HBSE is a two-semester, foundation course. Together with Policy I & II, HBSE I & II are constructed as “theory for practice” courses. Theories for Practice form a conceptual framework to develop understanding of the impact of social context on health (broadly defined) and well-being – and on social work. These theories attempt to explain how and why people live their lives as they do; how we construct ways to understand our lives how we develop actions to sustain ourselves and develop as a species, and as a community (both local and global). Theories for Practice permit us to articulate a value-driven, social justice vision within which we construct and operationalize our mission and our practice. For this reason, we begin our study with an examination of human rights with particular attention paid to health as a human right.
HBSE is designed to develop and refine our consciousness of the continuous, dynamic and historical relationship that persists between human beings in any social context. HBSE explores different theories about how human beings develop, understand, and participate in social relationships that include societal structures and distributions of power and resources necessary for healthy human development; how we formulate and act on basic assumptions about ourselves and others; and how the identity and experience of individuals is affected by class, gender, race or ethnicity, age, sexual orientation, and other factors as these are reflected in different political-economic and cultural contexts. This examination is guided by the values found in our mission and in the profession’s code of ethics. Theories for Practice are the foundation for Theories of Practice: they form the basis for a professional practice informed by values, embedded in conceptual frameworks that are evidence-guided, and responsive to critical evaluation.
Professional ethics require social workers to examine our own values and their influence on the theories, concepts and beliefs we hold about human beings and our social and cultural context. This course sequence reflects the commitment of the U.N.E. School of Social Work, and the social work profession, to the core values of human dignity, social justice, individual and cultural diversity, and self-determination. We will consider how our own beliefs and ideas about these values have been shaped, how they have contributed to the formation of our identities, and how they contribute to our own developing knowledge and professional practice. A lens for reflection will be provided that is grounded in the belief that health is a human right.
Course content and readings reflect our concern about the scope, depth, and meaning of inequality and inequity and their health impact on individuals, groups, families, and communities. Theories of human behavior and interaction with the social environment are presented, with attention to the interaction of biological, psychological, social and economic, and spiritual dimensions of human experience. Theory is assessed from a critical perspective in order to evaluate its contributions and limitations, and how it addresses (or fails to address) social justice, the capacity of human beings for growth and change, and for its relative utility for practice with specific populations at risk relevant to social work in general and this region in particular.
Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:
This course will help students to:
Through the completion of their assignments, students will demonstrate their ability to:
A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include the following:
Description: This course will use an array of readings, podcasts, voice-over PowerPoint presentations, and videos to present the important concepts in the various modules. The readings and multimedia provide the foundation and background for student discussion threads and written assignments.
Description: An important learning method in this course is student participation and interaction in the discussion threads within each module. Students are expected to participate actively and in a respectful manner. Please refer to Course Policies about participation for a full discussion of expectations.
Grading and Feedback Method: Grading and feedback methods are listed with each specific discussion assignment. Please refer to the Learning Modules and Discussion Boards for more information.
Description: The How do I Know Who I Am paper asks students to discuss how their understanding of class, gender, race/ethnicity, and sexual orientation evolved and influenced their developing identity and consciousness.
Due Dates: Due dates for all learning activities are provided in the “Course Schedule.”
The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.
Your grade in this course will be determined by the following criteria:
Assignment | Point Value | Percentage of Grade |
---|---|---|
Weekly Participation in all Discussions | 400 points (50 points * 8 weeks) | 40% |
How do I Know Who I Am Paper | 400 points | 40% |
Bio Small Group Bib and Discussion | 200 points | 20% |
Total: | 1000 points | 100% |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
All assignments are to be submitted by 11:59 P.M. E.T. on the dates listed below. Unless otherwise specified, all module discussions and assignments are due the last day of the module or unit week.
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Social Work page
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.