1

SW 321: Human Behavior in the Social Environment I

Tuesday and Thursday, 10:30-11:45

Fall 2017

Lewis-Clark State College

Social Work Program

Revised: 8/2017

Instructor: Eleanor Pepi Downey, MSW, PhD

Office Phone: 208-792-2266

Email: epdowney@lcsc.edu

Office: Expedition Hall 15

________________________________________________________________________

Office Hours: Monday 10:00-11:30; Tuesday 3:00-4:00; Thursday 9:00-10:00; others by

appointment. Or just drop by my office.

_____________________________________________________________

Social Work Program Mission Statement

The mission of the social work program at Lewis-Clark State College is to prepare

students for entry-level generalist practice. We are committed to the preparation of

professional social workers instilling the knowledge, skills, and values to address the

needs and potential of individuals, families, groups, communities, and organizations.

Relying on a liberal arts foundation and drawing from an ecological, strengths-based

perspective, the program prepares students to engage as professional social work

practitioners who will be able to provide competent services with integrity to promote

social justice and human rights recognizing the dignity and worth of the person.

Graduates are prepared for practice with diverse populations understanding the person-in-

environment influence on identity development and relationships. Through courses,

internships, and student activities, the program aims to foster in its students a celebration

of differences among people and a belief that respecting these differences enriches the

quality of life for all. Graduates will practice from a set of ethical principles inherent in

the social work profession, including the recognition that professional development is a

life-long learning process. Finally, our program is dedicated to the support of non-

traditional age, rural, and lower income students. The program is also devoted to

providing students the opportunity to engage in meaningful research projects in the

community in which they live by conducting program evaluations and needs assessments

through our research sequence, which culminates in a public symposium. (Revised

January 7, 2015)

_________________________________________________________________

2

DROPPING A CLASS

Note: Last day to add class/es or to drop on line, August 25; last day to drop class

without “W” grade on transcript is September 1. Last day to withdraw from class/es or

college for the semester is November 9.

COURSE DESCRIPTION

This course builds upon the biological, behavioral, and social sciences of the Liberal Arts

core. It adds a social systems perspective to explore the determinants of human behavior

in infancy, childhood, adolescence, and adulthood. Class, ethnicity, race, and gender are

emphasized, while family, group, organization, community, and society provide the

person/environment transactional context. This course introduces the major

psychological, sociological, and social work theories which underpin social work

practice. Pre-requisite: Psychology 101 or permission of the instructor.

INTRODUCTION AND OVERVIEW

This course is the first of two human behavior courses which deal with research, theories,

and concepts of individual and family development from an ecological perspective. This

course builds upon the knowledge base from the Liberal Arts core in biology,

psychology, political science, economics, sociology, and anthropology.

PURPOSE OF THE COURSE IN THE CURRICULUM

This course is to be an introduction to developmental theories, concepts, and research on

the beginning of the life span. The information is an aid to students in understanding the

person in the environment, integrative perspectives in assessing the biopsychosocial, and

spiritual domains of the client. Attainment of this knowledge should promote self-growth

as well.

The life span information is to assist students in working with different age groups and

ethnicities, disabilities, the oppressed, and with people of color and/or with various

gender/sex roles. The goal is to understand the interactions of domains interpersonally,

and the effects of the environment interpersonally and systematically. This class should

lead to a basis for assessment of clients within the ecological perspective and an

information base of developmentally appropriate behavior.

EPAS Competencies and Practice Behaviors (Expected Learning Outcomes) Met in

Course

The Council on Social Work Education sets educational standards for all accredited

social work programs. The 2008 Educational and Policy Accreditation Standard (EPAS)

establishes 10 Core Competencies and 41 Practice Behaviors that social work students

are expected to meet upon graduation from an accredited BSW Program. Professional

Social Work Education is competency-based education.

3

Education Policy 2.1 – Core Competencies

Competency-based education is an outcome performance approach to

curriculum design. Competencies are measurable practice behaviors that

are comprised of knowledge, values, and skills. The goal of the outcome

approach is to demonstrate the integration and application of the

competencies in practice with individuals, families, groups, organizations,

and communities.

As a result of the focus on competency-based education, the faculty has identified within

the LCSC curriculum where the Core Competencies and Practice Behaviors are

addressed and measured. Below are ten Core Competencies and 19 Practice Behaviors

that are linked to course content and assignments. Core competencies and practice

behaviors are also the learning objectives for this course.

2.1.1 Identify as a professional social worker and conduct oneself accordingly

c. Attend to professional roles and boundaries

e. Engage in career long learning

2.1.2 Apply social work ethical principles to guide professional practice

a. Recognize and manage personal values in a way that allows professional values

to guide practice

c. Tolerate ambiguity in resolving ethical conflicts

2.1.3 Apply critical thinking to inform and communicate professional judgments

a. Distinguish, appraise, and integrate multiple sources of knowledge, including

research-based knowledge, and practice wisdom

b. Analyze models of assessment, prevention, intervention & evaluation

c. Demonstrate effective oral & written communication in working with individuals

families, groups, organizations, communities, and colleagues

2.1.4 Engage diversity and difference in practice

a. Recognize the extent to which a culture’s structures and values may oppress,

marginalize, alienate, or create or enhance privilege and power

c. Recognize and communicate their understanding of the importance of

differences in shaping life experiences

2.1.5 Advance human rights and social and economic justice

a. Understand the forms and mechanisms of oppression and discrimination

2.1.6 Engage in research-informed practice and practice-informed research

b. Use research evidence to inform practice

2.1.7 Apply knowledge of human behavior and the social environment

a. Utilize conceptual framework to guide the process of assessment,

intervention, and evaluation

b. Critique and apply knowledge to understand person and environment

2.1.8 Engage in policy practice to advance social and economic well-being and to

deliver effective social work services

a. Analyze, formulate, and advocate for policies that advance social well-being

2.1.9 Respond to contexts that shape practice

a. Continuously discover, appraise, and attend to changing locales, populations,

4

scientific and technological developments, emerging societal trends to provide

relevant services

2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,

organizations and communities

a. Substantively and affectively prepare for action with individuals, families,

groups, organizations and communities

d. Collect, organize, and interpret client data

e. Assess client strengths and limitations

g. Select appropriate intervention strategies

TEXTS AND REQUIRED READING

Required text:

Ashford, J.B., & LeCroy, C.W. (2013). Human behavior in the social environment: A

multidimensional perspective (5th ed.). Belmont, CA: Brooks/Cole.

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: A.P.A.

Additional readings will be distributed in class or placed on Blackboard.

TEACHING METHODS/CLASS CLIMATE

The primary teaching approach in this class will be collaborative learning. Materials in

the course will be presented through discussion, lectures, group work, and media

presentations. Students will be responsible for all materials presented in class and all

outside assignments. Assigned readings and topics for the day are outlined in the

Schedule and students are expected to come to class prepared to discuss the assignments.

An absence is not an excuse for coming to the next class not prepared to be actively

involved.

There will be times during this course when societal “isms” or prejudicial attitudes and

discriminatory practices are examined. Because of our commitment to social and

economic justice, we are open to hearing all views and all perspectives will be carefully

examined. Students are expected to be respectful of the opinions of others while at the

same time striving to attain the ideals of social justice.

Students in a professional program should conduct themselves as professionals in relation

to the class session and assignments. It is not acceptable to be late for classes except in

unusual circumstances. Frequent lateness or other unprofessional class conduct is likely

to result in a lowered grade. Students shall not use cell phones, text messages, or play

computer games during class. Using a cell phone in class without instructor consent

will result in 50 points being deducted from the student’s grade. Students are also

evaluated on their personal and professional behavior or conduct in this class as

5

described in the BSW Handbook. Please refer to the Handbook for further

clarification.

Students with Special Needs – The Americans with Disabilities Act of 1990 requires that

the College provide reasonable accommodations to persons with disabilities as defined by

the Act. Students with a disability seeking an academic accommodation must contact the

Office of Student Life, 111 Reid Centennial Hall. The Disability Services Coordinator

will inform faculty of specific classroom and course accommodations.

If course adaptations or accommodations are needed because of a disability, if you need

to make the instructor aware of emergency medical information, or if you will need

special arrangements in case of building evacuation, please contact the instructor as soon

as possible.

Shared Client and Agency Information: In the classroom, students and professors will

occasionally discuss clients and agencies. In these discussions, it is expected that

information about clients and agencies should be disguised or eliminated, if clients could

be identified, and that this information is to be held in confidence, within the bounds of

the Code of Ethics. You must disguise the identity of clients in written assignments

including changing the name of the client.

Course Website: There is a course website through LCSC Blackboard. The site contains

all lecture power points, additional resources including links to useful websites, and

examples of assignments. A copy of the syllabus is on the web page and all grades will

be posted on the web page.

CLASS SCHEDULE

Clarification: The class schedule below indicates pages assigned for each class. Students

are responsible for the readings assigned. Experiential learning activities and class

discussions will be based on the assigned reading. At the end of each chapter is an

overview, summary, and key terms. This material will form the study guide for

quizzes. The schedule may be modified with written notification to students and a

posting on Blackboard.

Week 1

Tuesday – 8/22

Topic: Introduction of Course; Course Expectations; Review of the Syllabus: Why do I need to

know this stuff?

Read: Syllabus

Thursday - 8/24

Topic: HBSE & Social Work, Multidimensional Perspectives, Epistemology & Social

Constructionism

Read: Chap. 1, pp. 1-9 and power points on knowledge and paradigms

(See material on Blackboard Under Chapter 1 heading)

EPAS: 2.1.1c, 2.1.2a,2.1.7a

6

Week 2 Tuesday – 8/29

Topic: Culture, values, & ethnocentrism

Read: Chap. 1, pp. 10-19

EPAS: 2.1.1c, 2.1.4a, 2.1.7a,b, 2.1.10d

Thursday – 8/31

NO CLASS – Make-up Class will be attendance at 2 Multicultural Week Events-See

Multicultural Assignment

Week 3

Tuesday – 9/5

Topic: Multidimensional framework

Read: Chap. 1, pp. 19 - 48

EPAS: 2.1.4a,2.1.7a,b,2.1.10d,g

Thursday – 9/7

Topic: Biological Growth and Development

Reading: Chap. 2, pp. 53-72

EPAS: 2.1.10d,g

ASSIGNMENT: Friday 9/8-Saturday 9/9 Blackboard Quiz on Chapter 1

Week 4

Tuesday – 9/12

Topic: Brain & nervous system, biophysical strengths & practice implications

Read: Chap. 2, pp. 72-94

EPAS: 2.1.10 d ,g, 2.1.3b, 2.1.6 a,b

Peer Presentation 1 – A neurological disorder and its effects on everyday life

Thursday - 9/14

Topic: Nature of theory, psychological theories & theory analysis

Read: Chap. 3, pp. 96-101 & power points on theory (Blackboard)

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

ASSIGNMENT: Friday 9/15-Saturday 9/16 Blackboard Quiz on Chapter 2

Week 5

Multicultural Awareness Week – See assignment details

Tuesday - 9/19

Topic: Psychodynamic Theory

Read: Chap. 3, pp. 96-99 & power points on Freud (Blackboard)

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Thursday - 9/21

Topic: Psychodynamic Theory

Read: Chap. 3, pp. 96-99 & power points on Freud (Blackboard)

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Week 6

Tuesday, 9/26

Topic: Erikson

Read: Chap. 3, pp. 99-100

7

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

ASSIGNMENT DUE - Multicultural Awareness Paper

Thursday, 9/28

Topic: Vygotsky

Read: Power points on Blackboard

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Week 7

Tuesday - 10/3

Topic: Bandura

Read: Chap. 3, pp.101-2

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Thursday - 10/5

Topic: Piaget

Read: Chap. 3, pp. 102-104

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Week 8

Tuesday – 10/10

Topic: Information processing

Read: Chap. 3, pp.104-118

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Thursday – 10/12

Topic: Attitudes & emotions

Read: Chap. 3, pp. 118-128

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

ASSIGNMENT DUE: Theory 1 Paper – Friday, October 13 at 5:00 p.m.

Week 9

Tuesday - 10/17

Topic: Social cognitions & regulation

Read: Chap. 3, pp. 128-140

EPAS: 2.1.1e,2.1.3c,2.1.7b,2.1.9a,2.1.10e,g

Thursday-10/19

Topic: Social theory

Read: Chap. 4, pp. 143-149

EPAS: 2.1.1c, 2.1.3b, 2.1.4c, 2.1.5a, 2.1.6b, 2.1.7b, 2.1.9a, 2.1.10b

Week 10

Tuesday – 10/24

Topic: Groups, families & organizations

Read: Chap. 4, pp. 149-175

EPAS: 2.1.1c,2.1.3b,2.1.4c,2.1.5a,2.1.6b, 2.1.7b, 2.1.9a,2.1.10b

Thursday – 10/26

Topic: Multicultural, Gender & Spiritual Considerations

Read: Chap. 4, pp.177-192

EPAS: 2.1.1c, 2.1.3b, 2.1.4c, 2.1.5, 2.1.6b, 2.1.7b, 2.1.9a, 2.1.10a,d,e,g

Peer Presentation 2- Cultures with more than two genders

ASSIGNMENT: Friday 10/27-Saturday 10/28

Blackboard Quiz on Chapter 4

Week 11

8

Tuesday - 10/31

Topic: Biological dimensions of pregnancy

Read: Chap. 5, pp. 199-219

EPAS: 2.1.2 a,c, 2.1.5a, 2.1.7 a, b ,2.1.9a,2.1.10e,g

Thursday – 11/2

Topic: Psychological dimensions of pregnancy

Read: Chap. 5, pp. 223-229

EPAS: 2.1.2a,c, 2.1.5a, 2.1.9a,2.1.10e,g

Week 12

Tuesday – 11/ 7

Topic: Social dimensions of pregnancy, Pregnancy & Culture

Read: Chap. 5, pp. 230-242

EPAS: 2.1.2 a,c, 2.1.5a, 2.1.9a,2.1.10e,g

Thursday – 11/9

Topic: Biological dimensions of infancy

Read: Chap. 6, pp. 243-254

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

ASSIGNMENT: Friday 11/10-Saturday 11/11

Blackboard Quiz on Chapter 5

Week 13

Tuesday – 11/14

Topic: Psychological dimensions of infancy

Read: Chap. 6, pp. 254-264

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

PEER PRESENTATION 3: Effects of pre-term infants on families

Thursday – 11/16

Topic: Attachment theory

Read: Chap. 6, pp. 265-278

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

ASSIGNMENT DUE - Theory 2 paper due Friday, 11/17 at 5:00 p.m.

THANKSGIVING BREAK

Week 14

Tuesday – 11/28

Topic: Attachment theory

Read: Chap. 6, pp. 265-278

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

Thursday – 12/1

Topic: Social dimensions of infancy

Read: Chap. 6, 278-286

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

Week 15

Tuesday – 12/5

Topic: Multicultural dimensions of infancy

Read: Chap. 6, pp. 286-301

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

PEER PRESENTATION 4 – Infant care in other cultures

9

Thursday – 12/7

Topic: Infancy and Trauma

Read: Article posted on Blackboard

EPAS: 2.1.2c,2.1.4a,2.1.5a,2.1.6b,2.1.7a, 2.1.10d

Final Exam – Tuesday December 12 10:30-12:00

Theories of Human Behavior

Chapters 3, 6 and attachment theory

Case study to be distributed one week prior to the exam

________________________________________________________________________

CLASS ASSIGNMENTS AND GRADING

Assignment Points Course

Objectives

EPAS

Practice Behaviors

Multicultural Awareness

Week

100 1,2,3,4,5,6,7 EPAS 2.1.4a,c, 2.1.5,2.1.9

Chapter Quizzes

Chapters 1,2,4,5

75 pts.

each

1,2,3 EPAS 2.1.7a, 2.1.7b

Peer Learning Presentations 100 1,2,3,4,5,6 EPAS 2.1.2a, 2.1.3a,2.1.4a, c,

2.1.7a, b

Theory Paper – 1

150

1,2,3,4,5,6,7 EPAS 2.1.2a, 2.1.3a, 2.1.4a,c,

2.1.7a,b, 2.1.8a

Theory Paper – 2 200 1,2,3,4,5,6,7 EPAS 2.1.2a, 2.1.3a, 2.1.4a,c,

2.1.7a,b, 2.1.8a

Final Exam 150 1,2,3,4,5,6,7 EPAS 2.1.2a, 2.1.3a. 2.1.4a,c,

2.1.7a,b, 2.1.8 a

Total 1000

Grading Scale

A 1000-950 points

A- 949-910 points

B+ 909-880 points

B 879-850 points

B- 849-820 points

C+ 819-790 points

C 789-760 points

C- 759-730 points

D 729-601 points

F 600 points and below

Deadline for Submission of Class Assignments

1. Assignments must be submitted to the instructor by date and time indicated.

Assignments will not be accepted prior to the stated due date. Faxing class

assignments is NOT permitted. E-mailed assignments will be accepted only

under extraordinary circumstances and the student must receive permission from

the instructor prior to emailing the assignment.

10

2. Tests and assignments are due on the dates listed on the syllabus or as

scheduled by the instructor of this course. On the rare occasion of a medical,

personal, or family emergency, the student may write a letter of explanation

requesting permission to hand in a late paper. Discretion of late paper acceptance

is entirely up to the instructor. Grades on late papers will be reduced.

3. All quizzes must be taken within the assigned time limit.

4. Only work submitted before the close of the last scheduled class session of the

course will be accepted for inclusion in the grade for that semester.

5. Extra-Credit: There is no extra credit in this course.

Policy Regarding GPA

Social work majors must achieve a minimum of a B- (B minus) in all required social

work courses. In the event that a student does not achieve at least a B- in the course,

he/she will be required to retake the course. Additionally, students must maintain an

overall GPA of 2.5 and a 2.7 cumulative GPA in social work courses.

Policy Regarding Course Incompletes

Students are expected to complete all work before the final session of the class.

Incompletes are not granted automatically. A grade of “I” may be assigned only in cases

of illness, accident, or other catastrophic occurrences beyond the student’s control. It is

the responsibility of the student to request an Incomplete grade from the instructor before

the end of the term. All work must be completed by the deadline specified by the

instructor, which must be on or before the last day of the next term, excluding summer

session.

Students who fail to complete all required work will be assigned a grade of “F”.

Social Work Program Attendance Policy

Students are expected to attend all scheduled classes. Those students unable to attend a

class are responsible for all work and class material. Students are expected to inform the

instructor of absences prior to the absence via email. Missing fifteen percent (15%) or

more of the scheduled class sessions is considered excessive absences, and will result in

the reduction of your final grade by 1 (one) letter grade. This policy applies to all classes

taught as part of the social work curriculum. Rare exceptions to this policy may be made

at the discretion of the instructor. Students with no more than two (2) absences will

have 50 points added to their final grade.

Academic Honesty and Plagiarism*

The following acts of academic dishonesty are not acceptable:

11

Cheating: using or attempting to use unauthorized materials, information, or study

aids in any academic exercise (e.g., an exam).

Fabrication: unauthorized falsification or invention of any information or citation

in an academic exercise (e.g., a paper reference).

Plagiarism: representing the words or ideas of another as one’s own in any

academic exercise (e.g., failing to cite references appropriately or taking verbatim

from another source).

Facilitating academic dishonesty: helping or attempting to help another to

commit academic dishonesty (e.g., allowing another to copy from your test or use

your work).

*In addition to action by the professor, all incidents will be reported to the Office of

Student Affairs.

Professional Writing Standards

All printed work submitted to this professor should be prepared at a college standard of

professional editing in accordance with the Publication Manual of the American

Psychological Association (6th ed.). (Recommended for SW140 and SW241, required of

all others.) Therefore, allow sufficient preparation time for proofreading and correction of

typos, misspellings, and grammatical errors.

The reason for this expectation is that professionals are often judged based upon the

quality of their written work. Carelessness in spelling and editing suggests that there will

also be mistakes in the substance of the work. Therefore, written work, which has

misspellings and other editing problems, will be graded down on this basis alone.

Note: If you need help with your writing skills, the Writing Center (792-2433) may be

able to assist you in improving them. The efforts you make will help you with your

courses at LCSC as well as throughout your professional career because you will

continue to be judged by other professionals on the basis of your written work.

ASSIGNMENTS

___________________________________________________________________

MULTICULTURAL AWARENESS WEEK

100 POINTS

DUE: Tuesday, September 26 – in class

Students are to attend any two (2) events during Multicultural Awareness Week -

(September 18-21). Information about the events will be distributed in class. Write a 3-4

page paper (1½ - 2 pages per event) on the events attended and complete the following for

each event separately:

Briefly describe each event attended (4-5 sentences)

12

What was your reaction to the event?

What did you learn from attending the event?

How did the event contribute to your understanding of human diversity?

Select a concept from Chapter 1 or 2 of the textbook and link the concept to the

event that you attended.

________________________________________________________________________

PEER LEARNING PRESENTATION

Presentation Date: As Assigned

Assignments will be distributed no later than Tuesday, September 12

100 points

Students will be randomly placed in groups and assigned a specific topic. Groups are

responsible for teaching the class about the topic. The presentation material should

supplement information from the textbook and lectures and not repeat information.

Presentations should be 15-20 minutes in length; groups will be required to end at exactly

20 minutes. In addition to the presentation, create a one-two-page handout on your topic.

You have the liberty of teaching the topic in any manner you view as applicable. This

could include a power point presentation, use of media, individual or group activities,

etc., or all of the above. BE CREATIVE, dynamic, and think outside the box! (Rationale

for the assignment: Social workers are often called upon to do trainings in and out of their

agency settings.)

Grading: (Each person in the group will receive the same number of points.)

Accuracy of information: 30 points

Quality of research and reference list: 20 points

Thoroughness: 30 points

Creativity: 20 points

Total: 100 points

QUIZZES – 75 points each – 300 points total

There are four (4) quizzes in the course. Quizzes will be posted on Blackboard and will

be open for a period of 48 hours. These are multiple choice quizzes based on the content

of the textbook. The quizzes will be open book, open note 15-20 multiple choice

questions, and time limited. Students are to complete the quizzes individually and not

share questions with classmates. Check Class Schedule for dates of quizzes.

Quiz 1 – Chapter 1

Quiz 2 – Chapter 2

Quiz 3 – Chapter 4

Quiz 4 – Chapter 5

________________________________________________________________________

THEORY PAPER 1

150 points

DUE: Friday, October 13, at 5:00 p.m.

13

Select either Bandura’s Social Learning Theory or Cognitive Behavioral Theory as a

topic for this paper. In addition to material in the textbook, power points, and class

handouts, the assignment requires four (4) peer-reviewed articles on the chosen theory

from the academic literature. The paper should be a minimum of five (5) pages in length

(this does not include title page, abstract, or references). All material must be in the

student’s own words, therefore, there should be no direct quotations in the paper.

Paper may have no more than four (4) citations from the textbook or class notes. The paper is to be written in proper APA format using correct citations and references. A

copy of an A paper, written by a former student, is posted on BB. The paper should

address all of the following points:

Select 4 concepts related to the theory and explain each concept in your own

words and properly cite the source of your explanation.

Take each concept and provide an example of human behavior that reflects the

concept. You can use your own behavior, a fictional character, or create one a

scenario.

Evaluate the theory using the format provided in the power points on how to

evaluate a theory of human behavior.

Grading

Quality of research 25 points

Application of theory 50 points

Thoroughness & integration of peer

reviewed material 50 points

Insight and understanding of theory 25 points

150 points

Points will be deducted for spelling and grammatical errors as well as incorrect APA

formatting. Points will be deducted for late papers. The instructor will also check the

internet to determine if the paper has been plagiarized from material available on the

web.

________________________________________________________________________

THEORY PAPER 2

200 points

Due: Friday, November 16 at 5:00p.m.

Description of this assignment will be distributed at a later date.

________________________________________________________________________

FINAL EXAM

150 points

Tuesday, December 12, 10:30 -12:00 a.m.

_______________________________________________________________________

14

SELECTED BIBLIOGRAPHY

Bandura, A. (1982). Self-efficacy: Mechanism in human agency. American Psychologist,

37(2), 122-147.

Barton, S. (1994). Chaos, self-organization, and psychology. American Psychologist,

49(1), 5-14.

Baruth, L,. & Manning, M. L. (1991). Multicultural counseling and psychotherapy: A

lifespan perspective. New York: Macmillan Publishing.

Begun, A. L. (1993). Human behavior and the social environment: The vulnerability, risk,

and resilience model. Journal of Social Work Education, 29(1), 26-35.

Belenky, M. F., Blythe, M. C., Goldberger, N. R., & Tarule, J. M. (1986). Woman’s ways of

knowing: The development of self, voice, and mind. New York: Basic Books.

Berger, P., & Luckman, T. (1967). The social construction of reality. New York: Anchor.

Berger, R. L., Federico, R. C., & McBreen, J. T. (1991). Human behavior: A perspective for

the helping professions (3rd ed.). New York: Longman.

Berlin, S. (1990). Dichotomous and complex thinking. Social Service Review, 64(1), 46-59.

Bloom, M. (1992). Changing lives: Studies in human development and professional

helping. Columbia: University of South Carolina Press.

Bloom, M. (1980). Life span development. New York: Macmillan Publishing Company.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

design. Cambridge: Harvard University Press.

Brookfield, S. (1991). Developing critical thinkers. San Francisco: Jossey-Bass.

Capra, F. (1982). The turning point: Science, society, and the rising culture. NY: Bantam

Books.

Caspi, Y. (1992). A continuum theory for social work practice. Journal of Sociology and

Social Welfare, 19(3), 105-120.

Cass, V. C. (1984). Homosexual identity formation: Testing a theoretical model. Journal of

Sex Research, 20, 143-167.

Chaiklin, H. (1979). Symbolic interaction and social work practice. Journal of Sociology and

Social Work, 6(1), 3-7.

Cook, G. (1993). George Herbert Mead. Chicago, IL: University of Illinois Press.

15

Corey, G. (1996). Theory and practice of counseling and psychotherapy. Boston:

Brooks/Cole.

Crain, W. (1992). Theories of development: Concepts and applications. Saddleback, NJ:

Prentice Hall.

D’Augelli, A. R. (1994). Identity development and sexual orientation: Toward a model of

lesbian, gay, and bisexual development. In E. J. Trickett, R. J. Watts, & D. Birman

(Eds.). Human diversity: Perspectives on people in context. San Francisco: Jossey-Bass.

Dean, R. G., & Fenby, B. L. (1989). Exploring epistemologies: Social work action as a

reflection of philosophical assumptions. Journal of Social Work Education, 25(1),

6-54.

Demo, D. H., & Allen, K. R. (1996). Diversity within lesbian and gay families: Challenges

and implications for family theory and research. Journal of Social and Personal

Relationships, 13, 415-434.

Erikson, E. H. (1975). Life history and the historical moment. New York: Norton.

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.

Fadiman, A. (1997). The spirit catches you and you fall down. New York: Farral, Straus &

Giroux.

Frick, W. B. (Ed.). (1995). Personality: Selected readings in theory. Chicago, IL: F.E.

Peacock.

Furnham, A. (1990). Commonsense theories of personality. In G. Semin & K. J. Gergen

(Eds.). Everyday understanding: Social and scientific implications (pp. 176-203).

London: Sage Publications.

Gay, P. (1989). Freud: A life for our time. New York: Anchor Books.

Germain, C. B. (1991). Human behavior in the social environment: An ecological view.

New York: Columbia University Press.

Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.

Goldstein, H. (1990). The knowledge base of social work practice: Theory, wisdom,

analogue, or art? Families in Society, 71(1), 32-43.

Greene, R. R. (2000). Human behavior theory and social work practice. New York: Aldine

de Gruyter.

Greene, R. R. (1994). Human behavior theory: A diversity framework. New York: Aldine de

Gruyter.

16

Greenwood, J. D. (1998). A realist science of psychology. In J. D. Greenwood (Ed.), The

idea of psychology: Conceptual and methodological issues (pp. 88-110). Singapore:

Singapore University Press.

Harris, M., Bergman, H. C., & Bachrach, L. L. (1987). Individualized network planning for

chronic psychiatric patients. Psychiatry Quarterly, 58(1), 51-56.

Harrison, W. D., & Atherton, C. R. (1990). Cognitive development and the "One

Foundation" controversy. Journal of Social Work Education, Winter (1), 87-95.

Imre, R. W. (1984). The nature of knowledge in social work. Social Work, 29(1), 41-45.

Imre, R. W. (1982). Knowing and caring: Philosophical issues in social work. New York:

University Press of America.

Jimenez, M. A. (1988). Chronicity in mental disorders: Evolution of a concept. Social

Casework, 627-633.

Karger, H. J. (1983). Science, research, and social work: Who controls the profession?

Social Work, 28, 200-205.

Kohlberg, L. (1981). The philosophy of moral development. San Francisco, CA: Harper

& Row.

Krill, D. F. (1978). Existential social work. New York: Free Press.

Longres, J. F. (1990). Human behavior in the social environment. Itasca, IL: F.E. Peacock.

Lorber, J. (1993). Believing is seeing: Biology as ideology. Gender and Society, 7(4), 568-

581.

Lubove, R. (1965). The professional altruist: The emergence of social work as a career:

1880-1930. New York: Atheneum.

Martin, P. Y., & O'Connor, G. G. (1989). The social environment: Open systems

applications. New York: Longman.

Mason, J. M. (1990). Final analysis: The making and unmaking of a psychoanalyst. New

York: Addison-Wesley Publishing Co.

Myers, L. J., et al. (1991). Identity development and worldview: Toward an optimal

conceptualization. Journal of Counseling and Development, 70, 54-63.

Newman, B.M., & Newman, P.R. (2012). Development through life: A

psychosocial approach (11th ed.). Belmont, CA: Wadsworth.

Payne, M. (2005). Modern social work theory. (3rd ed.). Chicago, IL: Lyceum.

17

Pillari, V. (1988). Human behavior in the social environment. Pacific Grove, CA:

Brooks/Cole Publishing Company.

Polansky, N. (1991). Integrated ego psychology (2nd ed.). New York: Aldine de Gruyter.

Queralt, Magaly. (1996). The social environment and human behavior: A diversity

perspective. Boston, MA: Allyn & Bacon.

Reamer, F. G. (1993). The philosophical foundations of social work. New York: Columbia

University Press.

Rein, M., & White, S. H. (1981). Knowledge for practice. Social Service Review, 55, 1-41.

Restivo, S. (1991). The sociological worldview. Cambridge, MA: Basil Blackwell.

Roberts, R. W., & Nee, R. H. (Eds.). (1970). Theories of social casework. Chicago:

University of Chicago Press.

Rogers, G., & McDonald, L. (1992). Thinking critically: An approach to field instructor

training. Journal of Social Work Education, 28(2), 166-177.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context.

New York: Oxford University Press

Rosenberg, M., & Turner, R. H. (Eds.). (1990). Social psychology: Sociological

perspectives (2nd ed.). New Brunswick: Transaction Publishers.

Sacks, O. (1996). An anthropologist on Mars. New York: Vintage Books.

Sacks, O. (1987). The man who mistook his wife for a hat and other clinical tales. New

York: Harper and Row.

Saegert, S., & Winkel, G. H. (1990). Environmental psychology. Annual Review of

Psychology, 41, 441-477.

Saleebey, D. (Ed.). (2001). The strengths perspective in social work practice (2nd ed.).

NY: Longman.

Saleebey, D. (2001). Human behavior and social environments: A biopsychosocial

approach. New York: Columbia University Press.

Saleebey, D. (1993). Theory and the generation and subversion of knowledge. Journal of

Sociology and Social Welfare, 20(1), 5-25.

Saleebey, D. (1990). Philosophical disputes in social work: Social justice denied. Journal of

Sociology and Social Welfare, 27(2), 29-40.

Saleebey, D. (1989). The estrangement of knowing and doing: Professions in crisis. Social

Casework, Nov., 556-563.

18

Saltman, J. E., & Greene, R. R. (1993). Social worker's perceived knowledge and use of

human behavior theory. Journal of Social Work Education, 29(1), 88-98.

Scharlach, A. E. (1989). Social work with the elderly: A role theory perspective. Social

Work with Groups, 12(3), 33-46.

Seelig, J. M. (1991). Social work and the critical thinking movement. Journal of Teaching in

Social Work, 5(1), 21-34.

Seidman, S., & Wagner, D. G. (Eds.). (1992). Postmodernism and social theory. Cambridge,

MA: Blackwell.

Wozniak, R. H., & Fischer, K. W. (Eds.). (1993). Development in context: Acting and

thinking in specific environments. Hillsdale, NJ: Lawrence Erlbaum.

Zimmerman, M. A., Israel, B. A., Schulz, A., & Checkoway, B. (1992). Further explorations

in empowerment theory: An empirical analysis of psychological empowerment. American

Journal of Community Psychology, 20(6), 707-727.

Testing Center

Proctored exams are given on the LCSC Camus in the Testing Center located in the Library

Room 161. Appointments must be made 24 hours in advance. Appointments can be made by

calling the Testing Center at 208-792-2100, emailing at testing@lcsc.edu or by filling out the

Appointment Request Form found at http://www.lcsc.edu/testing-center/appointment-request/.

Testing Center hours are Monday - Friday 7:30 a.m. to 6:00 p.m.

There are also several pre-approved Outreach Centers students can make appointments at for their

tests. The list of those locations can be found at http://www.lcsc.edu/testing-center/proctored-

exams-for-lcsc-students/outreach-centers/.

If a student cannot come to the LCSC Campus or go to an approved Outreach Center they need to

find an approved proctor based on the qualifications list on the Testing Center website at

http://www.lcsc.edu/testing-center/proctored-exams-for-lcsc-students/proctor-qualifications/ .

Once a proctor with approved qualifications has been found the student must fill out the Proctor

Request Form a minimum of 1 week before the test opens to ensure adequate time to process the

request in case there is any issue with the request. This form can be found at

http://www.lcsc.edu/testing-center/proctored-exams-for-lcsc-students/proctor-request-form-lcsc-

students/.

Summer Kibbe - Testing Center Supervisor