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THE UNIVERSITY OF SOUTHERN MISSISSIPPI

SCHOOL OF SOCIAL WORK
Fall 2010

TITLE: SWK: 601 – H001 Human Behavior and the Social Environment I:
Human Rights and Social Justice Across the Life Span

PREREQUISITES: None

INSTRUCTOR CONTACT INFORMATION

Instructor: Joohee Lee, Ph.D. Phone: 601-266-5900 Fax: 601-266-4165
USM-SSW Room: Fritzsche-Gibbs Hall 103C
118 College Dr. # 5114 Email: joohee.lee@usm.edu
Hattiesburg, MS 39406 Office Hours: 1:00 –3:00 Tuesday/
10:00-12:00 Thursday/ and By appointment

If a student has a disability that qualifies under the American with Disabilities Act (ADA) and
requires accommodations, he/she should contact the Office for Disability Accommodations
(ODA) for information on appropriate policies and procedures. Disabilities covered by ADA
may include learning, psychiatric, physical disabilities, or chronic health disorders. Students
can contact ODA if they are not certain whether a medical condition/disability qualifies.

Address: The University of Southern Mississippi

Office for Disability Accommodations
118 College Drive #8586
Hattiesburg, MS 39406-0001
Voice Telephone: (601) 266-5024 or (228) 214-3232
Fax: (601) 266-6035
Individuals with hearing impairments can contact ODA using the Mississippi Relay Service at
1-800-582-2233 (TTY) or email Suzy Hebert at Suzanne.Hebert@usm.edu.

PURPOSE:
This is the first course in a two-course sequence that uses a life course perspective as a
framework for preparing students with knowledge of theories that support beginning-level
generalist practice. It also explores the reciprocal relationship between human behavior and
social environments. The first course focuses on the development of the individual from
conception through adolescence. This course introduces general systems theory to examine
the interplay of organizations and communities as part of a person’s environment and how
diverse cultures help to shape the environmental and historical context for human
development. In summary, students will learn how the growth and development of
individuals, families, groups, organizations, and communities are influenced by a dynamic
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interplay of biological, psychological, social, sexual, spiritual and cultural influences upon
individuals throughout the life span. Special attention is paid to identifying and ameliorating
social injustice and violations of human rights across the life span. Health, mental health,
employment and educational policy will be examined in-depth as it relates to the individual’s
and families holistic life quality.

COURSE OBJECTIVES:
Upon completion of the course, students will be able to:
A. Demonstrate knowledge of several theories that support beginning-level generalist
practice.
B. Demonstrate an understanding of how biological, sociological, cultural, psychological,
spiritual, and political factors influence individual growth and development at each
stage in the life course from conception through adolescence.
C. Demonstrate knowledge of the impact of the social environment on individual growth
and development from conception through adolescence.
D. Demonstrate an understanding of a life course perspective regarding human
development from conception through adolescence.
E. Demonstrate an understanding of culture on human development.
F. Demonstrate an understanding of the dynamics persons, dyads, families, social groups,
communities, and organizations throughout the life span, emphasizing the stages of
human development from conception through adolescence.
G. Discuss how the challenges, barriers, and characteristics of human rights, oppression,
discrimination, and social justice on the basis of race, ethnicity, socioeconomic status,
ability/disability, religion/spirituality, culture, age, sexual orientation, and gender
influence human growth and development, emphasizing earlier stages of human
development.
H. Critically analyze the compatibility of values undergirding theories of human behavior
across the life span with the role of social work values and ethics as applied to
generalist social work practice.
I. Develop beginning skills in evaluating theory critically and assessing issues affecting
service delivery to at-risk and disenfranchised populations.
J. Recognize and discuss examples of successful advocacy across the life span.
K. Demonstrate an understanding about how evidence-based wellness and prevention
strategies can enhance coping skills for persons in earlier stages of human
development.
L. Analyze policy issues from a social justice perspective as they relate to earlier stages
of human development from conception through adolescence, as well as suggest ways
to formulate and influence social policy for these earlier stages.

REQUIRED TEXT:
Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and the
social environment (8th ed.) Belmont, CA: Brooks/Cole.
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TEACHING / LEARNING APPROACHES:

The course uses lectures, discussions, small group exercises, videotape viewings, assigned
readings, writing assignments, field trips, student study resources and an online lecture
supplement. This course will incorporate an online lecture supplement (WebCT) that will be
available for students’ assignments and the midterm exam.

Extensive class discussion is promoted. Class participants are encouraged to ask questions
and share personal experiences, as appropriate. Mutual respect is the norm in the course.

COURSE REQUIREMENTS, POLICIES, AND ASSIGNMENTS:

Participation:
Class participation is required. Students are to be prepared for class discussions and to
contribute both spontaneously and in response to questions and structured exercises.
Instructor will judge whether participation contributes substantively and qualitatively to class
discussion: i.e. expands concepts being discussed in class, brings new ideas, reflects
meaningful understanding and interpretation of course readings, use of self and generalization
of existing knowledge.

Attendance:
Each student is expected to attend all classes. The School attendance policy will be followed:
a student may earn a maximum grade of “A” with one absence, “B” with two absences and
“C” with three absences. Excessive absences (4 or more) can result in a failing grade. If you
leave early two times, this will be counted as one absence. Exceptions to this policy may be
granted only by the collective faculty, following appeal to the Director of the School. The “I”
grade is used only for extraordinary events that interfere with completion of a final
assignment or examination.

Cell Phones:
Please turn them off during class. If you have a valid reason to have it on (such as a medical
emergency or a job requirement) please inform instructor before the class starts and also
please set your phone to vibrate instead of ring.

Readings:
The course outline contains readings that should be completed prior to each class session.
Required readings have been electronically placed on reserve in the library.

Quizzes
• To provide accountability for readings and class lectures 11 quizzes will be given (see
Course Calendar for dates). The lowest of the eleven quiz grades will be dropped from
final grade calculations.
• Each quiz will cover the previous week materials plus assigned readings for the current
class.

Exams:
There will be a mid-term and final examination. Each exam has 4 points of bonus questions
on videos presented in class.
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Theory Paper:
Each student will write a 9-10 page paper that should follow current APA style guide. Use
appropriate parenthetical citations, references, 12 pt fonts, Times New Roman, and a double-
spaced, typed document. Paper will describe one theory of human development. The student
will choose one from three theories; psychosocial development, cognitive development, or
moral development. Include tenets of the theory, person who constructed the theory, and its
usefulness for social work (See “Assignment Guideline I”). No papers will be accepted late.
All written work should be proofread for correct spelling, grammar, syntax, and punctuation.
Written work that displays numerous and/or repetitive language errors will receive a reduced
grade. Unless otherwise indicated by the instructor, all work must reflect each student’s own
efforts. Any deviation from this expectation will result in sanctions according to the
university policy. Plagiarism is academic dishonesty and will not be tolerated. (Know what
this means). * References for the paper should include at least 8~10 resources, including 6 or
7 peer-reviewed or refereed journal articles (e.g., from EBSCO) and at least 2 or 3 books.
Students are expected to turn in the theory paper to WebCT.

In-Class and Out-Of-Class Learning

Students will choose one issue from the list (See “Assignment Guideline II”) and attend any
workshop, conference, forum, project, or event which is related to the issue. Students then will
write a 2~3-page paper (12 pt fonts, double-spaced, typed). The paper must include the
following: Issue, Information on workshop (or conference, forum, project, event.), In-class
learning, Out-of-class learning, and Reactions (See “Assignment Guideline II”).

EVALUATION:
Mid-term Exam 30%
Final Exam 30%
Theory Paper 25%
Quizzes 5%
In-Class and Out-Of-Class Learning 5%
Participation 5%

GRADING SCALE:
A = 95 – 100
A- = 90 – 94
B+ = 87 – 89
B = 83 – 86
B- = 80 – 82
C+ = 77 – 79
C = 73 – 76
C- = 70 – 72
D+ = 67 – 69
D = 63 – 66
D- = 60 – 62
F = 59 and Below
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COURSE OUTLINE:

Unit I: Theoretical Perspectives on HBSE

- The Ecosystemic approach
- Empowerment and strength perspectives
- Multiple systems
- Bio-psycho-social-spiritual approach

Required Readings:
• Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 1, Introuction to human behavior and the social environment.

Suggested readings:
• Begun. A. L. (1993) Human behavior and the social environment: The vulnerability,
risk and resilience model. Journal of Social Work Education, 29, 26-35.
• Gilgun, J. E. (1996) Human development and adversity in ecological perspective,
Part 1: A conceptual framework. Families in Society, 77, 395-402.

Internet Readings:
• National Association of Social Workers (NASW). http://www.naswdc.org
• Council on Social Work Education. http://www.cswe.org/

Unit II: Biological Development in Infancy/Childhood

- Maternal and Child health
- Prenatal Care
- Child Protection, Advocacy, and Transformation

Required Readings:
• Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 2, Biological Development in Infancy/Childhood

Suggested readings:
• Tanner, E. M., & Finn-Stevenson, M. (2002). Nutrition and early brain
development: Social policy implications. American Journal of Orthopsychiatry,
72, 182-193.
Internet Readings:
• Child Care Bureau. http://www.acf.hhs.gov/programs/ccb/
• Head Start and Early Head Start. http://www.acf.hhs.gov/programs/ohs/
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Unit III: Psychological Development in Infancy/Childhood

- Theories of psychological development
- Cognitive development
- Attachment

Required Readings:
• Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 3, Psychological Development in Infancy/Childhood.

Suggested readings:
• Schumm, J. A., Briggs-Phillips, M., Hobfoll, S. E. (2006). Cumulative interpersonal
traumas and social support as risk and resiliency factors in predicting PTSD and
depression among inner-city women. Journal of Traumatic Stress, 19, 825–836.

Internet Readings:
• American Association on Mental Retardation. http://www.aamr.org/
• Learning Disabilities Association of America. http://www.ldanatl.org/

Unit IV: Social Development in Infancy/Childhood

- Learning theories
- Parent rights and responsibilities
- In the best interest of the child? Fostering and adoption

Required Readings:
• Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 4, Social Development in Infancy/Childhood.

Suggested readings:
• Anderson, C. A., Gentile, D. A., & Buckley, K. E. (2007). Violent video game effects
on children and adolescents: Theory, research, and public policy. Oxford University
Press.

Unit V: Human Rights and Social Justice Issues – Children I

Unit VI: Human Rights and Social Justice Issues – Children II
- Children and poverty
- Children and AIDS
- Child maltreatment
- Child trafficking

Required Readings:
• Eamon, M. K. (2001). The effects of poverty on children’s socioemotional
development: An ecological systems analysis. Social Work, 46(3). 256-266.
• Omigbodun, O. (2008). Developing child mental health services in resource-poor
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countries. International Review of Psychiatry, 20(3), 225–235.

Suggested readings:
• Fass, S., & Cauthen, N. K. (2007). Who are American’s poor children? The
official story. National Center for Children in Poverty. Columbia University:
Mailman School of Public Health.
• UNAIDS (2007). Children and AIDS: A stocktaking report. UNAIDS.

Internet Readings:
• UNICEF. http://www.unicef.org/index.php
• National Center for Children in Poverty. http://www.nccp.org/
• The Future of Children. http://www.princeton.edu/futureofchildren/
• Corner House: Interagency Child Abuse Evaluation and Training Center.
http://www.cornerhousemn.org/index.html
• National Child Protection Training Center. http://www.ncptc.org/

Unit VII: Biological Development in Adolescence

- Teen protection and transitions
- Alternate education and job training
- The brain, violence, and drugs

Required Readings:
• Zastrow, C. H., & Kirst-Ashman, K. K. (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 6, Biological Development in Adolescence.

Internet Readings:
• Center for Disease Control and Prevention-Division of Sexually Transmitted Diseases.
http://www.cdc.gov/std/

Unit VIII: Psychological Development in Adolescence

- Identity, culture, and social justice
- Moral development
- Faith development

Required Readings:
• Zastrow, C. H., & K. K. Kirst-Ashman (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 7, Psychological Development in Adolescence.

Suggested readings:
• Anderssen, N., Amlie, C., & Ytterøy, E. A. (2002). Outcomes for children with
lesbian or gay parents. A review of studies from 1978 to 2000. Scandinavian
Journal of Psychology, 43, 335-51.
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Unit IX: Social Development in Adolescence

- Resiliency and empowerment
- Alcohol and drugs and youth
- Teen parents

Required Readings:
• Zastrow, C. H., & K. K. Kirst-Ashman (2010). Understanding human behavior and
the social environment. Belmont, CA: Brooks/Cole a division of Thomson Learning.
Chapter 8, Social Development in Adolescence.

Internet Readings:
• #1 Teenage Suicide.Com. http://www.1-teenage-suicide.com/
• Teen Empowerment. http://www.teenempowerment.org/

Unit X: Human Rights and Social Justice Issues – Adolescence I

Unit XI: Human Rights and Social Justice Issues – Adolescence II
- Homeless youth
- LGBTQ youth
- Youth crime and juvenile justice system

Required Readings:
• Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic
teasing, psychological outcomes, and sexual orientation among high school students:
What influence do parents and schools have? School Psychology Review, 37(2), 202-
216.
• Christiani, A., Hudson, A. L., Nyamathi, A., Mutere, M., & Sweat, J. (2008). Attitudes
of homeless and drug-using youth regarding barriers and facilitators in delivery of
quality and culturally sensitive health care. Journal of Child and Adolescent
Psychiatric
Nursing, 21(3), 154–163.

Internet Readings:
• Stop Drugs. http://www.stopdrugs.org/drugsandyouth.html
• Substance Abuse and Mental Health Services Administration.
http://www.samhsa.gov/index.aspx
• National Youth Advocacy Coalition. http://www.nyacyouth.org/index.php
• National Coalition for the Homeless. http://www.nationalhomeless.org/
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