Class: Monday, Wednesday, Friday 11:00-11:50, Westlake 107

Office Hours: W 10:00-11:00 & 2:00-3:00, TH 3:00-4:00, and by appointment

Electronic Office Hours (on BlackBoard) W T 3:00-4:00

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.

A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
Generalist practice involves assessment and interventions at the micro, mezzo, and macro levels.
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.
Critical analysis of social problems is inherent in generalist practice and results in both practice and policy responses.
Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

I. Course Description

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

Students will be expected to demonstrate knowledge regarding various practice theories as applied to individuals in their social systems.

Students will be expected to demonstrate knowledge regarding bio-psycho-social-spiritual developmental theories and how they explain individual development across the lifespan.

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.

Students will be able to demonstrate knowledge regarding the impact on development from various social and/or environmental events for individuals across the lifespan.

Skills

Students will acquire the ability to apply critical thinking skills to theoretical knowledge regarding client systems of various sizes and types.

Students will be able to critically think about the differential application of practice theory to various client situations.

Students will acquire the ability to apply bio-psycho-social theories to client groups and diverse populations.

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.

Values

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.

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.

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:

Hutchinson, Elizabeth D. (1999). Dimensions of Human Behavior: The Changing Life Course. Thousand Oaks, CA: Pine Forge Press.

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

Throughout the course students will be expected to read the postings on BlackBoard and to find relevant materials in the library.

IV. Learning Evaluation

There will be 300 points for assignments throughout the course assigned as follows.

There will be five mini-exams worth 20 points each throughout the course. Dates: Sept. 12, Oct. 17, Oct. 31, Nov. 14, Nov. 28.
There will be a paper. Students will watch the President and at least one of the Democratic contenders on television. Based upon their presentations, students will analyze them in terms of at least four of the theories covered in class and the textbook. These papers will discuss the two people’s basic vision of the world, their vision of GOD, how they seem to construct reality and what implications this will have for the type of policies they might propose and support. Students will compare and contrast the two within the theoretical frameworks. Due Dec.2. This paper must include at least four scholarly references and must be in APA format. The paper will be worth 100 points and a grading guide will be posted on the BlackBoard site.
There will be a comprehensive final worth 100 points on Monday, Dec. 15, 2003, 2:30-4:30.

Points will be distributed in the following manner:

270-300 points = A

240-269 points = B

210-239 points = C

180-209 points = D

Class Schedule

Aug. 27: Introduction to class, grading, syllabus, etc. Why study human behavior?

Aug. 29: Visions and pictures of reality