Professor: Stephen M.
Marson, Ph.D., ACSW
Office: 217 BA; Phone: 521-6778; Inclement
weather: (910) 521-6888
Office Hours: Monday 11:00, Tuesday 1:00, Wednesday 11:00
Thursday 1:00, Friday by appointment
Course Prerequisites: SWK 345
Course Description: This is a continuation of SWK 345.
Special focus is placed on issues of human development that are the concerns
of generic entry level work practitioners.
Young Adulthood (Course Objectives: 1,
4,
6,
7)
Biophysical Dimension
Growth and Development:
Changes
in reproductive systems during early adulthood, the impact of hormones
on women, peak of physical development, loss of muscle and increase in
fat weight, and development of health patterns.
Biophysical Hazards:
Health hazards, cancer and self-examination, unhealthful lifestyles and
life expectancy.
Psychological Dimension
Cognitive Development:
Formal thought, reduced egocentrism, abstract thinking, and postformal
thought
Communication: Miscommunication,
intimancy in communication, gender and communication, communicating with
the deaf.
Attitudes/Emotions:
Development of intimacy, opportunities for love, pooibilities of isolation
and loneliness, shyness, search for an identity, commitment for a sense
of identity in multiple contexts.
Social Cognition:
Moral development, responsibility, morality of justice, morality of care
Psychological Hazards:
Major life decisions, serious mental disorders, depression.
Social Dimension
Support Systems: Marriage,
selection a partner, coming together, adjustment to marriage, marital expectations
and myths, being single, gay or lesbian relationships, transition to parenthood,
work life, women and work.
Multicultural/Gender
Issues: Gender roles, multicultural challenges, motherhood mandates,
gender expectations and stereotypes, challenges for persons of color. 5
Social Hazards: Families
with a disabled member, divorce, sexual harassment, sexually transmitted
diseases, rape ans sexual assault, spouse abuse and effects on the family.
READINGS: Chapter 10
Middle Adulthood (Course Objectives: 2,
4,
6,
7)
Biophysical Dimension
Growth and Development:
Adaption
to physical changes: changes in physical appearance, decrease in physical
abilities, meopause, osteoporosis; possibility of need for extrogen replacement
therapy.
Biophysical Hazards:
Ajustment to sexuality in adulthood, women's health care, breat cancer,
brain injury, physicalillness.
Psychological Dimension
Cognitive Development:
Cognitive focus on achieving goals, applying knowledge to real world
concerns, role related achievement potential, cercern over professional
adolescence.
Communication: Reconnection
with one's partner or spouse, communication on a deeper level, establishment
of new relationships with others, forgiveness, concerns about illiteracy,
communication with nonspeaking adults.
Attitudes/Emotions:
Continued quest for identity, reexamination of expectations and roles,
de-illusionment, death of the hero, midlife as a crisis.
Social Cognition:
Development of caring and socially responsible behaviors, establishment
of mentor relationships, assumption of leadership roles reflection on one's
mortality.
Psychological Hazards:
Alcohol and drug addiction, codependency, need for professional help, twelve-step
programs
Social Dimension
Support Systems: Blended
families, lauch of children into independence, empty nest syndrome, return
to more intimate relationships, martial affairs, impact of adolescents
children on middle-aged parents, changing relationships with adult children
on middle-aged parents, caregiving, grandparenthood, the men's meovement,
men in thepray, satisfaction in work, balancing career and family.
Multicultural/Gender
Issues: Problems with generalizing adultdevelpment theories to women,
gender differences at midlife, role strain and role conflict for woment,
ethnic identity in adulthood, balancing life in two cultures. 5
Social Hazards: Unemployment
or job loss, homelessness, mental illness and homelessness, women and AIDS.
READINGS: Chapter 11
Late Adulthood (Course Objectives: 3,
4,
6,
7)
Biophysical Dimension
Growth and Development:
Need
to face age-related changes in physical decline, increased vulnerability
to chronic health problems and life-threatening illnesses, changes in sexuality
and sexual relations, and hetalth-enhancing behaviors
Biophysical Hazards:
Chronic health problems, arthritis, hypertension, and declining health.
Psychological Dimension
Cognitive Development:
Fluid and crystalized intelligence, adjustment to changes in memory and
learning.
Communication: Life
review and communciation of crtical life events.
Attitudes/Emotions:Grief
and loss, mouring, death and dying, fear of death, widowhood, loneliness
and other reatled emotions
Social Cognition:
Maintenance of a stable sense of self, sucessful aging.
Psychological Hazards:
Alzheimer's disease, depression, suicide (passive, assisted, etc)
Social Dimension
Support Systems: Family
relationships, couples, parent-child relationships, caregiving for and
by older people, grandparenting, friendhsips, nuring homes, hospice, retirement.
Multicultural/Gender
Issues: Minority groups (populations at risk). 5
Social Hazards: Abuse
and neglect--physical, psychological, and material, stereotyping, ageism,
sexism, racism, lieving on a fixed income.
READINGS: Chapter 12
Midterm Exam (chapters 10, 11 and 12)
Human Behavior in Systems of Different Sizes
(Course Objectives: 4, 6, 7,
8,
9,
10,
11
, 12)
Ecosystems
Framework (Course Objectives: 4, 6,
Diversity (Course Objectives:
5
Oppression (Course Objectives:
5
Feminism (Course Objectives:
5
Family, Group, Organization &
Community (Course Objectives: 5, 9,
10,
11
, 12)
Implications for Practice (Course
Objectives: 5, 8
Quiz chapter 1
Family (Course Objectives: 4,
6,
7,
8,
9)
Systems Theory
(Course Objectives: 4
Functions
Systems & Roles
Nondevelopmental Crises
Violence
Diversity (Course Objectives:
5
Implications for Practice (Course
Objectives: 8
Quiz chapter 2
Groups
(Course Objectives: 4,
6,
7,
8,
10)
Structure
Norms
Cohesion
Goals
Leadership
Types
Diversity (Course Objectives:
5
Implications for Practice (Course
Objectives: 8
Quiz chapter 3
Organizations (Course Objectives: 4,
5,
6,
7,
8,
11)
Definition (Course Objectives:
4
Goals
Nature
Communication
Leadership
Control
Dependence
Implications for Practice (Course
Objectives: 8
)
Quiz chapter 4
Communities (Course Objectives:
4,
5,
6,
7,
8,
11)
Definition
Types
Implications for Practice
Quiz chapter 5
Oral Reports due dates will be assigned individually. Students who fail to meet their deadline will be dropped a letter grade (Course Objectives: 4, 6, 7, 8)
Final Exam: The exam schedule can be found at http://www.uncp.edu/registrar/acad_info/Exam%20Schedule/exam_spring.htm The final exam for this course will be on Blackboard.
Required Texts
Ashford, J, LeCroy C., Lortie, K (2001). Human Behavior and
the Social Environment: A Multidimensional Perspective. Pacific
Grove, CA: Brooks/Cole.
Pillari, V & Newsome, M. (2003). Human Behavior and the Social
Environment: Families Groups, Organizations and Communities. Pacific
Grove, CA: Brooks/Cole.
About Computer Usage: Social work majors are required to have an email account to submit and receive assignments. Students may apply for an account on Snappy (name of our computer) at no cost. Merely complete the "New User Account" form found at http://www.uncp.edu/ucis/accounts/. To use and check email, go to http://webmail.uncp.edu/. In addition, the Social Work Major has a computer lab assistant to help with computer related problems. During the academic year 2004-2005, the social work lab assistant is Eric Duncun. His email addresses is: ead002@uncp.edu. If you need help, please contact him for an appointment or meet him in the computer lab at 10 AM on Wednesdays. If you can't keep your appointment, please let him know in advance.
Assignments:
See course outline. A quiz will be given after completing the last
three chapters of Ashford, J, LeCroy C., Lortie, K (2001).
A written and oral book report is required. The book must address a theory
that is currently employed in social work practice. Selection will
be made from the references listed on this syllabus. See the
Bibliography
for approved titles. If you want to select a book that is not
on the list, see your professor. The grade will be based on
the student's ability to comply with the outline
[check here to see it]. The
book report is reuired for the senior portfolio. Please
save your book report for SWK 490-1.
Blackboard Usage: Although SWK 445 is not designated as a “Blackboard” course, Blackboard is used under two circumstances. First, if the course is cancelled or the professor is unable to attend class and cannot find a replacement, lectures and assignments will be posted on Blackboard. Second, depending on the nature of the course, some quizzes will be posted on Blackboard. Under most circumstances, students will be given a three day window of opportunity to compete the quiz. If a student is kicked off Blackboard during a quiz, he/she is required to immediately email (steve.marson@uncp.edu or smarson@nc.rr.com) or call the instructor (521-6475).
Cell Phone Policy: Students are not permitted to conduct phone conversations during class time. Students are not permitted to have cell ring during class time. Students who use conduct a phone conversation or allow their phones to ring during class time will be drop 10 points on the next quiz or 5 points for their final exam.
Attendance Policy
Attendance and class participation
are critical to the learning and integration of materials. Therefore, the
Social Work Department has implemented the following policy. Attendance
will be used as a criterion in determining the final grade.
There are no excused absences. Six clock hours of absence will
result in a failing grade for the class worth 3 academic credit hours;
four clock hours for a class worth 2 academic credit hours class; and 2
clock hours for a class worth 1 academic credit hour class. Students are
therefore encouraged to be mindful of absences and make every effort to
be in attendance. Students are expected to have read assigned material
prior to the class. Students are also expected to participate in class
discussion, exercises, “minute” papers, and any Blackboard discussions
that may be announced. Students are considered in attendance only
if present for the entire class. Arriving late or leaving early is disruptive,
and will result in a loss of one contact hour for each occurrence.
Students are responsible for any material covered in class at a time for
which they were absent. See University Academics Policies at http://www.uncp.edu/sa/handbook/11academic.htm
Grading: 40% Quizzes, Oral/written report
20%, 40% Final Exam
The grading scale is outlined below and is in the Student
Social Work Handbook:
| A 92-100 | B 82-86 | C 72-76 | D 62-66 |
| A- 90-91 | B- 80-81 | C- 70-71 | D- 60-61 |
| B+ 87-89 | C+ 77-79 | D+ 67-69 | F 0-59 |
Giving and Taking Help
The practice of social work includes two important concepts: "process"
and "outcome." Outcome is the degree of success in achieving a goal. Process
includes the hard work and self-discipline a social worker employs in achieving
a goal. The social work faculty feel that the "process" is as significant
as the "outcome." When one student assists another by sharing projects,
term papers, book reports, reactions papers and other assignments, the
benefits of the "process" are usurped. The student who recycles the assignment
is denied the opportunity to enhance his/her self-discipline and work habits.
Simply stated, Don’t share your work with other students. The social
work faculty considers such behavior as cheating, a violation of the NASW
Code of Ethics and a violation of the Student Honor Code.
Plagiarism
The Social Work Program does not permit plagiarism All
students enrolled in SWK courses are required to use the APA citation style,
anyone caught plagiarizing automatically receive an F. You will loose
points on assignments if you do not use APA citation style. APA manuals
can be purchased in the bookstore. There is a copy on closed reserve in
the library. Also refer to the Library resource for APA . You
may also get help from University Writing Center hours during the spring
semester are from 9 a.m. to 5 p.m. Monday through Thursday and 9 a.m. to
12 p.m. on Friday. For an appointment, stop by the Writing Center, Dial
131, call 910.521.6168, or email writing@uncp.edu.
Students with Disabilities
Any student with a documented disability needing academic adjustments
[assistance] is requested to speak directly to Disability
Support Services and the instructor, as early in the semester (preferably
within the first week) as possible. All discussions will remain confidential
with
Mary Helen Walker, MA, NCC,
NCLPC.
Students withOUT Disabilities: Under some circumstances the class will be required to use Blackboard for testing and other assignment. According to the American Disabilities Act, student with disability are entitled to special accommodation and such accommodations will be available on Blackboard. Students without a documented disability are NOT entitled to use (or open) files or folders that are designated "disability." Any student without a disability who used files or folders designated "disability" will be dropped a letter grade on the assignment or test.
Child Welfare Scholars: Child Welfare Scholars must complete the same assignments as nonscholarship students. For Child Welfare Scholars, the book report must focus on child theory.
Adler, A. (1946). Understanding human nature. New York: Greenberg. [UNCP BF833 .A4 1946]
Axline, V. M. (1947). Play Therapy. New York: Ballantine Books. [LB1137 .A9 1975 ]
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. [UNCP LB1084 .B357]
Berne, E. (1966). Principles of group treatment. New York: Grove. [UNCP RC488 .B425]
Biddle, B. J. (1966). Role theory: concepts and research. New York: Wiley. [UNCP BF774 .B5]
Biddle, Bruce J. (1979). Role theory: expectations, identities, and behaviors. New York : Academic Press. [UNCP BF774 .B52]
Bluth, B. J. (1982). Parsons' general theory of action: A summary of the basic theory. Granada Hills, Calif. : NBS. [UNCP HM24 .B56 1982]
Burghardt, Stephen. (1982). Organizing for community action. Beverly Hills, Calif. : Sage Publications. [UNCW HV65 .B82 1982]
Coser, Lewis A.(1956). The functions of social conflict. Publisher Glencoe, Ill., Free Press.
Cumming, E. (1979). Growing old. New York: Arno. [UNCW HQ1061 .C8 1979]
Devine, E. T. (1971). Misery and its causes. New York: Arno. [FSU HV31 .D53 1971]
Ellis, Albert. (1962). Reason and emotion in psychotherapy. New York : L. Stuart. [UNCP RC480.5 .E423 1975]
Erikson, Erik H. (1964). Childhood and society. New York, Norton. [UNCP HQ781 .E75 1964]
Freeman, D. S. (1992). Multigenerational family therapy. New York: Haworth. [UNCP RC488.5 .F74 1992]
Glasser, William. (1981). Stations of the mind: New directions for reality therapy. New York : Harper & Row.. [UNCP RC489.R37 G55 1981]
Havighurst, R. J. (1980). Older people. New York: Arno. [UNCW HQ1064 .U5 H3 1980]
Homans, George Caspar. (1961). Social behavior: its elementary forms. New York, Harcourt, Brace & World. [UNCP HM291 .H64]
Kottman, Terry (2001). Play therapy: basics and beyond. Alexandria, VA : American Counseling Association. [UNCP RJ505.P6 K643 2001]
Kubler-Ross, E. (1969). On Death and Dying. New York: Macmillan.
Smith, P. (2001). Cultural theory: an introduction. Malden, MA: Blackwell. [UNCP HM621 .S57 2001]
Veblen, T. (1934). The Theory of the Leisure Class. New York: The Modern library. [HB831 .V4 1934]
Wilson,
J. (1983). Social theory. Englewood Cliffs, NJ: Prentice-Hall.
[UNCW HM24 .W548 1983]