SWK 311 Human Behaviour in the Social Environment Spring 2018

Instructor Name: Johnson Boateng, MSW, RSW Contact Information: Johnson_boateng@boothuc.ca (204) 990-1060 (cell) Duration: Apr 30, 2018 to Aug 3, 2018 Delivery Mode: Online Credits: 3 credit hours Prerequisites: None Voluntary Withdrawal Deadline: Jun 22, 2018 Time Extension Application Deadline: Jul 20, 2018 Examination Dates: Aug 6 -10, 2018

Availability

The best way to connect with me is by email or text. I will respond to your email within 24 hours except on weekends and holidays. If you require a follow-up phone call a time will be set which is mutually agreeable to the student and the instructor.

Course Description

This course will examine major theories, which seek to explain the origin, development and motivational basis of human behaviour in the context of the social environment. By exploring a variety of developmental theories, which address the maturational process, students will examine the bio-psycho-social-spiritual development of the individual. The course of growth and development will be traced from birth through old age with emphasis on intergenerational forces, which impact the developing human. Students will gain an understanding of interactions, which occur between and among individuals and explore social, cultural, and economic systems in which people reside. The course will also explore ways in which social systems promote or deter individual achievement and maintenance of optimal health and well-being, emphasizing the interrelationship between a changing person and a changing world throughout the life cycle. Students will develop awareness of the behaviours, problems and concerns individuals face and their possible origins, including larger socioeconomic issues such as

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oppression. The information provided in this course will assist students in looking beyond initial assumptions and conclusions when working with people of all ages.

Program Outcomes

Social work program outcomes fall under the following categories:

Social Work Program Outcomes

1. Identification as a professional social worker and use of self 2. Adherence to the Social Work Code of Ethics and Adoption of Social Work Values in

Professional Practice 3. Professional practice skills with individuals, families, groups, communities and

organizations, applying knowledge of human behaviour and the social environment 4. Identification of structural sources of oppression and inequity, and promotion of human

rights and social justice at all client system levels 5. Employment of critical thinking in professional practice 6. Engage in research 7. Engage in policy analysis and development to advance social and economic well-being

and deliver effective social work services

Course Outcomes/Program Outcomes & Assessment Methods

Upon successful completion of the course, students will be able to:

Course Objectives Program Outcomes Assignments

1. Discuss critical periods which occur at varying points of the lifecycle and highlight the intergenerational impact on human behaviour and social work practice.

5a, 5c Online discussion, Personal reflection paper,

2. Demonstrate an understanding of the possible effects of race, class, gender, age, ability and sexual orientation on human behaviour and development, as well as the potential effects of oppression based on these factors.

3d, 4a, 4b, 4c, 5c, 5d Online discussion, Audio PowerPoint

3. Demonstrate mastery of reading material and an ability to think critically as evidenced in weekly class discussions and in scholarly writing.

5a, 5b Online discussion, Assigned readings, Position and self reflection papers

4. Evaluate environmental influences and their impact on human development from conception

5c Online discussion. Audio power point

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through the elder years.

5. Integrate knowledge of the interactions between and among human physical, cognitive, emotional, social, spiritual, and cultural systems as they affect and are affected by human behaviour for self and others.

4c, 5a Position and reflection papers

6. Demonstrate critical thinking skills in the analysis of research and theories of human behaviour, as well as an ability to apply theory to case situations.

6a, 6b Online Discussion

7. Identify ethical and value issues inherent in theoretical approaches to studying human behaviour.

2a, 2b, 4a Online Discussion

8. Integrate an appreciation for values supporting the realization of human potential in culturally diverse settings by understanding the ways in which systems promote or deter people from maintaining or achieving optimal health and well-being.

2a, 4a, 4c Online Discussion

9. Integrate academic learning with own personal experience while providing a critique to its relevance for social work practice.

5c, 5d Reflection paper

Course Textbooks

Zastrow, C., Kirst-Ashman, K. K., & Hessenaauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Belmont, CA: Thomson Brooks/Cole. ISBN: 9781337556477

Textbooks may be purchased through the University of Winnipeg bookstore, Amazon.ca or directly from the publisher.

Course Format

The instructor will use a variety of teaching methods in achieving the objectives for this course. These may include audio power point lectures, online discussions, feedback and exams at the end of the semester. Students are strongly encouraged to read all assigned readings and demonstrate an integration of contents in their online posts and responses.

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Course Requirements Participation Value: 35 points As this is an online version of the course, your participation will be marked based on your involvement in the online forums as well as the submission of assignments based on weekly activities. Discussion Forum Postings:

Post a thoughtful response including learning from the course unit as well as your own thoughts and experience on the discussion forums listed each week on the course website. Respond to at least two of your peers. Make sure each of your peers receive feedback on their posts. It is required that you post your forum response no later than Fridays so your peers can have enough time to respond to your post. Responses to your peers are due on Sundays. Case Example:

In addition to the weekly discussion forums, students are required to create a case example/illustration for stages of development during childhood, adolescence, and young/middle adulthood (1-2 paragraphs). Post the case example in the appropriate forum on the course website during the required stage of development. Comment on at least 2 other postings that are constructive in nature – consider all aspects of human development (Bio-psycho-social- spiritual). You will comment on each other’s work to help facilitate learning about development through the lifespan. Use specific terms that we learn about in the course to describe what you are talking about and refer to the specific theories/models/frameworks used. Demonstrate that you have completed the course readings and weekly units and can apply the learning. Position Paper Value 35 points The text and supplementary readings introduce many controversial issues, which will impact the lives of your clients. Writing position papers will challenge you to critically evaluate and respond to ideas presented in the readings. As advocates for your clients and as agents of social change you will need to identify and be able to effectively argue your point on controversial issues. Writing position papers is your opportunity to develop this advocacy skill. Whereas a reflection is informal writing for the purpose of integrating the reading with your own ideas/experience and clarifying your thinking, a Position Paper is a formal paper in which you present an argument using a specified format. Guidelines for Writing Position Papers Before writing your position paper, write your reflection to formulate and clarify your ideas related to the issue. Then, for your Position Paper, choose one issue discussed and articulate your position related to that issue. Follow this format:

1. Briefly identify the issue to which you are responding. 2. State your position (remember Position Papers are not a summary of the reading, but your

own response to issues raised).

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3. Support your position with evidence and/or logical argument. You will draw supporting evidence from course readings, from other professional literature or from popular media e.g. newspapers, magazines, documentaries, etc.

4. Do the same for the opposing position as in 3. 5. Cite all sources used and include a reference list following APA format.

Note that I am asking you to present your position in a balanced format. This means that you have to show you are open to new ideas. The position you ultimately take is strengthened when you can show you did not dismiss other views but took them seriously. One cannot take a solid stand unless one shows it is based on solid foundation, not the avoidance or ignorance of contrary evidence and/or views. Also, while newspaper sources can locate or illustrate what you are referring to, there is greater consideration given to papers that can support themselves with the use of peer reviewed material. Questions You Might Ask Yourself Before Submitting Your Position Paper

1. Is my main point coming across clearly? 2. Have I supported my point adequately? 3. Do I need more evidence to support my claim? 4. Should I change the way I organized the paper? 5. Have I followed the APA format for referencing and citing sources? 6. Have I proofread my paper (or had a peer read it for me)?

Sample topics will be posted on Booth online. Rubric Clarity & Organization of Paper 10pts Logic of Argument 10pts Sufficient evidence to support 5pts Implication for future practice 5pts Mode of Presentation: Typewritten (4-5 pages) Due Date: Week 5 Self and Human Development/Human Behaviour Value 80 points

Self-awareness and understanding are a crucial part of effective social work practice or ministry to others. In Becoming a Helper by Marianne and Gerald Corey (2003), they indicate:

All of us come from families and many of the problems your clients or the people you work with bring to you are grounded in events and learning as children growing up in their families. To be an effective helper, you need to recognize the ways your own family of origin has influenced your development and behaviour and how your early background will influence your professional work. Whether you plan to work with individuals, couples, families, communities or organizations, it is important for you to become aware of your own family-of-origin issues, because your perceptions and reactions to those whom you work are bound to be influenced by your personal experiences with your own family. If you are unaware of your own sensitive areas based on your own growth and development, you are likely to misinterpret the people you work

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with and steer them in a direction that will arouse your own anxieties. If you are aware of your own emotional issues, you will not be overly susceptible to countertransference, which are your reactions and emotions towards a person that are based on your earlier experiences with significant others in your life. (p. 67).”

Self-understanding is a crucial aspect of social work practice with individuals, groups, organizations and communities. As social work practitioners, God chooses to use you as a change-agent in working with others. Before you can be used effectively to work with others, it is important to understand your own development and behaviour. This assignment provides you the opportunity to unravel the mysteries of your own growth and development and how you continue to play out behaviour patterns established during your growing years. This assignment is meant to contribute to greater self-understanding as it relates to your social work practice. Integration of theories and specific learning from the course will be expected throughout this self-reflection. Throughout the course, keep running notes. Be sure to date each entry. Following each reading and online forum take time to note how what you have read/learned applies to you. Be sure to connect to your own feelings as you reflect on your development. As you reread your notes which you have kept throughout the course, write your final paper summarizing your learning. What have you learned about your own development throughout the course? Include references to each of the major theories studied. In other words, try to find a theory that resonates for each section of the paper (Bio-Psycho-Social-Spiritual) The purpose of this question is to ensure that you critically reflect on your own development in relation to developmental theory and demonstrates your ability to actively seek to know yourself. Be sure to include the biophysical, psychological, and social dimensions as discussed in class and found in your text. For best results, follow the textbook chapters as they lay out each stage of development in chronological order. For the chapters covering more general concepts such as racism, sexism and so on, try to find ways to respond in your notes and use your best judgment when it appears relevant to your own life story. When you review your own life and development, what areas will need intentional work for you to practice effectively? Develop some personal goals based on self-discovery. You may also include feedback received from others that indicate areas for exploration and personal growth in the future. The way we engage with others from a Bio-psycho-social-spiritual framework includes aspects of spirituality. Include aspects of your own spirituality in this paper. In what way does your own spirituality impact your personal growth? A growing sense of self should move you towards change and growth. The purpose here is for you to make a commitment to personal growth and improvement by following a plan involving both formal and informal means. Although many of you are in your early adulthood, you are still expected to complete the remaining developmental phases. This can be completed by projecting yourself based on your current state or by looking at your parents/ grandparents’ lives over the years to draw your conclusions. It is important that all the developmental phases are completed in order not to lose marks.

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The final paper should be approximately 10-12 pages in length. Margins should be no more than one inch. While this assignment is personal in nature, this paper will need to reflect academic excellence, including proper referencing in APA format and careful writing style. Rubric Clarity & Organization of Paper 15pts Inclusion of main theories 25pts Evidence of personal illustrations 30pts Personal & Professional Goals 5pts Areas for growth/challenges 5pts Mode of Presentation: Typewritten Due Date: Week 10 Final Exam: Value: 50 points The final exam will be scheduled by the registrar’s office during the exam period Aug 6-10, 2018. All students living in Winnipeg or within a 60 km radius of Winnipeg are required to write their final exam on campus. Students who live beyond a 60 km radius of the city are permitted to write their exam remotely. In order to do so, students must arrange for an invigilator to oversee the exam-writing process and ensure that Booth UC standards are upheld. Invigilators must not be a relative, friend, another Booth UC student, or a person living at the same address as the students. Students must provide their invigilator's name, phone number, address, and email address to the School for Continuing Studies once requested.

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Course Outline Unit 1:

Human Behaviour and the Social Environment Reading Textbook, Chapter 1

Miville, M., Carlozzi, A., Gushue, G., Schara, S., & Ueda, M. (2006, April). Mental health counselor qualities for a diverse clientele: Linking empathy, universal-diverse orientation, and emotional intelligence. Journal of Mental Health Counseling, 28(2), 151-165.

Online Activities: See Course Website Unit 2:

Infancy & Childhood: The Biophysical & Psychological Dimensions Reading Textbook, Chapter 2 &3

Go to the following hyperlink and watch Dr. Mate’ talk about childhood disorders: http://www.democracynow.org/2011/5/30/dr_gabor_mat_on_the_stress

Online Activities: See Course Website Unit 3:

Infancy & Childhood: The Social Dimension

Reading Textbook, Chapter 4

Chahal, H. H., Fung, C. C., Kuhle, S. S., & Veugelers, P. J. (2013). Availability and night-time use of electronic entertainment and communication devices are associated with short sleep duration and obesity among Canadian children. Pediatric Obesity, 8(1), 42-51. doi:10.1111/j.2047-6310.2012.00085.x Green, G., Riley, C., & Hargrove, B. (2012). Physical activity and childhood obesity: Strategies and solutions for schools and parents. Education, 132(4), 915-920.

Online Activities: See Course Website Unit 4:

Theories of Human Behavior: Ethnocentrism & Racism Reading Textbook, Chapter 5 Online Activities: See Course Website

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Unit 5:

Adolescence: Biopsychological Development

Reading Textbook, Chapter 6 & 7 Online Activities: See Course Website

Position Paper Due Unit 6:

Social Development in Adolescence Reading Text chapter 8

Litwiller, B., & Brausch, A. (2013). Cyber Bullying and Physical Bullying in Adolescent Suicide: The Role of Violent Behavior and Substance Use. Journal Of Youth & Adolescence, 42(5), 675-684. doi:10.1007/s10964-013-9925-5

Möller, I., & Krahé, B. (2009). Exposure to violent video games and aggression in German adolescents: a longitudinal analysis. Aggressive Behavior, 35(1), 75-89. doi:10.1002/ab.20290 Whitson, S. (2012). When Friendship is Used as a Weapon: Using Life Space Crisis Intervention Skills to Confront Bullying. Reclaiming Children & Youth, 21(3), 58-61.available on Academic Search Premier)

Online Activities: See Course Website Unit 7:

Sexual Orientation Reading Text Chapter 13

Green, A. (2010). Queer unions: Same-sex spouses marrying tradition and innovation. Canadian Journal of Sociology, 35(3), 399-436. Recommended Reading: Poulsen, F. O., Busby, D. M., & Galovan, A. M. (2013). Pornography Use: Who Uses It and How It Is Associated with Couple Outcomes. Journal Of Sex Research, 50(1), 72-83. doi:10.1080/00224499.2011.648027 Uthman, O. A., Moradi, T., & Lawoko, S. (2011). Are Individual and Community Acceptance and Witnessing of Intimate Partner Violence Related to Its

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Occurrence? Multilevel Structural Equation Model. Plos ONE, 6(12), 1-9. doi:10.1371/journal.pone.0027738 Willis, P. (2007). "Queer Eye" for Social Work: Rethinking Pedagogy and Practice with Same-sex Attracted Young People. Australian Social Work, 60(2), 181-196. doi:10.1080/03124070701323816

Online Activities: See Course Website Unit 8:

Middle Adulthood: Biopsychological Development Text Chapter 10 & 11 Recommended Reading:

Dillaway, H.E. & Burton, J. (2011). 'Not Done Yet?!' Women Discuss the 'End' of Menopause. Women's Studies, 40(2), 149-176. doi:10.1080/00497878.2011.537982

Online Activities: See Course Website Unit 9:

Middle Adulthood: The Social Dimension

Reading Text Chapter 12 Chang, E., D'Zurilla, T., & Sanna, L. (2009, 01/02). Social problem solving as a mediator of the link between stress and psychological well-being in middle-adulthood. Cognitive Therapy & Research, 33, 33-49. DOI10.1007/s10608-007-9155-9

Online Activities: See Course Website Unit 10:

Gender Roles & Sexism

Reading Text Chapter 9

Collins, R.L. (2011). Content analysis of gender roles in media: Where are we now and where should we go? Springer, 64(3), 290-298. doi: 10.1007/s11199-010-9929-5

Self and Human Development/Human Behaviour due

Online Activities: See Course Website Unit 11:

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Late Adulthood: Reminiscence & Successful Aging Reading Text Chapter 14-15 Recommended Reading

Boss, P. (2010). The Trauma and Complicated Grief of Ambiguous Loss. Pastoral Psychology, 59(2), 137-145. doi:10.1007/s11089- 009-0264-0

Go to: Youtube: http://www.youtube.com/watch?v=HFwCKKa--18 And try out the video. Would this help you relax? Why? Is this something you would recommend to someone else?

Online Activities: See Course Website Unit 12:

Late Adulthood: Social Aspects of Later Adulthood. Reading

Text Chapter 16

Recommended Reading Shiovitz-Ezra, E., & Leitsch, S. (2010, September). The role of social relationships in predicting loneliness: The national social life, health and aging project. Social WorkResearch, 34(3), 157-167.

Daly, J., & Coffey, A. (2010, May). Staff perceptions of elder abuse. Nursing Older People, 22(4), 33-37.

Online Activities: See Course Website

Exam will be conducted during exam week Aug 6-10, 2018 or see Academic Calendar

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Course Marks

Participation 35 Points Position Paper 35 Points Self & Human Development/Behaviour 80 Points Exam 50 Points Total 200 Points

Grading Schedule

Here is the interpretation of the letter grades as per the University College academic policies, and the percentage scores for this course that will normally correspond to those letter grades.

A+ Exceptional Performance with evidence of outstanding original thinking, superior organization, exceptional capacity to analyze and synthesize, a superior grasp of the subject matter with sound critical evaluations; evidence of extensive knowledge base.

94-100%

A Excellent Performance with evidence of excellent original thinking, excellent organization, excellent capacity to analyze and synthesize; an excellent grasp of the subject matter with sound critical evaluations, evidence of an extensive knowledge base.

85-93%

B+ Very Good Performance with evidence of original thinking, very good organization, demonstrated ability to analyze and synthesize; a very good understanding of the relevant issues under examination; very good familiarity with the relevant literature.

78-84%

B Good Performance with evidence of a good grasp of the subject matter; evidence of critical capacity, good analytical skills, a good understanding of the relevant issues under examination; evidence of good familiarity with the relevant literature.

70-77%

C+ Satisfactory Performance with evidence of a satisfactory grasp of the subject matter; evidence of critical capacity, an ability to develop solutions to simple problems found in the material; evidence of familiarity with some of the relevant literature.

65-69%

C Adequate Performance with evidence of an adequate grasp of the subject matter; some evidence of critical capacity, an ability to develop solutions to simple problems found in the material; evidence of familiarity with some of the relevant literature.

60-64%

D Marginal Performance with evidence of marginal familiarity with the subject matter and some evidence that critical and analytical skills have been used.

50-59%

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F Inadequate Performance with little evidence of even a superficial understanding of the subject matter; serious weaknesses in critical and analytical skills; limited or irrelevant use of the literature; failure to satisfy course requirements.

0-49%

Course Standards Quality of Assignments and Requirements for Written Assignments The professor reserves the right to reject any work that does not comply with requirements and instructions. All assignments must be satisfactorily completed to receive a passing grade for the course. All written assignments must be typed double-spaced with no larger than one inch margins on all sides and font size no greater than 12. All pages must be numbered. All assignments should include a title page i.e. name, title of project, and date submitted. Review your assignments for clarity, style, punctuation, grammar and spelling. Papers must be appropriately referenced using APA style. Academic Integrity It is a serious offence to present a piece of work for course credit as one’s own if the work or a portion thereof was done by some other person (plagiarism). Actions of plagiarism harm both the student and the reputation of the University College. Plagiarism or any form of cheating in examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may include loss of part or all of the marks for an assignment/test, failure in the course, dismissal from the University College, or other serious consequences. Plagiarism or cheating in a course in which a student is cross-registered with the University of Manitoba may lead to disciplinary action by the University according to its policies. To plagiarize is to take ideas or words of another person and pass them off as one’s own. In short, it is stealing something intangible rather than an object. Obviously it is not necessary to state the source of well-known or easily verifiable facts, but students are expected to acknowledge the sources of ideas and expressions they use in their written work, whether quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as well as to written material and materials or information from Internet sources. Failure to do so constitutes plagiarism. It will also be considered plagiarism and/or cheating if a student submits an assignment in whole or in part by someone other than him/herself, or copies the answer or answers of another student in any test, examination, or take-home assignment. At the beginning of their program of study, all students are required to complete the prescribed plagiarism tutorial. Instructors are required to report all allegations of plagiarism or cheating to the Academic Dean before a grade is assigned. The original assignment is submitted to the Academic Dean. The Academic Dean will chair a joint meeting of student and instructor to hear both the allegations and the student’s response to the allegations. The Academic Dean will then make a determination whether or not plagiarism or cheating has in fact occurred and decide on appropriate disciplinary measures. The student and instructor will be notified of the Academic Dean’s decision in writing. A copy of the decision will be sent to the Registrar and University College President. The student has the right to appeal the decision of the Academic Dean (see Academic Appeals).

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Late Assignments Assignments are due as scheduled. Handing in assignments late is unfair both to other students who hand them in on time and the instructor who must complete grading and submit grades on time. In exceptional circumstances such as illness or family emergency, it may be difficult to meet the deadline. Extensions will be considered only in extenuating circumstances. If such circumstances arise, it is the student’s responsibility to notify the instructor before the assignment is due. Factors such as assignments for other courses, computer software difficulties, or printer malfunctions are not sufficient grounds for requesting an extension. Each day an assignment is late (including weekends) 5% of the final grade will be subtracted (up to the value of the assignment). This includes the due date. All assignments must be completed to receive a passing grade for the course. Assignments will not be graded (hence a failing grade of 0 assigned) beyond one week after the due date. Participation There can be no substitute for active participation in this course. Students are expected to contribute with evidence of readings completed and to draw upon the assigned readings for the online discussions. Positive learning experiences for everyone decrease (and your participation marks decrease) when you fail to use Booth Online forums or make insensitive or disrespectful comments. Students demonstrating any of the above behaviours will lose part or all of the participation marks allotted in this course. Professional Unsuitability The Department of Social Work may require any student to withdraw from the Social Work Program if deemed to be unsuitable in aptitude for the profession of social work. The Department recognizes there are professional competencies and conduct not measurable by academic achievement alone, therefore the Social Work Department reserves the right to ongoing monitoring and evaluation of students on their professional behaviour demonstrated both in and out of the classroom. Continuance in the program is outlined in the Continuance Policy.

Bibliography Armour, J. (1997). Negrophobia and reasonable racism: The hidden cost of being black in america. New

York: NY: New York University Press. Ashford, J.B., LeCroy, C.W., & Lortie, K.L. (2006). Human behavior in the social environment: A

multidimensional perspective. Belmont, CA: Thomson Brooks/Cole. Berk, L.E. (2001). Development through the lifespan. Toronto: Allyn & Bacon. Robbins, S.P.; Chaterjee, P. & Canda, E.R. (2006). Contemporary human behavior theory: A critical

perspective for social work. (2nd Ed.). Boston, MA: Allyn&Bacon. Robbins, S.B., Chatterjee, P., & Canda, E.R. (1998). Contemporary human behavior: A critical perspective

for social work. Boston: Allyn & Bacon.

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Schriver, J.M. (2004). Human behavior and the social environment: Shifting paradigms in essential

knowledge for social work practice. Boston: Allyn & Bacon. Social work practice. (F. J. Turner, Ed.) (2nd ed., p. 594). (2002). Toronto, ON: Pearson Education Canada

Inc. (Original work published 1999). Zastrow, C. & Kirst-Ashman K. (2004). Understanding human behavior and the social environment. (6th

Ed.). Belmont, CA: Brooks/Cole.