ࡱ>  ibjbjQFQF 43,3,?` +++++???8w[?Q`.9Q;Q;Q;Q;Q;Q;Q$TV_Q+_Q++tQn$n$n$++9Qn$9Qn$n$ HeKag)? ")I"%QQ0QKIFW: FWDeKeKFW+QLn$_Q_QN" QFW : FLORIDA ATLANTIC UNIVERSITY SCHOOL OF SOCIAL WORK SOW 4102-003 CRN: 86584 3 credits Fall 2015 Human Behavior and the Social Environment 2 Semester: Fall 2015Classroom: ES102Start/End Date: 08/17 12/11Class Times: 4:00 pm-6:50 pmInstructor: C. Sterne, ACSW, LCSW, CAPClass Days: ThursdaysPhone: 954-303-0043Office Hours: By appointment onlyEmail: csterne@fau.eduCampus: Davie Campus SOW 3302 is the prerequisite or co requisite.Office Location: TBDPlease Note: If you are unable to attend the first class, you may not be allowed to enter the course. BSW Mission Statement The mission of our BSW program is to educate competent and compassionate social workers as for entry level practice and as a foundation for further professional development and growth. Our graduates possess critical thinking skills and engage in evidence-based practice, with a deep respect for human diversity and strengths. Course Description: This BSW core course focuses on micro and mezzo level theories of human behavior, including time-honored developmental theories, as well as new scientific information and research and technological advances. Under the umbrella of the generalist practice perspective, students apply the life-span perspective to case study vignettes and analyze how both typical and atypical developmental issues influence human behavior. Students will learn through a combination of required readings, videos, class discussion, and tests that will encourage them to distinguish, appraise, and integrate research-based knowledge from multiple sources. Case examples will relate to issues faced by at-risk populations that are important in the context of social work practice in south Florida so that students may apply course-related knowledge to understand the person in his or her environment. Students will thereby gain an understanding of the implications of this knowledge for early prevention, intervention, policy, and service provision. This course serves as a foundation for generalist professional practice and preparation for advanced casework in specialized areas. Relevance to Educational Program: This course is part of the HBSE sequence. It is related to the policy, practice, research, and field courses. It provides the theoretical concepts required for the understanding and assessment of individuals and families by providing a theoretical overview of the micro/mezzo context in which generalist social work practice occurs. Competencies 1. Identify as a professional social worker and conduct oneself accordingly. Demonstrate personal reflection and self-correction to assure continual professional growth (PB 1b). 2. Apply critical thinking to inform and communicate professional judgments. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom (PB 3a). Demonstrate effective oral and written communication in working with individuals (PB 3c). 3. Engage diversity and difference in practice. Recognize the extent to which a cultures structures and values may oppress, marginalize, alienate, or create or enhance privilege and power (PB 4a). Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (PB 4b). Recognize and communicate their understanding of the importance of difference in shaping life experiences (PB 4c). 4. Advance human rights and social and economic justice. Understand the forms and mechanisms of oppression and discrimination (PB 5a). 5. Apply knowledge of human behavior and the social environment. Critique and apply knowledge to understand person and environment (PB 7b). 6. Respond to contexts that shape practice. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services (PB 9a). Teaching Methodologies: The teaching methods utilized in this course may include lectures, discussions, assigned readings, videos, group exercises, guest speakers, and/or tests. Grading The grading scale for this course is as follows: 93 100% = A73 76% = C90 92% = A-70 72% = C-87 89% = B+67 69% = D+83 86% = B63 66% = D80 82% = B-60 62% = D-77 79% = C+ 0 59% = F Graded Assignments: Exams (40% each) 80% Quizzes 10% Attendance______________ 10% Total 100% Midterm Puzzle (40%): This is a 2 hour and 50 minute closed-book multiple choice, short essay puzzler taken in the classroom. It covers chapters 1 through 5 in the text, and will contain questions on supplemental readings. Final Puzzle (40%): This is a 2 hour 50 minute closed-book, multiple choice puzzler taken in the classroom. It covers chapters 6 through 11 in the text and will contain questions on supplemental readings, Eriksons stages from earlier chapters and neurobiology questions from earlier classes. In addition, a significant portion of the puzzler will include questions concerning developmental and gender expression issues exemplified in the video (DVD) Ma Vie en Rose. The video will be shown in class (see schedule below), but is also available in the FAU library, video rental stores, and on-line video sources. The instructor will provide guidance for the questions concerning the video well in advance of the exam so that students may know how to focus their study as they are viewing it, and there will be extensive discussion of the content in class immediately after the video is shown in class. NOTE: No make-up will be given for the final puzzler. If a student misses the final puzzler due to an emergency, he/she will receive an Incomplete for the course, and will have two weeks to write a 10-15-page conceptual paper on a human development topic of the instructors choice. Weekly Puzzle (10%) The instructor will end each class with puzzle concerning concepts from the readings and lectures for that class. Each puzzle will contain 4 multiple choice questions concerning a case study. Puzzles with 4 correct answers will receive a 100. Three correct answers receive an 85. Two correct answers receive a 65, and no correct answers receive a 55. Students who miss the puzzle due to absence will receive a 0 for the puzzle. No make-up puzzles will be given. Attendance (10%) Students with perfect attendance will receive a 100 on this portion of your final grade. One unexcused absence will receive an 85; tardiness either at the beginning of class or after break will reduce your grade by 2 points for each occurrence. If a student misses more than 2 classes whether or not there is a documented, excused absence the student will receive a substantial decrease in the final grade and may be required to withdraw or take the class again. Professional Expectations of Student Behavior The Florida Atlantic University School of Social Work is mandated by the Council on Social Work Education (CSWE) to foster and evaluate professional behavioral development for all students in the social work program. The School of Social Work also bears a responsibility to the community at large to produce fully trained professional social workers who consciously exhibit the knowledge, values, and skills of the profession of social work. The values of the profession are codified in the NASW Code of Ethics. Given this context, all students in the social work program will be expected to exhibit the following ethical standards of behavior. Accountability: Attend class, arrive on time, return from break in a timely manner, and stay until class is dismissed. Participate in group activities and assignments at a comparable level to peers. Complete work in a timely fashion and according to directions provided. Come to class prepared, with readings and other homework completed. Respect: Treat all your peers, your instructors and all those you come in contact with, with dignity and respect at all times. Listen while others are speaking. Give feedback to peers in a constructive manner. Approach conflict with peers or instructors in a cooperative manner. Use positive and nonjudgmental language. Confidentiality: Treat any personal information that you hear about a peer or an instructor as strictly confidential. Maintain any information shared in class, dyads or smaller groups within that unit. Use judgment in self-disclosing information of a very personal nature in the classroom. (Class time should not be used as therapy or treatment. If students feel the need to talk about issues they are struggling with, they many consult with their instructor to receive a referral for counseling.) Never use names of clients or disclose other identifying information in the classroom. Competence: Apply yourself to all your academic pursuits with seriousness and conscientiousness, meeting all deadlines as given by your instructors. Constantly strive to improve your abilities. Come to class with books, handouts, syllabus, and pens Seek out appropriate support when having difficulties to ensure success in completing course requirements. Take responsibility for the quality of completed tests and assignment. Strive to work toward greater awareness of personal issues that may impede your effectiveness with clients. Integrity: Practice honesty with yourself, your peers, and your instructors. Constantly strive to improve your abilities. Academic: Commit yourself to learning the rules of citing others work properly. Do your own work and take credit only for your own work. Acknowledge areas where improvement is needed. Accept and benefit from constructive feedback Submission of Papers: Students will submit their written assignments on paper and electronically. Electronic copies will be subject to plagiarism analysis and will be kept in electronic file for future reference. A student may not submit the same paper, or essentially the same, paper, project, assignment, or finished project to an instructor, which has been submitted to another instructor, unless specifically authorized by both instructors to do so. Diversity: Strive to become more open to people, ideas, and creeds that you are not familiar with. Embrace diversity. Maintain speech free of racism, sexism, ableism, heterosexism, or stereotyping. Exhibit a willingness to serve diverse groups of persons. Demonstrate an understanding of how values and culture interact. Communication: Strive to improve both verbal and written communication skills as these skills are used heavily in interactions with clients and peers and also with creating client records. Demonstrate assertive communication with peers and instructors. Practice positive, constructive, respectful and professional communications skills With peers and instructor: (body language, empathy, listening) 8. Social Justice: Strive to deepen your commitment to social justice for all populations at risk. Demonstrate an understanding of how institutional and personal oppression impede the experience of social justice for individuals and groups. Strive to learn about methods of empowering populations and enhancing social justice at micro, mezzo, and macro levels. Consequences of Unacceptable Behavior The School of Social Work may terminate a students participation in the program on the basis of professional non-suitability if the Schools faculty members determine that a students behavior has constituted a significant violation or pattern of violations of the NASW Code of Ethics, the FAU School of Social Work Student Manual, or the FAU Academic Policies and Regulations. Examples of violations that may lead to termination include (but are not limited to) the following: Failure to meet or maintain academic grade point requirements as established by the University and the Social Work program. Academic cheating, lying, or plagiarism. Behavior judged to be in violation of the NASW Code of Ethics. Failure to meet generally accepted standards of professional conduct, personal integrity, or emotional stability requisite for professional practice. Inappropriate or disruptive behavior toward colleagues, faculty, or staff (at the School or in the field placement). Consistent failure to demonstrate effective interpersonal skills necessary for forming professional relationships (for example, unable to demonstrate nonjudgmental attitude or unable to allow client self-determination). Documented evidence of criminal activity occurring during the course of study. For additional university-wide policies and regulations see the FAU Catalog at  HYPERLINK "http://www.fau.edu/registrar/universitycatalog/welcome.php" http://www.fau.edu/registrar/universitycatalog/welcome.php. This web site contains information on grading, incomplete grades, cheating on exams, plagiarism, expectations of student behavior, and communications devices (e.g., cell phones to be disabled during class sessions). Accommodations for students with disabilities: In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton - SU 133 (561-297-3880), in Davie LA240 (954-236-1222), in Jupiter - SR 110 (561-799-8010), and follow all OSD procedures. Policy on Class Attendance and Participation Social work education is designed to help students prepare for professional practice. In order to model ethically appropriate practice, please treat coming to classes as you would treat working at an agency. Given the Council on Social Work Educations requirements for professional behavior, attendance for all classes is required. Students may be asked to present a written excuse from a healthcare provider for excused absences due to illness or other documentation for other circumstances. Since participating in class is an integral part of social work education, it is vital that the student be in class; therefore, even with excused absences, the student may be required to withdraw or retake the class. If a student misses more than 2 classes whether or not there is a documented, excused absence the student may receive a substantial decrease in the final grade. Policy on Use of Recording Devices in the Classroom The College of Design and Social Inquiry prohibits audio or video recording instructional activities in classrooms, laboratories, and studios without the expressed written consent of the instructor. This does not apply to students receiving services from the Office with Student Disabilities. When the instructor's consent is given, the materials are for personal use only and are not for distribution or sale in any fashion. Policy Concerning Communicating Professionally via Email: Students are expected to behave and act professionally at all times. Therefore, it is expected that students write in a professional manner as well. All emails are required to have the following components if they are to be read by the instructor: 1) a clear and specific subject identifying yourself and the reason for the email; 2) a proper salutation such as Dear Ms. Sterne 3) a clear message using professional vocabulary that clearly identifies explains the purpose of the email using correct grammar and punctuation; 4) a professional closing such as Sincerely or similar wording and ending with your name. Thus an email should look like this: Dear Ms. Sterne: Attached is my video review. Sincerely, Jordan Speith Textbooks and Supplemental Readings The textbook required for this course is: Hutchison, E. (2014). Dimensions of human behavior: The changing life course (5th ed.). Thousand Oaks, CA: Sage Publications. Suggested material (strongly suggested for students planning on continuing on into the MSW program at FAU): Siegel, D. (2008). The neurobiology of we: How relationships, the mind, and the brain interact to shape who we are. Boulder, CO: Sounds True. (set of 7 cds) Supplemental readings will be assigned throughout the semester, available on Blackboard. The textbook is available in the bookstore and from on-line sources. Course Outline and Reading Assignments: The following outline and readings may change as the course progresses, given student interests and needs. Please read the required readings prior to the class when we will be discussing them. Class  Topics/activities Readings/homework Comps 08/20 A Life Course Perspective Neurobiology Basics  Text: Ch. 1, A Life Course Perspective Blackboard: Fisher: Neurofeedback 1 Fisher: Neurofeedback 2  1b 3a, c 4a, b, c 5a 7b 9a 08/27 Interpersonal Neurobiology Blackboard: Siegel: An interpersonal neurobiology approach to psychotherapy Siegel: Brain, mind, and behavior  4a,c 7b 09/03 Attachment through the Life Span Theory Bowlby Ainsworth  Blackboard Reading: Overview of Attachment theory  3a 4a, c 7b  09/10 Conception, Pregnancy and Childbirth Normal fetal development Effects of poverty  Text: Ch. 2, Conception, Pregnancy and Childbirth 3a 4a, c 7b 9a 09/17 Infancy and Toddlerhood: The foundation of emotional intelligence and spirituality Theory: Piaget Erikson Bowlby/Ainsworth  Text: Ch. 3, Infancy and Toddlerhood Blackboard: Zero to three: The Power of Play 3a 4a, c 7b 9a 09/24 Early Childhood Theory: Erikson Kohlburg Autism The effects of trauma Text: Ch. 4, Early Childhood Blackboard Reading: Childhood violence  3a 4a, c 7b 9a 10/01 Middle Childhood: Emotional Intelligence Challenges: School Peers ADHD  Text: Ch. 5, Middle Childhood 3a 4a, c 7b 9a 10/08  Exam I  10/15 Adolescence Biopsychosocial development Identity development Theory: Erikson/Marcia Spiritual development Challenges: Sexuality Substance use Delinquency Suicide  Text: Ch. 6 Adolescence Blackboard: Adolescent Body Image Failure to Launch 1b 3a 4a, c 7b 9a 10/22 Video and discussion Blackboard: Reamer: Sexual Orientation 10/29 Young Adulthood Theory: Erikson Arnett Bartholomew Challenges: Individuation Adult attachment Text: Ch. 7, Young Adulthood Blackboard: Attachment Defenses I Attachment defenses II  3a 4a, c 7b 9a 11/05  Middle Adulthood Theory: Erikson Life span Challenges: Work Sandwich generation Text: Ch. 8, Middle Adulthood 3a 4a, c 7b 9a  11/12  Late Adulthood Theory: Kubler-Ross Bowlby  Text: Ch. 9, Late Adulthood  3a 4a, c 7b 9a  11/19  Very Late Adulthood Challenges: Housing Bereavement  Text: Ch. 10, Very Late Adulthood 3a 4a, c 7b 9a 11/26 NO CLASS    12/03 FINAL EXAM  SAFEWALK Night Owls Boca Raton 561-297-6695 Davie 954-236-1902 Ft. Lauderdale 954-762-5611 Jupiter 561-799-8700 Campus security will escort individuals, day or night. Call ahead or go to their offices at Room 155 in the LA Building, Davie to make appropriate arrangements. STUDENTS WITH DISABILITIES In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton - SU 133 (561-297-3880), in Davie LA240 (954-236-1222), in Jupiter - SR 110 (561-799-8010), and follow all OSD procedures. DISCRIMINATION OR HARASSMENT 561-297-4004 Students who have concerns about on-campus discrimination or harassment (including sexual harassment) can contact the FAU Equal Opportunity Program for assistance. The Boca office is located in Administration Building Room 291. Our full Nondiscrimination Policy is posted on our website at  HYPERLINK "http://www.fau.edu/ssw/nondiscrim.html" http://www.fau.edu/ssw/nondiscrim.html. RELIGIOUS HOLIDAYS This course has been arranged so tAhat there will be no classes on religious holidays, such as Christmas or Yom Kippur. Please advise the instructor at the beginning of the term if you need accommodations for other religious holidays. ACADEMIC INTEGRITY Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see :  HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf ADDITIONAL INFORMATION ON STUDENT RIGHTS and RESPONSIBILITIES For additional information on student rights and responsibilities, please see the FAU Catalog at HYPERLINK "http://www.fau.edu/academic/registrar/univcatalog/welcome.htm"http://www.fau.edu/academic/registrar/univcatalog/welcome.htm and the BSW Student Manual at HYPERLINK "http://www.fau.edu/ssw/pdf/BSWstudmanual32706.pdf"http://www.fau.edu/ssw/pdf/BSWstudmanual32706.pdf or the MSW Student Manual at HYPERLINK "http://www.fau.edu/ssw/pdf/MSWstudmanual.pdf"http://www.fau.edu/ssw/pdf/MSWstudmanual.pdf. Bibliography Applegate, J. S. & Shapiro, J. R. (2005). Neurobiology for Clinical Social Work: Theory and practice. New York: W. W. Norton & Co. Brown, C., Matthews, K. A., & Bromberger, J. (2005). How do African American and Caucasian women view themselves at midlife? Journal of Applied Social Psychology, 35, 2057-2075. Browne, C. J. & Shlosberg, E. (2006). Attachment theory, aging, and dementia: A review of the literature. Aging and Mental Health, 10(2), 134-142. Burke, S. N. & Barnes, C. A. (2006). Neural plasticity in the aging brain. Nature Reviews, 7, 30-40. Champagne, F. A. (2010). Epigenetic influence of social experiences across the lifespan. Developmental Psychobiology available at  HYPERLINK "http://www.interscience.wiley.com" www.interscience.wiley.com. doi 10.1002/dev.20436 Cozolino, L. (2014). The neuroscience of human relationships: Attachment and the developing social brain (2nd ed.). New York: W. W. Norton & Co. Green, M. & Scholes, M. (2004). Attachment and human survival. London: Karnac. McGoldrick, Monica. (1995). You can go home again: Reconnecting with your family. New York: W.W. Norton. McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms: Assessment and intervention, 2nd ed. New York: W.W. Norton. Mikulincer, M. & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. New York: Guilford Press.  HYPERLINK "http://csaweb108v.csa.com.ezproxy.fau.edu/ids70/p_search_form.php?field=au&query=obegi+joseph+h&log=literal&SID=iu71jlhhot3qj5kn8h53jlvg67" Obegi, J. H. &  HYPERLINK "http://csaweb108v.csa.com.ezproxy.fau.edu/ids70/p_search_form.php?field=au&query=berant+ety&log=literal&SID=iu71jlhhot3qj5kn8h53jlvg67" Berant, E. (2009). Attachment theory and research in clinical work with adults. New York: Guilford Press. Presnell, K., Bearman, S.K., & Madeley, S.C. (2007). Body dissatisfaction in adolescent females and males: Risk and resilience. The Prevention Researcher, 14(3), 3-6. Siegel, D. (2001). Toward an interpersonal neurobiology of the developing mind: Attachment relationships, mindsight, and neural integration. Infant Mental Health Journal, 22(1-2), 67-94. Terr, L. (1990). Too scared to cry. New York: Basic Books. Torges, C. M., Stewart, A. J., & Duncan, L. E. (2008). Achieving ego integrity: Personality development in late midlife. Journal of Research in Personality, 42, 1004-1019. doi:10.1016/j.jrp.2008.02.006 Tsolaki, M. Kounti, F., & Karamavrou, S. (2009). American Journal of Alzheimers Disease and Other Dementias, 24(2), 85-94. doi: 10.1177/1533317508329813 Wilber, K. (2006). Integral spirituality: A startling new role for religion in the modern and postmodern world. Boston, MA: Integral Books. Zero to Three (2004). The power of play: Learning through play from birth to three. Available at zerotothree.org Parlakian, R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers. Washington, DC: Zero to Three.     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