Fall 2006
Instructor: John Moody
Bradley 103
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. Tues: 8:00-11:00 a.m. Wed. 9:00-10:00
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
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 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. 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 100 points. An oral presentation assignment will be worth
100 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 1, 4, 6, 8
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
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. 15, 18, 20
Exam 1 Sept 22
The Spiritual Person:
Sept. 25, 27
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.
Sept. 29, Oct. 2, 4
FOUNDERS DAY: October 21, 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 will be
examined 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. 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. 27, 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 will be
examined. 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. 3, 6
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 will be
examined. 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. 10, 13
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. 15, 17, 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 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 grand
parenting, care giving, retirement, and institutionalization.
Video:
Seasons of Life volume 5
Elder Abuse
Nov. 27, Dec. 1, 4
Final
Exam: TBA
Oral Assignment: 100 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 will have five groups to
chose from that represent ethnicity and or race , Hispanics, African American,
White Americans, Asians, and Jewish. In a group of five class mates you will
discuss in an oral presentation the following:
1. Why
you chose this group? *Each group member
must answer this question
2. Discuss the history of this group from the
book
3. Why
is it important to know about this group?
Why is it important, not just what the
book suggest as to why it is important? Do you agree with what the book states?
why? Or why not?
4. What
are the implications for working with individuals in the community and
for the client in terms of how the client
may perceive you or the organization you
represent?
5. Do you feel that the group you chose represent race, ethnicity or both?
Length
of presentation 30 minutes
Grading
You
will be graded on whether you answered all of the questions?
How
well organized was the presentation?
Did
it appear that the group put thought into the presentation as well critical thinking
and has it resulted in greater awareness about self and assumptions about the group
you presented
Was
the presentation 30 minutes
*All
students will be expected to attend, when not presenting complete the form
below during the presentation.
Tips:
Have
each person respond to one question
However,
each person must state why they chose this particular group to research
Share
personal experiences or experiences that you have learned from others that
support the book or disagree with it
Share
how a movie or television show has portrayed this group
Share
what you thought before the reading and what you think now
SW 354 Human Behavior
Learning
Description (25 points)
Name__________ Date_______
3. How has
the presentation helped you as a social worker?
S W 354 Human
Behavior
Sign up sheet
Oct
4 Hispanics
1.
2.
3.
4.
5
Oct
6 African-American
1.
2.
3.
4.
5
Oct
9 Anglo Saxon
1.
2.
3.
4.
5
Oct.
11, Asian
1.
2.
3.
4
5.
Oct.
13, Jewish
1.
2.
3.
4.
5.