memoir. St. Paul, MN: Minnesota Historical Society
Press.
Trenka, J. J. (2003). The language of blood. St. Paul, MN: Borealis Books/Minnesota Historical
Society Press.
Yang, K. Y. (2008). The latehomecomer: A Hmong family memoir. Minneapolis, MN:
Coffehouse Press.
Selected Readings.
A collection of readings from social work literature will be available online via D2L covering
critical issues in areas of human behavior and the social environment. These are listed directly on
the course schedule.
COURSE REQUIREMENTS
Attendance, Preparation, and Participation
Students are responsible for reading assigned material prior to each class, attending the class
sessions when they meet, and participating in online discussions when classes do not meet inperson. Students are expected to be prepared for and to participate in all class discussions and
exercises. Students will not meet the learning objectives for the course if they fail to read the
assigned chapters and articles. Sets of reading and reflection questions or brief study activity will
be posted to help students prepare for the following week. If a student misses three or more of
the class sessions (in-person or online) she/he will receive a grade lower grade.
Online Assignments
During the course of the semester, there will be three to four class sessions when students will be
meeting course requirements by carrying out reading and reflections on their own. These
assignments will require students to post essays, short answers to questions, or other information
or responses to the course website. They will then be required to read some of the postings and
respond to their classmates. These discussions will be asynchronous, meaning that students will
be able to do this work at a time that best fits their schedule during the week the class is not
meeting in person. These discussions will be monitored by the instructor and feedback provided
to students about their postings.
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Exams
There will be a midterm and final exam that will evaluate mastery of reading assignments,
discussions, and lectures. These exams will ask a set of short answer essay questions about
specific case studies to which students will respond. They will focus largely on your
understanding of human develop theories and concepts and their application to social work case
studies.
Perspectives on Development Presentation
This assignment will provide students the opportunity to engage in individual and pair study and
in comprehensive discussion with their peers of chosen theories of human behavior and/or
development. Students will select a theory to study through reviewing the scholarly literature and
will work with a partner to compare, contrast, and critique the selected theories. They will reflect
upon how individual and/or family development may be different for people depending on age,
class, culture, disability, ethnicity, family structure, gender, marital status, national origin, race,
religion, sex, and sexual orientation. Students will demonstrate the ability to critique the selected
theories with regard to the aforementioned aspects of human diversity, including at least one
specific population-at-risk. Students will be responsible for presenting their theories and leading
a class discussion. Outlines and bibliographies of their presentations will also be made available
to the other students in the class. (See details after schedule.)
HBSE Theory Application Paper (Designated Learning Assignment L.O. 2.2)
The final theoretical application paper will require students to critically analyze and apply
theories of human development and behavior. They will apply the theories to their own
development in their family of origin system and to a person/family in an additional memoir they
will select. The paper will be an introspective analysis of student’s family history and
relationships and compares this to what they learn about another family of a diverse background
different from their own. This paper requires the development of a multi-systems level eco-map
of their family and that reflected in the book. Using the concepts and theories discussed in class
about individual behavior and development, as well as family development, the impact of the
aspects of diversity that apply to their family system, the impact of social, cultural and economic
forces, and the impact of oppression, students will present an application of these theories to
demonstrate their understanding. (See details after schedule.)
TEACHING METHODS
A variety of instructional methods will be utilized in order to achieve the course objectives. The
following methods will be included but not limited to: classroom lecture and discussion, online
course materials, online discussion, in-class active learning exercises, educational videos, and
guest speakers.
EVALUATION OF STUDENT LEARNING
A total of 200 points can be earned in this course. Points will be accumulated through successful
completion of the following: ) Preparation and Participation (15%); 2) Online Assignments
(10%), 3) Midterm Exam (15%), 4) Perspectives on Development Presentation (20%); 5) Theory
Application Paper (25%); and 4) Final Exam (20%). Specific guidelines for evaluation of this
work will be provided to students well in advanced of the assignment due date.
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Students will be evaluated in accordance with the following system of letter grades, as described
by the standards of College of Graduate Studies and Research.
A – 90% to 100% of possible points represents work of definitely superior quality
B – 80% to 89% of possible points represents a level of performance that is above average
C – 70% to 79% of possible points represents a below-average performance
D – 60% to 69% of possible points represents unacceptable performance
F – 59% or below represents unacceptable performance
A grade of “incomplete” will only be awarded under rare circumstances. Students must meet
with the instructor to request an “incomplete” as soon as possible in the semester, but at least two
weeks before the last day of the semester. The request must include a plan with a timeline for
completing and having evaluated all coursework prior to the first day of the subsequent semester.
COURSE, DEPARTMENT, AND UNIVERSITY POLICIES
NOTE: For complete policies please refer to the MSW Student Handbook as well as the College
of Social and Behavioral Sciences, College of Graduate Studies and Research, and Minnesota
State University, Mankato Policy documents for Graduate Students.
STATEMENT OF NON-DISCRIMINATION POLICY
The University and Department of Social Work is committed to providing equal education and
employment opportunities to all persons and does not discriminate on the basis of race, religion,
color, veteran’s status. National origin, sex, sexual orientation, age, marital status, physical and
mental disabilities, creed, status due to receipt of public assistance, or any other groups against
which discrimination is prohibited by Title VII of the Civil Rights Acts of 1964, Title IX of the
Education Amendments of 1972, Minnesota Statute Chapter 363, and other applicable state or
federal laws or State University System policy. Complaints of discrimination are filed with the
Office of Affirmative Action located at 112 Armstrong Hall.
ACCESS FOR STUDENTS WITH DISABILITIES POLICY
In accordance with University Policy, the Department of Social Work is committed to ensuring
equal educational opportunity and full participation for qualified persons with disabilities as is
legally required under the Rehabilitation Act of 1973 including section 504 and the Americans
with Disabilities Act. All students with a disability may request accommodation through the
Office of Disability Services. Visit the Office of Disabilities Services at 132 Memorial Library or
call 507-389-2825 (V/TTY). Student disability accommodations will be made by faculty based
upon the advisement of the Office of Disability Services.
STUDENT RESPONSIBILITIES POLICY AND ACADEMIC HONESTY POLICY
Students are expected to comply with the Student Responsibility Policy and Academic Honesty
Policy stipulated in the MSW Program Graduate Student Handbook.
APA STYLE WRITING POLICY
Minnesota State University, Mankato, SOWK 603, 2009-2010
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Students are expected to comply with the stylistic guidelines of the American Psychological
Association, fifth edition. The APA manual is available at the MSU Memorial Library reference
desk, call number BF 76.7.P83 2001). The reference for the APA manual is:
American Psychological Association. (2009). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: Author.
An on-line sources to help with using APA is located at: http://www.apastyle.org/
SOWK 603 COURSE SCHEDULE
Week 1
Topic: Introduction & Background: Importance of understanding human development, behavior,
and systems transactions
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch. 1:An Integrating Framework
Payne, Ch. 1: The Constuction of Social Work Theory
Payne, Ch. 7: Systems and Ecological Perspectives
Tropman, J. E. (2004). An ecological-systems perspective. In C. D. Garvin, L. M.
Gutiérrez & M. J. Galinsky (Eds.), Handbook of social work with groups. (pp.
32-44). Guilford Press, New York, NY: US.
Week 2
Topic: Conceptual Issues: Frameworks and Theories of Human Behavior and Development;
Neurobiological Underpinnings
Delivery Method: In Person;
Film: Secret Life of the Brain
Required Readings
Lesser & Pope, Ch. 2: Neurobiological Underpinnings
Week 3
Topic: Theories of Individual Development
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch. 3: Theories of Development
Payne, Ch. 13: Anti-discrimination and Cultural and Ethnic Sensitivity
Peluso, P.R., Peluso, J. P., White, J. F. & Kern, R. M. (2004). Comparison of attachment theory
and individual psychology: A review of the literature. Journal of Counseling and
Development, 82, 132-145.
Week 4
Topic: Sociocultural Contexts: Identity and Spiritual Development
Delivery Method: Online
Required Readings
Minnesota State University, Mankato, SOWK 603, 2009-2010
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Lesser & Pope, Ch. 4: Identity Development
Lesser & Pope, Ch. 8: Spiritual Development
Payne, Ch. 9: Humanism, Existentialism and Spirituality
Week 5
Topic: Sociocultural Contexts: Family and Community; Family Systems; Family Life-Cycle
Model
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch. 5: Family in Society
Payne, Ch. 10: Social and Community Development
Bacallao, M. L. & Smokowski, P.R. (2007). The costs of getting ahead: Mexian family system
changes after immigration. Family Relations, 56 (1), 52-66.
Erera, P. I., & Fredriksen, K. (1999). Lesbian stepfamilies: A unique family structure. Families
in Society, 80(3), 263-270.
Week 6
Topic: Review and Discussion of Theories/Theoretical Frameworks Presentations by Students
Delivery Method: In Person
Required Readings: None
Week 7
Topic: Human Life Cycle: Infancy to Early Childhood
Delivery Method: In-Person
Required Readings
Lesser & Pope: Ch. 9: Infancy
Lesser & Pope: Ch. 10: Early Childhood
Combes-Orme, et al (2003). Context-based parenting in infancy: Background and conceptual
issues. Child and Adolescent Social Work Journal, 20, 6, 437-472.
Week 8
Topic: Human Life Cycle: Middle Childhood Online Discussion
Delivery Method: Online
Required Readings
Lesser & Pope, Ch. 11: Middle Childhood
Morrison, J. & Mishna, F. (2006). Knowing the child: An ecological approach to the treatment of
children in foster care. Clinical Social Work Journal, 34, 4, 467-481.
Week 9
Topic: Human Life Cycle: Adolescence Lecture and Discussion
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch. 12: Adolescence
Abrams, L. S. (2002). Rethinking girls "at-risk": Gender, race and class intersections and
adolescent development. Journal of Human Behavior in the Social Environment, 6(2),
47-64.
Minnesota State University, Mankato, SOWK 603, 2009-2010
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Ungar, M., Brown, M. Liebenberg, L. et al (2007). Unique pathways to resilience across
cultures. Adolescence, 42, 287-310.
Week 10
Topic: Human Life Cycle: Early & Middle Adulthood
Delivery Method: Online
Required Readings
Lesser & Pope, Ch. 13: Early Adulthood and Chapter 14: Middle Adulthood
Barrett, A. E. (2005). Gendered experiences in mid-life: Implications for age identity. Journal of
Aging Studies, 19, 163-183.
Collins, R. L., Ellickson, P. L., & Klein, D.J. (2007). The role of substance use in young adult
divorce. Addiction, 102, 786-794.
Dziegielewski, et al. (2002). Midlife changes: Utilizing a social work perspective. Journal of
Human Behavior in the Social Environment 6(4), 65-86.
Week 11
Topic: Human Life Cycle: Later Adulthood
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch. 15: Older Adulthood
Kramer, B. J. & Auer, C. (2005). Challenges of providing care to low-income elders with
chronic disease. Gerontologist, 45, 651-660.
Cohen, H. L., Greene, R. R., Lee, Y., Gonzalez, J., & Evans, M. (2006). Older adults who
overcame oppression. Families in Society, 87, 1, 35-42.
Week 12
Topic: Complications in Development: Trauma
Delivery Method: In Person
Required Readings
Lesser & Pope, Ch.16: Trauma and Development
Chinook, R. (2004). My spirit lives. Social Justice, 31, 4, 31-40.
Week 13
Topic: Complications in Development: Illness and Disability
Delivery Method: Online
Required Readings
Lesser & Pope, Ch. 17: Chronic Illness and Disability
Koerner, s. S., & Kenyon, d. B. (2007). Understanding “Good Days” and “Bad Days”: Emotional
and physical reactivity among caregivers for elder relatives. Family Relations, 56, 1-11.
Week 14
Topic: Wrap-Up the Semester; Evaluation of Teaching & Learning
Delivery Method: In Person
Required Readings:
Payne, Ch. 3: Issues in Social Work Practice Theory
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Week 15
Topic: Human Life Cycle: Later Adulthood
Delivery Method: In Person
Required Readings: No additional readings
Week 16 – Finals
SUPPLEMENTAL BIBLIOGRAPHY
Abrams, L. S. (2002). Rethinking girls "at-risk": Gender, race and class intersections and
adolescent development. Journal of Human Behavior in the Social Environment, 6(2),
47-64.
Besthorn, F. H., & McMillen, D. P. (2002). The oppression of women and nature: Ecofeminism
as a framework for an expanded ecological social work. Families in Society, 83(3), 221232.
Carter, B., & McGoldrick, M. (Ed.) (2005). The expanded family life cycle: Individual, family,
and social perspectives. (3 rd ed). New York: Allyn and Bacon.
Chung, W. S., & Pardeck, J. T. (1997). Treating powerless minorities through an ecosystem
approach. Adolescence, 32(127), 625-634.
Corcoran, J. (2000). Ecological factors associated with adolescent sexual activity. Social Work in
Health Care, 30(4), 93-111.
Dziegielewski, S. F., Heymann, C., Green, C., & Gichia, J. E. (2002). Midlife changes: Utilizing
a social work perspective. Journal of Human Behavior in the Social Environment, 6(4),
65-86.
Erera, P. I., & Fredriksen, K. (1999). Lesbian stepfamilies: A unique family structure. Families
in Society, 80(3), 263-270.
Frame, M. W. (2001). The spiritual genogram in training and supervision. Family Journal, 9(2),
109-115.
Gotterer, R. (2001). The spiritual dimension in clinical social work practice: A client perspective.
Families in Society, 82(2), 187-193.
Graham, M. J. (1999). The African-centered worldview: Toward a paradigm for social work.
Journal of Black Studies, 30(1), 103-122.
Keleher, C. A., Dixon, D. R., Holliman, D., & Vodde, R. (2003). Spinal cord injury: A
biopsychosocial perspective and primer for social workers. Journal of Social Work in
Disability & Rehabilitation, 2(1), 57-77.
Minnesota State University, Mankato, SOWK 603, 2009-2010
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Kolb, P. J. (2004). Theories of aging and social work practice with sensitivity to diversity: Are
there useful theories? Journal of Human Behavior in the Social Environment, 9(4), 3-24.
Littlefield, M. B. (2003). Gender role identity and stress in African American women. Journal of
Human Behavior in the Social Environment, 8(4), 93-104.
Lyons, P., Wodarski, J. S., & Feit, M. D. (1998). Human behavior theory: Emerging trends and
issues. Journal of Human Behavior in the Social Environment, 1(1), 1-21.
Mulroy, E. A., & Austin, M. J. (2004). Towards a comprehensive framework for understanding
the social environment: In search of theory for practice. Journal of Human Behavior in
the Social Environment, 10(3), 25-59.
Munro, E. (2002). The role of theory in social work research: A further contribution to the
debate. Journal of Social Work Education, 38(3), 461-470.
Norlin, J., et al. (2003). Human Behavior and the Social Environment (5th ed). Boston, MA:
Allyn and Bacon.
Rose, S. (2000). Reflections on empowerment-based practice. Social Work, 45(5), 403-413.
See, L. A. (. (1998). Human behavior theory and the African American experience. Journal of
Human Behavior in the Social Environment ( Special Issue) 1(2-3), 7-29.
Sherr, M. E., & Blumhardt, F. C. (2002). Rural elderly women: Application of human behavior
theory and issues for social work education. Journal of Human Behavior in the Social
Environment, 6(4), 47-64.
Thomas, P. E. (2004). Toward the development of an integral approach to social work:
Implications for human behavior theory and research. Journal of Human Behavior in the
Social Environment, 9(3), 1-19.
Thu, K. M. (2004). Understanding diversity in social environments: An ecological view.
PsycCRITIQUES, Retrieved May 12, 2006, from PsycINFO database.
Thyer, B. A., & Myers, L. L. (1998). Social learning theory: An empirically-based
approach to understanding human behavior in the social environment. Journal
of Human Behavior in the Social Environment, 1(1), 33-52.
Tropman, J. E. (2004). An ecological-systems perspective. In C. D. Garvin, L. M.
Gutiérrez & M. J. Galinsky (Eds.), Handbook of social work with groups. (pp.
32-44). Guilford Press, New York, NY: US.
Ungar, M. (2002). A deeper, more social ecological social work practice. Social
Service Review, 76(3), 480-497.
Walsh, F. (Ed). (2003). Normal family processes: Growing diversity and complexity.
New York: Guilford Press.
Minnesota State University, Mankato, SOWK 603, 2009-2010