Human Behavior in the Social Environment (SWK 5223)

A course at the University of Oklahoma Anne and Henry Zarrow School of Social Work taught by Carrie Jankowski, MSSW, LCSW

Category: Blog

Presentation on Census Tract 2019.03

Census Tract 2019.03 PP

Click on me for a visual presentation/slide show on Census Tract 2019.03 in Cleveland County.

BP12

Regarding the Mindfulness Practice homework assignment, please reflect on that process and share its impact: positive, negative, or neutral. How could you use this in your own life or how could it benefit your clients?

As we discussed in class closure last week, please state 2 things that you are taking away from this course in Human Behavior and the Social Environment.

Congrats on finishing your LAST BLOG for the semester. Hopefully you will continue to use your website for a professional showcase in the future!!

 

I had a hard time with Mindfulness Practice exercise. I made two attempts at it because the first time I tried it, I started to dose off. The second time I tried it, I caught myself constantly bringing myself back to focusing on breathing and not thinking about anything. My mind was on everything but relaxing. I do not believe it is something helpful for myself personally. I have many other ways I de-stress and this was not a successful one for me. I do think this exercise would be beneficial to my clients. They are always so stressed out and this could be such a beneficial way for them to practice coping skills and finding a positive way out or break from life even if it is for only a bit. I have identified that many of the people I work with are only able to de-stress in negative ways. I do believe I can teach them this positive exercise and see if it works for them.

I am taking away a lot of information regarding stress and what it does to your body physically and mentally. Much of this information was new to me and also frightening. It opened my eyes to how it affects adults, but now it has me thinking more about my children. I also learned a great deal of information about the adolescent brain and development. This will help me with my teenagers when I am speaking with their foster parents and school personnel about why they are acting the way they act. It has made me change my own personal views as well.

BP11

  • Share 2 changes/additions you made to your website (note if they were peer suggested or your own ideas) and explain your reasoning behind it. If you did not make any changes, please state as such.
  • Explain the relationship between stress, physical health, and mental health as it relates to subjective well-being as concretely evidenced by the text.
  • I did not make any changes to my website. The changes suggested were to add a picture and to add more information to my “about me” section. I tried adding a picture to my website and even tried googling the how to section, but failed. The only picture I was able to add only showed in the area I could see, but no one else could. I felt as though I had enough in my “about me” section, so I did not add to it.

Stress can take a toll on someone physically and mentally. Individuals need a support system in times of stress as well as adopting coping mechanisms to their lives. Some individuals need mental health days from work so they can complete tasks in their personal lives or just to use it for rest. When an individual is experiencing chronic stress, it can cause serious health issues, which in turn effects someone’s mental health. Everyone experiences stress, but learning how to manage it is the key. Some people practice meditation or try remaining positive. When the body is stressed, the person has no energy. When someone is ill and stressed, the body has already depleted all energy, therefore  causing the illness to remain longer than it should. Since the brain is the main source to stress, keeping healthy mental habits can serve as the key to health-compromising reactivity.

 

Broderick, P. C., & Blewitt, P. (2015). Living Well: Stress, Coping, and Life Satisfaction in Adulthood. The Life Span: Human Development for Helping Professionals  (4th ed. pp 181). Upper Saddle River, NJ: Pearson Education.

BP10

Give one example of your own thinking at one or more points in your life that reflect the following:

dualism

multiplicity

relativism

 

What are two marker events that could help a young adult to develop into their current level of thinking?

 

Dualism is described as what is right and what is wrong. A great example of dualism would be stealing.

Multiplicity is described as understanding that multiple ideas exist and that there are multiple perspectives to be looked into. The text mentions an example of multiplicity using a student believing that the world is fair and people get what they deserve.

Relativism is described as respecting someone’s opinion, but also being able to re-evaluate the opinion. An example of this would be discussing the upcoming president.

BP9

Referring to the peer review process for student websites, please state three changes you would recommend for your peer’s website and justify reasons for those changes.
Citing the text for specific supportive evidence, name one positive aspect and one negative aspect that influenced your adolescent development.

 

In reviewing my peer’s website, I have developed the following suggestions for changes to make for the website: it would be beneficial for my peer to include his first and last name on his website as he has a very broad name and the employer should know that they are looking at the right person’s page. Second, my peer should include an “about me” section so the employer can learn about the person they are looking into for the job. Lastly, it is recommended that my peer create his own personal heading as opposed to using the default so his page is more personal and fitting to his character.

Peer influence was a huge part of my social life growing up. My parents were authoritative, but I always concluded that I could do as I pleased because I made good grades and was a “perfect child” at home.  However, peer influence turned south when I entered high school and I chose to hang out with the wrong crowd. It was as if they had a hold on me and I felt like a queen any time I was around them even if we were up to no good.

My parent’s involvement in my life was a huge positive for me growing up. They were authoritative as mentioned above. Despite my wrongdoings and the people I chose to be around, they remained by my side explaining choices and consequences throughout everything.

 

Broderick, P. C., & Blewitt, P. (2015). The Social World of Adolescence. The Life Span: Human Development for Helping Professionals  (4th ed. pp 181). Upper Saddle River, NJ: Pearson Education.

BP8

Reflecting on our mid-term class self-assessment and mutual problem solving exercise, name at least one thing that YOU will do for the rest of the semester in this course to contribute to your personal learning experience and at least one thing that you will contribute to the collaborative learning experience.

 

For the remainder of the semester, I will ensure that I have thoroughly read the chapter we will be discussing in the next class so I am completely prepared to share, discuss and ask questions if needed. I can contribute my ideas to my peers in regards to studying and preparing for class as well as share personal things that have helped me maintain in this class.

 

BP7

Reflecting on specific gender messages in your culture, clearly name 2 messages that are restrictive and 2 that inspire inclusivity.

Cite at least one supporting example from the text as evidence for your ideas.

 

There are gender specific messages for both girls and boys in my culture. Girls are taught to play with baby dolls or something considered feminine such as dress up/house. They may wear pink and dress up in dresses or skirts. Girls are also perceived as shy and anxious, which is considered to be normal.  Boys are taught to be rough and play with trucks and cars. They are also taught to be domineering and aggressive. Boys are taught that they cannot wear bows in their hair as this is typical for girls only. This teaches gender roles for both sexes.

There are also ways in which gender neutrality can come into play. Boys and girls can be encouraged to play with playdoh or utilize arts and crafts during play. Both of these activities are gender neutral and do not send specific gender messages. Children that do not receive gender specific messages have a better chance of developing their gender identity.

Broderick, P. C., & Blewitt, P. (2015). Gender and Peer Relationships: Middle Childhood through Early Adolescence. The Life Span: Human Development for Helping Professionals  (4th ed. pp 181). Upper Saddle River, NJ: Pearson Education.

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