Instructor: John Moody
            121 Bradley Hall
            phone: 677-4786 office
            e-mail: moody@bradley.edu

Class Sessions: MWF  11:00-11:50

Office Hours: M: 8:00-10:00 a.m.; W 9:00-10:00 a.m.; Th: 8:00-11:00 a.m.; or by appointment

Accommodation: Any student with a disability or special need who requires accommodation should inform the instructor at the beginning of the course.

Non-Discrimination Statement: Students will be expected to display respect for unique characteristics including race, color, religion, creed, ethnic or national origin, age, veteran status, disability, socioeconomic status, gender, sexual orientation, and political orientation in regard to all discussions, assignments, or interactions with fellow academic colleagues.

Students representing Bradley in competition: Any student representing Bradley University in intercollegiate competitions (sports, speech, moot court, etc.) will be excused from class with the appropriate note verifying their participation in advance of the event. Students will be allowed to make up work, however, the student is responsible for making these arrangements with the instructor.

Generalist Practice Principles: The courses within the social work curriculum support the generalist perspective for social work practice. The following 8 principles guide the development and implementation of the Bradley University Social Work Program's curriculum and course content.

1. A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2. Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3. Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
4. Generalist practice involves assessment and interventions at the micro, mezzo, and macro levels.
5. Practice is based on the problem solving process and knowledge, skills, and values which are applicable across settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is inherent in generalist practice and results in both practice and policy responses.
7. Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
8. Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

This course examines current research and theory concerning interaction of environment with individual behavior. Life span development, strengths approach, issues of diversity are emphasized as influences on individual development.

II. Course Objectives

Students will be expected to demonstrate learning in the following areas:

Knowledge

1. Students will be expected to demonstrate knowledge regarding various practice theories as applied to individuals in their social systems.
2. Students will be expected to demonstrate knowledge regarding bio-psycho-social spiritual developmental theories and how they explain individual development across the life span.
3. Students will be expected to demonstrate knowledge regarding the impact of diversity in race, ethnicity, gender, sexual orientation, physical ability or disability, age, or socioeconomic status on individual development across the life span.
4. Students will be able to demonstrate knowledge regarding the impact on development from various social and/or environmental events for individuals across the life span.

1. Students will acquire the ability to apply critical thinking skills to theoretical knowledge regarding client systems of various sizes and types.
2. Students will be able to critically think about the differential application of practice theory to various client situations.
3. Students will acquire the ability to apply bio-psycho-social theories to client groups and diverse populations.
4. Students will acquire the ability to integrate knowledge regarding the impact of social and environmental events on development into assessment of individuals in their social systems.

1. Students will value how issues of diversity such as a person's unique characteristics of race, ethnicity, color, national origin, creed, religion, age, veteran status, disability, gender, socioeconomic status, sexual orientation, or political orientation can have an impact on the development of human behavior in a social environment.
2. Students will acquire a greater awareness of self and personal values and the nature of how this impacts on value and ethical conflicts in social work practice.
3. Students will understand that knowledge creation is dynamic and acquire the value of being life long learners in the development of knowledge, skills, and values for competent social work practice.

A. Hutchinson, Elizabeth D. (1999). Dimensions of Human Behavior: Person and Environment. Thousand Oaks, CA: Pine Forge Press. On reserve

B. Hutehinson, Elizabeth D. (l999). Dimensions of Human Behavior: The Changing Life Course. Thousand oaks, CA: Pine Forge Press.

C. On reserve: Numerous readings will be on reserve. Readings will be listed in schedule on the syllabus. These reserve readings are required readings, not supplemental readings.

IV. Learning Evaluation

There will be 450 points for assignments throughout the course.  There will be three exams during the semester, each worth 100 points.  The final exam will not be comprehensive.  There is also a final paper which is worth 100 points.   As in all social work classes, the active engagement and participation of students is essential for critical analysis of academic content.  Students will be assessed on attendance and active participation in class discussion with 20 points.  An oral presentation assignment will be worth 30 points.  See the attached page for explanation of final and oral assignment.

ATTENDANCE POLICY: More than 5 absences during the semester will result in the drop of a letter grade.  Points will be distributed in the following manner:

 405-450 points = A
 360-404 points = B
 315-359 points = C
 270-314 points = D

Unit I  The Multidimensional Approach to Understanding Human Behavior

This unit will focus on the critical thinking and analytical skills and frameworks necessary for the evaluation of theoretical and empirical knowledge.   Critical analysis emphasizes the person in environment perspective and transactional viewpoints.

Readings:  Chapter 1 in Hutchinson, The Changing Life Course

August 31, Sept 3

Unit II  Theories and Perspectives for Practice

This unit will examine various perspectives and theories that are used in social work practice.  Application of various theories to client populations and problems will assert critical thinking skills.  Particular attention will focus on the applicability or goodness of fit of theories to populations of diversity and vulnerable populations. Critical thinking regarding the values and ethics of theories will be emphasized.  Particular theories discussed include the system perspective, the conflict perspective, the rational choice perspective, the social constructionist perspective, the psychodynamic perspective, the develop mental perspective, the social behavioral perspective, and the humanistic perspective.

Readings:  Chapter 2 in Hutchinson, The Changing Life Course

Sept 5, 7, 10

This unit examines the bio-psycho-social-spiritual nature of human existence. Each dimension is examined to understand how it contributes to individual development.

The Biological Person:  the biological, physiological, and chemical systems of the human body are discussed
Readings:  Chapter 3 in Hutchinson Person and Environment on reserve

Sept. 12, 14

Sept.  17, 19 21

Sept. 24, 26

This unit examines alternative bio-psycho-social developmental theories for people of diversity or vulnerable people.  This unit examines various theories of identity development for people of color, gays and lesbians, women, and people with disabilities.  Experiences of discrimination and oppression will be examined for impact on development. Values and ethics of alternative theories will be examined.

Readings on reserve:

Shriver, Joe M.  (1998).  Human Behavior and the Social Environment: Shifting Paradigms in Essential Knowledge for Social Work Practice. Boston:  Allyn and Bacon. Chapter 5

McGoldrick,M., Giordano, J., and Pearce, J.K.  (1996). Ethnicity and Family Therapy.  New York:  Guilford Press.   Readings to be chosen in Class.   Text on reserve.

Oct.  3, 5, 8

ORAL PRESENTATIONS:  Oct. 12, 15, 17

FOUNDERS DAY:  OCT. 1  NO CLASS BECAUSE YOU WILL ALL BE ATTENDING FOUNDER’S DAY CELEBRATION EVENTS.

Unit V  Pre-natal  Development

This unit will examine the interactions between and among human biological, social, psychological, and cultural systems as they affect and are affected by human behavior. This unit will apply the various developmental theories to the age span of the pre-natal period.  This unit will look at typical development given an average expectable environment as well as developmental crisis encountered from disruptions in the environment. This includes fetal development, reproductive genetics, and pregnancy at various life stages.

Readings:  Chapter 3 of Hutchinson in The Changing Life Course

Oct. 24, 31

Unit VI    Infancy and Early Childhood Development

This unit examines the interactions between and among human biological, social, psychological, and cultural systems as they affect and are affected by human behavior.  This unit applies the various theories to the infancy and early childhood ages.  This includes examination of physical development, social development, and cognitive development.  Discussion includes the detrimental impact on development from environmental influences such as poverty, divorce, and violence.  The strength perspective of promoting resilience is discussed.

Readings:  Chapter 4 of Hutchinson in The Changing Life Course

Nov 2, 5, 7

This unit will examine the interactions between and among human biological, social,
psychological, and cultural systems as they affect and are affected by human behavior.   This unit will apply the various developmental theories such as cognitive, moral, social, and spiritual, with the age span of middle childhood..  This unit will look at typical development given an average expectable environment as well as developmental crisis encountered from disruptions in the environment.  This includes the effects race, gender and, class on development

Readings:  Chapter 5 in Hutchinson The Changing Life Course
Video: Seasons of  Life  volume 2

Nov. 9, 12

Exam II Nov. 14

Unit VIII  Adolescent  Development

This unit will examine the interactions between and among human biological, social,
psychological, and cultural systems as they affect and are affected by human behavior.   This unit will apply the various developmental theories such as cognitive, moral, social, and spiritual, as well as theories on self and identity formation with the age span of adolescence..  This unit will look at typical development given an average expectable environment as well as developmental crisis encountered from disruptions in the environment.  This includes the effects delinquency, substance abuse, and sexuality.

Readings: Chapter 6 in Hutchinson The Changing Life Course

Nov. 16, 19

Unit IX Early and Middle Adulthood

This unit will examine the interactions between and among human biological, social,
psychological, and cultural systems as they affect and are affected by human behavior. This unit will apply the various developmental theories to the age span of early and middle adulthood.  This unit will look at typical development given an average expectable environment as well as developmental crisis encountered from disruptions in the environment.  This includes changes in family relationship roles and work roles.

Readings:  Chapter 7 in Hutchinson The Changing Life Course
Video:  Seasons of Life volume 3
Video:  Seasons of Life volume 4

Nov.  26, 28, 30, Dec 3

This unit will examine the interactions between and among human biological, social,
psychological, and cultural systems as they affect and are affected by human behavior. This unit will apply the various developmental theories to the age span of later adulthood. This unit will look at typical development given an average expectable environment as well as developmental crisis encountered from disruptions in the environment.  This includes role transitions of grandparenting, caregiving,  retirement, and institutionalization.

Readings:  Chapter 8 in Hutchinson The Changing Life Course

Video:  Seasons of Life  volume 5
        Elder Abuse

Dec.  5, 7, 10

Oral Assignment:

Race and ethnicity are important factors influencing individual identity development.  Students will be expected to select a chapter from the book Ethnicity and Family Therapy which is on reserve.  You should select a chapter from the book that most closely represents the racial or ethnic group that you identify with or that was influential during your formative years.  A brief oral presentation will be made to the class regarding the particular issues for the group you chose and a brief discussion with how this impacted on your development.

Final Paper:

You will produce a 5-7 page paper that applies the theoretical knowledge from class to an actual human life, yours.  You will discuss your own development to this point based on the developmental theories discussed in class (Erickson, Piaget, etc.).  If there were any environmental disruptions, apply the theories in terms of how this may have impacted on you.  Since race and ethnicity are inherently important developmental issues, use what you learned from your oral presentation (see above assignment description) and incorporate this into the written final paper.  These papers will not be shared in class discussion, however, the instructor will obviously read them.  Students should, therefore, reflect on what they feel comfortable with sharing regarding personal information.  The goal of the assignment are twofold:

• To critically analyze and apply the theoretical material to an actual human life
• To increase self awareness of one’s own development, values, strengths, and areas in need of future growth to develop a more competent use of self for practice