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Umbc School Of Social Work

Description

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Sujets

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• Entrée
• Vegetable
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Informations

• Publié par: nuphag0
• Nombre de lectures: 30
• Langue: English

Extrait

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.

6. Begin to understand the social and structural characteristics of macro systems
such as neighborhoods, communities and agencies, and their impact on
individuals and families.

7. 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.

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 SOWK389).

1. Zastrow, C. H. ; Kirst-Ashman, K. K. (2006). Understanding Human Behavior and the
th
Social Environment (7 Ed.). Belmont, CA: Brooks/Cole.

2. Robbins, S.P.; Chatterjee, P. & Canda, E.R. (2006). Contemporary Human Behavior
th
Theory (7 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 o