The University of Oklahoma
College of Continuing Education
Advanced Programs – Course Syllabus
Human Behavior in the Social Environment: Individuals, Families and Treatment Groups
The course critically examines contemporary topics in the field of human development from birth to death. The course provides an overview of current theory and research on development across the lifespan. Special emphasis is placed on controversies that have dominated the field and continue to be a source of research. Using an interdisciplinary approach, we will explore social, cognitive, physical, and biological factors that shape the course of human development. Attention is paid to how cultural context shapes and gives meaning to development.
Class Dates, Location and Hours:
Dates: Fall 2016, Thursday nights, beginning week of August 21 and ending Dec 9.
Location: Zarrow Hall, Rm. 120
Hours: Thursdays 6:00-9:00pm
Last day to enroll or drop without penalty: Sept 2, 2016.
Bethany Neubauer. Assistant: Carmen Weeks. Phone: 405-325-1263; Fax: 405-325-9148; email: email@example.com
Instructor Contact Information:
Course Instructor: Carrie Jankowski, MSSW, LCSW
Mailing Address: 700 Elm Avenue
Anne and Henry Zarrow Hall
Norman, OK 73019-1060
Telephone Number: (405) 673-3343
Fax Number: (405) 325-7072
E-mail Address: firstname.lastname@example.org
Instructor availability: The instructor will be available via e-mail, after class, during class break, or by appointment.
Textbook(s) and Instructional Materials:
Student materials are available at the OU Follett Bookstore located at 1185 Asp Avenue; Norman, OK, and can be ordered online, by phone, by email, or by fax. Ordering online at http://www.bkstr.com/oklahomastore/home is strongly recommended – students can track the status of their order within 48 hours. If an order has not been shipped within three days, students can contact the Follett textbook manager by phone (405) 325-3511, (800) 522-0772 (toll-free) or email email@example.com. Phone orders (ask for the textbook manager and identify yourself as an Advanced Programs student) can be placed 8 a.m. to 6 p.m. Monday through Thursday; 8 a.m. to 5 p.m. on Friday; 10 a.m. to 4p.m. on Saturday (CST). Summer hours: 9 a.m. to 5 p.m. Monday through Friday (CST). Fax orders can be placed 24 hours a day at (405) 325-7770. Text prices are available online.
- Broderick, P. C., & Blewitt, P. (2009). The life span: Human development for helping professionals (4th). Upper Saddle River, NJ: Pearson. ISBN 9780133785647.
- American Psychological Association (2009). Publication manual of the American Psychological Association (6th ). Washington, DC: Author. ISBN 9781433805615.
3. Materials posted on OU Canvas course site. This course will operate under the newly adopted Canvas system instead of D2L. The course will be available on Canvas on August 25, 2016. This can be found online at oklahoma.instructure.com. Enter your OU ID and password, and select this course to access material. Please contact your instructor if you require assistance.
Note: Follett is the Advanced Programs contractual textbook provider. Should text changes become necessary after publication of the course syllabus, Advanced Programs will facilitate text returns/refunds only for texts purchased through Follett.
Course Objectives/Educational Outcomes:
Given regular class attendance, participation in class activities, completion of assigned readings, and successful completion of course assignments, students will, at the conclusion of the course, have the ability to:
- Identify, describe, and integrate perspectives, conceptual frameworks, and theories to develop a theoretical basis for generalist social work practice consistent with social work values and ethics;
- Use social systems theory to describe micro and mezzo level transactions which, and ways they promote or deter people in maintaining or achieving health and well-being;
- Describe how biology influences human development over the life span;
- Describe current theory of cognitive processing and development over the life-span;
- Describe the primary concepts central to understanding operant conditioning, respondent conditioning, and social learning theories;
- Describe theories of identity development which explain gender, cultural, spiritual, family, and psychosocial development over the life-span;
- Understand structural family theory within a systems perspective;
- Use theoretical knowledge to identify and describe the distinctive developmental features of populations-at-risk in society
Social Work Competencies and Practice Behaviors:
Upon successful completion of the course students will demonstrate novice ability in the following areas:
Competency 2: Students have read and discussed the Social Work Code of Ethics. They are knowledgeable of the value base of the profession, its ethical standards, and relevant laws.
F 2.1- Recognize personal values in a way that gives priority to professional values in guiding practice (Assessed in assignment # 1)
Competency 3: Students are knowledgeable about scientific inquiry and the importance of critical reading of research.
- F 3.1- Identify and appraise multiple sources of knowledge, including research-based knowledge (Assessed in assignment # 1)
- F 3.4- Identify and describe multiple theoretical perspectives (Assessed in assignments #1, 2)
Competency 7: Students are knowledgeable about human behavior across the life span. They can describe theories pertaining to biological, social, cultural, psychological, and spiritual development.
- F 7.1- Discuss conceptual framework that guide the processes of assessment, intervention, and evaluation (Assessed in assignments # 1, 2, 3)
- F 7.2- Understand the complex interrelatedness of individuals and the various systems that comprise their social environment (Assessed in assignments # 1, 2, 3)
- F 7.3- Understand the basic developmental processes, achievements, and challenges through the lifespan (Assessed in assignments # 1, 2, 3)
Competency 10: Students have the knowledge and skills to practice with individuals, families, groups, organizations, and communities.
F 10.2 (a)–Collect, organize and interpret basic client data multidimensional bio-psycho-social spiritual assessments (Assessed in assignments # 1, 2, 3)
Teaching and Learning Methods:
Course will be conducted using a variety of teaching methods such as (but not limited to) exams, lecture, papers, blog writing, student presentations, group discussion, interactive activities, role plays, guest speakers, relevant online teaching supports, and other creative measures to stimulate comprehension of materials. There will be one break provided during class sessions.
Students are expected to attend and actively participate in all classroom discussions, group exercises, and reading assignments. Completion of assigned readings is essential to maximum participation and integration of class discussions and will be measured through course assignments. Attendance is a major factor in the class responsibility component of the semester grade. Professional use of self is evidenced in interpersonal communications, preparation, attention, and appropriate participation in class discussions and exercises. Elements of generalist social work practice knowledge, values, skills and emphasis on the NASW Code of Ethics, including a professional demeanor, are expected criteria for all students in peer and instructor interactions.
Major Course Divisions:
- The Profession of Social Work
- NASW Code of Ethics
- Understanding systems perspectives
- Understanding the strengths perspective
- Foundational understanding the role of theory in social work practice
- Definition of theory and conceptual framework
- Scientific inquiry in context of theory development
- Epigenetic Framework
- Psychological theories of individual behavior within a social work perspective
- Foundational principles of behaviorism
- Foundational principles of psychosocial development
- Foundational principles of social learning theory
- The role of cognition in learning
- The impact of Adverse Childhood Events
- Family theory within a social systems framework
- Social systems perspective
- Foundational principles of Structural Family Theory (subsystems, roles, functions, dynamics)
- Stages of family development
- Physical development over the lifespan
- Anatomy of nervous system and brain
- Physical changes related to development and aging
- Cognitive development over the lifespan
- Stages of cognitive development
- Cognitive processing and memory
- Theories of intelligence
- Emotional development over the lifespan
- Emotional intelligence
- Social development over the lifespan
- Identity development
- Attachment theory
- Relationship development
- Social adaptation for populations-at-risk
Methods of Evaluation
Students will be evaluated based on assessment of written materials submitted, performance on course exams, quizzes, reading blogposts and overall participation in classroom discussion and activities.
Breakdown of Class Grading Opportunities:
|Integrative HBSE Paper||100|
|Exam 1 – Midterm||50|
|Exam 2 – Final||50|
|Reading Quizzes/Blog posts||50|
Grading Scale: (Total points for course: 320 points)
90-100% = A: Excellent: Work exceeds course expectations
80-89% = B: Good: Work meets course expectations
70-79% = C: Fair: Work marginally meets course expectations
60-69% = D: Poor: Work minimally meets course expectations
59% or below = F: Failure: Work does not meet course expectations
Missing and Late Assignments:
Assignments are due on the assigned due date, unless otherwise specified. Late assignments will be deducted 5 points per 24 hour period, unless prior arrangements have been made or an emergency arises. Work will not be accepted beyond a week late, unless other arrangements have been made. If a student experiences an emergency, she or he should notify the instructor as soon as possible and be prepared to provide written documentation of the emergency. Technology issues generally will not qualify as an emergency.
It is important to note that per University policy, instructor is not able to issue “Incomplete” as a grade; “I” can be given by Graduate Coordinator. If coursework cannot be finished on time, please talk to instructor as soon as possible to discuss available options.
Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.
Instructor expects professional academic conduct consistent with university policies. Each student should acquaint him or herself with the University’s codes, policies, and procedures involving academic misconduct, grievances, sexual and ethnic harassment and discrimination based on physical handicap. This information can be obtained at http://studentconduct.ou.edu . Students should also be familiar with the Anne and Henry Zarrow School of Social Work Student Performance Policy and the NASW Code of Ethics http://www.socialworkers.org/pubs/code/default.asp.
Please see Policies and Notices for a more in-depth discussion of certain course policies and notices.
Statement of Reasonable Accommodation:
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities must be registered with the Disability Resource Center (Norman) or the Office of Disability Resources (Tulsa). These offices then determine and notify the student and instructor of any accommodations in this course.
|Disability Resource Center
620 Elm Avenue – Suite 166
Goddard Health Center
Norman, OK 73019-2093
405- 325-3852 (voice)
|Office of Disability Resources
4502 East 41st Street
Tulsa, OK 74135-2512
Students are expected to treat each other and the instructor according to Section 2 of the NASW Code of Ethics (Social Workers’ Ethical Responsibilities to Colleagues). This includes refraining from non-class related activity during class, including (but not limited to) working on non-class material, texting, holding side conversations, sleeping (either sitting up or head down), and/or excessive doodling are examples of unaccepted classroom behavior. Additionally, please return from breaks punctually. Students are expected to attempt to resolve conflicts with each other before approaching instructor for assistance.
Honesty is a fundamental precept in all academic activities and … [you] have a special obligation to observe the highest standards of honesty. Academic misconduct in any form is inimical to the purposes and functions of the University and is therefore unacceptable and is rigorously proscribed. Academic misconduct includes:
cheating (using unauthorized materials, information, or study aids in any academic exercise), plagiarism, falsification of records, unauthorized possession of examinations, intimidation, and any and all other actions that may improperly affect the evaluation of a student’s academic performance or achievement; assisting others in any such act; or attempting to engage in such acts.
All acts of academic misconduct, deliberate or unintentional, will be reported and adjudicated as prescribed by the student code of the University of Oklahoma. All students should review the “Student’s Guide to Academic Integrity” found at http://www.ou.edu/provost/integrity.
Dishonesty and Plagiarism in any form will not be tolerated. There is a detailed explanation of plagiarism, academic integrity and the Academic Misconduct Code available on the OU website available at http://integrity.ou.edu/students_guide.html. Please refer to this and take the responsibility to be fully informed as to what constitutes plagiarism.
The OU Writing Center:
The Writing Center is available to assist with all written coursework. For a free 45-minute appointment with a consultant call 325-2936. Alternatively, online consultations are available at: http://www.ou.edu/writingcenter/onlinesubmission.html.
In line with the new HIPPA regulations concerning protected health information, it is important that you understand that any client information that you share, either verbally or written, will need to be de-identified. This means that any information that would allow another to identify the person needs to be changed or eliminated. This includes obvious things like names and birth dates, but may also contain other information that is so unique to the person that it could allow for identification, including, but not limited to diagnosis, race/ethnicity, or gender. If diagnosis, race/ethnicity, or gender is directly related to the case presentation, it can be included if it will not allow for identification.
Adjustments for Pregnancy/Childbirth Related Issues:
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see www.ou.edu/content/eoo/pregnancyfaqs.html for commonly asked questions.
Title IX Resources:
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no contact orders, scheduling adjustments and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at 405-325-2215 (8am-5pm) or the Sexual Assault Response Team 405-615-0013 (24/7) to learn more or report an incident.
Provost-Approved University Activities and Religious Observances:
It is university policy “to excuse student absences that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays.” Therefore, a make-up exam will be given when it falls on a practiced religious holiday and/or for religious observances and “Provost-approved University-sponsored activities such as scholarly competition, fine arts performances…” and legally required activities, such as emergency military service and jury duty… (Student Codebook, p. 26)
Attendance and Participation Policy:
Attendance and participation are important for effective learning. This means that students should not only attend class but should actively participate in class discussions. In addition to attendance, participation is required for each class session. This means that students should come prepared to engage in and foster graduate level dialogue having read content relevant to the course. Refrain from cross-talking.
Excused absences are defined in your student codebook. Outside of the exceptions in the codebook, students are expected to attend every class session. The lecture material and discussions are central to learning. More than 6 hours of absence for the entire course will result in a reduction of the overall grade by 10 percent. If a student missed between 7-9 hours, the student will be responsible for completing a 10 page make-up assignment reflecting on the assigned readings for the missed class session. If more than 9 hours of course in any semester are missed, the student will be asked to drop the course or alternatively receive a failing grade. Students are responsible for all course information presented and/or materials passed out regardless of an absence. Be sure to contact fellow cohort members for updates.
All students are expected to sign in within the first 5 minutes of class. Students are expected to be respectful of start time as act of professional behavior. Please return from breaks punctually.
If students need to miss a class, please communicate as soon as possible with the instructor. Make-up work will only be given for excused absences. Students are responsible for contacting the instructor to schedule make up assignments. Contact with instructor must be made within 2 weeks after missed class to be eligible for make-up work, even if absence is excused.
Attendance includes both physical presence as well as active engagement in class. Students are the experts on their own experiences and prior knowledge. Much of student learning will happen by sharing and listening to others’ experiences. As such, it is imperative that each student is actively engaged in the class activities and dialogues, as well as demonstrative of mutual respect.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. Unavoidable personal emergencies within reason, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused. Please notify professor in writing in advance of excused absence. Absences for medical reasons must have written documentation from medical professional to be considered as excused. Excessive absences will not be excused and will be reflected in class participation grade (see paragraphs above).
If the university is closed for an extended period due to inclement weather, I will communicate with students via email about alternate arrangements. Unless you are notified otherwise, please assume that assignments will be due as scheduled, even if the university is closed.
Class Distractions Policy:
Computers or other electronic devices may be used to support the learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion. However, non- academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone. Please refrain from emailing, texting, social networking, and use of the Internet as not directly related to class. The use of cell phones during class time is prohibited and phones should be put away. In the case of an emergency, please step out of the room to take the call. Failure to meet these expectations may result in being asked to leave class and incurring an unexcused absence.
Other examples of distracting classroom behavior are as follows (but not limited to): any non-class related activity, reading during lecture or class activities, working on non-class material, texting, holding side conversations, and sleeping (either sitting up or head down) are examples of unaccepted classroom behavior.
One break will be provided for students to take care of non-course related things. Please be respectful of others and use that time wisely.
The instructor understands students may need to consume snacks during class time. This is acceptable, as long as consuming said snacks neither prohibits classroom participation nor causes a distraction for others (including strong smells or loudly-packaged items). This is a privilege, not a right.
Course and Instructor Evaluation:
You have the opportunity to evaluate both the course and instructor formally via eval.ou.edu at end of the semester. If experiencing difficulty with some aspect of the class, schedule an appointment with the instructor to resolve it and please do not wait until the final evaluation.
You are required by University Policy to use your University of Oklahoma e-mail account for all correspondence related to this course. Forwards of your OU e-mail account to another system are not acceptable.
Course Schedule and Syllabus:
The syllabus and schedule are subject to change. Any changes will be communicated via a course announcement on the class website/ Canvas course site and/or emailed to students. Students are responsible for keeping up with emails and course announcements. Students will have access to the course calendar on the Canvas site and instructor will update it regularly.
COURSE SCHEDULE (subject to change per instructor’s discretion):
· Introductions and Course Overview
· OU Create Website Development (guest presenter)
· Human Development History
Blog Post 1 (BP) in class
· Cognitive Development in Early Years
BP2 in class
· Emotional Development in Early Years
BP3 in class
· Emerging Self and Socialization in Early Years
BP4 in class
· Cognition in Middle Childhood
· Self and Moral Development in Middle Childhood
BP5 in class
· Gender and Peer Relationship Development
BP6 in class
· Mid-semester Evaluation
· Exam 1 (Mid-Term)
Review Chapters 1-8 and question examples on D2L
· Physical, Cognitive and Identity Development in Adolescence
BP7 in class
· The Social World of Adolescence
BP8 in class
· Work Day! Use this time to work on your papers, catch up on readings or work ahead on assignments.
Optional Instructor-reviewed Rough Drafts of Case Analysis due 11-7-16 at 8:00a to DropBox
· Physical, Cognitive, Socioemotional and Vocational Development in Young Adulthood
· Peer Review of Case Analysis in class—bring nearly complete rough draft (at least 75% complete with completed citations) to trade with a peer
Chapter 11 & 12
BP9 in class;
Rough Draft of Case Analysis due for in-class Peer Review- submit to DropBox before class
· Middle Adulthood: Cognitive, Personality and Social Development
Case Analysis due 11-23-16 at 8:00a to DropBox
· THANKSGIVING—NO CLASS
· Living Well: Stress, Coping and Life Satisfaction in Adulthood
· Gains and Losses in Late Adulthood
· Class Closure/ Evaluation
BP10 in class
Exam 2 (non-comprehensive Final)
Review Chapters 9-15 and question examples
BP11 in class
Assignments, Grading and Due Dates
Integrative HBSE Case Analysis (100 points)
This analysis should include 12-13 pages of double spaced text, not including cover page and references. It should be formatted in APA style including cover page, no abstract, 1” margins, running head, headings, 12 pt. Times New Roman font, reference list, appendices, and in-text citations. You will receive a handout of the case that will provide the basis for this paper.
Problem Statement: 2-3 sentences that summarize the central problems.
The summary cross system levels, and succinctly identifies the crucial problems that contribute to the dilemma experienced by the family. This is not a question, but a statement that identifies a professional analysis of the essential problem(s) in the case. Work hard to analyze the situation and not just restate the dilemma, and identify what is causing it.
Contextual Analysis: 3 page analysis of the central issues for this case.
This should include an analysis of micro, mezzo, and macro systems using an ecological framework. In this case, it may help to think about issues between the social worker and client(s), functioning of the various systems, the context of the treatment, agency issues, and relationships between those involved in the case.
Theoretical Analysis: 5 page analysis that relates class material to the case.
- Utilizing knowledge of biological development, identify the possible genetic or biological components contributing to the problem(s). In particular, consider possible adverse childhood events and the effects these events on neuropsychological development. Use at least 3 relevant sources (other than the course text) to support this portion of the analysis.
- Utilize one Lifespan Development Theory (i.e., Psychosexual, Social Development, Behaviorism) and contrast what you would expect ina healthy child of Ben’s age and what you see in Ben’s actual case. Be sure to use the appropriate theoretical concepts appropriate to the lifespan period you are describing.
- Utilize one Cognitive Theory (Cognitive Stages of Development, Socio-Cultural Learning theory, Information Processing Theory) and describe Ben’s cognitive development, and contrast that to what you would expect to see in a child with normal cognitive development. Be sure to use the appropriate theoretical concepts.
- Utilize one specific Family Function Theory (Attachment Theory, Parenting Style, temperament) to describe the Hartins’ development, and contrast that to what you would expect to see in a well-functioning family. Be sure to use appropriate theoretical concepts.
In one page each, please create a computer-generated genogram of the Hartin family, and an Ecomap of the Hartin family system.
In two pages provide a reflection on what you learned in this analysis. Specify your learning outcomes and describe and how this will affect your perspective on individual or family dynamics and/or development.
Peer Review Drafts
Students are given the opportunity to provide a nearly complete rough draft to peers for review and comments in class on November 10. Paper must be at least 75% complete and all in-text citations and references must be complete. If you would like the draft to be reviewed by the instructor, please email instructor separately requesting this. The instructor will return drafts with comments by November 23.
Exam 1 (50 points)
A closed book, 50 question multiple-choice exam covering the prenatal through early adolescent developmental periods (Chapters 1-8).
Exam 2 (50 points)
A closed book, 50 question multiple-choice exam covering the development periods of adolescence through death (Chapters 9-15).
Class Review (20 points)
At the beginning of each class session, individuals or groups of students (depending on enrollment) will be responsible for presenting a review of the previous session’s material. This presentation (e.g. PowerPoint, infographic, or Prezi) should be no longer than 10 minutes and will include the major points covered in the previous session and a relevant example of how the information the students are reviewing might be used in future social work practice. Students are encouraged to focus on one concept or theory for application. Additionally, students will create a short (1-2 page) overview of the presentation and application and email the document to the instructor to be posted on the class Canvas site. The handout is due to the instructor 30 minutes before the beginning of the class in which the students are presenting.
Class Presentation (20 points)
Throughout the semester, students will be responsible for teaching and reinforcing course content to their peers. At the beginning of the semester, the instructor will post a sign up list of weeks and topics to be covered. Generally, these will be broad theoretical concepts or stages of a theory. Individuals or groups of students (depending on enrollment and the number of concepts to be covered) will present the topic and show a short video clip demonstrating the topic. Students are encouraged to create their own video clips of family members or friends (with appropriate permission) to show in class. The students are welcome to utilize lecture material and/or to supplement with outside material in addition to the video clip. Students will email the link to the video to the instructor so it can be posted to the Canvas course site.
Blog posts on Readings (50 points)
Blog posts will cover reading materials only in reflection or short answer format. Blog posts will be done at the beginning of each class period to cover the assigned readings. Readings for that class day will be eligible to be covered. All blog posts will be worth 5 points and lowest grade will be dropped.
Student Website Development Project (20 points)
In this assignment which begins in class, students will learn how to create and maintain a web-based portfolio to utilize in SWK 5233 course and throughout their academic and professional career. Students will create a website, highlighting professional information to increase the student’s marketability in an ever-increasing digital world and to stand out from the competition.
Students will bring tablet or laptop devices to class on August 25 to participate in a guided instructional lecture to begin creation of their personal/professional websites. Students are provided with a URL through create.ou.edu to utilize while enrolled at the University of Oklahoma. Students will include (at minimum) the following features on their sites: title, theme, menu, blog roll, and biography. Grading will be based on the presence of above features on their webpage.
Course Participation (10 points)
At the end of the semester, students will be given a chance to comment on their individual participation in classes. This includes, but is not limited to: completing assigned readings, actively engaging in discussion and classroom activities, attending class regularly and on time, returning from breaks in a timely fashion, abiding by the Anne and Henry Zarrow School of Social Work Student Performance Policy and the NASW Code of Ethics, and completing assignments in a timely fashion. The instructor will use this information, as well as personal observation regarding these areas, to assign a grade.
- Robbins, S.P., Chatterjee, P., & Canda, E.R. (2011). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Boston, MA: Pearson Education, Inc.
- Steinberg, L., Bornstein, M.H., Lowe Vandell, D., & Rook K.S. (2011). Lifespan development: Infancy through adulthood. Belmont, CA: Wadsworth.
- Cozolino, L.J. (2006). The Neuroscience of human relationships: Attachment and the developing social brain. New York, NY: WW Norton & Company, Inc.
- Burman, E. (2007). Deconstructing developmental psychology (2nd ed.). New York, NY: Routledge.
- Funder, D.C. (2010) The Personality puzzle (5th ed.). New York, NY: W.W. Norton and Co.
- Robinson, L. (2007). Cross cultural child development for social workers: An introduction. New York, NY: Palgrave/McMillan.
- Minuchin, P., Colapinto, J., & Minuchin, S. (2006) Working with families of the poor (2nd Ed.). New York, NY: Guilford Press.