Professional Documents
Culture Documents
Email: cynthiasweier@wayne.edu
Phone: 248 408 7563
HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT
SW 3510 On-Line Course (3 credits)
Section 005
COURSE DESCRIPTION
The ecological systems perspective is presented. Students are introduced to knowledge and
theories of human development across the life span. Human behavior is studied within the
context of social systems in which people live, including families, peer groups, organizations and
communities. Emphasis is placed upon how social systems promote and deter human
development and the influence of diversity on human development
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research
based knowledge, and practice wisdom
2.1.4 Engage diversity and difference in practice
Practice Behaviors:
Recognize the extent to which a culture's structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power; gain sufficient self-awareness to
eliminate the influence of personal bias and values in working with diverse groups
recognize and communicate the importance of difference in shaping life experiences
2.1.7 Apply Knowledge of human Behavior and the social environment
Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and
evaluation; Critique and apply knowledge to understand person and environment
Students are encouraged to study selectively in areas related to relevant class topics. The
bibliography of reading that accompanies this syllabus is intended to serve as a guide.
INTRODUCTION
This course is structurally comprised of an organizing framework, the ecological/social system
perspective. Students are introduced to concepts of person-in-environment transactions. Human
diversity is stressed throughout material on life span development.
PERFORMANCE CRITERIA
Student Achievement of Learning Outcomes
Through written assignments, quizzes, presentations, research, a final exam and class
participation, students will be expected to achieve the learning outcomes identified above.
Students are expected to develop their competence in oral and written communication. Papers
which do not adhere to college-level standards for scholarly writing will be down-graded.
Students are also expected to work to master the recommended style of the American
Psychological Association (APA) as delineated in the most recent edition of the APAs
publication manual (4th), including orderly presentation of ideas, grammar, punctuation,
spelling, capitalization, reducing bias in language, abbreviations, headings, subheadings,
quotations, and referencing (in-text as well as bibliographic). Students cognizant of the need for
ongoing development of their writing skills are strongly urged to make use of the University
Writing Center.
GRADING AND ASSIGNMENTS
Assignment
Adolescent Paper
Oral Research Report
Quizzes
Ethnographic study of one's
family of origin
Final Exam
Perce
nt
Course Competency
26.5
7
16
26.5
4a, b, 7a, b
7b, 3a
24
4a, b, c, 7,a b
Total
BENCHMARK ASSIGNMENT
100
Adolescent paper: students address significant personal life events during adolescence and
integrate three theories.
GRADING POLICY
`Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
Grade distribution:
425-400 A
399.9-395A374.9-370 C 369.9-365
C-
395.9-390
B+
364.9-360
D+
389.9-385 B
359.9-355 D
384.9-380
B354.9-350
D-
379.9-375
C+
II.APA FORMAT
All papers written in the School of Social Work require APA format. You may
purchase the Publication Manual of the American Psychological Association (6th
edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
III.
IV.
CLASS RESPONSIBILITY
Class responsibility entails on-line activities, blogs, discussion boards, class
preparedness and active class participation with consideration for others. When
students participate actively in class discussion boards and blogs, learning is
enhanced. To be able to participate actively and with relevance to the course subject
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STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
Content
Unit 1
September 2
Unit 2
September 9
Unit 3
September 16
Unit 4
September 23
Unit 5
September
30
Assignme
nts
Ashford et
al.,
chapter 1
Ashford et
al.,
chapter 2
Ashford et
al.,
chapter 3
Ashford et
al.,
chapter 4
Unit 6
October 7
Family Ethnographic
Study Due
Unit 7
October 14
Unit 8
October 21
Ashford et
al.,
chapter 5
Ashford et
al.,
chapter 6
Ashford et
al.,
chapter 7
Unit 9
October 28
Unit 10
November 4
Processing
Piagets Preoperational Stage
Attitudes and Emotions
Aggression
Social Cognition and Regulation
Self-Esteem vs. Competency
Psychological Strengths and Hazards
Diagnostic and Assessment Issues
Anxiety Disorders
Childhood Depression
Social Dimension
Families and Groups
Parenting
Nontraditional Families
Effects of TV on Preschool Children
Support Systems and Communities
Preschool Environment
Multicultural and Gender Considerations
Social Strengths and Hazards
Child Abuse
Middle Childhood
Biophysical Dimensions
Biophysical Growth
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Communication
Attitudes and Emotions
Psychological Strengths and Hazards
Attention Deficit Hyperactivity Disorder
Social Dimension
Families and Groups
Parental Relationship and Discipline
Support Systems, and Communities
Power of Peers
Multicultural and Gender Considerations
Social Strengths and Hazards
Marital Conflict and Divorce
Adolescence
Biophysical Dimensions
Biophysical Growth and Development
Ashford et
al.,
chapter 8
Ashford et
al.,
chapter 9
10
Adolescent Paper
Due
Unit 11
November 11
Unit 12
November 18
Puberty Process
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Racial Differences and Intellectual Ability
Identity
Moral Development Theory
Developmental Theory
Psychological Strengths and Hazards
Delinquency
Social Dimension
Families and Groups
Development of Autonomy:
Peers Pressure, Conformity and
Friendships
Support Systems and Communities
Multicultural and Gender Considerations
Heterosexuality & Homosexuality
Social Strengths and Hazards
Adolescent Pregnancy and Childbirth:
Sexually Transmitted Diseases
Alcohol and Other Drug Use
Young Adulthood
Biophysical Dimensions
Reproductive system
Health
Psychological Dimension
Processing
Communication
Attitudes and emotions
Social Dimension
Groups and families
Communities and support systems
Multicultural, Gender, and spiritual
considerations
Middle Adulthood
Biophysical Dimensions
Biophysical Growth and Development
Menopause
Psychological Dimension
Cognitive Development and Information
Ashford et
al.,
chapter 10
Ashford et
al.,
chapter 11
11
Unit 13
November 25
Processing
Attitudes and Emotions
Midlife Crisis
Psychological Strengths and Hazards
Alcohol and Drug Addiction
Codependency
Social Dimension
Families, Groups, Support Systems, and
Communities
Blended Families or Stepfamilies
Relationships with their Children and
Aging Parents
Grandparents Raising their Grandchildren
Multicultural and Gender Considerations
Social Strengths and Hazards
Late Adulthood
Biophysical Dimensions
Biophysical Growth and Development
Sexuality
Biophysical Strengths and Hazards
Chronic Health Problems
Alcoholism in Late Adulthood
Psychological Dimension
Cognitive Development and Information
Processing
Information Processing, Memory, and
Learning
Attitudes and Emotions
Grief and Loss
Psychological Hazards
Alzheimers Disease
Depression/Suicide
Social Dimension
Families and Groups
Support Systems, and Communities
Relationships with Family, Couples, Children,
and Friendships
Religion and Spirituality
Hospice
Retirement
Multicultural and Gender Considerations
Social Strengths and Hazards
Elder Abuse
Ashford et
al.,
chapter 12
12
Unit 14
December 2
Discrimination
Class responsibility
Final Exam
SW 3510
Methods and Standards Statement
Assignments
Adolescent
Paper
Course
Competencies
4a, b, 7a, b
Ethnographi
c Study of
Ones
family
4a, b, c
7a, b
Oral
Research
Report
Final
Exam
3a, 7b
3a, 4c,
7a, b
Assessment Scale
Performance
Students will
demonstrate the
ability to use
conceptual
frameworks in
analysis and will
apply this
knowledge to person
in environment.
Excellent
95-100
Student
demonstrates an
accurate and
complete
understanding of
the theories (topics).
Good
90-94
Student
demonstrates
adequate
understanding of
the theories (topics).
Satisfactory
83-89
Student does not
demonstrate
accurate
understanding of
the theories (topics),
but makes an effort.
Poor
82 and below
Student is
unable to
demonstrate a
clear
understanding
of theories
(topics).
Assignments
Assignment
Adolescent paper
Excellent
Organizes and
synthesizes
evidence to reveal
insightful and
relevant
information
including varying
perspectives
Good
Adequately
presents key
topics; some data
requires further
explanation.
Satisfactory
A basic grasp of
the subject matter
is demonstrated;
leaves out relevant
aspects of the
topics (theories).
Poor
A limited grasp of
the subject matter
is demonstrated;
does not
demonstrate
accurate
understanding of
topics (theories).
Ethnographic
Study of ones
family
A comprehensive
grasp of the subject
matter is
demonstrated
including in depth
understanding of
relevant concepts
Demonstrates
understanding of
most key concepts;
limited evidence
and support.
Demonstrates a
limited
understanding of
key concepts;
minimal or
irrelevant evidence
to support
Does not
demonstrate an
understanding of
topic; no evidence
to support ideas
13
Oral Research
Report
Final Exam
and theories
Demonstrates a
high level of
understanding of
key concepts
(theories)
Demonstrates
accurate and
complete
understanding of
topics; supports
conclusions with
evidence
Demonstrates an
adequate
understanding of
concepts (theories)
Demonstrates
considerable
understanding of
assigned topics;
some data requires
further
explanation.
conclusions
Demonstrates
limited
understanding and
knowledge of
concepts (theories)
Demonstrates
limited knowledge
of key topics;
missing content
and data.
Unable to
demonstrate
understanding of
concepts
(theories).
Unable to
demonstrate
understanding of
key topics.
COURSE ASSIGNMENTS
A. Ethnographic study of one's family of origin (100 points). Each student will write
a case report about his/her family of origin. Students are to study and cite relevant
literature related to their family's culture(s), ethnicity(ies), and development (at least 3
references must be cited). Ethnographic research techniques are also to be used (study
of family artifacts, documents, photo albums, observations and interviews). You will
explore factors that led to crises and challenges for the family, and the typical styles
of coping and adaptation are to be considered. Other characteristics that the student
will explore are migration patterns, family organization, child rearing practices,
religious beliefs, approach to eating, secrets, rituals, attitudes toward illness and
death, help seeking behavior, attitudes toward other cultures and deviance, family and
gender roles. Finally, how might your cultural identity influence your work as a social
worker? How might your cultural identify influence your values as a social worker? If
more than one culture comprises the culture of origin, ways that these differences
were negotiated should be discussed. Students will include a genogram of their family
of origin as an attachment. (5-6 typed pages, plus attachments). Use APA guidelines
for writing style and format. Due: Late papers will be reduced by 4 points per
calendar day. All papers must be submitted through Safe Assign.
Due October 7th, 2014
Rubric for Ethnographic Study of a Family
Student
Requirements
Cite relevant literature related to family
culture, ethnicity, development (3
references)
Points
Availabl
e
15
Points
Achieve
d
14
20
10
10
20
Genogram
5
100
/100
B. Quizzes (70 points). Students will take periodic quizzes throughout the semester
over readings. Quizzes will be given in varied formats (multiple choice, short
answer, essay). Quizzes will be geared to ensuring that class materials are read.
All quizzes must be turned in on the day the material is covered.
B. Adolescent Paper (100 points). Write a paper reviewing your experiences during
adolescence. Your paper should address significant issues and life events that you
experienced during adolescence and the effect these events and issues had on you at
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the time and may currently still have. Issues that should be addressed include
sexuality, drugs, peer pressure, body image and family dynamics. How did issues of
diversity affect your adolescence? Discussion of at least 3 theories must be integrated
into your paper. Show how the theories can be used to explain your behavior. For
example, you may want to discuss how social learning theory may explain your
involvement with certain friends. The paper should be 6-8 typed pages. References
should be used in regard to your discussion of theories. Use APA style of referencing.
A reference list must be included. All papers must be submitted through Safe Assign.
Due November 4th, 2014
Rubric for adolescent paper
Requirements
1. Significant life events experienced during
adolescence
Points
Earned
15
15
3. Sexuality
10
4. Drugs
10
5. Peer pressure
10
6. Body Image
10
7. Family dynamics
10
8. Issues of diversity
10
10.
Total
Points
Achieved
5
100
/100
D. Oral Research Report (30 points). Students are to sign up for one topic in which
they will make an oral report on related behavioral science research study
reported in scholarly journals. This may be selected from the bibliography
attached or located by the student in a current journal (published since 2000).
Students should base their report on at least 2 scholarly articles related to the
topic. Students should provide a 10-15 minute presentation. The presentation will
be due when the topic is covered in the class syllabus. A handout summarizing the
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2 articles read and listing key information of utility to social workers should be
emailed to each class member and the instructor (1-2 pages). The research studies
should be summarized and critiqued. Presentation of information will be
considered when grading this assignment.
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Requirements
Report on 2 scholarly Journals: The speaking skills of the
Points
Achieved
Total
30
E.
/30
Final Exam (100 points). The final exam will focus on how biological,
psychological social, cultural, and spiritual dimensions influence human
development.
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