UMBC Dept. of Social Work FACULTY SOWK 388: HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I FALL 2006 Human Behavior in the Social Environment I provides knowledge and understanding, and its application to practice issues, of human development and social functioning at the individual, small group, and community/organizational/societal levels. Through the use of both theory and research findings, students explore the complex interrelatedness of individuals and the various systems that comprise their social environment. Particular emphasis is placed on understanding how race, ethnicity, culture, gender, and socioeconomic factors contribute to and influence personal development and the social functioning of individuals and family systems. The specific life-course focus is on normal development from neonatal through childhood. The course uses an ecological perspective to present development and social functioning in the context of mutually interacting influences from the biological, psychological, and sociocultural realms. Holistic general systems concepts and principles provide a foundation for understanding the characteristics of all systems, and the unique possibilities for the many variations in experience that make for diversity among people. Selected concepts and theories relevant to understanding behaviors and change at each system level -- person, family, group, organizations, and communities -- are examined. The purpose and focus of social work practice is presented through the function of biopsychosocial assessment, forming the application component of the course. The course provides examples of assessment tools for individual, family, and small group life space analysis. LEARNING OBJECTIVES Knowledge Objectives 1. Learn key concepts from ecological-systems theory as applied to systems of different sizes. 2. Understand basic concepts from selected major theories of human development and social organization as they relate to systems of different sizes. 3. Understand basic developmental processes, achievements, and challenges from birth through childhood, and the interrelated contribution of biopsychosocial factors in different forms of adaptation and coping. 4. Enhance knowledge of the influence of human diversity - including race, gender, ethnicity, age, and sexual orientation - on individual development and the context of that development, and on the social functioning of systems of different sizes. 1 5. Acquire knowledge of the impact of oppression, racism, ethnocentrism, sexism, and social injustice on human development from the neonatal stage through young childhood. Begin to understand the social and structural characteristics of macro systems such as neighborhoods, communities and agencies, and their impact on individuals and families. Begin to relate the understanding of human development and social functioning to social work assessment at different system levels, with an emphasis on individual, family, and small group assessment. 6. 7. Skill Objectives 1. Examine diverse life-spaces using the tools of theoretical concepts and findings from research literature. 2. Analyze human behavior and social functioning from an ecological-systems perspective that addresses the transactional relationships among individual, family, group, community, and larger institutions. 3. To recognize the nature and significance of diversity and its impact on personality development, social functioning, and values, with specific attention to differences in gender, race, culture, class, and sexual orientation. 4. Begin to relate the understanding of human development and social functioning to social work assessment at different system levels, with an emphasis on individual, family, and group assessment. Attitude Objectives 1. Increase awareness of the complexity of human development and social functioning, the range of human diversity, and the utility of different theoretical frameworks. 2. Develop commitment to cultural competence in understanding and assessing diverse life spaces and systems of different sizes. 3. Increase awareness of personal values, prejudices, stereotypes, and assumptions to enhance one's capacity to practice in an effective and nonjudgmental manner with diverse individuals, groups, and communities. 4. Internalize the values and ethics of the profession, including self-initiated and life-long learning, and respect for individual worth and human dignity. 2 REQUIRED TEXTS (Note: These books will be used in SOWK388 and in SOWK3). 1. Zastrow, C. H. ; Kirst-Ashman, K. K. (2006). Understanding Human Behavior and the Social Environment (7th Ed.). Belmont, CA: Brooks/Cole. 2. Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory (7th Ed.). Boston MA: Allyn & Bacon. COURSE REQUIREMENTS 1. Readings Students are expected to read the required reading prior to each class session. In addition, a list of optional readings on each study unit will be provided to students. A limited number of selected readings will be recommended during the semester to supplement the study units and enhance understanding of the course content. 2. Participation Students are expected to be active participants in the class, and collaborators in each other's learning. The class format will be a combination of large group (entire class) lecture/discussion, and small group application and discussion. 3. Attendance Regular and prompt class attendance is expected for the entire class period. Each unexcused absence will lead to a 2.5 percentage point deduction from the final grade. Documentation must be provided for an absence to be considered excused. 4. Grading and course expectations. A handout describing the course assignments, exams, contribution of each to the final grade, and due dates will be provided separately. 3 COURSE OUTLINE I. Introduction: Theoretical Perspectives on Human Behavior & the Social Environment This unit explores the foundation knowledge requirements generated by social work's person-in-environment focus, as well as its helping purposes and processes. The importance of assessment in professional functioning is developed. Key concepts and principles from the ecological perspective, systems theory, the strengths and empowerment perspectives are introduced and applied with systems of different types (micro, mezzo, and macro), and related to the generic social work helping role. Required Readings for Unit I: DATE:___________ 1) Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 1 (pages 1-23 and pages 38-41). 2) Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapters 1 & 2. II. Culture, Ethnocentrism, & Racism This unit examines key concepts of culture, ethnicity, and race and explores their contribution to development of psychological, economic and social functioning. Ethnocentrism and racism, and their impact, are considered as they operate on the individual, small group, organizational and societal system levels. The professional practitioner goal of cultural competency is introduced, as is the social work commitment to enhancing social justice and respect for a diverse society. Required Readings for Unit II: DATE_____________ 1) Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 5. 2) Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapter 5. III. The Life Course: Prenatal, infancy and childhood A. Biological Systems and Their Impacts Infancy & Childhood The unit looks at important biological variables in relation to psychological and social variables during this developmental period. The additional power of a developmental perspective for understanding social functioning is considered, along with key ideas from developmental theories. Specific information about human reproduction, prenatal influences, developmental tasks and milestones of infancy and childhood will be mastered. The social, ethical, and personal issues related to maternal drug use will be examined.. 4 REQUIRED READINGS FOR UNIT III-A: DATE___________ 1). Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 2. 2) Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapter 7 (pages 198-214). Recommended reading: 1 & 2 OR HANDOUT TBA 1). Nee, L.E. (1995). Effects of psychosocial interactions at a cellular level. Social Work, 40, 259-262. 2). Perloff, J.D. and Jaffee, K.D. (1999). Late entry into prenatal care: the neighborhood context. Social Work, 44, 116-128. B. Psychological Systems and Their Impacts on Infancy & Childhood The unit examines theories of psychological development, and approaches to understanding individual uniqueness. Cognitive theory and concepts, including developmental stage changes in thinking and reasoning, are introduced. Emotional development, self-esteem, and the importance of opportunities for mastery, autonomy, and development of self-regulation are considered. REQUIRED READING FOR UNIT III-B: DATE_____________ 1) Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 3. 2). Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapter 6 (pages 162-171 and pages 258-265). EXAMINATION #1: ______________ C. Social Systems and Their Impacts on Infancy and Childhood The unit examines the family as a system, and socialization processes, particularly discipline, as key transactions between the developing child and the environment. The special role of peers and play in development is considered. REQUIRED READINGS FOR UNIT III-C: DATE___________ 1) Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 4. 2). Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapter 11 (pages 349-356). 5 IV. Biological Systems and Their Impacts on Adolescence The nature of change and adjustment which characterizes adolescence is the focus of this unit. The unit draws attention to how biological development and maturation both affect how adolescents perceive themselves and how they behave. This unit serves as the link between 388 & 3. REQUIRED READINGS FOR UNIT IV: DATE_____________ 1) V. Zastrow & Kirst-Ashman, Understanding Human Behavior and the Social Environment, Chapter 6. Gender Roles and Sexism Early developmental accomplishments of gender and sex-role identity take place in the context of familial and societal values and attitudes about gender. This unit examines the concept of gender, research concerning male/female differences, and implications for development and functioning. Also presented are the phenomena of gender role stereotyping and sexism. Issues of significance in the lives of women (comparable worth, economic inequality, sexual harassment, sexist language, rape and sexual assault, battering) are considered, and special counseling needs of women discussed. REQUIRED READING FOR UNIT V: DATE_____________ 1) Zastrow, C. and Kirst-Ashman, K. Understanding Human Behavior and the Social Environment, Chapter 9. VI. Sexual Orientation This unit examines the meaning of diversity in sexual orientation, with a particular focus on homosexuality and bisexuality. Research and theories concerning why people are lesbian or gay are explored, and significant issues, including the impact of discrimination, in the lives of gays and lesbians are addressed. REQUIRED READINGS FOR UNIT VI: DATE______________ 1). 2) VII. Berkman, C.S. and Zinberg, G. (1997). Homophobia and heterosexism in social workers. Social Work, 42, pp. 319-332. Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior Theory, Chapter 7 (pages 233-245). Contemporary Issues: Application of Theory to Social Work Practice. DATE______ 1). Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human 6 Behavior Theory, Chapter 7 (pages 245-257). EXAMINATION #2 ___________ COURSE EXPECTATIONS AND GRADING Grading for the course will be based on three in-class tests, three written assignments, and small group participation/presentation. In-class exams will be based on all required reading as well as class lectures and handouts. Attendance and punctuality for classes and time dedicated to library reading and research is assumed. Students whose circumstances will seriously interfere with prompt, regular, and a complete class attendance, or with time for library study reconsider taking this course at this time. The relative contribution of each component to your final grade is outlined below. FIRST WRITTEN ASSIGNMENT (Due: _______________) 10 points EXAM 1 (____________) 20 points SECOND WRITTEN ASSIGNMENT (Due: _____________) 15 points EXAM 2 (_____________) 20 points DISCUSS PAPER #3 THIRD WRITTEN ASSIGNMENT (Due _____________________) 20 points Small Group participation/Presentation 15 points (5 for attendance to class/meetings) Group 1- Group 2 - Group 3 - Group 4 - Group 5 - I assume that students will complete and turn in assignments and take examinations on the dates indicated here, on the course calendar, and as announced in class. A make-up examination will be possible only in the event of unavoidable emergencies or extreme problem circumstances. You must provide documentation and you must communicate with me concerning your inability to take an exam or quiz prior to the time of the test. Without such an advance discussion I will not consider a make-up and you will receive a “0”. 7 If you need an extension of time for a written assignment, that also must be communicated to me at least several days before the due date. I will not negotiate extensions on the day an assignment is due or after the date it is due. Remember: Professional behavior for accountability requires that you let others know ahead of time when you cannot be counted on as expected. ALWAYS. HONOR CODE UMBC Catalog Dishonesty, cheating, plagiarism, and other irregularities in academic work are causes for appropriate disciplinary action. Academic dishonesty includes, but is not limited to, the submission of purchased term paper. NASW Code of Ethics Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly… ...Social workers should represent accurately and fairly the[ir] qualifications, views, and obligations… …Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues… 8 WRITTEN ASSIGNMENTS There are three required written assignments that are due in class on the dates noted in your course outline. PAPER #1 PLEASE LIMIT THIS PAPER TO 4- 5 PAGES.(Due in class _______) A. Identify a real neighborhood (your own, or one you have some knowledge of). Thinking of this neighborhood as an example of a system, use the concept of boundary and describe as many different examples of boundaries for your neighborhood as-a-whole system as you can (sub-system boundaries don't count). How permeable is each boundary? Briefly discuss how any one of these boundaries influences for better or worse the social functioning of your neighborhood, as a neighborhood. B. Next, keeping your focus on the neighborhood-as-a-whole system (not subsystems in the neighborhood) describe examples of input and output for your neighborhood. Choose one of your examples of input or output and discuss briefly its influence for better or worse on the social functioning of your neighborhood. Expected outcome competencies: 1. Beginning ability to think about a macro system (neighborhood) as a system-as-a-whole, not just a collection of parts. 2. Recognize abstract properties of systems in the concrete details of real life circumstances. 3. Apply and connect basic systems concepts to beginning assessment of good and less good social functioning at a macro system level. PAPER #2 (Due in class ________) Interview a parent(s) with a young child(ren) -- infants through 12 years old -- who are from a culture (ethno system) different than your own. Your objective is to understand the meaning and influence of their culture for their attitudes, views, and specific practices in raising their children. Before your interview, spend some time thinking about specific questions that would help open up exploration of this issue. Ask the parent(s) also about how they see their own attitudes/views/practices with respect to raising kids in comparison to those of other members of their own ethno system (cultural group). Present your findings in a short (5-8) page paper covering the following 4 items: 1) Briefly describe the family you interviewed. Identify the culture (ethno system) with which the interviewed family identifies; 2) Discuss the meaning and influence of that culture on childrearing, as reported by the parent(s); 3) Discuss the parent(s) view of themselves in relation 9 to other members of their own culture; 4) Compare and contrast the differences/similarities of the interviewed family (again, with respect to childrearing) with those of your own culture. Expected outcome competencies: 1. Gain expertise in how to effectively help people tell you about the unique meaning of culture for them with respect to a particular aspect of their life space and social functioning. 2. Distinguish between intra and inter-ethnic differences in a life-space. 3. Develop self-awareness of your own (often implicit) culturally determined views and biases about an important area of social functioning (how to raise kids). PAPER #3 (Due in class _________) For this written assignment you are going to use critical thinking and social work assessment skills to identify and analyze biopsychosocial factors in a hypothetical \"case.\" The case will be provided by the professor. The key skills you will be asked to use and demonstrate in your paper are the following: 1) CRITICAL THINKING. Critical thinking skills enable you to distinguish between your own preconceived ideas and beliefs, and knowledge that you have gained from systematic inquiry and thinking. 2) BIOPSYCHOSOCIAL, LIFE-SPACE FOCUS. Skills in applying the biopsychosocial framework to a problematic life space allow you to gather comprehensive data concerning biological, psychological and social factors, and their interactions, as the basis of social work assessment. 3) CLARIFYING THE GOODNESS OF FIT BETWEEN PERSON AND ENVIRONMENT. Skill in seeing and specifying key problems in a life space in terms of the problems in fit between the needs and capacity of the individual(s) and the demands and opportunities of the environment allows you to complete a social work assessment that captures the transactional nature of person-in-environment reality. 4) PROFESSIONAL SELF-AWARENESS. The skill of self-awareness in the context of your professional work allows you to identify and better manage the normal emotional reactions and value judgments you bring to the problematic life-space, which can color what and how you see that life-space. 10 Using the case situation provided in class write an assessment paper consisting of three sections. Please carefully follow the outline below in writing your final paper. I. Strengthening general background knowledge Unlike an actual assessment you might do in practice, you will not be able to collect specific information related to a specific client life-space other than what is provided in the case example. Instead, you will gather information in general about a problematic situation, and think about the possible biopsychosocial implications. In social work practice, your assessment of client-system life spaces is always informed by two types of information: the general knowledge and information you have or search out; and the specific information concerning the actual circumstances of the client-system life space. In this section you will demonstrate critical thinking skills with respect to the first type of information. A. After reading the case of Carrie Brown/Shawna, what in your own general knowledge do you think you would want to deepen in order to better understand and work with Carrie's situation? Identify and discuss these areas briefly. B. Choose one area to strengthen. Using the professional literature, search, locate, and read at least 4 journal articles (at least one article must be from a professional social work journal) dealing with the area you want to learn more about. Briefly discuss in your own words the most important information you learned from your reading, and how it applies to and improves your understanding of the client’s life space. II. Biopsychosocial assessment A. Drawing on your reading and the case information provided, identify and discuss briefly the key biological, psychological, and social factors that may be operating in the Carrie Brown/Shawna case. Discuss and show how the factors interact. Identify what you consider to be key needs and capacities/competencies. Identify what you consider to be key characteristics of the demands/opportunities of the client’s wider environment. B. Based on A., above, select three target problems and formulate them in terms of degree of goodness of fit between the client and her impinging environment. Write each problem in a specific statement. 1. First problem statement 2. Second problem statement 3. Third problem statement 11 III. Personal reflection Identify and discuss briefly your own initial reactions and opinions in response to reading the Case at the beginning. Discuss how they have changed or not changed, now that the assignment is completed. Group Presentation and Team Tasks Tasks for the four groups are described below with dates for the class presentation. Each team is responsible for noting its task and the presentation date. In-class presentations should be for a maximum of 30 minutes. Who presents, and in what format, is entirely the team’s decision. A member can be an active participator/contributor to the group task with or without being a part of the class presentation. In addition to providing the information required by the task, the team should also briefly discuss/identify the strategies and sources used to get the information. Team #1 [Green]: Class Presentation (________) What information can you provide the class on the current population demographics of kinship care providers in the US and another country of your choice? Team #2 [Yellow]: Class Presentation (________) What research information can you provide the class on the latest treatment available to mothers in need of substance abuse treatment in Maryland and another state of your choice. Team #3 [Black]: Class Presentation (________) What information can you provide the class on the current demographics and policy in the state of Maryland (and another state or country of your choice) concerning public education and children whose parents are homeless. Team #4 [Lilac]: Class Presentation (________) What current research information can you provide the class on the effects of divorce on children in the United States and another country of your choice. Team #5 [Purple]: Class Presentation (________) What current information can you provide on child care issues and challenges for parents in the US versus another country of your choice. 12
