Syllabus

Master of Social Work

SSWO 502 – Human Behavior in the Social Environment II – Spring 2018

Credits - 3

Description

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. HSBE II 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 are affected by class, gender, race or ethnicity, age, sexual orientation, and other factors as these are reflected in different political-economic and cultural contexts. Students explore how these different contexts are embodied in people’s physical, mental, and relational lives.

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 wellbeing–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.

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 UNE 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.

Materials

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

1. Demonstrates ethical and professional behavior.
2. Advance human rights and social, racial, economic, and environmental justice.
3. Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
4. Engage in practice-informed research and research-informed practice.
5. Engage in policy practice.
6. Engage with individuals, families, groups, organizations, and communities.
7. Assess individuals, families, groups, organizations, and communities.
8. Intervene with individuals, families, groups, organizations, and communities.
9. Evaluate practice with individuals, families, groups, organizations, and communities.

Course Objectives:

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

1. Discriminate between theories of human behavior and their respective assump­tions about human development, family lifespan and roles, organizational context, community, and environment, with attention to concepts of social inclusion, human rights, and cultural responsiveness. EPAS Competencies 2, 3, and 4 (Program Objective #3)
2. Identify and assess factors that affect human development and behavior, human dignity, social justice, and quality of life. EPAS Competencies 3 and 7 (Program Objective #3)
3. Describe and apply relational-cultural theory articulating factors that influence relational validation, full participation, and human connection amongst individuals, families, communities, and populations. EPAS Competencies 2, 3 & 5 (Program Objective #1)
4. Engage as critical consumers of social science and human behavior research with particular attention to elements of social inclusion, cultural competence, and person-in-environment perspectives. EPAS Competencies 3 & 6 (Program Objectives #1, 6 & 7)

Assignments

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 week include the following:

Course Materials for Reading and Viewing

Description: This course will use an array of textbook chapters and articles, as well as other types of reading materials, and videos to present the important concepts in the various weekly modules. These will provide the foundation and background for student discussion forums and written assignments.

Discussions

Description: An important learning method in this course is student participation and interaction in the discussion threads within each week. 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 Weekly Units and Discussion Boards for more information.

Weekly Participation

Postings to the discussion board must add substantively to the discussion by building upon classmates’ ideas or posing critical questions to further the discussion. For example, a posting of “I agree with what people are saying” is not sufficient. Your instructor will monitor your participation on a weekly basis. Keep in mind that weekly postings make up a significant percentage of the final grade. All postings must be respectful. If at any time you are concerned with a posting, please notify your instructor immediately. Some discussion threads will occur amongst the entire class, while others will occur in small groups. Your instructor will randomly assign you to a small group at the start of class. This will be the group you work in throughout the course where small group discussions occur. Please refer to the Participation Rubric to see how your weekly participation will be evaluated. 

In order to encourage quality discussion, your instructors will be looking to see how often you return, each week, to check that week’s discussion boards. Our expectation is that you do so three times each week. Unless otherwise noted, you should post quality responses of no more than two to three paragraphs in length of the indicated quantity in any preferred combination related to the questions. The recommended method is that you carefully read the existing posts and then think about how to build on the existing ideas by offering additional insights, alternative perspectives, or raising critical questions. As part of this process, be sure to refer back to the original discussion question in order to keep the thread focused on the required topic.

You will also be asked to clearly connect your posts to the assigned materials or other relevant resources. In instances where you are asked to submit two posts to a discussion question, one of your posts needs to be more substantive. For example, the more substantive post should provide a clear connection to the assigned materials and a more in-depth response to the question. Keep in mind, if the assignment has more specific criteria for completion, you should follow what is indicated. As a general rule, if you do not see a quantity of posts indicated to a given discussion, you should always post a response to the question itself and a response to at least one of your classmates (per discussion) AS A MINIMUM. You are expected to be engaged on at least 3 different days throughout the course week. You should always follow the criteria listed in this section (Participation section of the Syllabus) and criteria listed in the Participation Rubric, as well as anything more specifically stated in the course.

Please note, you will lose participation points even if you post the MINIMUM amount required if you do not engage in dialogue with your classmates. Weekly deadlines for initial posts and initial responses depend on the number of discussions that week. For the first (and in some cases, only) discussion each week, the initial posts to the discussion boards should be completed by Saturday at 11:59 p. m. ET and initial responses should be completed by Sunday 11:59 p.m. ET (initial responses mean your first response to another student; so you’re not waiting until the end of the week to start responding). For weeks with two discussions, the second discussion’s initial post deadline is Saturday at 11:59 p. m. ET and the initial response deadline is Sunday at 11:59 p. m. ET. Any discussions that extend beyond the final day of the week (Tuesday) will not be considered a part of the grade and/or assignment, but rather optional reading. Even though you technically have until the last day of the week to post, your participation points will suffer if you do not post initially by Saturday and then respond to at least one other student by Sunday as this negatively impacts your classmates’ ability to respond to your posts and your ability to respond to their posts. Posts that no longer relate to the identified topic should be moved to one of the ongoing discussion boards such as “Ask the Class,” “Hallway Discussions,” or “Resources.”

Writing Assignments, Projects, and Assessments

There are a number of written assignments in this course, each with its own requirements. It is important to read both the instructions and the rubrics when working on them. For each assignment, please make sure to turn in a paper that follows strict APA guidelines (formatting, citation, etc.) unless otherwise informed by your facilitator. Some portion of your grade will be based on your ability to apply APA guidelines in these papers.

EcoMap/Genogram (Due Week 2)

Assessment of families and client systems is complicated requiring social workers to look at a variety of influences and relationships that make up family strengths and challenges. Tools such as ecomaps and genograms help to organize generational data. They can additionally be used as a relationship building tool, one that provides structure to questions centered on families, systems, and the relationships between them. Based upon the readings and videos assigned, complete both a genogram and an ecomap of your own family, or a family that you know intimately enough to complete the assignment (being sure to obey HIPAA laws), or a family system provided in a case study by your instructor as the basis for the assignment.

Group RCT paper/project (Due: Week 4)

3-4 pages, double-spaced, APA format, no abstract needed

You and your partner(s) will submit a paper or project about Relational Cultural Theory (RCT). Briefly identify RCTs fundamental assumptions in a 3-4 page paper (or, if a project, and equivalent amount of work to a 3-4 page paper) using APA style. This is to include:

• What are the fundamental assumptions of RCT?
• What is your critical assessment of RCT?
• What connections do you see between the underlying ideas of RCT and 1) the core underlying values of social work, and 2) health as a human right?
• How might RCT inform or guide our social work practice?

Please keep in mind that this paper requires you to cite appropriate references, using APA format, to support your claims.  Please use at least three of the articles from the RCT readings.

Theory Application Paper (Due Week 7)

6-8 pages (not to exceed 8), double-spaced including references to both external (not course assigned) and assigned readings. No abstract needed.

For this assignment you are to select one of the listed films and discuss and analyze the film from two theoretical perspectives presented in the Hutchinson text (e.g., psychodynamic perspective, transpersonal theory, feminist theory). For example, you could select Girl, Interrupted and analyze the principal characters from both empowerment and psychodynamic theories. Do not summarize the film in a descriptive or non-critical manner. Instead you must critically apply the content from the Hutchison text and other sources to your selected film. This may entail an analysis of one or more characters, their relationships, and an understanding of the interaction between person and the social environment. You must reflect upon how the theories you have selected raise similar and/or different considerations in your analysis. Be sure to include why these similarities and differences emerge, and what this raises in terms of the value and importance of critically understanding theories of human behavior. The paper will demonstrate your understanding of the selected theories.

All written work should be double-spaced. The papers and projects should include an APA formatted reference page as appropriate. Students who are not clear about proper APA format are encouraged to consult the UNE Student Academic Success Center or various library, online, and other resources to get this information. Material obtained from the Internet should be referenced and limited to recognized scholarly, academic, or client/consumer-oriented sources (such as online journals and information from advocacy oriented organizations). Gender-neutral language should be used throughout all written assignments. All work that is handed in for credit in this course is expected to be original and for the purpose of this course alone. It is unacceptable to use assignments from other courses for assignments in this course.

Grading Policy

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:

Grade Breakdown

Assignment	Point Value	Percentage of Grade
Discussions	200 points	20%
Ecomap/Genogram	100 points	10%
RCT Paper	300 points	30%
Theory Application Paper	400 points	40%
Total:	1,000 points	100%

Grade Scale

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