SOWK-360 Micro/Mezzo Human Behavior in the Social Environment

Please note that this syllabus is intended as an example only. It may not exactly match each session of the class offered.

Instructor: Linda McIntire, LCSW, LMFT

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General Course Description

Course integrates and consolidates theories from prerequisite social, behavioral, and biological science courses from a human growth and developmental perspective. Themes include assessing and understanding human diversity in varying contexts, social justice, oppression, cultural heritage, and concerns for specific vulnerable populations, with emphasis upon small and medium-sized systems.

Prerequisites/Co-requisites

This course is open to any University of Indianapolis student, but is typically pursued by social work students (pre-admitted or admitted) and OT students (pre-admitted or admitted). Successful completion of this course is a prerequisite for SOWK 310 and 320, the Micro and Mezzo Social Work Practice courses.

Academic Course Standards

Criteria from the Council on Social Work Education Curriculum Policy Statement (CSWE C.P.S.) relevant to this course are as follows:

Course Objectives and Measures

This course has the following objectives and measures:

Resources

Required

There are two required resources for this course. The first are the texts, both of which are currently available in the bookstore:

The second required resource is the HBSE Reader for this course, which must be purchased at the Printing Department of the Southern Plaza Office Depot. It includes the following required supplemental readings:

Course Design

This course is divided into two basic units.

Unit I: Bio-psycho-social factors

This unit explores the basic underlying components of human behavior, building upon theories and content learned in previous courses in the disciplines of psychology, sociology, and biology. Topics include:

Unit II: Developmental Perspective

This unit provides a format for both understanding life course issues and for integrating the above content as it applies to individuals in various groups. Modalities for this unit incorporate instruction from the professor as well as from each student in the course.

Course Evaluation

Students will be evaluated by performance on the following measures:

  1. Reading Comprehension Assignments – combined, 15%
    Several assignments over the week’s readings will be utilized to assist the student in being timely with readings, organizing the content, and determining which content is most important. The total of these scores will comprise 15% of the overall course grade. The one lowest assignment score for each student will be dropped at the time that the final course grade is calculated.
     
  2. Examinations – 25% (midterm) and 20% (final)
    Two examinations are designed to measure comprehension of the course. These examinations will be short-answer and essay, with no objective questions used. See Course Policy 5 for description of the preparation process.
     
  3. Developmental Paper and brief Presentation – 25%
    Each student will select both a developmental phase and a social issue, then explore this synthesis through both library research and interviews with several individuals. These persons can be caregivers and/or consumers. Content to be covered in the paper includes demographic data, biological, psychological, cultural, family, and social factors, intervention efforts, and ethical issues. In addition, each student will do a brief 10 minute class presentation covering some elements of the student's paper. The handout detailing the specific expectations of this assignment is attached to this syllabus.
     
  4. Class performance – 15%
    The class performance grade is comprised of the following:
    • Class attendance and participation (4 of the 15%)
      Attendance is taken daily. Students lose points for being absent or late, or for leaving early. In score is also based in part on the student's active participation in class discussions and lectures.
    • The Theory Mini-Presentation (5 of 15%)
      Each student has already been assigned a Theory to teach to the class. The handout for criteria of this assignment is attached to this syllabus. Students earn either a 0 or a 5 on this assignment.
    • Successful completion of 6 Cultural Experience Logs (6 of the 15%)
      Each student is expected to attend/participate in 6 experiences from a list that will be developed by the class and the professor. For each, the student is to write a brief reaction paper which addresses feelings, thoughts, and issues the student had and/or has regarding the experience, as well as integrating some course content with the experience. The handout with criteria for reaction logs is attached to this syllabus.

Portfolio Requirement

The minimal portfolio requirement for this course is the Developmental Paper. All social work students must submit a second copy with the first for the portfolio; this should be labeled by the student's should contain the student’s date of birth rather than name.

Course Policies

  1. Timely attendance is mandatory and participation in discussions and activities is expected.
  2. Paper, exam, and presentation dates are to be adhered to strictly. Late work is not accepted, and no make-up exams will be given.
  3. All University policies regarding Academic Misconduct will be strictly followed.
  4. Specific handouts outlining the expectations and criteria for evaluation for the Theory Presentation, the Developmental Paper, the Reaction Logs are attached to this syllabus. It is therefore anticipated that students will closely adhere to these expectations, including all mandated content or formats. Failure to do so will affect the student's grade.
  5. For each exam, students will be provided a comprehensive study guide and participate in a guided review session. Only content from this study guide, or that which is added to the study guide during review, will be covered on the exam. Students are strongly encouraged to use the study guides extensively, as well as to work together on learning the material.
  6. A pre-grade of the Paper is available to all students. Students are encouraged to turn in a typed, developed paper by the first or pre-grad deadline. The paper will be given feedback and a grade, then returned to the student. If the student is pleased with the grade, no further action is required. If a student wants to improve the grade, then (s)he can do so by making changes as suggested (or making other edits), then resubmitting the pre-grade with the final paper on the "final" deadline.
  7. Pagers and cell phones are to be placed in silent mode during class and should be turned off during exams.
  8. The professor is committed to being available to students when needed. Though talking to the professor after class is always an option, students are encouraged to utilize Email to contact the professor at other times. The professor can only access the uindy email on weekends, but typically checks the quinco address throughout the weekdays. In general, the professor will be on campus on Wed and Thurs nights and some Friday mornings. In addition, she has student appointments every other Sunday afternoon and evening.

Class Schedule

UNIT I: Bio-Psycho-Social Factors in Human Behavior

Week 1
Introduction to Course
Integrative Model of Human Functioning
Review of Systems theory (review: Hutchison pages 40-42)

Read: Hutchison, P & E ch. 3, “The Biological Person”
Bernhardt and Rauch, "Genetic Family Histories: An Aid to Social Work Assessment"
LeVay & Hamer, Byne – articles on biological basis of homosexuality
Udry, “Biological Limits of Gender Construction”

Week 2
Biological Determinants of Human Behavior
Genetics, Gender, and Sexual Orientation
Mini-Presentation on Lewis’ Theory of Lesbian Development: Sara Boschen

Read: Hutchison, P & E ch. 10, “Families”
Hutchison, P & E ch. 6, “The Spiritual Person”
Norlin, “The Family as a System of Roles”
Hutchison P & E p. 76-80, “The Social Behavioral Perspective”

Week 3
Families as Both Social and Socializing Units
The Family Developmental Life Cyle Overview
Overview of Family Theory and Dynamics
Mini-Presentation on Family Systems Theory: Lauri Bovard
Mini-Presentation on Family Communications Theory: Valerie Brown
Mini-Presentation on Structural Family Theory: April Floyd
Mini-Presentation on the Social-Behavioral Perspective: Jennifer Kelley

Read: Hutchison P & E ch. 9, “Social Institutions and Social Structure”
Hutchison P & E ch. 8, “Culture”
Spickard, Fong, and Ewalt, “Understanding the Very Basis of Racism – It’s Categories
Ullman, “Lead: The Classroom Killer”
Hutchison P & E, p. 55-59, “The Conflict Perspective”

Field Trip
9 a.m. - LEAD – Required for Macro Practice course, an option for fulfilling Cultural Experiences for this course.

Week 4
Culture, Race, and Ethnicity
Social Class
Are Diverse Populations also Populations at Risk?
Mini-Presentation on the Conflict Perspective: Amy Lawson
Mini-Presentation on Cultural Pluralism: Katie Mann
Mini-Presentation on Melting Pot Theory of Assimilation: Delia McGlocklin
Mini-Presentation on Social Drift Theory: Ken Morris
Mini-Presentation on Culture of Poverty: Shawnita Parrish
Mini-Presentation on Social Learning Theory: Lauren Phegley
Receive Study Guide for Midterm Exam

Read: Hutchison P & E, p. 73-76, “Developmental Perspective” (not covered on exam I)

Week 5
Developmental Perspective: Critique and Overview
Review for Midterm Exam

Week 6
Midterm Exam

Skim: Hutchison CLC ch. 2, “Conception, Pregnancy, and Birth”
Read: Hutchison CLC ch. 3, “Infancy, and Toddlerhood

UNIT II: Developmental Perspective and Human Behavior

Week 7
Stage I: Infancy (birth – 3)
Biological, Cultural, and Social Factors affecting Infancy
Infancy Presenters (3)

Read: Hutchison CLC ch. 4, “Early Childhood”
Hutchison CLC ch. 5, “Middle Childhood”
American Academy of Pediatrics article
Dairman, “Spotlight on Type 2 Diabetes in Kids”
Hutchison P & E, p. 68-73, “The Psychodynamic Perspective”

Week 8
Mini-Presentation on Psychodynamic Theories: Andrea Robinson
Mini-Presentation on Piaget’s Theory of Cognitive Development: Della Rutland
Mini-Presentation on Kohlberg’s Theory of Moral Development: Brittany Sahm
Stage 2: Childhood (4 - 11)
Deadline for Cultural Experience Reaction Papers

Read: Hutchison CLC ch. 6, “Adolescence”

Week 9
Childhood Presenters (4)
Mini-Presentation on Erickson’s Theory of Psychosocial Development: Christina Shadenfroh
Stage 3: Adolescence (12-19)

Read: Burstyn, “Female Circumcision Comes to America”
Russell-Robinson, “African Female Circumcision and the Missionary Mentality”

Week 10
Completion of Adolescence (12-19)
Adolescence Presenters (4)
Mini-Presentation on Feminist Theories (including Gilligan): Vicki Swineford
Pregrade Deadline for Developmental Papers

Read: Hutchison CLC ch. 7, “Young Adulthood”
Hines et al, “Intergenerational Relationships Across Cultures”
Hutchison, P & E, p. 80-84, “The Humanistic Perspective”

Week 11
Mini-Presentation on The Humanistic Perspective: Angela Thaine
Stage 4: Young Adulthood
Panel Discussion

Read: Hutchison CLC ch. 8, “Middle Adulthood”
Blake et al, “Men and Change: Reflections from a Men’s Group”

Week 12
Young Adulthood presenters (4)
Mini-Presentation on Cognitive Perspective: Elizabeth Tuttle
Mini-Presentation on Existential Theory: Emily Widener
Mini-Presentation on Levinson’s Theory of Adult Development: Jemie Wiseman
Stage 5: Middle Adulthood
Final Deadline of Developmental Papers

Read: Hutchison CLC ch. 9, “Late Adulthood”
Hutchison CLC ch. 10, “Very Late Adulthood”
Sarton, “As We Are Now”

Week 13
Completion of Middle Adulthood lecture
Middle Adulthood presenters (3)
Stage 6: Late Adulthood
Receive Study Guide for Final

Social Science Senior Banquet

Week 14
Completion of Late Adulthood
Late Adulthood Presenters (3)
Review for Final Exam

Week 15, Finals Week
Final Exam

Bibliography

The following is a list of books and articles which further develop the concepts discussed in this course. Some of them are controversial, some are light and enjoyable; all of them will make you think. Students may find them beneficial, in addition to the supplemental readings required for this course. I will be happy to discuss these choices with you.

Guidelines for Cultural Experience Logs

Rationale: The Cultural Experiences are assigned for two purposes. The first goal is rather subjective; these are to be “tuning in” experiences which move you out of your comfort zone and allow you to be sensitized to the life experiences of others. Clearly, due to the brief nature of these experiences, you are only allowed a glimpse into the realities of others who are different from you; however, this is still a valuable experience both personally and professionally. The second goal of the assignment is more objective. The Cultural Experiences allow an opportunity for you to integrate knowledge from this course (or others), in order to assist in developing a multifactoral perspective on human behavior as well as to increase your critical thinking skills. Therefore, the logs must address both of these goals.

The first section (probably a paragraph, maybe two) should include the following:

In the second section (maybe two paragraphs?), you are to apply academic content to your experience. The first one of these may be the hardest for you, then you’ll get it. Integrate anything learned from this course (or others) to this setting, the people, and/or barriers or strengths, in order to think about, clarify, and analyze influences on human behavior.

Finally, please entitle each log with your name, identification of the cultural experience, and ordinal identification (i.e., is this your first log? Second?). As they are turned in at different rates and times by all students, providing this ordinal identification allows me to double check that I have credited you with all of your logs.

Criteria for evaluation

These are graded as either acceptable or not acceptable. You will receive a check rather than a letter grade on them. Your mission, if you choose to accept it, is to accrue six acceptable logs before the deadline. Rarely does someone turn one in that is not acceptable; however, any which do not meet the criteria can be resubmitted BEFORE the deadline. I suggest that you turn at least some in early to make sure that you are on target, rather than turning in all six on the due date.

Miscellaneous Rules

  1. The experiences MUST be off of the list which is developed in this class, and must be experienced DURING this semester.
  2. You must use good judgment, as safety is imperative. I may veto an experience from the list for this reason.
  3. These are intended to be FUN and not stressful. Please make an effort to comply with this rule, too!

This certainly does NOT mean that we cannot discuss some of these in class! Please bring them up when you want, whether just following a cool experience or when it fits into lecture (or perhaps after a student presentation).

Mini-Presentations of HBSE Theories

Rationale: It is imperative that students know and are able to use various theories which address human functioning. This is necessary so that we can be competent, knowledgeable, and credible practitioners. It is also crucial because these theories are on the licensure exam. These theories are presented in the two HBSE courses.

The purposes of the mini-presentation assignment are the following:

  1. Students may better learn the theories when they associate them with different peers – in other words, learning may be assisted by visual cues.
  2. Each student will be at least very well versed in the theory they present prior to cramming for the exam.
  3. Student participation in class not only builds professional skills, but increases student input and satisfaction into the course.

Overview

Each student has already been assigned a theory and a presentation date. This was done alphabetically from the initial course roster. If you don’t like your theory or date, then you are free to find someone to trade with you. However, the trade must be mutual, and you are responsible for ensuring that the professor knows about this in advance.

The dates of the presentations (per topic) are not negotiable. In preparation, you should do some basic reading on your topic, then do two things:

  1. Prepare a one-page handout for each of your classmates.
  2. Review the basic content on your handout in class.
  3. Prepare and present a case illustration, using whatever visual aids you choose.

The Handout

The following MUST be included on your handout:

The Presentation

When I say brief, I mean it! You will have a handout to distribute, so you don’t need to talk forever. I am thinking 10 minutes, including your handout content, your case illustration, and any questions.

Grading

This is a “Pass/Fail” grade. If you are prepared, on time, and demonstrate both effort and basic mastery of your theory, you will “Pass”, which earns you 5 points towards Class Performance grade. If you take this seriously, you can do this without stressing yet earn an easy little A.

Project and Presentation Guidelines

In this course, we have the task of covering all developmental stages in a superficial manner. We have the opportunity to deal with only a small percentage of the social dilemmas and forces which interplay with development and affect human functioning. This assignment allows you to research and explore a topic of your choice in depth, and to share a small part of this expertise with your classmates. Not only will your own personal agendas be more satisfied, but it allows classmates to educate each other as well.

You have already selected a developmental stage and have thus been assigned a presentation date. You now must choose a social issue which affects individuals during this stage. For example, you may be assigned to adolescence. Certainly, there are many issues which are problematic for this age group, and you are to pick one of personal interest. Keep in mind that a diagnosis (e.g., ADHD in Adolescence) is not a social issue, and is not acceptable for this paper. An example is "Teens and HIV/AIDS."

You are to research the completed topic, being certain to include all of the following:

You are to obtain information in two ways. First, through library research, of course! Also, however, you are to interview other individuals to get their ideas, resources, attitudes, etc. These may be consumers of resources, individuals from your selected life stage (perhaps affected and not affected by the problem being explored), direct service providers, program developers, advocates, other affiliated professionals and/or workers, family members of those affected, etc. Be creative! I won't tell you how many interviews you must have, but bear in mind that the quality and interest level of both your research and your paper will be enhanced by having more interviews. As a guideline, I see 3 as an average number of interviews. Feel free to discuss interview possibilities with me, as I may have some general ideas or some specific individuals or programs in mind.

The bulk of your grade (90%) will be based upon coverage of the content outlined above in the paper, but you will receive up to 10% for doing an interesting, informative, and well-organized presentation. I expect only a few main ideas or very salient elements to be covered in the presentation – not the entire paper! Remember to include a bibliography of all literature used, to cite sources accurately, and to list individuals (and roles/titles) interviewed, though names may be changed if needed to preserve confidentiality. Presentations should be enhanced by visual aids, handouts, and case presentations/discussions. Although I will not have my stopwatch handy, I consider 10-15 minutes to be an adequate timeframe for your presentation. If you anticipate needing significantly more time, please discuss this with me ahead of time. Also, if you require audiovisual equipment or any other resource, please notify me as well.

Your grade will be based upon the thoroughness with which you cover all of the above mentioned areas. Other factors, such as the writing quality of the paper and the accuracy of your bibliography will affect the grade as well.

Due Dates

Pregrade deadline: March 25 by end of class
Final Deadline: April 8 by end of class

No electronic submissions on this assignment, please, as they are too long for electronic grading.
Remember, if you use the pre-grade and choose to resubmit, you must provide BOTH papers at the final deadline.

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