Bradley University
Spring 1998

Instructor: Diane Zosky
124 Bradley Hall
677-2392
e-mail: zosky@bradley.bradley.edu

Office Hours: 9:00-11:00 MWF or by appointment

Class: T Th 1:30-2:45, BH 223

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

Course Description

The focus of this class will be on the acquisition and critical analysis of knowledge of theories about the bio-psycho-social development and behavior of individuals, families, groups, organizations, institutions, and communities. This course will examine the interaction of these systems with and among one another in the larger socio-cultural environment. This course will examine theories from both the traditional and alternative (post-modern) paradigms to understand human behavior that is influenced by and influences the social environment. Special attention is given to diversity, oppression, and discrimination and how these experiences impact on individuals' ability to reach or maintain optimal health and well being.

Course Objectives

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

Knowledge

1. Epistemological and Ontological assumptions and biases of current theories used to understand human behavior in the social environment.
2. Knowledge on theories of bio-psycho-social development of individual human behavior.
3. Knowledge on the theories of family development and the impact of this on the individual.
4. Knowledge on the theories of group development and the impact of this on the individual.
5. Knowledge on the theories of organizational and institutional development and the impact of this on the individual.
6. Knowledge on the theories of community development and the impact of this on the individual.
7. Knowledge of the impact of discrimination and oppression based on diversity in race, ethnicity, gender, sexual orientation, physical ability or disability, age, or socioeconomic status on the ability to attain social and economic justice.
8. Students will acquire the appreciation and awareness of the significance of research and evaluation as essential to building and testing knowledge about human behavior in the social environment to translate this knowledge into competent practice.
9. Students will acquire the integrated knowledge that policy issues, especially those that create or perpetuate social and economic injustice, influence human behavior and the individual's ability to maintain optimal health and well being.

Skills

1. Students will acquire the ability to apply theoretical knowledge to client systems of various sizes and types and diverse populations.
2. Students will acquire the ability to critically analyze theoretical knowledge in its usefulness to understand human behavior and the environmental influences.
3. Students will acquire the ability to appreciate that individual, family, group, organizational, and community behavior is multi-causal and mutually influenced by interactions among the various social systems.
4. Students will acquire the ability to integrate multiple theories at multiple system levels to understand human behavior in a comprehensive, holistic way.

Values

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 human behavior at the individual, family, group, organizational, or community level.
2. Students will appreciate and be able to apply the professional code of ethics to understanding human behavior in the social environment.
3. Students will value the importance of advocacy for clients with organizations and systems to ensure the protection of and procurement of needed resources.
4. 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.
5. Students will understand the knowledge creation is always dynamic and acquire the value of being life long learners in the development of knowledge, skill, and values for competent social work practice.

Resources

Required:

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

On Reserve:

1. McGoldrick, M., Giordano, J., and Pearce, J.K. (1986). Ethnicity and Family Therapy. New York: Guilford Press.

Other supplemental readings as assigned.

Learning Evaluation

The final grade will be based on points earned by successfully completing the assignments and participation and attendance in class. A total of 400 points are possible. Written assignments should be typed and double spaced. Papers should be grammatically clear, correct, and properly documented.

Attendance and Paricipation. 25 points. Preparation, attendance, and participation in this course is the responsibility of each student. The student is responsible for all content covered or assignments made during a missed class. More than 5 absences for the semester will result in the drop of one letter grade.

Midterm Exam. 100 points. March 12, 1998.

Final Exam. 100 points. May 8, 1998, 2:30-4:30.

Written and Oral Group Discussion on Chapter of Populations at Risk. 25 points. Each person in class will select one of the four chapters from Reamer on reserve regarding theories applied to populations at risk including the chapter on people of color, women, gays and lesbians, and people with disabilities. Each person will submit a two page summary of the chapter and participate in an oral group discussion to the class. Dates and topics to be selected in class.

Family Development and Diversity Assignment. 50 points. Each student will select a chapter from Ethnicity and Family Therapy on reserve in the library. Students may select any chapter, however, students may want to consider an ethnic group that has particular significance or meaning. Review the chapter and write a 2-3 page paper regarding the group you have chosen. The paper should include the following:

• a brief summary
• describe how this population views spousal and parental roles
• describe how this population views relationships with extended family
• what barriers if any has this population faced with the dominant culture
• what are the particular strengths of this population's family structures, customs, or worldviews

A brief oral report will be given to the class to share your knowledge with your fellow academic colleagues. The oral report willbe worth 10 of the 50 points.

Final Paper. 100 points. Due April 30, 1998. A 7 to 10 page paper that applies theoretical knowledge from the class to an actual human life (yours) will be written. This paper is expected to be more than just an autobiography. It must integrate the theoretical knowledge into your life! The paper will be comprised of the following sections:

1. A brief description of yourself as a bio-psycho-social-cultural human being. 10 points.
2. Using Erickson's Developmental Theory discuss which stages you have progressed through to this point in your life. Comment on how you have managed the crisis at each stage. What factors contributed to your developmental passage at these stages. 15 points.
3. Describe your family as a social system. What are the various sub-systems in the family. In what ways is your family linked to the supra-system and what elements in the supra-system have been influential. 15 points.
4. What groups and organizations in the supra-system have been influential on your development, values, or worldview. How have these groups or organizations influenced you. 15 points.
5. How have various macro level or communities been an influence on your development, values, or worldview. 15 points.
6. What major environmental events or factors have influenced your development values, or worldview. (economic events, natural disasters, political movements). 15 points.
7. How has experiences of discrimination, diversity, or oppression influenced your development, values, or worldview. 15 points.

The purpose of this paper is twofold. This assignment will allow each student to apply knowledge to an actual human experience. Secondly, this assignment will lead to greater self awareness of one's own development, values, strengths, and areas in need of further growth.

Unit I. Conceptual Framework for the Evaluation of Theoretical Knowledge. This unit will focus on the critical thinking and analytical skills and frameworks necessary for the evaluation of theoretical knowledge. A historical perspective will explain the epistemological and ontological evolution of knowledge. Particularly attention will be given to h comparison between traditional positivistic paradigms and alternative post modern paradigms and the values, assumptions and biases of both paradigms. This foundation for evaluation of theory will precede the application of theory to specific populations and problems. Particular attention will be given to diverse populations and analysis of the usefulness of theory to understand human behavior.

1. Chapter 1 and 2 Shriver assigned readings
2. Illustrative Reading 1.1 in Shriver
3. In class: viewing of video: Constructing Social Realities
4. January 22, 27, 29, and Feb. 3

Unit II. Theories for Social Work Practice. This unit will examine various traditional and post modern theories that have been use in social work practice. In addition to traditional theories, this unit will examine systems theory, strengths perspective, and the person in environment perspective. The ontological and epistemological assumptions of each theory will be discussed to examine the application of theory to various populations. Particular issues include the applicability or goodness of fit of theories to populations of diversity. Post modern theories will be examined as alternatives to traditional theories and assumptions. Theories include psychoanalytic, functional, conflict, interactional, exchange, symbolic interaction, role, behavioral/learning, life span, life course, social systems/ecological, strengths based perspective, wellness, standpoint, transpersonal/spiritual perspectives, and chaos/complexity theory. Value and ethical issues regarding the application of theories will be examined.

1. Chapter 3 in Shriver
2. Imre, R.W. (1984). The Nature of Knowledge in Social Work. Social Work, 29, 1, 41-45.
3. Cowger, C. (1994). Assessing Client Strengths: Clinical Assessment for Client Empowerment. Social Work, 39, 3, 262-269.
4. Illustrative Reading 3.1 in Shriver
5. Feb. 5, 10 12

Unit III. Traditional and Alternative Theoretical Perspectives to Understand Individual Development and Behavior. This unit will examine the various developmental theories across the lifespan that contribute knowledge to the understanding of individual development and behavior. Theorists include Freud, Piaget, Kohlberg, Erickson, Levinson, and Disengagement Theory of aging. This unit will also critically examine the goodness of fit of developmental theories for diverse groups and populations at risk such as people of color or minorities, women, gay and lesbian people, and people with disabilities. Values and ethical issues relating to the application of development theories will be examined.

1. Chapters 4 and 5 in Shriver
2. On reserve: (A) Pinderhughes, Elaine. Diversity and Populations at Risk: Ethnic Minorities and People of Color. Chapter 9 in Reamer, F.G. (1994). The Foundations of Social Work Knowledge. New York: Columbia University Press. (B) Hooyman, Nancy. Diversity and Populations at Risk: Women. Chapter 10 in Reamer. (C) Newman, Bernie Sue. Diversity and Populations at Risk: Gays and Lesbians. Chapter 11 in Reamer. (D) Black, Rita Beck. Diversity and Populations at Risk: People with Disabilities. Chapter 12 in Reamer.
3. Illustrative Reading 4.1 in Shriver
4. Illustrative Reading 5.1 in Shriver
5. Video: The Impact of Heredity and Environment on Development
6. Video: Seasons of Life: Infancy and Early Childhood
7. Video: Seasons of Life: Childhood and Adolescence
8. Video: Seasons of Life: Late Adulthood 60+
9. Feb. 17, 19, 24, 26, March 3, 10
10. Midterm Exam: March 12

Unit IV. Theoretical Perspective to Understand Family Development and the Influence on Human Behavior. This unit will examine various traditional and alternative theories used to understand how families develop and the influence of family on individual development and behavior. Discussion will address the diverse nature of families in contemporary society. Theories will be examined for goodness of fit for people of color or minorities, gays and lesbians, and women. Value and ethical issues in the application of family theories to practice will be examined.

1. Chapter 6 in Shriver
2. Chapter 1 and other selected readings from McGoldrick, M., Giordano, J., and Pearce, J.K. (1996). Ethnicity and Family Therapy. New York: Guilford Press.
3. Chapter 1 from Boyd-Franklin, Nancy. (1989). Black Families in Therapy: A Multisystems Approach. New York: Guilford Press. (on reserve).
4. Illustrative Reading 6.2 in Shriver
5. March 24, 26, 31, and April 2

Unit V. Theoretical Perspectives to Understand Group Development and Dynamics and the Influence on Human Behavior. This unit will address the various developmental theories of group development. Theories on group dynamics such as goals of groups, membership composition, leadership styles, roles, norms, conformity and deviance in behavior, and the influence of these dynamics on the group and individuals in the group. Issues related to heterogeneity or diversity in group composition will be examined. Value and ethical issues related to the application of group theories to practice will be examined.

1. Chapter 7 in Shriver
2. April 7, 9, 14

Unit VI. Theoretical Perspectives to Understand Organizational Development and Dynamics and the Influence on Human Behavior. This unit will examine traditional theories such as classical theory by Taylor, bureaucracy by Weber, human relations theory, Theory X and Y by McGregor, Systems, and Contingency theory. Alternative or contemporary theories such as TQM, consensus management, managing for diversity will be examined. Discussion will examine the impact of organizational climate and culture on individual human behavior. Value and ethical issues related to the application of organizational theory to practice will be examined.

1. Chapter 8 in Shriver
2. April 16, 21, 23

Unit VII. Theoretical Perspectives to Understand Community and the Influence on Human Behavior. This unit will examine theories regarding community and the influence of communities on individual health and well being. Discussions will examine how community issues can be issues regarding social and economic justice if they promote discrimination or oppression of minority populations or populations at risk. Value and ethical issues of community development will be examined.

1. Chapter 9 in Shriver
2. April 28, 30, and May 5