Fall, 2002
Instructor:
121 Bradley Hall
phone:
677-4786 office
e-mail:
moody@bradley.edu
Class Sessions: MWF
Office Hours: M:
Fri.
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
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:
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 lifespan.
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 lifespan.
4.
Students will be able to demonstrate knowledge regarding the impact on
development from various social and/or environmental events for individuals
across the lifespan.
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.
III.
Resources:
A.
Hutchinson, Elizabeth D. (1999). Dimensions
of Human Behavior: Person and Environment.
On reserve
B.
Hutchinson, Elizabeth D. (1999).
Dimensions of Human Behavior:
The Changing Life Course.
C.
On reserve:
There will be 500 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 50 points. An oral presentation assignment will be worth
50 points. See the attached page for
explanation of final and oral assignment.
ATTENDANCE POLICY:
More than 3
absences during the semester could result in the drop of a letter grade.
Points
will be distributed in the following manner:
450-500 points = A
400-450 points = B
350-400 points = C
300-350 points = D
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.
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.
Sept
4, 6, 9
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
Sept. 11, 13. 16
The Psychological Person: this includes cognitive
developmental theory of Piaget, moral developmental theory of Kohlberg and
Gilligan, and psycho-social developmental theory o f Erikson
On reserve Chapter 7 from
Erikson Childhood and Society on reserve
Sept. 18, 20, 23
The Spiritual Person:
reserve
Sept. 25, 27, 30
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.
McGoldrick,M., Giordano,
J., and Pearce, J.K. (1996). Ethnicity
and Family Therapy.
Oct. 2, 4, 7
EXAM I Oct. 9
FOUNDERS DAY: NO CLASS BECAUSE YOU WILL ALL BE ATTENDING
FOUNDER’S DAY CELEBRATION EVENTS.
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.
Oct. 21, 23, 25
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.
Oct. 28, 30, Nov. 1
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
Video: Seasons of Life
volume 2
Nov. 4, 6, 11
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.
Nov. 15, 18, 20
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.
Video:
Seasons of Life volume 3
Video:
Seasons of Life volume 4
Nov. 22, 25, Dec. 2
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.
Video:
Seasons of Life
volume 5
Elder Abuse
Dec . 4, 6, 9
Final
Exam:
Oral Assignment: 50 points
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. If you feel that you can
not identify with any group, than your oral presentation will share as to why
you do not? You can read from your
notes. The oral
presentation length 10 to 15 minutes.
Students will be allowed to ask questions of the presenter.
You
will be graded on your preparation and organization. You will not be expected to hand in your
notes.
Final Paper: 100 points
You
must write a 2-3 page paper on one of these two topics, diversity or
theory. If you choose the topic of
diversity I will expect that you need these guidelines:
What
is the diversity issue?
Why
is it a diversity issue and for who?
Why
did you choose this topic?
How
has society responded to this issue?
How
might it effect the client and how you work with the
client?
How
should this issue be corrected?
What
are the pros and cons of your suggestion?
How
might it improve the work with the client?
If
you choose theory, you must choose one of the following
2. What are
the strengths and weaknesses of developmental theory? How does
developmental theory help you to understand the client? If you were working
with a 15 year old male, how would developmental theory help
you? Or would
it? Do you agree with
developmental theory? Why or Why not? Do you agree
with a different theory that we discussed in class? What is that theory and why do
you agree with this theory?
You
will be graded on how well:
Due Date: December 4